NCJ Number
194623
Date Published
May 2002
Length
61 pages
Annotation
This booklet provides an overview of the problem of bullying in schools, provides guidance for analyzing the local problem of bullying in schools, and assesses responses to the problem.
Abstract
Bullying is defined as having two key components: repeated harmful acts and an imbalance of power. It involves repeated physical, verbal, or psychological attacks or intimidation directed against a victim who cannot properly defend himself/herself because of size or strength, or because the victim is outnumbered or less psychologically resilient. Extensive studies in other countries during the 1980's and 1990's generally found that between 8 and 38 percent of students were bullied with some regularity, and that between 5 and 9 percent of students bullied others with some regularity. In the United States, fewer studies have been done. A recent study of a nationally representative sample of students found higher levels of bullying in America than in some other countries. Thirteen percent of 6th- through 10th-grade students bully, 10 percent reported being victims, and an additional 6 percent were victim-bullies. This booklet also explores the reluctance to report bullying, bullying behavior, the characteristics of bullies, incidents of bullying, victims of bullying, consequences of bullying, and chronic victims of bullying. A section on "Understanding Your Local Problem" provides guidelines for asking the right questions regarding the school, offenders, victims and victimization, and locations where bullying occurs. The booklet suggests that the school measure its bullying problem before implementing responses to determine the seriousness of the problem. Bullying should also be measured after the implementation of countermeasures, so as to determine whether they have been effective. Suggestions are offered for measures of effectiveness. In assessing responses to bullying in schools, general requirements for an effective strategy include enlisting the school principal's commitment and involvement; using a multifaceted, comprehensive approach; educating and involving parents; adopting specific strategies to deal with individual bullies and victims; encouraging students to report bullying; and developing a comprehensive reporting system. In addition to general requirements for an effective strategy, specific responses for reducing bullying in schools are presented, and responses with limited effectiveness are identified. Appended summary of responses to bullying in schools, a sample letter to parents, 67 notes, 15 annotated recommended readings, and 38 references