Looking Toward the Future of Bullying Research

Recommendations for Research and Funding Priorities

Laura D. Hanish, Catherine P. Bradshaw, Dorothy L. Espelage, Philip C. Rodkin, Susan S Swearer, Arthur Horne

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

Significant gaps in the bullying research literature remain, calling for an urgent need for empirical studies across a number of areas. These include the need for studies to address conceptual, definitional, and measurement issues; the social and psychological processes related to the development and persistence of bullying; and the intersection of bullying perpetration and bullying victimization with mental health issues. This article provides a brief overview of some critical contemporary research issues and identifies some research gaps requiring further investigation. It is concluded that additional research is needed to address emerging policy and funding priorities related to bullying.

Original languageEnglish (US)
Pages (from-to)283-295
Number of pages13
JournalJournal of School Violence
Volume12
Issue number3
DOIs
StatePublished - Jul 1 2013

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exclusion
funding
victimization
Health
persistence
mental health

Keywords

  • aggression
  • bullying
  • funding
  • priorities
  • research
  • victimization

ASJC Scopus subject areas

  • Education
  • Safety, Risk, Reliability and Quality

Cite this

Looking Toward the Future of Bullying Research : Recommendations for Research and Funding Priorities. / Hanish, Laura D.; Bradshaw, Catherine P.; Espelage, Dorothy L.; Rodkin, Philip C.; Swearer, Susan S; Horne, Arthur.

In: Journal of School Violence, Vol. 12, No. 3, 01.07.2013, p. 283-295.

Research output: Contribution to journalArticle

Hanish, Laura D. ; Bradshaw, Catherine P. ; Espelage, Dorothy L. ; Rodkin, Philip C. ; Swearer, Susan S ; Horne, Arthur. / Looking Toward the Future of Bullying Research : Recommendations for Research and Funding Priorities. In: Journal of School Violence. 2013 ; Vol. 12, No. 3. pp. 283-295.
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