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Date Submitted: 03/05/2013 11:39 PM

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This chapter presents the review of foreign literature and studies and local literature and studies that relevant to the research and goes to gather insights needed to conduct the study.


A recent study in the Journal of the American Medical Association demonstrated the seriousness of bullying in American schools. In a nationally representative sample of over 15,686 students in the United States (grades 6 through 10), 29.9% self-reported frequent involvement in bullying at school, with 13% participating as a bully, 10.9% as a victim, and 6% as both (Nansel et al., 2001). Aggression and violence during childhood and adolescence have been the focus of much research over the past several decades (e.g., Loeber & Hay, 1997; Olweus, 1979). These researchers have found that serious forms of aggression remain relatively stable from childhood through adulthood; however, Loeber and Hay (1997) argue that mild forms of aggression may not begin for some children until early or late adolescence. Despite Loeber and Hay's findings, very little research has been conducted on mild forms of aggression, such as bullying, during the middle years. One notable gap in the evolving literature on bullying and victimization during early adolescence is the role that peers play in promoting bullying and victimization by either reinforcing the aggressor, failing to intervene to stop the victimization, or affiliating with students who bully. This Digest looks at the limited research available on the role of the peer group in bullying to learn more about how bullying and victimization might emerge or continue during early adolescence.

Foreign Studies

Experts agree that bullying not only exists in every school and community in our country, but it is also escalating at a frightening pace. Bullying, defined as strong preying on the weak has reached epidemic proportions in the U.S. as nearly one out of three American...

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