Prevalence

Lesson 2: Introduction

Objective:
 Recognize instances of bullying and be able to distinguish between different types of bullying behavior
and roles of participants in bullying.
 Definitions of bullying

Materials: Power Point

Student Readings:
 Cunningham, N. J. (2007). Level of bonding to school and perception of the school environment by
bullies, victims, and bully victims. Journal of Early Adolescence, 27, 457-478.
 Andreou, E. (2001). Bully/victim problems and their association with coping behavior in conflictual
peer interactions among school-age children. Educational Psychology, 21, 59-66.

Instructor Readings:
 Cunningham, N. J. (2007). Level of bonding to school and perception of the school environment by
bullies, victims, and bully victims. Journal of Early Adolescence, 27, 457-478.
 Andreou, E. (2001). Bully/victim problems and their association with coping behavior in conflictual
peer interactions among school-age children. Educational Psychology, 21, 59-66.
 Demaray, M. K., & Malecki, C. K. (2003). Perceptions of the frequency and importance of social
support by students classified as victims, bullies, and bully/victims, in an urban middle school. School
Psychology Review, 32(3), 471-489.
 Hunt, M. H., Meyers, J., Jarrett, O., & Neel, J. (2005). Student survey of bullying behavior: Preliminary
development and results from six elementary schools. Retrieved February 5, 2008, from Georgia State
University Center for School Safety site: http://education.gsu.edu/schoolsafety/SSBB.pdf
 Scheithauer, H., Hayer, T., Petermann, F., & Jugert, G. (2006). Physical, verbal, and relational forms of
bullying among German students: Age trends, gender differences, and correlates. Aggressive Behavior,
32 261-275.
 Kristensen, S. M., & Smith, P. K. (2003). The use of coping strategies by Danish children classed as
bullies, victims, bully/victims, and not involved, in response to different (hypothetical) types of bullying.
Scandinavian Journal of Psychology, 44, 479-488.

Student Assignment: In class activity design to help students think critically about classification rates using
different classification criteria.
 Word and Excel Documents with Sample Data Set
o Standard Deviation Cut off Scores, A Cut-off Score of 2.5 over the mean, Seven of More
Behaviors at least once or twice a year, Two Behaviors Occurring Weekly, At least One
Behavior occurring weekly, and at least one behavior occurring Monthly.

Video:
 http://www.ustream.tv/recorded/11818848

Modifications for Online Presentation Format:

Students will review powerpoint online and participate in online discussions.