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Helen Cowie FBPS, PGCE, is Emeritus Professor in the Health and Social Care division of the Faculty of Health and Medical Sciences at the University of Surrey. [1]
She is concerned with the promotion of emotional health and well-being in children and young people and is a world authority on bullying in schools, the home and the workplace. [2] Professor Cowie is currently Director of the UK Observatory for the Promotion of Non-Violence at the University of Surrey. [3]
Jones, F., Cowie, H. & Tenenbaum, H. (2021) A School for Everyone: Stories and Lesson Plans to Teach Inclusivity and Social Issues. London: Hachette.
Cowie, H. (2020). Peer Support in Schools. Malta: University of Malta. https://www.um.edu.mt/cres/our research/ourpublications
Cowie, H. (2019) From Birth to Sixteen. Second Edition. London: Routledge. (212 pages)
Cowie, H. & Myers, C-A. (2019) School Bullying and Mental Health: Risks, Intervention and Prevention. London: Routledge. (pp. 233) (Paperback edition)
Cowie, H. & Myers, C-A. (2018). School Bullying and Mental Health: Risks, Intervention and Prevention. London: Routledge. (pp. 233) (Hardback edition)
Cowie, H. (2018). The Development of Children’s Imaginative Writing. (Reprinted from Croom Helm 1984 in Routledge Revivals) London: Routledge. (pp. 237)
Cowie, H. (2018). Counselling: Approaches and Issues in Education. (Reprinted from David Fulton 1994 in Routledge Revivals). London: Routledge. (pp. 129)
Cowie, H. (2018). Peer Counselling in Schools. (Reprinted from David Fulton 1996 in Routledge Revivals). London: Routledge. (pp. 153)
Cowie, H., Smith, P. K., Boulton, M. & Laver, R. (2018). Cooperation in the Multi-Ethnic Classroom (Reprinted from David Fulton 1994 in Routledge Revivals). London: Routledge. (pp. 214)
Cowie, H. & Myers, C-A. (2016). Bullying Among University Students: Cross-national Perspectives. London: Routledge. (pp. 213)
Cowie, H. & Jennifer, D. (2008) New Perspectives on Bullying. Maidenhead: Open University Press
Cowie, H. & Jennifer, D. (2007) Managing Violence in Schools. London: SAGE Publications
Smith, P.K., Cowie, H. & Blades, M. (Fifth Edition) (2010). Understanding Children’s Development. Oxford: Blackwell.
Cowie, H., Boardman, C., Dawkins, J. & Jennifer, D. (2004) Emotional Health and Well-Being. London: SAGE Publications
Cowie, H. & Wallace, P. (2000). Peer Support in Action. London: SAGE Publications
Cowie, H. & Myers, C-A (2020). The impact of the COVID-19 pandemic on the mental health and well-being of children and young people, Children & Society. 35(1): 62-74 https://onlinelibrary.wiley.com/doi/full/10.1111/chso.12430
Myers, C-A. & Cowie, H. (2019). Cyberbullying across the educational lifespan, Journal of Environmental Research and Public Health, 16(7): 1-17.
Myers, C-A. & Cowie, H. (2018). Bullying at university: The social and legal contexts of cyberbullying among university students, Journal of Cross-Cultural Psychology, 48 (8): 1172-1182.
Cowie, H. & Myers, C-A. (2018) Bullying amongst students in further and higher education: the role of counsellors in addressing the issue, University and College Counselling, 6(3): 12-16.
Myers, C-A. & Cowie, H. (2016). How can we prevent and reduce bullying amongst university students? International Journal of Emotions in Education, 8(1): 109-119.
Colliety, P., Royal, C. & Cowie, H. (2016). The unique role of the school nurse in the holistic care of the bully. British Journal of School Nursing, 11(9): 443-449.
Cowie, H. & Colliety, P. (2016). Who cares about the bullies? Pastoral Care in Education, 34(1): 24-33.
Cowie, H., Huser, C. & Myers, C. (2014). The use of participatory methods in researching the experiences of children and young people, Croatian Journal of Education, 16(2): 51-66.
Myers, C-A. & Cowie, H. (2013) An investigation into the roles of victim, bully and bystanders in role-play incidents of cyberbullying amongst university students in England, Pastoral Care in Education, 31(3); 251-267.
Cowie, H. (2013) Cyberbullying and its impact on young people’s emotional health and well-being, The Psychiatrist, 37: 167-170.
Smith, P. & Cowie, H. (2010) Perspectives on emotional labour and bullying: reviewing the role of emotions in nursing and healthcare, International Journal of Work Organization and Emotion, 3(3): 227-236.
Cowie, H. & Myers, C-A. (2016). What do we know about bullying and cyberbullying among university students? In H. Cowie & C-A. Myers (Eds.) Bullying Among University Students. London: Routledge (pp. 3–14).
Cowie, H. (2013) The immediate and long-term effects of bullying. I. Rivers & N. Duncan (Eds.) Bullying: Experiences and Discourses of Sexuality and Gender. London: Routledge, pp. 10–18.
Cowie, H. & Smith, P. K. (2013) Peer support as a means of improving school safety and reducing bullying and violence. In A. Ovejero, P. K. Smith & S. Yubero (Eds.) El Acoso Escolar y Su Prevencion: Perspesctivas Internacionales. Biblioteca Nueva, pp. 263–285.
Cowie, H., Bauman, S., Myers, C., Pörhöla, M. & Almeida, A. (2013) Cyberbullying amongst university students: an emergent cause for concern. In P. K. Smith & G. Steffgen (Eds.) Cyberbullying Through the New Media. London: Psychology Press, pp. 165–177.
James. A., Cowie, H. & Toda, Y. (2013) Peer support. In: K. Yamasaki. Y. Toda & Y. Watanabe (Eds.) Prevention Education in the World. Tokyo: Kaneko-shoboh, pp. 147–1
Cowie, H. & Smith, P. K. (2010) "Peer support as a means of improving school safety and reducing bullying and violence". In B. Doll, J. Charvat, J. Baker & G. Stoner (Eds.) Handbook of Prevention Research. New Jersey: Lawrence Erlbaum
Gay bashing is an attack, abuse, or assault committed against a person who is perceived by the aggressor to be gay, lesbian, bisexual, or transgender (LGBT). It includes both violence against LGBT people and LGBT bullying. The term covers violence against and bullying of people who are LGBT, as well as non-LGBT people whom the attacker perceives to be LGBT.
Youth is the time of life when one is young. The word, youth, can also mean the time between childhood and adulthood (maturity), but it can also refer to one's peak, in terms of health or the period of life known as being a young adult. Youth is also defined as "the appearance, freshness, vigor, spirit, etc., characteristic of one, who is young". Its definitions of a specific age range varies, as youth is not defined chronologically as a stage that can be tied to specific age ranges; nor can its end point be linked to specific activities, such as taking unpaid work, or having sexual relations.
Abuse is the improper usage or treatment of a thing, often to unfairly or improperly gain benefit. Abuse can come in many forms, such as: physical or verbal maltreatment, injury, assault, violation, rape, unjust practices, crimes, or other types of aggression. To these descriptions, one can also add the Kantian notion of the wrongness of using another human being as means to an end rather than as ends in themselves. Some sources describe abuse as "socially constructed", which means there may be more or less recognition of the suffering of a victim at different times and societies.
Bullying is the use of force, coercion, hurtful teasing or threat, to abuse, aggressively dominate or intimidate. The behavior is often repeated and habitual. One essential prerequisite is the perception of an imbalance of physical or social power. This imbalance distinguishes bullying from conflict. Bullying is a subcategory of aggressive behavior characterized by hostile intent, imbalance of power and repetition over a period of time. Bullying is the activity of repeated, aggressive behavior intended to hurt another individual, physically, mentally or emotionally.
School violence includes violence between school students as well as attacks by students on school staff. It encompasses physical violence, including student-on-student fighting, corporal punishment; psychological violence such as verbal abuse, and sexual violence, including rape and sexual harassment. It includes many forms of bullying and carrying weapons in school. It is widely believed by society to have become a serious problem in recent decades in many countries, especially where weapons such as guns or knives are involved.
Relational aggression, alternative aggression, or relational bullying is a type of aggression in which harm is caused by damaging someone's relationships or social status.
Peer support occurs when people provide knowledge, experience, emotional, social or practical help to each other. It commonly refers to an initiative consisting of trained supporters, and can take a number of forms such as peer mentoring, reflective listening, or counseling. Peer support is also used to refer to initiatives where colleagues, members of self-help organizations and others meet, in person or online, as equals to give each other connection and support on a reciprocal basis.
School bullying, like bullying outside the school context, refers to one or more perpetrators who have greater physical strength or more social power than their victim and who repeatedly act aggressively toward their victim. Bullying can be verbal or physical. Bullying, with its ongoing character, is distinct from one-off types of peer conflict. Different types of school bullying include ongoing physical, emotional, and/or verbal aggression. Cyberbullying and sexual bullying are also types of bullying. Bullying even exists in higher education. There are warning signs that suggest that a child is being bullied, a child is acting as a bully, or a child has witnessed bullying at school.
Values education is the process by which people give moral values to each other. According to Powney et al. It can be an activity that can take place in any human organisation. During which people are assisted by others, who may be older, in a condition experienced to make explicit our ethics in order to assess the effectiveness of these values and associated behaviour for their own and others' long term well-being, and to reflect on and acquire other values and behaviour which they recognise as being more effective for long term well-being of self and others. There is a difference between literacy and education.
Disability abuse is when a person with a disability is abused physically, financially, sexually and/or psychologically due to the person having a disability. This type of abuse has also been considered a hate crime. The abuse is not limited to those who are visibly disabled or physically deformed, but also includes those with learning, intellectual and developmental disabilities or mental illnesses.
Sexual bullying is a type of bullying and harassment that occurs in connection with a person's sex, body, sexual orientation or with sexual activity. It can be physical, verbal, and/or emotional.
Bullying and suicide are considered together when the cause of suicide is attributable to the victim having been bullied, either in person or via social media. Writers Neil Marr and Tim Field wrote about it in their 2001 book Bullycide: Death at Playtime.
Anti-bullying legislation is a legislation enacted to help reduce and eliminate bullying. This legislation may be national or sub-national and is commonly aimed at ending bullying in schools or workplaces.
Cyberbullying or cyberharassment is a form of bullying or harassment using electronic means. Cyberbullying and cyberharassment are also known as online bullying. It has become increasingly common, especially among teenagers, as the digital sphere has expanded and technology has advanced. Cyberbullying is when someone, typically a teenager, bullies or harasses others on the internet and other digital spaces, particularly on social media sites. Harmful bullying behavior can include posting rumors, threats, sexual remarks, a victims' personal information, or pejorative labels. Bullying or harassment can be identified by repeated behavior and an intent to harm. Victims of cyberbullying may experience lower self-esteem, increased suicidal ideation, and various negative emotional responses, including being anxious, frustrated, angry, or depressed.
James O'Higgins Norman PC, MStJ, FRSA holds the UNESCO Chair on Tackling Bullying in Schools and Cyberspace at Dublin City University. He is the director of the National Anti-Bullying Research and Resource Centre, and a member of the Government of Ireland Advisory Council on Online Safety.
Professor Peter K Smith is Emeritus Professor of Psychology at Goldsmiths College, University of London. His research interest is children’s social development. Smith was Head of the Unit for School and Family Studies in the Department of Psychology at Goldsmiths from 1998 to 2011. He received his B.Sc at the University of Oxford and his Ph.D. from the University of Sheffield; following his doctorate he continued at the University of Sheffield, obtaining a Personal Chair in 1991, before moving to Goldsmiths College in 1995. He is a Fellow of the British Psychological Society, the Association of Psychological Sciences, and the Academy of Social Sciences.
School-based family counseling (SBFC) is an integrated approach to mental health intervention that focuses on both school and family in order to help children overcome personal problems and succeed at school. SBFC is practiced by a wide variety of mental health professionals, including: psychologists, social workers, school counselors, psychiatrists, and marriage and family therapists, as well as special education teachers. What they all share in common is the belief that children who are struggling in school can be best helped by interventions that link family and school. SBFC is typically practiced at the school site, but may be based in a community mental health agency that works in close collaboration with schools.
Children in emergencies and conflicts constitutes the effects of situations that pose detrimental risks to the health, safety, and well-being of children. There are many different kinds of conflicts and emergencies, for example, violence, armed conflicts, war, natural disasters, etc. Approximately 13 million children are displaced by armed conflicts and violence around the world. Where violent conflicts are the norm, the lives of young children are significantly disrupted and their families have great difficulty in offering the sensitive and consistent care that young children need for their healthy development. Studies on the effect of emergencies and conflict on the physical and mental health of children between birth and 8 years old show that where the disaster is natural, the rate of PTSD occurs in anywhere from 3 to 87 per cent of affected children. However, rates of PTSD for children living in chronic conflict conditions varies from 15 to 50 per cent as evidenced in the following countries: Iran, Iraq, Israel, Kuwait, Lebanon, Palestine, Rwanda, South Africa, and Sudan.
Pam Smith is a Professor of Nursing in the School of Health in Social Science at the University of Edinburgh. Her research relates to emotions and care within the nursing profession.
Sameer Hinduja is an American social scientist. He serves as Professor of Criminology at Florida Atlantic University and Co-Director of the Cyberbullying Research Center. He has served as a Fulbright Specialist Scholar at Dublin City University and currently serves as Faculty Associate at the Berkman Klein Center at Harvard University. Hinduja is also the Co-Founder and Co-Editor-in-Chief of the International Journal of Bullying Prevention. He is an international expert in cyberbullying, sexting, sextortion, online and offline dating violence, digital self-harm, and related forms of online harm among youth. He has written seven books, including Bullying Today: Bullet Points and Best Practices, Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying, and School Climate 2.0. His research publications have been cited approximately 20,000 times, and have appeared in such outlets as Journal of Adolescent Health, Journal of Youth and Adolescence, Journal of Interpersonal Violence, Computers in Human Behavior, and New Media and Society. Topics studied include empathy, psychological resilience, parenting, social and emotional learning, school climate, and well-being.
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