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A CREATIVE ARTS APPROACH TO LEARNING WITH YOUTH ABOUT BULLYING
by
Kimberly Joy Rak
B.S., Syracuse University, 1994
M.A., University of Colorado at Denver, 2003
Submitted to the Graduate Faculty of
the Graduate School of Public Health in partial fulfillment
of the requirements for the degree of
Master of Public Health
University of Pittsburgh
2013
UNIVERSITY OF PITTSBURGH
GRADUATE SCHOOL OF PUBLIC HEALTH
This essay is submitted
by
Kimberly Joy Rak
April 10, 2013
and approved by
Essay Advisor:
Martha Ann Terry, PhD ____________________________________
Assistant Professor
Department of Behavioral and Community Health Sciences
Graduate School of Public Health
University of Pittsburgh
Essay Reader:
Michael Yonas, DrPH ____________________________________
Assistant Professor
Department of Family Medicine
University of Pittsburgh
Copyright by Kimberly Rak
2013
Martha Ann Terry, PhD
A CREATIVE ARTS APPROACH TO LEARNING WITH YOUTH ABOUT BULLYING
Kimberly J. Rak, MPH
University of Pittsburgh, 2013
ABSTRACT
Bullying is a common experience for youth in the United States with 70-75% of youth reporting any experience of bullying. There are negative psychological, social, and health outcomes for all involved in bullying (victims, bullies, and victim-bullies) with implications that may last into adulthood. This research explored how youth who attended an after-school program in Pittsburgh, PA, artistically depicted their experiences and perceptions of bullying. Findings include descriptions of bullying, when and where bullying occurs, and strategies for addressing and preventing bullying. Contradictions embedded in youths constructions of bullying highlight the difficulties of current efforts to prevent bullying and suggest ways to productively reorient interventions and policies. Girls and boys described gender-specific differences in experiences with bullying, social influences, and intervention opportunities.
Ten youth participated in six arts-based sessions that took place over the course of two months. Two small discussion groups, with a sub sample of the original participants, were held three months following the conclusion of the art sessions. The arts-based sessions involved the youth participants painting, writing, and drawing about different dimensions of bulling such as where bullying takes place and ideas for addressing bullying. At the end of each session the youth collectively shared their art and discussed the messages and meanings depicted. The textual and material data were analyzed for thematic codes.
Bullying is fundamentally about social relations and power, through the marking of insider and outsider social status is generated and maintained. However, power and social relations are shifting and hence framing bullying as static and bounded produces inconsistencies in youths articulations of bullying. Foregrounding the social and power dynamics of bullying would translate into policies and interventions that foster a culture of cooperation, inclusiveness, respect for diversity, and diffusing authoritarianism and competitiveness. The public health significance includes the value of incorporating youth perspectives in research and interventions, use of an innovative participatory approach that is developmentally appropriate for working with youths, a youth centered understanding of bullying and the effectiveness of current prevention efforts, and suggestions for future research and practice related to bullying.
TABLE OF CONTENTS
TOC \o "1-3" \h \z \u HYPERLINK \l "_Toc353362672" PREFACE PAGEREF _Toc353362672 \h ix
HYPERLINK \l "_Toc353362673" 1.0 CHAPTER 1: INTRODUCTION PAGEREF _Toc353362673 \h 1
HYPERLINK \l "_Toc353362674" 1.1 SIGNIFICANCE OF BULLYING AMONG YOUTH PAGEREF _Toc353362674 \h 1
HYPERLINK \l "_Toc353362675" 1.1.1 Implications of Bullying PAGEREF _Toc353362675 \h 2
HYPERLINK \l "_Toc353362676" 1.1.2 School Climate and Prevention PAGEREF _Toc353362676 \h 3
HYPERLINK \l "_Toc353362677" 1.2 ENGAGING YOUTH IN RESEARCH AND COMMUNITY BASED PARTICIPATORY RESEARCH PAGEREF _Toc353362677 \h 5
HYPERLINK \l "_Toc353362678" 1.3 ARTS-BASED METHODOLOGY PAGEREF _Toc353362678 \h 6
HYPERLINK \l "_Toc353362679" 2.0 CHAPTER 2: A CREATIVE ARTS APPROACH TO LEARNING WITH YOUTH ABOUT BULLYING PAGEREF _Toc353362679 \h 11
HYPERLINK \l "_Toc353362680" 2.1 ABSTRACT PAGEREF _Toc353362680 \h 11
HYPERLINK \l "_Toc353362681" 2.2 INTRODUTCION PAGEREF _Toc353362681 \h 12
HYPERLINK \l "_Toc353362682" 2.3 METHODS PAGEREF _Toc353362682 \h 14
HYPERLINK \l "_Toc353362683" 2.4 RESULTS PAGEREF _Toc353362683 \h 19
HYPERLINK \l "_Toc353362684" 2.5 DISCUSSION AND CONCLUSION PAGEREF _Toc353362684 \h 29
HYPERLINK \l "_Toc353362685" 3.0 CHAPTER 3: CONCLUSION PAGEREF _Toc353362685 \h 37
HYPERLINK \l "_Toc353362686" 3.1 OVERVIEW OF FINDINGS PAGEREF _Toc353362686 \h 37
HYPERLINK \l "_Toc353362687" 3.2 LIMITATIONS PAGEREF _Toc353362687 \h 39
HYPERLINK \l "_Toc353362688" 3.3 PUBLIC HEALTH SIGNIFICANCE PAGEREF _Toc353362688 \h 39
HYPERLINK \l "_Toc353362689" BIBLIOGRAPHY PAGEREF _Toc353362689 \h 43
LIST OF TABLES
TOC \h \z \c "Table" HYPERLINK \l "_Toc352747654" Table 1: Engagement and Classifications of Bullying Events[4] PAGEREF _Toc352747654 \h 2
HYPERLINK \l "_Toc352747655" Table 2: Effective Components of School Preventions[5] PAGEREF _Toc352747655 \h 4
HYPERLINK \l "_Toc352747656" Table 3: Visual Voices Sessions and Topics PAGEREF _Toc352747656 \h 16
LIST OF FIGURES
TOC \h \z \c "Figure" HYPERLINK \l "_Toc352747657" Figure 1: Group Critique of Painting PAGEREF _Toc352747657 \h 16
HYPERLINK \l "_Toc352747658" Figure 2: Different PAGEREF _Toc352747658 \h 20
HYPERLINK \l "_Toc352747659" Figure 3: What Bullies Say (writing/drawing) PAGEREF _Toc352747659 \h 20
HYPERLINK \l "_Toc352747660" Figure 4: How Bullying Makes you Feel PAGEREF _Toc352747660 \h 21
HYPERLINK \l "_Toc352747661" Figure 5: Friends and Enemies PAGEREF _Toc352747661 \h 22
HYPERLINK \l "_Toc352747662" Figure 6: Your Ugly, Fatyou Stink PAGEREF _Toc352747662 \h 22
HYPERLINK \l "_Toc352747663" Figure 7: A Bully Can Be Anyone PAGEREF _Toc352747663 \h 24
HYPERLINK \l "_Toc352747664" Figure 8: Teamwork PAGEREF _Toc352747664 \h 25
HYPERLINK \l "_Toc352747665" Figure 9: How to Stop It PAGEREF _Toc352747665 \h 25
HYPERLINK \l "_Toc352747666" Figure 10: Bullying Prevention PAGEREF _Toc352747666 \h 26
HYPERLINK \l "_Toc352747667" Figure 11: Perceptions of Who Gets Bullied PAGEREF _Toc352747667 \h 27
PREFACE
Acknowledgements.
Sincerest gratitude to Martha Terry, Michael Yonas, Jessie Burke and the Department of Behavioral and Community Health Sciences for all that you have done for me throughout the MPH program. And with love to my amazing husband and daughter!
1.0 CHAPTER 1: INTRODUCTION
SIGNIFICANCE OF BULLYING AMONG YOUTH
Bullying is a common experience for youth in the United States with 70-75% of youth reporting any experience of bullying including such things as name calling and rumor spreading and about one-third report experiencing aggressive bullying. ADDIN EN.CITE Eisenberg200588888817Eisenberg, Marla E.Aalsma, Matthew C.Bullying and peer victimization: Position paper of the Society for Adolescent MedicineJournal of Adolescent HealthJournal of Adolescent Health88-9136120051054-139Xhttp://www.sciencedirect.com/science/article/B6T80-4F8SV2R-P/2/ec67473760393e7f7ff8ccc0a7efba0d10.1016/j.jadohealth.2004.09.0041Esbensen200892929217Esbensen, Finn-AageIn-School VictimizationJournal of Contemporary Criminal JusticeJournal of Contemporary Criminal Justice114-1242422008http://ccj.sagepub.com/content/24/2/114.abstract10.1177/1043986208315481May 01[1, 2] The manner in which survey questions on bullying are worded has considerable impact on reports of bullying. ADDIN EN.CITE Esbensen200892929217Esbensen, Finn-AageIn-School VictimizationJournal of Contemporary Criminal JusticeJournal of Contemporary Criminal Justice114-1242422008http://ccj.sagepub.com/content/24/2/114.abstract10.1177/1043986208315481May 01[2] One study found that 30% of youths in grades 6 through 10 were moderately or frequently involved in bullying either as a victim, an aggressor, or both. ADDIN EN.CITE Eisenberg200588888817Eisenberg, Marla E.Aalsma, Matthew C.Bullying and peer victimization: Position paper of the Society for Adolescent MedicineJournal of Adolescent HealthJournal of Adolescent Health88-9136120051054-139Xhttp://www.sciencedirect.com/science/article/B6T80-4F8SV2R-P/2/ec67473760393e7f7ff8ccc0a7efba0d10.1016/j.jadohealth.2004.09.0041[1] It is estimated that a child is bullied in school every seven minutes and that 160,000 children miss school every day because they fear a bullying event will occur. ADDIN EN.CITE Highmark Foundation201113313313326Highmark Foundation,Bullying Prevention Institute2011Web Page2011Highmark Foundation[3] Electronic, or cyber, bullying is receiving increasing attention with one study finding 22% of middle school students having experienced it as a victim (11%), a bully (4%), or both (7%). ADDIN EN.CITE Wang200933433433417Wang, JingIannotti, Ronald J.Nansel, Tonja R.School Bullying Among Adolescents in the United States: Physical, Verbal, Relational, and CyberJournal of Adolescent HealthJournal of Adolescent Health368-375454School bullyingCyber bullyingRelational bullyingParental supportPeersSociodemographic characteristics20091054-139Xhttp://www.sciencedirect.com/science/article/B6T80-4WH0JS4-2/2/3b764c5a7e20949e294e67ba854f5e1b10.1016/j.jadohealth.2009.03.02110[4]
An incident is considered to be bullying when the intent is to cause harm, is repeated, and occurs in a relationship where there is an imbalance in power. ADDIN EN.CITE Eisenberg200588888817Eisenberg, Marla E.Aalsma, Matthew C.Bullying and peer victimization: Position paper of the Society for Adolescent MedicineJournal of Adolescent HealthJournal of Adolescent Health88-9136120051054-139Xhttp://www.sciencedirect.com/science/article/B6T80-4F8SV2R-P/2/ec67473760393e7f7ff8ccc0a7efba0d10.1016/j.jadohealth.2004.09.0041Morrison201121021021012Morrison, BrendaMarachi, RoxanaSchool Climate Series: Bullying Prevention. Understanding and Responding to School Bullying (Webinar)2012Web Page2011U.S. Department of Educations Office of Safe and Drug-Free Schools[1, 5] By definition, direct bullying involves physical and verbal assault while indirect bullying (also referred to as relational bullying) affects social relations by exclusion, rumor spreading, and cyber bullying. Cyber bullying is particularly troublesome as it is inescapable and potentially larger in scale; it is not constrained to a physical location or time period, it may conceal the bully in anonymity, and it is witnessed by an entire cyber community. ADDIN EN.CITE Morrison201121021021012Morrison, BrendaMarachi, RoxanaSchool Climate Series: Bullying Prevention. Understanding and Responding to School Bullying (Webinar)2012Web Page2011U.S. Department of Educations Office of Safe and Drug-Free Schools[5] Boys bully and are bullied more often than girls and boys tend to engage in direct or physical bullying, whereas girls experience of bullying is often relational. ADDIN EN.CITE ADDIN EN.CITE.DATA [2, 4, 6] A recent study including over 7,000 students in grades 6 through 10 demonstrates the complexity of bullying behaviors. ADDIN EN.CITE Wang200933433433417Wang, JingIannotti, Ronald J.Nansel, Tonja R.School Bullying Among Adolescents in the United States: Physical, Verbal, Relational, and CyberJournal of Adolescent HealthJournal of Adolescent Health368-375454School bullyingCyber bullyingRelational bullyingParental supportPeersSociodemographic characteristics20091054-139Xhttp://www.sciencedirect.com/science/article/B6T80-4WH0JS4-2/2/3b764c5a7e20949e294e67ba854f5e1b10.1016/j.jadohealth.2009.03.02110[4] This is presented in Table 1.
Table SEQ Table \* ARABIC 1: Engagement and Classifications of Bullying Events ADDIN EN.CITE Wang200933433433417Wang, JingIannotti, Ronald J.Nansel, Tonja R.School Bullying Among Adolescents in the United States: Physical, Verbal, Relational, and CyberJournal of Adolescent HealthJournal of Adolescent Health368-375454School bullyingCyber bullyingRelational bullyingParental supportPeersSociodemographic characteristics20091054-139Xhttp://www.sciencedirect.com/science/article/B6T80-4WH0JS4-2/2/3b764c5a7e20949e294e67ba854f5e1b10.1016/j.jadohealth.2009.03.02110[4]
Type of BullyingPhysicalVerbalSocialElectronicExperience of bullying the last 2 months:As a Victim 12.8%36.5%41.0%9.8%As a Bully13.3%37.4%27.2%8.3%Identified as a:Victim36.0%31.7%48.1%40.0%Bully38.9%30.3%19.1%27.4%Victim-Bully26.3%38.1%32.8%32.6%
Victims are targeted because they are perceived to be different from peers. Youth may be bullied because they are believed to be weak ADDIN EN.CITE ADDIN EN.CITE.DATA [1, 5, 7, 8], because of their sexual orientation ADDIN EN.CITE ADDIN EN.CITE.DATA [1, 5, 9], or race/ethnicity ADDIN EN.CITE Esbensen200892929217Esbensen, Finn-AageIn-School VictimizationJournal of Contemporary Criminal JusticeJournal of Contemporary Criminal Justice114-1242422008http://ccj.sagepub.com/content/24/2/114.abstract10.1177/1043986208315481May 01Morrison201121021021012Morrison, BrendaMarachi, RoxanaSchool Climate Series: Bullying Prevention. Understanding and Responding to School Bullying (Webinar)2012Web Page2011U.S. Department of Educations Office of Safe and Drug-Free Schools[2, 5] (minority status is relative to local demographics), or have an exceptionality ADDIN EN.CITE Morrison201121021021012Morrison, BrendaMarachi, RoxanaSchool Climate Series: Bullying Prevention. Understanding and Responding to School Bullying (Webinar)2012Web Page2011U.S. Department of Educations Office of Safe and Drug-Free Schools[5], or are overweight ADDIN EN.CITE ADDIN EN.CITE.DATA [1, 8, 10]. ADDIN EN.CITE Thornberg201174374374317Thornberg, RobertInstitutionen fr beteendevetenskap och, lrandeAvdelningen fr pedagogik i utbildning och, skolaUtbildningsvetenskap,Linkpings, universitetShes Weird! - The Social Construction of Bullying in School: A Review of Qualitative ResearchChildren & SocietyChildren & SocietyJournal ArticleSOCIAL SCIENCESSAMHLLSVETENSKAP2011John Wiley and Sons, Ltd0951-0605 U6 - ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Shes+Weird%21+-+The+Social+Construction+of+Bullying+in+School%3A+A+Review+of+Qualitative+Research&rft.jtitle=Children+%26+society&rft.au=Thornberg%2C+Robert&rft.date=2011&rft.pub=John+Wiley+and+Sons%2C+Ltd&rft.issn=0951-0605&rft.eissn=1099-0860&rft.externalDocID=oai_DiVA_org_liu_69828 U7 - Journal Article U8 - FETCH-swepub_primary_oai_DiVA_org_liu_698281http://pitt.summon.serialssolutions.com/link/0/eLvHCXMwY2BQsDBITkq2SDNMNTayNAHWsJZphmaJwGrLJMUwNSkxEXVFJVJp7ibKoOPmGuLsoQs5tDO-AHLgQjzoCGSXzDDH-Pyi9PiczNJ4M0tgR8FQjIEF2EVOBQA8JR5b[9] Additionally, youth who have depression or anxiety are more likely to become victims of bullying. ADDIN EN.CITE Fekkes200695959517Fekkes, MinnePijpers, Frans I. M.Fredriks, A. MirandaVogels, TonVerloove-Vanhorick, S. PaulineDo Bullied Children Get Ill, or Do Ill Children Get Bullied? A Prospective Cohort Study on the Relationship Between Bullying and Health-Related SymptomsPediatricsPediatrics1568-157411752006http://pediatrics.aappublications.org/cgi/content/abstract/117/5/156810.1542/peds.2005-0187May 1[11] Victimization peaks in middle school and decreases with age. ADDIN EN.CITE ADDIN EN.CITE.DATA [2, 4] Adolescents with many friends are more likely to be bullies and less likely to be bullied. ADDIN EN.CITE Wang200933433433417Wang, JingIannotti, Ronald J.Nansel, Tonja R.School Bullying Among Adolescents in the United States: Physical, Verbal, Relational, and CyberJournal of Adolescent HealthJournal of Adolescent Health368-375454School bullyingCyber bullyingRelational bullyingParental supportPeersSociodemographic characteristics20091054-139Xhttp://www.sciencedirect.com/science/article/B6T80-4WH0JS4-2/2/3b764c5a7e20949e294e67ba854f5e1b10.1016/j.jadohealth.2009.03.02110[4] Bullying is a social phenomenon that marks status and power with powerful groups labeling deviance and reinforcing marginalization through stigmatization. ADDIN EN.CITE Thornberg201174374374317Thornberg, RobertInstitutionen fr beteendevetenskap och, lrandeAvdelningen fr pedagogik i utbildning och, skolaUtbildningsvetenskap,Linkpings, universitetShes Weird! - The Social Construction of Bullying in School: A Review of Qualitative ResearchChildren & SocietyChildren & SocietyJournal ArticleSOCIAL SCIENCESSAMHLLSVETENSKAP2011John Wiley and Sons, Ltd0951-0605 U6 - ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Shes+Weird%21+-+The+Social+Construction+of+Bullying+in+School%3A+A+Review+of+Qualitative+Research&rft.jtitle=Children+%26+society&rft.au=Thornberg%2C+Robert&rft.date=2011&rft.pub=John+Wiley+and+Sons%2C+Ltd&rft.issn=0951-0605&rft.eissn=1099-0860&rft.externalDocID=oai_DiVA_org_liu_69828 U7 - Journal Article U8 - FETCH-swepub_primary_oai_DiVA_org_liu_698281http://pitt.summon.serialssolutions.com/link/0/eLvHCXMwY2BQsDBITkq2SDNMNTayNAHWsJZphmaJwGrLJMUwNSkxEXVFJVJp7ibKoOPmGuLsoQs5tDO-AHLgQjzoCGSXzDDH-Pyi9PiczNJ4M0tgR8FQjIEF2EVOBQA8JR5b[9]
Implications of Bullying
Research shows diversity. The labels bully and victim are misleading and limiting (and often victims become bullies and vice-versa). ADDIN EN.CITE Morrison201121021021012Morrison, BrendaMarachi, RoxanaSchool Climate Series: Bullying Prevention. Understanding and Responding to School Bullying (Webinar)2012Web Page2011U.S. Department of Educations Office of Safe and Drug-Free Schools[5:15]
Youth who are bullied have poorer social skills ADDIN EN.CITE ADDIN EN.CITE.DATA [6, 7, 11, 12], higher rates of depression ADDIN EN.CITE ADDIN EN.CITE.DATA [1, 7, 11], suicidal ideation ADDIN EN.CITE Eisenberg200588888817Eisenberg, Marla E.Aalsma, Matthew C.Bullying and peer victimization: Position paper of the Society for Adolescent MedicineJournal of Adolescent HealthJournal of Adolescent Health88-9136120051054-139Xhttp://www.sciencedirect.com/science/article/B6T80-4F8SV2R-P/2/ec67473760393e7f7ff8ccc0a7efba0d10.1016/j.jadohealth.2004.09.0041[1], increased isolation ADDIN EN.CITE Eisenberg200588888817Eisenberg, Marla E.Aalsma, Matthew C.Bullying and peer victimization: Position paper of the Society for Adolescent MedicineJournal of Adolescent HealthJournal of Adolescent Health88-9136120051054-139Xhttp://www.sciencedirect.com/science/article/B6T80-4F8SV2R-P/2/ec67473760393e7f7ff8ccc0a7efba0d10.1016/j.jadohealth.2004.09.0041[1], low self-esteem ADDIN EN.CITE ADDIN EN.CITE.DATA [1, 7, 12], feelings of loneliness ADDIN EN.CITE ADDIN EN.CITE.DATA [1, 7, 11, 12], poorer grades ADDIN EN.CITE Eisenberg200588888817Eisenberg, Marla E.Aalsma, Matthew C.Bullying and peer victimization: Position paper of the Society for Adolescent MedicineJournal of Adolescent HealthJournal of Adolescent Health88-9136120051054-139Xhttp://www.sciencedirect.com/science/article/B6T80-4F8SV2R-P/2/ec67473760393e7f7ff8ccc0a7efba0d10.1016/j.jadohealth.2004.09.0041[1], disengage from school ADDIN EN.CITE ADDIN EN.CITE.DATA [1, 6, 11, 12], and poor physical health ADDIN EN.CITE ADDIN EN.CITE.DATA [6, 7, 11]. Youth who bully tend to be confident, make friends easily, are quick to anger, and impulsive. ADDIN EN.CITE Juvonen200316016016017Juvonen, JaanaGraham, SandraSchuster, Mark A.Bullying Among Young Adolescents: The Strong, the Weak, and the TroubledPediatricsPediatrics1231-123711262003http://pediatrics.aappublications.org/content/112/6/1231.abstractDecember 01[12] They tend to do worse in school than those who are bullied and are more likely to engage in anti-social behaviors such as fighting, drinking, carrying a weapon and smoking. ADDIN EN.CITE ADDIN EN.CITE.DATA [6-8] The aggressive behaviors of bullies have been linked with future adult delinquency: 60 percent of youth bullies had a least one conviction by age 24. ADDIN EN.CITE Eisenberg200588888817Eisenberg, Marla E.Aalsma, Matthew C.Bullying and peer victimization: Position paper of the Society for Adolescent MedicineJournal of Adolescent HealthJournal of Adolescent Health88-9136120051054-139Xhttp://www.sciencedirect.com/science/article/B6T80-4F8SV2R-P/2/ec67473760393e7f7ff8ccc0a7efba0d10.1016/j.jadohealth.2004.09.0041[1] Nansel et al. explored the relationship between psychosocial adjustment and bullies, those bullied, and youth who are both bullies and bullied. ADDIN EN.CITE ADDIN EN.CITE.DATA [6, 7] All three groups were found to have poorer psychosocial adjustment than youth not involved in bullying activities. Those who are bully-victims exhibited the strained social adjustment of those bullied and the problem behavior of those who bully resulting in multiple areas of poorer adjustment. ADDIN EN.CITE Nansel200121621621617Nansel, Tonja R.Overpeck, MaryPilla, Ramani S.Ruan, W. JuneSimons-Morton, BruceScheidt, PeterBullying Behaviors Among US YouthJAMA: The Journal of the American Medical AssociationJAMA: The Journal of the American Medical Association2094-2100285162001http://jama.ama-assn.org/content/285/16/2094.abstract10.1001/jama.285.16.2094April 25Juvonen200316016016017Juvonen, JaanaGraham, SandraSchuster, Mark A.Bullying Among Young Adolescents: The Strong, the Weak, and the TroubledPediatricsPediatrics1231-123711262003http://pediatrics.aappublications.org/content/112/6/1231.abstractDecember 01[7, 12]
School Climate and Prevention
In general, victimization is higher in schools located in high crime neighborhoods. ADDIN EN.CITE Esbensen200892929217Esbensen, Finn-AageIn-School VictimizationJournal of Contemporary Criminal JusticeJournal of Contemporary Criminal Justice114-1242422008http://ccj.sagepub.com/content/24/2/114.abstract10.1177/1043986208315481May 01[2] Additional school factors that affect relative levels of victimization are perceived fairness and clarity of rules, and an emphasis on cooperation in the classroom. ADDIN EN.CITE Esbensen200892929217Esbensen, Finn-AageIn-School VictimizationJournal of Contemporary Criminal JusticeJournal of Contemporary Criminal Justice114-1242422008http://ccj.sagepub.com/content/24/2/114.abstract10.1177/1043986208315481May 01[2] Unfortunately, teachers do not always respond to bullying incidents, and some of the reasons why this happens include too few adults present (e.g. recess and lunch) or they are not identifying the behavior as bullying. ADDIN EN.CITE Morrison201121021021012Morrison, BrendaMarachi, RoxanaSchool Climate Series: Bullying Prevention. Understanding and Responding to School Bullying (Webinar)2012Web Page2011U.S. Department of Educations Office of Safe and Drug-Free Schools[5] The Stopbullying.gov website, from the U.S. Department of Health and Human Services outlines a comprehensive strategy that schools can adopt to foster a safe environment. ADDIN EN.CITE U. S. Department of Health Human Services31231231212U. S. Department of Health Human Services,Build a Safe Environment | StopBullying.gov2012Web PageWashington D.C.U.S. Department of Health & Human Services[13] Start by assessing bullying for a school (frequency, location, response, and effectiveness); develop support across school personnel, parents, and students (awareness campaigns, committees and task forces); establish clear policies and rules (expectations and consequences, and incidence reporting procedure), promote a positive school culture (inclusiveness, reinforce positive behavior, respect, acceptance, tolerance); reinforce messages and educate students and school personnel (in class activities, special programs, training, skills). ADDIN EN.CITE U. S. Department of Health Human Services31231231212U. S. Department of Health Human Services,Build a Safe Environment | StopBullying.gov2012Web PageWashington D.C.U.S. Department of Health & Human Services[13]
Morrison and Marachi discuss a three Rs approach to improve school climate and address bullying; the three Rs stand for Respect for self and others, Responsibility in ones behavior, and Reparation/Restoration in relationships. ADDIN EN.CITE Morrison201121021021012Morrison, BrendaMarachi, RoxanaSchool Climate Series: Bullying Prevention. Understanding and Responding to School Bullying (Webinar)2012Web Page2011U.S. Department of Educations Office of Safe and Drug-Free Schools[5] Furthermore, they specified the components of a school-wide anti-bullying program and assessed each components effectiveness in deterring bullying and victimization separately (Table 2). Four actions overlapped in preventing bullying and victimization: playground supervision, accountability, parent training, and use of videos. They also note that when bystanders intervene, regardless of the manner in which they intervene, incidents of bullying end within 10 seconds. ADDIN EN.CITE Morrison201121021021012Morrison, BrendaMarachi, RoxanaSchool Climate Series: Bullying Prevention. Understanding and Responding to School Bullying (Webinar)2012Web Page2011U.S. Department of Educations Office of Safe and Drug-Free Schools[5]
Table SEQ Table \* ARABIC 2: Effective Components of School Preventions ADDIN EN.CITE Morrison201121021021012Morrison, BrendaMarachi, RoxanaSchool Climate Series: Bullying Prevention. Understanding and Responding to School Bullying (Webinar)2012Web Page2011U.S. Department of Educations Office of Safe and Drug-Free Schools[5]
Effective for deterring BullyingEffective for deterring victimizationClassroom managementPlayground supervisionPlayground supervisionResponse (accountability)Response (accountability)Cooperative groups workClassroom rulesPeer engagementSchool assembliesParent trainingParent informationVideosParent trainingVideos
An evidence based comprehensive school program developed in Norway called the Olweus Bullying Prevention Program (OBPP) has been adopted by schools in the U.S. ADDIN EN.CITE Olweus201024324324317Olweus, D.Limber, S. P.Bullying in School: Evaluation and Dissemination of the Olweus Bullying Prevention ProgramAmerican Journal of OrthopsychiatryAmerican Journal of Orthopsychiatry124-1348012010[14] Outcome evaluations found marked reductions in being bullied and bullying in the Norway context while results in the U.S., while generally positive, have been variable. ADDIN EN.CITE Olweus201024324324317Olweus, D.Limber, S. P.Bullying in School: Evaluation and Dissemination of the Olweus Bullying Prevention ProgramAmerican Journal of OrthopsychiatryAmerican Journal of Orthopsychiatry124-1348012010O'Keefe200873573573532O'Keefe, KathleenAn Evaluation of the Olweus Bullying Prevention ProgramPsychologyPhD2008Hempstead, NYHofstra University[14, 15] One study found that while the OBPP was effective within a school setting, the benefits did not impact bullying behavior outside of school. ADDIN EN.CITE Isaacs200914114114132Isaacs, Leslie K. A.Teachers' perceptions of the effectiveness of the Olweus Bullying Prevention program in hindering bullying behaviorsD.Ed.2009PennsylvaniaWidener University[16]
ENGAGING YOUTH IN RESEARCH AND COMMUNITY BASED PARTICIPATORY RESEARCH
Understanding and assessing the complex dynamics of health and wellness of youth is a challenging process, especially given the developmental and social changes experienced in childhood and adolescence. This period of development is marked by the processes of developing personal and social identity, with the formation and cultivation of relationships with peers, adults and their environment. ADDIN EN.CITE ADDIN EN.CITE.DATA [17, 18] Exploring sensitive issues with youth such as violence, safety and bullying can be a challenge, particularly in regard to older youth, who may find it difficult to communicate about such topics. One-on-one (adult-to-youth) or traditional group data collection approaches for information-gathering may be uncomfortable for youth to open up and share their thoughts and experiences with bullying. ADDIN EN.CITE Ulin20053143143146Ulin, P.Robinson, E. T.Tolley, E. E.Qualitative Methods in Public Health: A Field Guide for Applied ResearchersBook, Whole2005San FranciscoJossey Bass[19] Involving young people in the research process, though, is valuable for a number of reasons, including the incorporation of an expert perspective on what and how questions might be asked, helping to promote a sense of ownership and investment in the research, and for developing culturally relevant and sensitive intervention and prevention efforts. ADDIN EN.CITE ADDIN EN.CITE.DATA [8, 20, 21]
Community Based Participatory Research (CBPR) and Participatory Action Research (PAR) share a foundational ideology that community members have valuable knowledge about their lived experiences and should participate equitably in issue identification, critical dialogue, and developing and implementing strategies for improving their lives. ADDIN EN.CITE ADDIN EN.CITE.DATA [22-25] Community participation in research produces results more accessible, accountable, and relevant to peoples lives. ADDIN EN.CITE Flicker200810310310317Flicker, SarahWho Benefits From Community-Based Participatory Research? A Case Study of the Positive Youth ProjectHealth Education & BehaviorHealth Education & Behavior70-863512008http://heb.sagepub.com/cgi/content/abstract/35/1/7010.1177/1090198105285927February 1[24:71] CBPR and PAR reorient research from an objective enterprise to a subjective one and dismantle boundaries of what and who is considered expertise and experts. ADDIN EN.CITE ADDIN EN.CITE.DATA [22, 24, 26] Emphasis is placed on the ways in which power and inequalities are implicated in matters of health. ADDIN EN.CITE Israel199814614614617Israel, BarbaraSchulz, Amy J.Parker, Edith A.Becker, Adam B.Review of Community-Based Research: Assessing Partnership Approaches to Improve Public HealthAnnual Review of Public HealthAnnual Review of Public Health1731911998Annual Reviews Inc01637525http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=829215&site=ehost-live04[22] Nine key principles of CBPR are: ADDIN EN.CITE ADDIN EN.CITE.DATA [22, 27]
Recognizing community as a unit of identity;
Building on strengths and resources within the community;
Facilitating collaborative partnerships in all phases of the research;
Integrating knowledge and action for mutual benefit of all partners;
Promoting a co-learning and empowering process that attends to social inequalities;
Using a cyclical and iterative process;
Addressing health from both positive and ecological perspectives;
Disseminating findings and knowledge gained to all partners; and
Expecting, embracing and negotiating dynamics of conflict.
ARTS-BASED METHODOLOGY
If drawing, talking, gestures, and writing are interchangeable tools for communication, it seems that children inherently decode their experiences in a multi-modal way where body and mind are unified. ADDIN EN.CITE Yenawine201212712712734Yenawine, RebeccaCommunity Art Outcomes: Literature Review2012[28:8]
If science is a creative doing of knowledge, then knowledge is something that can be sung, or played, or danced or acted. ADDIN EN.CITE ADDIN EN.CITE.DATA [25:69]
Yenawine (2012) conducted a review of the literature on the effects of participation in arts-based activities and youth development. ADDIN EN.CITE Yenawine201212712712734Yenawine, RebeccaCommunity Art Outcomes: Literature Review2012[28] Across several studies there is evidence for a transfer of enhanced skills and learning with increased exposure to the arts. Creative activities and academic integration of the arts have been found to enhance academic performance in reading, writing and reasoning, social skills, knowledge seeking, open mindedness, maturity, and critical thinking. However, how this transfer works is poorly understood. Suggestive of how this operates is that drawing is a universal activity for young children and functions as an early form of communication. At about first grade, children utilize verbal, literary, and art-based modalities of expression and interpretation, with a greater nuance exhibited via drawing and verbal communication than expressed through writing. In addition to art as a form of communication, it is also a way of constructing meaning about previous experiences and connecting new stimuli to what is already known.
The review of the literature also provided evidence of picture superiority; Yenawine concludes pictures produce greater recall and deeper level processing than verbal input. ADDIN EN.CITE Yenawine201212712712734Yenawine, RebeccaCommunity Art Outcomes: Literature Review2012[28:9] The Dual Coding Theory helps to explain why pictorial representations enhance recall, as verbal stimuli are processed through a linguistic system while visual stimuli are processed by both linguistic and nonlinguistic systems. ADDIN EN.CITE Yenawine201212712712734Yenawine, RebeccaCommunity Art Outcomes: Literature Review2012[28] The linguistic system processes sequential information whereas the non-verbal system processes sensory and spatial information. The information collected by both systems co-construct perception of the visual stimuli. ADDIN EN.CITE Yenawine201212712712734Yenawine, RebeccaCommunity Art Outcomes: Literature Review2012[28] Yenawines review provides the background for her research documenting participant outcomes of involvement in community arts programs as noted by facilitators. Community arts programs generated seven key outcomes: emotional shift, personal growth, empowerment, creative problem solving, increased sense of community, social change, and skill development.
Stuckey and Nobel review the literature on the connection between art and healing. ADDIN EN.CITE ADDIN EN.CITE.DATA [29] They argue that passive and active participation in the arts improves psychological and physiological states of being. Engagement with the arts has been shown to impact neurological activity, resulting in improved immunological functioning. Increased attention to the role that art can play in improving health and wellness is related to the process of meaning-making amidst diversity due to globalization and a focus on holistic health. The authors identify four modalities that are predominately used to enhance health: music, visual arts, movement based, and expressive writing.
Visual arts are a medium through which people could give representation to experiences too difficult to express verbally. ADDIN EN.CITE ADDIN EN.CITE.DATA [29] The process is foundationally one of meaning-making, for example the renegotiation of identity upon a diagnosis of cancer. Some of the reviewed studies demonstrated that participation in an arts program improved clinical and psychological outcomes. Similarly, expressive writing, particularly writing about difficult experiences, has been found to improve mental and physical health. A limitation noted by the authors in their review was that most of the studies were conducted in a hospital setting. ADDIN EN.CITE ADDIN EN.CITE.DATA [29] Given the social and health synergies between individuals and communities, the authors suggest future work set within a framework of community wellness.
Freytes and Cross used the arts (e.g. dramatization and video production) to engage epistemically silenced youth, marginalized youth who found it difficult to speak because they lack a locus of enunciation, in PAR research. ADDIN EN.CITE ADDIN EN.CITE.DATA [25] Art was used to engage these youths as it allows for representation of multiple discourses, recognizes knowledge as creative and experiential, facilitates the expression of particular experiences by articulating both intuitive and rational patterns, ADDIN EN.CITE ADDIN EN.CITE.DATA [25:69] and permits engagement with prior experiences formerly too emotionally laden to express. ADDIN EN.CITE ADDIN EN.CITE.DATA [25] Dramatization and video production engaged youth in the research, provided a manner in which to communicate about painful experiences, and was a powerful way to communicate these experiences to others. ADDIN EN.CITE ADDIN EN.CITE.DATA [25]
Participation in an arts-based program has been shown to improve ego resiliency among low socioeconomic status youth. ADDIN EN.CITE ADDIN EN.CITE.DATA [18] Ego-resiliency is healthy adaptation to new or stressful situations through the ability to inhibit or regulate ones ego and impulses depending on the contextual demands of given situations. ADDIN EN.CITE ADDIN EN.CITE.DATA [18:245] Adolescents who participated in the clay-based art therapy demonstrated increased ego-resiliency resulting from emotional release and a sense of mastery in manipulating the clay and the development of self-efficacy and self-esteem through creation of clay pieces. ADDIN EN.CITE ADDIN EN.CITE.DATA [18]
Gallacher and Gallagher critically examine participatory research with children. ADDIN EN.CITE Gallacher200854545417Gallacher, L. A.Gallagher, M.Methodological Immaturity in Childhood Research?: Thinking through `participatory methodsChildhood499-516154ParticipationChildren &youthSocial research20080907-5682 U6 - ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=METHODOLOGICAL+IMMATURITY+IN+CHILDHOOD+RESEARCH%3F+Thinking+through+%27participatory+methods%27&rft.jtitle=Childhood&rft.au=Lesley-Anne+Gallacher&rft.au=Michael+Gallagher&rft.date=2008-11-30&rft.issn=0907-5682&rft.volume=15&rft.issue=4&rft.spage=499&rft.externalDBID=CHHD&rft.externalDocID=1632768421 U7 - Journal Article U8 - FETCH-LOGICAL-c1005-5a37e56caef33c3ca78724d752df50c91cabcd5992a13332269c1f4f31a566e01http://pitt.summon.serialssolutions.com/link/0/eLvHCXMwTZ3RDcIwDETzwQr0mwUq1XGcJt-IqgPAAO7F3n8EXIQEO5ysd9LJL6VbO-AtoxZpQPA9xIYEJuhpguePsO-3qPy75ts1vbbH877PXw_ADDofZYryalKh5sxgaIQsl7FKHi4LOkEPDOk9azSuSGjtIC_OpAErttCULtGl7Q3WiyU210.1177/0907568208091672[30] Typically, participatory research is equated with active participation; the participant is consciously doing something (e.g. writing, photography, dramatic play, drawing). The authors caution that predetermined activities circumscribe potential modalities for expression. Participatory research should not be considered a replacement for ethnography but rather an extension of it. There should be openness to the saying as well as the doing of children. In contrast to on-task (requested) active participation, the authors experiences of research with children found that
some of the most fascinating insights have emerged from children acting in unexpected ways: appropriating, resisting or manipulating our research techniques for their own purposes. Taking an ethnographic approach, our respective projects were able to view such forms of action as potential data, rather than viewing them negatively as instances of non-compliance. ADDIN EN.CITE Gallacher200854545417Gallacher, L. A.Gallagher, M.Methodological Immaturity in Childhood Research?: Thinking through `participatory methodsChildhood499-516154ParticipationChildren &youthSocial research20080907-5682 U6 - ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=METHODOLOGICAL+IMMATURITY+IN+CHILDHOOD+RESEARCH%3F+Thinking+through+%27participatory+methods%27&rft.jtitle=Childhood&rft.au=Lesley-Anne+Gallacher&rft.au=Michael+Gallagher&rft.date=2008-11-30&rft.issn=0907-5682&rft.volume=15&rft.issue=4&rft.spage=499&rft.externalDBID=CHHD&rft.externalDocID=1632768421 U7 - Journal Article U8 - FETCH-LOGICAL-c1005-5a37e56caef33c3ca78724d752df50c91cabcd5992a13332269c1f4f31a566e01http://pitt.summon.serialssolutions.com/link/0/eLvHCXMwTZ3RDcIwDETzwQr0mwUq1XGcJt-IqgPAAO7F3n8EXIQEO5ysd9LJL6VbO-AtoxZpQPA9xIYEJuhpguePsO-3qPy75ts1vbbH877PXw_ADDofZYryalKh5sxgaIQsl7FKHi4LOkEPDOk9azSuSGjtIC_OpAErttCULtGl7Q3WiyU210.1177/0907568208091672[30:508]
Instead of viewing children as emergent towards the end state of adulthood or as predetermined subjects possessing agency, the authors propose a third option of child as emergent without a predetermined end state with subjectivity continuously produced and reproduced through engagement. In this view we are allchild and adult alikeimmature and in the process of becoming.
On a final note, visual representations aid in the dissemination of research findings. First, participants and community members can make direct connections between what is conveyed in the art and the conclusions drawn by researchers. Secondly, discussions prompted by visual materials have led to critical dialogue on aspects of community strengths and threats, and resulted in the development of strategies for addressing needs. ADDIN EN.CITE ADDIN EN.CITE.DATA [31, 32] For example, a Photovoice project on obesity resulted in the identification of four main themes: lack of access to healthy foods, poor roads and walkways that impeded activity outside, run-down recreational spaces, and gang activity. ADDIN EN.CITE ADDIN EN.CITE.DATA [32] Community and stakeholder mobilization resulted in renovation of a park, an abandoned building being demolished and converted into walking trails, and limitations on the number of fast food restaurants. ADDIN EN.CITE ADDIN EN.CITE.DATA [32] Third, the presentation of visual materials, when advocating for change at a policy level, has been linked with increased mobilization and action. ADDIN EN.CITE ADDIN EN.CITE.DATA [32]
This paper presents results of an arts-based research project with youth around bullying in order to learn their perceptions of bullying and the perceived effectiveness of current and potential intervention strategies. Implications include promoting youth participation in research that directly affects their lives, distinctions between bullying as conceptualized by adults versus youths, suggestions for augmenting existing prevention strategies, and a focus on the relative dimensions of power that undergirds bullying. Suggestive for future work are the gendered interpretations and experiences of bullying and the intervention potential of the arts-based activities.
CHAPTER 2: A CREATIVE ARTS APPROACH TO LEARNING WITH YOUTH ABOUT BULLYING
ABSTRACT
More than 70 percent of students in the US report incidents of bullying as a problem in their school. Bullying victimization has been linked to increased risk for depression, poor academic performance and increases in violence perpetration and victimization. Engaging youth as experts to learn about social and contextual dynamics of bullying is a necessary step for implementing tailored intervention and prevention efforts. Due to increased concerns about bullying, a human service organization initiated a community-based participatory research (CBPR) study designed to examine perceptions and experiences of bullying to increase awareness and inform potential interventions. The participatory arts-based methodology called Visual Voices was selected to engage youth in a creative, structured, developmentally appropriate co-learning group process. Through a series of interactive and facilitated painting, writing, and drawing and reflection activities, youth explored social and structural factors influencing youths experiences with bullying in the school and community settings. Six girls and four boys, ages 11-14, worked together to express and document key themes associated with bullying experiences. While findings include descriptions of bullying, when and where bullying occurs (e.g., specific unmonitored school and community settings), and teamwork strategies for addressing and preventing bullying in school and community settings it was found that ambiguous framings of bullying confuse the scope and terrain of discussions. Both girls and boys described gender-specific differences in experiences with bullying, social influences and intervention opportunities. Youth, who identified as both perpetrators and victims, felt that bullying is a pervasive behavior that persists despite existing school-based programs. Youth who experience, witness, and perpetrate bullying reference multiple understandings of bullying that ultimately make the implementation and application of bullying prevention strategies limited as they ignore the fluid dynamics of the experience classified as bullying. Findings illustrate the strengths and limitations of existing bullying prevention efforts and the unique value of engaging youth as partners in the bullying research process.
INTRODUTCION
Bullying is a pervasive occurrence for youth in the United States with 75% of youth reporting an experience with some form of bullying from name calling to physical assaults. Bullying is defined as a repeated behavior intended to cause harm and is inflicted in settings and relationships where there is an imbalance of power. ADDIN EN.CITE Eisenberg200588888817Eisenberg, Marla E.Aalsma, Matthew C.Bullying and peer victimization: Position paper of the Society for Adolescent MedicineJournal of Adolescent HealthJournal of Adolescent Health88-9136120051054-139Xhttp://www.sciencedirect.com/science/article/B6T80-4F8SV2R-P/2/ec67473760393e7f7ff8ccc0a7efba0d10.1016/j.jadohealth.2004.09.0041[1] Approximately 30% of youths in grades 6 through 10 were moderately or frequently involved in bullying either as a victim, an aggressor, or both. ADDIN EN.CITE Eisenberg200588888817Eisenberg, Marla E.Aalsma, Matthew C.Bullying and peer victimization: Position paper of the Society for Adolescent MedicineJournal of Adolescent HealthJournal of Adolescent Health88-9136120051054-139Xhttp://www.sciencedirect.com/science/article/B6T80-4F8SV2R-P/2/ec67473760393e7f7ff8ccc0a7efba0d10.1016/j.jadohealth.2004.09.0041[1] It is estimated that a child is bullied in school every seven minutes and that every day, 160,000 children nationally miss days in school because they fear a bullying event will occur. ADDIN EN.CITE Highmark Foundation201113313313326Highmark Foundation,Bullying Prevention Institute2011Web Page2011Highmark Foundation[3] By definition, direct bullying involves physical and/or verbal assault while indirect bullying, also referred to as relational bullying, affects social relations by exclusion, rumor spreading, cyber bullying, and other types of intimidation. ADDIN EN.CITE Wang200933433433417Wang, JingIannotti, Ronald J.Nansel, Tonja R.School Bullying Among Adolescents in the United States: Physical, Verbal, Relational, and CyberJournal of Adolescent HealthJournal of Adolescent Health368-375454School bullyingCyber bullyingRelational bullyingParental supportPeersSociodemographic characteristics20091054-139Xhttp://www.sciencedirect.com/science/article/B6T80-4WH0JS4-2/2/3b764c5a7e20949e294e67ba854f5e1b10.1016/j.jadohealth.2009.03.02110[4] Victims of bullying experience a range of both physical and psychological consequences including increased rates of depression, chronic headaches and abdominal pain, social isolation, suicidal thoughts, lower academic performance, increased school absenteeism, general states of anxiety and fear, and lower self esteem. ADDIN EN.CITE ADDIN EN.CITE.DATA [1, 10, 11, 33, 34] Those who witness bullying fear that they might be targeted next should they try to intervene and, therefore, often remain silent. ADDIN EN.CITE Highmark Foundation201113313313326Highmark Foundation,Bullying Prevention Institute2011Web Page2011Highmark Foundation[3] Bullying thus has a profound impact on youth and school climate, and is a critical concern of state and federal Offices of Education. ADDIN EN.CITE U. S. Department of Health Human Services31231231212U. S. Department of Health Human Services,Build a Safe Environment | StopBullying.gov2012Web PageWashington D.C.U.S. Department of Health & Human ServicesMorrison201121021021012Morrison, BrendaMarachi, RoxanaSchool Climate Series: Bullying Prevention. Understanding and Responding to School Bullying (Webinar)2012Web Page2011U.S. Department of Educations Office of Safe and Drug-Free Schools[5, 13] Progress has been made in efforts to address bullying among youths, specifically with the broad dissemination of evidence-based programs that have been adopted primarily within school-based settings. ADDIN EN.CITE Olweus201024324324317Olweus, D.Limber, S. P.Bullying in School: Evaluation and Dissemination of the Olweus Bullying Prevention ProgramAmerican Journal of OrthopsychiatryAmerican Journal of Orthopsychiatry124-134801201088826Olweus Bullying Prevention Program - Safer, More Positive Schools2012Web Page[14, 35] Evaluations of the effectiveness of such programs in U.S. schools have produced mixed results with impacts of diminishing bullying and victimization varying with age (with sensitivity of one grade level), gender, and race. ADDIN EN.CITE Bowllan201131313117Bowllan, Nancy M.Implementation and Evaluation of a Co m p r e h e n s i v e , S c h o o l w i d e B u l l y i n g P r e v e n t i o n P r o g r a m i n a n U r b a n / S u b u r b a n M i d d l e S c h o o l <