PHILLIP T. SLEE
Flinders University, Adelaide, Australia
Sichuan University, Ch
MITSURU TAKI National Institute for Educational Policy Research of Japan, Tokyo, Japan
There is no doubt that the issue of school bullying is now well and truly on the agenda for educationalists and employers on a global scale (Graham & Juvonen, 2001; Ohsako, 1997). In the Asia-Pacific region countries significant cross -cultural research into the issue has been conducted by Rigby and Slee (1999), Morita et al. (1985, 2001), and Sullivan (2000a). These researchers have addressed the issue of bullying within their individual countries including Australia (Slee, 2001);China (Lang Ma & Zhang, 2002); Japan (Taki, 2001); Korea (Sim, 2001); and New Zealand (Sullivan, 2000a) The present article draws together for the first time a summary of research relating to school bullying from these five countries.
IN Slee, P.T.; Ma, L, Hee-og, S, Taki, M; Sullivan, K. (2003). School Bullying in Five Countries in the Asia-Pacific Region. IN The Handbook on Educational Research in the Asia Pacific Region. J.Keeves & R Watanabe (eds.) Kluwer Academic Publishers. The Netherlands.
Rosalind Murray-Harvey, Phillip T. Slee, and Mitsuru Taki
The comparative and cross-cultural research covered in this chapter spans 10 years of collaborative endeavor initiated in 1996 by the National Institute for Educational and Policy Research (NIER) in Tokyo, Japan. Since 1996, collaborations among researchers across continents have progressively grown, sparked by interest in sharing their own research and practice in order to better understand the relevant contexts in which issues around bullying are investigated in contexts beyond their own.
IN The International Handbook of School Bullying
Edited by Shane R. Jimerson, Susan M. Swearer, and Dorothy L. Espelage
Lawrence Erlbaum Associates, Inc,Mahwah, New Jersey
Ken Rigby, PhD and Phillip Slee, PhD
Recognising the potential health risk of bullying in schools, numerous anti-bullying interventions have been developed. These have been designed to prevent bullying from happening and/or to stop bullying from continuing once it has occurred. Evaluations of the effectiveness of such interventions indicate some positive effects in reducing the level of bullying in schools and in stopping cases from continuing. Alternative approaches and intervention methods are reviewed and their reported effectiveness examined. Factors considered relevant in the choice of method are discussed, such as the severity of the bullying, the age of the child and the thoroughness of program implementation.
IN: Bullying. A public health concern Edited by Jorge Srabstein and Joav Merrick Berlin-Boston: De Gruyter, 2013.
Smith, P.K. Morita, Y., Junger-Tas., Olweus, D., Catalano, R., & Slee, P. (eds) (1999). The Nature of School Bullying. A Cross National Perspective. Routledge: London.
This text presents a world-wide perspective from 24 countries on the issue of school bullying. Each chapter provides a country overview to set the research on bullying in context, a discussion of how bullying has been described in that society, the research undertaken and where appropriate the nature and success of anti-bullying interventions.