In this chapter, we take to heart da Vinci's general admonishment and, in relation to the topic of school bullying following decades of research, argue that there is an urgent need to act on what we best know and understand. Overviews of international research are clear that bullying occurs in every school ( Craig et al., 2009; Ttofi, Farrington, & Lose!, 2012) and that there are significant negative physical and mental health outcomes associated \Vith it. Extensive meta-analytic reviews (Ttofi et al., 2012) have highlighted the negative sequelae associated with school bullying. In Australia, the prevalence rates for traditional and cyberbullying are not dissimilar to those in other Western countries, with approximately 25-30% of school students reporting they are traditionally bullied ( face to face), 15% reporting they are cyberbullied, and 7-8% reporting they are bullied in both ways (Campbell, Slee, Spears, Butler, & Kift, 2012; Hemphill et al., 2012). It is imperative to develop successful intervention strategies to help students cope witl1 bullying, including the emergent form of cyberbullying. Research suggests, however, that students have a very limited repertoire of strategies for dealing witl1 bullying generally ( Owens, Shute, & Slee, 2004; Murray-Harvey, Skrzypiec, & Slee, 2012). In this chapter, we review what research tells us about the impact of bullying, including cyberbullying, on students and detail an international school-based intervention program designed to teach students coping strategies.
|Title of host publication||Wiley Handbook of Violence and Aggression|
|Subtitle of host publication||Societal interventions|
|Place of Publication||West Sussex, UK|
|Publication status||Published - 7 Sept 2017|
- middle schools