Cyberbullying is a type of bullying, which in turn is a type of aggression. This paper gives a brief history of research, and discusses definitional issues around cyberbullying, and three challenges facing researchers; it then reviews some basic findings about prevalence, age and gender differences, predictors of involvement, and effects and…

This original study presents a content analysis of 100 primary and post-primary school anti-bullying policies in Northern Ireland using a 36-item scoring scheme. Overall schools had 52% of the items in their policies. Most schools included reference to physical, verbal, relational, material and cyberbullying but a minority mentioned racist,…

Whether bullying in schools is increasing, as is widely believed, was investigated drawing upon empirical studies undertaken in a wide range of countries in which findings had been published describing its prevalence at different points in time between 1990 and 2009. Results do not support the view that reported bullying in general has increased…

Developmental research on social influences on adolescents can guide practices aimed to prevent homicidal youth violence. School shootings have repeatedly raised questions about the contributory role of bullying and entertainment violence, how news media publicity might produce copycat crimes, and whether stiffer criminal sanctions might have a…

The research area around aggression and violence in schools, and especially that on school bullying, has grown enormously in the last 30 years. There are good grounds for concern about these issues, given the negative effects of school bullying on mental health and in the more extreme cases, links to suicides. Intervention and prevention programs…

School bullying in South Korea may take different forms from bullying in western societies, and there is little data on its nature and extent nationally. We report results from a nationwide survey on the Korean form of bullying, "wang-ta". Two pilot studies were carried out, to adapt a western-based questionnaire for use in Korea. With…

Compared words used in five languages to describe different types of bullying and social exclusion. Data from parents of children age 6-13 in Italy, Spain, Portugal, England, and Japan highlighted six categories: nonaggression, fighting, severe physical aggression, verbal aggression, exclusion, and severe exclusion. There were clear differences…

Examined agreement between peer, self-, and teacher nominations for aggressor, victim, and defender. Found highest agreement for aggressor, between peers and self for victim and defender, and between teacher and peers for aggressor. Children were more likely to nominate children they liked most for any role and gave friends more victim…

Defines school bullying and discusses the history of the interest and research in this area. Reviews the findings regarding the nature of bullying and school-based interventions. (JPB)

Clarifies authors' position on the Social Information Processing (SIP) model. Argues that a definition of social competence free of reference to social desirability to assess links with bullying skills and motivations is possible. Asserts that focusing on motivations might provide a clearer theoretical understanding of bullying and a more…

We report two studies that examine age differences in pupils' and parents' definitions of the term "bullying," and possible reasons for these including the role of specific experiences. Study 1 compared definitions of "bullying" given by participants in four age groups; 4 to 6 years, 8 years, 14 years and adult. Participants were shown/read 17…

We compared how teachers and pupils in Italy take into account different dimensions of bullying behaviour, such as intentionality, imbalance of power, repetition and typology of aggression, in relation to bullying behaviours, and investigated the attribution of meaning that teachers and pupils give to a set of terms frequently used to connote this…