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Summary: Background: Weight‐based bullying is a prevalent problem among youth with overweight and obesity, but remains neglected in existing policy‐level strategies to address youth bullying. Parental support is an influential catalyst motivating political will for policy decisions affecting youth, but has received limited research attention. Objectives: To assess levels of, and predictors of, parental support for school‐based policies and state/federal legal measures to address weight‐based bullying in 2014 and 2015. Methods: Identical online questionnaires were completed by two independent national samples of parents in 2014 and 2015 (N = 1804). Results: Parental support for all policy actions was high (at least 81%) and significantly increased from 2014 to 2015 for legal measures that would a) require state anti‐bullying laws to add protections against weight‐based bullying, and b) enact a federal anti‐bullying law that includes weight‐based bullying. Conclusions: These findings can inform policy discourse about remedies for youth bullying, and suggest that parental support for improved legal protections against weight‐based bullying is present, consistent, and strong. [ABSTRACT FROM AUTHOR]

Objective: Bullying threatens the mental and educational well-being of students. Although anti-bullying policies are prevalent, little is known about their effectiveness. This systematic review evaluates the methodological characteristics and summarizes substantive findings of studies examining the effectiveness of school bullying policies. Method: Searches of 11 bibliographic databases yielded 489 studies completed since January 1, 1995. Following duplicate removal and double-independent screening based on a priori inclusion criteria, 21 studies were included for review. Results: Substantially more educators perceive anti-bullying policies to be effective rather than ineffective. Whereas several studies show that the presence or quality of policies is associated with lower rates of bullying among students, other studies found no such associations between policy presence or quality and reductions in bullying. Consistent across studies, this review found that schools with anti-bullying policies that enumerated protections based on sexual orientation and gender identity were associated with better protection of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. Specifically, LGBTQ students in schools with such policies reported less harassment and more frequent and effective intervention by school personnel. Findings are mixed regarding the relationship between having an anti-bullying policy and educators' responsiveness to general bullying. Conclusions: Anti-bullying policies might be effective at reducing bullying if their content is based on evidence and sound theory and if they are implemented with a high level of fidelity. More research is needed to improve on limitations among extant studies. [ABSTRACT FROM AUTHOR]

Bullying has significant health implications for young people and society at large. These screening tools, tips for responding to bullies, and Web resources can help. [ABSTRACT FROM AUTHOR]

This study is the first to comprehensively examine the effect of state anti-bullying laws (ABLs) on school safety and youth violence. Using existing data from the Youth Risk Behavior Surveys and the Uniform Crime Reports, and newly-collected data on school shootings, we find little evidence that the typical state ABL is effective in improving school safety and student well-being. However, this null finding masks substantial policy heterogeneity. State mandates that require school districts to implement strong, comprehensive anti-bullying policies are associated with a 7 to 13 % reduction in school violence and an 8 to 12 % reduction in bullying. In addition, our results show that strong anti-bullying policy mandates are associated with a reduction in minor teen school shooting deaths and violent crime arrests, suggesting potentially important spillover effects. [ABSTRACT FROM AUTHOR]

The article argues that bullying experienced by a student with a disability, whether related to the student's disability or not, can be a basis for finding a violation of the U.S. Individuals with Disabilities Education Act (IDEA). It reports that appropriate test for determining whether a school district has violated a student's rights under the IDEA with regard to bullying is the framework set forth by the U.S. Department of Education (USDOE).

The authors comment on a study published within the issue which examined the changes in rates of homophobic bullying since the introduction and passing of Proposition 8, a voter referendum to ban same-sex marriage in California, using a time series analysis. Topics covered include the association between the public campaigns promoting LGBT stigma and rates of homophobic bullying, and the role that pediatricians can play to address homophobic bullying.

Bullying is a common occurrence in U.S.’s schools and is currently at the forefront of national attention. Unfortunately, students with disabilities are frequently the targets of peer-on-peer bullying. The purpose of this article is to examine the legal ramifications when students with disabilities are bullied in school settings. We address court cases, state educational agency decisions, Office of Special Education Programs (OSEP) guidance, and Office of Civil Rights (OCR) rulings that have held that bullying may violate Section 504 of the Rehabilitation Act of 1973 and the Individuals With Disabilities Education Act. School personnel must address the bullying of students with disabilities in a quick and efficient manner. In fact, these decisions show that when bullying is not stopped, school district officials and personnel may be subjecting their school districts to legal risks. We end by proposing how school district officials can develop legally sound policies for identifying, investigating, and responding to incidences of bullying of students with disabilities. [ABSTRACT FROM AUTHOR]

Bullying is prevalent in our culture and can be recognizable through a competitive, capitalistic economy and a dominance hierarchy. Based on dominance, bullying continues to be a problem in our public schools as witnessed through nationally televised stories in Colorado (Columbine), Vermont (Ryan Halligan), and Missouri (Megan Meier), to name a few. Therefore, it is important to analyze legislation seeking to eliminate bullying in our schools. This project intends to analyze Texas House Bill 1942 (HB 1942). In Texas, the Centers for Disease Control and Prevention reported that 19.1 percent of students were bullied on school property and 13.8 percent of students were bullied electronically. In 2011, the 82nd Texas Legislature passed the first antibullying measure. With the passage of Texas HB 1942, the state sought to define acts of bullying, create stronger parental notification requirements, and increase accountability. Overall, results indicate that Texas HB 1942 provides adequate guidance for school districts to establish antibullying policies. However, no specific method for measuring effectiveness of the legislation was established. In addition to suggestions for solving the problem of measurement, other recommendations are made for strengthening the legislation. [ABSTRACT FROM AUTHOR]

Background: Bullying is the most common form of youth aggression. Although 49 of all 50 states in the U.S. have an anti-bullying law in place to prevent bullying, little is known about the effectiveness of these laws. Our objective was to measure the effectiveness of Iowa's anti-bullying law in preventing bullying and improving teacher response to bullying. Methods: Sixth, 8th, and 11th grade children who completed the 2005, 2008 and 2010 Iowa Youth Survey were included in this study ( n = 253,000). Students were coded according to exposure to the law: pre-law for 2005 survey data, one year post-law for 2008 data, and three years post-law for 2010 data. The outcome variables were: 1) being bullied (relational, verbal, physical, and cyber) in the last month and 2) extent to which teachers/adults on campus intervened with bullying. Generalized linear mixed models were constructed with random effects. Results: The odds of being bullied increased from pre-law to one year post-law periods, and then decreased from one year to three years post-law but not below 2005 pre-law levels. This pattern was consistent across all bullying types except cyberbullying. The odds of teacher intervention decreased 11 % (OR = 0.89, 95 % CL = 0.88, 0.90) from 2005 (pre-law) to 2010 (post-law). Conclusions: Bullying increased immediately after Iowa's anti-bullying law was passed, possibly due to improved reporting. Reductions in bullying occurred as the law matured. Teacher response did not improve after the passage of the law. [ABSTRACT FROM AUTHOR]

The article examines the harmful effects of cyber bullying. Topics discussed include need of federal criminalization laws in the U.S. related to cyber bullying; increase in real-world cyber bullying-related suicides; how cyber bullying is not protected under the First Amendment of the U.S. constitution; and First Amendment exceptions concerning first Amendment exceptions.

The ways and means with which organizations handle workplace bullying are not well-known, and research on this topic is very limited. Therefore, this study attempts to provide insights into this issue. Sweden, being the country where workplace-bullying research was born and the first anti-workplace-bullying law was enacted, would possibly provide the best (and the worst) practices to deal with it, as well. For this study, experienced human resources managers from 45 Swedish organizations with more than thousand employees were recruited via Linked-in business networking tool. Personal interviews with the managers were transcribed verbatim. Hermeneutical-phenomenological analysis of the transcripts by two researchers who analyzed the data independently yielded four major themes: (1) absence of specific policies and procedures against workplace bullying, (2) fuzzy portrayal of bullying, (3) mediation as the most frequently used method of intervention, and (4) rarity of bullying at Swedish organizations. The findings were discussed. [ABSTRACT FROM AUTHOR]

The NoTrap! (Noncadiamointrappola!) program is a school-based intervention, which utilizes a peer-led approach to prevent and combat both traditional bullying and cyberbullying. The aim of the present study was to evaluate the efficacy of the third Edition of the program in accordance with the recent criteria for evidence-based interventions. Towards this aim, two quasi-experimental trials involving adolescents (age M = 14.91, SD = .98) attending their first year at different high schools were conducted. In Trial 1 (control group, n = 171; experimental group, n = 451), latent growth curve models for data from pre-, middle- and post-tests showed that intervention significantly predicted change over time in all the target variables (victimization, bullying, cybervictimization, and cyberbullying). Specifically, target variables were stable for the control group but decreased significantly over time for the experimental group. Long-term effects at the follow up 6 months later were also found. In Trial 2 (control group, n = 227; experimental group, n = 234), the moderating effect of gender was examined and there was a reported decrease in bullying and cyberbullying over time (pre- and post-test) in the experimental group but not the control group, and this decrease was similar for boys and girls. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to examine the leadership practice of an 11-member district team of educators assembled to respond to one of the most comprehensive bullying laws in the nation – the Massachusetts Anti-Bullying Law of 2010. This three-year case study provides school leaders and legislators with an in-depth, fine-grained analysis of how leadership was practiced by a district team of de facto leaders charged with implementing mandatory legislative policy throughout a six-school, 5,000-student, K-12 public school district. Design/methodology/approach – This three-year case study employed an analytical, distributed leadership framework to identify, categorize, and analyze key artifacts used by a team to design and implement system-wide the comprehensive requirements of legislation. Using Weft qualitative data analysis software and the open, axial, and selective coding guidelines of Strauss and Corbin, data from semi-structured interviews and document analysis revealed a number of hidden structural considerations exerting significant influence on the leadership practice of the team. Findings – Findings from this study suggest that leadership is perhaps more fluid than previously theorized. Defining leadership as a force that moves between and among organizational stakeholders (as opposed to a person or position), this study identified a number of structural considerations exerting influence on the leadership practice of a team. Furthermore, this study suggests that foreknowledge of these structural considerations may help to foster organizational learning, to leverage preexisting social and intellectual capital, and to more successfully navigate the requirements of complex organizational change such as legislative mandates and standards-based reform. Research limitations/implications – Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to replicate this study in other school districts or large organizations who are responding to state or federal legislation. Practical implications – The paper includes implications for state and local educational leaders as they struggle with the increased demands of standards-based educational reform. Social implications – This study has implications for those seeking to understand how legislation is received and assimilated by schools as well as those seeking a greater understanding of formal and informal leadership. Originality/value – This paper fulfills an identified need to study how leadership is practiced in response to standards-based state and federal legislation. [ABSTRACT FROM AUTHOR]

Workplace bullying is a significant problem impacting both individual performance and performance of organizations as a whole. This article describes how a systematic approach was utilized by focusing on the organizational subsystem of human resources as it relates to preventing, identifying, and addressing workplace bullying. Human resource (HR) professionals play a vital role in applying anti-bullying policies and performance improvement interventions. The article outlines the interventions and policies utilized by HR professionals to alleviate and manage bullying that have been cited in the literature. [ABSTRACT FROM AUTHOR]

The article explores the severe bullying of LGBTQ students from a comparative international human rights perspective. Topics discussed include modern international refugee law, as of December 2015; failure of U.S. schools and governments to protect children, who are victims of physical and psychological bullying on account of their actual or perceived sexual orientation; and the harm experienced by bullied LGBTQ youth in the U.S. due to bullying.

The article presents information on the management of bullying and harassment among Australasian emergency medicine trainees. Topics include the definition of bullying in the Fair Work Act 2009 of Australia, the concept of reasonable management action, and the misidentification of constructive criticism as bullying or harassment. It also discusses the bullying policy of the Australasian College of Emergency Medicine (ACEM).

The article explores the legislative framework for the prevention of workplace bullying in Australia. Topics discussed include introduction of the Fair Work Act 2009 in the country; lack of a clear definition of bullying; psychological injury caused by workplace bullying; definition and labeling of bullying in administrative case law.

While there are myriad legal issues confronting school leaders, the focus on the complexities involving special education law and bullying has increased recently. The U.S. Department of Education wrote in a 2014 "Dear Colleague Letter" (Guidance) that its office "has received an ever-increasing number of complaints concerning the bullying of students with disabilities and the effects of that bullying on their education, including on the special education and related services to which they are entitled" (p. 1). The Guidance as well as recent litigation illustrates how plaintiffs have alleged violations under the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973 and/or the Americans with Disabilities Act when students with disabilities are bullied in schools. In this chapter, after discussing the related literature and the legal context, we examine several illustrative recent cases and the 2014 Guidance to highlight the relevant issues for school leaders. We conclude with recommendations and emphasize that school leaders must become knowledgeable about this emerging legal topic. Specifically, with a greater understanding of how they can prevent and respond to the bullying of students with disabilities, school leaders have the power to make great social change within schools. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND Schools are increasingly being called upon to address cyberbullying and its consequences. This study compares cyberbullying and school bullying trends and examines help-seeking among cyberbullying victims. METHODS We analyzed self-report data over 4 surveys (2006-2012) from more than 16,000 students in 17 MetroWest Boston high schools. Using generalized estimating equations, we examined school and cyberbullying victimization trends by sex, grade, and sexual orientation. RESULTS From 2006 to 2012, cyberbullying increased from 15% to 21% (p < .001). In 2006, school bullying was 1.7 times higher than cyberbullying (26% versus 15%); by 2012, school bullying and cyberbullying were similar (23% versus 21%). Cyberbullying increased more among girls (17% to 27%; p < .001) than boys (12% to 15%; p < .001). There was no net increase in school bullying among girls (26% in 2006 and 2012) and a decrease among boys (25% to 18%; p < .001). Sexual minorities were more likely than heterosexuals to be bullied at school and online at every survey. Only 33% of cyberbullying victims told an adult; more victims told parents/non-school adults (29%) than school adults (17%). CONCLUSIONS Despite decreases in school bullying, cyberbullying rose steadily, particularly among girls. Increased attention to sociodemographic differences in bullying could promote help-seeking and positive online behavior. [ABSTRACT FROM AUTHOR]

The article discusses how anti-bullying jurisdiction is preventing the harm that may be associated with workplace bullying in Australia. Topics discussed include need of quick and cost-effective remedy to individuals for workplace bullying, aims of the anti-bullying jurisdiction and anti-bullying laws under the Fair Work Amendment Act 2013.

The article examine the lawyers' susceptibility to the power of an emotional narrative as represented in recent cases related to high profile bullying in the U.S., as of September 2015. It discusses response of lawyer to suicides made by bullying victims including Tyler Clementi in New Jersey and Phoebe Prince in Massachusetts that leads to stricter anti-bullying legislation in the states. It also mentions the factual inaccuracies that may resulted due to the lawyers emotional perception.

The article focuses on the concerns related to bullying in the legal profession in Australia. It mentions that Law Council of Australia has commissioned a report which examines the concerning level of attrition amongst young legal practitioners, especially young female practitioners. It also mentions that decision of Victorian Court of Appeal in the case Brown v Maurice Cashman Blackburn regarding the rejection of a negligence claim.

The article discusses the Iowa Supreme Court's ruling in the 2014 case In re D.S. which deals with the state's juvenile delinquency laws and the court's determination that taunting is insufficient to constitute criminal harassment. Legislative efforts to amend criminal codes to address bullying are mentioned, along with state cyberbullying and hate-crime laws. Other topics include civil remedies, statutory interpretation, and state criminal laws in places such as Iowa.

The nationwide effort to reduce bullying in U.S. schools can be regarded as part of larger civil and human rights movements that have provided children with many of the rights afforded to adult citizens, including protection from harm in the workplace. Many bullied children find that their schools are hostile environments, but civil rights protections against harassment apply only to children who fall into protected classes, such as racial and ethnic mi-norities, students with disabilities, and victims of gender harassment or religious discrimination. This article identifies the conceptual challenges that bullying poses for legal and policy efforts, reviews judicial and legislative efforts to reduce bullying, and makes some recommendations for school policy. Recognition that all children have a right to public education would be one avenue for broadening protection against bullying to all children. [ABSTRACT FROM AUTHOR]

Increasing public awareness of cyberbullying, coupled with several highly publicized youth suicides linked to electronic bullying, have led lawmakers and politicians to consider new criminal legislation specifically related to cyberbullying. However, little is known about how the police currently respond to cyberbullying, and it is not clear whether new laws are necessary. In this article, the authors draw upon in-depth interviews with Canadian street patrol officers and school resource officers to explore police perspectives on policing cyberbullying. In contrast to the reactive hard-line approach proposed in much legislation and public discussion, police officers prefer to take a preventative approach by educating youth and raising awareness about the dangers of digital communications. Although there are instances when criminal charges must be laid, these incidents transcend “bullying,” a term that has little legal meaning for police officers. [ABSTRACT FROM PUBLISHER]

The article discusses various topics related to education policy. Consultation began on proposed anti-bullying legislation in Northern Ireland. England's CentreForum Mental Health Commission published a study on well-being and mental health in schools. A report on the Youth Engagement and Progression Framework in Wales was released,

This Article identifies and critiques a trend to criminalize the infliction of emotional harm independent of any physical injury or threat. The Article defines a new category of criminal infliction of emotional distress ("CIED") statutes, which include laws designed to combat behaviors such as harassing, stalking, and bullying. In contrast to tort liability for emotional harm, which is cabined by statutes and the common law, CIED statutes allow states to regulate and punish the infliction of emotional harm in an increasingly expansive way. In assessing harm and devising punishment, the law has always taken nonphysical harm seriously, but traditionally it has only implicitly accounted for emotional harm; it has not made emotional harm an element of criminal liability. CIED statutes represent a break in this narrative. The Article uses these statutes as an entry point to examine the role that victim emotion does and should play in substantive criminal law, and it finds that CIED statutes may endanger free expression and equality and provide insufficient notice to defendants. These statutes thus offer a cautionary tale, illustrating problems that can arise when victim emotion plays an explicit role in criminal culpability. CIED statutes also reveal the comparative benefits of the implicit approach, which acknowledges the significance of nonphysical harm yet does not predicate criminal liability on the existence of emotional harm. [ABSTRACT FROM AUTHOR]

State anti-bullying laws have been enacted across the United States to address bullying both by and of youths. Although these statutes can provide critical protection to youth, there is debate about whether such laws should enumerate protected classes of youth. Weight-based bullying is an increasingly prevalent form of harassment and it has been overlooked in policy initiatives. Enumeration in existing laws might help protect overweight victims. As no research has examined this issue, we conducted a national survey of American adults (N=1155) to assess public opinion about enactment of anti-bullying laws that vary according to whether or not they enumerate distinguishing characteristics. Our results demonstrated substantial public agreement (ranging from 2/3 to 3/4 of participants) with enactment of state and federal anti-bullying laws that enumerate distinguishing characteristics, including physical appearance and weight, which are currently absent in most statutes. Our evidence can inform policy and legal approaches to protect youth effectively from bullying. [ABSTRACT FROM AUTHOR]

The article focuses on effective aggressiveness and the treatment of aggressive behavior in the context of mixed-martial arts (MMA) in comparison to the balance of the formal Canadian legal landscape. Topics include anti-bullying legislation, and its treatment of aggressive behavior, as a counterexample to the treatment of aggressive behavior within the MMA regulatory framework, and the decriminalization of MMA stated to have altered the regulatory landscape in Canada.

The article offers information on the history, purpose and significance of the labeling theory as applied to the New Jersey Anti-Bullying Bill of Rights Act. It discusses the legislative history to the Act passed by the New Jersey legislature in 2011, in response to several bullying incidents reported in the media such as the suicide of Rutgers University student Tyler Clementi.

The article offers information on the history, factors responsible and threats and challenges of bullying in Indiana and other states of the U.S. It focuses on the need for development of anti-bullying laws and legislation to prohibit bullying acts and provide effective measures for protection of children in schools. It recommends imposition of criminal liability for bullies including contemplating deterrence theory, retributivism, and the juvenile justice system.

An essay determining the unethical and illegitimate function of the U.S. prosecutors such as prosecutorial threats and bullying in context to grand jury proceedings or plea discussions, is presented. It focuses on different threats implied by prosecutors includes to obtain testimony from prosecution witnesses, retaliation for the exercise of constitutional rights, and forced waivers of civil rights claims.

The article discusses criminal culpability in relation to cyber-bullying litigation and the possibility that homicide charges could be levied against a person who is accused of bullying in America. School-based anti-bullying laws in America are mentioned, along with various bullying-related legal cases such as United States v. Drew which deals with defendant Lori Drew and an invasion of privacy matter involving defendants Dharun Ravi, and Molly Wei. Criminal causation rules are examined.

Purpose The purpose of this article is to inform and educate psychiatric nurse practitioners about the pervasiveness of the rapidly increasing problem of cyberbullying. Review of Literature As more children and adolescents obtain access to the Internet, mobile devices, and social networking sites, the exposure to bullying in the virtual format increases. Cyberbullying is a growing public health concern and can affect mental health and school performance. Cyberbullying often results in a range of psychiatric symptoms and has been linked to suicide attempts and completions. Conclusions The psychiatric nurse practitioner is uniquely prepared to provide a range of interventions for patients, families, and communities who have experienced cyberbullying. [ABSTRACT FROM AUTHOR]

Within the past few decades, scholars, lawmakers, and educators have increased attention to a specific type of aggressive behavior known as bullying. While bullying is like peer aggression and harassment, in that they all pertain to negative aggressive actions, there are important distinctions among these three forms of behavior. The key features of bullying behavior that distinguish it from peer aggression and harassment are repetition and power imbalance. Much scholarly attention has been devoted to carefully delineating these distinctions. However, most existing measurement strategies generally ignore or imprecisely specify these two hallmark features. Moreover, when students’ perceptions of bullying are evaluated, repetition and power imbalance are largely disregarded. Perhaps most concerning, many states’ antibullying statutes obscure differences between bullying, peer aggression, and harassment, resulting in a legal equivalence of these very different types of aggression. Legal, policy, and practice implications of limited differentiation of these three behavioral categories are discussed. [ABSTRACT FROM PUBLISHER]

The article analyzes the anti-bullying legislations made for protecting children of Indiana from bullying. Topics discussed include strict laws made for reporting the bullying cases, role of the education support professionals (ESPs) in combating the problems of bullying and child abuse along with the views of the views of the U.S. Department of Health and Human Services in defining impact of bullying on the adolescents. Increase in suicidal attempt of children is also discussed.

In respect of industrial legislation, 2013 was a year of contrasts. At federal level, the outgoing Australian Labor Party government secured substantive new rights for trade unions with respect to right of entry, while those same unions faced increased regulation of their internal affairs and onerous new reporting and disclosure requirements when changes enacted in 2012 to the Registered Organisations Act 2009 (Cth) took effect. Other changes to the Fair Work Act included the introduction of a new ‘anti-bullying’ regime and the implementation of a range of family friendly measures to encourage consultation and discussion between employees and employers. At state level, there were significant developments with respect to the regulation of public sector workers in Queensland and New South Wales. Changes to Queensland industrial relations legislation restricted the range of matters that may be contained in Queensland awards or agreements, and imposed further curtailment of the right of public sector workers to take industrial action. In New South Wales, major changes to public sector regulation saw the reduction of statutory restrictions around the employment of public sector workers and an increase in the range of discretionary matters controlled by the New South Wales Public Service Commissioner. These changes increased the managerial prerogative powers of the New South Wales and Queensland governments as employers, while reducing job security, employment conditions and the ability of state public sector workers to have a meaningful say in their working conditions. [ABSTRACT FROM PUBLISHER]