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Variation in the prevalence of different forms of bullying victimisation among adolescents and their associations with family, peer and school connectedness: a population-based study in 40 lower and middle income to high-income countries (LMIC-HICs)This study aimed to estimate the prevalence of different forms of bullying victimization experiences and their association with family functioning, peer relationships and school connectedness among adolescents across 40 lower and middle income to high-income countries (LMIC-HICs).
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Bridging the gap of school change: Pre-service teachers’ knowledge and understanding of cyberbullyingThe beliefs, attitudes and understandings of pre-service teachers towards bullying and more recently, cyberbullying remains unclear.
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Cyberbullying among children and youth:Characteristics and prevention strategiesThis book discusses cyberbullying among children; specifically explaining the prevalence of cyberbullying, the difficulties in detection & prevention, the...
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Motivational interviewing as a positive response to high-school bullyingWe provide a narrative review of Motivational Interviewing and map its core features onto the extant literature on self‐reported motivations for bullying
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BullyingBullying is now regarded as a health problem and not just a disciplinary problem. Increasing evidence shows both traditional bullying (e.g. hitting, teasing) and cyberbullying have lasting effects on young people (both those who bully and those who are bullied), including damage to self-esteem, academic results and mental health.
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My child is being bullied - how do I support them?As a parent, it can be very stressful to learn that your child is being bullied. Our instinct is to protect our children at all costs - but how exactly should we do this?
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Testing for Response Shift Bias in Evaluations of School Antibullying ProgramsResearchers conducting program evaluations in other contexts are advised to consider testing for this potential source of bias in their studies
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Do emotional and behavioural difficulties in primary school predict adolescent victimisation trajectories?The results of this study suggest whole-school bullying intervention programmes need to occur before students reach secondary school.
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Strengthening student social and emotional wellbeing and preventing bullying behaviours: Insights from 20 years of Friendly Schools research in Australian schools.Strong evidence supports our current understandings of student bullying behaviours and ways schools can prevent and respond effectively to bullying behaviour. In the late 1990’s, however, little was understood about the most effective ways to reduce bullying in Australian schools. In response to schools’ need for evidence-informed action, a pipeline of research called Friendly Schools was initiated in 1999 which for the past twenty years, has provided robust whole-school evidence-based knowledge and skills to support policy makers, school staff and other practitioners working in schools and families across Australia.
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Norm Misperception and Witnessing Bullying: The Role of Individual and Contextual CharacteristicsPrevious studies have shown that when young people witness bullying, perceived social norms of their peer group affect their behavior. However, few studies have examined the specificity of norm misperception (i.e., overestimation of peer antisocial responses and the underestimation of prosocial responses relative to the objective group norm) on specific witness responses (joining in, bystanding or active defending).