Grounded in research and extensive experience in schools, this engaging book describes practical ways to combat bullying at the school, class, and individual levels. Step-by-step strategies are presented for developing school- and districtwide policies, coordinating team-based prevention efforts, and implementing targeted interventions with students at risk. Special topics include how to involve teachers, parents, and peers in making schools safer; ways to address the root causes of bullying and victimization; the growing problem of online or cyberbullying; and approaches to evaluating intervention effectiveness. In a convenient large-size format, the book features helpful reproducibles, concrete examples, and questions for reflection and discussion.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
About the Author
Susan M. Swearer, PhD, is Associate Professor of School Psychology at the University of Nebraska-Lincoln, Codirector of the Bullying Research Network, and Codirector of the Nebraska Internship Consortium in Professional Psychology. Dr. Swearer has conducted research on the connection between mental health and bullying for over a decade.
Dorothy L. Espelage, PhD, is an Edward William Gutgsell and Jane Marr Gutgsell Endowed Professor and Hardie Scholar of Education in the Department of Educational Psychology at the University of Illinois at Urbana-Champaign. She is a recipient of the Award for Distinguished Contributions to Research in Public Policy from the American Psychological Association (APA), among other honors, and is a Fellow of the Association for Psychological Science, the APA, and the American Educational Research Association.
Scott A. Napolitano, PhD, is a pediatric neuropsychologist and licensed psychologist in private practice in Lincoln, Nebraska. Dr. Napolitano routinely works with parents and school personnel to help students involved in bullying behaviors.
"Swearer et al., leaders in the area of bullying prevention, have prepared an excellent resource for helping educators and practitioners understand bullying and its remediation. This well-documented book provides an easy-to-read review of the extent of the problem, the policies that schools and communities have used to address it, and ways to develop effective local solutions. I recommend this book to practitioners, and it will be an exceptional text for students in psychology, social work, education, counseling, and related areas."--Andy Horne, PhD, Dean and Distinguished Research Professor of Counseling Psychology, University of Georgia "Any school that wants to seriously address bullying and victimization can benefit from the collective wisdom and expertise of these authors. Rather than promoting particular programs, the book distills the issues and processes that need to be considered and provides guidelines for making use of evidence-based best practices. In doing so, it allows school practitioners to develop approaches that fit their unique circumstances, and empowers them to become critical consumers of research. The case examples at the end of each chapter are particularly effective in translating theory into real-world practice. As a text, the book would be particularly well suited to graduate and advanced undergraduate courses in school psychology and counseling, educational administration, and education."--Shelley Hymel, PhD, Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Canada "This thoughtful, thorough staff development resource provides direction for establishing a strong anti-bullying program. The book takes you on a journey through the research and guides you in implementing the strategies discussed. The intervention strategies are very adaptable and 'school tested.'"--Hugh McDermott, MEd, Principal, Irving Middle School, Lincoln, Nebraska "Bullying is a complex social phenomenon that is of tremendous concern to school personnel, parents, and students. This 'must-have' guide from well-respected experts empowers professionals with invaluable information and tools. It is unique in providing a decision-making rubric for selecting appropriate anti-bullying strategies for particular settings. Program implementation and evaluation is also addressed. Succinct yet thorough, this book is truly a useful road map."--JoLynn V. Carney, PhD, LPCC-S, Department of Counselor Education, Counseling Psychology, and Rehabilitation Services, Penn State "Do we need another book on bullying? You bet we do--and this is the book we need. While rooted in science, it is eminently readable, practical, and likely to make you successful in creating classrooms and schools where students respect and care about each other instead of bullying. I recommend this book to anyone who wants to eradicate the scourge of 'mean classrooms' which too often dominates our educational landscape."--William S. Pollack, PhD, Department of Psychiatry, Harvard Medical School; author of Real Boys
"A practical and informative book built on extensive research and aimed at providing realistic strategies for the prevention and intervention of bullying. It provides insight into why bullying may occur, supported by theory and evidence from research....The chapter on cyber bullying offers useful information on what it is, the effects it has, and what can be done to reduce or prevent it. The authors offer practical strategies for creating and implementing anti-bullying policies within schools, including valuable information as to why some policies (zero-tolerance) do not work at reducing bullying." — www.youthinmind.info
"Those who are seeking to begin a bullying prevention or intervention program in their schools and those who are looking to find ways to build upon their existing programs will find a wealth of useful information in this book. The entire book is densely packed with the most up-to-date research findings. Most importantly, these research findings are translated into creative yet practical suggestions for schools....A very thorough and practical guide to prevention/intervention in schools. The research findings are effectively translated into practical strategies. Best of all, the suggested practices do not rely on any particular prevention program or package. Rather, the authors recommend making a change in the school climate by following a data-based decision-making model and utilizing the school's available resources." — NASP Communiqué