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Books on the topic 'Physical bullying'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Consult the top 34 books for your research on the topic 'Physical bullying.'

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1

How to beat physical bullying. New York, NY: Rosen Central, 2013.

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Mullarkey, Lisa. TJ zaps the smackdown: Stopping physical bullying. Minneapolis, Minn: Magic Wagon, 2012.

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3

Physical Bullying. Crabtree Publishing Company, 2012.

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Physical Bullying. Crabtree Publishing Company, 2012.

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5

Pushing Isn't Funny: What to Do about Physical Bullying. Capstone, 2015.

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6

Higgins, Melissa. Pushing Isn't Funny: What to Do About Physical Bullying. Picture Window Books, 2015.

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7

The Essential Guide To Bullying Prevention And Intervention Protecting Children And Teens From Physical Emotional And Online Bullying. Alpha Books, 2012.

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8

Walker, Ida, and Kenneth McIntosh. Youth with Aggression Issues: Bullying and Violence (Helping Youth With Mental, Physical, & Social Disabilities). Mason Crest Publishers, 2007.

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9

Espelage, Dorothy L., Jun Sung Hong, and Gabriel J. Merrin. Relational Aggression and Bullying in a School Context. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0015.

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Relational aggression, or “indirect bullying” or “social aggression,” includes behaviors that are directed at damaging relationships or feelings of acceptance, friendship, or group inclusion. Relational aggression is distinct from physical bullying, and research evidence suggests that relational aggression perpetration and victimization may lead to behavioral problems and negative psychosocial functioning. Drawing from social cognitive theory and social-ecological perspectives, this chapter reviews the literature on correlates and predictors of relational aggression among children and adolescents. Supporting the social cognitive theory, existing literature demonstrates that impulsivity and anger are positively related to increases in relational aggression among adolescents, and empathy is negatively linked to relational aggression. Relational aggression appears to play out because of interactions between individual characteristics, family dynamics, peer relations, and school climates that foster aggression. It is imperative that anti-bullying policies and intervention programs focus on relational aggression and should include components that foster healthy relationships among youth.

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10

Martin, Jeffrey J. Peer Relationships. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0011.

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This chapter addresses the relation between sport and peer relationships for children with disabilities. Sport may be particularly valuable as a vehicle for the development of peer relationships, as many children with disabilities struggle with loneliness. Similar to many achievement-oriented social settings, sport can be a vehicle for positive, negative, and neutral experiences. For instance, sport has been linked to enhanced self-esteem, physical self-concept, positive mood states, and high-quality sport friendship. Sport can also mitigate negative affective states, such as loneliness, depression, anxiety, and fear. For example, segregated sport programs provide safe environments where adolescents with disabilities do not have to fear being teased or denigrated by able-bodied participants. However, experiences in integrated sport, with able-bodied children, can be beneficial if instructors create safe environments where teasing and bullying are not allowed. While children with disabilities are often victims of bullying, they can also be bullies in sport settings. Finally, sport experiences can be benign, with no discernible negative or positive ramifications.

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11

How to Handle a Bully. Scholastic Canada, 2010.

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12

Rowell, Rainbow. Eleanor and Park. St. Martin's Press, 2013.

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13

Ostrov, Jamie M., Sarah J. Blakely-McClure, Kristin J. Perry, and Kimberly E. Kamper-DeMarco. Definitions—The Form and Function of Relational Aggression. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0002.

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This chapter reviews the definitions of relational aggression and other subtypes of aggression that are often studied in the developmental sciences. Specifically, definitions of relational, physical, indirect, social, verbal, nonverbal, proactive, and reactive aggression are provided. The modes, forms, functions, and contexts of aggression are reviewed, with a focus on relational aggression. Attention is given to other related constructs such as assertion, rough and tumble play, and social dominance, which should be considered and ruled out when studying subtypes of aggression. A definition and important considerations for the study of relational bullying are provided, and a brief discussion of the contexts of online or electronic aggression is given. Future directions and unanswered questions are raised.

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14

Mandel, Rachel, and Ruth Gerson. Adolescence. Edited by Hunter L. McQuistion. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190610999.003.0010.

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Adolescence is a time of remarkable change—a time of physical and emotional growth with many potential problems. It is a turbulent yet universal stage of life, and mental health providers can be flummoxed in approaching, diagnosing, and treating adolescents, with the ongoing question of “What is normal adolescent behavior?” Providers sometimes lose sight of central issues in adolescent life, such as school, family, trauma, foster care, and burgeoning responsibilities. This chapter provides a case example of a typical teen presentation in the emergency department and uses it to illustrate the complexity of adolescent mental health issues. Favorable outcomes are possible when clinicians are mindful of the special needs of this age group, including risky behavior, the impact of bullying, and academic stress, and when clinicians can navigate the corresponding systems of care.

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15

Neziroglu, Fugen, and Nicole Barile. Environmental Factors in Body Dysmorphic Disorder. Edited by Katharine A. Phillips. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190254131.003.0021.

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Despite its prevalence, the etiology and pathogenesis of body dysmorphic disorder (BDD) has yet to be fully elucidated due to this disorder’s complexity. Research into causal and contributory factors has been limited, yet there is emerging evidence that environmental factors play an important role and, furthermore, that specific environmental factors may be characteristic of BDD and possibly contribute to the development and maintenance of the disorder. Sociocultural pressures to achieve physical perfection; factors such as teasing/bullying, abuse, and perceived childhood maltreatment; heighted aesthetic sensitivity; and possibly certain personality traits may all be important. Factors such as these, coupled with biologic factors that include genetic heritability and deficits in visual processing, may significantly contribute to both the development and maintenance of the disorder. More research is needed to understand the specific factors that lead to this disorder to better assist with the development of evidence-based psychological treatment.

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16

Adolescent health sourcebook: Basic consumer health information about the physical, mental, and emotional growth and development of adolescents, including medical care, nutritional and physical activity requirements, puberty, sexual activity, acne, tanning, body piercing, common physical illnesses and disorders, eating disorders, attention deficit hyperactivity disorder, depression, bullying, hazing, and adolescent injuries related to sports, driving, and work; along with substance abuse information about nicotine, alcohol, and drug use, a glossary, and directory of additional resources. 2nd ed. Detroit, MI: Omnigraphics, 2007.

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17

Brennfleck, Shannon Joyce, ed. Adolescent health sourcebook: Basic consumer health information about the physical, mental, and emotional growth and development of adolescents, including medical care, nutritional and physical activity requirements, puberty, sexual activity, acne, tanning, body piercing, common physical illnesses and disorders, eating disorders, attention deficit hyperactivity disorder, depression, bullying, hazing, and adolescent injuries related to sports, driving, and work; along with substance abuse information about nicotine, alcohol, and drug use, a glossary, and directory of additional resources. 2nd ed. Detroit, MI: Omnigraphics, 2007.

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18

WHAT GOES AROUND. Griffin, 2013.

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19

Eleanor & Park. Spain: Alfaguara, 2013.

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20

Eleanor & Park. Orion Publishing Group, 2013.

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21

Eleanor and Park. New York, USA: St. Martin's Press, 2013.

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22

Eleanor & Park. St. Martin's Press, 2013.

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23

Eleanor & Park. Alfaguara, 2013.

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24

Lazarus, Philip J., Shannon Suldo, and Beth Doll, eds. Fostering the Emotional Well-Being of our Youth. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190918873.001.0001.

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Fostering the Emotional Well-Being of Our Youth: A School-Based Approach is an edited work that details best practices in comprehensive school mental health services based upon a dual-factor model of mental health that considers both psychological wellness and mental illness. In the introduction, the editors respond to the question: Are our students all right? Then, each of the text’s 24 chapters (five sections) describes empirically sound and practical ways that professionals can foster supportive school climates and implement evidence-based universal interventions to promote well-being and prevent and reduce mental health problems in young people. Topics include conceptualizing and framing youth mental health through a dual-factor model; building culturally responsive schools; implementing positive behavior interventions and supports; inculcating social-emotional learning within schools impacted by trauma; creating a multidisciplinary approach to foster a positive school culture and promote students’ mental health; preventing school violence and advancing school safety; cultivating student engagement and connectedness; creating resilient classrooms and schools; strengthening preschool, childcare and parenting practices; building family–school partnerships; promoting physical activity, nutrition, and sleep; teaching emotional self-regulation; promoting students’ positive emotions, character, and purpose; building a foundation for trauma-informed schools; preventing bullying; supporting highly mobile students; enfranchising socially marginalized students; preventing school failure and school dropout; providing evidence-based supports in the aftermath of a crisis; raising the emotional well-being of students with anxiety and depression; implementing state-wide practices that promote student wellness and resilience; screening for academic, behavioral, and emotional health; and accessing targeted and intensive mental health services.

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25

translator, Simó Victoria, ed. Eleanor & Park. Alfaguara Juvenil, 2014.

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26

Eleanor & Park. Orion, 2013.

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27

Rowell, Rainbow. Eleanor & Park. Listening Library (Audio), 2016.

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28

Rowell, Rainbow. Eleanor and Park. St. Martin's Press, 2020.

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29

Rowell, Rainbow. Eleanor & Park. Thorndike Press Large Print, 2018.

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30

Eleanor & Park. Carl Hanser Verlag, 2015.

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31

Eleanor & Park. Orion Publishing Group, 2012.

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32

Eleanor & Park: Exclusive Special Edition. St Martin s Griffin, 2016.

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33

Eleanor and Park. Thorndike Press, 2013.

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34

Levine, Kristin. The Paper Cowboy. G.P. Putnam's Sons Books for Young Readers, 2014.

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