Providing Support to Youth Who are Bullied: Tips for School Personnel (and Other Adults)
By Stop Bullying Now!
The Prevention Researcher,
Volume 11, Number 3, 2004, Pages 18
Abstract:
Youth who are bullied need clear messages of support from adults. Although we want children and youth to be strong and assertive so that they can stand up to kids who bully, adults must realize that many aren't ready to do this. Adults play critical roles in helping students who are bullied and creating a healthy, safe climate in your school and community.
Although these tips are directed at school personel, they also apply to other adults who interact with youth (e.g. coaches, youth group leaders, ministers or neighbors).
This tip sheet was created by www.StopBullyingNow.org and was used with permission in this issue.
Although these tips are directed at school personel, they also apply to other adults who interact with youth (e.g. coaches, youth group leaders, ministers or neighbors).
This tip sheet was created by www.StopBullyingNow.org and was used with permission in this issue.
This article can be found in the issue:
Juvenile Bullying
The Prevention Researcher,
Volume 11, Number 3, 2004
The topic of bullying has gained national attention in recent years as research shows that experiencing repeated bullying is associated with negative school outcomes such as absenteeism and poor academic performance. Additionally, excessive teasing has been related to depression, social anxiety, decreased self-esteem, anger, and saddness. This issue explores many aspects of juvenile bullying.
This issue also featured these articles:
- • An Ecological Perspective to School-Based Bullying Prevention, Pages 3-6
- • Bullying Among Teenage Girls: An Interview with Dr. Harriet Mosatche, Pages 19-20
- • Bullying at School Among Older Adolescents, Pages 12-14
- • Bullying Bystanders, Pages 7-8
- • Girls' Aggressive Behavior, Pages 9-10
- • Providing Support to Youth Who are Bullied: Tips for School Personnel (and Other Adults), Pages 18
- • School Bullying: Who, Why, and What To Do, Pages 15-17
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