The committee can also draw upon research in other areas of victimization to inform the core questions of this study. A particular focus on children who are most at risk of peer victimization—i.e., those with high risk factors in combination with few protective factors—such as children with disabilities, poly-victims, LGBT youth, and children living in poverty will be included in the study. Vaillancourt, T., Trinh, V., Mc Dougall, P., Duku, E., Cunningham, L., Cunningham, C., Hymel, S., and Short, K. Optimizing population screening of bullying in school-aged children.
The efforts of Olweus brought awareness to the issue and motivated other professionals to conduct their own research, thereby expanding and contributing to knowledge of bullying behavior.
Since Olweus’s early work, research on bullying has steadily increased (see Farrington and Ttofi, 2009; Hymel and Swearer, 2015).
Commonly used bullying prevention approaches include policies regarding acceptable behavior in schools and behavioral interventions to promote positive cultural norms.
Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, a group of federal agencies and private foundations asked the National Academies of Sciences, Engineering, and Medicine to undertake a study of what is known and what needs to be known to further the field of preventing bullying behavior.
The work of the committee will build on the workshop, Building Capacity to Reduce Bullying, as appropriate.
The following questions are of particular interest: Lessons for Bullying Prevention was created to carry out this task under the Academies’ Board on Children, Youth, and Families and the Committee on Law and Justice. The study received financial support from the Centers for Disease Control and Prevention (CDC), the Eunice Kennedy Shriver National Institute of Child Health and Human Development, the Health Resources and Services Administration, the Highmark Foundation, the National Institute of Justice, the Robert Wood Johnson Foundation, Semi J. Begun Foundation, and the Substance Abuse and Mental Health Services Administration. The full statement of task for the committee is presented in Box 1-1. The author described bullying behavior, attempted to delineate causes and cures for the tormenting of others, and called for additional research (Koo, 2007). Nearly a century later, Dan Olweus, a Swedish research professor of psychology in Norway, conducted an intensive study on bullying (Olweus, 1978). Examining the differential roles of medium, publicity, and anonymity for the perceived severity of bullying. Substance Abuse and Mental Health Services Administration. In 2013, the Health Resources and Services Administration of the U. Department of Health and Human Services requested that the Institute of Medicine and the National Research Council convene an ad hoc planning committee to plan and conduct a 2-day public workshop to highlight relevant information and knowledge that could inform a multidisciplinary ___________________ road map on next steps for the field of bullying prevention. Scandinavian Journal of Psychology, 49(2), 147-154. Content areas that were explored during the April 2014 workshop included the identification of conceptual models and interventions that have proven effective in decreasing bullying and the antecedents to bullying while increasing protective factors that mitigate the negative health impact of bullying. See Chapter 4 for more information about children who are poly-victims. Correlates of traditional bullying and cyberbullying perpetration among Australian students. environment for youth in foster care, in juvenile justice facilities, and in other residential treatment facilities, this report does not address bullying behavior in those environments because it is beyond the study charge. While the media reports linking bullying to suicide suggest a causal relationship, the available research suggests that there are often multiple factors that contribute to a youth’s suicide-related ideology and behavior. Several studies, however, have demonstrated an association between bullying involvement and suicide-related ideology and behavior (see, e.g., Holt et al., 2015; Kim and Leventhal, 2008; Sourander, 2010; van Geel et al., 2014).