Bullying and coercion: School-based cognitive-behavioral interventions

Beth Doll, Susan M. Swearer, Adam M. Collins, Mindy R. Chadwell, Kadie Dooley, Brooke A. Chapla

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

Peer aggression is an all-too-common occurrence in children’s daily lives . The nature and frequency of children’s peer conflicts shift and change across the developmental stages, such that participation in physical aggression is quite common among toddlers, and participation in verbal and relational aggression becomes quite common in adolescence . In this rough-and-tumble world of children’s peer interactions, the ability to cope with and respond effectively to aggressive overtures is a critical adaptive skill (Cairns & Cairns, 2000; Pellegrini, 2005) . In some instances, however, the form and intensity of peer aggression make it unlikely that children can respond effectively, and it is unreasonable to expect them to do so . This chapter will describe one form of peer aggressionbullying-that is never adaptive, and is often quite damaging to the children who bully and to those who are bullied . Bullying will be described as a cognitive-behavioral phenomenon that is part of the broader framework of childhood aggression and that occurs within a social-ecological context .

Original languageEnglish (US)
Title of host publicationCognitive-Behavioral Interventions in Educational Settings
Subtitle of host publicationA Handbook for Practice, Second Edition
PublisherTaylor and Francis
Pages339-376
Number of pages38
ISBN (Electronic)9781136486982
ISBN (Print)9780415807401
DOIs
StatePublished - Jan 1 2013

Fingerprint

Coercion
Bullying
Aggression
aggression
exclusion
school
Aptitude
participation
adolescence
childhood
ability
interaction

ASJC Scopus subject areas

  • Social Sciences(all)
  • Psychology(all)

Cite this

Doll, B., Swearer, S. M., Collins, A. M., Chadwell, M. R., Dooley, K., & Chapla, B. A. (2013). Bullying and coercion: School-based cognitive-behavioral interventions. In Cognitive-Behavioral Interventions in Educational Settings: A Handbook for Practice, Second Edition (pp. 339-376). Taylor and Francis. https://doi.org/10.4324/9780203136362-22

Bullying and coercion : School-based cognitive-behavioral interventions. / Doll, Beth; Swearer, Susan M.; Collins, Adam M.; Chadwell, Mindy R.; Dooley, Kadie; Chapla, Brooke A.

Cognitive-Behavioral Interventions in Educational Settings: A Handbook for Practice, Second Edition. Taylor and Francis, 2013. p. 339-376.

Research output: Chapter in Book/Report/Conference proceedingChapter

Doll, B, Swearer, SM, Collins, AM, Chadwell, MR, Dooley, K & Chapla, BA 2013, Bullying and coercion: School-based cognitive-behavioral interventions. in Cognitive-Behavioral Interventions in Educational Settings: A Handbook for Practice, Second Edition. Taylor and Francis, pp. 339-376. https://doi.org/10.4324/9780203136362-22
Doll B, Swearer SM, Collins AM, Chadwell MR, Dooley K, Chapla BA. Bullying and coercion: School-based cognitive-behavioral interventions. In Cognitive-Behavioral Interventions in Educational Settings: A Handbook for Practice, Second Edition. Taylor and Francis. 2013. p. 339-376 https://doi.org/10.4324/9780203136362-22
Doll, Beth ; Swearer, Susan M. ; Collins, Adam M. ; Chadwell, Mindy R. ; Dooley, Kadie ; Chapla, Brooke A. / Bullying and coercion : School-based cognitive-behavioral interventions. Cognitive-Behavioral Interventions in Educational Settings: A Handbook for Practice, Second Edition. Taylor and Francis, 2013. pp. 339-376
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