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“In the Face of Xenophobia: Lessons to Address Bullying of South Asian Youth”
May 17th, 2013 by

Hate Crimes and Harassment in Schools and Communities are on the Rise

Educators Offer Practical Solutions Against Rising Bullying of South Asian Youth

  Free Curricular Pack Just Released

In the Face of Xenophobia: Lessons to Address Bullying of South Asian Youth”

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Absolutely Everything Researchers Know About Bullying
May 7th, 2013 by

Source: http://blogs.edweek.org/edweek/rulesforengagement/2013/05/everything_researchers_know_about_bullying_and_prevention.html?cmp=ENL-EU-NEWS2

 

Absolutely Everything Researchers Know About Bullying

By Ross Brenneman on May 3, 2013 1:41 PM | 

The American Educational Research Association released this week a thorough new analysis on the state of bullying research in the United States. The report includes several action items for improvement, aimed at both scholars and schools.

Each part addresses a specific aspect of bullying, with 11 parts in total. Here is a brief summary, item by item.

    1. Researchers do not agree on the definition of bullying. While the “traditional” definition of bullying includes unwanted, aggressive behavior that’s basically about power, AERA believes that definition isn’t adequate (although, it says, most researchers don’t use it, anyway). “Without the components of intentionality, repetition, and power combined in the behavior of the same person, bullying victimization is the same as school victimization.”

rules-AERAbullying.jpg

 

    1. Bullying directly or indirectly affects most everyone. The bullied are more likely to be depressed, in poor health, anxious, and academically and socially detached. Bullies are more likely to become criminals or socially maladjusted. However, researchers should distinguish the behaviors they consider to be bullying, since it has a wide arc of severity.

 

 

    1. Research needs to better account for bullying of specific populations. The analysis singles out the lesbian, gay, bisexual, and transgender community, blacks, and children with disabilities as demographics receiving better but still insufficient study. However, Hispanics, immigrants, and Native Americans can also be better studied, and socioeconomic status should be taken into account.

 

 

    1. Gender-based bullying is getting worse. Students report an increase in the derogatory use of “gay” (as in, “That’s so gay.”). Teachers are less likely to intervene in harassment related to gender-based bullying (as well as when bullying involves a student’s body size). “Survey items should allow for reporting forms of sexual, homophobic, gender-nonconforming, and transphobic harassment, as well as permit students to self-identify their gender identity and sexual orientation.”

 

 

    1. Schools need to better understand the point at which bullying becomes harassment.Harassment carries legal ramifications that bullying frequently does not. At the same time, researchers need to better study the effects of anti-bullying policies. Many states have recently implemented such policies, but data from anti-bullying laws remains suspect.

 

 

    1. Improving school climate will help stop bullying. (Of course, stopping bullying will also improve school climate.) Interestingly, though, the association between school climate and graduation rates is just as strong as the association between student poverty and graduation rates. Schools especially benefit from having firm structures in place to address bullying.

 

 

    1. Anti-bullying requires help from the entire school. Researchers can better help schools understand how to make all staff comfortable in intervening in bullying situations.

 

 

    1. Bullying does not stop with a high school diploma. College campuses have a lot of precarious power imbalances. Balancing the competing needs and demands of tenured professors, tuition-paying students, resident advisers, deans, and staff can be a mess. And there a major deficit of research on bullying in higher education.

 

 

    1. Everyone’s favorite word: Evidenced-based. Research depends on schools collecting good and necessary data. So schools: Do that. And even evidence-based programs don’t do much when poorly implemented.

 

 

    1. Teacher preparation should involve bullying prevention. Major professional groups that have a stake in education would be in a good position to collaborate on a set of guiding principles that teacher-educators can use to train teachers in anti-bullying techniques.

 

 

  1. Research efforts need state and federal help. ”There needs to be increased research support from federal funding agencies for longitudinal and experimental studies”—written like a pessimistic afterthought.

The whole thing is 70 pages, although a solid third of that is references and background information. 

Follow Rules for Engagement on Twitter @Rulz4Engagement.
You can also follow Ross Brenneman on Twitter.

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Addressing Asian Americans’ Model Minority Myth
Apr 29th, 2013 by

Source: http://news.fullerton.edu/2013sp/Noh-on-NPR.asp

Addressing Asian Americans’ Model Minority Myth

Eliza Noh Says Myth Plays a Role in Higher Suicide Rates for Asian American Women

April 23, 2013

Eliza NohEliza Noh

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Asian Americans have been dealing with the “model minority” myth for decades, and it plays a role in high suicide rates, says Eliza Noh, associate professor of Asian American studies, whose research on the topic was the focus of an April 18 NPR broadcast. Noh recently reported on her research in an April 12 appearance before the Asian Pacific American Affairs Commission of the Connecticut General Assembly. The commission aims to combat stereotypes that Asian Americans don’t need help and to destigmatize conversations about suicide.

 

 

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Love is All You Need? full length movie
Apr 28th, 2013 by

All You Need Is Love? highlights a teen living in a world that exists in opposition to the one we live in now.

In this short, the terms “gay” and “straight” and the conceptions and cultural stigmas attached to them are completely reversed. What makes this video so powerful is its inclusion of family and community, showing that intolerance can fester in any number of places. Honest performances and a beautiful message, this short film is one not to miss.

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Poor Parenting Linked to Increase in Risk of Bullying
Apr 28th, 2013 by

Source: http://psychcentral.com/news/2013/04/27/poor-parenting-linked-to-increase-in-risk-of-bullying/54214.html

Poor Parenting Linked to Increase in Risk of Bullying

By Associate News Editor
Reviewed by John M. Grohol, Psy.D. on April 27, 2013

Children who are exposed to poor parenting, whether it’s abuse, neglect or overprotection, are more likely to experience childhood bullying, according to new research.

A meta-analysis of 70 studies of more than 200,000 children by researchers at the University of Warwick found the effects of poor parenting were stronger for children who are both a victim and perpetrator of bullying — known as bully-victims — than children who were solely victims.

The researchers found that negative or harsh parenting was linked to a moderate increase in the risk of being a bully-victim and a small increase in the risk of being a victim of bullying. In contrast, warm but firm parenting reduced the risk of being bullied, according to the study.

The study’s authors, psychologists Drs. Dieter Wolke, Suzet Lereya and Muthanna Samara, said the results show that anti-bullying intervention programs should extend beyond the schools, with a focus on positive parenting.

“The long shadow of bullying falls well beyond the school playground — it has lasting and profound effects into adulthood,” Wolke said. “We know that victims and bully-victims are more likely to develop physical health problems, suffer from anxiety and depression and are also at increased risk of self-harm and suicide.”

For the study, researchers categorized behaviors such as abuse, neglect, maladaptive parenting and over-protection as negative parenting behavior.

It also categorized authoritative parenting, parent-child communication, parental involvement and support, supervision, warmth and affection as positive parenting behaviors.

“Although parental involvement, support and high supervision decrease the chances of children being involved in bullying, for victims overprotection increased this risk,” Wolke noted. “Children need support, but some parents try to buffer their children from all negative experiences. In the process, they prevent their children from learning ways of dealing with bullies and make them more vulnerable.”

Wolke said it may be that could be that children with overprotective parents may not develop qualities such as autonomy and assertion and therefore may be easy targets for bullies. Conversely, it could also be that parents of victims become overprotective of their children.

“In either case, parents cannot sit on the school bench with their children,” he said. “Parenting that includes clear rules about behavior while being supportive and emotionally warm is most likely to prevent victimization.”

The study was published in the journal Child Abuse & Neglect.

Source: University of Warwick

Father with his daughter at the play ground photo by shutterstock.

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