Overview
Many youngsters are targets of verbal and physical abuse or social ostracism at some point during their school careers, and a minority are repeatedly victimized by their peers. Which students become the targets of aggressive behavior, and why? What are the psychological and health consequences of victimization? Of crucial importance, what can school professionals do to help? This volume brings together leading investigators to present the latest psychological research on chronically victimized children and adolescents. Chapters review conceptual and methodological issues, identify developmental differences in types of harassment, and explore various reaction patterns associated with victimization. Findings are presented on the correlates and consequences of harassment, from peer rejection to compromised mental and physical health, as well as its role in peer group dynamics. Highlighting the practical implications of current research, the volume discusses a number of school-based prevention and intervention approaches.Synopsis
Many youngsters are targets of verbal and physical abuse or social ostracism at some point during their school careers, and a minority are repeatedly victimized by their peers. Which students become the targets of aggressive behavior, and why? What are the psychological and health consequences of victimization? Of crucial importance, what can school professionals do to help? This volume brings together leading investigators to present the latest psychological research on chronically victimized children and adolescents. Chapters review conceptual and methodological issues, identify developmental differences in types of harassment, and explore various reaction patterns associated with victimization. Findings are presented on the correlates and consequences of harassment, from peer rejection to compromised mental and physical health, as well as its role in peer group dynamics. Highlighting the practical implications of current research, the volume discusses a number of school-based prevention and intervention approaches.
Booknews
Juvonen (psychology, U. of California) and Graham (education, U. of California) bring together leading investigators to present the latest psychological research on chronically victimized children and adolescents. The 17 chapters review conceptual and methodological issues, identify developmental differences in types of harassment, and explore various reaction patterns associated with victimization. They also present findings on the correlates and consequences of harassment, from peer rejection to compromised mental and physical health, as well as its role in peer group dynamics. Highlighting the practical implications of current research, they discuss a number of school-based prevention and intervention approaches. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Editorials
From the Publisher
"This volume provides an important new focus for the field that goes beyond aggression and peer rejection. Leading researchers consider many levels of children's victimization or harassment of one another, addressing the form and impact of these behaviors among individuals, dyads, groups, classrooms, and families. Illuminating the dark side of children's peer relationships, this scholarly and provocative work will be valuable to school practitioners, researchers, and undergraduate and graduate-level students." --Carolyn U. Shantz, PhD, Wayne State University"The scope of this volume is extremely impressive. From internationally known researchers, it discusses and carefully distinguishes the various types of hostile behavior experienced by victims of peer harassment. Chapters deal with all aspects of harassment: its causes and effects, the characteristics of victims, and the components of preventive interventions. Special features include analyses of the cognitions of victims, the group processes that lead to harassment, and developmental changes in harassment. This book will be highly valuable for educators, child development researchers, clinicians, and students of social development." --Thomas J. Berndt, PhD, Department of Psychological Sciences, Purdue University