Anti-bullying practices in American schools: Perspectives of school psychologists

A random sample of 213 school psychologists working in a school setting completed a survey on their schools ’ current anti-bullying practices. Talking with bullies following bullying incidents, dis-ciplinary consequences for bullies, and increasing adult supervision were the three most frequently used strategies. Peer juries/court, an anti-bullying committee, and peer counselors were least fre-quently used, according to respondents. School-wide positive behavior support, modifying space and schedule, and immediate responses to bullying incidents were perceived as most effective, whereas avoiding contact between bullies and victims, a zero-tolerance policy with bullies, and a written anti-bullying policy were least effective. Results and implications are discussed within the context of empirically supported practices. C © 2010 Wiley Periodicals, Inc. Bullying is a specific form of aggressive behavior that is characterized by an intention to harm, repeated occurrence, and an imbalance of power between the bully and the victim (Limber, 2002; Olweus, 1993). The aggressive behavior can be physical (e.g., hitting, kicking) or verbal (e.g., teasing, taunting). In addition, bullying can be administered through electronic text, known as cyberbullying (Diamanduros, Downs, & Jenkins, 2008). Furthermore, relational aggression is a more indirect form of bullying that involves behaviors intended to control or harm relationships