Bullying: An Ecological Approach to Intervention in Schools

References

• Allen, K. P. (2009). A bullying intervention system: Reducing risk and creating support for aggressive students. Preventing School Failure, 54(3), 199–209.
   Google Scholar
• Alsaker, F. D., & Gutzwiller-Helfenfinger, E. (2010). Social behavior and peer relationships of victims, bully-victims, and bullies in kindergarten. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 87–99). New York, NY: Routledge.
   Google Scholar
• Atkinson, M., & Hornby, G. (2002). Mental health handbook for schools. London, England: Routledge.
   Google Scholar
• Bauman, S., & Del Rio, A. (2005). Knowledge and beliefs about bullying in schools: Comparing pre-service teachers in the United States and the United Kingdom. School Psychology International, 26(4), 428–442.
   Web of Science ®Google Scholar
• Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70(4), 322–332.
   PubMed Web of Science ®Google Scholar
• Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
   Google Scholar
• Canney, C., & Byrne, A. (2006). Evaluating Circle Time as a support to social skills development—Reflections on a journey in school-based research. British Journal of Special Education, 33(1), 19–24.
   Google Scholar
• Casebeer, C. M. (2012). School bullying: Why quick fixes do not prevent school failure. Preventing School Failure, 56(3), 165–171.
   Google Scholar
• Coffey, J. H., & Horner, R. H. (2012). The sustainability of schoolwide positive behavior interventions and support. Exceptional Children, 78(4), 407–422.
   Web of Science ®Google Scholar
• Couvillon, M. A., &Ilieva, V. (2011). Recommended practices: A review of schoolwide preventative programs and strategies on cyberbullying. Preventing School Failure, 55(2), 96–101.
   Google Scholar
• Craig, W., Pepler, D., & Blais, J. (2007). Responding to bullying: What works? School Psychology International, 28(4), 465–477.
   Web of Science ®Google Scholar
• Crothers, L. M., & Kolbert, J. B. (2010). Teachers’ management of student bullying in the classroom. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 535–546) . New York, NY: Routledge.
   Google Scholar
• Cushman, P., & Clelland, T. (2011). A health promoting schools approach to bullying. SET: Research Information for Teachers, 3, 17–25.
   Google Scholar
• de Shazer, S. (1994). Words were originally magic. New York, NY: Norton.
   Google Scholar
• Drake, J. A., Price, J. H., Telljohann, S. K., & Funk, J. B. (2003). Teacher perceptions and practices regarding school bullying prevention. Journal of School Health, 73(9), 347–355.
   PubMed Web of Science ®Google Scholar
• Drugli, M. B., Fossum, S., Larsson, B., & Morch, W. T. (2010). Characteristics of young children with persistent conduct problems 1 year after treatment with the Incredible Years program. European Child and Adolescent Psychiatry, 19, 559–565.
   PubMed Web of Science ®Google Scholar
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432.
   PubMed Web of Science ®Google Scholar
• Elliot, G. P. (2003) School mobbing and emotional abuse. New York, NY: Brunner.
   Google Scholar
• Espelage, D. L., & Swearer, S. M. (2010). A social-ecological model for bullying prevention and intervention: Understanding the impact of adults in the social ecology of youngsters. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 61–72). New York, NY: Routledge.
   Google Scholar
• Evers, K. E., Prochaska, J. O., Van Marter, D. F., Johnson, J. L., & Prochaska, J. M. (2007). Transtheoretical-based bullying prevention effectiveness trials in middle schools and high schools. Educational Research, 49(4), 397–414.
   Web of Science ®Google Scholar
• Fergusson, D. M., Horwood, L. J., &, Stanley, L. (2013). A preliminary evaluation of the Incredible Years teacher program. New Zealand Journal of Psychology, 42(2), 51–56.
   Google Scholar
• Frey, K. S., Edstrom, L. V., & Hirschstein, M. K. (2010). School bullying: A crisis or an opportunity. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 403–415). New York, NY: Routledge.
   Google Scholar
• Fullan, M. G. (1991). The new meaning of educational change. New York, NY: Teachers College Press.
   Google Scholar
• Fullan, M. (2002). The change leader. Educational Leadership, 59(8), 16–20.
   Web of Science ®Google Scholar
• Fullan, M., Cuttress, C., & Kilcher, A. (2005). 8 forces for leaders of change. Journal of Staff Development, 26(4), 54–64.
   Google Scholar
• Garandeau, C. F., Wilson, T., & Rodkin, P. C. (2010). The popularity of elementary school bullies in gender and racial context. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 119–136). New York, NY: Routledge.
   Google Scholar
• Good, C., Mcintosh, G. K., & Gietz, C. (2011). Integrating bullying prevention into schoolwide Positive Behavior Support. Teaching Exceptional Children, 44(1), 48–56.
   Google Scholar
• Goodstein, P. K. (2013). How to stop bullying in classrooms and schools: Use social architecture to prevent, lessen and end bullying. New York, NY: Routledge.
   Google Scholar
• Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391.
   Google Scholar
• Hamarus, P., & Kaikkonen, P. (2008). School bullying as a creator of pupil peer pressure. Educational Research, 50(4), 333–345.
   Web of Science ®Google Scholar
• Harcourt, S., & Green, V. A. (2013). Bullying in New Zealand schools. SPANZ: The Journal of the Secondary Principals Association of New Zealand, December, 14–18.
   Google Scholar
• Harcourt, S., Jasperse, M., & Green, V. A. (2014). “We were sad and we were angry”: A systematic review of parents’ perspectives on bullying. Child Youth Care Forum, 43, 373–391.
   Web of Science ®Google Scholar
• Hartley, M. T., Bauman, S., Nixon, C. L., & Davis, S. (2015). Comparative study of bullying victimization among students in general and special education. Exceptional Children, 81(2), 176–193.
   Web of Science ®Google Scholar
• Hornby, G. (2011). Parental involvement in childhood education: Building effective school-family partnerships. New York, NY: Springer.
   Google Scholar
• Hymel, S., & Swearer, S. M. (2015). Four decades of research on school bullying: An introduction. American Psychologist, 70(4), 293–299.
   PubMed Web of Science ®Google Scholar
• Jimerson, S. R., Swearer, S. M., & Espelage, D. L. (Eds.). (2010). Handbook of bullying in schools: An international perspective. New York, NY: Routledge.
   Google Scholar
• Kotter, J. P. (2012). Leading change. Cambridge, MA: Harvard Business Review Press.
   Google Scholar
• Krug, E. G., Dahlberg, L., Mercy, J. A., Zwi, A. B., & Lozano, R. (2002). World report on violence and health. Geneva, Switzerland: World Health Organization.
   Google Scholar
• Lawner, E. K., & Terzian, M. A. (2013). What works for bullying programs. Bethesda, MD: Child Trends.
   Google Scholar
• Merrell, K. W., Gueldner, B. A., Ross, S. W., & Isava, D. M. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23(1), 26–42.
   Web of Science ®Google Scholar
• Miller, D., & Moran, T. (2007). Theory and practice in self-esteem enhancement: Circle Time and efficacy-based approaches—A controlled evaluation. Teachers and Teaching: Theory and Practice, 13(6), 601–615.
   Google Scholar
• Mishna, F., Scarcello, I., Pepler, D., & Wiener, J. (2005). Teachers’ understanding of bullying. Canadian Journal of Education, 28(4), 718–738.
   Google Scholar
• MoE. (2014). Bullying prevention and response: A guide for schools. Wellington, New Zealand: Ministry of Education. Retrieved from http://pb4l.tki.org.nz/Deter-bullying
   Google Scholar
• Mosely, J. (1996). Quality Circle Time in the elementary classroom: Our essential guide to enhancing self-esteem, self-discipline and positive relationships. London, England: LDA.
   Google Scholar
• Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morgan, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094–2100.
   PubMed Web of Science ®Google Scholar
• Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, England: Blackwell.
   Google Scholar
• Olweus, D. (2010). Understanding and researching bullying: Some critical issues. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage. (Eds.), Handbook of bullying in schools: An international perspective (pp. 9–33). New York, NY: Routledge.
   Google Scholar
• Orpinas, P., & Horne, A. M. (2010). Creating a positive school climate and developing social competence. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 49–59). New York, NY: Routledge.
   Google Scholar
• Pidano, A. E., & Allen, A. R. (2015). The Incredible Years Series: A review of the independent research base. Journal of Child and Family Studies, 24, 1898–1916.
   Web of Science ®Google Scholar
• Raskauskas, J. (2007). Evaluation of the Kia Kaha anti-bullying program for students in years 5–8. Wellington, New Zealand: New Zealand Police.
   Google Scholar
• Rigby, K. (2008). Children and bullying: How parents and educators can reduce bullying at school. Malden, MA: Blackwell.
   Google Scholar
• Rigby, K. (2011). What can schools do about cases of bullying? Pastoral Care in Education, 29(4), 273–285.
   Google Scholar
• Rigby, K. (2012). Bullying interventions in schools: Six basic approaches. Chichester, England: Wiley/Blackwell.
   Google Scholar
• Rigby, K., & Smith, P. K. (2011). Is school bullying really on the rise? Social Psychology of Education, 14, 441–455.
   Web of Science ®Google Scholar
• Robinson, G., & Maines, B. (2008). Bullying: A complete guide to the support group method. London, England: Sage.
   Google Scholar
• Smith, P. K., Pepler, D., & Rigby, K. (Eds.). (2004). Bullying in schools: How successful can interventions be? Cambridge, England: Cambridge University Press.
   Google Scholar
• Smith, P. K., & Sharp, S. (Eds.). (1994). School bullying: Insights and perspectives. London, England: Routledge.
   Google Scholar
• Smith, P. K., & Slonje, R. (2010). Cyberbullying: The nature and extent of a new kind of bullying, in and out of school. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 249–262). New York, NY: Routledge.
   Google Scholar
• Snakenborg, J., Acker, R. V., & Gable, R. A. (2011). Cyberbullying: Prevention and intervention to protect our children and youth. Preventing School Failure, 55(2), 88–95.
   Google Scholar
• Thompson, F., & Smith, P. K. (2011). The use and effectiveness of anti-bullying strategies in schools (Research Report DFE-RR098). London, England: HMSO.
   Google Scholar
• Thorsborne, M., & Blood, P. (2013). Implementing restorative practices in schools: A practical guide to transforming school communities. London, England: Jessica Kingsley.
   Google Scholar
• Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56.
   Web of Science ®Google Scholar
• Wachtel, T. (2013). Dreaming of a new reality: How restorative practices reduce crime and violence, improve relationships and strengthen civil society. Bethlehem, PA: The Piper's Press.
   Google Scholar
• Webster-Stratton, C., & Reid, M. J. (2010). The incredible years parents, teachers, and children training series: A multifaceted treatment approach for young children with conduct disorders. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (2nd ed.). New York, NY: Guilford.
   Google Scholar
• Worksafe New Zealand (2014). Preventing and responding to workplace bullying: Best practice guidelines. Wellington, New Zealand: New Zealand Government.
   Google Scholar
• Young, S. (1998). The support group approach to bullying in schools. Educational Psychology in Practice, 14(1), 32–39.
   Google Scholar