APA Resolution on Bullying Among Children and Youth

July 2004

WHEREAS bullying is commonly characterized as aggressive behavior that (a) is

intended to cause distress or harm, (b) involves an imbalance of power or strength
between the aggressor and the victim, and (c) commonly occurs repeatedly over time
(Limber, 2002; Olweus, 1993a; Nansel et al., 2001);

WHEREAS bullying may take many forms, including physical bullying; teasing or name-
calling; social exclusion; peer sexual harassment; bullying about race, ethnicity, religion,
disability, sexual orientation, and gender identity; and cyber bullying (bullying through
email, text messaging, or other digital means).

WHEREAS bullying, as a form of peer victimization, differs from other forms of

aggression among children (e.g., conflict between peers) (Espelage, Holt, & Henkel,
2003; Olweus, 1993a, 2001; Olweus, Limber, & Mihalic, 1999; Pellegrini, 2002); and

WHEREAS research has indicated that bullying involves large numbers of children and
youth from the United States in all socio-economic backgrounds, in racial groups that
have been studied, and in areas of different population density (urban, suburban, and
rural settings)(Nansel et al., 2001); and

WHEREAS there are gender differences in the types of bullying that children experience,
such that boys are more likely than girls to report being physically bullied by their peers
(Harris, Petrie, and Willoughby, 2002; Nansel et al., 2001) and girls are more likely than
boys to report being targets of rumor-spreading and sexual comments (Nansel et al.,
2001).

WHEREAS girls report being bullied by boys and girls, while boys report being bullied
primarily by other boys (Melton et al., 1998; Olweus, 1993).

WHEREAS bullying has been found to be related to negative psychosocial functioning

among children who are victimized, including lowered self-esteem (Hodges & Perry,
1996; Olweus, 1993a; Rigby & Slee, 1993); higher rates of depression (Craig, 1998;
Hodges & Perry, 1996; Olweus, 1993a; Salmon 2000; Slee, 1995); anxiety (Craig, 1998;
Hodges & Perry, 1996; Olweus, 1993a; Rigby & Slee, 1993); feelings of loneliness
(Kochenderfer & Ladd, 1996; Nansel et al., 2001); suicidal ideation (Rigby, 1996); and
higher rates of school absenteeism (Rigby, 1996);

WHEREAS children and youth with disabilities and children and youth who are lesbian,
gay, or trans-gender, or who are perceived to be so may be at particularly high risk of
being bullied by their peers (Dawkins, 1996; Hershberger & DAugelli, 1995; Hunter,
1990; Nabuzka & Smith, 1993; Pilkington & DAugelli, 1995; Rigby, 2002; Yude,
Goodman, & McConachie, 1998; Whitney, Smith, & Thompson, 1994)
WHEREAS children and youth who bully are more likely than their peers to hold beliefs
supportive of violence (Bosworth, Espelage, & Simon, 1999;) and are more likely to
influence their peers to engage in bullying others over time (Espelage et al., 2003); and

WHEREAS research suggests that there is no single cause of bullying. Rather,

individual, familial, peer, school, and community factors may place a child or youth at risk
for bullying his or her peers. (Limber, 2000; Olweus, Limber, & Mihalic, 1999).

WHEREAS research indicates that perpetrating bullying is related to other problem

behaviors, including vandalism (Solberg & Olweus, 2003), fighting (Nansel et al., 2001;
Nansel, Overpeck, Haynie, Ruan, & Scheidt, 2003), drinking alcohol (Nansel et al., 2001),
smoking (Nansel et al., 2001), truancy (Byrne, 1994), dropping out of school (Byrne,
1994), carrying weapons (Nansel et al., 2003), high-risk gun ownership (i.e., guns owned
for reasons other than sport; Cunningham, Henggeler, Limber, Melton, & Nation, 2000),
and other antisocial behaviors (Solberg & Olweus, 2003); and

WHEREAS numerous bullying prevention programs, curricula, and strategies have been
developed in recent years for use in schools (e.g. Beane, 1999; Committee for Children,
2001; Froschl, Spring, & Mullin-Rindler, 1998; Garrity, Jens, Porter, Sager, & Short-
Camilli, 1994; Newman, Horne, & Bartalumucci, 2000; Olweus, 1993a; Stein & Sjostrom
1996); and

WHEREAS existing research indicates that bullying at school may be significantly

reduced through comprehensive, school-wide programs that are designed to change
norms for behavior (Olweus, 1993a; Olweus, 1993b; Olweus, Limber, & Mihalic, 1999;
Whitney, Rivers, Smith, & Sharp, 1994); and

WHEREAS social stereotypes may convey the impression that certain ethnic or socio-
economic groups are more likely to bully and perpetrate violence. However, research
findings reveal no significant racial differences in the rates of bullying (Nansel et al.,
2001).

WHEREAS research, intervention, and policy efforts regarding bullying should therefore
consider the potential impact of social stereotypes.

WHEREAS, psychologists have played critical roles in conducting research on bullying

and in developing bullying prevention interventions (e.g., Olweus, 1993a; Nansel et al.,
2001; Rigby, 1996; Smith & Sharp, 1994);

THEREFORE BE IT RESOLVED that the American Psychological Association integrate

bullying prevention into its violence prevention activities and, where appropriate, into
other activities of its directorates, divisions, and state and provincial psychological
associations;

BE IT FURTHER RESOLVED that the American Psychological Association encourage

appropriate public and private funding agencies to support ecologically valid and
culturally sensitive research on bullying behavior and antibullying interventions; and

BE IT FURTHER RESOLVED that the APA integrate its bullying prevention work into
initiatives with other associations, governmental entities, and other interested parties in
the dissemination of information that will help school administrators and staff, parents,
mental health professionals, children and youth, and others to prevent bullying among
children and youth; and

BE IT FURTHER RESOLVED that the APA encourage vigorous evaluations of bullying

prevention programs used in schools, after-school programs, and other settings; and
BE IT FURTHER RESOLVED that the APA encourage the implementation and
dissemination of bullying prevention programs and interventions that have demonstrated
effectiveness in schools and communities and that are culturally sensitive.

References

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Adopted by the APA

Council of Representatives
July 2004