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• W179623561 abstract "Is major problem in today's schools? According to the National Institute of Child Health and Human Development, approximately 3 in 10 children are affected as bully, victim, or both (2001). The National Youth Violence Prevention Resource Center also estimated that 30 percent of teens in the United States were involved in in some form or fashion (2006). Still another report indicates as many as one in 7 students has being the of (Substance Abuse and Mental Health Services Administration, 2006). Approximately 25% of elementary and high students and 40% of middle students report being bullied at least once per week (National Center for Education Statistics, 2003). Because of statistics of this nature, 15 states have passed laws addressing while others are strongly considering related legislation (US Department of Health and Human Services, 2006). Results of student/teacher survey conducted by Beale and Scott (2001, p.302) indicate teachers generally were unaware of the extent of at school while students reported significant concern over both the number and severity of incidents at school. Although violent acts, as opposed to bullying, was the topic of interest for national survey of principals, approximately 1,466,000 violent incidents were during the 1999-2000 year (National Center for Educational Statistics, 2004). The number of incidents included 71% of public elementary and secondary schools. An interesting limitation discussed in the report stated that principals only provided the frequency of incidents that had been to them, intimating that lesser violent acts such as may not have been directly to the principal. Definition and Effects Bullying is defined in many ways by several disciplines. Regardless of the origin of the definition, it is commonly agreed that bullying is deliberately aggressive or hurtful behavior toward another person that is repeated over time (Hergert, 2004, p.1). The definition from Merriam-Webster OnLine Dictionary (2006) is especially poignant in regards to students with disabilities: a blustering browbeating person; especially one habitually cruel to others who are weaker. Olweus (1993), leading authority on bullying, defines bully as person who demonstrates repetitive aggressive behavior that purposefully hurts another person and ultimately results in systematic abuse of power. All definitions of in the educational field operationally define the term with at least three distinct features: (a) harassment of the victim occurs over time; (b) intent behind the harassment is either mentally or physically harmful to the victim; and (c) an imbalance of power is apparent. Bullying comes in variety of forms. Common forms of may include verbal such as teasing, spreading rumors, or name-calling; physical such as hitting, kicking, and vandalism of someone else's property; and non-verbal or non-physical such as threats and excluding someone in group (American Medical Association, 2002). Of these forms of bullying, verbal abuse appears to be the most common (American Medical Association, 2002). Bullying has negative effects for both the victim and the bully. Victims tend to have higher rates of depression, anxiety disorders, and suicidal thoughts (Beale & Scott, 2001). Bullies suffer as well. According to Mulrine (as cited in Beale & Scott, 2001), children identified as bullies are more likely to break the law by early adulthood. Bullies tend to drop out of school, have fewer friends, and poor relationship development (Hoover & Stenhjem, 2003). Bullying data involving students with disabilities has, to date, been sporadic. In report by the Health Resources and Services Administration (2004), several studies regarding and children with disabilities were identified. …" @default.
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• W179623561 title "Alabama Elementary Principals' Perceptions of Bullying." @default.
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