Descripciones mejoradas de Syndetics:

Many youngsters are targets of verbal and physical abuse or social ostracism at some point during their school careers, and a minority are repeatedly victimized by their peers. Which students become the targets of aggressive behavior, and why? What are the psychological and health consequences of victimization? Of crucial importance, what can school professionals do to help? This volume brings together leading investigators to present the latest psychological research on chronically victimized children and adolescents. Chapters review conceptual and methodological issues, identify developmental differences in types of harassment, and explore various reaction patterns associated with victimization. Findings are presented on the correlates and consequences of harassment, from peer rejection to compromised mental and physical health, as well as its role in peer group dynamics. Highlighting the practical implications of current research, the volume discusses a number of school-based prevention and intervention approaches.

Tabla de contenidos provista por Syndetics

• Introduction: Peer Harassment: A Critical Analysis and Some Important Issues
• I Conceptual and Methodological Issues in Peer Harassment
• 1 Variations in Peer Victimization: Relations to Children's Maladjustment
• 2 An Attributional Approach to Peer Victimization
• 3 Determinants of Chronic Victimization by Peers: A Review and New Model of Family Influence
• 4 Self-Views versus Peer Perceptions of Victim Status among Early Adolescents
• 5 Sampling Instances of Victimization in Middle School: A Methodological Comparison
• II Subtypes and Age-Related Changes in Peer Harassment
• 6 The Aggressive Victim of Bullying: Emotional and Behavioral Dysregulation as a Pathway to Victimization by Peers
• 7 Early Diagnosis and Prevention of Victimization in Kindergarten
• 8 Relational Victimization in Childhood and Adolescence: I Hurt You through the Grapevine
• 9 Victimization among Teenage Girls: What Can Be Done about Indirect Harassment?
• 10 Developmental Context of Peer Harassment in Early Adolescence: The Role of Puberty and the Peer Group
• III Correlates and Consequences of Peer Harassment
• 11 Toward a Process View of Peer Rejection and Harassment
• 12 Rejection and Victimization by Peers: Social Perception and Social Behavior Mechanisms
• 13 Health Consequences of Bullying and Its Prevention in Schools
• 14 Characteristics of Victims of School Bullying: Developmental Changes in Coping Strategies and Skills
• IV Beyond the Bully/Victim Dyad
• 15 Groups, Individuals, and Victimization: A View of the Peer System
• 16 Subtypes of Peer Harassment and Their Correlates: A Social Dominance Perspective
• 17 Group View on Victimization: Empirical Findings and Their Implications

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CHOICE Review

This edited volume makes a major contribution to the methodological issues and research findings on peer harassment as distinguished from peer aggression. This is a necessary conceptual distinction, for it helps both the researcher and school officials to "target" different issues their students face. The introduction by Dan Olweus identifies some of the most significant issues in peer harassment with a creative critical analysis, especially of the interaction between individual and group behavior. This introduction sets the high tone for the rest of the volume. The work's main sections correspond to four conceptual and research elements: "Conceptual and Methodological Issues in Peer Harassment," "Subtypes and Age-Related Changes in Peer Harassment," "Correlates and Consequences of Peer Harassment," "Beyond the Bully/Victim Dyad." Each of these sections provides an excellent overview of the basic conceptual and empirical issues involved in peer harassment research. The collective research findings allow for a empirically based conceptual model that schools can employ to decrease the amount of peer harassment and increase students' learning outcomes. Recommended for upper-division undergraduates and above. J. F. Biter formerly, St. Bonaventure University

Notas de autor provistas por Syndetics

Francoise D. Alsaker, PhD, Department of Psychology, University of Berne, Switzerland
Michel Boivin, PhD, Research Unit on Children's Social Maladjustment, School of Psychology, Laval University, Ste-Foy, Quebec, Canada
Michael J. Boulton, PhD, Department of Psychology, Keele University, Staffordshire, United Kingdom
William M. Bukowski, PhD, Department of Psychology and Centre for Research in Human Development, Concordia University, Montreal, Quebec, Canada
Juan F. Casas, BA, Institute of Child Development, University of Minnesota, Minneapolis
Deborah H. Chien, MPP, Department of Psychology, University of Southern California, Los Angeles
Jennifer Connolly, PhD, Department of Psychology, York University, Toronto, Ontario, Canada
Wendy M. Craig, PhD, Department of Psychology, Queen's University, Kingston, Ontario, Canada
Nicki R. Crick, PhD, Institute of Child Development, University of Minnesota, Minneapolis
Crystal Cullerton-Sen, BA, Institute of Child Development, University of Minnesota, Minneapolis
Susan K. Egan, PhD, Department of Psychology, University of Massachusetts at Dartmouth, North Dartmouth
Sandra Graham, PhD, Department of Education, University of California, Los Angeles
David S. J. Hawker, PhD, Oxford Doctoral Course in Clinical Psychology, Isis Education Centre, Warneford Hospital, Oxford, United Kingdom
Kathryn Henderson, MA, Department of Psychology, Queen's University, Kingston, Ontario, Canada
Susan E. Hickman, MS, Institute of Child Development, University of Minnesota, Minneapolis
Ernest V. E. Hodges, PhD, Department of Psychology, St. John's University, Jamaica, New York
Shelley Hymel, PhD, Department of Educational Psychology and Special Education, University of British Columbia, Vancouver, Canada
Jaana Juvonen, PhD, RAND, Santa Monica, California
Becky Kochenderfer Ladd, PhD, Department of Psychology, Illinois State University, Normal
Gary W. Ladd, PhD, Departments of Educational Psychology and Psychology, University of Illinois at Urbana-Champaign, Illinois
Kirsten Madsen, PhD, Earlscourt Child and Family Centre, Toronto, Ontario, Canada
Julie R. Morales, BA, Institute of Child Development, University of Minnesota, Minneapolis
David A. Nelson, PhD, School of Family Life, Department of Marriage, Family, and Human Development, Brigham Young University, Provo, Utah
Adrienne Nishina, MA, Department of Psychology, University of California, Los Angeles
Dan Olweus, PhD, Research Center for Health Promotion (HEMIL), University of Bergen, Norway
Laurence Owens, PhD, School of Special Education and Disability Studies, Flinders University, Adelaide, South Australia
Anthony D. Pellegrini, PhD, Department of Educational Psychology, University of Minnesota, Minneapolis
Debra Pepler, PhD, Department of Psychology, York University, Toronto, Ontario, Canada
David G. Perry, PhD, Department of Psychology, Florida Atlantic University, Boca Raton
Laura J. Proctor, MA, Department of Psychology, University of Southern California, Los Angeles
Ken Rigby, PhD, Division of Education, Arts and Social Science, University of South Australia, Australia
Christina Salmivalli, PhD, Department of Psychology, Academy of Finland, University of Turku, Finland
Beate Schuster, PhD, Institute for Psychology, Ludwig-Maximilians-University Munich, Germany
David Schwartz, PhD, Department of Psychology, University of Southern California, Los Angeles
Shu Shu, MPhil, Department of Psychology, Goldsmiths College, University of London, New Cross, United Kingdom
Rosalyn Shute, PhD, School of Psychology, Flinders University, Adelaide, South Australia
Lorrie K. Sippola, PhD, Department of Psychology, University of Saskatchewan, Saskatoon, Canada
Phillip Slee, PhD, School of Education, Flinders University, Adelaide, South Australia
Peter K. Smith, PhD, Department of Psychology, Goldsmiths College, University of London, New Cross, United Kingdom
Stefan Valkanover, Lic.phil, Department of Psychology, University of Berne, Switzerland