Joseph Aratari

Mr. Henriksen
English 1010 - Period 6
Bullying: An Annotated Bibliography
Allen, Kathleen P. "A Bullying Intervention System: Reducing Risk And Creating Support For
Aggressive Students." Preventing School Failure 54.3 (2010): 199-209. Academic Search
Premier. Web. 18 Dec. 2014.
Research has indicated that teachers are limited in their knowledge of how to respond to
bullying. Without a specific guidance on what to do and how to do it, the knowledge of bullying
is found unsatisfactory. With the development of this research a system had been created to
provide guidance to educators consistent responses to situation that may be bullying or
victimization. The bullying intervention system has a clear plan of action in order to interrupt
aggression at an early stage in order to prevent any likely escalation into serious, life threatening
problems. This system promotes students success for involvement in bullying is shown to be a
contributor to student failure.
Biggs, Bridget K., et al. "Teacher Adherence And Its Relation To Teacher Attitudes And Student
Outcomes In An Elementary School-Based Violence Prevention Program." School Psychology
Review 37.4 (2008): 533-549. Academic Search Premier. Web. 18 Dec. 2014.
Teachers have been discovered to be influential contributors to the success of bullying
prevention programs. This result was found among the evidence in a variation of testing
environments. Tests included whether or not teachers adherence to bullying was related to the
students attitudes about and responses to bullying. The pressure of schools to address bullying
has led to the increase of school-based prevention programs that have gone under rigorous

evaluation for success and positive impacts. This pressure has led to this testing of teachers
adherence and contribution to bullying,
Bowllan, Nancy M. "Implementation And Evaluation Of A Comprehensive, School-Wide Bullying
Prevention Program In An Urban/Suburban Middle School." Journal Of School Health 81.4
(2011): 167-173. Academic Search Premier. Web. 18 Dec. 2014.
The Olweus Bullying Prevention Program, or the OBPP, is a school-wide, multilevel program
that requires the involvement of students, teachers, administrators, and other adult support such
as the OBCC, the Olweus Bullying Coordinating Committee. This program of questionnaires and
activities was designed to measure the rates of bullying among of student in different grade
levels of those who had been a part of the OBPP program and those who were not. Results show
that schools that participate in a specific bullying prevention program will show decreasing signs
of bullying and its affects.
Domino, Meg. "Measuring The Impact Of An Alternative Approach To School Bullying." Journal Of
School Health 83.6 (2013): 430-437. Academic Search Premier. Web. 18 Dec. 2014.
Analyses have shown that bullying prevention efforts have shown mixed results. Now the SocialEmotional Learning and Positive Youth Development has provided a theory of alternative
methods for approaching bullying. Its focus is around strengthening social competencies that will
and can reduce the youth risk behaviors characterized by victimization. The program is called
TTL, Take The Lead, where all 7th grade students enrolled to participate in the program. TTL
will be able to identify whether or not current program are sufficient for schools and if research
in this area should be concluded.

Huang, Hui, Jun Hong, and Dorothy Espelage. "Understanding Factors Associated With Bullying And
Peer Victimization In Chinese Schools Within Ecological Contexts." Journal Of Child & Family
Studies 22.7 (2013): 881-892. Academic Search Premier. Web. 18 Dec. 2014.
There are many causes for bullying and victimization. Hui Huang researches these causes and
identifies what changes need to occur and what strategies are benefiting students in schools. His
research includes that the prevalence of bullying lessens with age. Those faced by victimization
in high school will face more severe consequences later in life. Findings from these studies raise
concern about how students are able to treat each other inside the classroom and what necessities
are required to help prevent this victimization.
James, Deborah J., et al. "One School's Experience Of Engaging With A Comprehensive Anti-Bullying
Programme In The Irish Context: Adolescent And Teacher Perspectives." Pastoral Care In
Education 24.4 (2006): 39-48. Academic Search Premier. Web. 18 Dec. 2014.
CSP, the Cool School Program, is a study explored on how participation in the anti-bullying
program affected students and teacher in school. It focuses on the students faith in the teachers
ability to deal with bullying effectively. This program allows them to measure and conclude
results of students willingness and confidence in telling a teacher about bullying and whether
they felt safe in school.
Jenson, Jeffrey M., et al. "Effects Of The Youth Matters Prevention Program On Patterns Of Bullying
And Victimization In Elementary And Middle School." Social Work Research 37.4 (2013): 361372. Academic Search Premier. Web. 22 Dec. 2014.
The affects of prevention programs are examined to classify the classes of bullying,
victimization, bullying-victimization, and uninvolved students. Results show that the transition
from elementary to middle school poses significant challenges to many students. Participation in

aggressive behavior and victimization by peers are among the most frequent problems
experienced by students during this transition.
Nurenberg, David. "The Power Of Positive Affinity Groups: A "Sci-Fi" Solution To
Bullying." American Secondary Education 42.3 (2014): 5-17. Academic Search Premier. Web.
18 Dec. 2014.
Research indicates that students who are involved in safe, positive peer spaces will experience
less bullying and in turn the improvement of their academic studies and success in the real world.
The best way to be involved in an environment like this is for schools to supply positive groups
or clubs for students to join and activity participate in. With the ability to seek out or form a
group such as this has been proven to be a beneficial life-long skill that can extend beyond high
school and into the work place, where 75% of people say they face some sort of victimization.
Ramirez, Octavio. "Survivors Of School Bullying: A Collective Case Study." Children & Schools 35.2
(2013): 93-99. Academic Search Premier. Web. 18 Dec. 2014.
Analyzing survivors of school bullying allows researchers to be able to explore the coping
strategies used when students are affected by peer victimization. The data was collected by
observations, interviews, and reviews of school records. From this research several categorical
sections have been made to classify the data of coping strategies. This type of research opens up
the question of what can we do to better aide those affected by bullying. Results conclude that
methods so far struggle with the psychological and emotion implication of victimization.
Roth, Guy, Yaniv Kanat-Maymon, and Uri Bibi. "Prevention Of School Bullying: The Important Role
Of Autonomy-Supportive Teaching And Internalization Of Pro-Social Values." British Journal
Of Educational Psychology 81.4 (2011): 654-666. Academic Search Premier. Web. 18 Dec.
2014.

In school bullying, students repeatedly and systematically use power to dominate and harm their
peers physically, socially, and emotionally. Research has increasingly shown that this social
problem leads to complex outcomes for both bullies and their victims, and numerous intervention
programs have been applies to reduce both bullying and victimization. It will be discussed that
researchers should not discontinue their efforts to design effective preventions but rather should
undertake further inquiry into identifying specific successful factors.
Tsiantis, Alkis Constantine J., et al. "The Effects Of A Clinical Prevention Program On Bullying,
Victimization, And Attitudes Toward School Of Elementary School Students." Behavioral
Disorders 38.4 (2013): 243-257. Academic Search Premier. Web. 18 Dec. 2014.
A study was given on November, 2011 to May, 2012 that evaluated whether or not bullying
prevention programs hold promise to reducing the amount of bullying, victimization, and
attitudes within elementary schools. This test was structured into workshops of about 666
students from fourth, fifth, and sixth grade from Greece elementary schools. Students
participated in activities that revolved around increasing awareness of bullying and its impacts.
Test results concluded that the current prevention program significantly reduced bullying and
victimization by over 50% and as well as a gain in positive attitude toward school.
Weddle, Daniel B. "Still Disconnected: Current Failures Of Statutory Approaches To Bullying
Prevention In Schools." Missouri Law Review 77.3 (2012): 761-780. Academic Search Premier.
Web. 18 Dec. 2014.
Bullying is an underground web of victimization and pain that requires silence to succeed. The
goal is to break the silence and promote awareness of bullying. The last to be notified of any
bullying is usually the teachers and administrators; therefore prevention programs and tactic need

to be taught specifically and directly to them as well. Lack of knowledge is what programs are
attacking these days.