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article analyze in young adult novels about bullying?","Question",{"text":63,"@type":64},"It systematically analyzes four themes in three recent young adult novels: what bullying is, who the bullies are, who the victims are, and what bystanders do and their role.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does bullying affect students according to the introduction?",{"text":68,"@type":64},"The article describes short- and long-term effects such as sleep difficulties, anxiety, depression, reduced self-esteem or self-efficacy, and impacts on academic performance and satisfaction.",{"name":70,"@type":61,"acceptedAnswer":71},"What do researchers cited in the article suggest about anti-bullying initiatives?",{"text":72,"@type":64},"The cited reviews indicate that many initiatives show only moderate success, with evidence of decreased bullying varying by type, and limited long-term positive impacts—especially for middle and high school 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\nUniversity of Ontario Institute of Technology  \nJennifer Lynn Laffier  \nUniversity of Ontario Institute of Technology  \nAbstract  \nIn this article, the authors examine how bullying is portrayed in three recent young adult novels, focusing specifically on whether the information about bullying is accurate, biased, or represents old myths in comparison to current research. The authors conduct a systematic analysis of the following four themes: (1) What is bullying? (2) Who are the bullies? (3) Who are the victims? (4) Who are the bystanders and what role do they play? They conclude by arguing for the inclusion of young adult fiction that deals with sensitive issues as a way to promote awareness, empathy, and social change to empower youth in school settings.  \nKeywords: young adult literature, bullying, language arts class  \nCanadian Journal of Education / Revue canadienne de l’éducation 39:3 (2016)©2016 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nRésumé  \nDans cet article, les auteures étudient comment l’intimidation est dépeinte dans trois romans récents pour jeunes adultes en voyant si l’information sur l’intimidation est exacte ou biaisée ou encore si elle représente d’anciens mythes par rapport aux recherches actuelles. Les auteures mènent une analyse systématique axée sur les quatre thèmes suivants : (1) Qu’est-ce que l’intimidation? (2) Qui sont les intimidateurs? (3) Qui sont les victimes (4) Qui sont les spectateurs et quel rôle jouent-ils? Elles concluent en prônant l’inclusion de la fiction pour jeunes adultes traitant de sujets sensibles dans la panoplie des moyens susceptibles de promouvoir la conscientisation, l’empathie et les changements sociaux et, de ce fait, d’amener les jeunes à se responsabiliser dans leur milieu scolaire.  \nMots-clés : littérature pour jeunes adultes, intimidation, cours de littérature  \nCanadian Journal of Education / Revue canadienne de l’éducation 39:3 (2016) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nFor the last several decades, bullying has been noted as a serious problem in schools, and it has been noted that students, teachers, administrators, parents, and community members need to work together to address ways to help victims, bullies, and bystanders develop coping strategies and prevent bullying. Recent surveys (Canadian Council on Learning, 2008) have indicated that up to 40% of students experience bullying while at school. Students in the middle school grades, Grades 6 and 7, experience high rates of bullying (James, 2010) and this may include not only physical aggression or name-calling (most common in the elementary grades) but also social bullying (i.e., purposeful exclusion, gossip, or rumours). Victims of bullying may experience short-and long-term effects such as sleep difficulties, anxiety, depression, or a loss of self-esteem or self-efficacy (Salmivalli, 2010) . Their academic performance and satisfaction may also be impacted; in order to avoid the victimization students may purposely miss classes, or students may struggle in class because their memory is impaired due to stress levels (Canadian Council on Learning, 2008). Therefore, bullying can impact all areas of a victim’s life—personality, academics, social life, and physical and mental health.  \nConsidering these possible impacts on students, many school boards have developed anti-bullying policies and school-wide initiatives to address the phenomenon. These initiatives come in different formats such as peer-to-peer mentor programs, buddy systems, character education in the curriculum, or arts-based programs (James, 2010; Stadler, Feifel, Rohrmann, Vermeiren, & Poustka, 2010). Bullying initiatives may take a targeted approach (focused on only the victims and bullies) or a whole school approach (focused on all students in the schoo","cbCaidOQjMWvzhBf","https://ap.wps.com/l/cbCaidOQjMWvzhBf","pdf",261330,24,"English","# Abstract\n# Introduction\n## Bullying as a school problem\n## Impacts on victims\n## Anti-bullying policies and initiatives\n## Limits of school-wide initiatives\n# Systematic analysis of novel portrayals","[{\"question\":\"What does the article analyze in young adult novels about bullying?\",\"answer\":\"It systematically analyzes four themes in three recent young adult novels: what bullying is, who the bullies are, who the victims are, and what bystanders do and their role.\"},{\"question\":\"How does bullying affect students according to the introduction?\",\"answer\":\"The article describes short- and long-term effects such as sleep difficulties, anxiety, depression, reduced self-esteem or self-efficacy, and impacts on academic performance and satisfaction.\"},{\"question\":\"What do researchers cited in the article suggest about anti-bullying initiatives?\",\"answer\":\"The cited reviews indicate that many initiatives show only moderate success, with evidence of decreased bullying varying by type, and limited long-term positive impacts—especially for middle and high school contexts.\"}]","Portrayals of Bullying in Young Adult Literature - Considerations for Schools | PDF",1792083517]