Books: Relevant, Some Recommended

(the reviews indicate which is which)


Another great new book: "How Children Succeed" by Paul Tough.

This book is completely relevant and inspiring for anti-bullying advocates, and ought to be required reading for all school administrators, staff - and parents, in short all those interested in improving schools. The book is the latest strong argument for the importance of social and emotional factors in children's learning and achievement, with a focus on the children least well served by the current system. It is especially convincing because of how well it's written. Tough weaves together compelling narratives of children whose challenges and progress exemplify the points made, stories of the scientists whose work provides the evidence base for school reforms, and the particular educators who implement those reforms. The most important take-home message from reading the book is the degree to which schools (and other youth institutions) can produce successful outcomes through adult mentorship and action, for children whose backgrounds and situations would make it easy to expect less - and that these adult and institutional interventions can take effect even as late as adolescence, and still be successful. This book is the closing argument against all those - unfortunately including many educators and educational organizations - who try to deflect responsibility by blaming 'bad' parents, families, communities and children themselves for the failure of their schools. Tough is to education what Michael Pollan is to food - the 'outsider' expert journalist who challenges us to think new thoughts and expect and do better, in this case for the kids in our care. Highly, highly recommended!

A great! new book: "The Bully Society"

I'm midway through reading a brand new book I wish I'd written but I'm thrilled Jessie Klein, the author, did: "The Bully Society." The author, a sociologist and social worker from Adelphi University, with K-12 in-school experience, convincingly argues (with data, interviews and analysis) the case we've repeatedly made here - that childhood bullying is both a marker and cause of a host of societal problems. She presents an interesting review of school shootings, suggesting that the problem is rapidly increasing. The author clearly 'gets it' and consequently the book is strong on all issues: She points out the relation between homophobia and inadequate addressing of bullying by school staff, talks about hazing and its relation to the culture of all sports, describes the wide range of ways in which bullying exists and the subtleties of its expression, and never loses her focus on the responsibility adults have - and especially those who direct and staff schools and other youth settings - have for children's violence. She's especially strong on gender issues, the impact of bullying and its antecedent conditions on gender identity and the role bullying plays in the lives of both boys and girls. Klein's sociologist perspectives allows her to make sense of a complex phenomenon, and integrate a wide range of theories and views, while her clear writing lights up every point for the reader. She is definitely an advocate, but the passion is anchored by the quality of her reporting - the details of her interviews and research. This is a great book! We should promote wide readership of it - it's directly helpful to the cause. In addition to the praise I render here, here (linked below) is a good interview with the author, from Salon, that also makes clear why the book is so good:

Salon interview with Klein


This is a review I wrote of a coloring book for young children I was sent. I did the review on request, but the author decided that - given the critique - he'd prefer the review not be published. I therefore took all identifying information out of the review, but I'm publishing the critique here because it provides a good example of the issues which arise for many authors in doing a book for children about bullying.

unidentified book review

Bullies in the Burbs 4-23-11

Arbuckle, Gerald A., SM.  Confronting the Demon:  A Gospel Response to Adult Bullying. Collegeville, MN: Liturgical Press, 2003

This is one of only two books of which I'm aware that address bullying specifically in a spiritual/religious context. This one focuses mainly on adult to adult bullying, a very important area. Not adequately evidence-based in its understanding of the issue, but nonetheless breaks important ground and a welcome addition to the literature.


Aronson, Elliot.  Nobody Left To Hate:  Teaching Compassion After Columbine. New York: Henry Holt and Company, LLC, 2000.

A tremendous, fundamental contribution. Written by one of the most important psychologists addressing education issues, eloquently explains the connection between teaching approaches in the classroom and the development (and maintenance) of bullying behavior in children. Personal, beautifully written, passionate (a response to Columbine) and completely evidence-based (much of it his own foundational work), he makes clear why collaborative models ought to be used more in our schools and how doing so would help address bullying.


Aronson, Elliot, and Patnoe, Shelley. The Jigsaw Classroom. New York: Longman, 1997.

(See previous review, above.) Aronson's work provided the basis for wide implementation (though still not widely enough) of collaborative learning models - 'Jigsaw' is Aronson's term for such programs - in U.S. classrooms. This book is an accessible guide to and review of that work.


Beane, Allan L., PhD.  The Bully Free Classroom:  Over 100 Tips and Strategies for Teachers K-8. Minneapolis, MN:  Free Spirit Publishing Inc., 1999.

Teachers report finding this book useful - it's an energetic and wide-ranging compilation of strategies for teachers who wish to address the issue. When the ideal (a 'whole-school' approach with strong support from the principal and school - district, ideally - administration), individual teachers can still accomplish something at the level of their classrooms. This book would be helpful in that endeavor. If enough teachers used it - and similar resources - to do so, it would help change the culture of the school.


Blanco, Jodee.  Please Stop Laughing at Me. Avon, MA: Adams Media Corporation, 2003.

Heartfelt, very open description of the author's victimization from bullying, notable for the extent of the suffering and her understandable lifelong focus on it despite her eventual success in life despite it (which will not always occur, obviously).


Brewster, Cori and Railsback, Jennifer.  By Request… Schoolwide Prevention of Bullying. Portland, OR: Northwest Regional Educational Laboratory, 2001.

Carls, Beth; Looper, Amy; O'Brien, Jennifer. I Wish I Knew What to Do?! Teens Tell it Like it is ... On What to Say to Get Bullies to Leave You Alone! The MindOH! Foundation. 2005.

Character Education:  A national movement creating schools that foster ethical, responsible, and caring young people. Washington, DC: Character Education Partnership, 2001.

Character education - approaches which promote the development in children of ethics, self-awareness, empathy, emotional intelligence, etc. - is the most important area of educational practice related to bullying. However, it is a background factor and can be thought of as preparing or warming up the school climate programs. The evidence suggests that bullying incidents can only be significantly reduced by programs which specifically address bullying.

Cohen, Brad; Wysocky, Lisa. Front of the Class: How Tourette Syndrome Made Me the Teacher I Never Had. VanderWyk and Burnham. 2005.


Cohen-Posey, Kate, MS, LMHC, LMFT. How To Handle Bullies, Teasers And Other Meanies: A Book that Takes The Nuisance out of Name Calling and other Nonsense. Highland City, FL: Rainbow Books, Inc., 1995.


Coleman, Monica A. The Dinah Project:  A Handbook for Congregational Response to Sexual Violence. Cleveland, OH: The Pilgrim Press, 2004.

Not specifically about bullying, but still an important and related book. It describes an approach to helping adult members of Christian congregations who have experienced childhood sexual abuse. In the course of doing so Coleman provides a compelling argument - including a theological one - for why faith communities should address violence and victimization. She also provides an extremely useful detailed description of the steps faith communities must take to organize their response to the issue. The guideline she provides could be easily adapted to helping faith communities address bullying and its victims.


Coloroso, Barbara. The Bully, The Bullied, and the Bystander:  from preschool to high school – how parents and teachers can help break the cycle of violence. New York: Harper Resource, 2003.

A readable and reasonably evidence-based review of the problem and how to address it. The author has long experience in schools, work with adolescents and parent guidance and recognizes both the seriousness of the problem and adults' responsibility for addressing it.

Conn, Kathleen. Bullying and Harassment:  A Legal Guide for Educators. Alexandria, VA: Association for Supervision and Curriculum Development, 2004.

A concise, authoritative review of the legal issues which arise for educators around bullying and harassment in school.


Cram, Ronald Hecker. Bullying:  A Spiritual Crisis. St. Louis, MO: Chalice Press, 2003.

This book, along with Arbuckle's Confronting the Demon (see review, above), is one of the only books so far written about bullying from a spiritual/religious perspective. Not especially evidence-based, and with an unfortunate emphasis on bullying as a function of individual vulnerability and pathology, it still musters useful religious rationales for addressing bullying and recognizes both the seriousness of the problem and the way in which not addressing it impairs and limits spirituality and faith.


Davis, Stan. Schools Where Everyone Belongs:  Practical Strategies For Reducing Bullying. Wayne, ME: Stop Bullying Now, 2003.

Davis, Stan; Davis, Julia. Empowering Bystanders in Bullying Prevention. Research Press. 2007.

Davis, Stan; Nixon, Charisse. Youth Voices Project

Davis' first book is one of the most essential and useful resources for addressing bullying, of equal value to parents and schools, this book alone provides an adequate start toward understanding the importance and nature of bullying and taking the first necessary steps toward addressing it. Davis is one of the earliest Olweus advocates in the U.S. and still first in passion and wisdom about bullying. He completely 'gets it', seeing bullying as a moral, justice and rights issue, making the comparison between bullying and violence toward women, between the anti-bullying movement and the civil rights movement. His long experience as a school counselor, including years of guiding anti-bullying initiatives in elementary schools in Maine, is distilled in this book. Every school should have a copy. 

Elias, Maurice J., PhD and Zins, Joseph E., EdD, eds. Bullying, Peer Harassment, and Victimization in the Schools:  The Next Generation of Prevention. New York: The Haworth Press, Inc., 2003.

Elias is a major resource and force in NJ education, and one of the leading figures in the development - and success - of character education as a national movement. His writing is both evidence-based and accessible. This book is a collection of the work of others on the issue but it is carefully put together and a useful review of relevant literature.

Elliott, Delbert S., ed.; Olweus, Dan; Limber, Sue; and Mihalic, Sharon. Blueprints for Violence Prevention: Bullying Prevention Program. Golden and Denver, CO: Venture Publishing and C & M Press, 2000.

A fundamental resource, this detailed description of Olweus' 'whole school' model is the gold standard for guides which address anti-bullying program implementation. The 'Blueprints' series is a federally-funded initiative conducted by University of Colorado which systematically evaluated all types of youth violence prevention programs and used solid scientific criteria to identify those which could be considered evidence-based and had produced verifiable and meaningful outcomes. The Olweus program, described in this publication (and in Olweus' own book and in his many other publications), was one of only a handful of such programs - and the only one which addressed childhood bullying - to have met the standards

Estes, Eleanor. The Hundred Dresses. New York: Voyager Books, 1944.

Classic example of a book relevant to bullying, a great trigger for class discussions for the right age groups.


Every Child Learning:  Safe And Supportive Schools. Washington, DC: Learning First Alliance, 2001.

A slim useful volume, describing approaches promoted by the Alliance which - similar to the character education initiatives - produce critically important supportive changes in school 'climate'. Such approaches provide critical support for, strengthen and increase the likelihood of the impact and success of specific anti-bullying programs.


Freedman, Judy S. Easing the Teasing. New York: Contemporary Books, 2002.

Freedman is one of the only authors who writes about 'teasing' and early childhood forms of bullying with awareness of the importance of 'whole school' approaches such as Olweus'. The distinction between teasing and bullying can be misleading, attempting to characterize some forms of bullying as not as serious or harmful, and assuming that targeted children can address those issues themselves. But she is very experienced, sensitive and supportive and has lots of good advice for children while - of critical importance - not losing sight of the seriousness of most bullying and of the need for adults to take primary responsibility for addressing it.


Fried, Suellen, ADTR and Fried, Paula, PhD.  Bullies & Victims:  Helping Your Child Survive the Schoolyard Battlefield.  New York: M. Evans and Company, Inc., 1996.

One of the good early books for the U.S. audience, highlighting the issue.


Garbarino, James; Dubrow, Nancy; Kostelny, Kathleen; and Pardo, Carole.  Children in danger: Coping with the consequences of community violence. San Francisco: Jossey-Bass Inc., Publishers, 1992.

Garbarino, James, PhD.  Lost Boys. New York: Anchor Books, 2000.

Garbarino, James, PhD and Bedard, Claire. Parents Under Siege. New York: The Free Press, 2001.

Garbarino, James, PhD and deLara, Ellen, PhD.  And Words Can Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence. New York: The Free Press, 2002.

Garbarino, long-time director of child development at Cornell University, is one of the most important experts writing about bullying and its wider context. His book with deLara is the most persuasive and authoritative argument for the importance of addressing bullying. Inspiring - and essential - reading.


Geffner, Robert A., PhD, ABPN; Loring, Marti, PhD LCSW; and Young, Corinna, MS, eds. Bullying Behavior: Current Issues, Research, and Interventions.  New York:  The Haworth Maltreatment & Trauma Press, 2001.


Goffe, Toni.  Bully for You. New York: Child’s Play (International) Ltd., 1991.


Goldstein, Irene Saunders. What You Need To Know About Youth Violence PreventionRockville, MD: Substance Abuse and Mental Health Services Administration, 2002.


Greenbaum, Stuart; Turner, Brenda; and Stephens, Ronald D.  Set Straight On Bullies. Malibu, CA: National School Safety Center, 1989.


Horne, Arthur M.; Bartolomucci, Christi; and Newman-Carlson, Dawn. Bully Busters:  A Teacher’s Manual for Helping Bullies, Victims, and Bystanders (Grades K-5). Champaign, IL: Research Press, 2003.

Hostile Hallways:  The AAUW Survey on Sexual Harassment in America’s Schools. Washington, DC: American Association of University Women Educational Foundation, 1993.

Hostile Hallways:  Bullying, Teasing and Sexual Harassment in School. Washington, DC: American Association of University Women Educational Foundation, 2001.

Among the most important works in the field - helped establish the prevalence and severity - and therefore the importance - of addressing the problem.


Hoover, John H. and Oliver, Ronald. The Bullying Prevention Handbook:  A Guide for Principals, Teachers, and Counselors. Bloomington, IN: National Educational Service, 1996.

Hoover, John H. and Olsen, Glenn W. Teasing and Harassment:  The Frames and Scripts Approach for Teachers and Parents. Bloomington, IN: National Educational Service, 2001.


Juvonen, Jaana, and Graham, Sandra, eds. Peer Harassment in School. New York: The Guilford Press, 2001.

One of the first 'textbooks' of the bulling prevention field, very well edited and selected.

Kalman, Izzy. Bullies to Buddies: How to Turn Your Enemies Into Friends. The Wisdom Press. 2005.

Kalman, whom I believe is a school counselor in Staten Island, is the major proponent of a point of view which argues that children bullied can effectively address the bullying and end it by essentially befriending the child or children bullying them, in part by demonstrating a lack of sensitivity to the bullying, e.g., laughing about it or otherwise demonstrating a thick skin when hurt. I could not disagree more (that this is an effective or even possible stance for most children). The Kalman approach is so radical and insensible it regards anti-bullying law as an instance of the government 'bullying' citizens (!).

Kellner, Millicent. In Control: A Skill-Building Program for Teaching Young Adolescents to Manage Anger. Research Press. 2001.

Kellner, Millicent. Staying in Control: Anger Management Skills for Parents of Young Adolescents. Research Press. 2003.

Kellner is one of the few educators (and researchers) studying bullying specifically in special needs populations. Her books on anger management stay continuously in print, a testimony to their usefulness for educators.

Kim, Bob and Logan, Judy. “Let’s Get Real” Curriculum Guide Lessons & Activities to Address Name-Calling & Bullying. San Francisco, CA: The Respect for All Project, 2004.

Grounspark, the organization (formerly called 'Womens Media') behind the video "Let's Get Real" has made a major contribution to anti-bullying work for years, through media. Their series of videos, especially "Let's Get Real", keeps the voices of bullied or otherwise targeted children, especially from the LGBT community, in the dialogue. Training materials which support the video, such as the one cited here, turn the videos into something more.

Kolwalski, Limber and Agatston. Cyberbullying.

The book is widely available in paperback though the review (below) indicates (I think inaccurately) that the intended audience is primarily adademic. As the review indicates, the book can be useful for parents (and schools) looking for guidance. This is not surprising in that one of the authors is Susan Limber, PhD, one of Olweus' major U.S. associates and the lead consultant for the HRSA website (www.stopbullyingnow.org). The endorsements on the back of the paperback edition, from Dr Dan Olweus and from Stan Davis, are an indicator of the quality of the work. The book provides a useful guide to the legal issues surrounding bullying, a good table of bullying laws and is in general a useful review for all audiences. The short introduction, by John Halligan, whose son Ryan was one of the first publicly known cyberbullying-related deaths (due to the important continuing work his father has been doing), is the most powerful part of the book and useful for its insights in its own right. It sets the tone for another (we now have a few) useful work. This and Willard's book (Cyberbullying and Cyberthreats) make a good tandem (and Willard is well used as a resource for this work). An interesting point the reviewer (a psychiatrist, I believe) makes is that cyberbullying and 'offline' bullying (school-based, mainly) may be different phenomena in some fundamental ways, which has big implications for addressing it effectively. On the other hand, the harm cyberbullying does and the way in which it does it will seem very familiar to a target of bullying generally. Also, the key understanding contributed by Olweus - that adults are primarily responsible for the bullying which occurs between children - seems as applicable to cyberbullying as to bullying. Anyway, here's the review:

Book review - cyberbullying

Kupersmidt, Janis B., and Dodge, Kenneth A., eds. Children’s Peer Relations. Washington, DC: American Psychological Association, 2004.


Lamb, Sharon, EdD. The Secret Lives of Girls. New York: The Free Press, 2001.


Lavoie, Richard. Learning Disabilities and Discipline with Richard Lavoie: When the Chips Are Down. Washington, DC: The Learning Disabilities Project at WETA, 1996.

Lavoie, Richard. Learning Disabilities and Social Skills with Richard Lavoie: Last One Picked…First One Picked On. Washington, DC: The Learning Disabilities Project at WETA, 1994.

Lavoie, Richard. It's So Much Work to Be Your Friend. Touchstone - Simon and Schuster. 2005.

Lavoie is a national leader on special education issues, widely known. He has also said (personal conversation) that in all of his years of meeting with parents to talk about their childrens' special needs, bullying is the one experience that can such parents to tears.


Lee, Chris. Preventing Bullying In Schools: A Guide for Teachers and Other Professionals. London: Paul Chapman Publishing, 2004.


Lefkowitz, Bernard. Our Guys: The Glen Ridge Rape And The Secret Life Of The Perfect Suburb. New York: Vintage Books, 1997. 

Investigative reporting applied to one of the most infamous cases. Among many points, supports the fundamental notion that no matter how egregious an incident of bullying may be, there is rarely just one incident. Bullying is almost always relational, which means there's almost always a history.


Letson, Tom. 4 Downs to Anger Control. Freehold, NJ: Finish Line Press, 1998.

Lipkins, Susan. Preventing Hazing. Jossey-Bass, 2006.


Marzano, Robert J.  What Works in Schools:  Translating Research into Action. Alexandria, VA: Association for Supervision and Curriculum Development, 2003.


Marx, Jeffrey. Season of Life:  A football star, a boy, a journey to manhood. New York: Simon & Schuster, 2003.

This book, by Marx, is tremendous. More than one coach who's read it has called it "life-changing". It makes a radical and completely convincing (and evidence-based) argument that coaching and winning does not require harsh treatment, but instead can rest (easily) on a foundation of decency, good peer relations, and even love. The coach he describes in the book has a religious foundation for these values, but the lesson can be applied widely, with or without a specific religious (Christian, in this case) perspective.


McCain, Becky Ray. Nobody Knew What To Do:  A Story About Bullying. Morton Grove, IL: Albert Whitman & Company, 2001.


McCoy, Elin. What To Do… When Kids Are Mean To Your Child. Pleasantville, NY: The Reader’s Digest Association, Inc., 1997.

One of the best short and very readable compilations of advice for parents of bullied children.

McLeod Humphrey, Sandra. Hot Issues, Cool Choices: Facing Bullies, Peer Pressure, Popularity and Put-Downs. Prometheus Books. 2007.


McNamara, Barry E., EdD, and McNamara, Francine J., MSW, CSW. Keys To Dealing With Bullies. Hauppauge, NY: Barron’s Educational Series, Inc., 1997.


Moss, Peggy. Say Something. Gardiner, ME: Tilbury House Publishers, 2004.

One of the best children's books in the field. Makes an impassioned, highly persuasive argument for the importance of child bystanders in thwarting bullying. A text of few (but compelling) words. Even without the (very good) accompanying drawings, the text alone can be basis for doing a bullying-related curricular session with young (and even not so young) children. Perfect material for faith communities who want to address bullying in youth activities and religious classes.


New Jersey State Bar Foundation.  Conflict Resolution and Peer Mediation Guide.  New Brunswick, NJ: New Jersey State Bar Foundation.

The guide issued by the authority (at least in NJ, but also a model for other states) in developing and promoting these child-centered (and conducted) intervention methods. As the Foundation's lead trainer states, these methods are not appropriate for use in cases of bullying but are the leading methods - especially in schools - for helping children address (and resolve) most other forms of child conflict.  

Newman-Carlson, Dawn; Horne, Arthur M.; and Bartolomucci, Christi L.  Bully Busters A Teacher’s Manual for Helping Bullies,Victims, and Bystanders (Grades 6 – 8). Champaign, IL:  Research Press, 2000.


Nuwer, Hank. High School Hazing:  When Rites Become Wrongs. New York, Franklin Watts, 2000.

Nuwer, Hank, ed. The Hazing Reader. Bloomington, IN: Indiana University Press, 2004.

Nuwer, Hank. Wrongs Of Passage:  Fraternities, Sororities, Hazing, and Binge Drinking. Bloomington, IN:  Indiana University Press, 1999.

Three of the books (there are many more) written by the country's leading advocate and activist on hazing. Nuwer, a journalist, was early in the growing national movement to curb hazing. His books are reportorial, not research-based, but nonetheless authoritative, comprehensive and - most important - clear and sound. Without ever mentioning 'bullying', his work on hazing makes the systemic case: that these are behaviors facilitated by adults (for youth involved in hazing) and authority figures (for both youths and adults involved in hazing). The touchstone for his passion, their voices present throughout his writing, are the parents and loved ones of those who have died as a result of the brutal treatment and 'accidents' inadequately controlled and run teams and groups can generate. If and when hazing is finally brought under control, Nuwer will be a big part of the reason. His work is also featured on the country's best anti-hazing website, www.stophazing.org.


Olweus, Dan.  Bullying at School:  What we know and what we can do. Malden, MA: Blackwell Publishers Inc., 1993.

This book is the bible of the bullying prevention movement, and its author, Dr. Dan Olweus, the widely acknowledged founder of the field, the source of the very idea that bullying could be understood, effectively addressed and prevented. His foundational school-based research on the issue laid the groundwork for almost all subsequent effective work on bullying. Based in Norway, at the University in Bergen, he continues to be a leading figure in worldwide research and education on bullying, including in the U.S. The best testimony to the quality and importance of his career's worth of work on the issue is that almost all of his findings have been replicated and their validity supported. Most important, the 'systemic' or 'whole school' intervention model he pioneered is the most effective method we have today for addressing bullying in schools.

Olweus, Dan; Limber, Sue. Blueprints for Violence Prevention: Bullying Prevention Program. Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado, 2000.

Olweus, Dan. Prediction of Aggression. Scandanavian Test Corporation. 1969.

Olweus is so important to the bullying prevention movement, it's even interesting to see where he started his thinking about violence, with this dissertation on projective testing.


Paley, Vivian Gussin. You Can’t Say You Can’t Play. Cambridge, MA: Harvard University. Press, 1992.


Paterson, Katherine.  Bridge to Terabithia. New York: Harper Trophy, 1977.

For class discussions, with care and proper handling of subject matter.


Peretti, Frank.  No More Victims!  Nashville, TN: W Publishing Group, A Division of Thomas Nelson Publishers, 2001.


Pipher, Mary, PhD.  Reviving Ophelia. New York: Ballantine Books, 1995.

In anti-bullying work, we are most concerned with the school environment (culture and climate). Pipher is one of the earliest and strongest voices talking about the overall environment (societal) as being 'toxic', especially for girls.


Rigby, Ken.  Bullying in Schools and What to Do About It.  Markham, Ontario: Pembroke Publishers Limited, 1998.

Rigby, Ken.  New Perspectives on Bullying.  Philadelphia: Jessica Kingsley Publishers, 2002.

Rigby, Ken.  Stop the Bullying A handbook for teachers.  Markham, Ontario:  Pembroke P ublishers, 2001.

Rigby is one of the most important voices in the anti-bullying field. He is most of all a synthesizer and meta-analyst and therefore a clarifier. In his books, he distills and describes the elements of anti-bullying approaches and what is likely to work (and not). While supportive of 'whole school' or systemic approaches, he is always clear-headed and conservative, never on any bandwagons. And therefore the best guide. He has pointed out, for example, that where interventions don't work, it's often because of lack of sufficient teacher buy-in, which is of course a function of the administrator-teacher relationship and the degree of effort administrators have been in ensuring teacher engagement in the effort.

Rigby, Ken. Children and Bullying: How Parents and Educators Can Reduce Bullying at School (Paperback - Dec 19, 2007).

Rigby is the Australian researcher (and interventionist) who's been at the heart of so much of the good work (especially research and analysis) that's been done on bullying over the past twenty years. He somehow manages to pull off the difficult feat of being a passionate advocate for anti-bullying work, a supporter (in effect, though he might deny it a bit) of the whole school approach (not because he endorses Olweus' approach over others, specifically, but just because he - rightly - points out the benefits of approaching the issue of bullying systemically) and a very rational analyst and presenter of what's known about bullying. And he does this all, in his writing, is a supportive, appealing tone, with great clarity, which also recognizes the difficulty of dealing with bullying. He's written a number of books before this one, including one of the most important, a work with Peter Smith and Debra Pepler, Bullying in School, which came out in '04 and summarized the research to that point, and several guides (similar to the new one). This latest one, though, is especially good in reviewing the issue. He's addressing, as he points out, the two groups with the highest stake in adderssing bullying. Rigby is, above all, rational and reliable. The points he makes, the resources and websites he recommends, his reporting of what we know are highly evidence-based, expert and reasonable. In terms of the whole schools approach and Olweus' model, Rigby accurately points out that there have been Olweus-model implementations which haven't produced the very good results Olweus himself (implementing his own model, of course) have achieved. This even includes an implementation by Olweus' US associate, Sue Limber, in South Carolina. In the past, in talks and writing, Rigby's suggested that where whole-school implementations have produced poor results, lack of teacher buy-in (probably due to inadequate attention to this factor during prep for implementation) could be the explanation. However, as Rigby rightly points out, we need to study more and know more about how to prevent and address bullying. I especially like in this book his listing of "pro's" and "con's" about using certain approaches which (inevitably) imply that the targeted child's behavior has contributed to the bullying, or which rely on "shaming" approaches to the bullying child (and which we don't advocate using). This is a good book, a good guide for paents and educators, and a welcome resource.


Romain, Trevor.  Bullies Are a Pain in the Brain. Minneapolis, MN: Free Spirit Publishing Inc., 1997.


Sege, Robert D., MD, PhD, and Licenziato, Vincent G, eds. Recognizing & Preventing Youth Violence:  A Guide for Physicians & Other Health Care Professionals. Waltham, MA: Massachusetts Medical Society, 2004.


Shore, Dr. Kenneth.  The ABC’s of Bullying Prevention. Port Chester, NY: Dude Publishing, 2005.


Simmons, Rachel. Odd Girl Out:  the hidden culture of aggression in girls. New York: Harcourt, Inc., 2002.

She's turned her anti-bullying writing into a cottage industry. But she deserves major credit for drawing the public's attention to the issue - and she continues to do so. In her writing (and her talks), she has a tendency to take a very individual and psychological-analytic perspective, implicitly ascribing bullying to the nature of girls, and therefore defying the weight of the evidence - that it is adult behavior, and especially the culture and climate of schools, that evokes and sustains bullying. But she still deserves credit.


Smith, Peter K.; Pepler, Debra; and Rigby, Ken, eds. Bullying in schools:  how successful can interventions be? New York: Cambridge University Press, 2004.

Three of the most important researchers in the field, together in one place. A key book.


Spung, Barbara; Froschl, Merle; and Hinitz, Dr. Blythe. The Anti-Bullying and Teasing Book for Preschool Classrooms. Beltsville, MD: Gryphon House, Inc., 2005.

One of the few teams (and Hinitiz is a NJ educator) focusing on very early bullying and related behavior.


Stein, Nan.  Bullyproof  A Teacher’s Guide on Teasing and Bullying.  Wellesley, MA: Wellesley College Center for Research on Women and the NEA Professional Library, 1996.

Stein, Nan.  Classrooms & Courtrooms:  Facing Sexual Harassment in K-12 Schools. New York:  Teachers College Press, 1999.

Stein was one of the early U.S. experts on bullying. She's become known for, among other things, taking a somewhat contrarian view. She argues that using the term 'bullying' for a range of phenomena, including especially sexual harassment, tends to minimize harassment, by not emphasizing the separate legal issues and protections available for that form of violence.


Suckling, Amelia, and Temple, Carla. Bullying A Whole-School Approach. Philadelphia: Jessica Kingsley Publishers, 2001.

Tanenbaum, Leora. Slut!: Growing Up Female With A Bad Reputation. New York: Perennial, 2000.


The Collaborative for Academic, Social, and Emotional Learning; the Mid-Adlantic Regional Educational Laboratory; and The Laboratory for Student Success.  Safe and Sound:  An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs. Chicago: The Collaborative for Academic, Social, and Emotional Learning, 2003.

Thomas, Pat.  Stop Picking on Me.  Hauppauge, NY:  Barron’s Educational Series, Inc., 2000.

Thompson, Michael, PHD.; Cohen, Lawrence J., PhD; Grace, Catherine O’Neill.  Mom, They’re Teasing Me:  Helping Your Child Solve Social Problems.  New York: Ballantine Books, 2002.

Thompson, Michael, PhD., and Grace, Catherine O’Neill with Lawrence J. Cohen, PhD. Best Friends, Worst Enemies. New York: Ballantine Books, 2001.

Thornton, Timothy, MPA; Craft, Carole A.; Dahlberg, Linda L., PhD; Lynch, Barbara S., PhD; Baer, Katie, MPH; with Potter, Lloyd, PhD, MPH; Mercy, James A., PhD; and Flowers, Erica A., MPH. Best Practices of Youth Violence Prevention: A Sourcebook for Community Action.  Atlanta, GA: Centers for Disease Control and Prevention, 2002.

Vernberg, E. M., & Biggs, B. K. Preventing and Treating Bullying and Victimization. New York: Oxford University Press, 2010.

The newest 'text' on bullying - a well edited and selected collection of writings, with many important chapters, including one by Craig and colleagues in which 43 different intervention studies are reviewed and discussed.

Voors, William.The Parent’s Book about Bullying:  Changing the Course of Your Child’s Life. Center City, MN: Hazelden, 2000.

Wessler, Stephen L. The Respectful School: How Educators And Students Can Conquer Hate And Harassment. Alexandria, VA: Association for Supervision and Curriculum Development, 2003.

Wilhelm, Doug. The Revealers. Sunburst - Farrar, Straus and Giroux. 2003.

White, Emily. Fast Girls: Teenage Tribes and The Myth of the Slut. New York: Scribner, 2002.

Wiener, Philip P., and Fisher, John, eds. Violence And Aggression In The History Of Ideas. New Brunswick, NJ: Rutgers University Press, 1974.

Willard, Nancy E. Cyberbullying and Cyberthreats: Responding to the Challenge of Online Social Aggression, Threats and  Distress. Research Press. 2007.

Willard is one of the country's best (and one of the first) expert voices on cyberbullying. In this book, and her website, she provides excellent understanding and guidance on the phenomenon. She is notably rational - she was one of the first experts to point out that it was bullying by peers, and not sexual predation of children by adults, that was the most common threat to children on the web. She's also decried the 'hysteria' that sometimes arises about cyberbullying, as if it was something totally new and separate from bullying generally, when in fact most cyberbullying (almost all?) occurs between students who know each other from the same school buildings and communities, and either precedes or follows the 'offline' form.

Wiseman, Rosalind.  Queen Bees & Wannabes. New York:  Crown Publishers, 2002.

Like Simmons ('Odd Girl Out'), Wiseman deserves major credit for drawing public attention to bullying in the U.S., though her focus has always been on girls. She continues to do good work in the field, e.g., through 'Empower', her DC-based organization, and has become a media celebrity for her work.

Wyatt, Wendy. Please Don't Hurt Abby the Labby! AbbyLab Press, 2005.

Some anti-bullying advocates, notably Leisa-Anne Smith of the NJ State Bar Foundation, have always argued that there is a fundamental relationship between animal abuse and bullying. That used to be a speculative position, but evidence has gradually emerged to support the association of the two in some children. In any case, a school (and societal) culture and climate that doesn't support kindness and care for animals isn't likelyi to do a good enough job in engendering supportive relationships among children.