Prevention of Bullying in Schools Acciardo 1

Annotated Bibliography

Allen, K. P. (2010). Classroom Management, Bullying, and Teacher Practices.

Professional Educator, 34(1), 1–15. Retrieved from
http://search.ebscohost.com.ric.idm.oclc.org/login.aspx?direct=true&db=a9h&AN
=50993979&site=ehost-live
The article, written by Allen, links research together to explore the relationship
between bullying and classroom environment. Allen works off of Bronfenbrenner’s
theory of ecological-systems. First, this article discusses what classroom management
and bullying mean. Then, the article links classroom management to bullying through
discussion of parenting styles, teaching styles, negative school environments, behaviors,
and classroom management. Overall, schools with authoritarian styles are found to use
more coercion and punishment which can create an environment were bullying is more
likely to occur.

Bradshaw, C. (2013). Preventing Bullying through Positive Behavioral Interventions and

Supports (PBIS): A Multitiered Approach to Prevention and IntegrationwTheory
Into Practice, 52(4), 288–295. https://doi-
org.ric.idm.oclc.org/10.1080/00405841.2013.829732
Bradshaw’s article discusses the use of Positive Behavior Interventions and
Supports, PBIS, in regards to bullying. The article discusses how there is a need for
schools to have support when it comes to bullying prevention and policies. Bradshaw
introduces the PBIS system and discusses how it is flexible to be able to meet the needs
of differing schools environment and culture. The article further promotes the PBIS
saying not only does it embody academics, behavioral, and environmental contexts, but it
also takes on a positive approach.

Doty, J., Gower, A., Rudi, J., McMorris, B., & Borowsky, I. (2017). Patterns of Bullying
and Sexual Harassment: Connections with Parents and Teachers as Direct
Protective Factors. Journal of Youth & Adolescence, 46(11), 2289–2304.
https://doi-org.ric.idm.oclc.org/10.1007/s10964-017-0698-0
This article is a study that looks further into the concurrence of bullying and
sexual harassment, two topics that are usually studied separately. It discusses how
bullying most often comes before sexual harassment occurs. Doty, Grower, Rudi, and
Brorowsky (2017) state that adolescents who are involved in both internalize, externalize,
and are more likely to take part in health-risk behaviors. Furthermore, this study analyzes
how relationships with parents, peers, and teachers could potentially lower the risk for
adolescents. Overall, the studied showed the bullying occurs most in middle school while
sexual harassment happened most among high school students. However, there was an
Prevention of Bullying in Schools Acciardo 2

overlap of both that occurred. Parent and teacher connection and communication with
adolescents was found to be protective for the students.

Goodwin, B. (2011). Bullying Is Common -- and Subtle. Educational Leadership, 69(1),

82–84. Retrieved from
http://search.ebscohost.com.ric.idm.oclc.org/login.aspx?direct=true&db=a9h&AN
=65235675&site=ehost-live
Goodwin provides an article that looks closer into how subtle bullying is.
Sometimes bullying can go undetected because students are reluctant to provide
information on what occurred because of how it makes them feel. As a result, teachers
may not believe that bullying is a problem within their school environment. Goodwin
cites within the article that about four percent of incidents involving bullying is what
teachers see. Programs that are the most effective against bullying are those that occur
school wide and combine the support of parents, teachers, and bystanders.

Maag, J. W., & Katsiyannis, A. (2012). Bullying and Students with Disabilities: Legal
and Practice Considerations. Behavioral Disorders, 37(2), 78–86. https://doi-
org.ric.idm.oclc.org/10.1177/019874291203700202
Maag and Katsiyannis discuss how students that have a cognitive or physical
disability have a greater chance of being bullied. Students with disabilities also display
many bully-victim traits when in fact they are trying to protect themselves against
bullying. The article goes into legislature and litigation on the matter. Also, the article
discusses that programs and policies put in place for anti-bullying should be evidenced
based. Two programs that are mentioned, in addition to staff education, are a rule and
consequence program and a problem-solving approach program.

Miller, E. M., & Mondschein, E. S. (2017). Sexual Harassment and Bullying: Similar, but
not the Same. What School Officials Need To Know. Clearing House, 90(5/6),
191–197. https://doi-org.ric.idm.oclc.org/10.1080/00098655.2017.1366799
Miller and Mondschein (2017) recognize the differences between bullying and
sexual harassment. It discusses that because the topic on bullying may be more prevalent
in schools that there should be equal attention on the topic sexual harassment. The article
goes more in depth about how sexual harassment is a type of discrimination. Miller and
Mondschein (2017) go further into discussion about the two topics in regards to the law.
The article also provides prevention and intervening strategies for bullying and
harassment. Also, it states that policies should be clearly differentiated and that staff
should be educated on which policies to use when faced with an incident of bullying
and/or harassment.

Sanchez, E., Robertson, T. R., Lewis, C. M., Rosenbluth, B., Bohman, T., & Casey, D.
Prevention of Bullying in Schools Acciardo 3

M. (2001). Preventing Bullying and Sexual Harassment in Elementary Schools:

The Expect Respect Model. Journal of Emotional Abuse, 2(2/3), 157–180.
https://doi-org.ric.idm.oclc.org/10.1300/J135v02n02_10
This article discusses the implementation of the Expect Respect Elementary
School Project. This project was a three-year project that was funded by the U.S. Centers
for Disease Control Prevention and was implemented in six public elementary schools in
Austin, Texas. The entire project was built on the idea that if bullying and sexual
harassment went unaddressed in school that it would condition the children to accept
further mistreatment as they grew older in peer and dating relationships. In order to put
an end to bullying this project trained the staff, provided education to both parents and
children in the classroom, and developed policies regarding bullying. The project also put
support services in place for students, especially for those who were identified as being
bullied or bullying others. The results of the implementation of the project were measured
through a study by pretest and posttest of the schools. Three schools received the
intervention and three schools were for comparison. Overall, the results showed that
students were more able to identify sexual harassment, more aware of school policies in
place, and were more apt to intervene if they witnessed bullying.

Wallace, J. A. (2011). Bullycide in American Schools: Forging a Comprehensive

Legislative Solution. Indiana Law Journal, 86(2), 735–761. Retrieved from
http://search.ebscohost.com.ric.idm.oclc.org/login.aspx?direct=true&db=a9h&AN
=59540831&site=ehost-live
This article discusses bullying especially within the LGBT community.
According to the resources outlined in Wallace’s article, the LGBT community
disproportionately faces bullying with nine out of ten students facing some form of
bullying. The youth is three to four more times likely to commit suicide within this
community. The article further discusses legislation and presents the idea of having a
specified LGBT federal statue in concern with bullying.