Lifelong Learning Programme

This project has been funded with support from the European Commission.
This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

Also available in:

Training Sources

Homepage > Database > Training Sources

Title of Product
101 Facts about Bullying: What Everyone Should Know
Image of the product
Name of Author(s)
Méline Kevorkian şi Robin D'Antona
Name of Producer
Published in the United States of America by Rowman & Littlefield Education
Date of Production
Language of the review
Language of the product
Type of product
Thematic Area
School bullying
Target Group
Headmasters, Teachers, Students, Parents
Description of Contents
Everyone involved with the care and welfare of children and young adults is confronted with the issue of bullying, which is one of life's major pressures facing children. Bullying behaviors create an uncomfortable, threatening, and even hostile environment that make it difficult for children to learn.

101 Facts about Bullying is designed to break down what the research says about bullying and its effects, offering ideas for what can and should be done to minimize or reduce it. Kevorkian systematically discusses topics ranging from relational bullying to cyber bullying to media and video violence to the legal ramifications of bullying, debunking myth and uncloaking the facts about bullying and its prevention.
The book has 10 chapters:
1. Myths and Facts
2. Bullying Defined
3. Victims
4. Bullies
5. Bystanders
6. Cyberbulliyng
7. Relational Bullying
8. Media and Video Violence
9. Consequences and Legal Ramifications
10. Best Practices

Hazler, Miller, Carney and Green (2001), analyzed adult recognition of what constitues bullying in schools. The results showed that physical conflicts were more often rated as bullying, even if they did not fit the definition and that the repetitive nature of bullying is easily overlooked if it is perceived as a fair fight.
Educators and all those involved in education must receive the proper training to be able to identify what differentiates bullying from normal fighting or childhood hunter. Bullying is a purposeful action that is intended to injure and involves both physical and mental components and imbalance of power.
Administrators and teachers tell us that classroom discipline and sustaining a school culture where all children can learn and grow emotionally and intellectually is a difficult task. The challenge is to foster a culture of respect by being an example of how to treat others; this is often lacking in teacher-education programs. We become masters of the curricular and pedagogy but may not get the details necessary to promoting the highest character and motivation for academic success.
Parents are the first and principal teachers of children. Research supports the needs for a successful relationship between schools and parents. Bullying prevention requires that all stakeholders be involved. It is very difficult for educators to confrunt parents when a child’s academics or discipline plummet.

Authors Meline Kevorkian and Robin D'Antona dispel the myths and display the facts about bullying. While most of the bullying defined in this text, such as indirect and relational bullying, has been recognized by experienced educators for some time, cyber-bullying is a relatively new phenomenon, and the authors provide detailed information about this bullying behavior.
In 101 Facts about Bullying, Dr. Robin D'Antona and Dr. Meline Kevorkian have crafted a down-to-earth and useful guide to a number of basic facts about bullying, its causes, and its consequences. This book could be useful for parents and for children interested in learning more about bullying and how it is related to issues such as school climate, teaching, interventions, and prevention. The layout of the book lets the reader jump easily to the facts most pertinent for them and many readers should find that an appealing characteristic. The book is not an exhaustive analysis of the research literature, but rather it pulls out the most concrete and relevant issues in bullying and presents them one at a time.
Research has suggested that many students are and will continue to be bullied. We live in a social world, and this is especialy true in school. One hundred percent of children are touched by bullying as a victim, perpetrator or bystander.
The behavior should not be tolerated or dismissed, especially when their consequences reach far beyond the classroom.
The research is consistent that bullying and teasing create a fear and concern for safety that retards and stop the learning process and may have long-lasting negative effects.
In a recent study, 77 percent of students said they have been billied, and 14 percent of those who have been bullied said they have experienced severe reactions to the abuse.
According to Hostile Hallways: Bullying, Teasing and Sexual Harassement in School (2001), in a national sample, 8 percent of boys and 79 percent of girls said they have been bullied.
We seem to have full agreement that talking about drogs, alcohol, and peer pressure is a must for our youth. Our children are very vulnerable and can overwhelmed and intimidated by general peer and school preasure. When bullying and teasing enter the equation, schools become a place of survival rather than a place of learning. Too often, our children are feeling like nobody can help when it comes to bullying. They often see it happening and don’t know what to do resolve the problem.
We have all seen infomercials and ads that talk about the importance of talking with our children about drugs an alcohol. We must do the same thing when it comes to protecting their self esteem, over-all well-being and sense of belonging. Bullying involove both physical and mental components. One of the best things that we can do to combat bullying is to ask kids what they think. When we ask them about their school day we must ask about the unstructured part of the day. Ask questions such as: Who did you sit with at lunch? How often are kids bullied in your school? What happens to kids who are bullied? What happens to bulliers?

This is an user-friendly, accessible, and well-organized resource. The authors stress that prevention is the responsibility of all adults who work with children. This book provides 101 short, informative articles covering the research on bullying; defining the practice; victims; bullies; bystanders; cyberbullying; media and video violence; the consequences and legal ramifications of bullying, and prevention. The format will lend itself well to group discussions and give teachers and others who work with young people a solid basis upon which to explore the issues surrounding this prevalent problem. Each chapter also has a list of resources and citations that provide opportunities for additional exploration. This volume would make a great addition to professional collections, along with Barbara Coloroso’s The Bully, the Bullied, and the Bystander (HarperCollins, 2003), Carol McMullen’s Creating a Bully-Free Classroom (Scholastic, 2005), or Elizabeth A. Barton’s Bully Prevention: Tips and Strategies for School Leaders and Classroom Teachers (Corwin, 2006).

The straightforward language is used to dispel the many myths about bullying and to drive home the point that bullying is harmful and should never be accepted by our society. If every parent of a child in school read this book, our schools would be much safer places.
The book was not yet translated in Romanian language, but may be bought physical or electronic from:

20 December 2014

Final Partners’ meeting

The fourth partners’ meeting took place in Florence (IT) on 15 December 2014. The meeting had the objective to check the activities carried out since the third meeting of the project and share and assess the in progress results. A special focus has been dedicated to the presentation of the strategies to solve the case scenarios.