Juvonen, Jaana and Graham, Sandra. (Eds.) (2001). Peer Harassment in School. The Plight of the Vulnerable and Victimized. Reviewed by Ruth Rees, Queen's University

Juvonen, Jaana and Graham, Sandra. (Eds.) (2001). Peer Harassment in School. The Plight of the Vulnerable and Victimized. New York: The Guilford Press. Pp. xix+434. $50     ISBN 1-7230-627-0 Reviewed by Ruth Rees Queen's University July 12, 2001 This book is an excellent reference text for anyone concerned about the safety and well being of children and adolescents. It brings together both the European and North American research on peer harassment of children and adolescents. The book reveals the complex and multi-faceted nature of peer harassment as peer victimization by focusing not on the perpetrators but on the victims themselves and their attributes that result in their vulnerability. The book is extremely well structured. It starts with an historical overview by Olweus, the pioneer of research into peer victimization. His article leads into the four topics of the book: conceptual and methodological issues associated with the phenomenon of peer victimization and how to measure it; the different subtypes and developmental differences in peer harassment; the correlates and consequences of peer victimization; and peer harassment within the context of a group. The thesis throughout this book is that peer harassment results in youth who are at risk, not only in terms of their psychological or social adjustment, but also at risk for continued victimization regardless of the particular school setting. The book cannot help but elevate the reader's awareness level of the plight of the victims. Moreover, the book includes intervention approaches from a systems' perspective: strategies that can be taken by the individual; strategies that the educator can undertake; and strategies within the larger social context. The conceptual and methodological issues in peer harassment section underscores the point that how one defines or conceptualizes the term peer harassment drives how the research is carried out. The first article, by Ladd and Ladd, impresses upon the reader that frequency and duration must both be considered when linking the victimization by peers to children's adjustment difficulties and coping abilities when being the target of others' hostility. The second article, by Graham and Juvonen, reveals the reasons that victims themselves construe for their plight and, in so doing, helps us understand their subsequent (mal)adjustment. This research accounts for both passive withdrawal by the victim and active rejection by the peer group. The third article, by Perry, Hodges, and Egan, links parenting practices to the child's view of self and to the relationships of the parent-child as precursors to subsequent peer victimization. The last two articles in this section discuss what information sources are used to classify children as victimized -- self-reports of victims, peer nominations, and behavioral ratings by teachers – and what to do with discrepant findings. Juvonen, Nishina, and Graham distinguish between the self and peer reports, as does Pellegrini who adds two additional data collection measures: direct observation and monthly diaries by the victims. He concludes that peer harassment is best investigated through a multi-method/multi-informant approach. The second section, subtypes and age-related changes in peer harassment, reveals the dynamic nature of peer harassment: overt and direct victimization (e.g., physical aggression) or covert and indirect victimization (e.g., spreading rumours) as a function of the victim's age or sex, and the victim's types of responses: either by submission or aggression. Schwartz, Proctor, and Chien review the research on the prevalence and psychosocial adjustment of aggressive victims whose behavior is characterized by irritable, impulsive and overly reactive responses, similar to children identified with Attention-Deficit/Hyperactivity Disorder (ADHD) and/or Conduct Disorder (CD). Alsaker and Valkanover report on victimization in preschool/kindergarten settings, reiterating the need for collecting data from the victims, their peers and the teachers. They emphasize the importance of prevention programs in these early years, to decrease the risk of children becoming victimized. Crick, Nelson, Morales, Cullerton-Sen, Casas, and Hickman review the literature on relational victimization (behaviors in which relationships are used as a means of harm (e.g., “I won't help you unless…”). They reveal that peer harassment occurs in peer groups, dyadic friendships and within the context of romantic relationships/ They demonstrate that differences in both the rates of forms of victimization depend upon age and sex. Owens, Slee, and Shute report on teenage girls' indirect forms of victimization: the types of covert harassment, victims' pain and characteristics, and the girls' reasons given for the harassment. They conclude with a comprehensive review of intervention approaches to peer harassment and their possible application to teenage girls. The final article is by Craig, Pepler, Connolly and Henderson who document a developmental account of peer harassment among adolescents: the onset of puberty predicts an increase in sexual harassment, and the early-maturing teens are more likely to be targets of both same- and opposite-sex-initiated harassment. One small point here: the editors state that theirs in Canadian research. A Canadian would say that theirs is Ontario-based research. The correlates and consequences of peer victimization comprise the third section of the book. Boivin, Hymel, and Hodges distinguish between negative peer status and peer harassment, but both are involved in the process of peer rejection leading to negative self-perceptions. A child who constantly receives negative peer experiences may end up withdrawing and becoming even more disliked by peers and having a decreased self-image. Friendship relations may play a mitigating role here. Schuster uses an experimental design to test his hypothesis that rejection is a consequence and not an antecedent of peer harassment. He found that victims have a more submissive behavior while rejected youth behave more competitively. Rigby reviews research documenting that children who are chronically harassed by peers are more likely to contemplate suicide and to report physical as well as mental health problems. Accordingly, Rigby concludes with a discussion on school- based intervention programs for victimized children. Smith, Shu, and Madsen examine ways in which victimized youth develop more effective coping strategies as they get older. They too conclude with intervention strategies: effective programs should incorporate both assertiveness training and social skills training to help victimized youth acquire and maintain better quality friendships. The final section of the book discusses victimization that occurs in group contexts. Bukowski and Sippola discuss the functional meaning of harassment for a group. They define victimization as conflict between group goals (i.e., a need to maintain cohesion and homogeneity) and individuals. They propose that victims do not contribute to the welfare of the group and are, accordingly, forced out. Hawker and Boulten relate social rank theory to experiences of powerlessness within social relationships. They contend that internalizing problems are more strongly related to relational victimization (being left out) and verbal victimization (being put down) than to physical victimization. That is, they see themselves as unattractive and not belonging and hence become marginalized and depressed. It is unclear from where these Canadian authors collected their data; one comment by the editors indicates that this is based on British research. The final article, by Salmivalli, discusses peer harassment as a group phenomenon. Salmivalli argues that peer harassment is a group process in which the different roles can be identified (the bully, the victim, but also the reinforcers of and/or the assistants to the bully as well as the defenders of the victim). Her research reveals that youth are reluctant to defend victims even when they empathize with the victim's plight. She concludes with an interventionist strategy that targets the whole group – raising the level of awareness and self-reflection, as well as rehearsing the role of the defender, using role-playing. I reviewed this book from two perspectives: one, from the perspective of an academic and one who has some interest and expertise in peer harassment; and two, from the perspective of an educator. As an academic, I found the book to be an excellent tool. It is extremely clearly written with well- researched articles. Indeed, not only are most of the known researchers of peer harassment included in the text, but also the vast majority of their writings are cited. Moreover, the book brings together international perspectives on peer victimization. One suggestion that I would make for future editions of this book is that the country of the authors be clearly identified. For someone wanting to gain a comprehensive understanding of the issues on researching and understanding peer harassment, this is an excellent book from which to work. A second suggestion is that more information should be clearly given on the backgrounds of the participants in the studies. A third suggestion is that a final chapter as an epilogue, written by the two editors, would have been a welcome addition as a summary and as a stepping stone for future research. Both Juvonen and Graham are familiar with all the literature on the subject; indeed, their chapter in the text is more of an overview that integrates many of the other chapters. Accordingly, a chapter on what they perceive as a need for future research on peer victimization would have been useful. From the perspective of an educator, the evaluation differs, however. Of the seventeen chapters, only five of them contain intervention strategies. Owen, Slee, and Shute have an excellent overview many of the known intervention strategies. That chapter whetted my appetite for more. I would have liked to see a whole section devoted to the topic of obliterating youth victimization. That section should include pedagogical practices for prevention as well as the strategies for intervention. How can a teacher help students establish healthy relationships with each other so as to minimize peer victimization? Raising the level of the students' and teacher's awareness is a fundamental step in the process. But what are the subsequent steps in this continuum? Indeed, many of the individual, group and systemic steps can be undertaken simultaneously. A chart describing and categorizing these strategies, complete with references, would be a useful addition for an educator. In this regard, I found the title of the book to be almost misleading. Perhaps the simpler title of “Peer Victimization” would have been more appropriate. In the first place, the editors spent considerable effort explaining that the book is really about peer victimization. Second, the focus was not really on the school setting. With the changes suggested in the above paragraph, this book would be much more attractive and useful to practitioners of all levels within the education system. A shortage of teachers exists in our schools now. Furthermore, prospective teachers are concerned about the violence and victimization that have been reported. To entice future educators into our schools and to provide them with the tools for the job, we need resources that will make them both aware and then prepared with well-researched strategies for preventing and then confronting victimization. Books such as this one are a beginning, provided that they include explicit pedagogical strategies. I urge the editors to begin the work on the follow-up edition in order to satisfy the current gap in the education literature. About the Reviewer Ruth Rees Room B201, Duncan McArthur Hall Faculty of Education, Queen's University Kingston, Ontario, Canada K7L 3N6 Ruth Rees is involved in both the teaching and the practice of issues of educational management, leadership, and gender equity at Queen's University. She is an Associate Professor in the Faculty of Education where she coordinates courses for both aspiring and mature principals in the Principals' Programs.