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Prevalence

Lesson 2: Introduction

Objective:

y Recognize instances of bullying and be able to distinguish between different types of bullying behaviorand roles of participants in bullying.

y Definitions of bullyingMaterials:Power Point

Student Readings:

y Cunningham, N. J. (2007). Level of bonding to school and perception of the school environment bybullies, victims, and bully victims. Journal of Early Adolescence, 27, 457-478.

y Andreou, E. (2001). Bully/victim problems and their association with coping behavior in conflictualpeer interactions among school-age children. Educational Psychology, 21, 59-66.

Instructor Readings:

y Cunningham, N. J. (2007). Level of bonding to school and perception of the school environment bybullies, victims, and bully victims. Journal of Early Adolescence, 27, 457-478.

y Andreou, E. (2001). Bully/victim problems and their association with coping behavior in conflictualpeer interactions among school-age children. Educational Psychology, 21, 59-66.

y Demaray, M. K., & Malecki, C. K. (2003). Perceptions of the frequency and importance of socialsupport by students classified as victims, bullies, and bully/victims, in an urban middle school. School

Psychology Review, 32(3), 471-489.

y Hunt, M. H., Meyers, J., Jarrett, O., & Neel, J. (2005). Student survey of bullying behavior: Preliminarydevelopment and results from six elementary schools. Retrieved February 5, 2008, from Georgia State

University Center for School Safety site: http://education.gsu.edu/schoolsafety/SSBB.pdfy Scheithauer, H., Hayer, T., Petermann, F., & Jugert, G. (2006). Physical, verbal, and relational forms of

bullying among German students: Age trends, gender differences, and correlates. Aggressive Behavior,32 261-275.

y Kristensen, S. M., & Smith, P. K. (2003). The use of coping strategies by Danish children classed asbullies, victims, bully/victims, and not involved, in response to different (hypothetical) types of bullyingScandinavian Journal of Psychology, 44, 479-488.

Student Assignment: In class activity design to help students think critically about classification rates using

different classification criteria.

y Word and ExcelDocuments with Sample Data Seto Standard Deviation Cut off Scores, A Cut-off Score of 2.5 over the mean, Seven of More

Behaviors at least once or twice a year, Two Behaviors Occurring Weekly, At least OneBehavior occurring weekly, and at least one behavior occurring Monthly.

Video:

y http://www.ustream.tv/recorded/11818848Modifications for Online Presentation Format:

Students will review powerpoint online and participate in online discussions.

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