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Preventing bullying through science, policy, and practice [electronic resource]

Preventing bullying through science, policy, and practice [electronic resource]

자료유형
E-Book(소장)
개인저자
Rivara, Frederick P. Le Menestrel, Suzanne.
단체저자명
National Academies of Sciences, Engineering, and Medicine (U.S.). Committee on the Biological and Psychosocial Effects of Peer Victimization: Lessons for Bullying Prevention.
서명 / 저자사항
Preventing bullying through science, policy, and practice [electronic resource] / Committee on the Biological and Psychosocial Effects of Peer Victimization: Lessons for Bullying Prevention ... [et al.].
발행사항
Washington, DC :   The National Academies Press,   c2016.  
형태사항
1 online resource (xix, 342 p.) : ill.
ISBN
9780309440684 (electronic bk.) 0309440688 (electronic bk.) 9780309440677 (paperback) 030944067X (paperback)
요약
"Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bullying has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences"--Publisher's description.
일반주기
Title from e-Book title page.  
내용주기
Introduction -- The scope of the problem -- Individuals within social contexts -- Consequences of bullying behavior -- Preventive interventions -- Law and policy -- Future directions for research, policy, and practice.
서지주기
Includes bibliographical references.
이용가능한 다른형태자료
Issued also as a book.  
일반주제명
Bullying --United States --Prevention. Bullying in schools --United States --Prevention.
바로가기
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245 0 0 ▼a Preventing bullying through science, policy, and practice ▼h [electronic resource] / ▼c Committee on the Biological and Psychosocial Effects of Peer Victimization: Lessons for Bullying Prevention ... [et al.].
260 ▼a Washington, DC : ▼b The National Academies Press, ▼c c2016.
300 ▼a 1 online resource (xix, 342 p.) : ▼b ill.
500 ▼a Title from e-Book title page.
504 ▼a Includes bibliographical references.
505 0 ▼a Introduction -- The scope of the problem -- Individuals within social contexts -- Consequences of bullying behavior -- Preventive interventions -- Law and policy -- Future directions for research, policy, and practice.
520 1 ▼a "Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bullying has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences"--Publisher's description.
520 1 ▼a "Examines the consequences of bullying and assesses interventions that attempt to prevent and to respond to it. The report details the harmful short- and long-term consequences of bullying, both for those who are the targets of bullying and those who perpetrate it. It also finds that some interventions--such as zero tolerance policies, which are widely used by schools--have not curbed bullying or made schools safer. The report identifies approaches that are more likely to be effective at reducing bullying, and it recommends steps that agencies, schools, social media companies, and other stakeholders can take to better understand, prevent, and respond to bullying."--Page [4] of cover.
530 ▼a Issued also as a book.
538 ▼a Mode of access: World Wide Web.
650 0 ▼a Bullying ▼z United States ▼x Prevention.
650 0 ▼a Bullying in schools ▼z United States ▼x Prevention.
700 1 ▼a Rivara, Frederick P.
700 1 ▼a Le Menestrel, Suzanne.
710 2 ▼a National Academies of Sciences, Engineering, and Medicine (U.S.). ▼b Committee on the Biological and Psychosocial Effects of Peer Victimization: Lessons for Bullying Prevention.
856 4 0 ▼3 EBSCOhost ▼u https://oca.korea.ac.kr/link.n2s?url=http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1355681
945 ▼a KLPA
991 ▼a E-Book(소장)

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/e-Book 컬렉션/ 청구기호 CR 302.3430973 등록번호 E14013318 도서상태 대출불가(열람가능) 반납예정일 예약 서비스 M

컨텐츠정보

목차

The scope of the problem
Individuals within social contexts
Consequences of bullying behavior
Preventive interventions
Law and policy
Future directions for research, policy, and practice.

관련분야 신착자료

DeVito, Joseph A (2021)
Wahl-Jorgensen, Karin (2020)