Building Capacity to Reduce Bullying Workshop Summary (2014) / Chapter Skim
Currently Skimming:
1 Introduction and Overview
1 Introduction and Overview
Pages 1-6
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1 The planning committee's role was limited to planning the workshop, and the workshop summary has been prepared by the workshop rapporteurs as a factual summary of what occurred at the workshop. Statements, recommendations, and opinions expressed are those of individual presenters and participants, and are not necessarily endorsed or verified by the Institute of Medicine or the National Research Council, and they should not be construed as reflecting any group consensus.
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, Seattle Children's Guild Endowed Chair in Pediatrics and professor of pediatrics at the University of Washington School of Medicine; Catherine Bradshaw, professor and associate dean for research and faculty development at the University of Virginia Curry School of Education; Nina Fredland, associate professor at the Texas Woman's University College of Nursing; Denise Gottfredson, professor in the Department of Criminal Justice and Criminology at the University of Maryland; Nancy Guerra, professor of psychology, associate provost for international programs, and director of the Institute for Global Studies at the University of Delaware; Megan Moreno, associate professor of pediatrics at the University of Washington; and Jonathan Todres, professor of law at the Georgia State University College of Law. The workshop was funded by the Health Resources and Services Administration (HRSA)
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COMMENTS FROM THE SPONSOR "When it comes to bullying prevention, we know we can still do a lot better," said Michael Lu, associate administrator for maternal and child health at HRSA, during his opening remarks at the workshop. According to the Centers for Disease Control and Prevention's 2011 Youth Risk Behavior Surveillance System, 20 percent of high school students in the United States experience bullying (Eaton et al., 2012)
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This decision should not be perceived as omission or lack of emphasis on issues of diversity, and discussions of these topics can be found in this summary in presentations by Susan Limber, the Dan Olweus Distinguished Professor at the Institute on Family and Neighborhood Life at Clemson University (see Chapter 2) ; Jaana Juvonen, professor in the Developmental Psychology Program at the University of California, Los Angeles, and Dorothy Espelage,
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The planning committee's decision not to include additional stakeholder reaction panels -- of parents and caregivers, for example -- should not be viewed as an omission, but rather as a function of what was considered to be feasible within the format of a 2-day workshop. Discussions of additional stakeholder groups can be found in this summary in presentations by Melissa Holt, an assistant professor at the Boston University School of Education (see Chapter 5)
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Finally, Chapter 12 includes highlights from the workshop sessions and areas for future research as identified by individual members of the workshop planning committee.
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