Peters suggests that a no-nonsense and zero-tolerance approach to implicit tolerance and emphasizes the need to pursue complaints as far up the school administration chain of command as necessary to achieve results. Similarly, Peters confirms the conclusions of other researchers and experts in the field of school psychology that bullying affects victims profoundly and presents specific problems with regard to maintaining high academic performance and also with respect to positive self-image formation that often persist far beyond the school years.
Peters acknowledges that bullying behavior cuts across all ages and grades and affects both male and female students, but recommends different approaches to addressing bullying based in the specific forms that it tends to take between the genders.

Whereas boys tend to bully through physical intimidation and violence, girls are much more likely to perpetuate bullying through indirect social exclusion and ridicule. Peters offers suggestions that include modeling non-violence at home…...

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References

Feller, B. (2003) the Associated Press; U.S. Frames Bullying as Health Issue

Hutton, T. (2006) NSBA Leadership Insider: Practical Perspectives on School Law & Policy; No Rite of Passage: Coming to Grips with Harassment and Bullying.

Jonsson, P. (2004) the Christian Science Monitor; Schoolyard Bullies and Their Victims: The Picture Fills Out. Peters, R. (2002) Laying Down the Law: The 25 Laws of Parenting to Keep Your Kids on Track, Out of Trouble, and (Pretty Much) Under Control. New York: Rodale.

Wright, J. (2004) Preventing Classroom Bullying: What Teachers Can Do. Interventioncentral.org

Seventy-five percent of the school shootings over the past decade have been related to bullying (Vessey).
Because bullying is a social problem of the collective, it might be more successful in changing the peer group norms that reinforce bullying, which is the basic operating principle of school-wide anti-bullying programs (Juvonen). The worst thing anyone can do is to do nothing or assume that bullying behaviors are harmless (Vessey). The best intervention is communication. Parents should talk to their children and schools should incorporate discussions of bullying behaviors in classes (Vessey).

orks Cited

Greif, Jennifer L. "Reaching an American consensus: reactions to the special issue on school bullying." School Psychology Review. June 22, 2003. Retrieved November 13, 2006 from HighBeam Research Library.

Juvonen, Jaana. "Myths and facts about bullying in schools: effective interventions depend upon debunking long-held misconceptions." Behavioral Health

Management. March 1, 2005. Retrieved November 13, 2006 from HighBeam Research Library.

Swearer, Susan M. "Research…...

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Works Cited

Greif, Jennifer L. "Reaching an American consensus: reactions to the special issue on school bullying." School Psychology Review. June 22, 2003. Retrieved November 13, 2006 from HighBeam Research Library.

Juvonen, Jaana. "Myths and facts about bullying in schools: effective interventions depend upon debunking long-held misconceptions." Behavioral Health

Management. March 1, 2005. Retrieved November 13, 2006 from HighBeam Research Library.

Swearer, Susan M. "Research on school bullying and victimization: what have we learned and where do we go from here?" School Psychology Review. June 22, 2003. Retrieved November 13, 2006 from HighBeam Research Library.

Adults Who Were Bullied in School
Bullying is considered repeated acts over time that involves an imbalance of power between individuals. It can be verbal harassment, physical assault, coercion, manipulation, ignoring, or even subtler acts. Usually, psychologists find, bullying is done to coerce others by fear or threat, and occurs more often than one would imagine in the early years of elementary school ("Student eports of Bullying," 2001). There is a pervading assumption that bullying is a "normal" part of childhood and encompasses nothing more than minor harassment, more recent and long-term studies have found that intensive bullying in elementary school may have lasting psychological effects well throughout school age, and into adulthood (Nansel, et.al,, 2001, 2003). Overall, the statistics are staggering, and surprising:

White, non-Hispanic students are more likely than other ethnic minority children to be bullied but a factor of 5%.

In an average school, 15% of White and 8-10% non-White,…...

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REFERENCES

The Bully/Victim Characteristics Chart. (2001, April). Retrieved December 2010, from SIU.EDU: http://tqe.siu.edu/473/documents/PDF/bullying/bullyvictim_chart.pdf

Characteristics of a Group - Norms. (2004, March). Retrieved December 2010, from Oxford Brooks University:  http://www.brookes.ac.uk/services/ocsd/2_learntch/small-group/sgt104.html 

BeeBe and Masterson. (2006). Communicating in Small Groups: Principles and Practices. Upper Saddle River, NJ: Pearson.

Bulach, Fulbright, and Williams. (2003). Bullying Behavior. Journal of Instructional Psychology, 30(2), 156-69.

The counselor reminds the children that some of the bullying is done because of ethnic and cultural differences. This week the session will be about helping those who are different by race, ability, gender, religion, etc. To feel accepted by doing something kind for them (Singh, et al., 2010).
The counselor can work with school personnel to develop a AK week. During this week, the students are able to write on a large banner the kindness deeds they do (AK Foundation, 2010). The students can help read books for library hour, recording at the same time, so the younger children can listen at any time. Food drives can be organized to help needy families in the school (AK Foundation, 2010). During these activities, discussion about how the act makes the student feels help reinforce the positive actions.

Follow-up includes comparing how bullying and cyber-bullying makes one feel vs. how the AK…...

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References:

Bostick, D., Anderson, R. (2009). Evaluating a small-group counseling program -- a model for program planning and improvement in the elementary setting. Professional School Counseling. 12(6). pp. 428-434.

Crandell, T., Crandell, C., & Vander Zanden, J., 2009 Human Development (9th Ed.). Boston: McGraw-Hill

Hendricks, J. (2010). Interview February 12, 2010.

Huss, S., Bryant, a., & Mulet, S. (2008). Managing the quagmire of counseling in a school: Bringing the parents onboard. Professional School Counseling, 11(6), 362-367.

School Legal Entanglement Plan
This Legal Entanglement Plan seeks to examine the policies, programs, strategies, and practices of a particular school with respect to its moral, legal, and ethical implications. The plan is developed based on a three-step process that will help in addressing the issue that could potentially become a liability or legal entanglement if left unaddressed. The plan will help in addressing the issue since it will be communicated to appropriate stakeholders.

Step 1 – Analysis

Moral and Legal Issues in School Strategies

One of the moral, ethical or legal issue facing Carson Elementary School in West Price and could escalate into a legal entanglement is school bullying, which poses significant threats on the welfare and well-being of students. Bullying is a broad concept that involves intentional aggression, power imbalance between the perpetrator and victim, and repetitive aggressive behavior (Cornell & Limber, 2015). Carson Elementary School recognizes that preventing bullying is critical…...

They predict age and gender variations relate to bullying concerns. Of the 25 cartoons implemented in the study, two depict characters with different shades of skin color where skin color appeared to be an issue. One cartoon relating to sexual orientation was not used in several countries. Smith et al. report Olweus to assert bullying to be characterized by the following three criteria:
1. It is aggressive behavior or intentional "harmdoing"

2. which carried out repeatedly and over time

3. In an interpersonal relationship characterized by an imbalance of power. (Smith et al., 2002, p. 1120)

In their study, Smith et al. (2002), participating researchers in the 14 countries to completed the following

1. Listed and selected bullying terms as well as social exclusion in the applicable language.

2. Used fundamental focus groups with participating children to confirm usage and extensive comprehensive of terms.

3. Using cartoons, sorted tasks to describe ways terms relating to bullying…...

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REFERENCES

Anti-Bullying programs for schools. (2009). NoBully.com. Retrieved March 3, 2010 from  http://www.nobully.com/index.html 

Beaty, L.A., & Alexeyev, E.B. (2008). The Problem of School Bullies: What the Research Tells Us. Adolescence, 43(169), 1+. Retrieved March 3, 2010, from Questia database:  http://www.questia.com/PM.qst?a=o&d=5026476147 

Beran, T.N., Tutty, L. & Steinrath, G. (2004). An evaluation of a bullying prevention program for elementary schools. Canadian Journal of School Psychology. Vol. 19, Iss. 1/2, p. 99

116 . Retrieved March 3, 2010 from  http://proquest.umi.com/pqdweb?did=1188387401&Fmt=4&clientId=9269&RQT=30

This would help a victim open up to the teacher and thus seek help. School is an important period in a child's life and should be free of stress. It is the responsibility of school authorities to ensure child' safety. In the schools, where bullying incidents are non-existent have some active form of intervention in place. Bullying is a more serious problem in public schools compared to private school mainly due to the quality of education, teacher training and level of accountability. Higher level of accountability can result in fewer cases of bullying in public schools too. Concerted effort is required to reduce prevalence of bullying in schools across the country.
eferences

Atlas, .S., & Pepler, D.J. (1998). Observations of bullying in the classroom. Journal of Educational esearch, 92(2), 86-99.

Espelage, D.L., Bosworth, K., & Simon, T.. (2000). Examining the social context of bullying behaviors in early adolescence. Journal of Counseling and…...

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References

Atlas, R.S., & Pepler, D.J. (1998). Observations of bullying in the classroom. Journal of Educational Research, 92(2), 86-99.

Espelage, D.L., Bosworth, K., & Simon, T.R. (2000). Examining the social context of bullying behaviors in early adolescence. Journal of Counseling and Development, 78, 326-333.

Hoover, J.H., Oliver, R., & Hazier, R.J. (1992). Bullying: Perceptions of adolescent victims in the Midwestern USA. School Psychology International, 13, 5-16.

Horne, a.M., & Newman-Carlson, D. (2004). Bully Busters: A Psycho-educational Intervention for Reducing Bullying Behavior in Middle School Students. Journal of Counseling and Development. Volume: 82. Issue: 3.

When these components were included in bullying intervention programs, Olweus found significant reductions of 50% or more during the 2 years following their introduction in American schools with more than 2,500 students. According to Heinrich (2003), "The bullying prevention program goals are reducing or eliminating existing bullying problems and preventing new problems. The major cost of this program is not in money but in the amount of time and energy required to effect change in attitudes, knowledge, and behavior" (p. 195).

eferences

Arora, T., Sharp, S., & Thompson, D. (2002). Bullying: Effective strategies for long-term improvement. London: outledgeFalmer.

Atlas, .S., & Pepler, D.J. (1998). Observations of bullying in the classroom. The Journal of Educational esearch, 92(2), 86.

Borntrager, C., Davis, J.L., & Hallford, a. (2006). Evaluation of a bullying prevention program. Journal of esearch in Childhood Education, 21(1), 91.

Bullying by the numbers. (2007, January). Curriculum eview, 46(5), 37.

Espelage, D.L., & Swearer, S.M. (2003). esearch…...

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References

Arora, T., Sharp, S., & Thompson, D. (2002). Bullying: Effective strategies for long-term improvement. London: RoutledgeFalmer.

Atlas, R.S., & Pepler, D.J. (1998). Observations of bullying in the classroom. The Journal of Educational Research, 92(2), 86.

Borntrager, C., Davis, J.L., & Hallford, a. (2006). Evaluation of a bullying prevention program. Journal of Research in Childhood Education, 21(1), 91.

Bullying by the numbers. (2007, January). Curriculum Review, 46(5), 37.

The possible connection between bullying experiences in school and online is consistent with data showing that when most schoolmates have Internet access at home, electronic communication is conducted largely within school-based peer networks.
Cited Study: Gross EF Adolescent Internet use: what we expect, what teens report. J Appl Dev Psychol. 2004; 25:633-649.

Livingstone S. Children use of the Internet: reflections on the emerging research agenda. New Media and Society. 2003; 5:

esearch Design:

esearch design was based on correlational factors involving experimental quantitative statistical analysis. Targeted participants ranged from ages 12-17. Additionally, participants were introduced to an electronic survey on a popular teen Web site called Bolt in which an incentive was offered to induce participation, such as a raffle for an iPod or gift card. Through this Web site, data was collected from August through October 2005. In conducting an electronic survey, parental consent was not necessary, participants could participate anonymously, or…...

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References

Juvonen, J., & Gross, E. (2008). Extending the school grounds? -- Bullying experiences in cyberspace. Journal of School Health, 78(9), 496-505.

1 of 1

Likewise, the percentages of young children who reported bullying behaviors who were themselves the victims of bullying by others as well as being abuse both physically and sexually in the home were highly disturbing and represent a call to action for educators at all levels. It is clear that violence continues to adversely affect both the bully and the victim, but it is also clear that the victims are not in a position to change their behaviors in the same ways as the bullies involved.
Implications for the Future. This author's personal experiences in public schools confirms that in some cases, teachers simply look the other way when witnessing bullying rather than taking action to stop such behaviors. In order to formulate effective interventions, teachers, administrators and parents must become more actively involved in reducing the incidence of bullying, and this will require direct behavioral observations of students in the…...

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References

Bradshaw, C.P., Sawyer, a.L. & O'Brennan, L.M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361-363.

Espelage, D.L. & Swearer, S.M. (2004). Bullying in American schools: A social-ecological perspective on prevention and intervention. Mahwah, NJ: Lawrence Erlbaum Associates.

2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32(3), 365.

Holt, M.K., Finkelhor, D. & Kantor, G.K. (2007). Hidden forms of victimization in elementary students involved in bullying. School Psychology Review, 36(3), 345-346.

ullying
The incidents of April 20, 1999 from Columbine High School in Littleton, Colorado put bullying into a new perspective. Two students, Dylan Klebold and Ryan Harris, who were, for all intents, intelligent and well adjusted went on a killing spree. They killed and injured several members of the school including a teacher. (Rosenberg, 2000) Then they turned the guns on themselves. Their plans were grandiose. After the massacre, they intended to flee the country. Once the furor had died down, new information showed that the two students were generally reticent, withdrawn and subjected to bullying by their peers, especially the physically stronger students. Klebold and Harris were emotionally and physically abused. Isolated, they developed a hatred for their fellow students. This manifested in initial thoughts of suicide and then murder. Stories abound about bullying turned to tragedy abound. The Columbine incident was the biggest and got the most coverage.

ullying (or…...

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Bibliography

Berman, H., et al. "Sexual Harassment: The Unacknowledged Face of Violence in the Lives of Girls." The Best Interests of the Girl Child. Eds. H. Berman and Y. Jiwani. London, ON: The Alliance of Five Research Centres on Violence., 2002. 15-44.

Bleuel, Hans Peter. Sex and Society in Nazi Germany. Philadelphia,: Lippincott, 1973.

Congress. An Act Concerning Bullying Behavior in Schools and Concerning the Pledge of Allegiance. Washington, D.C: House of Congress, 2002.

Fried, S., and P. Fried. Bullies and Victims: Helping Your Child through the Schoolyard Battlefield. New York, NY: M. Evans & Co., Inc., 1996.

Bullying and Harassment in Colleges:
One of the major reasons why children are sent to school or colleges by their parents is to learn. However, many college campuses have become breeding grounds for bullying and harassment that affects millions of students. While the extent of bullying and harassment in colleges is still unclear, such incidents take place on the basis of sexual orientation, religion, race, gender identity, and sex (Holt, 2010). The bullying and harassment in college campuses tend to occur through email, on the Internet, and face-to-face.

As the practice has become widespread across college campuses, memories of school bullying haunt people for several years. Actually, bullied students are usually habituated to defending themselves from cruel actions to an extent that they ultimately become bullies themselves. Moreover, unsupportive teachers also contribute to the spread of bullying and development of new bullies. For instance, many victims of bullying and school bullies have…...

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References:

Billitteri, T.J. (2010, December 10). Preventing Bullying -- Do anti-harassment Laws Violate

Students' Rights? Retrieved April 13, 2013, from  http://library.cqpress.com/cqresearcher/document.php?id=cqresrre2010121000&PHPSESSID=18229tb5jv1c5rdg0fhotish00 

Holt, R. (2010, November). Should Colleges be required to Prohibit Bullying and Harassment?

Pro-Position. CQ Researcher.

Bullying -- and Victims
Summary of Important Facts on Page 502 of the Text

About 10 to 20% of today's children are bullies and up to 30% of children are victimized over and over. About a third to a half of victims are also aggressive and they do fight back. There are interventions available for victims and the best way to reduce bullying is to promote sports and other recreational activities, and basically to change the school environment.

how do children become bullies and how do bullies develop aggressive behaviors toward others? Bullies show very little "anxiety" and rarely are insecure, and they have a "strong desire" to be a dominant force over others -- notably their peers (Carter, 2011, 99). In fact those children who become bullies "derive entertainment" from their aggressive acts against others, and they rarely experience "remorse and empathy" for those unfortunate children who have been picked on (Carter,…...

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Works Cited

Berk, L.E. (2010). Infants, Children, and Adolescents. Upper Saddle River, NJ: Pearson College

Division, p. 502.

Carter, S. (2011). Bullies and Power: A Look at the Research. Issues in Comprehensive Pediatric

Nursing, 34(2), 97-102.

A teenager's ability to thrive in his/her social circle may have more to do with innate qualities such as companionship than looks or talents, attributes that are commonly associated with popularity.
Whereas peer relationships can clearly have a positive role in social development, there are certain types of peer orientation that can also be detrimental. There are some teenagers who are extremely orientated to their peers to the extent that they break parents' rules, sacrifice school performance, undermine their talents, and even hide positive areas of their lives in order to maintain their peer relationships (uligni et al., 2001). This is the type of peer orientation that parents commonly object to and for good reason. Extremely peer oriented teenagers often feel that they have to stand out and hence seek problem behavior-oriented peer groups such as those that regularly skip class, abuse alcohol, and use drugs (uligni et al., 2001).…...

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For parents who may be concerned about their child's troubled peer relationships or peer orientation, much can be learned from these documented evidences on child social development. Parents must understand that problems such as bullying, deviant behavior, association with problematic peer groups, and the like are often processes that evolve over time and involve an interplay between many early risk and protective factors (Schwartz, et al. 2000, Fuligni et al., 2001). While some of these factors are temperamental in nature (e.g. non-assertiveness, submissiveness), many of them are also parental control related. For instance there is evidence to suggest that maternal over-protectiveness can be a factor in the bullying of submissive and passive victims (Olweus, 1993 in Schwartz et al., 2000). Similarly, excessive parental control during the teenage years can drive adolescents to place greater importance on their peer relationships rather than their parents (Deveraux, 1970, in Fuligni et al., 2001). On the other hand, a complete lack of parental control or support can also lead adolescents to seek more advice from their peers and thus be more influenced by them rather than their parents (Bonfrenbenner, 1967; Condry and Simon, 1974; and Steinberg, 1987; in Fuligni et al., 2001). Hence, parents must try to exert a developmentally appropriate level of control on their children and learn to adjust their relationship with them to accommodate their child's increasing level of maturity.

Parents should encourage their children to cultivate friendships within peer groups that are achievement oriented, wherever they may be found - in school, a sports or hobby club, church, work, etc. Studies show that association with healthy peer groups such as these are less likely to result in children showing problem behavior and low academic achievements in the latter adolescent years (Fuligni et al., 2001). Parents should also try to promote closeness in the family (e.g. By having meals or doing simple things together). Family cohesion has been shown to buffer the effects on adolescents who may be involved with deviant peers and is hence a protective factor for possible problematic behavior (Fuligni et al., 2001).

This paper has described the many roles that friendships and peer groups can play in a child's social development. The impact of these relationships is especially significant during the volatile teenage years, a critical transitional stage when children have to renegotiate relationships with their parents while at the same time seek acceptance from their peers. Friendships can either make or break a child and the important role of parents lies in giving them age-appropriate freedom and control; providing a supportive, cohesive home environment; and encouraging their children to associate with peer groups that have a positive influence.

Likewise, the study concluded that new teachers were significantly less confident in their respective ability to deal with bullies and their parents than with victims of bullying and their parents. The study disclosed that new teachers also realized their limitations in dealing with bullies and recognized the likely benefits of specific training in this area. The most natural extension of this study in the future would be to repeat it using more experienced teachers to determine whether and to what degree increased experience relates to greater response and how much of any recorded difference is a function of confidence on the part of experienced teachers. Finally, one of the most interesting areas of future research would be in the realm of a 2008 study (Song & Soiber) that is not included in this literature review. That study summarized much of the available previous literature on the general subject of…...

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References

Bauman, S., and Del Rio, a. (2006). "Preservice Teachers' Responses to Bullying

Scenarios: Comparing Physical, Verbal, and relational Bullying" Journal of Educational Psychology; Vol. 98, No.1: 219-231.

Nicolaides, S., Toda, Y., and Smith, P. (2002). "Knowledge and Attitudes About School Bullying in Trainee Teachers" British Journal of Educational Psychology; Vol. 72: 105-118.

Song, S.Y., and Stoiber, K.C. (2008). "Children Exposed to Violence at School: An Evidence-Based Intervention Agenda for the 'Real' Bullying Problem" Journal of Emotional Abuse; Vol. 8(1/2).

Bullying is a serious issue that impacts approximately 20% of middle and high-school aged children each year.  The extent of bullying can vary, but severe bullying can lead victims to commit suicide and leave lifelong scars on its survivors.  This has led people to debate the most effective form of intervention for bullies.

Bullying used to be considered an individual problem, with schools taking few steps to intervene unless the bullying was physical and was egregious.  In fact, many middle-aged adults seem to think of school bullying as something that is within the normal range of....