Shelley Hymel

TL;DR: In this paper, the authors review research on individual, peer, and school contributions that may be critical factors for enhancing efforts to address bullying among students, with an emphasis on how bullying is defined and assessed and the subsequent implications for bullying prevention and intervention program evaluation.

TL;DR: In this article, the authors evaluated the relative contributions of social withdrawal, peer rejection, and victimization by peers in predicting feelings of loneliness and depressed mood over time, and concluded that self-reported loneliness ultimately mediates the subsequent depressed mood associated with withdrawal and negative peer experiences.

TL;DR: It is suggested that effective bullying prevention and intervention efforts must take into account the complexities of the human experience, addressing both individual characteristics and history of involvement in bullying, risk and protective factors, and the contexts in which bullying occurs, in order to promote healthier social relationships.

TL;DR: The goal of this special issue is to provide psychologists with a comprehensive review that documents the current understanding of the complexity of bullying among school-aged youth and directions for future research and intervention efforts.

TL;DR: Results indicated that involvement in cyber bullying, as either a victim or a bully, uniquely contributed to the prediction of both depressive symptomatology and suicidal ideation, over and above the contribution of involvement in traditional forms of bullying (physical, verbal, relational).