Bullying in schools has become the focus of a growing body of literature; however, much of that work diminishes the role of social context, social identities, and prejudices despite extensive research evidence suggesting that many victims of bullying are targeted because of an aspect of their social identity. This book demonstrates how the prevention and intervention of this phenomenon, termed identity-based bullying, is a social justice issue.
Expanding beyond bullying prevention that focuses on individual perpetrators, the book examines identity-based bullying in schools as a microcosm of larger systemic tensions and conflicts. The author utilizes a social constructivist perspective to understand the experiences of children as active agents in their own lives. She also provides an international framework to describe the impact of culture, social structures, and politics from the US and the UK. Challenges and barriers to addressing identity-based bullying are explored and recommendations are made for best practices for teachers, administrators, and mental health professionals to prevent and respond to identity-based bullying.
"Although there are some books that begin to talk about issues related to bullying, there are fewtexts that directly take on bullying as a social justice issue. This bookis on the cutting edge of the field and willhelp guide much of the content for anti-bullying programming in schools, and create school and social policy that is lacking in this area." -Toni Zimmerman, Colorado State University, USA
"Brinkman provides a brief, well-organized, and timely book on a fairly new topic. Parents and educators who are willing to tackle this controversial topic, especially as it applies to sexual identity-based bullying, will find it very useful. Its brevity makes it easy to read." - Stephen A. Truhon, PsycCRITIQUES
1. Defining Identity-Based Bullying 2. Examining Identity-Based Bullying as a Social Justice Issue 3. Understanding Identity-Based Bullying through a Social Constructivist Framework 4. Cultural Factors Influencing Identity-Based Bullying 5. Educational Structures and Policies Impacting Identity-Based Bullying 6. Challenges and Barriers to Addressing Identity-Based Bullying 7. Recommendations for Best Practices to Prevent and Respond to Identity-Based Bullying 8. Conclusion
The aim of this series is to make cutting-edge research available to graduate students, academics, and scholars in the field of social psychology and related disciplines.
Bringing together contributions from researchers and scholars based in North America, volumes reflect a broad understanding of social psychology and consider current and emerging issues relating to the study of human behavior and thought.
Each volume will be tightly focussed on a specialist topic and will make a conceptual contribution to the field by addressing existing literature, presenting detailed research, and advancing understanding or theory.
Example topics may relate to interpersonal relationships, social attitudes, intergroup relations, cyberbullying, gender and sexuality, climate change psychology, and sports psychology, as well as applied issues.
For information on publishing in this series, please contact Elsbeth Wright (email@example.com).