BULLIES AND THEIR VICTIMS: UNDERSTANDING A PERVASIVE PROBLEM IN THE SCHOOLS

George M. Batsche & Howard M. Knoff (1994)

School Psychology Review, 23, 165 175.
!stract" #choo$ %&o$ence trad&t&ona$$' has !een def&ned &n ter(s of acts of assa)$t, theft, and %anda$&s(.
Howe%er, a $esser !)t (ore fre*)ent for( of %&o$ence +!)$$'&ng,+ affects 15, to -., of a$$ st)dents &n
schoo$s toda'. /he 0at&ona$ 1d)cat&on Goa$s 2ane$ has &dent&f&ed creat&ng schoo$ en%&ron(ents that are
free fro( %&o$ence as one of the nat&ona$ goa$s. /h&s goa$ cannot !e ach&e%ed )n$ess the &ss)e of !)$$'&ng &s
addressed d&rect$' !' schoo$ s'ste(s &n the 3n&ted #tates. /h&s art&c$e d&sc)sses the character&st&cs of
!)$$&es and the&r %&ct&(s, schoo$ and fa(&$' factors that affect the de%e$o4(ent of the !)$$'5%&ct&(
e64er&ence, and the schoo$ s'ste( res4onses to !)$$'&ng. 7&na$$', co(4onents of a co(4rehens&%e
&nter%ent&on 4$an for !)$$'&ng are 4ro%&ded.
8n res4onse to the &ncreas&ng concern o%er the &ss)e of schoo$ safet', the 0at&ona$ 1d)cat&on Goa$s 2ane$ (1999)
&nc$)ded as one of the s&6 nat&ona$ ed)cat&on goa$s, +!' the 'ear -..., e%er' schoo$ &n (er&ca w&$$ !e free of dr)gs
and %&o$ence and w&$$ offer a d&sc&4$&ned en%&ron(ent cond)c&%e to $earn&ng.+ #choo$ %&o$ence trad&t&ona$$' has
!een def&ned as acts of assa)$t, theft, and %anda$&s(. /he def&n&t&on of schoo$ %&o$ence has !een $&(&ted to these
!eha%&ors !eca)se the' are read&$' o!ser%a!$e, genera$$' re4orted, and eas' to doc)(ent. 8n add&t&on, !oards of
ed)cat&on thro)gho)t the 3n&ted #tates can de%e$o4 4o$&c&es (:odes of :ond)ct) and &(4$e(ent conse*)ences
(s)s4ens&on5e64)$s&on) (ore eas&$' (and defens&!$') when the def&n&t&on &s $&(&ted to o!ser%a!$e and (eas)ra!$e
offenses. ;&o$ence, howe%er, sho)$d !e def&ned (ore !road$' to &nc$)de an' cond&t&ons or acts that create a c$&(ate
&n wh&ch &nd&%&d)a$ st)dents and teachers fee$ fear or &nt&(&dat&on &n add&t&on to !e&ng the %&ct&(s of assa)$t, theft,
or %anda$&s(. /h&s $atter descr&4t&on wo)$d &nc$)de +!)$$'&ng+ &n the def&n&t&on of %&o$ence and great$' e64and the
d&sc)ss&on of %&o$ence and safet' &n the schoo$s (7)r$ong & Morr&son, th&s &ss)e).
+B)$$'&ng+ &s def&ned as a for( of aggress&on &n wh&ch one or (ore st)dents 4h's&ca$$' and5or 4s'cho$og&ca$$' (and
(ore recent$', se6)a$$') harass another st)dent re4eated$' o%er a 4er&od of t&(e. /'4&ca$$', the act&on &s )n4ro%o<ed
and the !)$$' &s 4erce&%ed as stronger than the %&ct&( (Ha=&er, Hoo%er, & >$&%er, 199-? >$we)s, 1991a). /he
4)r4ose of th&s art&c$e &s to" (a) 4resent &nfor(at&on on the &nc&dence of !)$$'&ng? (!) d&sc)ss the character&st&cs of
!)$$&es and the&r %&ct&(s? (c) &dent&f' schoo$ and fa(&$' factors re$ated to !)$$'&ng? (d) d&sc)ss the schoo$s@ res4onse
to !)$$'&ng? and (e) 4resent 4oss&!$e &nter%ent&on 4rogra(s des&gned to &(4ro%e the co4&ng s<&$$s of st)dents who
are %&ct&(s as we$$ as to red)ce the rate of aggress&on &n !)$$&es.
INCIDENCE AND TRENDS
/he (aAor&t' of research on !)$$'&ng has !een cond)cted &n #cand&na%&an co)ntr&es (>$we)s, 1979, 197B, 19B4,
1991a, $991!), 1ng$and (Bo)$ton & 3nderwood, 199-? #te4henson & #(&th, 19B9) and Ca4an (M)ra<a(&, 19B5).
$tho)gh re$at&%e$' $&tt$e attent&on has !een g&%en to !)$$'&ng &n the 3n&ted #tates, so(e st)d&es ha%e addressed the
4ro!$e( (Ha=&er, Hoo%er, & >$&%er, 199-? Hoo%er, >$&%er, & Ha=$er, 199-? 2err', K)se$, & 2err', 19BB? 2err',
D&$$&ard, & 2err', 199.). >$we)s (1991a, 197B) re4orted that a!o)t 15, of 0orweg&an schoo$ st)dents were
&n%o$%ed &n !)$$'5%&ct&( 4ro!$e(s +now and then.+ 8n two se4arate st)d&es &n%o$%&ng e$e(entar' and secondar'
st)dents &n 1ng$and, #te4henson and #(&th (19B9) and Eane (19B9) re4orted that a44ro6&(ate$' -9, of ch&$dren
and ado$escents e64er&enced !)$$'&ng.
#&(&$ar res)$ts ha%e !een o!ta&ned &n the 3n&ted #tates. 8n a 19B4 st)d' !' the 0at&ona$ ssoc&at&on of #econdar'
#choo$ 2r&nc&4a$s, &t was re4orted that -5, of st)dents s)r%e'ed stated that one of the&r (ost ser&o)s concerns was
+fear of !)$$&es.+ 2err', K)se$, and 2err' (19BB) re4orted that a!o)t 1., of the&r sa(4$e of (er&can st)dents co)$d
!e character&=ed as +e6tre(e %&ct&(s+ of !)$$'&ng. Howe%er, Hoo%er, >$&%er, and Ha=$er (199-) re4orted that
a44ro6&(ate$' 75, of the ado$escent st)dents 4art&c&4at&ng &n the&r st)d' answered +'es+ to the *)est&on, +ha%e 'o)
e%er !een !)$$&ed d)r&ng 'o)r schoo$ 'earsF+ /h&s stat&st&c wo)$d o%erre4resent the 4ro!$e( of !)$$'&ng when the
cr&ter&on of +re4eated+ &nc&dence (see def&n&t&on of !)$$'&ng ear$&er &n th&s art&c$e) &s a44$&ed. 8n a s4ec&a$ re4ort for
the 0at&ona$ 1d)cat&on Goa$s 2ane$, Cohnston, >@Ma$$e', and Bach(an (1999) of the 3n&%ers&t' of M&ch&gan@s
8nst&t)te for #oc&a$ Gesearch re4orted that -9, of Bth graders were threatened w&tho)t a wea4on and 19, were
threatened w&th a wea4on at schoo$ d)r&ng the 199- schoo$ 'ear. :$ear$', a great dea$ of s&(&$ar&t' e6&sts across
st)dents and co)ntr&es &n the 4ercentages of st)dents re4ort&ng e64er&ences w&th !)$$'&ng. state(ent that 15, to
-., of a$$ st)dents w&$$ e64er&ence so(e for( of !)$$'&ng d)r&ng the&r schoo$ 'ears &s certa&n$' s)44orted !' the
$&terat)re. /herefore, !)$$'&ng (a' !e the (ost 4re%a$ent for( of %&o$ence &n the schoo$s and the for( that &s $&<e$'
to affect the greatest n)(!er of st)dents.
8s st)dent %&ct&(&=at&on &ncreas&ngF >$we)s (199$!) s)ggests that !)$$'&ng ta<es on (ore ser&o)s for(s and occ)rs
(ore fre*)ent$' than &t d&d 1. to 15 'ears ago &n 0orwa'. Cohnston, >@Ma$$e', and Bach(an (1999) re4ort an
&ncrease, fro( 19, &n 19B. to -5, &n 199-, &n the 4ercentage of 1-th graders &n the 3n&ted #tates threatened
w&tho)t a wea4on. /he (aAor&t' of the &ncrease too< 4$ace !etween 19B. and 19B5 and the f&g)res ha%e re(a&ned
*)&te sta!$e d)r&ng the 4ast 7 'ears. Dhether or not there &s an &ncrease &n st)dent %&ct&(&=at&on, the fact that one &n
f&%e st)dents &s atHr&s< for %&ct&(&=at&on &s ca)se for ser&o)s concern and act&on on the 4art of schoo$ 4ersonne$.
;&ct&(&=at&on !' st)dents &s not $&(&ted to other st)dents. Cohnston, >@Ma$$e' and Bach(an (1999) re4orted that
-B, of 4)!$&c schoo$ teachers were %er!a$$' a!)sed, 15, threatened w&th &nA)r', and 9, 4h's&ca$$' attac<ed !'
st)dents d)r&ng the 1991 schoo$ 'ear. $tho)gh teachers (and 4arents, for that (atter) (a' not f&t the +4h's&ca$$'
wea<er+ 4rof&$e of the t'4&ca$ 4eer %&ct&(, !)$$&es nonethe$ess w&$$ &nt&(&date those who the' !e$&e%e can not, or w&$$
not, reta$&ate or those w&th who( the' ha%e !een s)ccessf)$ &n !)$$'&ng &n the 4ast. s w&$$ !e seen $ater &n th&s
art&c$e, (an' !)$$&es co(e fro( en%&ron(ents where the' ha%e !een s)ccessf)$ &n !)$$'&ng ad)$ts for 4ersona$ ga&n,
to esta!$&sh a 4os&t&%e re4)tat&on w&th the&r 4eers, or to esca4e an )ndes&ra!$e s&t)at&on.
CHARACTERISTICS OF BULLIES AND VICTIMS
Development of a Bll!
1%&dence s)ggests that !)$$'&ng &s +&ntergenerat&ona$+ and that a !)$$' at schoo$ &s a %&ct&( at ho(e (7$o'd, 19B5?
Green!a)(, 19BB). B)$$&es co(e fro( ho(es where 4arents" (a) 4refer 4h's&ca$ (eans of d&sc&4$&ne (a)thor&tar&an)?
(!) are so(et&(es host&$e and reAect&ng? (c) are descr&!ed as !oth host&$e and 4er(&ss&%e (&ncons&stent
4arent&ng5$&tt$e s)4er%&s&on)? (d) ha%e 4oor 4ro!$e(Hso$%&ng s<&$$s? and (e) teach the&r ch&$dren to str&<e !ac< at the
$east 4ro%ocat&on (7$o'd, 19B5? Green!a)(, 19BB? Eoe!er & I&sh&on, 19B4). >$we)s (1991a) re4orts that !)$$&es
are often character&=ed !' &(4)$s&%&t', a strong need to do(&nate others, and ha%e $&tt$e e(4ath' w&th %&ct&(s.
Howe%er, he fo)nd no &nd&cat&ons that !)$$&es are an6&o)s, &nsec)re, or $ac< se$fHestee(. 2erha4s th&s &s the case
!eca)se !)$$&es re4ort that the' +$&<e+ !e&ng a !)$$' and 4erce&%e the&r act&ons as A)st&f&ed (Green!a)(,19BB). /he'
are re&nforced for the&r act&ons thro)gh !oth 4os&t&%e re&nforce(ent (goa$ atta&n(ent) and negat&%e re&nforce(ent
(re(o%a$ of threat) 4arad&g(s. B)$$'&ng &s a$$ a!o)t contro$. Dhen the' are &n contro$ !)$$&es fee$ (ore sec)re and
$ess an6&o)s. 3nfort)nate$', that sec)r&t' &s at the e64ense of the&r %&ct&(s. 8n genera$, !)$$&es can !e descr&!ed as
ha%&ng aggress&%e !eha%&or 4rof&$es co(!&ned w&th 4h's&ca$ strength (>$we)s, 1991!). ggress&%e !o's are
conf&dent of ach&e%&ng s)ccess thro)gh the&r aggress&on, are )naffected !' the 4oss&!&$&t' of &nf$&ct&ng 4a&n and
s)ffer&ng, and 4rocess &nfor(at&on a!o)t %&ct&(s &n a r&g&d and a)to(at&c fash&on (2err', K)se$, & 2err', 19BB).
B)$$&es !e$&e%e that the' 4&c< on the&r %&ct&( !eca)se the' are 4ro%o<ed or !eca)se the' do not $&<e the %&ct&(.
Dhen as<ed how the' fee$ when the' !)$$&ed other ch&$dren, the (ost co((on res4onses were that the' fe$t
good5ha44' or that the' fe$t (ad or angr' (Bo)$ton & 3nderwood, 199-).
7o$$owH)4 st)d&es of !)$$&es do not 4a&nt a 4os&t&%e 4&ct)re. >$we)s (1991) re4orted that a44ro6&(ate$' 6., of
!o's &dent&f&ed as !)$$&es &n Grades 6H9 had at $east one con%&ct&on at the age of -4 and that 95, to 4., had three
or (ore con%&ct&ons. /h&s was tr)e of on$' 1., of the contro$ gro)4. B' co(4ar&son, >$we)s a$so noted that
for(er %&ct&(s had an a%erage of !e$ow a%erage $e%e$ of cr&(&na$&t' &n ear$' ad)$thood. 1ron, H)es(ann, I)!ow,
Go(anoff, and Jarne$ (19B7), &n a sa(4$e of st)dents &n the 3n&ted #tates, re4orted that !)$$&es &dent&f&ed ear$' &n
schoo$ had a oneH&nHfo)r chance of ha%&ng a cr&(&na$ record !' age 9.. >$we)s (1991a) a$so noted that for(er
%&ct&(s had an a%erage or !e$ow a%erage $e%e$ of cr&(&na$&t' &n ear$' ad)$thood.
V"#t"m$
>$we)s (1979, 197B) &dent&f&ed two t'4es of %&ct&(s" the 4ass&%e %&ct&( and the 4ro%ocat&%e %&ct&(. 2ass&%e %&ct&(s
are descr&!ed as an6&o)s, &nsec)re, a44ear&ng to do noth&ng to 4ro%o<e attac<s, and a44ear&ng not to defend
the(se$%es. 2ro%ocat&%e %&ct&(s are descr&!ed as hotHte(4ered, rest$ess, and an6&o)s, and ones who w&$$ atte(4t to
reta$&ate when attac<ed. 2err' et a$. (19BB) &dent&f&ed %&ct&(s &n a s&(&$ar (anner, )s&ng the ter(s +h&ghHaggress&%e+
and +$owHaggress&%e %&ct&(s.+ Howe%er, 2err' et a$. (19BB) fo)nd that the 4ro!a!&$&t' of a %&ct&( !e&ng 4ro%ocat&%e
or 4ass&%e was a44ro6&(ate$' e*)a$ whereas >$we)s (19B4) re4orted fewer than one &n f&%e %&ct&(s as 4ro%ocat&%e.
>$we)s descr&!es the 4ass&%e %&ct&( as $one$' and a!andoned at schoo$, often w&tho)t fr&ends. /he' are not
aggress&%e, do not tease, and are $&<e$' (&f !o's) to !e 4h's&ca$$' wea<er than sa(eHage 4eers. Ges)$ts of 4arent
&nter%&ews s)ggest that these !o's were sens&t&%e at a 'o)ng age and ha%e c$oser contact and (ore 4os&t&%e re$at&ons
w&th the&r 4arents (4art&c)$ar$' the&r (others) than !o's &n genera$. /eachers &dent&f' these ch&$dren as o%er4rotected
!' 4arents. /he (aAor&t' of %&ct&(s !e$&e%e that the' are 4&c<ed on !eca)se the' are s(a$$er, wea<er, or for no
reason at a$$ (Bo)$ton & 3nderwood, 199-). 7ew !e$&e%e that the' 4ro%o<ed the !)$$'. 8n add&t&on, the %ast (aAor&t'
of %&ct&(s !e$&e%e that !)$$&es fee$ good, ha44', !r&$$&ant, or c$e%er when the' 4&c< on a %&ct&(.
2err' et a$. (19BB) ha%e &n%est&gated the re$at&onsh&4 !etween %&ct&(&=at&on, aggress&on, and 4eer reAect&on. /he'
fo)nd aggress&on and %&ct&(&=at&on were orthogona$ d&(ens&ons. /hat &s, so(e of the (ost e6tre(e %&ct&(s a$so
were so(e of the (ost aggress&%e ch&$dren &n the&r sa(4$e. 2err' and co$$eag)es (19BB) s)ggest that %&ct&(s
const&t)te a heterogeneo)s gro)4 and can !e categor&=ed &n the fo$$ow&ng (anner" %&ct&(&=ed5reAected, aggress&%e5
reAected, and %&ct&(&=ed5aggress&%e5reAected. /he %&ct&(&=ed5reAected ch&$d wo)$d ref$ect >$we)s@ +4ass&%e %&ct&(+
4rof&$e wh&$e the %&ct&(&=ed5aggress&%e5 reAected wo)$d ref$ect the +4ro%ocat&%e %&ct&(+ 4rof&$e. s 2err' et a$.
(19BB) s)ggest, the %&ct&(&=ed5aggress&%e5reAected st)dent (&ght aggress aga&nst wea<er ch&$dren !)t then !e
%&ct&(&=ed !' stronger, aggress&%e 4eers. /h&s wo)$d e64$a&n the fact that so(e of the (ost e6tre(e %&ct&(s &n the&r
sa(4$e a$so were so(e of the (ost aggress&%e st)dents.
:$ear$', &t &s necessar' to )nderstand the t'4e of %&ct&( one &s wor<&ng w&th &n order to &(4$e(ent s)ccessf)$
&nter%ent&ons. 8f one %&ews a$$ %&ct&(s as 4ass&%e and wea<, then strateg&es s)ch as assert&%eness tra&n&ng and
4resent&ng a stronger %&s)a$ 4rof&$e (&ght !e reco((ended. Howe%er, the 4ro%ocat&%e %&ct&(s wo)$d re*)&re
strateg&es des&gned to red)ce aggress&%e !eha%&ors (e.g., &nter4ret&ng host&$e !&as) as we$$ as strateg&es to )se (ore
assert&%e5$ess aggress&%e so$)t&ons to threats (Iodge, :o&e, 2ett&t, & 2r&ce, 199.). /hese h&gh$' aggress&%e5
%&ct&(&=ed st)dents are a(ong the (ost d&s$&<ed (e(!ers of the 4eer gro)4s and are at r&s< for $ater adA)st(ent
4ro!$e(s. 2err' and co$$eag)es (19BB) ca)t&on that the for( and ser&o)sness of the 4ro!$e(s assoc&ated w&th 4eer
reAect&on (a' de4end on the a!&$&t' of schoo$ 4ersonne$ to acc)rate$' &dent&f' the t'4e of reAect&on that the st)dent
&s e64er&enc&ng.
;&ct&(&=at&on &s genera$$' )nre$ated to (ost 4h's&ca$ character&st&cs of ch&$dren. 8n two se4arate st)d&es, >$we)s
(1979, 197B) de(onstrated that the on$' 4h's&ca$ character&st&c re$ated to %&ct&(&=at&on was 4h's&ca$ strength. 0o
other 4h's&ca$ character&st&cs were assoc&ated w&th %&ct&( stat)s. Dea<er ch&$dren were (ore $&<e$' to !e %&ct&(s
and !)$$&es were (ore $&<e$' to !e 4h's&ca$$' stronger (than the&r %&ct&(s). #t)dents who are fat, redHha&red, wear
g$asses, s4ea< &n an )n)s)a$ d&a$ect, dress d&fferent$' and the $&<e were no (ore $&<e$' to !e %&ct&(s than other
st)dents w&tho)t these character&st&cs.
Gen%e& D"ffe&en#e$
/he genera$ trend &s for !o's !oth to !)$$' and !e !)$$&ed (ore than g&r$s. ;&ct&(s re4ort that a!o)t 65, of !)$$'&ng
&s 4er4etrated !' !o's, 15, !' g&r$s, and 19, !' !o's and g&r$s (Bo)$ton & 3nderwood, 199-). 8n a recent >$we)s
(1991a) st)d', (ore than 6., of g&r$s !)$$&ed &n grades 5H7 were !)$$&ed !' !o's on$' and an add&t&ona$ 15 to -.,
were !)$$&ed !' !oth !o's and g&r$s. More than B., of %&ct&(&=ed !o's are !)$$&ed !' !o's. /he t'4e of !)$$'&ng
%ar&es accord&ng to gender as we$$. Bo' !)$$&es are three to fo)r t&(es (ore $&<e$' to &nf$&ct 4h's&ca$ assa)$ts than
g&r$ !)$$&es (1ron, H)es(ann, I)!ow, Go(anoff, & Ja(e$, 19B7), whereas g&r$s )se (ore r&d&c)$e and teas&ng
(Hoo%er, >$&%er, & Ha=$er, 199-). >$we)s has $a!e$ed o4en attac<s as d&rect !)$$'&ng and soc&a$ &so$at&on and
e6c$)s&on fro( the gro)4 as &nd&rect !)$$'&ng. Bo's are (ore $&<e$' to e(4$o' d&rect !)$$'&ng.
SCHOOL FACTORS AND THE EFFECTS OF BULL'ING
S#(ool Va&"a)le$
Gesearchers &n 1ng$and and #cand&na%&an co)ntr&es ha%e &n%est&gated the re$at&onsh&4 !etween rate of !)$$'&ng and
schoo$ s&=e, c$ass s&=e, ethn&c (&6, and soc&oecono(&c $e%e$s. Ges)$ts of these st)d&es &nd&cate that no 4os&t&%e
re$at&onsh&4 e6&sts !etween the re$at&%e fre*)enc' or $e%e$ of !)$$'5%&ct&( 4ro!$e(s and the s&=e of the schoo$ or the
s&=e of the c$ass (>$we)s, 1991a? Dh&tne' & #(&th, 1999). /he s&=e of the schoo$s ranged fro( 1.. to 1,-..
st)dents and the c$ass s&=e fro( 1B to 91 st)dents. 8n add&t&on, there &s no re$at&onsh&4 !etween the 4ro4ort&on of
wh&te5nonwh&te st)dents and the fre*)enc' of !)$$'&ng !eha%&or (Dh&tne' & #(&th, 1999). Dh&tne' and #(&th
(1999) re4orted a s&gn&f&cant negat&%e corre$at&on !etween soc&oecono(&c stat)s of the fa(&$&es that the schoo$
ser%es and the fre*)enc' of !)$$'&ng &n A)n&or5(&dd$e schoo$s. /o date, no st)d&es re4ort s&(&$ar co(4ar&sons for
schoo$s &n the 3n&ted #tates. Howe%er, the a%erage schoo$ s&=e, c$ass s&=e, and 4ercent of st)dents !' ethn&c gro)4
&n the Dh&tne' and #(&th st)d' were %er' s&(&$ar to that of schoo$s &n the 3n&ted #tates.
A*e+G&a%e T&en%$
/he 4ercentage of st)dents !)$$&ed decreases s&gn&f&cant$' w&th age and grade. /he rate of dec$&ne &s $ess d)r&ng
A)n&or h&gh and h&gh schoo$. >$we)s (1991) re4orts that the a%erage 4ercentage of st)dents !)$$&ed was 11.6, &n
grades - thro)gh 6 and 5.4, &n grades 7 thro)gh 9. More than 5., of st)dents &n the $owest grades were !)$$&ed !'
o$der st)dents whereas o$der ch&$dren are !)$$&ed 4r&(ar&$' !' sa(eHage 4eers (Bo)$ton & 3nderwood, 199-?
>$we)s, 1991). Howe%er, &t &s the 'o)ngest st)dents &n a 4art&c)$ar schoo$ sett&ng (regard$ess of age) who are (ost
at r&s< for !e&ng !)$$&ed. /h&s &s $og&ca$ g&%en the fact that the 'o)nger st)dents &n a !)&$d&ng are )s)a$$' 4h's&ca$$'
wea<er and (ore %)$nera!$e than o$der, stronger st)dents. /here &s a genera$ dec$&ne &n d&rect, 4h's&ca$ !)$$'&ng as
age5grade &ncreases wh&$e the re$at&%e$' h&gher $e%e$ of %er!a$ a!)se5aggress&on re(a&ns constant (Bo)$ton &
3nderwood, 199-? 2err', K)se$, & 2err', 19BB). #4ec&f&ca$$', 2err' et a$. (19BB) re4ort near$' e*)a$ 4h's&ca$ and
%er!a$ (15 %er!a$, 16 4h's&ca$) 2eer 0o(&nat&on 8n%entor' (208) %&ct&(&=at&on scores for (a$es at grade 9 w&th a
s&gn&f&cant red)ct&on &n the 4h's&ca$ %&ct&(&=at&on score at grade 6 (15 %er!a$, 9 4h's&ca$) on the 208.
Effe#t$ of Bll!"n*
8t &s $og&ca$ to ass)(e that %&ct&(s of !)$$'&ng wo)$d !e fearf)$ and an6&o)s &n the en%&ron(ent &n wh&ch the
!)$$'&ng too< 4$ace. /hese %&ct&(s (&ght res4ond w&th a%o&dance5w&thdrawn5esca4e !eha%&ors (s<&44&ng schoo$,
a%o&d&ng 4$aces at schoo$, r)nn&ng awa'5s)&c&de), (ore aggress&%e !eha%&ors (s)ch as !r&ng&ng a wea4on to schoo$
for se$fHdefense or reta$&at&on), and 4oor acade(&c 4erfor(ance. 8t &s &(4ortant to re(e(!er that 2err' et a$. (19BB)
&dent&f&ed d&fferent t'4es of %&ct&(s and that the effects of !)$$'&ng wo)$d d&ffer as a f)nct&on of %&ct&( t'4e.
%o&dance and w&thdrawa$ !eha%&ors are $&<e$' to occ)r &n the %&ct&(s of !)$$&es. /he 4resence of a !)$$' at schoo$
creates a c$&(ate of fear and &nt&(&dat&on for the &nd&%&d)a$ %&ct&(s of that !)$$', regard$ess of how 4er%as&%e the
4ro!$e( &s. #t)dents who are chron&c %&ct&(s of e%en (&$d a!)se are $&<e$' to %&ew schoo$ as an )nha44' sett&ng
(G&$(art&n, 19B7) and are $&<e$' to a%o&d 4$aces w&th&n the schoo$ sett&ng or the schoo$ co(4$ete$'. Iata fro( the
199- schoo$ 'ear (Cohnston, >,Ma$$e', & Bach(an, 1999) &nd&cated that 16, of Bth graders fe$t )nsafe at schoo$
so(e or (ost of the t&(e and 7, of Bth graders d&d not go to schoo$ d)r&ng the 4re%&o)s (onth !eca)se the' fe$t
)nsafe at schoo$. 1%en greater n)(!ers of st)dents ta<e 4reca)t&ons wh&$e at schoo$ &n order to &ns)re the&r own
safet'. /went' 4ercent +sta' awa' fro( certa&n 4$aces &n schoo$,+ --, +sta' awa' fro( certa&n 4$aces on schoo$
gro)nds,+ and B, +sta' awa' fro( schoo$ re$ated e%ents.+ $tho)gh not co(4$ete$' res4ons&!$e for creat&ng a
schoo$ c$&(ate that st)dents str&%e to a%o&d, !)$$'&ng contr&!)tes to the ser&o)s 4ro!$e( of (a<&ng schoo$ a 4$ace to
!e feared for (an' st)dents. 1ffect&%e schoo$&ng can not occ)r )nder cond&t&ons of &nt&(&dat&on and fear.
8n the ;&o$ent #choo$sH#afe #choo$s re4ort (0at&ona$ 8nst&t)te of 1d)cat&on, 197B), 56, of assa)$t %&ct&(s re4orted
!e&ng afra&d at schoo$ +so(et&(es+ and 15, of the attac< %&ct&(s re4orted sta'&ng ho(e +so(et&(es+ o)t of fear of
!e&ng h)rt. 8n add&t&on, -9, of %&ct&(s re4orted that the' occas&ona$$' !ro)ght wea4ons to schoo$ when on$' 9, of
other st)dents d&d so. 0&ne 4ercent of Bth graders and 1., of 1.th graders re4orted !r&ng&ng a wea4on (g)n, <n&fe,
or c$)!) to schoo$ at $east once &n the 4re%&o)s (onth. 8n e6tre(e cases, st)dents ha%e co((&tted s)&c&de as a res)$t
of !)$$'&ng or ha%e <&$$ed the !)$$' (Green!a)(, 19BB). /hese data s)44ort the not&on that fear for one@s safet' &n
schoo$ res)$ts &n s<&44&ng schoo$, a%o&d&ng areas of schoo$, or engag&ng &n &$$ega$ act&%&t&es (wea4ons at schoo$) &n
s&gn&f&cant n)(!ers. $(ost one &n f&%e st)dents re4orted ha%&ng e&ther no, one, or two fr&ends at schoo$, &nd&cat&ng
that (an' %&ct&(s ha%e few 4eerH$e%e$ reso)rces for e&ther 4ro!$e( so$%&ng or s)44ort. Dhen a cond&t&on e6&sts &n
wh&ch st)dents fear for the&r safet' (or the&r $&%es) and fee$ that the' ha%e $&tt$e or no 4eer and5or teacher s)44ort, &t
&s not s)r4r&s&ng that an &ncrease &n schoo$ a%o&dance, &n the n)(!er of wea4ons, and &n !oth se$fHd&rected and
&nter4ersona$ aggress&on &s seen &n the schoo$ sett&ng.
$tho)gh the &(4act of !)$$'&ng on acade(&c 4erfor(ance &s $ess we$$ )nderstood, &t wo)$d !e $og&ca$ to ass)(e
that the effects of s<&44&ng schoo$, a%o&d&ng schoo$Hre$ated act&%&t&es, and fear for one@s safet' wo)$d !e detr&(enta$
to acade(&c 4rogress. /here &s so(e e%&dence to s)44ort th&s 4os&t&on. Ha=$er, Hoo%er, and >$&%er (199-) re4orted
that 9., of st)dents who were !)$$&ed stated that the' e64er&enced a dro4 &n schoo$ grades. >$we)s (197B) fo)nd
that %&ct&(s (!o's) of !)$$'&ng had so(ewhat $ower grades than the&r 4eers. 2err', K)se$, and 2err' (19BB) fo)nd a
s&gn&f&cant, negat&%e corre$at&on !etween &nte$$&gence and $e%e$ of %&ct&(&=at&on for (a$es.
Re$pon$e of S#(ool Pe&$onnel to Bll!"n*
/he res4onse of schoo$ 4ersonne$ to !)$$'&ng &s, at !est, d&sa44o&nt&ng. Ges)$ts of research cond)cted at d&fferent
t&(es and &n d&fferent co)ntr&es, 4ro%&de a s&(&$ar 4&ct)re. More than 6., of the %&ct&(s re4ort that schoo$
4ersonne$ res4ond 4oor$', res4ond on$'+so(et&(es or ne%er,+ or tr' to 4)t a sto4 to the !)$$'&ng +on$' once &n a
wh&$e or a$(ost ne%er+ (Bo)$ton & 3nderwood, 199-? Hoo%er, >$&%er, & Ha=$er, 199-? >$we)s, 1991a). 8t &s c$ear
that schoo$ 4ersonne$ do re$at&%e$' $&tt$e to &nter%ene &n the !)$$'&ng c'c$e at schoo$. /here (a' !e a n)(!er of
reasons for th&s.
7&rst, #te4henson and #(&th (19BB) re4ort that -5, of teachers fee$ that &t &s so(et&(es he$4f)$ to &gnore the
4ro!$e(. Beca)se !)$$'&ng often occ)rs &n the for( of %er!a$ &nt&(&dat&on, &so$at&on, and e6c$)s&on, teachers (a'
%&ew these !eha%&ors as $ess ser&o)s than 4h's&ca$ assa)$ts where the +da(age+ &s eas&$' %&s&!$e. #econd, the soc&a$
(4ass&%e) s<&$$s of the %&ct&(s (a' !e s)ch that teachers are $ess (ot&%ated to &nter%ene. /h&rd, the !eha%&or of the
%&ct&( (a' 4$a' an &(4ortant ro$e as we$$. Bo)$ton and 3nderwood (199-) re4orted that the effect s&=e for the
corre$at&on !etween re4orted %&ct&(&=at&on and &nter%ent&on !' teachers was $ess than the re4orted fre*)enc' of
!)$$'&ng and &nter%ent&on !' teachers. /h&s s)ggests that the ch&$d who &s !)$$&ed w&$$ get $ess attent&on fro( ad)$ts
than the ch&$d who !)$$&es. 8nter%&ews w&th %&ct&(s &nd&cate that ch&$dren who do not te$$ do so o)t of fear of
re4r&sa$. 8f th&s &s the case, then %&ct&(s (&ght 4erce&%e that teachers and other schoo$ 4ersonne$ e&ther w&$$ not !e
s'(4athet&c to the&r 4$&ght or w&$$ not !e a!$e to 4rotect the(.
/he (aAor&t' of the research c&ted thro)gho)t &n th&s art&c$e was cons&stent &n stat&ng that &n order for !)$$'&ng to !e
red)ced s&gn&f&cant$', schoo$s ()st send a strong (essage to st)dents and staff that !)$$'&ng &s &na44ro4r&ate.
#t)dents are *)&c< to &nd&ct schoo$ 4ersonne$ for the&r fa&$)re to act !oth to 4rotect %&ct&(s and to dea$ effect&%e$'
w&th !)$$&es (Ha=&er, Hoo%er, & >$&%er, 199-). ;&ct&(s of !)$$&es a$read' !e$&e%e that the' are +%&ct&(s+ of the&r
4eers (the !)$$&es). 8f these st)dents a$so !e$&e%e that the' are %&ct&(s of the s'ste( thro)gh the $ac< of 4rotect&on
and s)44ort !' the schoo$ staff, then one can )nderstand (ore c$ear$' wh' st)dents resort to a%o&dance and5or
reta$&at&on. 8t &s c$ear that schoo$s ()st 4ro(ote the &dea that ad)$ts w&$$ !e s)44ort&%e of %&ct&(s and that schoo$
off&c&a$s can 4ro%&de a safe ha%en for a$$ st)dents wh&$e at schoo$.
SCHOOL,BASED INTERVENTIONS FOR BULL'ING
$tho)gh few st)d&es ha%e !een des&gned to e%a$)ate the effects of &nter%ent&on 4rogra(s to red)ce !)$$'&ng
(>$we)s, 1991a) at a !)&$d&ngHand d&str&ctH$e%e$, (ost are anecdota$ re4orts w&th $&(&ted o)tco(e data. #choo$H
!ased &nter%ent&on 4rogra(s ()st see< to &ntegrate strateg&es g$eaned fro( research on to4&cs that &nc$)de
organ&=at&ona$ change, effect&%e 4arent &n%o$%e(ent, !eha%&ora$ 4rogra(s for st)dents w&th aggress&%e and5or
w&thdrawn !eha%&or 4rof&$es, gro)4 co)nse$&ng for 4er4etrators and %&ct&(s, and effect&%e !)&$d&ngH!ased d&sc&4$&ne
4roced)res. 8n Ma' 19B7, a +#choo$'ard B)$$' 2ract&c)(,+ s4onsored !' the 0at&ona$ #choo$ #afet' :enter, was
he$d at Har%ard 3n&%ers&t' to de%e$o4 a 4re%ent&on 4rogra( for the 3n&ted #tates. w&de range of strateg&es were
&dent&f&ed to he$4 ed)cators and others contro$ and 4re%ent !)$$'&ng. 8t was c$ear that the de%e$o4(ent of a
co(4rehens&%e, &ntegrated 4$an that co)$d !e &(4$e(ented !' schoo$ !)&$d&ngs across the 3n&ted #tates was
necessar' &n order to ach&e%e the contro$ and 4re%ent&on of !)$$'&ng. Man' researchers and 4ract&t&oners (:o&e,
3nderwood, & Eoch(an, 1991? I)!ow, H)es(ann, & 1ron, 19B7? 7$o'd, 19B5? Go$dste&n, 19BB? Go$dste&n &
G$&c<, 19B7? Go$dste&n, #4raf<&n, Gershaw, & K$e&n, 19B.? Green!a)(, 19B7, 19BB? G)et=$oe, 199-? Ha=$er,
Hoo%er, & >$&%er, 199-? >$we)s, 1991!) ha%e s)ggested a %ar&et' of d&str&ctH, !)&$d&ngH, c$assroo(H, and st)dentH
$e%e$ &nter%ent&ons. Dhat fo$$ows &s a set of reco((ended strateg&es and co(4onents necessar' to constr)ct a
co(4rehens&%e 4$an to contro$ and 4re%ent !)$$'&ng &n schoo$s.
1. 2ro(ote facts, not ('ths, a!o)t !)$$'&ng. B)$$'&ng &s a s&gn&f&cant and 4er%as&%e 4ro!$e( &n (er&ca@s schoo$s.
7ear has !eco(e a s&gn&f&cant factor &n the schoo$ !eha%&or of (an' (15, to -., st)dents. 1%&dence e6&sts that
tr)anc', a%o&dance of schoo$ act&%&t&es and 4eers, 4oss&!$e acade(&c d&ff&c)$t&es, and &n e6tre(e cases, s)&c&de are
$&n<ed to !)$$'&ng. 7&$(s and %&deos are a%a&$a!$e for )se w&th st)dents and 4rofess&ona$ staff that can fac&$&tate the
4ro(ot&on of acc)rate &nfor(at&on.
-. I&s4e$ !e$&efs a!o)t aggress&%e !eha%&or. /he 4re%a&$&ng att&t)de that f&ght&ng and other for(s of aggress&%e
!eha%&or are a nor(a$ 4art of +grow&ng )4+ ()st !e d&scarded. #choo$s ()st 4ro(ote the !e$&ef that th&s t'4e of
!eha%&or &s co(4$ete$' )nacce4ta!$e, de%e$o4 4o$&c&es and 4rogra(s to dea$ effect&%e$' and *)&c<$' w&th
aggress&on, and teach st)dents a$ternat&%es to aggress&on.
9. :ond)ct a schoo$Hw&de assess(ent of !)$$'&ng. #choo$s ()st deter(&ne how 4er%as&%e the !)$$' 4ro!$e( &s, the
att&t)des and !e$&efs of !)$$&es and %&ct&(s, the 4erce4t&on of st)dents regard&ng how we$$ the schoo$ hand$es
!)$$'&ng, and what st)dents !e$&e%e sho)$d !e done. >$we)s (197B, 19B4) de%e$o4ed a d&rect assess(ent de%&ce for
h&s research and 2err' and co$$eag)es (19BB) de%e$o4ed a 4eer no(&nat&on 4roced)re to assess the nat)re of
!)$$'&ng w&th&n st)dent gro)4s. 4. Ie%e$o4 a st)dent code of cond)ct. Most schoo$s ha%e an e6&st&ng code of
cond)ct. Howe%er, st)dents sho)$d 4art&c&4ate &n the de%e$o4(ent of the code that &nc$)des 4ro%&s&ons to dea$ w&th
!)$$'&ng. /he code sho)$d s4ec&f' !oth a44ro4r&ate and &na44ro4r&ate re$at&onsh&4s !etween st)dents5st)dents and
st)dents5fac)$t'. /he (aAor&t' of schoo$ codes of cond)ct s4ec&f' on$' &na44ro4r&ate !eha%&ors and do not &nc$)de
st)dent &n%o$%e(ent &n the&r de%e$o4(ent.
5. 2ro%&de co)nse$&ng cer%&ces for !)$$&es and %&ct&(s. :o)nse$&ng ser%&ces are (ost effect&%e when there &s an
e(4has&s on the de%e$o4(ent of s<&$$s to re4$ace aggress&%e !eha%&ors w&th (ore a44ro4r&ate ones or to re4$ace
a%o&dance5w&thdrawn !eha%&ors w&th (ore assert&%e ones. /he )se of gro)4 soc&a$ s<&$$s tra&n&ng &s the &nter%ent&on
of cho&ce (see Go$dste&n, 19BB).
6. 8n%o$%e 4arents &n the &nter%ent&on 4rocess. /he schoo$ )s)a$$' &n%o$%es the 4arents of the !)$$' when
d&sc&4$&nar' act&on &s re*)&red, s)ch as s)s4ens&on or e64)$s&on. 7ew schoo$s ro)t&ne$' &n%o$%e the 4arents of
%&ct&(s or the 4arents of !)$$&es for 4)r4oses other than d&sc&4$&ne. #o(e schoo$s ha%e ado4ted a +1. Ia'5$>
M&n)te #)s4ens&on+ 4rogra( des&gned to enco)rage the 4arents@ &n%o$%e(ent &n &nter%ent&ons for !)$$&es. 8n th&s
4rogra(, the $ength of the st)dent@s s)s4ens&on &s de4endent on whether or not the 4arents w&$$ !eco(e &n%o$%ed
w&th schoo$ 4ersonne$ &n an &nter%ent&on 4rogra(. /he ear$&er the 4arents !eco(e &n%o$%ed, the shorter the
s)s4ens&on. 2arents often ha%e the sa(e 4ro!$e(s w&th the&r ch&$dren at ho(e that teachers ha%e w&th the ch&$d &n
schoo$. /herefore, &n%o$%&ng 4arents &n 4arent ed)cat&on, teach&ng 4arent&ng and ch&$d (anage(ent s<&$$s, and
$&n<&ng ho(e and schoo$ &nter%ent&on 4rogra(s are des&ra!$e co(4onents of a co(4rehens&%e 4$an.
7. 8(4$e(ent &nter%ent&on strateg&es s4ec&f&c to aggress&%e ch&$dren. 44roaches to &nter%ent&on w&th aggress&%e
st)dents and the&r %&ct&(s fa$$ &nto f&%e genera$ categor&es" (a) !eha%&or (anage(ent? (!) se$fHcontro$ strateg&es? (c)
soc&a$ s<&$$s tra&n&ng? (d) &nfor(at&on 4rocess&ng? and (e) cogn&t&%e 4ers4ect&%e ta<&ng (:o&e, 3nderwood, &
Eoch(an, 1991). Earson (th&s &ss)e) 4ro%&des a cr&t&ca$ re%&ew of &nter%ent&on 4rogra(s for aggress&%e st)dents.
How &nter%ent&on 4rogra(s are &(4$e(ented &s as &(4ortant as the 4art&c)$ar 4rogra(s se$ected. B)$$'&ng &s an
&nter4ersona$ act cond)cted w&th&n a soc&a$ sett&ng. 7or that reason, &nter%ent&ons des&gned to red)ce the !)$$'&ng
!eha%&or and &ncrease 4rosoc&a$ !eha%&or sho)$d !e &(4$e(ented &n a gro)4 sett&ng and &n a cons&stent (anner.
8nter%ent&on 4rogra(s targeted at !)$$' !eha%&or sho)$d !e &(4$e(ented !)&$d&ng w&de, w&th a$$ schoo$ staff
(&nstr)ct&ona$, ad(&n&strat&%e, s)44ort, cafeter&a, c)stod&a$, !)s) tra&ned to &(4$e(ent 4re%entat&%e and &nter%ent&on
strateg&es. /h&s !)&$d&ng w&de strateg' w&$$ fac&$&tate genera$&=at&on of !oth the &nter%ent&on strateg&es and the effects
of those strateg&es on st)dent !eha%&or. 8n add&t&on, the !)&$d&ngHw&de 4rogra( sho)$d !e a ()$t&faceted
&nter%ent&on 4rocess (I)!ow, H)es(ann, & 1ron, 19B7) that addresses the ()$t&4$e co(4onents reco((ended !'
:o&e, 3nderwood, and Eoch(an (1991).
B. cco)nta!&$&t' and e%a$)at&on. /eachers and st)dents a$&<e sho)$d !e &nfor(ed, on a reg)$ar !as&s, of the effects
of the co(4rehens&%e schoo$w&de 4$an. schoo$w&de trac<&ng s'ste( sho)$d doc)(ent the fre*)enc' of
!)$$'5%&ct&( 4ro!$e(s (s)ch as !eha%&or referra$s to the off&ce, s)s4ens&ons5e64)$s&ons) and these data sho)$d !e
re4orted to teachers and st)dents (onth$'. B)$$&es and %&ct&(s sho)$d !e &dent&f&ed and &nc$)ded &n &nter%ent&on
4rogra(s on a cont&n)&ng !as&s. /eachers and st)dents sho)$d !e enco)raged to set s4ec&f&c goa$s des&gned to
red)ce the rate of aggress&%e !eha%&or wh&$e &ncreas&ng the rate of 4rosoc&a$ !eha%&or. 3n$ess data ro)t&ne$' are
4ro%&ded to teachers and st)dents, the tr)e 4&ct)re of a !)$$' 4ro!$e( w&$$ not e(erge. Dhen th&s ha44ens, the
sens&t&%&t' of the st)dents and staff to the 4ro!$e( w&$$ d&(&n&sh and the (ot&%at&on to s)44ort &nter%ent&on
4rogra(s w&$$ dec$&ne. :on%erse$', &f the st)dents and staff do rece&%e data on the effect&%eness of the &nter%ent&on
4rogra(s the' are &(4$e(ent&ng, then the (ot&%at&on to cont&n)e these 4rogra(s w&$$ &ncrease.
Smma&!
/he a%a&$a!$e e%&dence &nd&cates that the &nc&dence of !)$$'&ng &s not decreas&ng and so(e e%&dence s)ggests that &t
&s &ncreas&ng. 8n e&ther e%ent, th&s &s a 4ro!$e( that affects (w&th %ar'&ng degrees of se%er&t') 15, to -., of the
st)dents &n the 3n&ted #tates, the a!so$)te n)(!er of wh&ch &s stagger&ng. /he effects of !)$$'&ng contr&!)te
s)!stant&a$$' to the de%e$o4(ent of an )nsafe en%&ron(ent &n schoo$s and to a dec$&ne &n the acade(&c and soc&a$
4erfor(ance of st)dents &n%o$%ed &n !)$$'5%&ct&( e64er&ences. /he n)(!er of st)dents who are %&ct&(s of assa)$t,
theft, and %anda$&s( are few &n n)(!er co(4ared to those who are &n%o$%ed &n !)$$'5%&ct&( e64er&ences. 8f schoo$
s'ste(s choose to $&(&t &nter%ent&ons on$' to assa)$ts, theft, and %anda$&s( HH and $&(&t &nter%ent&ons to these
4ro!$e(s a$one HH then $&tt$e w&$$ !e done to de%e$o4 the schoo$ as a +safe ha%en+ for st)dents.
/he 4resence of !)$$'&ng &n a schoo$ &nd&cates that the $e%e$ of 4rosoc&a$ !eha%&or and res4ect for one another &s
$ac<&ng. /he research c&ted &n th&s art&c$e s)44orts the conce4t that st)dents are 4oor$' e*)&44ed to res4ond to
!)$$&es and that those sa(e st)dents !e$&e%e that the ad)$ts &n the schoo$ en%&ron(ent do $&tt$e to d&sco)rage
!)$$'&ng. 8n essence, the !e$&ef of !)$$&es that the' can )se 4ower and &nt&(&dat&on to contro$ the&r en%&ron(ent and
the $ac< of res4onse !' schoo$ 4ersonne$ res)$ts &n the creat&on of an en%&ron(ent where few wo)$d want to s4end
the&r da'. Dhether !)$$'&ng occ)rs &n the for( of 4h's&ca$ aggress&on, &nt&(&dat&on &n a 4ower str)gg$e, se6)a$
harass(ent, r&d&c)$e, or teas&ng, the !otto( $&ne &s that st)dents are )na!$e to de(onstrate a44ro4r&ate &nter4ersona$
s<&$$s and fear the en%&ron(ent the' are &n. B)$$'&ng &s a$wa's &na44ro4r&ate. /he en%&ron(ent w&$$ change and the
c$&(ate &(4ro%e on$' when schoo$ s'ste(s choose to de%e$o4 and &(4$e(ent a co(4rehens&%e 4$an des&gned to
teach 4rosoc&a$ !eha%&or, to $&(&t aggress&%e !eha%&or, and to teach s<&$$s that 4ro(ote 4os&t&%e &nteract&ons !etween
st)dents. More &(4ortant$', howe%er, schoo$ 4ersonne$ ()st recogn&=e that the 4ro!$e( &s 4er%as&%e, that &t
contr&!)tes to the dec$&ne &n acade(&c and soc&a$ 4rogress of st)dents, and that a co(4rehens&%e &nter%ent&on 4$an
()st !e &(4$e(ented !' the ent&re staff, thro)gho)t the schoo$ sett&ng. 3nt&$ then, howe%er, !)$$&es w&$$ cont&n)e to
roa( the ha$$s of o)r nat&on@s schoo$s, )nchec<ed and &n contro$.
ddress corres4ondence a!o)t th&s (an)scr&4t to George M. Batsche, #choo$ 2s'cho$og' 2rogra(, 7>
1..3, 3n&%ers&t' of #o)th 7$or&da, /a(4a, 7E 996-.H775..
REFERENCES
Bo)$ton, C. C., & 3nderwood, K. (199-). B)$$'5%&ct&( 4ro!$e(s a(ong (&dd$e schoo$ ch&$dren Br&t&sh Co)rna$ of
1d)cat&ona$ 2s'cho$og', 6-, 79HB7.
:o&e, C. I., 3nderwood, M., & Eoch(an, C. 1. (1991). 2rogra((at&c &nter%ent&on w&th aggress&%e ch&$dren &n the
schoo$ sett&ng. 8n 8. G)!&n & I. 2e4$er (1ds.), /he de%e$o4(ent and treat(ent of ch&$dhood aggress&on (44. 9B9H
41>). H&$$sda$e, 0C" 1r$!a)(.
Iodge, K. ., :o&e, C. I., 2ett&t, G. #., & 2r&ce, C. M. (199.). 2eer stat)s and aggress&on &n !o's@ gro)4s"
Ie%e$o4(enta$ and conte6t)a$ ana$'ses. :h&$d Ie%e$o4(ent, 61, 1-B9H19>9.
I)!ow, 1. 7., H)es(ann, E. G., & 1ron, E. I. (19B7). M&t&gat&ng aggress&on and 4ro(ot&ng 4rosoc&a$ !eha%&or &n
aggress&%e e$e(entar' schoo$!o's. Beha%&or Gesearch and /hera4', -5, 5-7H591.
1ron, E. I., H)es(ann, G. E., I)!ow, 1., Go(anoff, G., & Jarne$, 2. D. (19B7). :h&$dhood aggress&on and &ts
corre$ates o%er -- 'ears. 8n :h&$dhood aggress&on and %&o$ence. 0ew Jor<" 2$en)(.
7$o'd, 0. M. (19B5). +2&c< on so(e!od' 'o)r own s&=eF+ :ontro$$&ng %&ct&(&=at&on. /he 2o&nter, -9, 917.
G&$(art&n, B. G. (19B7). 2eer gro)4 antecedents of se%ere $o%eHsh'ness &n (a$es. Co)rna$ of 2ersona$&t', 55, 467H
4B9.
Go$dste&n, . 2. (19BB). /he 4re4are c)rr&c)$)(. :ha(4a&gn, 8E" Gesearch 2ress.
Go$dste&n, . 2., & G$&c<, B. (19B7). ggress&on Ge4$ace(ent /ra&n&ng. :ha(4a&gn, 8E" Gesearch 2ress.
Go$dste&n, . 2., #4raf<&n, G. 2., Gershaw, C. C., & K$e&n, 2. (19B.). #<&$$strea(&ng the ado$escent. :ha(4a&gn, 8E"
Gesearch 2ress.
Green!a)(, #. (19BB). #choo$ !)$$' and %&ct&(&=at&on (Geso)rce 2a4er). Ma$&!), :" 0at&ona$ #choo$ #afet'
:enter.
Green!a)(, #. (19B7, 0o%e(!er). Dhat can we do a!o)t schoo$'ard !)$$'&ngF 2r&nc&4a$, -1H-4.
G)et=$oe,1. (199-).;&o$ent,aggress&%e, and ant&soc&a$ st)dents" Dhat are we go&ng to do w&th the(F 2re%ent&ng
#choo$ 7a&$)re, B6, 4H9.
Ha=$er, G. C., Hoo%er, C. H., & >$&%er, G. (199-, 0o%e(!er). Dhat <&ds sa' a!o)t !)$$'&ng. /he 16ec)t&%e 1d)cator,
-.H--.
Hoo%er, C. H., >$&%er,G.,&Ha=$er, G. C. (199-). B)$$'&ng" 2erce4t&ons of ado$escent %&ct&(s &n the (&dwestern 3#.
#choo$ 2s'cho$og' 8nternat&ona$, 19, 516.
Cohnston, E. I., >@Ma$$e', 2. M., & Bach(an, C. G. (1999). Mon&tor&ng the f)t)re st)d' for goa$ 6 of the nat&ona$
ed)cat&on goa$s" s4ec&a$ re4ort for the 0at&ona$ 1d)cat&on Goa$s 2ane$. nn r!or" 3n&%ers&t' of M&ch&gan@s
8nst&t)te for #oc&a$ Gesearch.
Eane, I. . (19B9). B)$$'&ng &n schoo$" /he need for a &ntegrated a44roach. #choo$ 2s'cho$og' 8nternat&ona$, 1.,
-11H-15.
Eoe!er, G., & I&sh&on, /. C. (19B4). Bo's who f&ght at ho(e and schoo$" 7a(&$' cond&t&ons &nf$)enc&ng crossH
sett&ng cons&stenc'. Co)rna$ of :ons)$t&ng and :$&n&ca$ 2s'cho$og', 5-, 759H76B.
McG&nn&s, 1., & Go$dste&n, . 2. (19B4). #<&$$strea(&ng the e$e(entar' schoo$ ch&$d. :ha(4a&gn, 8E" Gesearch
2ress.
M)ra<a(&, J. (19B5). B)$$&es &n the c$assroo(. Ca4an K)arter$', 9-, 4.7H4.9.
0at&ona$ 1d)cat&on Goa$s 2ane$. (1999). /he nat&ona$ ed)cat&on goa$s re4ort" ;o$)(e one. Dash&ngton, I:" 3.#.
Go%ern(ent 2r&nt&ng >ff&ce.
0at&ona$ 8nst&t)te of 1d)cat&on. (197B). ;&o$ent schoo$sHsafe schoo$s. Dash&ngton, I:" 3.#. Ie4art(ent of Hea$th,
1d)cat&on and De$fare.
>$we)s, I. (1979). 2ersona$&t' and aggress&on. 8n C. K. :o&e & I. I. Censen (1ds.), 0e!ras<a s'(4os&)( on
(ot&%at&on, 197- (44. -61H9-1). E&nco$n" 3n&%ers&t' of 0e!ras<a 2ress.
>$we)s, I. (197B). ggress&on &n the schoo$s" B)$$&es and wh&44&ng !o's. 0ew Jor<" D&$e'.
>$we)s, I. (19B4). ggressors and the&r %&ct&(s" B)$$'&ng at schoo$. 8n 0. 7r)de & H. Ga)$t (1ds.), I&sr)4t&%e
!eha%&or d&sorders &n schoo$s (44. 5776). 0ew Jor<" D&$e'.
>$we)s, I. (1991a). B)$$'5%&ct&( 4ro!$e(s a(ong schoo$ ch&$dren" Bas&c facts and effects of a schoo$ !ased
&nter%ent&on 4rogra(. 8n 8. G)!&n & I. 2e4$er (1ds.), /he de%e$o4(ent and treat(ent of ch&$dhood aggress&on (44.
411H447). H&$$sda$e, 0C" 1r$!a)(.
>$we)s, I. (1991!). ;&ct&(&=at&on a(ong schoo$ ch&$dren. 8n G. Baenn&nger (1d.), /argets of %&o$ence and
aggress&on (44. 45H1>-). Ho$$and" 1$se%&er #c&ence 2)!$&shers.
2err', I. G., K)se$ #. C. & 2err', 8,. :. (19BB). ;&ct&(s of 4eer aggress&on. Ie%e$o4(enta$ 2s'cho$og', -4, B.7H
B14.
2err', I. G., D&$$&ard, C. :., & 2err', E. :. (199.). 2eers@ 4erce4t&ons of the conse*)ences that %&ct&(&=ed ch&$dren
4ro%&de aggressors. :h&$d Ie%e$o4(ent, 61, 191.H19-5.
#te4henson, 2., & #(&th, I. (19B9). B)$$'&ng &n the A)n&or schoo$. 8n I. 2. /att)( & I. . Eane (1ds.), B)$$'&ng &n
schoo$s (44. 45H57). #to<eHonH/rent" /rentha( Boo<s.
Dh&tne', 8., & #(&th, 2. K. (1999). s)r%e' of the nat)re and e6tent of !)$$'&ng &n A)n&or5(&dd$e and secondar'
schoo$s. 1d)cat&ona$ Gesearch, 95, 9-5.
LLLLLLLL
George M. Batsche, Howard M. Knoff 3n&%ers&t' of #o)th 7$or&da
George M. Batsche, 1d.I, &s ssoc&ate 2rofessor &n the #choo$ 2s'cho$og' 2rogra( at the 3n&%ers&t' of #o)th
7$or&da, /a(4a, 7E. H&s research &nterests &nc$)de !eha%&or &nter%ent&on and assess(ent strateg&es for ch&$dren and
'o)th w&th !eha%&or and e(ot&ona$ d&ff&c)$t&es and gro)4 (!)&$d&ng5 c$assroo() &nter%ent&on s'ste(s
Howard M. Knoff, 2hI, &s a 2rofessor and I&rector of the #choo$ 2s'cho$og' 2rogra( at the 3n&%ers&t' of #o)th
7$or&da. H&s research foc)ses on cons)$tat&on and s)4er%&s&on 4rocesses, organ&=at&ona$ assess(ent and schoo$
refor(, and the $&n< !etween 4ersona$&t' assess(ent and &nter%ent&on.
:o4'r&ght of S#(ool P$!#(olo*! Rev"e- &s the 4ro4ert' of 0at&ona$ ssoc&at&on of #choo$ 2s'cho$og&sts and &ts
content (a' not !e co4&ed or e(a&$ed to ()$t&4$e s&tes or 4osted to a $&stser% w&tho)t the co4'r&ght ho$der@s e64ress
wr&tten 4er(&ss&on. Howe%er, )sers (a' 4r&nt, down$oad, or e(a&$ art&c$es for &nd&%&d)a$ )se.
So&#e: #choo$ 2s'cho$og' Ge%&ew, 1994, ;o$. -9 8ss)e -, 4165, 1.4.
Item Nm)e&: 95.19.9B-4