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Young people with emotional and behavioural disorders (EBD) comprise a unique group of students involved in school bullying. The present case study examined the bullying experiences of a group of students, aged 10–14 years, identified as having EBD. A total of ten students participated in self-report questionnaires and interview-style journaling. The main research questions were related to type of involvement in bullying and the bullying experiences in this population. Questionnaires and journaling gathered information about involvement in bullying, as well as about psychological risk factors including normative beliefs about anti-social acts, impulsivity, problem solving, and coping strategies. The overall results indicated that all ten students had participated in bullying as either a bully, a victim, or both. They described their experiences involving both external and internal aggression. These personal accounts offer insight into implications for intervention and educational practices.

Bystanders play a crucial role in encouraging or preventing bullying situations and feature prominently in several international antibullying programs (e.g., KiVa). Despite a surge of recent interest in bystanders, relatively little is known about the functional reasons why individuals choose to engage with or ignore bullying incidents. Given the importance of bystanders’ influence on bullying, we argue that further consideration needs to be given to the individual costs and benefits of bystanders’ intervention. Adolescents in our study ( N = 101, M = 15.37 years) read different bullying scenarios and were then asked to respond with how the bystander would react in each scenario while considering and explaining potential personal costs and benefits. We focused on the cognitive reasoning of important factors adolescents may consider when faced with the decision of whether to intervene or not in a bullying situation. Our study provides novel evidence that adolescents engage in quite explicit cost–benefit decisions regarding their decisions of whether or not they would intervene in bullying. The content and structure of these cost–benefit decisions support an adaptive model of bullying behavior and may be helpful in developing more targeted peer-based antibullying programs.

Previous research has shown that adolescent bullying is associated with having a higher number of sexual partners. Bullying may thus represent an effective behavior for increasing the number of sexual partners. However, bullying may be an effective behavior primarily for adolescents who possess personality traits that make them willing and able to use bullying as a strategy for obtaining sexual partners. Therefore, we predicted that individuals with antisocial personality traits would be more willing and able to engage in bullying, which in turn may increase their sexual opportunities. We tested this hypothesis across the span of adolescence by using cross-sectional samples of 144 older adolescents (N = 144; 111 women, M age = 18.32, SD = 0.63) and 396 younger adolescents (N = 396; 230 girls, M age = 14.64, SD = 1.52) to test direct and indirect links between HEXACO personality traits, bullying, and sexual partners. Path analyses provided some support for our hypothesis. In both samples, Honesty-Humility personality trait scores had indirect effects on sexual partners through bullying and direct effects on sexual partners in the younger sample. However, in the older sample, Agreeableness had indirect effects through bullying and Extraversion had direct effects, whereas in the younger sample, Conscientiousness had indirect effects through bullying. Our results suggest that exploitative traits may be associated with bullying and sexual partners across adolescence. We also note how other personality traits may differentially relate to bullying in older versus younger adolescents.

Bullying may be adaptive for adolescents under the right combination of internal and external factors. The purpose of this study was to determine whether maternal knowledge and monitoring moderate the association between adolescent personality and bullying perpetration. A sample of 222 adolescents (120 boys, Mage = 14.07, SD = 1.54) completed measures on the HEXACO model of personality, bullying, and maternal knowledge and monitoring. As expected, mother knowledge (but not monitoring) moderated the association between bullying perpetration and Honesty-Humility, but not Emotionality and Agreeableness, even though a main effect was found for Agreeableness. Findings support bullying may be an evolutionary adaptation for adolescents who are lower in Honesty-Humility and face lower costs from mothers who lack knowledge about their activities.

Taking an evolutionary psychological perspective, we investigated whether involvement in bullying as a perpetrator or victim was more likely if adolescents reported having more dating and sexual partners than their peers, an indication of greater engagement in competition for mates. A total of 334 adolescents (173 boys, 160 girls) between the ages of 12 and 16 years (M = 13.6, SD = 1.3), recruited from community youth organizations, completed self-report measures of physical and relational bullying and victimization, as well as dating and sexual behavior. As predicted, pure physical bullying was positively associated with the number of dating and sexual partners, primarily for adolescent boys. Adolescent girls with more dating partners had greater odds of being relational bully-victims, in line with predictions. Finally, adolescent girls with more sexual partners were at greater risk of being physically victimized by peers, and greater involvement with dating and sexual partners was associated with higher odds of being a physical bully-victim. Results are discussed with respect to evolutionary theory and research in which adolescent boys may display strength and athleticism through physical bullying to facilitate intersexual selection, whereas relational bullying may be employed as a strategy to engage in intrasexual competition with rivals for mates. Aggr. Behav. 43:111-122, 2017. © 2016 Wiley Periodicals, Inc.

The purpose of this study was to develop a scale that measures adolescents’ attitudes toward classroom incivility and determine whether items would reveal subscales. A sample of 549 adolescents between ages 11 and 18 (53.1% boys; Mage = 13.90, SD = 1.41) completed items written to measure attitudes toward classroom incivility. An exploratory factor analysis (EFA) was used on one half of the randomly split sample and a confirmatory factor analysis (CFA) on the remainder. Results from both analyses suggested that two factors representing unintentional and intentional incivility might be the best factor solution. In addition, evidence for concurrent validity was found in correlations with four additional scales. Results suggest that attitudes toward classroom incivility are heterogeneous and that adolescence may be an important developmental period to address this construct. Future studies should continue psychometrically developing this scale and exploring this measure with additional antisocial beliefs and behaviors.

Events related to bullying are so complex that they require a much broader examination than is usually available from a single disciplinary point of view. The purpose of the present paper is to offer new ways of examining this complex phenomenon. We will argue that transdisciplinarity (henceforth TD) could bring a more comprehensive analysis and a deeper understanding to the current state of bullying research. As a way of emphasizing the benefits of a more pluralistic and integrative approach, we will use TD based examples to describe the general context and process we used to develop a new definition of bullying, one that provides a sharper distinction between bullying and general aggression, thus offering the possibility of more targeted intervention strategies. The present paper is divided into three sections, namely, a selected review of the TD literature, an application of TD inspired ideas and tools that examine bullying from a number of interrelated perspectives, and an outline of a concept...

Incivility involves rude, discourteous, and disrespectful attitudes and behaviours. The present study examined how various temperament traits were related to beliefs of classroom incivility among adolescents. The sample comprised of 222 adolescents (120 boys) between the ages of 12 and 17 ( Mage = 14.07, SD = 1.54) who were recruited from various extracurricular clubs and sports teams in Southern Ontario. Both intentional and unintentional incivility were examined through separate hierarchical multiple regressions. Lower Effortful Control and lower Frustration significantly predicted unintentional incivility. In addition, lower Affiliation and lower Effortful Control significantly predicted intentional incivility. The results are discussed highlighting practical implications in educational settings, as well as suggestions for future research on incivility, given its potential associations with more negative antisocial behaviours. The results suggest that although there may be shared temperament traits of adolescents who take part in classroom incivility, a disposition for specific subtypes may differ based on the specific temperament characteristics of adolescents.

Changes in both the landscape of education and digital technology are giving rise to interesting, innovative, and potentially effective pedagogical possibilities. As educators of the 21st century, we are witnessing continuous changes in the way we teach as well as the way students learn. This study is a part of an ongoing research program aimed at evaluating the pedagogical effectiveness of blended teaching. More specifically, this paper aims to describe some of our reflections as we developed, delivered, and carried out an evaluation of a university course taught using a blended format. Undergraduate students (n=109) in a fourth-year capstone course participated in this study. We report on the students’ perceptions of the effectiveness of the delivery method of the course, while focusing on the struggles they encountered, including difficulties keeping up with the course content, particularly on the weeks where the lecture was online, as well as a struggle to stay organized and connected with their peers and their assignments. Self-regulation turned out to be a major determinant of success in this type of course. We conclude with suggestions to improve students’ social and academic experiences as they navigate learning in a digital world. Les changements survenus à la fois dans le paysage de l’éducation et dans la technologie numérique donnent naissance à des possibilités pédagogiques intéressantes, innovatrices et potentiellement efficaces. En tant qu’éducateurs du XXIe siècle, nous assistons à des changements continus dans la manière dont nous enseignons ainsi que dans la manière dont les étudiants apprennent. Cette étude s’inscrit dans le cadre d’un programme de recherche en cours qui a pour objectif d’évaluer l’efficacité pédagogique de l’enseignement hybride. Plus spécifiquement, cet article vise à décrire certaines de nos réflexions au fur et à mesure que nous élaborons, livrons et exécutons l’évaluation d’un cours universitaire enseigné selon un format hybride. Des étudiants de premier cycle (n=109) inscrits dans un tout dernier cours de quatrième année ont participé à cette étude. Nous présentons un rapport sur la manière dont les étudiants ont perçu l’efficacité de la méthode employée pour enseigner ce cours, tout en mettant l’accent sur les problèmes qu’ils ont rencontrés, y compris les difficultés à faire face au contenu du cours, en particulier durant les semaines où les cours magistraux étaient présentés en ligne, ainsi que sur leurs difficultés à rester organisés et connectés avec leurs camarades de classe et avec leurs devoirs. Il s’avère que l’autorégulation est un élément important pour la réussite de ce type de cours. Pour conclure, nous présentons des suggestions pour améliorer l’expérience sociale et académique des étudiants dans leur parcours de l’apprentissage au sein d’un monde numérique.

Supplemental material, CJSP_supplementary_file_july_9th for Should I Defend or Should I Go? An Adaptive, Qualitative Examination of the Personal Costs and Benefits Associated With Bullying Intervention by Natalie Spadafora, Zopito A. Marini and Anthony A. Volk in Canadian Journal of School Psychology

Bullying is a complex and heterogeneous phenomenon that directly affects hundreds of millions of people each year. The importance of bullying has led to research in the last two decades that has produced hundreds, if not thousands, of papers on the topic. In large part this research was stimulated by a definition provided by Olweus in 1993. That definition has proven to be tremendously useful as a starting point for research, but it was created in the absence of recent empirical and theoretical evidence. We propose an updated definition that is explicitly grounded in a unifying theory that encompasses ecological and evolutionary contexts: “bullying is aggressive goal-directed behavior that harms another individual within the context of a power imbalance”. We follow this definition with an examination of the theoretical and empirical support for each of its three elements (goal-directedness, power imbalance, and harm). We suggest that bullying measures should be based on assessments of these three elements of bullying. Our redefinition also emphasizes the importance of considering and altering the cost–benefit analysis of bullying as a cornerstone for successful interventions. Finally we address several specific potential challenges to the definition.

Conventionally, individual differences have been assessed using temperament measures for infants and children, and personality measures for adults. We chose to explore both temperament and personality to see whether a convergence exists specifically during adolescence. A sample of 225 adolescents completed Rothbart's Early Adolescent Temperament Questionnaire-Revised (EATQ-R), a 4-factor temperament scale, and the HEXACO Personality Inventory-Revised (HEXACO PI-R), a 6-factor personality scale. As hypothesized, we found significant relations between the 2 measures. However, there were some important differences between the 2 measures regarding Honesty-Humility, Openness, and Frustration that highlight the unique contributions of both instruments to understanding and measuring adolescent individual differences. As there is a relatively scant history of measuring temperament or personality in adolescence, it is sometimes difficult for researchers to decide which instrument is most appropriate. The results reported here suggest that either the EATQ-R or the HEXACO PI-R could be appropriate, depending on the specific research questions being asked.

This study examined whether overt and relational forms of reactive aggression were differentially related to adolescents’ temperament. Measures of adolescents’ temperament and aggression were completed by 670 adolescents (369 females), ages 10–17, and their mothers. Effortful control and fearfulness were inversely associated only with reactive–overt aggression, whereas frustration proneness was more strongly linked with reactive–relational aggression. Furthermore, amongst younger adolescents, effortful control had a larger association with reactive–overt aggression when fearfulness was low, whereas frustration proneness had a stronger relation to reactive–relational aggression when effortful control was high. The differential relations between the two forms of reactive aggression (i.e., overt and relational) and effortful control or fearfulness are discussed with respect to variations in the riskiness and the social competence required to implement these aggressive actions.

This paper advances a notion of incivility as a precursor to a continuum of antisocial acts culminating in bullying behaviour. Clinical teachers (CTs), working with undergraduate nursing students in a variety of clinical settings from a large urban centre, were studied. Using a mixed method design, CTs were asked to define and describe the nature, type and frequency of uncivil encounters. Data was collected across four practice settings, which included, acute care, maternal child, community and mental health. To unpack the complex nature of incivility we applied a conceptual model based on bullying behaviour which permitted us to analyze CTs narratives for both form (i.e., direct vs. indirect incivility) and function (i.e., reactive vs. proactive). The results suggest that indirect incivility was the most prevalent subtype narrative reported. One of the implications of this study is that nurse educators can help new clinical students recognize the different subtypes of in/civility in the practice environment as an essential first step before targeted intervention programs can be developed and implemented to create civil learning and safer working environments.

Bullying appears to be ubiquitous across cultures, involving hundreds of millions of adolescents worldwide, and has potentially serious negative consequences for its participants (particularly victims). We challenge the traditionally held belief that bullying results from maladaptive development by reviewing evidence that bullying may be, in part, an evolved, facultative, adaptive strategy that offers some benefits to its practitioners. In support of this view, we draw from research that suggests bullying serves to promote adolescent bullies' evolutionarily-relevant somatic, sexual, and dominance goals, has a genetic basis, and is widespread among nonhuman animals. We identify and explain differences in the bullying behavior of the two sexes, as well as when and why bullying is adaptive and when it may not be. We offer commentary on both the failures and successes of current anti-bullying interventions from an evolutionary perspective and suggest future directions for both research and anti-bullying interventions.

Taking an evolutionary psychological perspective, we investigated whether involvement in bullying as a perpetrator or victim was more likely if adolescents reported having more dating and sexual partners than their peers, an indication of greater engagement in competition for mates. A total of 334 adolescents (173 boys, 160 girls) between the ages of 12 and 16 years (M = 13.6, SD = 1.3), recruited from community youth organizations, completed self-report measures of physical and relational bullying and victimization, as well as dating and sexual behavior. As predicted, pure physical bullying was positively associated with the number of dating and sexual partners, primarily for adolescent boys. Adolescent girls with more dating partners had greater odds of being relational bully-victims, in line with predictions. Finally, adolescent girls with more sexual partners were at greater risk of being physically victimized by peers, and greater involvement with dating and sexual partners was associated with higher odds of being a physical bully-victim. Results are discussed with respect to evolutionary theory and research in which adolescent boys may display strength and athleticism through physical bullying to facilitate intersexual selection, whereas relational bullying may be employed as a strategy to engage in intrasexual competition with rivals for mates. Aggr. Behav. 43:111-122, 2017. © 2016 Wiley Periodicals, Inc.

Based on the conceptualization of successful development as the joint maximization of desirable outcomes and minimization of undesirable outcomes (Baltes, 1997), the present study examined connections between adolescent non-involvement in multiple risk behaviors and positive developmental status. Results from a survey of 7290 high school students were used to define four profiles of risk behavior involvement (complete non-involvement, some involvement, some high-risk involvement, predominantly high-risk involvement) based on self-reported involvement in nine risk behaviors (alcohol, smoking, marijuana, hard drugs, sexual activity, minor and major delinquency, direct and indirect aggression). Groups were compared across intrapersonal (risk behavior attitudes, temperament, well-being, religiosity, academic orientation), interpersonal (parental relations, parental monitoring, friendship quality, victimization, unstructured activities), and environmental (school climate, neighborhood conditions) domains. Desp...

This study investigates children's understanding of school bullying and victimization as represented through drawings, narratives and open‐ended qualitative questions. Eighty‐two children (8–9‐year‐olds, n = 30, M = 8;7; 10–11‐year‐olds, n = 18, M = 10;7; and 11–12‐year‐olds, n = 34, M = 11;9) from a mainly Euro‐Canadian, mid‐socioeconomic city in Ontario, Canada, participated in individual interviews that required them to draw and narrate stories of ‘someone being bullied’. Comments on bullies' motives reflected proactive/instrumental and reactive/emotional aggression, but also suggested sadistic aspects of bullying that are not fully captured in existing subtypes of aggression. Participants' narratives also indicated that it may be crucial to create comprehensive anti‐bullying interventions that include a component on moral values related to bullying and victimization.

The present study examined psychosocial risk factors that differentiated direct and indirect bully-victims from bullies, victims and uninvolved adolescents. A total of 7,290 (3,756 girls) students (ages 13–18 yr) from a region of Southern Ontario, Canada, completed a number of self-report measures to determine the relation between direct and indirect bullying and victimization and several psychosocial risk factors, including normative beliefs about antisocial acts, angry-externalizing coping, social anxiety, depression, self-esteem, temperament, attachment, parental monitoring and peer relational problems. ANCOVA and logistic regression analyses indicated that indirect bully-victims and victims were similar in demonstrating greater internalizing problems and peer relational problems than indirect bullies and uninvolved participants. Furthermore, adolescents involved in indirect bullying (bullies, bully-victims) reported a higher level of normative beliefs legitimizing antisocial behaviour and less parental monitoring (males only) than indirect victims and uninvolved participants. Only normative beliefs legitimizing antisocial behaviour distinguished direct bully-victims and bullies from victims and uninvolved adolescents. Results illuminate the distinct characteristics of direct and indirect bully-victims; theoretical and clinical implications are discussed. Aggr. Behav. 32:551–569. 2006. © 2006 Wiley-Liss, Inc.

Recent work on the mechanisms underlying children's developing theories of mind have identified information-processing capacity as a factor that contributes to children's developing understanding of false belief (Davis & Pratt, 1995). One hundred children 3 to 5 years of age were given a set of false belief tasks and a measure of working memory. A major goal of the study was to replicate the findings of Davis and Pratt using a wider set of false belief tasks and a different measure of working memory. The present study tested the hypothesis that working memory would predict children's performance on the false belief tasks. A hierarchical regression analysis showed that, when the effects of age were controlled for, working memory accounted for 7.4% of the variance in children's false belief scores. The findings support those of Davis and Pratt, and extend them through the use of another measure of working memory. It is concluded that, while the findings indicate a role for working memory in the dev...

Tying together almost four decades of neo-Piagetian research, Cognitive Development provides a unique critical analysis and a comparison of concepts across neo-Piagetian theories. Like Piaget, neo-Piagetian theorists take a constructivist approach to cognitive development, are broad in scope, and assume that cognitive development is divided into stages with qualitative differences. Unlike Piaget, however, they define the increasing complexity of the stages in accordance with the child’s information processing system, rather than in terms of logical properties. This volume illustrates these characteristics and evidences the exciting possibilities for neo-Piagetian research to build connections both with other theoretical approaches such as dynamic systems and with other fields such as brain science. The opening chapter provides a historical orientation, including a critical distinction between the "logical" and the "dialectical" Piaget. In subsequent chapters the major theories and experimental findings are reviewed, including Pascual-Leone's Theory of Constructive Operators, Halford's structuralist theory, Fischer's dynamic systems approach to skills, Case's theory of Central Conceptual Structures, Siegler’s microgenetic approach, and the proposals of Mounoud and Karmiloff-Smith, as well as the work of others, including Demetriou and de Ribaupierre. The interrelation of emotional and cognitive development is discussed extensively, as is relevant non neo-Piagetian research on information processing. The application of neo-Piagetian research to a variety of topics including children's problem solving, psychometrics, and education is highlighted. The book concludes with the authors' views on possibilities for an integrated neo-Piagetian approach to cognitive development.

Adolescent bullying appears to be a cross-cultural, worldwide phenomenon. A substantial literature has addressed this phenomenon due to the important implications bullying presents for adolescents. The ubiquity of bullying, along with its heritability, suggests the possibility that some bullying may be the result of evolved adaptations. Unfortunately, the bullying literature has failed to formally examine this possibility in depth. The current chapter is an effort to redress this situation as we look at if, when, and why adolescent bullying is adaptive. We find significant evidence for the functionality of modern bullying and the absence of psychopathologies typically associated with maladaptive development, supporting the claim that bullying may be an evolved adaptation. Evidence from hunter-gatherers and historical data further support this claim. We examine the individual differences, contextual factors, and developmental pathways that may lead to bullying being an important, functional, adaptive behavior among adolescents. We end the chapter with a discussion of the implications an adaptive view of bullying has for intervention, research, and adolescents.

Father-child resemblance is increasingly attracting attention from researchers interested in studying paternal investment. The current study sought to determine whether a quasi-experimental infant massage intervention would increase father's perceptions of resemblance. The study included a dozen fathers in each of two groups: the first received an intensive series of lessons on infant-father massage along with their infants, while the second group served as a neutral control. We failed to find significant correlations between paternal investment and resemblance, but we found that fathers who participated in the infant massage intervention reported significantly larger post-study ratings of resemblance and lower ratings of paternal stress. This suggests that the relationship between father-child resemblance and paternal investment may be bidirectional.

This study investigated 3 questions: (1) Can neo-Piagetian theory predict the developmental sequence through which adolescents progress, in using an abstract form of mathematical analysis to understand the operation of a physical apparatus (the balance beam)? (2) Can the same theory be used to predict the sequence through which they pass in using an abstract form of social analysis, to understand the behavior of a story character? (3) If so, does progress through each sequence take place at the same rate? 80 subjects, aged 9–19 years, were tested. Most were found to be functioning at the level predicted by the theory on each task. A substantial minority, however, were more advanced on 1 task than the other. These results, in conjunction with those from other studies, are interpreted as indicating that abstract thought develops in a fashion that includes both general and specific components.

Bullying appears to be ubiquitous across cultures, involving hundreds of millions of adolescents worldwide, and has potentially serious negative consequences for its participants (particularly victims). We challenge the traditionally held belief that bullying results from maladaptive development by reviewing evidence that bullying may be, in part, an evolved, facultative, adaptive strategy that offers some benefits to its practitioners. In support of this view, we draw from research that suggests bullying serves to promote adolescent bullies' evolutionarily-relevant somatic, sexual, and dominance goals, has a genetic basis, and is widespread among nonhuman animals. We identify and explain differences in the bullying behavior of the two sexes, as well as when and why bullying is adaptive and when it may not be. We offer commentary on both the failures and successes of current anti-bullying interventions from an evolutionary perspective and suggest future directions for both research and anti-bullying interventions.

This paper explores the notion that student behaviour regarding academic integrity and classroom civility are linked, and that intervention methods used to resolve classroom incivility may be used as a response to academic dishonesty. We advance the view that academic integrity and classroom civility refer to a student’s willingness to respect the rules and regulations of the institution; and that, acts of academic dishonesty and incivility refer to student behaviour in breach of institutional policy and/or not consistent with the social norms of the institutional culture (e.g., inappropriate human interactions). The perceptions and attitudes of first-year students toward academic integrity as they transition from high school to university are examined. Two hundred and thirty-nine first-year students volunteered to participate in this study. The preliminary findings of the open ended response regarding their observations and experiences with cheating and plagiarism in high school and in university are reported with a view to offer suggestions regarding institutional intervention strategies.

Fathers may feel dissatisfied with their ability to form a close attachment with their infants in the early postpartum period, which, in turn, may increase their parent-related stress. Our study sought to determine if an infant massage intervention assisted fathers with decreasing stress and increasing bonding with their infants during this time. To address the complex father‐infant relationship, we conducted a pilot study using a mixed methodology approach. Twelve infant‐father dyads participated in the intervention, and 12 infant‐father dyads populated a wait-list control group. Paternal stress was measured using the Parenting Stress Index at baseline and at postintervention. We found infant massage instruction significantly decreased paternal stress. Our findings were also supported by the qualitative data and suggest fathers may benefit from applied postnatal education.

We studied indirect victimization from an evolutionary perspective by examining links between this type of victimization and several indicators of attractiveness (past sexual behavior, dating frequency and physical appearance). Two thousand three hundred and nineteen (56% female) students (ages 13–18) from a region of southern Ontario, Canada, completed self-report measures of indirect victimization, physical appearance, dating frequency, recent sexual behavior (number of partners in previous month) and past sexual behavior (number of lifetime partners minus number of partners in previous month) as well as indexes of depression, aggression and attachment security, which were used to control for psychosocial maladjustment. Consistent with an evolutionary framework, physical appearance interacted significantly with gender, wherein attractive females were at greater risk for indirect victimization, whereas for males physical attractiveness was a protective factor, reducing risk of victimization. Physical appearance also interacted with grade, being inversely related to indirect victimization for younger adolescents and having a nonsignificant association with victimization for older youth. Finally, recent sexual behavior was associated with increased risk of indirect victimization for older adolescents only, which we discussed with regard to peer perceptions of promiscuity and short-term mating strategies. These findings have important implications for the development of interventions designed to reduce peer victimization, in that victims of indirect aggression may represent a rather broad, heterogeneous group, including attractive individuals with no obvious signs of maladjustment. Aggr. Behav. 34:404–415, 2008. © 2008 Wiley-Liss, Inc.

An effective prevention strategy must start with a clear understanding of the behaviour involved; in the case of bullying some of the latest research provides a good starting point. Recent studies have demonstrated that bullying or "the abuse of physical and psychological power for the purpose of intentionally and repeatedly creating a negative atmosphere of severe anxiety, intimidation and chronic fear in victims" (Marini, Spear & Bombay, 1999, p. 33) is one of the most pervasive and serious socioeducational problems facing students (Juvonen & Graham, 2001; Olweus, 2001; Rigby, 2002). Studies suggest that bullying behaviours have a much earlier onset than previously thought, the number of students affected is rather high (10% to 15% report being often victimized), the range of behaviours involved can be quite severe, and the consequences are long lasting (Craig, Pepler & Atlas, 2000; Kochenderfer & Ladd, 1996; Loeber & Hay, 1997; Olweus, 2001; Smith, Cowie, Olafsson & Liefooghe, 2002). With the acknowledgement that bullying is "commonplace" in school settings and a serious problem for many students, issues related to possible prevention, have become the focus of attention.

This paper focuses on a particular type of peer victimization commonly identified as school bullying. In the past. myths and inaccurate assumptions coupled with the lack of empirical data on the long term effects and stability of peer victimization have presented serious obstacles toward a greater understanding of bullying. Recent research, however, suggests that the number of students affected is much higher than previously believed, the range of behaviours involved more severe, and the consequences long-lasting; in many cases, the maladjustment for both victims and bullies can extend well into adulthood. Clearly, peer victimization is a complex and multidimensional aspect of school life that needs to be understood in greater depth and taken much more seriously because of the associated consequences. This paper will provide an overview of four central aspects of bullying, namely, the myths, characteristics, callses, and consequences.

While it has important implications for the success of students as well as for institutions, academic in/civility is not an issue that is readily engaged by many professors. However, the creation of a civil learning community should be a high priority for everyone in the academe for it has the potential to benefit both individuals and institutions. The exercises outlined in this paper should help professors to engage students in reflective activities designed to provide valuable information about individual understanding and perceptions of in/civility as well as to provide opportunities for developing a shared vision and foundation for a civil learning community.

Incivility is a critical, but under-examined aspect of teaching and learning. It has important implications for the academic success of students and the university as a whole. Bullying research offers a unique lens through which this type of anti-social behaviour can be understood with a view of developing intervention strategies. The exercises outlined in this paper will help professors gain valuable information about their students’ understanding of the continuum between civility and incivility. The potential results from this reflective exercise can be an exciting example of the benefits of classroom engagement, where the knowledge gained from participating students is reinvested into their classrooms, thus contributing to their own creation of a civil learning community.

Sulfides are advanced as sulfonyl chloride precursors. SN2 cleavage of the intermediate sulfonium ions is discussed in conjunction with both the sulfohaloform pathway and our previous hypothesis that asymmetric chlorosulfonium chloride salts undergo Pummerer rearrangements which exhibit regioselectivity that can be anticipated on the basis of substituent electronegativity difference (ΔXp). Thioglycolic acid is developed as a new sulfur transfer agent for sulfonyl chloride synthesis.

Sulfides are advanced as sulfonyl chloride precursors. SN2 cleavage of the intermediate sulfonium ions is discussed in conjunction with both the sulfohaloform pathway and our previous hypothesis th...