Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Bullying Intervention in Adolescence: The Intersection of Legislation, Policies, and Behavioral Change

Bullying Intervention in Adolescence: The Intersection of Legislation, Policies, and Behavioral... This article reviews current research on bullying during adolescence. The complexity of bullying behaviors during the adolescent time period are discussed and a review of the developmental literature on adolescence provides suggestions for why current bullying prevention and intervention programs are less effective for this age group. Current anti-bullying policies and legislation are reviewed under a framework of adolescent brain development and the development of consequential thinking. Suggestions for implementing social-emotional learning programming during the adolescent period are provided and a novel approach using social media is presented. In order to effectively combat bullying during this developmental period, programming must focus of positive behavioral development and restorative practices. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adolescent Research Review Springer Journals

Bullying Intervention in Adolescence: The Intersection of Legislation, Policies, and Behavioral Change

Download PDF
13 pages

Loading next page...
 
/lp/springer-journals/bullying-intervention-in-adolescence-the-intersection-of-legislation-TxdbBOCpoy
Publisher
Springer Journals
Copyright
Copyright © 2016 by Springer International Publishing
Subject
Psychology; Developmental Psychology; Psychiatry; Neurosciences; Child and School Psychology; Criminology and Criminal Justice, general; Educational Psychology
ISSN
2363-8346
eISSN
2363-8354
DOI
10.1007/s40894-016-0037-9
Publisher site
See Article on Publisher Site

Abstract

This article reviews current research on bullying during adolescence. The complexity of bullying behaviors during the adolescent time period are discussed and a review of the developmental literature on adolescence provides suggestions for why current bullying prevention and intervention programs are less effective for this age group. Current anti-bullying policies and legislation are reviewed under a framework of adolescent brain development and the development of consequential thinking. Suggestions for implementing social-emotional learning programming during the adolescent period are provided and a novel approach using social media is presented. In order to effectively combat bullying during this developmental period, programming must focus of positive behavioral development and restorative practices.

Journal

Adolescent Research Review – Springer Journals

Published: Aug 4, 2016

References

  • Bullying prevention and intervention: Realistic strategies for schools
    Alley, R; Limber, SP
  • Are zero tolerance policies effective in the schools? An evidentiary review and recommendations
  • The influence of peer victimization on educational outcomes for LGBTQ and non-LGBTQ high school students
    Aragon, SR; Poteat, VP; Espelage, DL; Koeing, BW
  • Preventing aggression and violence
    Bear, GG; Webster-Stratton, C; Furlong, MJ; Rhee, S
  • Evidence for the need to support adolescents dealing with harassment and cyber-harassment: Prevalence, progression, and impact
    Beran, TN; Rinaldi, C; Bickham, DS; Rich, M
  • The cycle of juvenile justice
    Bernard, TJ; Kurlychek, MC
  • Is adolescence a sensitive period for sociocultural processing?
    Blakemore, SJ; Mills, KL
  • Bullying the bully: Why zero-tolerance policies get a failing grade
    Borgwald, K; Theixos, H
  • It’s complicated: The social lives of networked teens
    Boyd, D
  • International handbook of emotions in education
    Brackett, MA; Rivers, SE
  • Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum
    Brackett, MA; Rivers, SE; Reyes, MR; Salovey, P
  • The ecology of human development: Experiments by nature and design
    Bronfenbrenner, U
  • Legal and extra-legal factors related to the imposition of blended sentences
    Brown, JM; Sorensen, JR
  • The problem with overly broad definitions of bullying: Implications for the schoolhouse, the statehouse, and the ivory tower
    Cascardi, M; Brown, C; Iannarone, M; Cardona, N
  • Zero tolerance policy in schools: Rationale, consequences, and alternatives
    Casella, R
  • Conceptualizing and addressing heterosexism in high schools: A setting-level approach
    Chesir-Teran, D
  • Heterosexism in high school and victimization among lesbian, gay, bisexual, and questioning students
    Chesir-Teran, D; Hughes, D
  • Rewiring juvenile justice: The intersection of developmental neuroscience and legal policy
    Cohen, AO; Casey, BJ
  • School counselor use of peer nominations to identify victims of bullying
    Cornell, D; Huang, F
  • Law and policy on the concept of bullying at school
    Cornell, D; Limber, SP
  • Out-of-school suspension and expulsion
  • Understanding adolescence as a period of social–affective engagement and goal flexibility
    Crone, EA; Dahl, RE
  • Prevalence and correlates of sexting behavior in adolescents
    Dake, JA; Price, JH; Maziarz, L; Ward, B
  • The behavioral ecological model as a framework for school-based anti-bullying health promotion interventions
    Dresler-Hawke, E; Whitehead, D
  • The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions
    Durlak, JA; Weissberg, RP; Dymnicki, AB; Taylor, RD; Schellinger, KB
  • The meaningful roles intervention: An evolutionary approach to reducing bullying and increasing prosocial behavior
    Ellis, BJ; Volk, AA; Gonzalez, J; Embry, DD
  • Homophobic teasing, psychological outcomes, and sexual orientation among high school students: What influence do parents and schools have? [Special issue]
    Espelage, DL; Aragon, SR; Birkett, M; Koenig, BW
  • Breaking schools’ rules: A statewide study of how school discipline relates to students’ success and juvenile justice involvement
    Fabelo, T; Thompson, MD; Plotkin, M; Carmichael, D; Marchbanks, MP; Booth, EA
  • The effectiveness of school-based anti-bullying programs: A meta-analytic review
    Ferguson, CJ; Miguel, CS; Kilburn, JC; Sanchez, P
  • Differential effects of the KiVa anti-bullying program on popular and unpopular bullies
    Garandeau, CF; Lee, IA; Salmivalli, C
  • Peer influence on risk taking, risk preference, and risky decision making in adolescence and adulthood: An experimental study
    Gardner, M; Steinberg, L
  • Association between bullying and psychosomatic problems: A meta-analysis
    Gina, G; Pozzoli, T
  • Bullying and school safety
    Glew, GM; Fan, MY; Katon, W; Rivara, FP
  • Safe schools, staff development, and the school-to-prison pipeline
    Gonsoulin, S; Zablocki, M; Leone, PE
  • Improving classroom quality with the RULER approach to social and emotional learning: Proximal and distal outcomes
    Hagelskamp, C; Brackett, MA; Rivers, SE; Salovey, P
  • The role of school context in implementing statewide anti-bullying policy and protecting students
    Hall, WJ; Chapman, MV
  • Associations between antibullying policies and bullying in 25 states
    Hatzenbuehler, ML; Schwab-Reese, L; Ranapurwala, SI; Hertz, MF; Ramirez, MR
  • Bullying in North American schools
    Hawley, PH; Stump, KN; Ratliff, J
  • School bullying litigation: An empirical analysis of the case law
    Holben, DM; Zirkel, PA
  • Bullying and suicide ideation and behaviors: A meta-analysis
    Holt, MK; Vivolo-Kantor, AM; Polanin, JR; Holland, KM; DeGue, S; Matjasko, JL; Wolfe, M; Reid, G
  • Addressing school bullying: Insights from theories of group processes
    Hymel, S; McClure, R; Miller, M; Shumka, E; Trach, J
  • Four decades of research on school bullying: An introduction
    Hymel, S; Swearer, SM
  • Adolescent-specific patterns of behavior and neural activity during social reinforcement learning
    Jones, RM; Somerville, LH; Li, J; Ruberry, EJ; Powers, A; Mehta, N; Dyke, J; Casey, BJ
  • “Sexting” among U.S. adolescents: Psychological and legal perspectives
    Judge, AM
  • Self-exploration, anonymity and risks in the online setting: Analysis of narratives by 14–18-year olds
    Keipi, T; Oksanen, A
  • From statehouse to schoolhouse: Anti-bullying policy efforts in U.S. States and school districts
    Kull, RM; Kosciw, JG; Greytak, EA
  • Bullying in American schools: A social-ecological perspective on prevention and intervention
    Leff, SS; Power, TJ; Goldstein, AB
  • Bullying in North American schools: A social-ecological perspective on prevention and intervention
    Limber, SP
  • From juvenile delinquency to adult crime: Criminal careers, justice policy and prevention
    Loeber, R; Farrington, DP
  • Maturation of cognitive processes from late childhood to adulthood
    Luna, B; Garver, KE; Urban, TA; Lazar, NA; Sweeney, JA
  • Emotional development and emotional intelligence: Educational implications
    Mayer, JD; Salovey, P
  • Long-term adult outcomes of peer victimization in childhood and adolescence: Pathways to adjustment and maladjustment
    McDougall, P; Vaillancourt, T
  • The “true” juvenile offender: Age effects and juvenile court sanctioning
    Mears, DP; Cochran, JC; Stults, BJ; Greenman, SJ; Bhati, AS; Greenwald, MA
  • How effective are school bullying intervention programs? A meta-analysis of intervention research
    Merrell, KW; Gueldner, BA; Ross, SW; Isava, DM
  • The developmental mismatch in structural brain maturation during adolescence
    Mills, KL; Goddings, AL; Clasen, LS; Giedd, JN; Blakemore, SJ
  • Freaks, geeks, and cool kids: American teenagers, schools, and the culture of consumption
    Milner, M
  • Prevalence and characteristics of youth sexting: A national study
    Mitchell, KJ; Finkelhor, D; Jones, LM; Wolak, J
  • Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy
    Moffitt, TE
  • From the school yard to the squad car: School discipline, truancy, and arrest
    Monahan, KC; VanDerhei, S; Bechtold, J; Cauffman, E
  • Juvenile delinquency and juvenile justice: Policies, programs and intervention strategies
    Nance, D; Novy, FA
  • Developmental differences in neuronal engagement during implicit encoding of emotional faces: An event-related fMRI study
    Nelson, E; McClure, E; Monk, C; Zarahn, E; Leibenluft, E; Pine, D; Ernst, M
  • School antibullying efforts: Advice for education policymakers
    Nickerson, AB; Cornell, DG; Smith, JD; Furlong, MJ
  • Peer involvement in bullying: Insights and challenges for intervention
    O’Connell, P; Pepler, D; Craig, W
  • School bullying: Development and some important challenges
    Olweus, D
  • A developmental perspective on bullying
    Pepler, DJ; Craig, WM; Connolly, JA; Yulie, A; McMaster, L; Jiang, D
  • A meta-analysis of school-based bullying prevention programs’ effect on bystander intervention behavior
    Polanin, JR; Espelage, DL; Pigott, TD
  • Contextual and moderating effects of the peer group climate on use of homophobic epithets [Special issue]
    Poteat, VP
  • Psychosocial concerns of sexual minority youth: Complexity and caution in group differences
    Poteat, VP; Aragon, SR; Espelage, DL; Koenig, BW
  • Illuminating the relationship between bullying and substance use among middle and high school youth
    Radliff, KM; Wheaton, JE; Robinson, K; Morris, J
  • Costs and benefits of bullying in the context of the peer group: A three wave longitudinal analysis
    Reijntjes, A; Vermande, M; Olthof, T; Goossens, FA; Schoot, R; Aleva, L; Meulen, M
  • The interaction effects of program training, dosage, and implementation quality on targeted student outcomes for the RULER approach to social and emotional learning
    Reyes, MR; Brackett, MA; Rivers, SE; Elbertson, NA; Salovey, P
  • Improving the social and emotional climate of classrooms: A Clustered randomized controlled trial testing the RULER Approach
    Rivers, SE; Brackett, MA; Reyes, MR; Elbertson, NA; Salovey, P
  • Measuring emotional intelligence in early adolescence with the MSCEITYV psychometric properties and relationship with academic performance and psychosocial functioning
    Rivers, SE; Brackett, MA; Reyes, MR; Mayer, JD; Caruso, DR; Salovey, P
  • Well-being among same-sex- and opposite-sex attracted youth at school [Special issue]
    Rivers, I; Noret, N
  • A relational framework for understanding bullying: Developmental antecedents and outcomes
    Rodkin, PC; Espelage, DL; Hanish, LD
  • Bullying and students with disabilities: The untold narrative
    Rose, CA; Swearer, SM; Espelage, DL
  • Prevention of school bullying: The important role of autonomy-supportive teaching and internalization of pro-social values
    Roth, G; Kanat-Maymon, Y; Bibi, U
  • Antibullying programs in schools: How effective are evaluation practices?
    Ryan, W; Smith, DJ
  • An overview of state anti-bullying legislation and other related laws
    Sacco, D; Silbaugh, KB; Corredor, F; Casey, J; Doherty, D
  • Victims without legal remedies: Why kids need schools to develop comprehensive anti-bullying policies
    Sacks, J; Salem, RS
  • Bullying and the peer group: A review
    Salmivalli, C
  • Adolescent development and the regulation of youth crime
    Scott, ES; Steinberg, L
  • Zero tolerance, zero evidence: An analysis of school disciplinary practice
    Skiba, RJ; Knesting, K
  • Peers increase adolescent risk taking even when the probabilities of negative outcomes are known
    Smith, AR; Chein, J; Steinberg, L
  • Age differences in the impact of peers on adolescents’ and adults’ neural response to reward
    Smith, AR; Steinberg, L; Strang, N; Chein, J
  • The teenage brain sensitivity to social evaluation
    Somerville, LH
  • Developmental neurobiology of cognitive control and motivational systems
    Somerville, LH; Casey, BJ
  • A social neuroscience perspective on adolescent risk-taking
    Steinberg, L
  • Adolescent development and juvenile justice
    Steinberg, L
  • A dual systems model of adolescent risk-taking
    Steinberg, L
  • Does recent research on adolescent brain development inform the mature minor doctrine?
    Steinberg, L
  • Age differences in future orientation and delay discounting
    Steinberg, L; Graham, S; O’Brien, L; Woolard, J; Cauffman, E; Banich, M
  • Bullying prevention and intervention: Realistic strategies for schools
    Swearer, SM; Espelage, DL; Napolitano, SA
  • What can be done about school bullying? Linking research to educational practice
    Swearer, SM; Espelage, DL; Vaillancourt, T; Hymel, S
  • “You’re So Gay!” Do difference forms of bullying matter for adolescent males?
    Swearer, SM; Turner, RK; Givens, JE; Pollack, WS
  • What works in preventing bullying: Effective elements of anti-bullying programmes
    Ttofi, MM; Farrington, DP
  • Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review
    Ttofi, MM; Farrington, DP
  • Analysis of state bullying laws and policies
  • What is bullying? A theoretical redefinition
    Volk, AA; Dane, AV; Marini, ZA
  • Defining and redirecting a school-to-prison pipeline
    Wald, J; Losen, DJ
  • A content analysis of protective factors within states’ antibullying laws
    Weaver, LM; Brown, JR; Weddle, DB; Aalsma, MC
  • Declines in efficacy of anti- bullying programs among older adolescents: Theory and a three-level meta-analysis
    Yeager, DS; Fong, CJ; Lee, HY; Espelage, DL
  • Building academic success on social and emotional learning: What does the research say?
    Zins, JE; Bloodworth, MR; Weissberg, RP; Walberg, HJ