In 2004, a set of validated guidelines for school bullying prevention and management was released by the Child Health Promotion Research Centre in Australia to guide schools' action to prevent and manage bullying behaviours. At this time little was known about cyber and other forms of covert bullying behaviours. These guidelines were updated in 2010 to include current research that provides a greater understanding of all forms of bullying behaviour. This article describes a summary of the current empirical evidence used to update these guidelines particularly related to relatively new and emergent forms of bullying, such as cyberbullying. Meta-analyses and reviews that assessed the effectiveness of school-based bullying interventions were examined to inform the relevance of the previously validated guidelines and to identify potential intervention strategies to reduce cyberbullying. This review confirmed the importance of a systematic whole-school approach to effectively prevent and manage all forms of bullying behaviours in schools (including cyberbullying) and the need to strengthen capacity supports to enable schools to put evidence into informed practice.

The Internet today, beyond being a source of information and communication, has become an ‘addiction’ for some people. The rate of Internet addiction is rapidly increasing in the world. The aim of this study was to examine the extent of Internet addiction among adolescents in North Cyprus. Eight hundred and fifty-one participants between the ages of 14 to 26 completed the Internet Use and Addiction questionnaire. Results indicated that 6.6% of the participants were addicted to the Internet. Younger high school students were found to have the highest rate of Internet addiction, followed by university students. Males were shown to have significantly higher rates of Internet addiction than females for all age groups. Academic, interpersonal and physical problems were all found to be associated with Internet addiction. The implications for guidance counsellors of this problem are discussed.

Aim: This research sought to determine the significance of reputation in the lives of bullies particularly in relation to the social purposes it serves and the goals that are met through its enhancement. Method: One hundred and thirty-two (62 males and 70 females) Western Australian Grades 5, 6 and 7 primary school children completed the Reputation Enhancement scale. Of these students, 38 had official records of suspension from school for bullying peers. Major Findings: A multivariate analysis of variance revealed significant differences between bullies and nonbullies in their reputational orientations. Bullies admired peers involved in nonconforming activities and believed that peers of the same age held similar views. Furthermore, these bullies believed that others perceived them as nonconforming and as breaking the rules, and they (i.e., the bullies) ideally wished to be perceived in this way. These findings are discussed in the light of reputation enhancement theory as a motivator for bullying and the approaches that schools might take to address it.