School-Based Programs to Reduce Bullying and Victimization

School bullying has serious short-term and long-term effects on children’s physical and mental health. Various anti-bullying programs have been implemented world wide and, more rarely, evaluated. Previous narrative reviews, summarizing the work done on bullying prevention, as well as previous meta-analyses of anti-bullying programs, are limited. The definition of school bullying includes several key elements: physical, verbal, or psychological attack or intimidation that is intended to cause fear, distress, or harm to the victim; an imbalance of power (psychological or physical), with a more powerful child (or children) oppressing less powerful ones; and repeated incidents between the same children over a prolonged period. School bullying can occur in school or on the way to or from school. It is not bullying when two persons of the same strength (physical, psychological, or verbal) victimize each other. This report presents a systematic review and meta-analysis of the effectiveness of programs designed to reduce school bullying perpetration and victimization (i.e. being bullied). The authors indicate the pitfalls of previous reviews and explain in detail how the present systematic review and meta-analysis addresses the gaps in the existing literature on bullying prevention

Editorial: Advancing our commitment to antiracist scholarship

Social work prides itself as a profession committed to improving the lives of people who are vulnerable, oppressed, and living in poverty. Achieving this mission requires candid conversations about racism as a social justice and public health issue and the role of social work in dismantling white supremacy and promoting racial justice. At its core, research on social work practice and policy should focus on examining how racism and inequality undermine the health, well-being, and social mobility of diverse and marginalized populations. We write this statement as a call to social work researchers to prioritize pursuits that will surface and motivate action to address the causes and consequences of racism. We also call on researchers to renew their commitment to scholarship that alleviates the suffering in Black, Indigenous, and other communities of color

Localization of the murine cholecystokinin A and B receptor genes

We have determined the chromosomal locations of the two cholecystokinin (CCK) receptor genes in the mouse. Genetic localization utilized an interspecific backcross panel formed from the cross (C57BL/6J x Mus spretus ) F 1 x Mus spretus . Genomic DNAs from 94 individuals in the backcross were analyzed by Southern hybridization with rat CCK A and CCK B receptor cDNA probes. Unique map positions were determined by haplotype analysis with 650 previously mapped loci in the mouse backcross. The CCK A receptor gene ( Cckar ) mapped to mouse Chromosome (Chr) 5, in tight linkage with the DNA marker D5Bir8 . The CCK B receptor gene ( Cckbr ) mapped to mouse Chr 7, tightly linked to the β-hemoglobin locus ( Hbb ). This localization places Cckbr in the same region as the mouse obesity mutation tubby ( tub ), which also maps near Hbb (2.4±1.4 cM). Since CCK can function as a satiety factor when administered to rodents, localization of Cckbr near the tub mutation identifies this receptor as a possible candidate gene for this obesity mutation.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/47021/1/335_2004_Article_BF00352408.pd