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To prevent and manage students' cyberbullying, school staff must be aware of this behavior, be able to recognize it, and respond appropriately and skilfully.
Teacher-child conflict in kindergarten predicted subsequent increases in victimization, reactive aggression, and hyperactivity
This article is a review of developmental processes that combine social, health, and learning pathways, and the mechanisms through which these pathways may...
This article addresses Systems Theory as it applies to school-age children's bullying behavior.
The results of this study suggest whole-school bullying intervention programmes need to occur before students reach secondary school.
The study of bullying behavior and its consequences for young people depends on valid and reliable measurement of bullying victimization and perpetration.
Flat out trying hard to keep up with the ever-changing threats from cyberbullying, The Kids Research Institute Australia counts itself fortunate to have youth on its side.
Professor Donna Cross and her team at The Kids Research Institute Australia have challenged and overturned damaging attitudes that saw bullying tolerated in childhood.
Strong evidence supports our current understandings of student bullying behaviours and ways schools can prevent and respond effectively to bullying behaviour. In the late 1990’s, however, little was understood about the most effective ways to reduce bullying in Australian schools. In response to schools’ need for evidence-informed action, a pipeline of research called Friendly Schools was initiated in 1999 which for the past twenty years, has provided robust whole-school evidence-based knowledge and skills to support policy makers, school staff and other practitioners working in schools and families across Australia.
Kevin Natasha Helen Jacinta Runions Pearce Monks Francis BSc (Hons) BEd MA PhD PhD (Public Health), PostGrad Dip (Health Promotion), BApp Sc MPH BA(