Bullying in school

An overview of types, effects, family characteristics, and intervention strategies

Paul R. Smokowski, Kelly Holland Kopasz

Research output: Contribution to journalArticle

194 Citations (Scopus)

Abstract

Bullying represents a significant problem in U.S. schools, affecting approximately one in three children. The authors discuss the dynamics, types, characteristics, and consequences of school bullying. Risk factors for engaging in bullying, being bullied, and becoming both a bully and a victim are discussed. Research indicates that bullying has serious long-term negative effects on bullies, victims, and victims who turn to bullying as a coping strategy. Longitudinal relationships between childhood bullying and victimization and adult mental health outcomes such as anxiety, depression, substance use, and conduct disorders are outlined. Prevention programs, and their relative efficacy from empirical evaluations, are also presented. Finally, implications for school-based prevention services are provided.

Original languageEnglish (US)
Pages (from-to)101-109
Number of pages9
JournalChildren and Schools
Volume27
Issue number2
StatePublished - Apr 2005
Externally publishedYes

Fingerprint

Bullying
intervention strategy
exclusion
school
victimization
Conduct Disorder
coping
Crime Victims
School Health Services
mental health
childhood
anxiety
Substance-Related Disorders
Mental Health
Anxiety
evaluation
Depression

Keywords

  • Bullying
  • Victimization
  • Violence prevention
  • Youth violence

ASJC Scopus subject areas

  • Health(social science)
  • Education

Cite this

Bullying in school : An overview of types, effects, family characteristics, and intervention strategies. / Smokowski, Paul R.; Kopasz, Kelly Holland.

In: Children and Schools, Vol. 27, No. 2, 04.2005, p. 101-109.

Research output: Contribution to journalArticle

Smokowski, Paul R. ; Kopasz, Kelly Holland. / Bullying in school : An overview of types, effects, family characteristics, and intervention strategies. In: Children and Schools. 2005 ; Vol. 27, No. 2. pp. 101-109.
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