1. Boske, C., & Osanloo, A. (2015). Students, teachers, and leaders addressing bullying in schools. Retrieved from https://ebookcentral-proquest-com.ezproxy1.lib.asu.edu The authors took their time to look at and explored the different types of bullying that can occur at school. From student to student, teacher to teacher, or teacher to student. The authors outlined a vignette about a 13-year-old male student self-reporting incidents of bullying to his school principal and the principal telling the student to act differently so he would not be bullied but failed to document the self-reporting and other reporting’s. They also outlined examples of other school staff making comments that they are not equip to deal with this type of bullying, …show more content…
Elliot (1999) at the University of Colorado at Boulder. They go on to discuss the family components of anti-bullying interventions that are essential to interrupting the bullying interaction include as increasing family awareness of the bully-victim problem; actively involving parents and the family in confronting bullying; developing clear family rules against bullying; and providing support and protection for youth who are victimized (Swearer, & Doll, 2001). Lastly, they discuss two different types of peer influences that need to be addressed to assist with ending bullying. The also discussed how peer groups are a great way at identifying bullying issues and how to avoid bullying issues within ones …show more content…
What was interesting was only 1 of the eight students had seen their schools policy on bullying before the interviews. All of the students agreed that their school policy did not reflect the needs and views of the group for whom the policy is intended. The main disagreement in views is a reflection of the different ways objects like bullying can be understood, but it is the dominant understanding conveyed in literature and school policies that shapes definitions of bullying. The authors suggest it may be helpful to use definitions of bullying from young people who experience it. Lastly, the author’s study indicates that bullying is constituted by academic literature, government guidance, and school policies as particular behaviors present over time that are intended to affect a victim in some way negatively, and does not take into account on how bullying affects the victim emotionally. 5. Seeley, Seeley, Ken, & United States. Office of Juvenile Justice Delinquency Prevention. (2011). Bullying in schools an overview (Juvenile justice bulletin). Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency