Search results

Bullying is a complex phenomenon that is grounded in intricate interactions between an individual and the social and environmental systems that surround the individual. At the present time, all 50 states and the District of Columbia have adopted bully prevention legislation to reduce the prevalence among school-aged youth. Unfortunately, bullying is associated with adverse long- and short-term outcomes, where students with disabilities, including those with behavioral disabilities, may be at escalated risk for involvement and difficulty navigating the effects of prolonged exposure to bullying. Given the complexity of bullying, several participatory roles have been established to help guide identification and intervention delivery by recognizing the reciprocity between bullying and victimization. Most importantly, interventions should be situated within a multitired or component framework and grounded in skill development, where bully prevention programming is delivered to all students based on individual need. By recognizing the risk characteristics and understanding the various student profiles, especially as they related to youth with disabilities, schools can development, adopt, and implementing prevention programming that is designed to simultaneously increase academic, functional, and behavioral development, while decreasing bullying involvement.

This chapter explores the complex intersection between students with disabilities and bullying prevention within educational settings. While bullying impacts all students, those with disabilities face unique challenges that make them more vulnerable to such experiences (Rose & Gage, 2016; Rose et al., 2011). By examining the underlying factors contributing to the heightened risk of bullying among students with disabilities, this chapter aims to provide a more comprehensive understanding of the issue. It delves into the specific ways in which students with disabilities are targeted and engage in bullying behaviors, such as through verbal, relational, or physical, and highlights the negative consequences on their overall well-being and academic performance. Moreover, this chapter examines existing interventions and strategies employed to prevent bullying among students with disabilities. It critically evaluates the effectiveness of individual, classroom, and school-wide interventions, highlighting the need for a comprehensive approach that addresses the unique needs and challenges faced by this subset of students. The importance of collaboration between educators, parents, and other stakeholders in implementing evidence-based practices is also emphasized. By promoting awareness, fostering inclusive school environments, and implementing targeted interventions, we can strive toward creating a safe and supportive atmosphere that enables students with disabilities to thrive academically and socially, free from bullying involvement.

The duality of online socialization can be examined by looking at the dynamic contrast between cyberbullying and online friendships. From the beginning of instant messaging to what we know now as direct messaging, the impact of rapid and continuous interactions in online spaces can have a widespread impact on youth. As the landscape of technology and technological access continues to evolve, the virtual interactions that arise in daily life also evolve. Therefore, understanding the impact of these interactions becomes an increasing concern. This chapter evaluates the unique characteristics, and related reciprocity, of online friendships and cyberbullying by assessing the impact of online socialization on school-aged youth. Overall, by juxtaposing both cyberbullying and online friendships, this chapter aims to provide a comprehensive understanding of the complexities that increased online socialization can have on youth in a digital age.

Students with learning disabilities are a large part of the population of students with disabilities as well as the total student body. In fact, for many students the general education classroom is where most of these students acquire their content knowledge. This, however, is not the only school placement in which students can receive services. This chapter will describe the historical perspectives regarding placement of students with learning disabilities. Next, it will compare the different instructional settings and interventions that have been effective for these individuals. The impact of the individualized education program will be discussed as well as controversial issues regarding the placement of these students. After reading this chapter readers will have a better understanding of placement issues surrounding students with learning disabilities.

The aim of this chapter is to show how new players in an emerging market, through their multinationals, have strategized and operationalised their international interests. This international context consists of various stakeholders: states, civil society organisations, multinationals, local communities and institutions which define and regulate the power relations. This study highlights how CNPCIC, a Chinese multinational owned by the state, designs and implements its proclaimed ‘win-win’ cooperation strategy with its host country and the local community for an oil extraction project – called the Rônier Project – in southern Chad.

The analysis is based on a case study approach, especially concerning the town of Koudalwa, the oil-producing area in southern Chad. The author conducted qualitative research to collect the data, using ethnographic strategies consisting of field research, interviews with stakeholders.

Negative externalities as consequences of practices from CNPCIC underlie environmental degradation, socio-economic conflicts and governance problems, despite the existence of an alleged regulatory framework, the role of which is to avert the ‘resource curse’.

Organisations of local and international civil society oscillate between the logic of cooperation, alliance and confrontation with their main stakeholders, CNPCIC and the government.

The ‘win-win’ cooperation advocated by China is implemented in the form of commercial cooperation with full mercantilism where CNPCIC benefits from oil, the Chadian state benefits from oil revenue in the form of royalties and other stakeholders, such as the local communities, only benefit from a fraction of the revenues. The chapter concludes that, within this oil project, CNPCIC developed a corporate diplomacy stance within which, according to the circumstances, predation, philanthropy and strategic alliance are valued at the expense of corporate responsibility despite civil society advocacy for a responsible extraction.

Some stakeholders of the project declined the invitation to participate in the research. This may have influenced its findings.

The value of this chapter resides in the use of various theories (corporate diplomacy, stakeholder theory, resource curse) to explain the practices and interests of stakeholders within an oil project at different scales, both local and international.