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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2016. Preventing Bullying Through Science, Policy, and Practice. Washington, DC: The National Academies Press. doi: 10.17226/23482.
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PREVENTING

BULLYING

Through
Science, Policy,
and Practice

Committee on the Biological and Psychosocial Effects of
Peer Victimization: Lessons for Bullying Prevention

Frederick Rivara and Suzanne Le Menestrel, Editors

Board on Children, Youth, and Families
and
Committee on Law and Justice

Division of Behavioral and Social Sciences and Education

Health and Medicine Division

images

THE NATIONAL ACADEMIES PRESS
Washington, DC
www.nap.edu

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2016. Preventing Bullying Through Science, Policy, and Practice. Washington, DC: The National Academies Press. doi: 10.17226/23482.
×

THE NATIONAL ACADEMIES PRESS 500 Fifth Street, NW Washington, DC 20001

This study was supported by contracts between the National Academies of Sciences, Engineering, and Medicine and the Centers for Disease Control and Prevention (Contract 200-2011-38807, Task Order 26), the Eunice Kennedy Shriver National Institute of Child Health and Human Development (Contract HHSN263201200074I, Delivery Order HHSN26300072), the Health Resources and Services Administration of the U.S. Department of Health and Human Services (Contract HHSH250200976014I, Delivery Order HHSH25034018T), the Highmark Foundation (Grant 1026727), the National Institute of Justice of the U.S. Department of Justice (Grant 2014-MU-MU-0011), the Robert Wood Johnson Foundation (Grant 72186), the Semi J. and Ruth W. Begun Foundation, and the Substance Abuse and Mental Health Services Administration of the U.S. Department of Health and Human Services (Contract HHSP233201400020B, Delivery Order HHSP23337031). Any opinions, findings, conclusions, or recommendations expressed in this publication do not necessarily reflect the views of any organization or agency that provided support for the project.

International Standard Book Number-13: 978-0-309-44067-7
International Standard Book Number-10: 0-309-44067-X

Library of Congress Control Number: 2016948504
Digital Object Identifier: 10.17226/23482

Additional copies of this report are available for sale from the National Academies Press, 500 Fifth Street, NW, Keck 360, Washington, DC 20001; (800) 624-6242 or (202) 334-3313; http://www.nap.edu.

Copyright 2016 by the National Academy of Sciences. All rights reserved.

Printed in the United States of America

Suggested citation: National Academies of Sciences, Engineering, and Medicine. (2016). Preventing Bullying Through Science, Policy, and Practice. Washington, DC: The National Academies Press. doi: 10.17226/23482.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2016. Preventing Bullying Through Science, Policy, and Practice. Washington, DC: The National Academies Press. doi: 10.17226/23482.
×

Image

The National Academy of Sciences was established in 1863 by an Act of Congress, signed by President Lincoln, as a private, nongovernmental institution to advise the nation on issues related to science and technology. Members are elected by their peers for outstanding contributions to research. Dr. Ralph J. Cicerone is president.

The National Academy of Engineering was established in 1964 under the charter of the National Academy of Sciences to bring the practices of engineering to advising the nation. Members are elected by their peers for extraordinary contributions to engineering. Dr. C. D. Mote, Jr., is president.

The National Academy of Medicine (formerly the Institute of Medicine) was established in 1970 under the charter of the National Academy of Sciences to advise the nation on medical and health issues. Members are elected by their peers for distinguished contributions to medicine and health. Dr. Victor J. Dzau is president.

The three Academies work together as the National Academies of Sciences, Engineering, and Medicine to provide independent, objective analysis and advice to the nation and conduct other activities to solve complex problems and inform public policy decisions. The Academies also encourage education and research, recognize outstanding contributions to knowledge, and increase public understanding in matters of science, engineering, and medicine.

Learn more about the National Academies of Sciences, Engineering, and Medicine at www.national-academies.org.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2016. Preventing Bullying Through Science, Policy, and Practice. Washington, DC: The National Academies Press. doi: 10.17226/23482.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2016. Preventing Bullying Through Science, Policy, and Practice. Washington, DC: The National Academies Press. doi: 10.17226/23482.
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COMMITTEE ON THE BIOLOGICAL AND PSYCHOSOCIAL EFFECTS OF PEER VICTIMIZATION: LESSONS FOR BULLYING PREVENTION

FREDERICK P. RIVARA (Chair), University of Washington School of Medicine

ANGELA F. AMAR, Nell Hodgson Woodruff School of Nursing, Emory University

CATHERINE BRADSHAW, Curry School of Education, University of Virginia

DANIEL FLANNERY, Jack, Joseph and Morton Mandel School of Applied Social Sciences, Case Western Reserve University

SANDRA H. GRAHAM, Department of Education, University of California, Los Angeles

MARK L. HATZENBUEHLER, Mailman School of Public Health, Columbia University

MATTHEW G. MASIELLO, The Children’s Institute of Pittsburgh, PA

MEGAN A. MORENO, University of Washington School of Medicine

REGINA M. SULLIVAN, New York University School of Medicine

JONATHAN TODRES, Georgia State University College of Law

TRACY VAILLANCOURT, Faculty of Education and School of Psychology, University of Ottawa

SUZANNE M. Le MENESTREL, Study Director

FRANCIS K. AMANKWAH, Research Associate

ANNALEE E. GONZALES, Senior Program Assistant

KELSEY GEISER, Research Assistant

SALLY S. COHEN, Consultant, Nurse Scholar-in-Residence, Institute of Medicine and New York University College of Nursing (through September 2015)

CHAD ROSE, Consultant, College of Education, University of Missouri

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2016. Preventing Bullying Through Science, Policy, and Practice. Washington, DC: The National Academies Press. doi: 10.17226/23482.
×

BOARD ON CHILDREN, YOUTH, AND FAMILIES

ANGELA DIAZ (Chair), Departments of Pediatrics and Preventive Medicine, Icahn School of Medicine at Mount Sinai

SHARI BARKIN, Monroe Carell Jr. Children’s Hospital, Vanderbilt University

THOMAS F. BOAT, College of Medicine, University of Cincinnati

W. THOMAS BOYCE, Faculty of Medicine, University of British Columbia

DAVID A. BRENT, Western Psychiatric Institute and University of Pittsburgh School of Medicine

DAVID V.B. BRITT, Sesame Workshop (retired)

DEBBIE I. CHANG, Nemours Health and Prevention Services

PATRICK H. DeLEON, F. Edward Hebert School of Medicine and the Graduate School of Nursing Uniformed Services University of the Health Sciences

ELENA FUENTES-AFFLICK, University of California San Francisco and San Francisco General Hospital

EUGENE E. GARCIA, Mary Lou Fulton Teachers’ College, Arizona State University

J. DAVID HAWKINS, School of Social Work, University of Washington

JEFFREY W. HUTCHINSON, Uniformed Services University of the Health Sciences

JACQUELINE JONES, Foundation for Child Development, New York, NY

ANN S. MASTEN, Institute of Child Development, University of Minnesota

VELMA McBRIDE MURRY, Peabody College, Vanderbilt University

BRUCE S. McEWEN, Harold and Margaret Milliken Hatch Laboratory of Neuroendocrinology, The Rockefeller University

MARTIN J. SEPULVEDA, Research Division, IBM Corporation (retired)

TAHA E. TAHA, Bloomberg School of Public Health, Johns Hopkins University

NATACHA BLAIN, Director (beginning December 2015)

KIMBER BOGARD, Director (through July 2015)

BRIDGET KELLY, Acting Director (July-December 2015)

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2016. Preventing Bullying Through Science, Policy, and Practice. Washington, DC: The National Academies Press. doi: 10.17226/23482.
×

COMMITTEE ON LAW AND JUSTICE

JEREMY TRAVIS (Chair), John Jay College of Criminal Justice, The City University of New York

RUTH D. PETERSON (Vice Chair), Department of Sociology, Ohio State University

CARL C. BELL, College of Medicine and School of Public Health, University of Illinois at Chicago

JOHN J. DONOHUE III, Stanford Law School

MINDY THOMPSON FULLILOVE, Mailman School of Public Health, Columbia University

MARK A.R. KLEIMAN, Robert F. Wagner Graduate School of Public Service, New York University

JANET L. LAURITSEN, Department of Criminology and Criminal Justice, University of Missouri–St. Louis

JAMES P. LYNCH, Department of Criminology and Criminal Justice, University of Maryland

DANIEL S. NAGIN, Heinz College, Carnegie Mellon University

ANNE MORRISON PIEHL, Department of Economics, Rutgers University

DANIEL B. PRIETO, Washington, DC

STEVEN RAPHAEL, Goldman School of Public Policy, University of California, Berkeley

LAURIE O. ROBINSON, Criminology, Law and Society, George Mason University

SALLY S. SIMPSON, Department of Criminology and Criminal Justice, University of Maryland

SUSAN B. SORENSON, School of Social Policy and Practice, University of Pennsylvania

BRUCE WESTERN, Department of Sociology, Harvard University

CATHY SPATZ WIDOM, John Jay College of Criminal Justice, The City University of New York

PAUL K. WORMELI, Integrated Justice Information Systems, Ashburn, VA

KATHI LEE GRASSO, Director

Page viii Cite
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2016. Preventing Bullying Through Science, Policy, and Practice. Washington, DC: The National Academies Press. doi: 10.17226/23482.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2016. Preventing Bullying Through Science, Policy, and Practice. Washington, DC: The National Academies Press. doi: 10.17226/23482.
×

Acknowledgments

The committee thanks, first, the sponsors of this study for their guidance. Support for the committee’s work was provided by the Centers for Disease Control and Prevention; the Eunice Kennedy Shriver National Institute of Child Health and Human Development; the Health Resources and Services Administration of the U.S. Department of Health and Human Services; the Highmark Foundation; the National Institute of Justice of the U.S. Department of Justice; the Robert Wood Johnson Foundation; the Semi J. and Ruth W. Begun Foundation; and the Substance Abuse and Mental Health Services Administration of the U.S. Department of Health and Human Services.

Many individuals volunteered significant time and effort to address and educate the committee during our public information-gathering meeting (see Appendix A for the names of the speakers) and our site visit. Their willingness to take the time to share their perspectives was essential to the committee’s work. We also thank the many stakeholders who offered input and shared information and documentation with the committee over the course of the study. In addition, we appreciate the generous hospitality of the institution that hosted us and provided space to us on our site visit. In particular, we are immensely grateful for the planning assistance and logistical support for our site visit provided to us by Sharon Kramer.

The committee also expresses its deep appreciation for the opportunity to work with the dedicated members of the staff of the National Academies of Sciences, Engineering, and Medicine on this important project. We are thankful to the project staff: Suzanne Le Menestrel, Francis Amankwah, Kelsey Geiser, Annalee Gonzales, Cyan James, and Mariana Zindel. The

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2016. Preventing Bullying Through Science, Policy, and Practice. Washington, DC: The National Academies Press. doi: 10.17226/23482.
×

committee is also grateful to Lisa Alston, Pamella Atayi, and Faye Hill-man for their administrative and financial assistance on this project. The committee gratefully acknowledges Natacha Blain, Kimber Bogard, and Bridget Kelly of the Board on Children, Youth, and Families; Kathi Grasso and Malay Majmundar of the Committee on Law and Justice; Robert Hauser, executive director of the Division of Behavioral and Social Sciences and Education (DBASSE); Mary Ellen O’Connell, deputy executive director of DBASSE; Dr. Victor Dzau, president of the National Academy of Medicine; Clyde Behney, executive director of the Health and Medicine Division (HMD); and Chelsea Frakes, director of policy of HMD, for the guidance they provided throughout this important study. The committee would like to thank the Office of Reports and Communication staff of DBASSE: Eugenia Grohman, Viola Horek, Patricia L. Morison, Kirsten Sampson-Snyder, Douglas Sprunger, and Yvonne Wise. We also wish to thank Daniel Bearss and Rebecca Morgan for their tremendous research and fact-checking assistance.

We are grateful to Ann Moravick and Tamar Sekayan of Rx4good and Lauren Tobias of Maven Messaging & Communications for their thoughtful work as communications consultants for this study. We are also very appreciative of Sally Cohen’s contributions of her expertise in public health and policy. We thank Chad Rose for his valuable commissioned work. We are appreciative of Robert Katt for the diligent and thorough editorial assistance he provided in preparing this report. We also thank Jay Christian for his skilled and creative design work.

This report has been reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise, in accordance with procedures approved by the Academies. The purpose of this independent review is to provide candid and critical comments that will assist the institution in making its published report as sound as possible and to ensure that the report meets institutional standards for objectivity, evidence, and responsiveness to the study charge. The review comments and draft manuscript remain confidential to protect the integrity of the deliberative process.

We thank the following individuals for their careful, considerate, and thorough review of this report: Theodore J. Corbin, Department of Emergency Medicine, Health Management and Policy, and Healing Hurt People, Center for Nonviolence and Social Justice, Drexel University; Dewey Cornell, Curry School of Education, University of Virginia; Wendy Craig, Department of Psychology, Queen’s University, Kingston, Ontario; Kenneth A. Dodge, Center for Child and Family Policy, Duke University; Elizabeth K. Englander, Massachusetts Aggression Reduction Center, and Department of Psychology, Bridgewater State University; Dorothy Espelage, Educational Psychology, University of Illinois, Champaign; Paula Goldberg, Director’s Office, PACER Center, Inc., Bloomington, MN; Julie Hertzog,

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2016. Preventing Bullying Through Science, Policy, and Practice. Washington, DC: The National Academies Press. doi: 10.17226/23482.
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National Bullying Prevention Center, PACER Center, Inc., Bloomington, MN; Bruce S. McEwen, Harold and Margaret Milliken Hatch Laboratory of Neuroendocrinology, The Rockefeller University; Stephen T. Russell, Department of Human Development and Family Sciences, University of Texas at Austin; Deborah Temkin, Education Research, Child Trends, Bethesda, MD; and Joseph L. Wright, Department of Pediatrics and Child Health, Howard University College of Medicine.

Although the reviewers listed above have provided many constructive comments and suggestions, they were not asked to endorse the conclusions or recommendations, nor did they see the final draft of the report before its release. The review of this report was overseen by Hugh H. Tilson, Gillings School of Global Public Health, University of North Carolina, and Alan F. Schatzberg, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine. Appointed by the Academies, they were responsible for making certain that an independent examination of this report was carried out in accordance with institutional procedures and that all review comments were carefully considered. Responsibility for the final content of this report rests entirely with the authoring committee and the institution.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2016. Preventing Bullying Through Science, Policy, and Practice. Washington, DC: The National Academies Press. doi: 10.17226/23482.
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2-5 Prevalence of being bullied among 12-18 year olds by gender, as reported by the 2013 School Crime Supplement of the National Crime Victimization Survey

2-6 Prevalence of different types of bullying among students, ages 1 2-18, bullied in a school year, as reported by the 2013 School Crime Supplement of the National Crime Victimization Survey

2-7 Prevalence of different types of cyberbullying among students, ages 12-18, bullied in a school year, as reported by the 2013 School Crime Supplement of the National Crime Victimization Survey

2-8 Prevalence of being bullied and cyberbullied among students, ages 12-18, by race/ethnicity, as reported by the 2013 School Crime Supplement of the National Crime Victimization Survey

3-1 Moderator model

3-2 Bronfenbrenner’s ecological theory of development

3-3 Conceptual diagram of equifinality and multifinality

3-4 The Bullying Circle: Students’ modes of reaction/roles in an acute bullying situation

3-5 The landscape of bullying

4-1 Cortisol reactivity for victimized and nonvictimized adolescents during the Trier Social Stress Test

4-2 Cortisol responses to psychosocial stress test (PST) in the total sample and according to maltreatment/bullying victimization

5-1 Mental health intervention spectrum

5-2 An ecodevelopmental model of prevention

5-3 Forest graph showing the measure of program effect sizes in logarithm of odds ratio (LOR) for bullying perpetration

5-4 Forest graph showing the measure of program effect sizes in logarithm of odds ratio (LOR) for victimization

5-5 Effect size for each outcome measurement

TABLES

2-1 Comparison of Current National Data Sources on Bullying for School-Aged Children and Adolescents

5-1 Summary of Selective Universal Multicomponent Prevention Programs that Address Bullying or Related Behavior

5-2 Summary of Ecological Contexts in which Selected Universal Multicomponent Prevention Programs Operate

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2016. Preventing Bullying Through Science, Policy, and Practice. Washington, DC: The National Academies Press. doi: 10.17226/23482.
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Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life.

Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication.

Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.

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