High profile media reports of young people committing suicide after experiencing bullying have propelled a national conversation about the nature and scope of this problem and the means to address it. Specialists have long known that involvement in bullying in any capacity (as the victim or as the perpetrator) is associated with higher rates of suicidal ideation and behaviors, but evidence about which bullying subtype is at greatest risk is more mixed. For instance, some studies have shown that the association between suicidal ideation and bullying is stronger for targets of bullying than perpetrators. However, another study found that after controlling for depression, the association was strongest for perpetrators. Similar disagreement persists with regard to gender disparities relating to bullying and self-harm, for instance. Youth Suicide and Bullying presents an authoritative review of the science demonstrating the links between these two major public health concerns alongside informed discussion and evidence-based recommendations. The volume provides sound, scientifically grounded, and effective advice about bullying and suicide at every level: national, state, and community. Chapters provide details on models of interpersonal aggression; groups at risk for both bullying and suicide (such as sexual minorities); the role of stigma; family, school, and community-based youth bullying and suicide prevention programs, and more. Each chapter concludes with recommendations for mental health providers, educators, and policymakers. Compiling knowledge from the most informed experts and providing authoritative research-based information, this volume supports efforts to better understand and thereby reduce the prevalence of victimization and suicide.

This literature review identifies at-risk populations who are bullies or being bullied in a person-to-person situation or online cyberbullying. Experience with victimization or bully perpetration contributes to depression, decreased self-worth, hopelessness, and loneliness, all feelings that increase the risk of suicidal thoughts, attempts, and completions. Strategies to prevent or intervene with suicide ideation and attempts are discussed. The literature review identifies the most at-risk populations in school aged youth with identified factors including bully role, gender, cyber or traditional bullying, LGBTQ, socioeconomic status, learning disability and depression. Intervention programs are described which have been shown to be effective when implemented in the school setting.

Provides consumer health information for teens about teen suicide from a global perspective and how culture plays a role in teen suicide. It discusses mental health disorders and life-threatening behaviors linked to suicide risk, including depression, bipolar disorder, anxiety disorders, eating disorders, borderline personality disorder, schizophrenia, substance abuse, and self-injury.

This comprehensive resource--now revised and expanded--provides school practitioners with an evidence-based framework for preventing and effectively responding to youth suicidal behavior. David N. Miller guides readers to understand, screen, and assess for suicide risk in students in grades K–12. He presents collaborative strategies for intervening appropriately within a multi-tiered system of support. The book also shows how to develop a coordinated plan for postvention in the aftermath of a suicide, offering specific dos and don'ts for supporting students, parents, and school personnel. User-friendly tools include reproducible handouts; the book's large-size format facilitates photocopying. Purchasers get access to a Web page where they can download and print the reproducible materials. New to This Edition *Chapter on the roles and responsibilities of the school-based suicide prevention team. *Significantly revised coverage of screening and suicide risk assessment. *Situates prevention and intervention within a schoolwide multi-tiered system of support. *Updated throughout with current data, practical recommendations, and resources.

The Wiley Handbook on the Psychology of Violence features a collection of original readings, from an international cast of experts, that explore all major issues relating to the psychology of violence and aggressive behaviors. Features original contributions from an interdisciplinary cast of scholars - leading experts in their fields of study Includes the latest violence research – and its implications for practice and policy Offers coverage of current issues relating to violence such as online violence and cybercriminal behavior Covers additional topics such as juvenile violence, sexual violence, family violence, and various violence issues relating to underserved and/or understudied populations

This timely Brief offers up-to-date findings about bullying--from trends and outcomes to assessment and identification--and workable approaches to combat this social epidemic on multiple fronts. The book examines links between bullying and mental health issues, the complex dynamics between bully and bullied (especially since bullies themselves may be victimized by others) and new challenges presented by youth involvement in social media. Effects of whole-school interventions involving students, teachers, and administrators, on bullying and its consequences, are concisely presented. And clinicians have guidelines for coordinating with children, parents, schools and the community. Included in the coverage: State statutes and federal anti-bullying efforts. A parent's perspective on the bullying of special-needs children. School-based prevention programs. Bullying and special populations. Parent strategies to reduce cyber-bullying. Best practices for promoting awareness and advocacy. Practical Strategies for Clinical Management of Bullying is an important reference for clinicians, parents, professionals at child-serving agencies and organizations, school administrators and staff, policymakers and child advocates. Its coverage strikes the right balance between intervention and prevention, with effective methods for helping victims--and bullies--heal.

The Oxford Handbook of Behavioral Emergencies and Crises includes the most up-to-date and valuable research on the evaluation and management of the most challenging patients or clients faced by mental health providers-individuals who are at high risk of suicide, of other-directed violence, or of becoming the victims of interpersonal violence. These are cases in which the outcome can be serious injury or death, and there can be negative consequences not only for the patient, but also for the patient's family and friends, for the assessing or treating clinician, and for the patient's clinic or medical center. Virtually all mental health clinicians with an active caseload will see individuals with such issues. This Handbook is comprised of chapters by leading clinicians, researchers, and scholars in this area of practice. It presents a framework for learning the skills needed for assessing and working competently with such high-risk individuals. Chapters draw a distinction between behavioral emergencies and crises, and between emergency intervention and crisis intervention. The book examines the inter-related aspects of the major behavioral emergencies; that is, for example, the degree to which interpersonal victimization may lead an individual on a pathway to later suicidal or violent behavior, or the degree to which suicidal individuals and violent individuals may share certain cognitive characteristics. This resource is not simply a knowledge base for behavioral emergencies; it also presents a method for reducing stress and acquiring skills in working with high-risk people.

The study of cyberbullying has exploded since its first appearance in a peer-reviewed journal article in 2005. Cyberbullying: From theory to intervention aims to make clear and practical sense of this proliferation of coverage by defining the problem of cyberbullying and examining its unique features. The volume provides a thorough overview of state-of-the-art research into the phenomenon, and discusses the development and evaluation of interventions to prevent and combat it. Whereas most research papers offer limited space to describe actual intervention methods, this book provides tremendous insight into the different theoretical methods and practical strategies available to combat cyberbullying. Part One provides readers with a critical review of the existing research literature and collects insights from international researchers involved in bullying and cyberbullying research, tackling key questions such as: how is cyberbullying defined, what is the overlap with traditional bullying, and what are the negative consequences of cyberbullying? Part Two gives an overview of the development and content of evidence-based ICT interventions aimed at preventing and combating bullying and cyberbullying. In addition, some of the important outcomes of the effect evaluations will be described. The book's final chapter integrates the information from Part One with advice regarding practical applications from Part Two. Cyberbullying: From theory to intervention is essential reading for academics and researchers concerned with both cyberbullying and traditional bullying. It can be used in graduate seminars or advanced undergraduate courses in cyberbullying and will also be of interest to teachers, field experts and organisations involved and disseminating cyberbullying solutions.

The #1 cyberbullying prevention book just got better! Cyberbullying occurs when three components intersect: teens, technology, and trouble. This perfect storm of elements manifests as harassment, humiliation, and hate that can follow a child everywhere. Drawing on the authors’ own extensive research, this groundbreaking eye-opening resource incorporates the personal voices of youth affected by or involved in cyberbullying, while helping readers understand the causes and consequences of online aggression. Since 2007, school leaders, teachers, and parents have relied on the bestselling and award-winning first edition of Bullying Beyond the Schoolyard for practical strategies to address cyberbullying. Now in its second edition, this essential guide is completely updated with new research and evolving best practices for prevention and response, including: Summaries of recent legal rulings related to teens and technology, and their implications Discussion of the responsibilities of school personnel, and how that translates to policy and programming Guidance on how educators, parents, students, and law enforcement can work individually and collectively to prevent and respond to cyberbullying Useful "breakout boxes" highlighting strategies you can implement Practical resources, including an assessment instrument, scenarios, and staff development questions Written in an accessible and informal tone by leading experts in the field, this must-have book provides the tools to prevent and respond to cyberbullying in your school community. "This is an excellent resource that clears up much of the confusion and sometimes hysteria generated in the media on cyberbullying. It provides prudent and do-able strategies from crafting policies, to investigating and responding to incidents. Most importantly, it provides the right mindset and philosophy for helping schools prevent the problem in the first place and for empowering all members of the school community to work together. Policymakers, administrators, teachers, parents, and students would all benefit from the knowledge contained in this book." - Jim Dillon, Author of No Place for Bullying (Corwin, 2012) and Director of the Center for Leadership and Bullying Prevention, Measurement Incorporated "In a society that is grappling with the ramifications of the rapid pace of technological advancement, cyberbullying has emerged as a serious issue in education. This book provides real-life scenarios, timely data, and best practices to help school leaders protect the children and adolescents in their schools. All educators will find these resources useful in detecting and preventing cyberbullying and ensuring the safety of students." -Gail Connelly, Executive Director, National Association of Elementary School Principals