本研究目的在探討以「健康促進學校模式」為基礎，結合「社會認知理論」概念變項，強調以「生活技能」教學為主軸，配合「支持性環境營造」所發展的校園霸凌（含同儕性騷擾）防治計畫，對於提升國中學生霸凌（含同儕性騷擾）防治個人能力、心理決定因素、環境決定因素、行為意向與行為經驗的立即效果與延宕效果，以及學校行政單位與學生對本計畫的接受與滿意程度。

研究採「不相等實驗組對照組研究設計」，研究對象為國中二年級學生，先以立意取樣方式決定參與本研究之學校，再以班級為單位，採隨機取樣、隨機分派方式決定組別，共計2所學校12個班級。經前測、後測、後後測後，有效樣本數實驗組A為128名，實驗組B為129名，對照組C為127名，共計384名。

其中實驗組A同時接受班級課程「霸凌防治教學模組」與全校性「支持性環境營造」介入，實驗組B只有接受全校性「支持性環境營造」介入。教學模組課程介入採用健康與體育領域之健康教育科授課時間，以每週1節課（45分鐘），進行連續8周的課內教學。而支持性環境營造介入則是透過全校性的活動宣導方式，營造友善校園氛圍。兩組實驗組的介入均配合實際教學狀況，以原班級為單位，而對照組班級在同時期，除教育部規定之霸凌或性騷擾例行宣導活動外，不接受任何相關議題的額外課程或活動介入。

結果顯示結合課程與支持性環境營造的介入模式能夠有效提升國中學生霸凌與同儕性騷擾防治相關個人能力因素（包括知識與生活技巧）、心理決定因素（包括結果期望與自我效能）、動機誘因與行為意向，但在改變班級氣氛、社會支持及降低霸凌與同儕性騷擾的加害與受害行為頻率無明顯效果。若僅進行支持性環境營造，則只在知識程度的維持上是有效的。因此由介入成效可知本計畫能夠有效改變霸凌與同儕性騷擾防治的間接影響因素。計畫參與者對本計畫評價良好，值得未來繼續推展。

The present study aimed to establish an intervention program on bullying prevention based on Social Cognitive Theory and Health Promoting School model. This program placed emphasis on life skills, supportive environment to promote the behavioral capability, psychological and environmental determinants of behavior, and behavior intention on bullying prevention of junior high school students. The study tried to understand the feedback of the intervention program from the participants of the program, too.

This study adopted nonequivalent experiment control group design. First, the researcher chose experiment and control schools with the suitable conditions. Second, the participants were randomly sampled based on classes from the experiment school and randomized to experiment group A and experiment group B. The control group was randomly sampled based on classes from the control school, too. The experiment groups were screened after pre-post test and follow-up test, and the control group was screened after pre-post test. There were 128 effective samples in experiment group A, 129 ones in experiment group B and 127 ones in the control group. Thus the sum of 384 second-grade junior high school students were involved in this study.
The experiment group A underwent the intervention of “bullying prevention curriculum” (taught in the “Health Education” courses for 8 weeks, 45 minutes per week) and “supportive environment” (school-wide campaign) at the same time, while the experiment group B took the intervention of “supportive environment” only. The control group didn’t receive any curriculum or activity about bullying and sexual harassment except those ordered by the Ministry of Education or carried routinely.

The results showed that the program which combines “curriculum” and “supportive environment” can promote the behavioral capability (knowledge and life-skills), psychological determinants of behavior (outcome-expectations and self-efficacy), incentive motivation and behavior intentions on bullying and peer sexual harassment prevention. But it showed obvious effects neither on changing classroom climate and social support among junior high school students, nor on decreasing the frequency of bullying. If taking the intervention of “supportive environment” exclusively, it improved knowledge only. The results showed that the program led to remarkable effects on indirect influencing factors of bullying and peer sexual harassment, and the participants had positive evaluation on this program. Both showed that the program is worth being promoted in the future.

于漱（2007）。國中生社會支持與其健康相關生活品質之關係研究。國立臺灣大學衛生政策研究所博士論文。未出版。
內政部家庭暴力及性侵害防治委員會（2006）。95年度性騷擾防治宣導人員培訓手冊。臺北：內政部。
王雅各（2000）。性屬關係（上）：性別與社會、建構。臺北市：心理。
王慶福、洪光遠、程淑華、王郁茗（2007）。社會心理學（507-564頁）。臺北市：雙葉書廊。
江宜珍、李蘭（2010）。學校衛生與健康促進學校。摘自李蘭等，健康行為與健康教育（pp.103-122）。臺北市：巨流。
李美枝（1995）。社會心理學—理論研究與應用（201-235頁）。臺北市：大洋。
李思賢、晏涵文、馮嘉玉（2009.08.17）。臺灣地區高中職校園性騷擾現況及其相關因素之研究。第一屆世界華人性學研討會發表論文。高雄樹德科技大學。
李淑貞譯（2007）。O'Moore Mona & Minton Stephen James著，無霸凌校園—給學校、教師和家長的指導手冊。臺北市：五南。
李蘭、晏涵文、陳富莉、陸玓玲、吳文琪、江宜珍（2010）。健康行為與健康教育。臺北市：巨流。
何宜信、蘇泰盈（2008.04.30）。校園霸凌，女國中生遭毆打脫衣。TVBS新聞台。2011年3月10日，取自：http://weekly.tvbs.com.tw/news/news_list.asp?no=sunkiss20080430181548
兒童福利聯盟（2004）。國小兒童校園霸凌(bully)現象調查報告。臺北：兒童福利聯盟。
兒童福利聯盟（2005）。兒童校園「非肢體霸凌」現況調查報告。臺北：兒童福利聯盟。
兒童福利聯盟（2006）。兒童校園「性霸凌」現況調查報告。臺北：兒童福利聯盟。
兒童福利聯盟（2007）。兒童校園「霸凌者」現況調查報告。臺北：兒童福利聯盟。
兒童福利聯盟（2008）。2008「哎喲喂呀」兒童專線來電分析報告。臺北：兒童福利聯盟。
兒童福利聯盟（2011）。2011年臺灣校園霸凌現象調查報告。臺北：兒童福利聯盟。
林秀勤、張憲庭、游錦雲（2009）。霸凌現象與學生偏差行為對有善校園影響之研究。初等教育學刊，32，75-103。
林志成（2010.12.13）。反校園霸凌，教部將立專法。中國時報，A1版。
林秀怡（2011.01.07）。校園霸凌，性/別暴力的展場。網氏/罔市女性電子報。2011年1月7日，取自：http://www.frontier.org.tw/bongchhi/?p=13169
吳京、李坤崇、尹玫君、胡淑貞（2000）。臺灣地區青少年校園暴力防治計畫（I）。國家科學委員會專題報告（編號：NSC-89-2420-H-006-001-QBS），未出版。
吳齊殷、李珮禕（2001）。友誼網絡對青少年心理健康之影響。青少年生命力成與生活調適研討會。臺北：中央研究院社會學研究所。
邱靖惠、蕭慧琳（2009）。臺灣校園霸凌現象與危機因素之解析。兒童及少年福利期刊，15，147-170。
高淑芬、宋維村、蔡文友、邱彥南（1997）。中文版自填式青春期發展量表。臺灣精神醫學，11，129-140。
莊美華（2005）。校園安全。載於黃松元、陳政友主編，學校衛生工作指引—健康促進學校【實務篇】。臺北市：教育部。
晏涵文、馮嘉玉（2009）。臺灣國小、國中、高中職學校性教育成果調查研究。臺灣性學學刊，15（2），65-80。
晏涵文主編（2010）。學校性教育工作指引。臺北市：教育部體育司。2011年3月2日，取自：http://sexedu.moe.edu.tw//data/2010guideline.pdf
晏涵文（2011）。性、兩性關係與性教育（第二版，pp.351-404）。臺北市：心理。
段文婷、江光榮（2008）。計劃行為理論述評。心理科學進展, 16(2), 315-320。
教育部（2010）。教育部補助地方政府辦理學校健康促進實施計畫。臺北市：教育部。2011年3月12日，取自：http://hpshome.giee.ntnu.edu.tw/Policy.aspx
教育部（2011）。性別平等教育法。臺北市：教育部。2012年8月1日，取自https://csrc.edu.tw。
教育部（2012）。校園性騷擾事件統計-按當事人關係統計。臺北市：教育部。2012年12月20日，取自http://www.edu.tw。
教育部（2012）。校園霸凌防制準則。臺北市：教育部。2012年8月1日，取自https://csrc.edu.tw。
陳淑芬（2000）。青少年性騷擾。國立陽明大學護理研究所碩士論文。未出版。
陳富莉、晏涵文、李蘭（2010）。學校衛生與健康促進學校。摘自李蘭等，健康行為與健康教育（pp.314-337）。臺北市：巨流。
陳洛薇、李明賢（2010年12月24日）。跨部會防制霸凌，曾志朗督軍。聯合報，A2版。
陳利銘、鄭英耀、黃正鵠（2010）。反霸凌政策之分析與改進建議。教育政策論壇，13(3)，1-25。
郭鐘隆（2005）。推動學校本位的健康促進學校。臺灣教育，634，14-19。
粘絢雯、程景琳（2010）。國中班級經營與班級氣氛相關因素之探討：關係攻擊與關係受害。教育實踐與研究，23(1)，57-84。
黃正鵠、楊瑞珠（1998）。青少年對性騷擾的態度與看法。臺北市：教育部輔導工作六年計畫研究報告。
黃富源（2002）。中小學校園性別化暴力現象之檢視與防治研究（編號：91053929）。臺北市：教育部。
黃淑英、晏涵文（2004）。臺北市某國中學生性騷擾現況及防治教育需求。臺灣性學學刊，10(1)，13-34。
黃松元、陳政友（2005）。學校衛生工作指引—健康促進學校【理論篇】。臺北市：教育部。
黃久美、郭鐘隆（2007）。從健康促進學校到生活技能。健康臺北季刊，89，36-40。
黃貞裕、吳娟娟、駱俊宏（2007）。高中職女學生性騷擾知覺、性騷擾態度與因應行為關係之研究：以臺南縣市為例。教育學術彙刊，1(1)，87-111。
黃資富（2011）。臺北市高職一年級學生網路霸凌預防教育介入成效評估。國立臺灣師範大學健康促進與衛生教育系碩士論文。未出版。
張奕涵、李蘭、張新儀、吳文琪（2010）。男女學生四至十一年級之社交焦慮發展軌跡研究。臺灣公共衛生雜誌，29(5)，465-476。
張益瑞（2011）。數位影片案例教學對國小六年級學童反霸凌知識、社交技巧及同理心影響之研究。國立臺北教育大學教育傳播與科技研究所碩士論文。未出版。
彭彥凌（2008）。反校園霸凌之生活技能教學介入成效探討。國立臺灣師範大學健康促進與衛生教育系碩士論文。未出版。
鄭如安、許傳盛、蔡素芬、葉玉如（2007）。96年度高雄市國中小學校園霸凌現況調查之研究。高雄：高雄市政府社會局。
鄭英耀、黃正鵠、陳利銘、薛靜雯、劉昆夏、黃國彰（2009）。校園暴力霸凌現況調查與改進策略實施計畫（編號RG9812-0242）。臺北市：教育部軍訓處。
劉潔心主編（2006）。健康促進學校輔導手冊—學校行動篇。臺北市：行政院衛生署國民健康局。
劉潔心主編（2006）。健康促進學校輔導手冊—健康議題篇。臺北市：行政院衛生署國民健康局。
劉榮、林曉雲（2011.04.29）。性侵三同學，國二狼不轉學，無法強制。自由時報電子報。取自：http://www.libertytimes.com.tw。
簡苑珊、陸玓玲、李鴻森、洪百薰（2012）。青少年性騷擾受害經驗與身心適應之相關—以基隆市國中學生為例。臺灣公共衛生雜誌，31(4)，326-334。
Angelone, D. J., Hirschman, R., Suniga, S., Armey, M. & Armelie, A. (2005). The influence of peer interactions on sexually oriented joke telling. Sex Roles, 52(3/4), 187-199.
Akiba, M. (2004). Nature and correlates of Ijime – Bullying in Japanese middle school. International Journal of Educational Research, 41(3), 216-236.
American Association of University Women Educational Foundation. (1993). Hostile hallways: The AAUW survey on sexual harassment in America’s schools. Washington, DC: AAUW Educational Foundation.
American Association of University Women Educational Foundation. (2001). Hostile Hallways: Bullying, teasing, and sexual harassment in school. Washington, DC: AAUW Educational Foundation.
American Medical Association. (1991). Health youth 2000: National health promotion and disease prevention objectives for adolescents. Chicago, IL: Author.
Baldry, A. C. & Farrington, D. P. (2000). Bullies and delinquents: Personal characteristics and parental styles. Journal of Community and Applied Social Psychology, 10, 17−31.
Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ; Prentice Hall.
Bandura, A. (1977a). Social learning theory. Englewood Cliffs, N.J.: Prentice Hall.
Bandura, A. (1977b). Self efficacy: toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ.: Prentice Hall.
Basile, K. C., Espelage, D. L., Rivers, I., McMahon, P. M. & Simon, T. R. (2009). The theoretical and empirical links between bullying behavior and male sexual violence perpetration. Aggression and Violent Behavior, 14, 336-347.
Bell, C. D., Raczynski, K. A. & Horne, A. M. (2010). Bully Busters abbreviated: Evaluation of a group-based bully intervention and prevention program. Group Dynamics: Theory, Research, and Practice, 14(3), 257-267.
Bennett, P. & Murphy, S. (1997). Psychology and health promotion. Buckingham, England: Open University Press.
Beran, T. N., Hughes, G. & Lupart, J. (2008). A model of achievement and bullying: analyses of the Canadian National Longitudinal Survey of Children and Youth data. Educational Research, 50(1), 25-39.
Beverly, B. T.(2001). Preventing bullying at school- teacher’s manual grades 6-8. USA: Hazelden.
Björkqvist, K., Lagerspetz, K. & Kaukiainen, A. (1992). Do girls manipulate and boys fight? Developmental trends in regard to direct and indirect aggression. Aggressive Behavior, 18, 117–127.
Blatchford, P. (1998). Social life in school. London: Falmer.
Bond, L., Glover, S., Godfrey, C., Butler, H. & Patton, G. (2001). Building capacity for system-level changes in schools: Lessons from the Gatehouse Project. Health Education & Behavior, 28 (3), 368–383.
Bond, L., Patton, G., Glover, S., Carlin, J. B., Butler, H., Thomas, L. & Bowes, G. (2004). The Gatehouse Project: can a multilevel school intervention affect emotional wellbeing and health risk behaviours? Journal of Epidemiology and Community Health, 58, 997-1003.
Bond, L., Wolfe, S., Tollit, M., Butler, H. & Patton, G. (2007). A comparison of the Gatehouse Bullying Scale and the Peer Relations Questionnaire for students in secondary school. Journal of School Health, 77(2), 75-79.
Borg, M. G. (1998). The emotional reactions of school bullies and their victims. Educational Psychology, 18, 433-443.
Botvin, G. J. (2001). Life skill training: Fact sheet. 2010.10.12, from http://www.lifeskillstraining.com/facts.html
Bowlby, J. (1982). Attachment and loss (2nd). New York: Basic Books.
Boyce, W. F., King , M. A. & Roche, J. (2008). Healthy settings for young people in Canada. Canada: Public Health Agency.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Buhs, E. S., Ladd, G. W. & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement. Journal of Educational Psychology, 98(1), 1-13.
Carskadon, M. A. & Acebo, C.（1993）. A self-administered rating scale for pubertal development. Journal of Adolescent Health, 14, 190-195.
Chen, J. K. & Astor, R. A. (2010). School violence in Taiwan: Examining how western risk factors predict school violence in an Asian culture. Journal of Interpersonal Violence, 25(8), 1388-1410.
Cheng, Y., Newman, I.M., Qu, M., Mbulo, L., Chai, Y., Chen, Y. & Shell, D.F. (2010). Being bullied and psychosocial adjustment among middle school students in China. Journal of School Health, 80(4), 139-199.
Cheng, Y. Y., Chen, L. M., Liu, K. S. & Chen, Y. L. (2010). Development and psychometric evaluation of the school bullying scales: A Rasch measurement approach. Educational and Psychological Measurement, 71, 200-216.
Chiodo, D., Wolfe, D. A., Crooks, C., Hughes, R. & Jaffe, P. (2009). Impact of sexual harassment victimization by peers on subsequent adolescent victimization and adjustment: A longitudinal study. Journal of Adolescent Health, 45, 246-252.
Coleman, P. K. & Byrd, C. P. (2003). Interpersonal correlates of peer victimization among young adolescents. Journal of Youth and Adolescence, 32(4), 301-314.
Conner, M, & Norman, P. (1995). Predicting Health Behaviour. Buckingham, England: Open University Press.
Craig, W. M., & Pepler, D. J. (1997). Observations of bullying and victimization in the school yard. Canadian Journal of School Psychology, 13, 41−59.
Craig, W. M., Pepler, D. J., Connolly, J. & Henderson, K. (2001). Developmental context of peer harassment in early adolescence: The role of puberty and peer group. In Juvonen, J. & Graham, S. (Eds). Peer harassment in school: The plight of the vulnerable and victimized (pp.242-262). New York: Guilford.
Craig, W., Harel-Fisch, Y., Fogel-Grinvald, H., Dostaler, S., Hetland, J., Simons-Morton, B., Moicho, M., Mato, M. G., Overpeck, M., Due, P., Pickett, W., the HBSC Violence and Injuries Prevention Focus Group & the HBSC Bullying Writing Group. (2009). A cross-national profile of bullying and victimization among adolescents in 40 countries. International Journal of Public Health, 54, 216-224.
Crick, N.R. & Dodge, K. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74–101.
Crick, N.R. & Grotpeter, J.K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66(3), 710–722.
Cross, D., Hall, M., Hamilton, G., Pintabona, Y., & Erceg, E. (2004). Australia: The Friendly Schools project. In Smith, P.K., Pepler, D., Rigby, K. (Eds.), Bullying in schools: How successful can interventions be? (pp. 187-210). Cambridge: Cambridge University Press.
Cunningham, N. J., Taylor, M., Whitten, M. E., Hardesty, P. H., Eder, K. & DeLaney, N. (2010). The relationship between self-perception of physical attractiveness and sexual bullying in early adolescence. Aggressive Behavior, 36, 271–281.
Demaray, M. K. & Malecki, C. K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban middle school. School Psychology Review, 32, 471−489.
Desjardins, T. L. & Leadbeater, B. J. (2011). Relational victimization and depressive symptoms in adolescence: Moderating effects of mother, father, and peer emotional support. Journal of Youth Adolescence, 40, 531–544.
DeRosier, M. E. (2004). Building relationships and combating bullying: effectiveness of a school-based social skills group intervention. Journal of Clinical Child & Adolescent Psychology, 33, 196-201.
DeVoe, J. & Kaffenberger, S. (2005). Student reports of bullying: Results of 2001 school crime supplement to the National Crime Victimization Survey (NCES 205-310). U.S. Department of Education Statistics. Washington, DC.: U. S. Government Print Office.
Dodge, K. A. (1980). Social cognition and children’s aggressive behavior. Child Development, 51, 162-170.
Dodge, K. A., Dishion, T. J. & Lansford, J. E. (Eds.). (2006). Deviant peer influences in programs for youth. New York: Guildford.
Dodge, K. A., Price, J. M., Bachorowski, J. A. & Newman, J. P. (1990). Hostile attributional biases in severely aggressive adolescents. Journal of Abnormal Psychology, 99. 385-392.
Duke, N. N., Pettingell, S. L., McMorris , B. J. & Borowsky, I. W. (2010). Adolescent violence perpetration: Associations with multiple types of adverse childhood experiences. Pediatrics, 125(4), 778-786.
Duffy, J., Wareham, s. & Walsh, M. (2004). Psychological consequences for high school students of having been sexually harassed. Sex Roles, 50, 811-821.
Eisenberg, M. E., Neumark-Sztainer, D. & Perry, C. L. (2003). Peer harassment, school connectedness, and academic achievement. Journal of School Health, 73(8), 311-316.
Elkind, D. (1978). The Childs Reality: Three Development Themes. Hillsdale, New Jersey: Lawrence Erlbaum Associates
Englert D. (1999). Investigating the effectiveness of violence intervention in a primary education setting: A comparison of programs [dissertation]. University: University of Mississippi.
Ennett, S. T. & Bauman, K. E. (1994). The contribution of influence and selection to adolescent peer group homogeneity: The case of adolescent cigarette smoking. Journal of Personality and Social Psychology, 67, 653-663.
Espelage, D. L., Holt, M. K., & Henkel, R. R. (2003). Examination of peer-group contextual effects on aggression during early adolescence. Child Development, 74, 205-220.
Espelage, D. L. & Holt, M. K. (2007). Dating violence & sexual harassment across the bully-victim continuum among middle and high school student. Journal of Youth and Adolescence, 36, 799-811.
Espelage, D. L., Mebane, S. E. & Adams, R. S. (2004). Empathy, caring, and bullying: Toward an understanding of complex associations. In Espelage, D. L. & Swearer, S. M.(Eds.), Bullying in American schools: A social-ecological perspective on prevention and intervention (pp. 37-61). Mahwah, New Jersey: Lawrence Erlbaum.
Felix, E. D., Furlong, M. J. & Austin, G. (2009). A Cluster Analytic Investigation of School Violence Victimization Among Diverse Students. Journal of Interpersonal Violence, 24(10), 1673-1695.
Fast, J., Fanelli, F. & Salen, L. (2003). How becoming mediators affects aggressive students. Children and Schools, 25, 161-171.
Ferguson, C. J., Miguel, C. S., Kilburn, J. C. Jr. & Sanchez, P. (2007). The effectiveness of school-based anti-bullying programs—A meta-analytic review. Criminal Justice Review, 32(4), 401-414.
Fineran, S. & Bennett, L. (1995). Gender differences in peer sexual harassment. The Fourth International Family Violence Research Conference, University of New Hampshire, Durham.
Fineran, S., & Bennett, L. (1998). Teenage peer sexual harassment: Implications for social work practice in education. Social Work, 43(1), 55-64.
Fineran, S. & Bennett, L. (1999). Gender and power issues of peer sexual harassment among teenagers. Journal of Interpersonal Violence, 14(6), 626-641.
Fineran, S. & Bolen, R. M. (2006). Risk factors for peer sexual harassment in schools. Journal of Interpersonal Violence, 21(9), 1169-1190.
Forero, R., McLellan, L., Rissel, C. & Bauman, A. (1999). Bullying behaviour and psychosocial health among school students in New South Wales, Australia: cross sectional survey. British Medical Journal, 319, 344-348.
Fredland, N. M. (2008). Sexual bullying: Addressing the gap between bullying and dating violence. Advances in Nursing Science, 31(2), 95-105.
Gini, G., Albiero, P., Benelli, B. & Altoe, G. (2008). Determinants of adolescents’ active defending and passive bystanding behavior in bullying. Journal of Adolescence, 31, 93-105.
Glanz, K., Rimer, B. K. & Viswanath, K. (2008). Health behavior and health education: Theory, research, and practice. San Francisco : Jossey-Bass.
Glover, S., Patton, G., Butler, H., Pietro, G. D., Begg, B., Ollis, D., Cahir, S., & Watson, J. (2002). Gatehouse project: Teaching resources for emotional well-being. Australia, Parkville Victoria: Centre for Adolescent Health.
Goldstein, S. E. (2007). Risk factors of sexual harassment by peers: a longitudinal investigation of African American and European American adolescents. Journal of Research on Adolescence, 17(2), 285-300.
Goldstein, S. E., Young, A. & Boyd, C. (2008). Relational aggression at school: Association with school safety and social climate. Journal of Youth and adolescence, 37, 641-654.
Greeberg, M. T., Speltz, M. L. & DeKlyen, M. (1993). The role of attachment in the early development of disruptive behavior problems. Development and Psychopathology, 5, 191-213.
Gruber, J. E. & Fineran, S. (2008). Comparing the impact of bullying and sexual harassment victimization on the mental and physical health of adolescents. Sex Roles, 59, 1-13.
Hazelden Foundation. (2010.01).Olweus Bullying Prevention Programs. Retrieved from http://www.violencepreventionworks.org/public/index.page
Hazelden Foundation. (2007). Olweus bullying questionnaire. http://www.olweus.org/public/stop-bullying-program.page?menuheader=2
Hodges, E.V.E., Malone, M.J. & Perry, D.G.. (1997). Individual risk and social risk as interacting determinants of victimisation in the peer group. Developmental Psychology, 33, 1032-1039.
Horne, Orpinas, Newman-Carlson, & Bartolomucci, (2004). Elementary school Bully Busters Program: Understanding why children bully and what to do about it. In: Espelage, D. L. & Swearer, S. M. (Eds), Bullying in American schools: A social-ecological perspective on prevention and intervention. (pp. 297-325). Mahwah, N.J. : L. Erlbaum Associates.
Hosser, D. & Bosold, C. (2006). A Comparison of Sexual and Violent Offenders in a German Youth Prison. Howard Journal of Criminal Justice, 45(2), 159-170.
Hunter, J. A., & Figueredo, A. J. (2000). The influence of personality and history of sexual victimization in the prediction of juvenile perpetrated child molestation. Behavior Modification, 24, 241-263.
Kaiser-Ulrey, C. (2003). Bullying in middle schools: A study of B.E.S.T.- Bullying Eliminated from Schools Together - an anti-bullying programme for seventh grade students. PhD Thesis. Tallahassee: Florida State University, College of Education.
Kaukiainen, A., Björkqvist, K., Lagerspetz, K., Österman, K., Salmivalli, C., Rothberg, S. & Ahlbom, A. (1999). The relationships between social intelligence, empathy, and three types of aggression. Aggressive Behavior, 25, 81-89.
Kim, Y. S., Koh, Y. J. & Leventhal, B. L. (2004). Prevalence of School Bullying in Korean Middle School Students. Archives of Pediatrics & Adolescent Medicine, 158, 737-741.
Kochenderfer, B.J., Ladd, G.W. (1997). Victimized children’s responses to peers’ aggression: Behaviors associated with reduced versus continued victimization. Development and Psychopathology, 9. 59–73.
Kirby, D. & Di-Clemente, R. J. (1994). School-based interventions to prevent unprotected sex and HIV among adolescents. In Di-Clemente, R. J. & Peterson, J. L. (Eds.), Preventing AIDS: Theories and methods of behavioral intention. New York: Plenum Press.
Land, D. (2003). Teasing apart secondary students' conceptualizations of peer teasing, bullying and sexual harassment. School Psychology International, 24(2), 147-165.
Limber, S. P., Nation, M., Tracy, A. J., Melton, G. B. & Flerx, V. (2004). Implementation of the Olweus Bullying Prevention programme in the Southeastern United States. In Smith, P. K. Pepler, D. & Rigby, K. (Eds). Bullying in schools: How successful can interventions be? (pp.55-80). Cambridge: Cambridge University Press.
Loeber, R. & Stouthamer-Loeber, M. (1998). Development of juvenile aggression and violence. American Psychologist, 53, 242-259.
Luukkonen, A-H., Riala, K., Hakko, H. & Rasanen, P. (2011). Bullying behaviour and criminality: A population-based follow-up study of adolescent psychiatric inpatients in Northern Finland. Forensic Science International, 207, 106-110.
Malamuth, N. M., Linz, D., Heavey, C. L., Barnes, G. & Acker, M. (1995). Using the confluence model of sexual aggression to predict men’s conflict with women: A 10 year follow-up study. Journal of Personality and Social Psychology, 69, 353-369.
Mangrulkar, L., Whitman, C. V. & Posner, M. (2001). Life skills approach to child and adolescent. Washington: Pan American Health Organization.
Martin, J. L. (2008). Peer sexual harassment--Finding voice, changing culture--An intervention strategy for adolescent females. Violence against women, 14(1), 100-124.
McFadyen-Ketchum, S. A., Bates, J. E., Dodge, K. A. & Pettit, G. S. (1996). Patterns of　change in early childhood aggressive-disruptive behavior: Gender differences in　predictions from early coercive and affectionate mother-child interactions. Child Development, 67, 2417−2433.
McMaster, L. E., Connolly, J., Pepler, D. & Craig, W. M. (2002). Peer to peer sexual harassment in early adolescence: A developmental perspective. Development and Psychopathology, 14, 91-105.
Merrell, K. W., Gueldner, B. A., Ross, S. W. & Isava, D. M. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23(1), 26-42.
Meyer, N. & Lesch, E. (2000). An ayalysis of the limitations of a behavioral programme for bullying boys from a subeconomic environment. Southern African Journal of Child and Adolescent Mental Health, 12, 59-69.
Murnen, S. K., Wright, C. & Kaluzny, G. (2002). If “boys will be boys” then girls will be victims: A meta-analytic review of the research relation masculine ideology to sexual aggression. Sex Roles, 46, 359-375.
Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B. & Scheidt, P. (2001). Aggression behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094–2100.
Olweus, D. (1984). Aggressors and their victims: Bullying at school. In N. Frude & H. Gault (Eds.), Disruptive behavior in schools. New York: Wiley.
Olweus, D. (1992). Bullying among schoolchildren: Intervention and prevention. In: Peters, R.D., McMahon, R.J. & Quinsey, V.L.(eds.), Aggression and Violence Throughout the Life Span (pp. 100-125). London, England: Sage Publications.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: Blackwell.
Olweus, D. (1994). Annotation: bullying at school: basic facts and effects of school based intervention programs. Journal of Child Psychology Psychiatry, 35(7), 1171-1190.
Olweus, D. (1995). Bullying or peer abuse at school: Intervention and prevention. In Davies, G. & Lloyd-Bostock, S. (Eds.), Psychology, law, and criminal justice: International developments in research and practice. Oxford, England: Walter De Gruyter.
Olweus, D. (2001). Peer harassment: A critical analysis and some important issues. In Juvonen J. & Graham, S.(Eds), Peer harassment in school(pp. 3-20). New York: Guilford.
Olweus, D. (2003). A profile of bullying. Educational leadership, 60(6), 12–17.
Olweus, D. (2004). The Olweus Bullying Prevention Programme: design and implementation issues and a new national initiative in Norway. In Smith, P. K. Pepler, D. & Rigby, K. (Eds), Bullying in schools: How successful can interventions be? (pp.13-36). Cambridge: Cambridge University Press.
Olweus, D. & Limber, S. P. (2010). The Olweus Bullying Prevention Program: Implementation and evaluation over two decades. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), The handbook of school bullying: An international perspective (pp. 377–402). New York, NY: Routledge.
O'Moore, M. & Kirkham, C. (2001). Self-esteem and its relationship to bullying behaviour. Aggressive Behavior, 27, 269-283.
Orpinas, P. & Horne, A. M. (2005). Bullying prevention: Creating a positive school climate and developing social competence. Washington, DC: American Psychological Association.
Ortega, R., Del-Rey, R., & Mora-Mercan, J. A. (2004). SAVE Model: An anti-bullying intervention in Spain. In Smith, P.K., Pepler, D. & K. Rigby (Eds.), Bullying in schools: How successful can interventions be? (pp. 167-186). Cambridge: Cambridge University Press.
Patton, G., Glover, S., Bond, L., Butler, H., Godfrey, C., Pietro, G. D. & Bowes, G. (2000). The Gatehouse Project: a systematic approach to mental health promotion in secondary schools. Australian and New Zealand Journal of Psychiatry, 34(4), 586-593.
Patton, G., Bond, L., Butler, H. & Glover, S. (2003). Changing schools, changing health? Design and implementation of the Gatehouse Project. Journal of Adolescent Health, 33, 231-239.
Pellegrini, A. D. (2001). A longitudinal study of heterosexual relationships, aggression, and sexual harassment during the transition from primary school through middle school. Journal of Applied Developmental Psychology, 22, 119-133.
Pellegrini, A. D. (2002). Bullying, victimization, and sexual harassment during the transition to middle school. Educational Psychologist, 37(3), 151-163.
Pepler, D.J., Craig, W.M. & Roberts, W.L. (1998). Observations of aggressive and nonaggressive children on the school playground. Merrill-Palmer Quarterly, 44, 55-76.
Pepler, D. J., Craig, W. M., Connolly, J. A., Yuile, A., McMaster, L. & Jiang, D. (2006). A Developmental Perspective on Bullying. Aggressive Behavior, 32, 376-384.
Peskin, M., Tortolero, S. & Markham, C. (2006). Bullying and victimization among black and Hispanic adolescents. Adolescence, 41, 467-484.
Peterson, J. L. & Hyde, J. S. (2009). A longitudinal investigation of peer sexual harassment victimization in adolescence. Journal of Adolescence, 32(5), 1173-1188.
Pikas A. (1989). A pure conception of mobbing gives the best for treatment. School Psychology International, 10, 95–104.
Prentky, R. A. (2003). A 15-year retrospective on sexual coercion: Advances and projections. Annals of the New York Academy of Sciences, 989, 13−32.
Pulkkinen, L., & Tremblay, R. E. (1992). Patterns of boys' social adjustment in two cultures and at different ages: A longitudinal perspective. International Journal of Behavioral Development, 15, 527−553.
Rahey, L. & Craig, W. M. (2002). Evaluation of an ecological program to reduce bullying in schools. Canadian Journal of Counseling, 36, 281-295.
Rigby, K., Smith, P. K. & Pepler, D. (2004). Working to prevent school bullying: key issues. In Smith, P. K. Pepler, D. & Rigby, K. (Eds), Bullying in schools: How successful can interventions be? (pp.1-12) Cambridge: Cambridge University Press.
Rios-Ellis, B., Bellamy, L. & Shoji, J. (2000). An examination of specific types of Ijime within Japanese schools. School Psychology International, 21(3), 227-241.
Roscoe, B. Strouse, J. S. & Goodwin, M. P.(1994). Sexual harassment: Early adolescents’ self-reports of experience and acceptance. Adolescence, 29, 515-523.
Rosenbluth, B. Whitaker, D.J., Sanchez, E., & Valle, L.A. (2004). The Expect Respect Project: Preventing bullying and sexual harassment in US elementary schools. In Smith, P.K., Pepler, D., & Rigby, K. (Eds.), Bullying in schools: How successful can interventions be? (pp. 211-233). Cambridge: Cambridge University Press.
Rosnick, M. D., Bearman, P. S., Blum R. W., et al. (1997). Protecting adolescents from harm: Findings from the National Longitudinal Study of Adolescent Health. JAMA, 278, 823-832.
Ross, D.M. (1996). Childhood bullying and teasing: What school personnel, other professionals, and parents can do. Alexandria, VA: American Counseling Association.
Ross, S. W. & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42, 747-759.
Ryan, A. M. (2001). The peer group as a context for the development of young adolescent motivation and achievement. Child Development, 72, 1135−1150.
Salmivalli, C., Lagerspetz, K. Björkqvist, K., Österman, K. & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22(1), 1-15.
Salmivalli, C. (1999). Participant role approach to school bullying: Implications for interventions. Journal of Adolescence, 22, 453-459.
Salmivalli, C. (2001). Group view on victimization: Empirical findings and their implications. In Juvonen J. & Graham, S.(Eds), Peer harassment in school(pp. 398-419). New York: Guilford.
Salmivalli, C., Karna, A., & Poskiparta, E. (2007). From peer putdowns to peer support: A theoretical model and how it translated into a national anti-bullying program. In Jimerson, S.R., Swearer, S.M. & Espelage, D.L.(Eds.), The International Handbook of School Bullying. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15, 112-120.
Sharp, S. & Smith, P. K. (1994). Tacking bullying in your school: A practical handbook for teachers. London: Routledge.
Shaw, D. S. & Bell, R. Q. (1993). Developmental theories of parental contributors to antisocial behavior. Journal of Abnormal Child Psychology, 21, 493-518.
Shechtman, Z. (2006). The relationship of life skills and classroom climate to self-reported levels of victimization. International Journal for the Advancement of Counseling, 28, 359-373.
Shute, R., Owens, L. & Slee, P. (2008). Everyday victimization of adolescent girls by boys: Sexual harassment, bullying or aggression? Sex Roles, 58, 477-489.
Slaby, R. G. & Guerra, N. G. (1988). Cognitive mediators of aggression in adolescent offenders: 1. Assessment. Developmental Psychology, 24, 580-588.
Slee, P.T. (1996). The P.E.A.C.E. Pack: A programme for reducing bullying in our schools. Australian Journal Guidance Counsel, 6, 63–69.
Smith, P. K. & Brain, P. (2000). Bullying in schools: Lessons from two decades of research. Aggressive Behavior, 26, 1-9.
Smith, E. P., Connell, C. M., Wright, G., Sizer, M. & Norman, J. M. (1997). An ecological model of home, school, and community partnerships: Implications for research and practice. Journal of Educational and Psychological Consultation, 8, 339-360.
Smith, P. K., Madsen, K. C. & Moody, J. C. (1999). What causes the age decline in reports of school being bullied at school? Toward a developmental analysis of risks of being bullied. Educational Research, 41, 267-285.
Smith, P.K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S. and Tippett, N. (2008). Cyberbullying: its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49(4) ,376-385.
Smith, P. K, Sharp, S., Eslea, M. & Thompson, D. (2004). England: the Sheffield project. In Smith, P. K. Pepler, D. & Rigby, K. (Eds), Bullying in schools: How successful can interventions be? (pp.99-124). Cambridge: Cambridge University Press.
Solberg, M. E. Olweus, D. & Endresen, I. M. (2007). Bullies and victims at school: Are they the same pupils? British Journal of Educational Psychology, 77, 441-464.
Stein, N., Marshall, N. L. & Tropp, L. R. (1993). Secrets in public: Sexual harassment in our schools. Wellesley, MA: Wellesley College, Center for Research on Women.
Steinberg, M. S. & Dodge, K. A. (1983). Attributional bias in aggressive adolescent boys and girls. Journal of Social and Clinical Psychology, 1, 312-321.
Strauss, S. & Espeland, P. (1992). Sexual harassment and teens. Minneapolis: Free Spirit.
Sullivan, K. (1999). Aotearoa/New Zealand. In Smith, P. K., Morita, Y., Junger-Tas, J., Olweus, D., Catalano, R., Slee, P., editors. The nature of school bullying: A cross-national perspective(pp. 340–355). London and New York: Routledge.
Sutton, J., Smith, P.K. & Swettenham, J. (1999). Social cognition and bullying: Social inadequacy or skilled manipulation? British Journal of Developmental Psychology, 17, 435-450.
Tierney, T. & Dowd, R. (2000). The use of social skills groups to support girls with emotional difficulties in secondary schools. Support for Learning, 15, 82-85.
Timmerman, G. ( 2002). A comparison between unwanted sexual behavior by teachers and by peers in secondary schools. Journal of Youth and Adolescence, 31(5), 397-404.
Timmerman, G. ( 2004). Adolescents’ psychological health and experiences with unwanted sexual behavior at school. Adolescence, 39(156), 817-825.
Ttofi, M. M., Farrington, D. P. & Baldry, A. C. (2008). Effectiveness of programs to reduce school bullying: A systematic review. Swedish Council for Crime Prevention.
Ttofi, M. M. & Farrington, D. P. (2011). Effectiveness of programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27-56.
UNESCO (2009). International guidelines on sexuality education: An evidence informed approach to effective sex, relationships and HIV/STI education. http://www.foxnews.com/projects/pdf/082509_unesco.pdf
United Nations. (1991). United Nations convention on the rights of the child. Florence: UNICEF.
Wang, J., Iannotti, R. J. & Nansel, T. R. (2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45, 368-375.
Ward, L. M. (2003). Understanding the role of entertainment media in the sexual socialization of American youth: A review of empirical research. Developmental Review, 23, 347-388.
Wei, H. S. & Chen, J. K. (2012). Factors associated with peer sexual harassment victimization among Taiwanese adolescent. Sex Roles, 66(1/2), 66-78.
Whitaker, D.J., Rosenbluth, B., Valle, L.A., & Sachez, E. (2004). Expect Respect: A school-based intervention to promote awareness and effective responses to bullying and sexual harassment. In Espelage, D.L. & Swearer, S.M. (Eds.), Bullying in American Schools: A social-ecological perspective on prevention and intervention (pp. 327-350). Mahwah, NJ: Erlbaum.
WHO(1993). The development of dissemination of life skill education: An overview. Geneva: WHO.
WHO Regional office for the Western Pacific. (1996). Regional Guidelines for the development of health promoting schools- A framework for action. Manila: The office.
WHO. (1998). WHO’s global school health initiative: Health promoting schools. Geneva: Author.
WHO (2001). The World Health Organization's information series on school health: skills for health. Geneva: Author.
Vall, R., Puigvert, L. & Duque, E. (2008). Gender violence among teenagers: Socialization and prevention. Violence Against Women, 14(7), 759-785.
Vreeman, R. C. & Carroll, A. E. (2007). A systematic review of school-based interventions to prevent bullying. Archives of Pediatrics and Adolescent Medicine, 161(1), 78-88.