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Bullying: What are the Differences between Boys and Girls? By Tanya Beran, PhD  For over 50 years, researchers have been studying how boys and girls interact. Not surprisingly, they have found some differences. For the most part, boys and girls are more similar than they are different. A lot of girls enjoy playing computer games, and a lot of boys enjoy more friendship-centered activities. Researchers have found, however, that as a general group, boys spend more time with boys in physical activities such as sports and games; whereas girls tend to spend more of their time socializing with other girls in more friendship-based activities (for example, talking with other girls) (1, 2, 3). So it is not surprising that boys and girls tend to bully and be bullied differently. One of the most consistent research findings is that boys are more likely to both bully and be bullied than are girls (3, 4, 5, 6, 7, 8, 9). Also, boys and girls experience different types of bullying behaviors. Bullying is defined as a form of aggression that is repetitively exerted against an individual who feels unable to defend him/herself (10). This aggression may occur directly against someone in a physical (for example, slapping, pushing) or verbal (for example, swearing, name calling) manner. Bullying can also be indirect whereby the targeted person experiences the aggression through others (for example, gossiped about, excluded from a social activity). How are Girls Involved in Bullying? Through Peer Group Girls tend to bully other girls indirectly through the peer group. Rather than bully a targeted child directly, girls more often share with other girls (and boys) hurtful information about the targeted child (4). For example, a girl may tell a group of girls an embarrassing story about another girl. They may create mean names, gossip, and come up with ways of letting the girl know that she is rejected from the peer group (for example, saying mean things about her on social networking sites such as Facebook or MySpace, using her email address to send harassing messages to everyone on her email list, texting her a death threat). These are called “relational” bullying because they attack relationships and friendships. Sexual Another example of bullying experienced more often by girls than boys is sexual (for example, touched in private body parts or received sexual messages) (4, 11). Sexual types of bullying may occur at school, in the general community, and on-line. In recent Canadian and U.S. surveys, a significant number of girls report receiving unwanted sexual messages. Fewer boys reported being targeted in this way. This form of bullying combined with messages about rejection from friendships can be devastating to a girl’s sense of enthusiasm for school and learning, self-esteem, and hopes for the future. These forms of bullying can be particularly time-consuming and difficult to resolve given that they involve many people over a period of time and are most often done covertly. It may even involve adults who react aggressively in defence of their children. In addition, parents and school authorities do not always detect gossiping or other covert bullying behaviors because they are generally hidden from adults (12, 13). Thus, they may not be disciplined and “caught”, which may increase the severity and duration of these behaviours. It may even occur among “friends”, making it seem that it’s just typical peer conflict. However, when one girl feels powerless in how she is being treated, then bullying is occurring, and adults need to intervene. How are Boys Involved in Bullying? Physical In contrast to girls, boys of any age and ethnic group tend to be physically aggressive (e.g., hit, kick, slap, push, or punch) (1, 2, 9, 11, 14, 20). Also, research shows that physical abuse tends to occur more often among boys than girls at all educational levels (e.g., elementary, high school, college) (13, 15, 16). In addition, male college students tend to bully and be bullied through physical and verbal forms of bullying (e.g., name-calling) more often than college girls (15). Also boys may be more accepting of bullying, than are girls (17). That is, boys may like a girl even if she bullies others and like other boys who bully. Girls may still befriend boys who bully, but tend to dislike girls who bully. At the core of these differences are children’s and, indeed, societal beliefs about acceptable behaviors for boys and girls. Many people may see bullying among boys as “just boys being boys”. So, girls may accept this attitude and tolerate boys’ bullying. However, girls may be less accepting of girls who bully if it is seen as overly aggressive. Effects of Bullying: Signs That A Child Is Being Bullied All types of bullying may have a tremendous impact on targeted children. They may feel depressed, anxious, eat or sleep less or more, have difficulty concentrating on school work, have trouble making friends with others, lie, steal, run away from home, avoid school or even consider suicide (1, 3, 13, 18). Children may not want to tell anyone if they feel they deserve this type of treatment, caused it, or that telling would make it worse (which the bully may have threatened). There may also be long-term effects of bullying on bullies themselves (13). Some children who bully at a young age may continue to use aggression and control in other relationships as they grow older (13). For example, boys may start dating earlier than other boys and be aggressive in these relationships. Also, as adults they may be aggressive towards colleagues, use aggression with their own children, and engage in criminal acts including sexual assault. Girls involved in significant bullying in the early grade school years may experience depression over a long term, attempt suicide, or develop an eating disorder (19). Again, individual men and women, and boys and girls experience bullying in unique ways. Research has documented some of the differences mentioned in this article. It is important to keep in mind, however, that boys may also experience indirect forms of bullying, and girls may experience direct forms. In addition, children involved in bullying may both be targeted and exert aggression themselves. The Importance for Parents: What Parents Can Do To Prevent Bullying For parents, it’s important to recognize signs in their sons and daughters that they may be involved in some or many forms of bullying and to address these experiences as soon as they arise. For example, checking in with children at the end of the day can include conversation about academic subjects as well as peer relationships. Questions such as the following, may encourage children to discuss their friendship experiences with their parents: ‘What did you do at recess today?”, or “How is your friend (name) doing these days?” When children express negative emotions about their peers it is helpful to acknowledge these feelings, encourage them that it’s normal to feel this way, and to discuss practical strategies together, especially those that the child considers most helpful. References Besag, V. E. (2006). Understanding girls’ friendships, fights and feuds: A practical approach to girls’ bullying. Buckingham, England: Open University Press. Craig, W. M., & Pepler, D. J. (2003). Identifying and targeting risk for involvement in bullying and victimization. Canadian Journal of Psychiatry, 48, 577 – 582. Yang, S., Kim, J., Kim, S., Shin, I, & Yoon, J. (2006). Bullying and victimization behaviors in boys and girls at South Korean primary schools. Journal of American Academy of Child and Adolescent Psychiatry, 35, 69-77. Garandeau, C. F. & Cillessen, A. H. N. (2006). From indirect aggression to invisible aggression: A conceptual view on bully and peer group manipulation. Aggression and Violent Behaviour, 11, 612-625. Farrington, A. C. & David, P. (2000). Bullies and delinquents: Personal characteristics And parental styles. Journal of Community & Applied Social Psychology, 10, 17-31. Liang H. Flisher AJ. & Lombard CJ. (2007). Bullying, violence, and risk behavior in South African school students. Child Abuse & Neglect, 31, 161-71. Nansel, T. R., Overpeck, M. Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Research Support, Non U.S. Government, 285, 2094-2100. Pepler, D. J., Craig, W. M., Connolly, J. A., Yuile, A., McMaster, L., & Jiang, D. (2006). A developmental perspective on bullying. Aggressive Behaviour, 32, 376 – 384. Siann, G., Gerda, C. M., Glissov, P., & Lockhart, Ruth. (1994). Who gets bullied? The Effect of school, gender and ethnic group. Educational Research, 36, 123-134. Olweus, D. (1993). “Bullying at school? What we know and what we can do”. Cambridge, MA: Blackwell Publishers. Craig, W. M. (1998). The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children. Personality and Individual Differences, 24, 123-130. Mishna, F., Scarcello, I., Pepler, D., & Wiener, J. (2005). Teacher’s understanding of bullying. Canadian Journal of Education, 28, 718-738. Smith, J. D., Cousins, J. B., & Stewart, R. (2005). Antibullying interventions in schools: Ingredients of effective programs. Canadian Journal of Education, 28, 739-762. Clubb, P. A., Browne, D. C, Humphrey, A. D., Schoenbach, V., Meyer, B., Jackson, M. et al. (2001). Violent behaviors in early adolescent minority youth: Results from a "Middle School Youth Risk Behavior Survey." Maternal and Child Health Journal, 5, 225-235. Chapell, M. S., Hasselman, S. L., Kitchin, T., Lomon, S. N., MacIver, K. W. & Sarullo, P. L. (2006). Bullying in elementary school, high school, and college. Adolescence, 41, 633 – 648. Espelage, D. L. & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32, 365-383. Dijkstra, J.K., Lindenberg, S., & Veenstra R. (2007). Same-gender and cross-gender peer acceptance and peer rejection and their relation to bullying and helping among preadolescents: Comparing predictions from Gender-Homophily and Goal-Framing approaches. Developmental Psychology, 43, 1377-1389. Brunstein, K. A., Marrocco, F., Kleinman, M., Schonfeld, I. S. & Gould, M. S. (2007). Bullying, depression, and suicidality in adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 46, 40-49. Fosse, G. K. & Holen, A. Childhood maltreatment in adult female psychiatric outpatientswith eating disorders. Eating Behaviours, 7, 404-409. 20) Pellegrini & Roseth, 2006.

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**District Tour Specials** Competitive Rates are available when multiple schools in your area schedule together for our District Packages. 802-362-5448 BULLYING PREVENTION BOOKS, DVDS, AND POSTERS   Shipping and handling is included on all orders. Fax purchase orders to: 802-549-5024 DVD   Books   Posters Info@StandUpToBullying.net Can you define bullying?How can teachers stop bullying? What are the different types of bullying? What is the difference between playful teasing verses hurtful taunting? How do I teach students to forgive themselves? What is verbal bullying?What is physical bullying?Who are the bystanders?What are bystander responsibilities?What are the ways to stop bullying?How should students respond to verbal bullying? 802-362-5448 Providing dynamic and practical anti-bullying workshops to students, staff and parents, Mike Dreiblatt teaches realistic bullying prevention strategies and best practices that can be used immediately to STOP bullying. Bullying Prevention PSAs!!! Mike In Action - YouTube Clips!!! Sexual Harassment Prevention Staff Professional DevelopmentWorkplace Bullying and Harassment Student, Staff, Parent Workshops Info@StandUpToBullying.net

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Bullying Statistics

www.StandUpToBullying.net 802-362-5448 Info@StandUpToBullying.net Bullying Statistics General Statistics Nearly 1 in 3 students (27.8%) report being bullied during the school year (National Center for Educational Statistics, 2013). 64 percent of children who were bullied did not report it; only 36 percent reported the bullying(Petrosina, Guckenburg, DeVoe, and Hanson, 2010).  More than half of bullying situations (57 percent) stop when a peer intervenes on behalf of the student being bullied (Hawkins, Pepler, and Craig, 2001).  School-based bullying prevention programs decrease bullying by up to 25% (McCallion and Feder, 2013).  The reasons for being bullied reported most often by students were looks (55%), body shape (37%), and race (16%) (Davis and Nixon, 2010). Effects of Bullying Students who experience bullying are at increased risk for depression, anxiety, sleep difficulties, and poor school adjustment (Center for Disease Control, 2012). Students who bully others are at increased risk for substance use, academic problems, and violence later in adolescence and adulthood (Center for Disease Control, 2012). Compared to students who only bully, or who are only victims, students who do both suffer the most serious consequences and are at greater risk for both mental health and behavior problems (Center for Disease Control, 2012). Students who experience bullying are twice as likely as non-bullied peers to experience negative health effects such as headaches and stomachaches (Gini and Pozzoli, 2013) Statistics about bullying of students with disabilities Only 10 U.S. studies have been conducted on the connection between bullying and developmental disabilities, but all of these studies found that children with disabilities were two to three times more likely to be bullied than their nondisabled peers. (Marshall, Kendall, Banks & Gover (Eds.), 2009). Researchers discovered that students with disabilities were more worried about school safety and being injured or harassed by other peers compared to students without a disability (Saylor & Leach, 2009). The National Autistic Society reports that 40 percent of children with autism and 60 percent of children with Asperger’s syndrome have experienced bullying. When reporting bullying youth in special education were told not to tattle almost twice as often as youth not in special education (Davis and Nixon, 2010). Statistics about bullying of students of color More than one third of adolescents reporting bullying report bias-based school bullying (Russell, Sinclair, Poteat, and Koenig, 2012).  Bias-based bullying is more strongly associated with compromised health than general bullying (Russell, Sinclair, Poteat, and Koenig, 2012).  Race-related bullying is significantly associated with negative emotional and physical health effects (Rosenthal et al, 2013) Statistics about bullying of students who identify or are perceived as LGBTQ 81.9% of students who identify as LGBTQ were bullied in the last year based on their sexual orientation (National School Climate Survey, 2011). Peer victimization of all youth was less likely to occur in schools with bullying policies that are inclusive of LGBTQ students (Hatzenbuehler and Keyes, 2012). 63.5% of students feel unsafe because of their sexual orientation, and 43.9% because of their gender expression (National School Climate Survey, 2011). 31.8% of LGBTQ students missed at least one entire day of school in the past month because they felt unsafe or uncomfortable (National School Climate Survey, 2011). Weight-Based Bullying 64% of students enrolled in weight-loss programs reported experiencing weight-based victimization (Puhl, Peterson, and Luedicke, 2012). One third of girls and one fourth of boys report weight-based teasing from peers, but prevalence rates increase to approximately 60% among the heaviest students (Puhl, Luedicke, and Heuer, 2011). 84% of students observed students perceived as overweight being called names or getting teased during physical activities (Puhl, Luedicke, and Heuer, 2011). Bullying and Suicide There is a strong association between bullying and suicide-related behaviors, but this relationships is often mediated by other factors, including depression and delinquency (Hertz, Donato, and Wright, 2013). Youth victimized by their peers were 2.4 times more likely to report suicidal ideation and 3.3 times more likely to report a suicide attempt than youth who reported not being bullied (Espelage and Holt, 2013). Students who are both bullied and engage in bullying behavior are the highest risk group for adverse outcomes (Espelage and Holt, 2013). Interventions Bullied youth were most likely to report that actions that accessed support from others made a positive difference (Davis and Nixon, 2010). Actions aimed at changing the behavior of the bullying youth (fighting, getting back at them, telling them to stop, etc.) were rated as more likely to make things worse (Davis and Nixon, 2010). Students reported that the most helpful things teachers can do are: listen to the student, check in with them afterwards to see if the bullying stopped, and give the student advice (Davis and Nixon, 2010).  Students reported that the most harmful things teachers can do are: tell the student to solve the problem themselves, tell the student that the bullying wouldn’t happen if they acted differently, ignored what was going on, or tell the student to stop tattling (Davis and Nixon, 2010). As reported by students who have been bullied, the self-actions that had some of the most negative impacts (telling the person to stop/how I feel, walking away, pretending it doesn’t bother me) are often used by youth and often recommended to youth (Davis and Nixon, 2010). Bystanders Bystanders’ beliefs in their social self-efficacy were positively associated with defending behavior and negatively associated with passive behavior from bystanders – i.e. if students believe they can make a difference, they’re more likely to act (Thornberg et al, 2012) Students who experience bullying report that allying and supportive actions from their peers (such as spending time with the student, talking to him/her, helping him/her get away, or giving advice) were the most helpful actions from bystanders (Davis and Nixon, 2010). Students who experience bullying are more likely to find peer actions helpful than educator or self-actions (Davis and Nixon, 2010). References: Bullying: A guide for parents. (National Autistic Society). Retrieved from http://www.autism.org.uk/Living-with-autism/Education-and-transition/Primary-and-secondary-school/Your-child-at-school/Bullying-a-guide-for-parents.aspx Center for Disease Control, National Center for Injury Prevention and Control (2012). Understanding bullying. Davis, S., & Nixon, C. (2010). The youth voice research project: Victimization and strategies. Espelage, D. L., & Holt, M. K. (2013). Suicidal ideation and school bullying experiences after controlling for depression and delinquency. Journal of Adolescent Health, 53. Gini, G., & Pozzoli, T. (2013). Bullied children and psychosomatic problems: A meta-analysis. Pediatrics. Hatzenbuehler, M. L., & Keyes, K. M. (2012). Inclusive anti-bullying policies and reduced risk of suicide attempts in lesbian and gay youth. Journal of Adolescent Health, 53, 21-26. Hawkins, D. L., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social Development, 10(4), 512-527. Hertz, M. F., Donato, I., & Wright, J. (2013). Bullying and suicide: A public health approach. Journal of Adolescent Health, 53. Kosciw, J. G., Greytak, E. A., Bartkiewicz, M. J., Boesen, M. J., & Palmer, N. A. GLSEN, (2011). The 2011 national school climate survey. Retrieved from website: http://glsen.org/sites/default/files/2011 National School Climate Survey Full Report.pdf. (2009). C. Marshall, E. Kendall, M. Banks & R. Gover (Eds.), Disabilities: Insights from across fields and around the world (Vol. 1-3). Westport, CT: Praeger Perspectives. McCallion, G., & Feder, J. (2013). Student bullying: Overview of research, federal initiatives, and legal issues. Congressional Research Service. Petrosino, A., Guckenburg, S., DeVoe, J., & Hanson, T. Institute of Education Sciences, (2010). What characteristics of bullying, bullying victims, and schools are associated with increased reporting of bullying to school officials?  Washington, D.C.: National Center for Education Evaluation and Regional Assistance. Puhl, R. M., Luedicke, J., & Heuer, C. (2011). Weight-based victimization toward overweight adolescents: Observations and reactions of peers. Journal of School Health, 81(11), 696-703. Puhl, R. M., Peterson, J. L., & Luedicke, J. (2012). Strategies to address weight-based victimization: Youths' preferred support interventions from classmates, teachers, and parents. Journal of Youth and Adolescence, 42(3), 315-327. Rosenthal, L., Earnshaw, V. A., Carroll-Scott, A., Henderson, K. E., Peters, S. M., McCaslin, C., & Ickovics, J. R. (2013). Weight- and race-based bulling: Health associations among urban adolescents. Journal of Health Psychology. Russell, S. T., Sinclair, K., Poteat, P., & Koenig, B. (2012). Adolescent health and harassment based on discriminatory bias. American Journal of Public Health, 102(3), 493-495. Saylor, C.F. & Leach, J.B. (2009) Perceived bullying and social support students accessing special inclusion programming. Journal of Developmental and Physical Disabilities. 21, 69-80. Thornberg, T., Tenenbaum, L., Varjas, K., Meyers, J., Jungert, T., & Vanegas, G. (2012). Bystander motivation in bullying incidents: To intervene or not to intervene? Western Journal of Emergency Medicine , 8(3), 247-252. U.S. Department of Education , National Center for Educational Statistics (2013). Student reports of bullying and cyber-bullying: Results from the 2011 school crime supplement to the national crime victimization survey. Wright, T., & Smith, N. (2013). Bullying of LGBT youth and school climate for LGBT educators. GEMS (Gender, Education, Music, & Society, 6(1). Show These Statistics to Your Superintendent.802-362-5448 -- Info@StandUpToBullying.net Our evidence-based programs dramatically improve the culture of your school. 802-362-5448   **District Tour Specials** Competitive Rates are available when multiple schools in your area schedule together for our District Packages.  BULLYING PREVENTION BOOKS, DVDS, AND POSTERS   Shipping and handling is included on all orders. Fax purchase orders to: 802-549-5024 DVD   Books   Posters Info@StandUpToBullying.net Can you define bullying?How can teachers stop bullying? What are the different types of bullying? What is the difference between playful teasing verses hurtful taunting? How do I teach students to forgive themselves? What is verbal bullying?What is physical bullying?Who are the bystanders?What are bystander responsibilities?What are the ways to stop bullying?How should students respond to verbal bullying? 802-362-5448 Providing dynamic and practical anti-bullying workshops to students, staff and parents, Mike Dreiblatt teaches realistic bullying prevention strategies and best practices that can be used immediately to STOP bullying. Bullying Prevention PSAs!!! Mike In Action - YouTube Clips!!! Sexual Harassment Prevention Staff Professional DevelopmentWorkplace Bullying and Harassment Student, Staff, Parent Workshops Info@StandUpToBullying.net  ©2014 www.StandUpToBullying.net | Info@StandUpToBullying.net 802-362-5448 -- 136 Clover Lane Manchester Center Vermont 05255

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Understanding the Roles of  Mental Health Professionals  in Community-Wide  Bullying Prevention Efforts  What is known about bullying and its consequences?  Bullying may seriously affect the mental health, physical health, and academic well-being of children and youth who are bullied. Research confirms that: • Children and youth who are bullied are more likely than those not bullied to have symptoms of depression, harm themselves, high levels of suicidal thoughts, and lower academic achievement; they also are more likely to be lonely and want to avoid school (Cook, Williams, Guerra, Kim, & Sadek, 2010; Klomek, Marrocco, Kleinman, Schoenfeld, & Gould, 2008; Reijntjes, Kamphuis, Prinzie, & Telch, 2010) . • Children and youth who bully others are more likely to exhibit delinquent behaviors, dislike school, drop out of school, bring weapons to school, think of suicide and attempt suicide, drink alcohol and smoke, and hold beliefs that support violence (Cook et al., 2010; Klomek et al., 2008; Nansel, Overpeck, Pilla, Ruan, Simons-Morton, & Scheidt, 2001). • Children and youth who are involved in bullying (are bullied, bully others, or both) are more likely than others to report health problems such as headaches, backaches, stomach pain, sleep problems, poor appetites, and bed-wetting (Gini & Pozzoli, 2009). Mental Heath Professional's Unique Roles in Addressing Bullying How can mental health professionals help to prevent bullying?  Whether community- or school-based, mental health professionals know the effects that bullying can have on those directly involved as well as those who witness it, and they play important roles in preventing and responding to bullying. Psychologists, counselors, and social workers who are based in schools bring critical expertise to the task of planning and implementing school- and community-wide approaches to bullying prevention. This includes:  • Collecting and using data to inform prevention efforts (Bauman, 2008). They can lead efforts to conduct needs assessments within schools, identify evidence-based practices to address bullying, establish systems to monitor progress in reducing bullying, evaluate and interpret data, and use data to inform future bullying prevention and intervention efforts (Rossen & Cowan, 2012).  • Training and advising educators, families, and students. Practitioners can inform others about the nature and prevalence of bullying, its effects, and effective prevention and intervention strategies (Bauman, 2008; Jacobsen & Bauman, 2007). • Collaborating with educators. They can work with educators and others to develop policies about bullying and implement evidence-based efforts to reduce bullying and improve school climate and safety (American Counseling Association [ACA], 2008; Jacobsen & Bauman, 2007). These rules and policies should provide students, families, and staff clear guidance about appropriate student behavior. Harsh, inflexible discipline strategies, such as zero tolerance policies, should be avoided. Such policies have been found to harm student-adult relationships, dampen school climate, and contribute to poor student achievement (APA Zero Tolerance Task Force, 2008). Instead, graduated sanctions should be used for rule violations, which are appropriate for the developmental level of the child and the nature and severity of the bullying. Removal from the school-setting should be a measure of last resort.  • Teaching, counseling, and consulting. Practitioners can help teach students social skills (ACA, 2008), counsel students how to manage aggressive tendencies, offer support and coping strategies for those who are bullied, counsel family members of affected students, and consult with educators to encourage appropriate behavior of students (Bauman, 2008).  Mental health professionals who work in settings outside of schools also play critical roles in the prevention of bullying by providing counseling to clients who are involved in bullying or have been affected by it; providing training and consultation in bullying and bullying prevention within schools and/or at community gatherings; and evaluating the effectiveness of school-based or community-based prevention efforts. Whether they are based in schools or in other settings within the community, mental health professionals can work together and with educators, health professionals, and community stakeholders, to support effective bullying prevention and response efforts.  Challenges & Opportunities for Mental Health Professionals  Mental health professionals experience a number of challenges and opportunities in efforts to prevent bullying in schools and communities:  • Ongoing professional development and continued education related to school bullying. School-based psychologists, counselors, and social workers are often on the front lines in prevention and response efforts and have expressed an interest in ongoing professional development and training opportunities. In a national survey, a majority (87%) had obtained some training through professional conferences and school in-service workshops, yet indicated a need for more extensive and formal education. Fewer than half reported receiving relevant training during graduate school (Lund, Blake, Ewing, & Banks, 2012).  • Multiple demands. School counselors, school psychologists, and other school-based mental health professionals have many roles and, like educators, experience multiple demands on their time. Therefore, it is critical to work with others to prioritize ongoing, sustainable and school-wide bullying prevention efforts.  • Communication between school-based and community mental health professionals. Some students and their families may use the services of both school- based and community mental health professionals. To most effectively meet the needs of these individuals, mental health professionals in both settings must communicate effectively with each other. Doing so requires a commitment to collaborate and careful planning to ensure that necessary consents are obtained.  • Opportunities for partnership and collaboration. With the passage of anti-bullying laws in nearly every state, most school districts are required to develop policies to address bullying at school. Mental health professionals can bring: unique expertise, a collaborative approach, and leadership to the development and refinement of these policies; the selection and implementation of evidence-based prevention and intervention approaches that avoid common misdirections such as zero tolerance policies; and the evaluation of these efforts over time.  • Leaders in translation of social science research. They also play important roles in translating social science research on issues such as the effects of bullying on students and effective (and ineffective) interventions. For example, recent media publicity around suicides by youth who were bullied by their peers has led many to incorrectly assume that bullying often leads directly to suicide. Mental health professionals can lend their expertise in explaining and reinforcing that suicide is a complex issue and that there are many factors that may contribute to a youth’s risk of suicide.  • Reimbursement for bullying-related services. Mental health professionals in the community are likely to be reimbursed for services to children and families that are related to bullying, which may help to promote effective prevention and treatment services. How Can Mental Health Professionals Engage and Include Others in Community Bullying Prevention Strategies  Because of their training, collaborative approach, and focus on the social and emotional well-being of children, youth, and families, mental health professionals can assist in leading school- and community-based bullying prevention and response efforts. Since bullying does not stop at the doors of the school, community-wide attention to bullying is important. Given their daily experiences and their role as leaders in translating the latest in social science research, school- and community-based mental health professionals can work with children and youth, families, school personnel, and other stakeholders to promote community-wide efforts to address bullying.  Ideas for Next Steps  • Learn more about bullying prevention through StopBullying.gov or the resources listed below. Review the research presented in the modules and how it is best communicated to motivated audiences. • Review any existing data within your school or community regarding bullying. Consult the Community Action Toolkit, which provides helpful tools to perform a landscape assessment that will help you identify relevant data, as well as the broader needs and opportunities within the community. • Plan a bullying prevention event that will inform a broader network of school- and community-based mental health practitioners, as well as parents, youth and other members of the community to help dispel common myths and misdirections. This will also shed light on the importance of a holistic, community-based effort with a public-health approach. • Develop professional networks to support bullying prevention efforts and advocate for high-quality training opportunities (within graduate training programs and in continuing education) to increase mental health professionals’ knowledge about bullying and effective prevention and response. Resources and References Resources  American Psychological Association’s “Resolution on Bullying Among Children and Youth” – This statement “encourages the implementation and dissemination of bullying prevention programs and interventions that have demonstrated effectiveness in schools and communities.” For more information, visit www.apa.org.  Centers for Disease Control and Prevention provides an in-depth “compendium of assessment tools” for measuring “bullying victimization, perpetration and bystander experiences.” For more information, visit www.cdc.gov. Federal Partners in Bullying Prevention’s Webinar on Bullying and Suicide – This webinar provides current research and science on the relationship between bullying and suicide and outlines some of the shared risk and protective factors. For more information,  visit www.sprc.org.  Mental Health America, Bullying: What to do about it – This resource provides information on how to address bullying and includes tip sheets on bullying and LGBT youth. For more information, visit www.mentalhealthamerica.net.  National Association of School Psychologists’ Bullying Prevention Resources – This website provides a variety of resources on bullying and bullying prevention, including “A framework for school-wide bullying prevention and safety” which guides education agencies and school administrators in implementing effective, sustainable, school-wide bullying prevention and safety efforts. For more information, visit www.nasponline.org.  References American Counseling Association (2008). Effectiveness of school counseling. Retrieved fromhttp://www. ctschoolcounselor.org/news/effectiveness-school-counseling APA Zero Tolerance Task Force (2008). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist, 63, 852-862. Bauman, S. (2008). The role of elementary school counselors in reducing school bullying. The Elementary School Journal, 108, 362-375. Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25, 65-83. Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic problems: A meta-analysis. Pediatrics, 123, 1059-1065. Jacobsen, K. E., & Bauman, S. (2007). Bullying in schools: School counselors’ responses to three types of bullying incidents. Professional School Counseling, 11, 1-9. Klomek, A. B., Marrocco, F., Kleinman, M., Schonfeld, I. S., & Gould, M. S. (2008). Peer victimization, depression, and suicidiality in adolescents. Suicide and Life-Threatening Behavior, 28, 166-180. Lund, E. M., Blake, J. J., Ewing, H. K., & Banks, C. S. (2012). School counselors’ and school psychologists’ bullying prevention and intervention strategies: A look into real-world practices. Journal of School Violence, 11, 246-265. Nansel, T. R., Overpeck, M. D., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P.(2001). Bullying behavior among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094-2100. Reijntjes, A., Kamphuis, J. H., Prinzie, P., & Telch, M. J. (2010). Peer victimization and internalizing problems in children:  A meta-analysis of longitudinal studies. Child Abuse & Neglect, 34, 244-252. Robers, S., Kemp, J., Truman, J., & Snyder, T. D. (2013). Indicators of School Crime and Safety: 2012. Retrieved from: http://nces.ed.gov/pubs2013/2013036.pdf Rossen, E., & Cowan, K. C. (2012). A framework for schoolwide bullying prevention and safety [Brief]. Bethesda, MD: National Association of School Psychologists. Available athttp://www.nasponline.org/resources/bullying/Bullying_Brief_12.pdf

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