Bibliography

Bullying

Ahmed, Eliza; Braithwaite, Valerie.
What, me ashamed? Shame management and school bullying.
Journal of Research in Crime and Delinquency v.41 no.3 Aug 2004: 269-294, tables, figures

The role of shame in children's bullying has not been sufficiently explored. This paper discusses a study that explored the multivariate influence of shame management variables, family variables, school variables and personality variables in developing bullying. The study used the Management of Shame State-Shame Acknowledgement and Shame Displacement (MOSS-SASD) measurement scale to assess how participants managed their shame following wrongdoing. The article discusses the following: whether family, school and personality variables are associated with shame management variables; whether family, school and personality variables are associated with bullying; and the extent to which the relationship of self initiated bullying to other sets of independent variables is mediated by shame management variables.

Available from: Sage Publications

Ahmed, Eliza; Braithwaite, Valerie.
Bullying and victimisation: cause for concern for both families and schools.
Social Psychology of Education v.7 2004: 35-54, tables

This study examined the roles of family variables (authoritarian and authoritative parenting, family disharmony) and school variables (liking school, perceived control of bullying and school hassles) in discriminating between non-bully/non-victims, victims and bullies. The study, involving children aged nine to twelve years old and their parents, investigated the degree to which family and social variables contribute to the social roles of bullies and victims. The main conclusion was that family and school systems working together may provide the most effective methods for intervention in bullying problems.

Available from: Kluwer Academic Publishers

Attwood, Tony.
Strategies to reduce the bullying of young children with Asperger Syndrome.
Australian Journal of Early Childhood v.29 no.3 Sept 2004: 15-23

Bullying can start in a child's early school years, and this paper initially explains the distinct profile of behaviour and abilities of young children with Asperger Syndrome and why they can be more vulnerable than their peers to being the target of bullying. The paper subsequently describes a range of strategies designed to reduce the frequency and consequences of bullying on young children with Asperger Syndrome. (Journal abstract)

Available from: Early Childhood Australia Inc, PO Box 105, Watson ACT 2602. Email eca@earlychildhood.org.au. Internet http://www.earlychildhoodaustralia.org.au

Australian Institute of Criminology
Cyber bullying: issues for policy makers.
Canberra: Australian Institute of Criminology, 2007 (AICrime Reduction Matters no.59)
http://www.aic.gov.au/publications/crm/crm059.html

Bullying that can occur among teenagers through email, chat rooms, mobile phones, text messages, mobile phone cameras and websites is known as cyber bullying. Limited research exists on this topic. This fact sheet outlines the rise of, causes of, and response to cyber bullying, and ways of preventing cyber bullying.

Available from: Australian Institute of Criminology http://www.aic.gov.au/

Australian Psychological Society
Parent guide to helping children manage conflict, aggression and bullying.
Melbourne, Vic: Australian Psychological Society, 2007
http://www.psychology.org.au/publications/tip_sheets/bullying

Many parents are concerned about how to help their children deal with violence, and how to prevent their children from resorting to aggression or being involved in violence. This tip sheet covers ways of disciplining a child effectively, how to stop sibling aggression, how to respond to wrestling and tumbling, angry fights, aggressive and dangerous behaviour in children, children protecting themselves, bullying, teaching children about conflict resolution, how to deal with antisocial behaviour, how to deal with bullying and how to resolve conflict effectively. It is relevant to a range of ages and developmental stages up to early adolescence.

Available from: Australian Psychological Society http://www.psychology.org.au/

Bevilacqua, Natalie.
In the playground: an account of bullying amongst young women at school.
Domestic Violence and Incest Resource Centre Newsletter no.3 Spring 2004: 17-23

From her experience as a student on placement in a Melbourne secondary college the author noted friendship and bullying issues regularly occured among female adolescents. This paper describes the author's work with three thirteen year old girls in particular who were having trouble with a fourth girl who bullied them. She explains her confusion and frustration at the complexity of the situation, the reversal of bullying that occurred after she worked with the girls, empowerment issues, and the lack of resolution of the issue. The article discusses theoretical approaches to the problem and issues of power and oppression.

Available from: Domestic Violence and Incest Resource Centre, 292 Wellington Street, Collingwood Vic 3066. Internet http://www.dvrcv.org.au

Briggs, Freda.
Safety issues in the lives of children with learning disabilities.
In: Blossoming of our children: 10th Australasian Conference on Child Abuse and Neglect: papers, presentations and abstracts. Christchurch, NZ: New Zealand Family Violence Clearinghouse, 2006, 15p, tables, Online (PDF 158K)
http://www.nzfvc.org.nz/accan/papers-presentations/PDFs/Wednesday-15-2-06-11am/Research-and-Practice-Connection/Briggs-Freda.pdf

This study aimed to investigate rates of drug use, sexual abuse and violence among children with learning disabilities. Students in New Zealand aged 11 - 17 years in special education units were interviewed. The paper discusses: the participants' vulnerability to the risks of drugs, violence, psychological bullying, pornography and sexual abuse in school and in the home; the need for special attention for the protection of boys; why children with learning disabilities were targeted for abuse; and safety education.

Available from: New Zealand Family Violence Clearinghouse http://www.nzfvc.org.nz/

Butler, Des
Civil liability for cyber bullying in schools: a new challenge for psychologists, schools and lawyers.
In: Moore, K. ed. Psychology making an impact: proceedings of the Australian Psychological Society 42nd Annual Conference, 25-29 September 2007, Brisbane, Qld. Melbourne, Vic: Australian Psychological Society, 2007, p52-56

Technology has provided an insidious new weapon for bullies, who are now able to reach their target anytime and anywhere. There is a growing number of cases where the target of bullying takes legal action against the perpetrator or the school. Cases involving traditional forms of bullying are apt to involve difficult issues for the law to resolve; cyberbullying will only increase this challenge. These difficulties are likely to be shared by consulting psychologists and psychiatrists, who may be called on in evidence to distort their medical opinions in order to conform to legal formulations of the limits of liability that may, in some cases, have questionable medical validity. This paper considers the various limits on legal liability that would be applied when determining for a child against a school for the alleged failure to prevent cyberbullying. It highlights areas that may be problematic for schools, the law and consulting psychologists and psychiatrists. (Author abstract, edited)

Available from: Australian Psychological Society http://www.psychology.org.au

Children's Issues Centre.
Developing a more positive school culture to address bullying and improve school relationships: case studies from two primary schools and one intermediate school.
Wellington, NZ: Ministry of Social Development, 2004, 35p, figures (Agenda for children)

Three schools in New Zealand participated in this study, which explored their efforts to develop a more positive school culture and to reduce bullying. This report details the aims and methodology and presents the results, including a comparative analysis across the schools. It discusses leadership, school wide vision, the importance of relationships, setting expectations of appropriate behaviour, getting student support, the programs used to bring about change, focusing on student well being, using professionals from outside the schools, what the schools are doing now, challenges to change, outcomes for staff, evidence that change has occurred and critical principles for improving school culture.

Available from: Ministry of Social Development, Wellington NZ http://www.msd.govt.nz

Cunningham, Marcia.
Breaking the cycle: keeping 'at risk' adolescents engaged.
Developing Practice: The Child, Youth and Family Work Journal no.9 Autumn 2004: 58-67

A range of factors contributes to early school leaving, and so a mix of solutions is required. This article describes Sydney's Rosemount Day Program, which aims to offer an alternative life skills experience for early school leavers. The author considers factors contributing to early school leaving including socio economic factors, single parent families, abuse issues and bullying. She discusses the structure, rationale, design and content of the program.

Available from: Association of Childrens Welfare Agencies, Locked Bag 13, Haymarket NSW 1240. Email acwa@acwa.asn.au. Internet http://www.acwa.asn.au/

De Plevitz, Loretta.
Take-home lessons for gay, lesbian, transgender and bisexual school students.
Alternative Law Journal v.30 no.4 Aug 2005: 180-183

The bullying of students who are perceived to be gay, lesbian, transgender or bisexual (GLTB) is of particular concern. Schools do not treat verbal bullying with the same seriousness as physical attacks on students, and most school policy concerning bullying does not include mention of sexual orientation or identity. This article examines state and federal laws that provide protection to GLTB students who are verbally abused by other students. It discusses the law of civil wrongs, anti discrimination law, direct discrimination, victimisation, vilification, harassment and making a complaint.

Available from: Alternative Law Journal, Law Faculty, Monash University, Clayton Vic 3168. Internet http://www.altlj.org/

Faull, Christopher; Rigby, Ken.
The method of shared concern: a staff training resource.
Myrtle Bank, SA: Readymade Productions in association with Department of Education, Science and Training and Department of Health and Ageing, 2006, 1 DVD (49 min.) + User's guide (31p)

Anatol Pikas' method for dealing with bullying in the late primary and secondary school years is interpreted here by Ken Rigby for use with Australian students. The method takes a problem solving approach that uses a series of meetings with a student or group of students to arrive at a durable solution while avoiding the use of punishment. There is a clear, six stage process to follow. The video and accompanying guide are designed as a training course for school staff, and include instructions for the course leader and discussion questions.

Available from: Readymade Productions http://www.readymade.com.au/

Findley, Ian.
Shared responsibility: beating bullying in Australian schools.
Camberwell, Vic: ACER Press, 2006, 132p

The author discusses bullying and its impacts and strategies for dealing with bullies. He outlines a practical procedure called 'shared responsibility' which schools or 'anyone with basic people skills' can use to respond to and deal with bullying incidents. Its core component is the Shared Responsibility Meeting, an interview process that appeals to empathy by putting a real person with real feelings in the place of the object victim. Examples and stories are used throughout twenty-one short chapters, plus an appendix with a checklist, meeting and survey forms. The process has been trialled at Australian schools with positive results, shown in another appendix.

Available from: ACER press, Australian Council for Educational Research http://www. acerpress.com.au

Fleming, Terry; Watson, Peter; Robinson, Elizabeth; Ameratunga, Shanthi; Dixon, Robyn; Clark, Terryann; Crengle, Sue
Violence and New Zealand young people: findings of Youth2000, a national secondary school youth health and wellbeing survey.
Auckland, NZ: University of Auckland, 2007, 44p
http://www.youth2000.ac.nz/pdf/violence-nz-yp.pdf

Youth 2000 provides current national data on the health and well being of New Zealand's youth. Using self reported, anonymous data from Years 9-13 students in 114 secondary schools throughout New Zealand that were collected as part of Youth 2000, this study investigated New Zealand students' experiences of violence. The results are grouped into the following categories: witnessing violence at home; feeling safe at school and bullying; being deliberately physically hurt by others; unwanted sexual contact; help seeking; being in fights and hurting others; how often violence co occurs; and violence and health and wellbeing.

Available from: Youth 2000, Adolescent Health Research Group, University of Auckland http://www.youth2000.ac.nz/

Gillis, John S; Nadeau, Natalie; Claybourne, Marvin.
The Child Anxiety Scale as a potential screening device for bullying in young children.
Australian Journal of Educational and Developmental Psychology v.5 2005: 71-76, Online only (PDF 236K)
http://www.newcastle.edu.au/group/ajedp/Archive/Volume_5/v5-gillis-et-al.pdf

The 20 item Child Anxiety Scale (CAS) was administered to 343 elementary school children. Unweighted Least Squares extraction with oblique rotation produced 3 correlated primary factors that were interpreted as matching factors C, L and O of the Sixteen Personality Factors questionnaire for adults. Of particular interest was the factor L pattern which has never been identified before with children. Since the items most highly loading on factor L conveyed a sense of being persecuted by other children, scores on this dimension may prove useful in screening for bullying. Higher order factor analysis confirmed the hypothesis of a general anxiety factor. (Journal abstract)

Available from: University of Newcastle http://www.newcastle.edu.au/journal/ajedp/index.html

Healey, Jean B.
Peer abuse as child abuse and indications for intervention in schools.
Coldstream, Vic: Australian Association for Research in Education, 2005, 23p, (AARE conference paper 2005 HEA05418), Online (PDF 459K)
http://www.aare.edu.au/05pap/hea05418.pdf

The paper discusses the types, frequency and intensity of bullying behaviour reported in high schools in NSW, arguing that in terms of impact, outcomes and intervention requirements it can be equated with other forms of child abuse. However, it is evident that teachers currently often do not interpret the behaviours as either abusive or bullying, but as mutually aggressive interactions between peers, leaving victims feeling unprotected and unsupported. It is suggested that implementation of legislative requirements for mandatory notification by teachers of all forms of abuse should be considered as a means of intervention and as a protective measure in severe cases of peer abuse. Further, employing bodies need to ensure teachers are aware of the relevance of child protection procedures and requirements to the issue of peer abuse.

Available from: Australian Association for Research in Education http://www.aare.edu.au/confpap.htm

Homel, Jacqueline
A life-course perspective on bullying.
In: France, A. and Homel, R. eds. Pathways and crime prevention: theory, policy and practice. Cullompton, Devon, UK: Willan Publishing, 2007, p172-194

Bullying can be viewed as the result of complex interactions between individual, social and contextual resources. These interactions become particularly important during developmental transitions, when young people are required to negotiate challenges presented by new social and institutional contexts. The way in which individual, social and contextual resources influence these negotiations can determine whether people continue to form bullying or victimising relationships or are able to break away from negative patterns of interaction. This chapter uses a life course developmental perspective as a framework to explore continuity and discontinuity in bullying. It discusses the implications of this perspective for the prevention of bullying.

Humphrey, Gary; Crisp, Beth R
Bullying affects us too: parental responses to bullying at kindergarten.
Australian Journal of Early Childhood v.33 no.1 Mar 2008: 45-49

Preschool age children are often thought of as too young to be able to engage in bullying behaviours. However, when it does occur, there are ramifications not only for the child but also for parents and siblings. This paper explores this issue by reporting on an exploratory study involving interviews with four parents whose child had experienced bullying in a Victorian kindergarten. Parents reported a range of responses, including anger, guilt for not protecting their child, and powerlessness in the face of denial from kindergarten staff that their child had been bullied. Being unable to access information about bullying among preschool children which might validate their experiences, reinforced the sense of isolation these parents experienced. Further research which explores the needs of family members of children bullied in the kindergarten (prior to school) setting is needed. (Journal abstract)

Available from: Early Childhood Australia Inc http://www.earlychildhoodaustralia.org.au

Kids Help Line.
Racial intolerance reflected in bullying.
Kids Help Line Nov 2004: 5-6, and Online (whole issue PDF 184K)
http://www.kidshelp.com.au/upload/10572.pdf

Over the past few years the number of young people from culturally and linguistically diverse (CALD) backgrounds contacting Kids Help Line (KHL) about racially motivated bullying has been increasing. Part of this increase is the result of terrorist attacks in the USA and Bali, and the continuing focus on the 'war against terror' in the media. (Journal abstract)

Available from: Kids Help Line http://www.kidshelp.com.au

Kids Help Line.
Bullying: still on the agenda.
Kids Help Line Oct 2005: 2-3, figures, and Online (whole issue PDF 145K)
http://www.kidshelp.com.au/upload/13490.pdf

Information on school bullying and how to change this behaviour is presented in this article. The article discusses why bullying occurs, the 'culture of cruelty' that exists among boys, how to tell if your child is being bullied, and how to help children cope with bullying.

Available from: Kids Help Line http://www.kidshelp.com.au

Kids Help Line.
Bullying.
Red Hill, Qld: Kids Help Line, 2004, 2p, tables, figures, (Infosheet no.2), Online only (PDF 53K)
http://www.kidshelp.com.au/upload/14494.pdf

Kids Help Line calls concerning bullying involving deliberate psychological, emotional or physical harassment, occurring at school or in transit between school and home, are considered in this information sheet which discusses: why people bully; what being bullied feels like; strategies identified by Kids Help Line which may help when an individual is bullied, helping others who are being bullied and what parents can do when their child is bullied. The role of schools is outlined and bullying related websites are listed.

Available from: Kids Help Line http://www.kidshelp.com.au

Kift, Sally
Cyberbullying by young people: a criminal matter for psychologists?
In: Moore, K. ed. Psychology making an impact: proceedings of the Australian Psychological Society 42nd Annual Conference, 25-29 September 2007, Brisbane, Qld. Melbourne, Vic: Australian Psychological Society, 2007, p228-232

Cyber bullying, as a misuse of technology to harass, intimidate, tease, threaten, abuse or otherwise terrorise, is discussed in terms of its criminal legal ramifications in Australia for young people. In extreme instances, cyber bullying can constitute criminal conduct on the part of the perpetrator, especially when the behaviour is seriously threatening, harassing or intimidating. Whilst criminal sanctions might seem an extreme response, it is not inappropriate for all stakeholders - young persons, parents, schools, education authorities and psychologists - to be aware of the potential for criminal liability, especially when the consequences of the cyber bullying conduct are serious for the target and/or where there is simply no other basis on which the conduct might be impeached, occurring as it frequently does beyond temporal and physical school boundaries. This paper considers prevention and intervention strategies for cyber bullying from a criminal legal point of view. (Author abstract, edited)

Available from: Australian Psychological Society http://www.psychology.org.au

Lewis, Robert; Gurry, Tim.
Don't be a bully bystander.
Malvern, Vic: Ryebuck Media with the support of the Catholic Education Office and VicHealth, 2006, 56p + 1 DVD (10 min.)

This classroom resource aims to help schools address bullying behaviour and equip students with strategies to deal with bullying in their own lives. The DVD demonstrates typical school situations that involve bullying behaviour and the response of students. The booklet explores issues raised in the film. The following topics are examined: what bullying behaviour is; what is wrong with bullying behaviour; who bully bystanders are; some good strategies for involving bystanders; understanding the bullying community; and what schools should do about bullying behaviour. The resource kit includes classroom strategies, activity worksheets, and other resources.

Available from: Ryebuck Media http://www.ryebuck.com.au/

Morrison, Brenda.
School bullying and restorative justice: toward a theoretical understanding of respect, pride and shame.
Journal of Social Issues v.62 no.2 2006: 371-392, tables

Three theories that support the use of restorative justice as a response to school bullying are discussed: Scheff's theory of unacknowledged shame; Braithwaite's reintegrative shaming theory; and Tyler's procedural justice theory. The article presents results of a study on bullying and victimisation that involved children and parents in the Australian Capital Territory. The study aimed to test shame acknowledgement, shame displacement, respect, pride and emotional group value in bullies, victims, non bullies and non victims. The article discusses shame, alienation, bullying and restorative justice; social status and social bonds; social norms, pride and shame; shame and social connectedness; and restorative justice and social emotions.

Available from: Society for the Psychological Study of Social Issues, PO Box 1248, Ann Arbor, MI 48106-1248. Subscription: Blackwell Publishers

Reid, Jen.
Surviving the bully in early childhood - without the broomstick.
Every Child v.11 no.3 Winter 2005: 14-15

A recent Canadian study shows that aggression develops in the first year of life. This article discusses the implications of the study for preschool educators and child care centres in dealing with behavioural problems that may lead to bullying, and helping children develop the resilience to protect themselves against bullying.

Available from: Early Childhood Australia Inc, PO Box 105, Watson ACT 2602. Email eca@earlychildhood.org.au. Internet http://www.earlychildhoodaustralia.org.au

Rigby, Ken; Johnson, Bruce.
Students as bystanders to sexual coercion: how would they react and why?
Youth Studies Australia v.23 no.2 Jun 2004: 11-16, tables

More than half of 200 Year 8 and 9 students who watched a video showing a girl being sexually coerced by a boy in the presence of student bystanders reported that such events occurred regularly at their Australian school. When asked how they would respond as bystanders, just over half said they would directly object to the boy's action, and nearly a fifth said they would seek help for the girl from a teacher. However, a quarter of the students said they would ignore what was happening and one in 40 said they would support the boy. Analysis of the results indicated that students' attitude to victims, but not their gender, predicted the likelihood that they would express a readiness to help the girl. These findings, as provided in this article, suggest that promoting more caring attitudes in students towards the victims of peer abuse will encourage positive interventive action by both boy and girl bystanders in cases of sexual harassment at school. (Journal abstract)

Available from: Australian Clearinghouse for Youth Studies, Private Bag 64, Hobart Tas 7001. Email acys@educ.utas.edu.au. Internet http://www.acys.utas.edu.au/

Roth, Lenny.
Children's rights in NSW.
Sydney, NSW: NSW Parliamentary Library Research Service, 2005, 144p, (Background Paper no.2/05), Online
http://www.parliament.nsw.gov.au/prod/parlment/publications.nsf/0/3D C046793E55A4A0CA25701C001B5D7E

This paper outlines children's legal rights in a range of areas; identifies a number of concerns in relation to these areas; discusses recent developments that have taken place to address such concerns; discusses children's right to be heard in all matters affecting them, including in government and legal processes; and considers the extent to which children's human rights have been implemented in NSW. Chapters include: legal restrictions on children; discrimination against children; school students' rights (includes sections on school bullying, discrimination against students with disabilities, privacy); consenting to medical treatment; parents' powers; exclusion of children from shopping centres.

University of Otago. Children's Issues Centre.
Developing a more positive school culture to address bullying and improve school relationships: case studies from two primary schools and one intermediate school.
Wellington, NZ: Ministry of Social Development, 2004, 35p, figures (Agenda for children)

Available from: Ministry of Social Development, Wellington NZ http://www.msd.govt.nz

Very mixed emotions: a discussion starter on bullying in childhood.
Barton, ACT: Community Safety and Justice Branch, Attorney-General's Department, 2005, 1 DVD (33 min.)

Parents, teachers, child care workers and school counsellors are interviewed about bullying amongst preschool children. They discuss: causes of bullying; short and long term effects of bullying; how to prevent bullying; early intervention strategies; definitions of bullying; child socialisation and sense of identity; how parents, teachers and schools can work together to minimise bullying; examples of bullying in preschools; how to recognise a bullied child; the importance of addressing bullying as soon as possible; and other issues.

Available from: National Crime Prevention, Attorney-General's Department http://www.crimeprevention.gov.au/

Wade, Emma; Reece, John; Little, Emma
BRAVO! Building resilience and victim's optimism: an intervention program for victims of school bullying.
In: Moore, K. ed. Psychology making an impact: proceedings of the Australian Psychological Society 42nd Annual Conference, 25-29 September 2007, Brisbane, Qld. Melbourne, Vic: Australian Psychological Society, 2007, p401-405

Both bullying and resilience have received increased attention in Australian research over the last decade. Bullying is of concern because of the serious consequences faced by both victims and perpetrators of bullying. Resilience research has shown that individuals, when faced with trauma, will respond in a range of ways: some will succumb to the effects of the trauma, while others will not only tolerate the circumstances, but will continue to thrive. The current paper describes an intervention program developed for use with victims of school bullying. The program was designed to increase students' resilience to the typical negative effects suffered as a result of being victimised. The program had four main areas of focus: social variables (social skills and social support), optimism, coping, and self esteem / self concept. (Author abstract)

Available from: Australian Psychological Society http://www.psychology.org.au

Yoneyama, Shoko; Rigby, Ken.
Bully/victim students and classroom climate.
Youth Studies Australia v.25 no.3 Sept 2006: 34-41, table, figures

Using a range of measures, this research compares individual student perceptions of 'school climate' in several South Australian single sex and coeducational schools. The results indicate that some students' perceptions of their 'classroom climate' may reflect their involvement in bully/victim interactions with their peers. These findings suggest that it may be possible for teachers to identify victims, bullies and bully victims among those students who are unhappy in the classroom situation. School staff may then be able to work with these students to reduce bullying in the school context. (Journal abstract)

Available from: Australian Clearinghouse for Youth Studies http://www.acys.info/home

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