Bullying and social status during school transitions

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Pellegrini, Anthony D.
Long, Jeffrey D.
Solberg, David
Roseth, Cary
Dupuis, Danielle
Bohn-Gettler, Catherine M.
Hickey, Meghan

Pellegrini, A. D., Long, J. D., Solberg, D., Roseth, C., Dupuis, D., Bohn, C., & Hickey, M. (2009). Bullying and social status during school transitions. Handbook of bullying in schools: An international perspective (pp. 199-210) doi:10.4324/9780203864968-16 Retrieved from www.scopus.com


The Handbook of Bullying in Schools provides a comprehensive review and analysis of what is known about the worldwide bullying phenomena. It is the first volume to systematically review and integrate what is known about how cultural and regional issues affect bullying behaviour and its prevention.

Key features include the following:

Comprehensive – forty-one chapters bring together conceptual, methodological, and preventive findings from this loosely coupled field of study, thereby providing a long-needed centerpiece around which the field can continue to grow in an organized and interdisciplinary manner. International Focus – approximately forty-percent of the chapters deal with bullying assessment, prevention, and intervention efforts outside the USA. Chapter Structure – to provide continuity, chapter authors follow a common chapter structure: overview, conceptual foundations, specific issues or programs, and a review of current research and future research needs. Implications for Practice – a critical component of each chapter is a summary table outlining practical applications of the foregoing research. Expertise – the editors and contributors include leading researchers, teachers, and authors in the bullying field, most of whom are deeply connected to organizations studying bullying around the world.

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