No safe haven: locations of harassment and bullying victimization in middle schools.

Given that adolescent bullying victimization is a significant concern for secondary education and adolescent development, identifying school contexts in which victimization is most likely to occur is salient. An anonymous online survey assessed the prevalence of being harassed or bullied in various locations within 20 middle schools (grades 5-9) in New Jersey and New York (N = 10,668). Seven types of bullying-related victimization (teased in an unfriendly way, called hurtful names, physically abused, excluded from a group to hurt feelings, belongings taken/damaged, threatened to be hurt, and negative rumors spread) were examined in 7 locations where each type of victimization could occur (classroom, lunchroom, hallways, gym, playground, bus, or bathroom). Prevalence of victimization types ranged from 4% to 38% depending on location. Prevalence of overall victimization was equal or greater in classrooms compared with other school locations (highest prevalence rates in hallways, classrooms, and lunchrooms), regardless of school demographic characteristics. Victimization in classrooms compared with other school settings was most highly associated with feelings of being unsafe. Vigilant attention to bullying is needed across all school environments and especially in the classroom context, which may mistakenly be perceived as a more protected area. Indeed, middle school classrooms are not safe havens.

Perkins HW ，Perkins JM ，Craig DW 《-》

Student-, classroom-, and school-level risk factors for victimization.

The purpose of this study was to simultaneously investigate student-, classroom-, and school-level risk factors for victimization. Both peer nominations and students' self-reports of victimization were utilized. The sample consisted of 6731 Finnish elementary school students (3386 girls and 3345 boys) nested in 358 classrooms in 74 schools. The participants were from Grades 3, 4, and 5 (mean age 11years). The results of multilevel analyses indicated that there was considerable variability in, and distinctive risk factors associated with, both peer- and self-reported victimization at all the three levels investigated. Social anxiety and peer rejection synergistically predicted victimization at the student level. At the classroom level, negative social outcome expectations of defending the victim were associated with an increased risk of a student being bullied. Victimization was also common in classrooms and schools where students perceived their teachers to have less disapproving attitudes toward bullying. Furthermore, the effects of the student-level predictors were found to vary across classrooms, and classroom size moderated the effects of social anxiety and peer rejection on victimization. By identifying the risk factors at the multiple levels, and looking into cross-level interactions among these factors, research can help to target interventions at the key ecological factors contributing to victimization, making it possible to maximize the effectiveness of interventions.

Saarento S ，Kärnä A ，Hodges EV ，Salmivalli C ... -  《-》

Bullying Victimization Type and Feeling Unsafe in Middle School.

Bowser J ，Larson JD ，Bellmore A ，Olson C ，Resnik F ... -  《-》

Cross-contextual stability of bullying victimization: a person-oriented analysis of cyber and traditional bullying experiences among adolescents.

Using a person-oriented approach the study examined whether bullying victimization at school continued into cyberspace victimization in a large sample of high school students in Lithuania (N = 1667, 58% girls), age 15-19 (M = 17.29, SD = 0.95). Three forms of traditional bullying (verbal, physical and relational) and seven forms of cyberbullying victimization through cell phones and computers were included in the analysis. The findings revealed that 35% of traditional bullying victims were also bullied in cyberspace. In particular, adolescents who experienced predominantly verbal and relational bullying at school, showed a higher risk of victimization in cyberspace a year later, while this was not observed for predominantly physical forms of traditional bullying. The findings point to the importance of a cross-contextual perspective in studies on stability of bullying victimization.

Erentaitė R ，Bergman LR ，Zukauskienė R 《-》

Electronic victimization: correlates, antecedents, and consequences among elementary and middle school students.

Salmivalli C ，Sainio M ，Hodges EV 《-》