Kohut, M. R. (2007). The complete guide to understand- ing, controlling, and stopping bullies & bullying: A complete guide for teachers & parents. Ocala, FL: Atlantic.


Margaret Kohut writes a compelling book for all stake- holders in education who are concerned about creating a safe and supportive space for learning. The book includes information on legal policies and practices for school administrators and strategies for parents to create “bully- proof” children. Examples and scenarios are included in each section of the book as well as a “Safety Checklist” for the reader. (ISBN: 1601380216)


Meyer, E. J. (2009). Gender, bullying, and harassment: Strategies to end sexism and homophobia in schools. New York, NY: Teachers College Press.


Elizabeth Meyer examines key gender issues related to bul- lying and harassment in schools. The goal of this book is to provide stakeholders in education an accessible source of information on how to understand and take action to correct the problems related to gender, bullying, and harassment in schools. Throughout the book, Meyer offers suggestions to help school personnel, community, and family members transform the culture of the school and reduce the risk of gendered harassment. (ISBN: 0807749531)


Mishna, F. (2012). Bullying: A guide for research, inter- vention, and prevention. New York, NY: Oxford University Press.


As one of the most contemporary books on the topic of bullying for researchers, Faye Mishna writes clearly and prudently to create a discourse that defines, identifies, and mentors school personnel in addressing the effects of bul- lying behaviors. Phenomena such as racism, sexism, and homophobia and their intersections are presented. Addition- al information about successful interventions through case studies is provided. (ISBN: 0199795401)


Swearer, S. M., Espelage, D. L., & Napolitano, S. A. (2009). Bullying prevention and intervention: Realis- tic strategies for schools. New York: Guilford Press.


This book is a thoughtful contribution to any teacher’s personal library of resources on school climate. As a way of creating a safe and supportive environment from a socio-ecological approach, Drs. Swearer, Espelage, and Napolitano offer accessible strategies for inservice teachers and school personnel. Backed by decades of research, the authors recommend multiple delivery points (e.g., school- based, community-based) for the strategies included in the book.


Articles


Carter, B. A. (2011). A safe education for all: Recogniz- ing and stemming harassment in music classes and ensembles. Music Educators Journal, 97(4), 29–32. doi:10.1177/0027432111405342


Bruce Carter writes this article to highlight issues of harass- ment and bullying in schools. Three stories are presented to capture situations of harassment of students in music classrooms. Strategies for identifying and reducing harass- ment in the music classroom are offered.


Taylor, D. M. (2011). Bullying: What can music teach- ers do? Music Educators Journal, 98(1), 41–44. doi:10.1177/0027432111411717


Don Taylor describes intervention strategies music teachers can implement to prevent bullying behaviors. He highlights motivations for students enrolled in music ensembles being victimized by students outside the music classroom and suggests diminishing instrument gender associations. Col- laboration strategies with the overall school community are offered.


Online resource


http://stopbullying.gov/references/white_house_confer- ence/index.html


This website offers an easy-to-navigate interface facts, toolkits, and training materials. The purpose of this website is to provide a comprehensive source of information on the topic of bullying. Non-federal resources included on this website are not endorsed and promoted by the federal government.


Jared R. Rawlings is a doctoral student in Music Educa- tion at the University of Michigan. His research interests include arts teacher professional development and bullying in schools. Prior to attending the University of Michigan, Jared taught secondary band and orchestras at Goddard High School (Wichita, KS) and led the band program at Salina High School South, (Salina, KS). He received his undergraduate degree in music education from Baldwin Wallace Conservatory of Music and his master’s in Instru- mental Conducting at the University of Nebraska-Lincoln. Correspondence should be sent to Jared R. Rawlings, Uni- versity of Michigan, School of Music, Theatre, and Dance, 2005 Baits Drive, Ann Arbor, MI 48109. E-mail: jrrawlin@ umich.edu.


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