Subjects -> EDUCATION (Total: 2537 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2176 journals)
    - HIGHER EDUCATION (155 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2176 journals)            First | 1 2 3 4 5 6 7 8     

Showing 801 - 857 of 857 Journals sorted alphabetically
İnönü Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
İnönü University Journal of the Graduate School of Education     Open Access  
INOPENDAS : Jurnal Ilmiah Kependidikan     Open Access   (Followers: 2)
Inspiramatika     Open Access  
Instructional Science     Hybrid Journal   (Followers: 14)
Integral Transforms and Special Functions     Hybrid Journal  
Interacções     Open Access  
InterActions: UCLA Journal of Education and Information     Open Access   (Followers: 16)
Interchange     Hybrid Journal   (Followers: 1)
Intercultural Education     Hybrid Journal   (Followers: 10)
Interdisciplinaridade. Revista do Grupo de Estudos e Pesquisa em Interdisciplinaridade     Open Access  
Interdisciplinary Journal of e-Skills and Lifelong Learning     Open Access   (Followers: 4)
Interdisciplinary Journal of Information, Knowledge, and Management     Open Access   (Followers: 12)
Interdisciplinary Journal of Problem-based Learning     Open Access   (Followers: 4)
Interdisciplinary Research in Education     Open Access   (Followers: 1)
Interdyscyplinarne Konteksty Pedagogiki Specjalnej     Open Access  
Interespe. Interdisciplinaridade e Espiritualidade na Educação     Open Access  
Interface - Comunicação, Saúde, Educação     Open Access   (Followers: 1)
Interfaces : Revista de Extensão da UFMG     Open Access  
Interfaces da Educação     Open Access  
International Developments     Open Access   (Followers: 3)
International e-Journal of Educational Studies     Open Access  
International Education     Open Access   (Followers: 10)
International Education Research     Open Access   (Followers: 8)
International Education Studies     Open Access   (Followers: 10)
International Educational Research     Open Access  
International Electronic Journal of Environmental Education     Open Access   (Followers: 1)
International Journal for 21st Century Education     Open Access  
International Journal for Educational and Vocational Guidance     Hybrid Journal   (Followers: 9)
International Journal for Educational Integrity     Open Access   (Followers: 3)
International Journal for Research in Vocational Education and Training     Open Access   (Followers: 8)
International Journal for Talent Development     Open Access  
International Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 9)
International Journal of Academic Research in Education     Open Access   (Followers: 1)
International Journal of Accounting     Hybrid Journal   (Followers: 1)
International Journal of Active Learning     Open Access  
International Journal of Advanced Multidisciplinary Research and Review     Open Access  
International Journal of Advancement in Education and Social Sciences     Open Access   (Followers: 1)
International Journal of Aquatic Research and Education     Hybrid Journal  
International Journal of Art & Design Education     Hybrid Journal   (Followers: 26)
International Journal of Assessment Tools in Education     Open Access   (Followers: 7)
International Journal of Bilingual Education and Bilingualism     Hybrid Journal   (Followers: 19)
International Journal of Bullying Prevention     Hybrid Journal  
International Journal of Child Care and Education Policy     Open Access   (Followers: 3)
International Journal of Chinese Education     Hybrid Journal   (Followers: 1)
International Journal of Christianity & Education     Full-text available via subscription   (Followers: 5)
International Journal of Cognitive Research in Science, Engineering and Education     Open Access   (Followers: 7)
International Journal of Community Service Learning     Open Access   (Followers: 1)
International Journal of Construction Education and Research     Hybrid Journal   (Followers: 3)
International Journal of Contemporary Educational Research     Open Access   (Followers: 1)
International Journal of Continuing Engineering Education and Life-Long Learning     Hybrid Journal   (Followers: 5)
International Journal of Critical Pedagogy     Open Access   (Followers: 3)
International Journal of Curriculum and Instruction (IJCI)     Open Access   (Followers: 5)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 4)
International Journal of Designs for Learning     Open Access   (Followers: 6)
International Journal of Development Education and Global Learning     Open Access   (Followers: 6)
International Journal of Disability, Development and Education     Hybrid Journal   (Followers: 35)
International Journal of Distance Education and E-Learning     Open Access   (Followers: 3)
International Journal of Distance Education Technologies     Full-text available via subscription   (Followers: 7)
International Journal of Early Childhood     Hybrid Journal   (Followers: 14)
International Journal of Early Years Education     Hybrid Journal   (Followers: 11)
International Journal of Education     Open Access   (Followers: 17)
International Journal of Education and Development using Information and Communication Technology     Open Access   (Followers: 10)
International Journal of Education and Literacy Studies     Open Access   (Followers: 7)
International Journal of Education and Management Engineering     Open Access   (Followers: 2)
International Journal of Education in Mathematics, Science and Technology     Open Access   (Followers: 2)
International Journal of Education Policy and Leadership     Open Access   (Followers: 1)
International Journal of Educational Administration and Policy Studies     Open Access   (Followers: 6)
International Journal of Educational and Psychological Researches     Open Access   (Followers: 4)
International Journal of Educational Development     Hybrid Journal   (Followers: 17)
International Journal of Educational Methodology     Open Access  
International Journal of Educational Psychology     Open Access   (Followers: 17)
International Journal of Educational Research     Hybrid Journal   (Followers: 29)
International Journal of Educational Technology     Open Access   (Followers: 4)
International Journal of Electrical Engineering Education     Hybrid Journal   (Followers: 6)
International Journal of Emerging Technologies in Learning     Open Access   (Followers: 10)
International Journal of English Language Education     Open Access   (Followers: 14)
International Journal of English Language Teaching     Open Access   (Followers: 3)
International Journal of Ethics Education     Hybrid Journal  
International Journal of Evaluation and Research in Education     Open Access   (Followers: 12)
International Journal of Experiential Learning & Case Studies     Open Access   (Followers: 1)
International Journal of Foreign Language Teaching and Research     Open Access   (Followers: 4)
International Journal of Health Administration and Education Congress (Sanitas Magisterium)     Open Access  
International Journal of Health Education     Open Access   (Followers: 1)
International Journal of Health Promotion and Education     Hybrid Journal   (Followers: 13)
International Journal of Holistic Early Learning and Development     Open Access   (Followers: 2)
International Journal of Inclusive Education     Hybrid Journal   (Followers: 25)
International Journal of Indonesian Education and Teaching     Open Access  
International Journal of Information and Operations Management Education     Hybrid Journal   (Followers: 8)
International Journal of Innovation in Education     Hybrid Journal   (Followers: 9)
International Journal of Integrated Education and Development     Open Access  
International Journal of Knowledge and Learning     Hybrid Journal   (Followers: 4)
International Journal of Language Education     Open Access   (Followers: 1)
International Journal of Language Teaching and Education     Open Access   (Followers: 1)
International Journal of Leadership in Education: Theory and Practice     Hybrid Journal   (Followers: 24)
International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI)     Open Access   (Followers: 4)
International Journal of Learning and Development     Open Access   (Followers: 5)
International Journal of Learning and Intellectual Capital     Hybrid Journal   (Followers: 2)
International Journal of Learning and Media     Hybrid Journal   (Followers: 4)
International Journal of Lifelong Education     Hybrid Journal   (Followers: 11)
International Journal of Lower Extremity Wounds     Hybrid Journal   (Followers: 4)
International Journal of Management Education     Hybrid Journal   (Followers: 10)
International Journal of Management in Education     Hybrid Journal   (Followers: 8)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 10)
International Journal of Modern Education and Computer Science     Open Access   (Followers: 2)
International Journal of Multicultural Education     Open Access   (Followers: 10)
International Journal of Music Education     Hybrid Journal   (Followers: 18)
International Journal of New Education     Open Access   (Followers: 1)
International Journal of Nurse Practitioner Educators     Open Access   (Followers: 12)
International Journal of Nursing Student Scholarship     Open Access   (Followers: 2)
International Journal of Online Pedagogy and Course Design     Full-text available via subscription   (Followers: 8)
International Journal of Pedagogies and Learning     Hybrid Journal   (Followers: 7)
International Journal of Pedagogy, Policy and ICT in Education     Full-text available via subscription   (Followers: 3)
International Journal of Play     Hybrid Journal   (Followers: 6)
International Journal of Pluralism and Economics Education     Hybrid Journal  
International Journal of Practice-based Learning in Health and Social Care     Open Access   (Followers: 2)
International Journal of Public Legal Education     Open Access   (Followers: 1)
International Journal of Qualitative Studies in Education     Hybrid Journal   (Followers: 39)
International Journal of Quantitative Research in Education     Hybrid Journal   (Followers: 5)
International Journal of Rehabilitation and Health     Hybrid Journal   (Followers: 19)
International Journal of Rehabilitation Research     Hybrid Journal   (Followers: 20)
International Journal of Research & Method in Education     Hybrid Journal   (Followers: 20)
International Journal of Research in Education Methodology     Open Access   (Followers: 12)
International Journal of Research in Undergraduate Mathematics Education     Hybrid Journal  
International Journal of Research Studies in Education     Open Access   (Followers: 8)
International Journal of Research Studies in Educational Technology     Open Access   (Followers: 11)
International Journal of Research Studies in Language Learning     Open Access   (Followers: 13)
International Journal of School & Educational Psychology     Hybrid Journal   (Followers: 1)
International Journal of School Social Work     Open Access   (Followers: 3)
International Journal of Science and Mathematics Education     Hybrid Journal   (Followers: 25)
International Journal of Science and Technology Education Research     Open Access   (Followers: 10)
International Journal of Science Education     Hybrid Journal   (Followers: 30)
International Journal of Science Education, Part B Communication and Public Engagement     Hybrid Journal   (Followers: 10)
International Journal of Servant-Leadership     Full-text available via subscription   (Followers: 1)
International Journal of Social Media and Interactive Learning Environments     Hybrid Journal   (Followers: 16)
International Journal of Social Sciences and Education Research     Open Access  
International Journal of Sociology of Education     Open Access   (Followers: 9)
International Journal of STEM Education     Open Access   (Followers: 6)
International Journal of Synergy and Research     Open Access  
International Journal of Teaching and Case Studies     Hybrid Journal   (Followers: 5)
International Journal of Technology and Design Education     Hybrid Journal   (Followers: 11)
International Journal of Technology and Educational Marketing     Full-text available via subscription   (Followers: 4)
International Journal of Technology Enhanced Learning     Hybrid Journal   (Followers: 21)
International Journal of Training Research     Hybrid Journal   (Followers: 6)
International Journal of Trends in Mathematics Education Research     Open Access   (Followers: 1)
International Journal on Lifelong Education and Leadership     Open Access   (Followers: 2)
International Journal Pedagogy of Social Studies     Open Access  
International Online Journal of Education and Teaching     Open Access   (Followers: 1)
International Online Journal of Teachers in Collaboration     Open Access   (Followers: 1)
International Quarterly of Community Health Education     Full-text available via subscription   (Followers: 1)
International Research in Education     Open Access   (Followers: 6)
International Research in Geographical and Environmental Education     Hybrid Journal   (Followers: 5)
International Review of Economics Education     Hybrid Journal   (Followers: 3)
International Review of Education     Hybrid Journal   (Followers: 7)
International Review of Qualitative Research     Full-text available via subscription   (Followers: 33)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 26)
International Studies in Catholic Education     Hybrid Journal   (Followers: 4)
International Studies in Sociology of Education     Hybrid Journal   (Followers: 17)
International Technology and Education Journal     Open Access  
Interritórios     Open Access  
InterScientia     Open Access  
Intervention in School and Clinic     Hybrid Journal   (Followers: 1)
Investigación en la Escuela     Open Access   (Followers: 1)
Investigaciones Sobre Lectura     Open Access  
Investigating the Child’s World     Open Access   (Followers: 2)
Investigations in Mathematics Learning     Hybrid Journal  
Irish Educational Studies     Hybrid Journal   (Followers: 2)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
IRJE (Indonesian Research Journal in Education)     Open Access   (Followers: 1)
Iseedu : Journal of Islamic Educational Thoughts and Practices     Open Access   (Followers: 2)
Islamic Counseling : Jurnal Bimbingan Konseling Islam     Open Access   (Followers: 1)
Issues and Trends in Educational Technology     Open Access  
Issues in Informing Science and Information Technology     Open Access   (Followers: 2)
Issues in Language Instruction     Open Access   (Followers: 2)
Istanbul Journal of Innovation in Education     Open Access  
Istawa : Journal of Islamic Education     Open Access  
Italiano a scuola     Open Access   (Followers: 1)
Italiano LinguaDue     Open Access  
Itinerario Educativo     Open Access  
Itinerarios Educativos     Open Access  
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature     Open Access  
Izvestia Ural Federal University Journal. Series 1. Issues in Education, Science and Culture     Open Access  
JADECS : Journal of Arts, Design, Art Education and Culture Studies     Open Access   (Followers: 4)
JALIE : Journal of Applied Linguistics and Islamic Education     Open Access   (Followers: 1)
JAMP : Jurnal Administrasi dan Manajemen Pendidikan     Open Access   (Followers: 1)
JEKPEND : Jurnal Ekonomi dan Pendidikan     Open Access   (Followers: 2)
Jendela Olahraga     Open Access  
JET (Journal of English Teaching)     Open Access  
JIKAP PGSD : Jurnal Ilmiah Ilmu Kependidikan     Open Access   (Followers: 2)
JINoP (Jurnal Inovasi Pembelajaran)     Open Access  
JIPM (Jurnal Ilmiah Pendidikan Matematika)     Open Access  
JMIR Medical Education     Open Access   (Followers: 1)
JMPM : Jurnal Matematika dan Pendidikan Matematika     Open Access  
JOHME : Journal of Holistic Mathematics Education     Open Access  
Jornal Internacional de Estudos em Educação Matemática     Open Access  
Journal for Counselor Preparation and Supervision     Open Access   (Followers: 2)
Journal for Educators, Teachers and Trainers     Open Access   (Followers: 4)
Journal for Language Teaching = Tydskrif vir Taalonderrig     Full-text available via subscription   (Followers: 1)
Journal for Learning Through the Arts     Open Access   (Followers: 7)
Journal for Research in Mathematics Education     Full-text available via subscription   (Followers: 27)

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Similar Journals
Journal Cover
International Journal of Bullying Prevention
Number of Followers: 0  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 2523-3653 - ISSN (Online) 2523-3661
Published by Springer-Verlag Homepage  [2626 journals]
  • Intersections Between Multiple Forms of Bias-Based Bullying Among Lesbian,
           Gay, Bisexual, and Queer Youth
    • Abstract: Abstract Lesbian, gay, bisexual, and queer (LGBQ) youth experience more heterosexist bullying victimization than their straight peers, which contributes to mental health disparities. However, LGBQ youth may simultaneously experience other types of bias-based bullying (e.g., racist, cis-sexist, and able-ist bullying). Informed by intersectionality theory, this study describes intersections of LGBQ students’ experiences of multiple forms of bias-based bullying and explores demographic correlates of individual types and typologies of bias-based bullying. This study uses 2016 state-wide survey data from 9th and 11th grade students in Minnesota schools. The analytic sample was limited to students who reported a LGBQ sexual orientation and responded to bullying items (N = 8313). Typology indicators were six items assessing bias-based bullying in the previous 30 days (race, gender, gender expression, sexual orientation, ability, weight). Covariates (age, sexual orientation, assigned sex, gender identity, race, perceived gender presentation, individualized education program (IEP), weight status) also predicted class membership. A latent class analysis (LCA) was conducted, and the three-class model was best fitting, with classes characterized by high levels of all types of bias-based bullying (6.3%), gender expression and sexual orientation bullying (35.2%), and low levels of bias-based bullying (58.4%). LGBQ youth who also identified as transgender or gender diverse, had an IEP, reported perceived nonconforming gender presentation, and youth of color were more likely to belong to the multiple bias-based bullying typology. Future work should leverage an intersectional lens to design multilevel interventions and strategies to prevent bias-based bullying that attend to broader issues of stigma within school systems.
      PubDate: 2019-10-24
       
  • Styles of Bystander Intervention in Cyberbullying Incidents
    • Abstract: Abstract Cyber bystanders may reduce the frequency and impact of cyberbullying incidents they witness. Recent evidence indicates that bystanders can employ constructive (e.g. comforting the victim) or aggressive (e.g. threatening the bully) strategies when intervening in cyberbullying incidents. The aim of this study was to develop a questionnaire to measure aggressive and constructive forms of bystander intervention (the Styles of Bystander Intervention Scale), as well as to investigate the influence of moral disengagement on these behaviours. Participants were 301 ethnically diverse Australian adolescents aged 12–17 years (Mage = 14 years 6 months), who completed a self-report survey to examine bystander intervention styles and the associations with moral variables. The Styles of Bystander Intervention Scale demonstrated adequate reliability and effectively distinguished between aggressive and constructive forms of intervention. The results indicated that higher moral disengagement was significantly associated with aggressive bystander responses, and lower moral disengagement was significantly associated with constructive responses. These results highlight the need to differentiate between aggressive and constructive bystander intervention and the importance of investigating psychological factors related to these intervention styles.
      PubDate: 2019-10-14
       
  • The Influence of School Climate and Empathy on Cyberbystanders’
           Intention to Assist or Defend in Cyberbullying
    • Abstract: Abstract Bystanders play a crucial role in aggressive behavior in group contexts. Cyberbystanders can react in proactive ways such as assisting a cyberbully or defending the victim. Since school relationships spill over to the online world, the school context is likely to influence students’ online behavior. In the present study, we examine the influence of school climate on active cyberbystanding behavior beyond the influence of individual social competences. Participants were 726 students from a more comprehensive study, who were classified as non-victims and non-bullies (i.e., pure bystanders). They were from 36 classes in five schools in Germany (Grades 7–10; Mage = 13.37 years, SDage = 1.01 years, 53.3% female). Two hypothetical scenarios were used to operationalize active bystanding: one for assisting in cyberbullying and one for defending the cybervictim. Separate multilevel analyses were conducted to predict assisting in cyberbullying and defending the victim on the individual level, respectively. Individual-level independent variables were affective and cognitive empathy. Class-level independent variables were assessed with six subscales of the Inventory of School Climate (ISC-S; Brand et al. 2003). Age, gender, class-level offline and online bullying, and offline and online victimization were controlled for. Results showed cognitive and affective empathy, lack of positive peer interactions, and offline bullying to predict assisting. Defending was predicted by cognitive and affective empathy, lack of safety problems, and teacher support. School plays a role in students’ online bystander behavior and interventions should aim to foster a supportive school climate.
      PubDate: 2019-09-14
       
  • School Climate Counts: A Longitudinal Analysis of School Climate and
           Middle School Bullying Behaviors
    • Abstract: Abstract The purpose of the current study was to investigate whether student perceptions of school climate were associated with traditional and cyber bullying participant behaviors over the course of a school year. Additionally, gender was explored as a moderator in the associations between school climate perceptions and bullying participant behaviors. Data were collected from 870 6th through 8th grade middle school students using the Bullying Participant Behaviors Questionnaire (BPBQ; Demaray et al. 2014), the Cyber Victimization Survey (CVS; Brown et al. Computers in Human Behavior, 35, 12–21, 2014), and the Safe and Responsive Schools Safe Schools Survey–Secondary Form (SRS; Skiba et al. School Violence Research, 3, 149–171, 2004). Results indicated students’ perceptions of school climate were significantly related to maladaptive bullying role behaviors (traditional and cyber bullying, traditional and cyber victimization, assisting in bullying, and outsider behaviors) but not adaptive role behaviors (defending). There were significant gender interactions with school climate, particularly with perceptions of delinquency/major safety at school. Implications concerning these findings are discussed.
      PubDate: 2019-09-02
       
  • Use and Impact of the Wisconsin Bullying Prevention Program Assessment
           Tool in Addressing Middle School Bullying
    • Abstract: Abstract The Wisconsin School Violence and Bullying Prevention Study, funded by the National Institutes of Justice (NIJ), was a two-year case-control study in 24 Wisconsin middle schools (11 experimental; 13 control) seeking to understand the impact of a comprehensive bullying prevention program on bullying victimization rates. Participating schools’ bullying prevention programs were assessed at baseline and project-end using the Wisconsin Bullying Prevention Program Assessment Tool (BPPAT). This self-assessment tool, developed prior to the start of the research project, was developed by the Wisconsin Department of Public Instruction (DPI) and partners throughout Wisconsin. The BPPAT is an open-source 42-item assessment tool across 9 topic areas focused on policies and procedures with minimal financial and logistical burdens towards implementation. By design, it acknowledges wide variance across schools and districts for current practices and provides guidance, going forward, for program improvement. In the accompanying study, experimental schools were instructed to, with technical assistance, enhance their program by filling gaps identified through their completion of the BPPAT over two school years. A significant enhancement resulted among all schools, experimental and control, between 2015 and 2017 with a spill-over effect due to data collection requirements reducing programmatic differences between groups. Experimental schools reported significant declines in verified incidents of bullying with a non-significant decline among control schools. From this project, researchers determined that (1) schools are able to make program improvements in a short time period and (2) this concerted, and largely non-prescriptive, effort can have a positive and measurable impact on bullying victimization at this age group. Broader implications for the BPPAT and its use are preliminary and next steps are discussed and recommendations made.
      PubDate: 2019-09-02
       
  • Introduction to the Special Issue on Significance of Race/Ethnicity in
           Bullying
    • PubDate: 2019-09-01
       
  • Does School Composition Moderate the Longitudinal Association Between
           Social Status Insecurity and Aggression Among Latinx Adolescents'
    • Abstract: Abstract The purpose of this study was to investigate the differences in social status insecurity and self-reported relational and overt aggression based on the ethnic context of the schools, and how ethnic context moderates the associations between social status insecurity and self-reported relational and overt aggression. Participants were 405 Latinx adolescents (53% girls; M = 14.51, SD = .58). Adolescents were from one of two schools in which they were either the majority (84% Latinx population; n = 203) or the minority (10% Latinx population; n = 202). They completed questionnaires on social status insecurity and self-reported relational and overt aggression at time 1 (in 7th grade) and self-reported relational and overt aggression at time 2 (1 year later in 8th grade). The findings revealed that minority adolescents reported higher levels of social status insecurity and self-reported relational aggression at time 1 and time 2. The association between social status insecurity and time 2 self-reported relational aggression was more positive for minority adolescents. Majority adolescent status did not influence this association.
      PubDate: 2019-09-01
       
  • Bullying Victimization Among Asian-American Youth: a Review of the
           Literature
    • Abstract: Abstract Bullying is a significant public health and social problem in the United States. As a fast-growing immigrant population, Asian-American youth are being bullied at school, yet little is known about their experience in bullying victimization. Thus, the purpose of this article is to review current findings regarding bullying victimization among Asian-American youth. A review of the literature was conducted. Twenty-three articles that met the inclusion criteria were included in the present review. The research team identified six themes including the prevalence of bullying victimization; impacts of bullying victimization; risk factors of being bullied; reporting on bullying incidents; coping strategies of parents, teachers, and schools; and current efforts to address bullying victimization. Studies indicate that 5–50% of Asian-American youth are bullied, which tends to be lower than the rates in white students, African-American students, and Hispanic students. However, bullying victimization is associated with adverse mental health and academic performance in Asian-American youth. The included studies examine individual, family, peer, school, and community factors that are related to being bullied in this population. Research also shows that only about 33% of Asian-American youth victims notify an adult after the bullying incidents. Recommendations for bullying prevention among this population are discussed.
      PubDate: 2019-09-01
       
  • Cross-national Differences in Bullying Dynamics: Comparing Latinx
           Youths’ Experiences in Mexico and the USA
    • Abstract: Abstract Although bullying is increasingly researched in the USA, there remains a limited study of bullying among Mexican youth. To address this gap, the present study compared bullying dynamics across the two countries, with a specific focus on Latinx youth in the US and Mexican youth. Data come from a large school-based survey of 3030 US self-identified as Latinx/Hispanic and 2211 Mexican adolescents. The survey utilized the US-derived term “bullying” for the definition-based questions with the definitions and behaviors translated into the local Mexican Spanish dialect. Logistic regression results indicated that the prevalence of youth who bully is similar; however, more Mexican youth reported being a victim while more US Latinx youth reported witnessing bullying. US Latinx youths’ responses to bullying reflect behaviors emphasized in bullying prevention programs whereas Mexican youth reported more retaliatory responses. This study informs our understanding of similarities and differences in bullying dynamics across contexts, which is critical to informing intervention development and adaptation to target locally relevant bullying behaviors.
      PubDate: 2019-09-01
       
  • Examining Classes of Bully Perpetration among Latinx High School Students
           and Associations with Substance Use and Mental Health
    • Abstract: Abstract Latino(a) (also called “Latinx”) are the fastest growing ethnic population in the U.S.; however, there is a dearth of literature that examines intracultural bullying behaviors and their association with mental health and substance use for this population. The current study uses a person-centered approach to examine bully perpetration among Latinx high school students and association with substance use and mental health. Latent Class Analysis was used to identify classes of bullying perpetration among a sample of Latinx adolescents drawn from 9 Colorado high schools (n = 2929). Age and sex were used as predictors to examine differences between classes. Identified bullying classes were then related to mental health (i.e., depression and suicide ideation) and perceptions of future substance use. The latent class analysis identified five classes that included a high bully perpetration class (4.5%, n = 133), a moderate class (13.8%, n = 405), a class that reported high rates of teasing behaviors (13.5%, n = 396), a class that reported high rates of cyberbullying perpetration (7.3%, n = 215), and a low bully perpetration class (60.90%, n = 1780). Females reported lower odds of being in the High and Teasing classes compared to males. Further, the High and Cyberbullying perpetration classes reported the highest rates of depression, suicide ideation, and perception of future substance use compared to other classes. Understanding the risk profile of students who engage in bullying perpetration is essential in creating useful and appropriate resources and interventions. Inclusive efforts are needed to create more effective prevention programs that attend to the growing ethnic diversity among U.S. students.
      PubDate: 2019-09-01
       
  • Exploring Physical, Nonphysical, and Discrimination-Based Victimization
           among Transgender Youth in California Public Schools
    • Abstract: Abstract Research has shown elevated rates of peer victimization among transgender youth in schools, placing them at risk of an array of negative social and psychological outcomes well into adulthood. We conducted a secondary analysis of the 2015–2016 California Healthy Kids Survey to examine rates of physical victimization (physical acts such as being pushed or shoved) and nonphysical victimization (nonphysical acts such as having mean rumors spread about them) and discriminatory peer bullying (any act of bullying based on gender, perceived lesbian or gay identity, and race) among transgender and nontransgender youth. In addition, this study explored the intersection of race and transgender identity and associations with victimization. Chi-square tests and logistic regression results indicated that transgender youth reported significantly higher rates of physical and nonphysical victimization and discriminatory peer bullying than nontransgender peers. Logistic regression results also revealed that disparities in race-based discriminatory peer bullying between transgender and nontransgender youth were greater among Latinx students than White students. The study’s findings illustrate the need for schools to create affirming environments for racially diverse transgender youth.
      PubDate: 2019-09-01
       
  • When Twitter Fingers Turn to Trigger Fingers: a Qualitative Study of
           Social Media-Related Gang Violence
    • Abstract: Abstract Mounting evidence suggests that social media can exacerbate tensions among gangs that ultimately lead to violence, but serious questions remain about precisely how conflict online translates to conflict offline. The purpose of this study is to examine the ways in which gang violence can be mediated by the Internet. We conducted a sociolinguistic study with 17 Black males between the ages of 14–24 who self-identified at the time of the study as having current or former gang involvement to determine how online provocations may generate offline violence. We examine the sociolinguistic patterns of two prominent gangs on Chicago’s South Side and use qualitative interviews and a vignette methodology to gather in-depth information into the nature of Internet-mediated gang violence from multiple perspectives. We identified three forms of social media communication that were interpreted as threating by participants: dissing, calling, and direct threats. We developed a framework for understanding participant responses to tweets and the potential for violence that is a consequence of such posts. Lastly, we highlight racial decoding and importance of context when interpreting the social media communication of Black and Latino youth. This study has important implications for the prevention of gang violence that is amplified by social media communication. Findings can be used to initiate conversations between researchers and practitioners regarding the role of social media for prevention and the ethical use of such tools, particularly for marginalized populations.
      PubDate: 2019-09-01
       
  • Teachers Using Role-play to Prevent Bullying
    • Abstract: Abstract Ascertaining if non-drama specialist teachers would be able to use role-play to help reduce bullying in their classrooms was the key aim of a longitudinal two-year pilot study conducted in an inner-city school in Ireland. The study combined qualitative and quantitative elements, including ongoing teacher feedback (oral and written), student focus groups and teacher interviews and the Olweus Bully Victim Questionnaire. Role-play has been offered as a resource in other anti-bullying interventions, but its efficacy is not often evaluated as usage is optional and left to the discretion of teachers who can eschew role-play activities due to time constraints, curriculum overload and unfamiliarity with drama activities. At the end of the two-year intervention, students indicated that there was a 53% drop in victimisation. Most teachers reported that role-play was a very effective resource for opening the discussion and creating awareness about bullying while aiding its prevention. Students, who participated in focus groups, reported that they found their teachers more effective in dealing with bullying incidents. Thus, this study provides evidence that role-play can be a powerful resource for teachers to utilise in creating  awareness about bullying and give teachers and students the skills the aid its prevention.
      PubDate: 2019-08-17
       
  • The Bystander Intervention Model: Teacher Intervention in Traditional and
           Cyber Bullying
    • Abstract: Abstract Bullying, both traditional and cyber, has been associated with several negative outcomes for students, but when bystanders (such as peers or adults) intervene, bullying will often decrease or stop. Teachers are especially important adult bystanders because they are more likely than parents to witness or hear about bullying, especially bullying that occurs in the school setting, but previous research has shown that teachers often do not intervene. Applying the Bystander Intervention Model (notice the event, interpret as an emergency, accept responsibility, know what to do, and act) to bullying in schools may help us understand why teachers may or may not intervene. Via self-report, this study examined associations among affective empathy, perceived bullying seriousness, and each step of the Bystander Intervention Model in Bullying for both traditional bullying and cyber bullying among 150 elementary-high school teachers. Results indicate a positive association between affective empathy and engagement in each step of the Bystander Intervention Model for traditional bullying. Additionally, affective empathy was positively and significantly related to two of the steps (notice the event and take responsibility) for cyber bullying. There was also a positive association between perceived bullying seriousness for two steps of the model (notice the event and interpret as an emergency) for traditional bullying. Implications for teacher involvement in bullying prevention and intervention are discussed.
      PubDate: 2019-08-07
       
  • High School Bullying and Mental Disorder: an Examination of the
           Association with Flourishing and Emotional Regulation
    • Abstract: Abstract Bullying behaviours are shown to be associated with symptoms of affective disorder; however, there is limited evidence of these associations in a Canadian high school context. We sought to examine the relationship between psychosocial characteristics of high school youth, their bullying involvement, and their self-reported symptoms of anxiety and depression. Logistic regression was conducted using data from year 5 of the COMPASS Study, a large behavioural health survey of Canadian students in grades 9 to 12. Data were used from 6,585 students who participated in a pilot test introducing a new Mental Health-Module (MH-M). One third of students in our sample reported clinically-relevant symptoms of anxiety, and over 40% reported symptoms of depression. Approximately 20% of students reported involvement in bullying as victims, perpetrators, or victim-perpetrators. Overall, being involved in bullying as a victim or victim-perpetrator was associated with increased likelihood of anxiety and depression, but this was not observed for perpetration. Measures of mental wellbeing and emotional regulation skills were also significantly associated with clinically relevant symptoms of anxiety and depression among students in our sample, and were shown to partially mediate the relationship between bullying and mental disorder. Further research is needed to investigate the protective effects of positive mental wellbeing and socio-emotional skills on mental disorder, within high school bullying contexts. School-based prevention efforts that aim to foster emotional intelligence and improve flourishing among youth may be most effective in addressing the psychological burdens of bullying involvement.
      PubDate: 2019-08-03
       
  • An Evaluation of the KiVa Anti-bullying Program in New Zealand
    • Abstract: Abstract This paper describes the introduction of the KiVa anti-bullying program in New Zealand. KiVa is a whole-school program developed in Finland that includes both indicated and universal actions for children aged 7 to 15 years. The program focuses on the group context and seeks to alter the peer group culture by motivating bystanders to take action. There is a growing body of evidence that suggests it is successful in reducing bullying and victimization in a range of countries outside its country of origin. However, its impact in countries with a particularly heterogenous population such as New Zealand is yet to be determined. This paper presents data after one year of implementation in 7 New Zealand schools. The sample included 1175 students from Years 2–6 (~ 6 to 10 years). The students completed an anonymous online survey prior to the implementation of the program and again after one year. Significant reductions were reported after KiVa implementation in self-reported rates of bullying and victimization as well as a reduction in experiences of being bullied via the internet. These reductions however varied by gender and year level in that KiVa had a more significant effect on most girls and young boys. In addition, there was a significant increase in the number of children feeling safer at school. Given the heterogeneity of the sample, these early results are promising, but the gender differences also highlight the need for further evaluations and investigations regarding the implementation of KiVa in New Zealand.
      PubDate: 2019-07-27
       
  • Cost-benefit Analysis of the KiVa Anti-bullying Program in the Netherlands
    • Abstract: Abstract This study performs a cost-benefit analysis of the implementation of the KiVa anti-bullying program in the Netherlands. Specifically, it addressed whether the expected benefits of KiVa for victims in terms of lifetime income are greater than the costs that are made for implementing the program. The KiVa intervention was examined in a randomized controlled trial in the Netherlands in 2012–2014 in 98 Dutch primary schools (target grades US-level 3–4, 8 to 9 years old). A model-based approach was applied to the effects for the expected income for prevented victims, which is a long-term outcome that can be quantified. The estimated costs and benefits of implementing KiVa were used to estimate the return-on-investment (ROI) that indicated the expected benefits per euro invested. Investing in KiVa in the Netherlands generated an ROI of €4.04–€6.72, indicating that it is good value for money to invest in KiVa. The chosen estimates in this study were deemed conservative; on the cost side, it was assumed that schools maximally implement KiVa (thus, maximum costs), and on the benefit side, only the expected income effect for victims was included to the model. Quantifying and incorporating other outcomes (i.e., depression, anxiety, psychiatric problems, not only for victims but also for bullies, bystanders, parents, teachers) may further increase the ROI for this intervention.
      PubDate: 2019-07-05
       
  • Consequences of Accommodation: Parental Perceptions of School Staff and
           Peer Bullying of Children with Food Allergies
    • Abstract: Abstract Children with food allergies report relatively high rates of bullying compared with the general population. Scholars have raised concerns that children with food allergies may be targeted for bullying because accommodation policies can isolate the child or generate stigma among peers. Yet, few have empirically examined the extent to which accommodation policies relate to bullying victimization or considered bullying beyond that which is committed by peers. This study examines if having a 504 plan and having more serious food allergy conditions are related to bullying victimization among children with food allergies by considering bullying committed by peers and school staff. Data were collected using a web-based survey of parents of children with food allergies (N = 613). Results show that having a 504 plan is related to increased odds that children with food allergies are bullied by both peers and school staff.
      PubDate: 2019-06-27
       
  • Effects of Students’ Grade Level, Gender, and Form of Bullying
           Victimization on Coping Strategy Effectiveness
    • Abstract: Abstract Bullying victimization is a pervasive problem nationwide and is related to students’ psychological distress, including increased loneliness, anxiety, depression, helplessness, and suicidal behaviors. Importantly, not all students respond to peer victimization in the same way. This study examined the effectiveness of students’ coping strategies in response to bullying as a function of their grade level, gender, and form of victimization. Students in grades five through twelve (N = 2627) completed surveys assessing coping strategy effectiveness and associated emotional distress related to self-reported peer victimization. In general, findings indicated that the most effective coping strategies in response to bullying victimization were support-seeking strategies, use of humor, and cognitive restructuring. However, effectiveness for all strategies (with the exception of peer support) varied by grade level, gender, and form of victimization. Strategies were also more effective for relational victimization than they were for physical victimization. Moreover, although students identified several effective coping strategies, only the use of cognitive restructuring was related to lower levels of associated emotional distress, an important component of effective coping. As such, bullying prevention programs should target students’ psychological processes in developing effective interventions. Implications for prevention and intervention efforts are discussed.
      PubDate: 2019-06-27
       
  • Anna Costanza Baldry (May 16, 1970–March 9, 2019)
    • PubDate: 2019-06-10
       
 
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