International Journal of Adolescent Medicine and Health
Editor-in-Chief: Merrick, Joav
Editorial Board Member: Birch, Diana ML / Blum, Robert W / Furniss, Tilman / Greydanus, MD, Dr. HC (Athens), Donald E. / Hardoff, Daniel / Kerr, Mike / Levy, Howard B / Morad, Mohammed / Omar, Hatim A. / de Paul, Joaquin / Rydelius, Per-Anders / Shek, Daniel T.L. / Sher, Leo / Silber, Tomas J. / Towns, Susan / Urkin, Jacob / Verhofstadt-Deneve, Leni / Zeltzer, Lonnie
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Most Downloaded Articles
- Cyberbullying and adolescent mental health by Suzuki, Keita/ Asaga, Reiko/ Sourander, Andre/ Hoven, Christina W. and Mandell, Donald
- Bullying and suicide. A review by Kim , Young Shin and Leventhal , Bennett
- Consequences of prenatal substance use by Sithisarn, Thitinart/ Granger, Don T. and Bada, Henrietta S.
- School bullying: its nature and ecology by Espelage, Dorothy L. and De La Rue, Lisa
School bullying: its nature and ecology
1Department of Educational Psychology, University of Illinois, Urbana-Champaign, IL, USA
Citation Information: International Journal of Adolescent Medicine and Health. Volume 24, Issue 1, Pages 3–10, ISSN (Online) 2191-0278, ISSN (Print) 0334-0139, DOI: 10.1515/ijamh.2012.002, November 2011
- Published Online:
Background: Recent youth suicides only highlight a persistent problem in schools – bullying and sustained peer victimization. Being a target or victim of bullying has long been recognized has having short- and long-term psychological effects on children and adolescents across the world today. School bullying is one of the most significant public health concerns facing children and adolescents.
Objective: Involvement in the social phenomena of school bullying is often explained as emerging from a wide range of risk and protective factors within the social-ecology of youth. The social-ecological model posits that bullying behaviors are shaped by various interrelated contexts including individual characteristics, family, peers and the school environment.
Methods: Research is reviewed to highlight the correlates of bullying involvement across these context using social-ecological and social-learning frameworks. Meta-analytic studies are reviewed on the short- and long-term impact of bullying involvement and efficacy of bullying prevention programs. Specific recommendations for prevention planning and future research efforts are provided.
Conclusions: Bullying is a multi-faceted issue, which is best understood in the larger social context in which it occurs. Individual characteristics of students contribute to bullying involvement when students have families that promote violence, teachers that ignore or dismiss bullying, schools that have negative climates and students who socialize with friends who bully. These social contexts need to be targeted in bully prevention programs to reduce bullying and peer victimization in schools.