Although there has been great concern about the incidence of bullying in American schools, there has only recently been research conducted in American schools on this problem. This volume considers the difficulties involved in various definitions of bullying, theoretical perspectives on bullying, current clinical research findings on the dynamics of bullying behavior, and interventions and prevention of bullying. The articles are: (1) Introduction--What a Difference a Discipline Makes: Bullying Research and Future Directions (Nan Stein); (2) Bullying in Schools: An Ecological Framework (Susan Swearer and Beth M. Doll); (3) Tripartite Beliefs Models of Bully and Victim Behavior (Neil F. Gottheil and Eric F. Dubow); (4) Conversations with Middle School Students about Bullying and Victimization: Should We Be Concerned? (Dorothy L. Espelage and Christine S. Asidao); (5) The Roles of Dominance and Bullying in the Development of Early Heterosexual Relationships (Anthony P. Pellegrini); (6) The Interrelationships of Behavioral Indices of Bully and Victim Behavior (Neil F. Gottheil and Eric F. Dubow); (7) Psychosocial Correlates in Bullying and Victimization: The Relationship between Depression, Anxiety, and Bully/Victim Status (Susan M. Swearer, Samuel Y. Song, Paulette Tam Cary, John W. Eagle, and William T. Mickelson); (8) Bullying and Victimization during Early Adolescence: Peer Influences and Psychosocial Correlates (Dorothy L. Espelage and Melissa K. Holt); (9) Middle School Bullying as a Context for the Development of Passive Observers to the Victimization of Others (Linda R. Jeffrey, DeMond Miller, and Margaret Linn); (10) Preventing Bullying and Sexual Harassment in Elementary Schools: The Expect Respect Model (Ellen Sanchez, Trina Reed Robertson, Carol Maria Lewis, Barri Rosenbluth, Tom Bohman, and David M. Casey); and (11) Self-Efficacy in a New Training Model for the Prevention of Bullying in Schools (Natasha M. Howard, Arthur M. Horne, and David Jolliff). Each article contains references. (KB)