Books (In Press)


Bullying and cyberbullying: Prevalence, psychological impacts and intervention strategies

Since the 1970s, a wealth of research and public attention has focused on the issue of traditional, or face-to-face (f2f) bullying (Mc Guckin, Cummins, & Lewis, 2010), and this has contributed to a deeper understanding of the nature of the behaviour, the potential impact of involvement in bullying, the characteristics of those involved directly and indirectly, and crucially the various approaches which can be undertaken to effectively counter such behaviour.

However, in recent years, cyberbullying has emerged as a major issue across societies and cultures, and for schools, parents, children, and national governments (see Smith & Steffgen, 2013). Despite some similarities with traditional (f2f) bullying, there is sufficient difference to warrant the current swell of research which focuses on cyberbullying per se (Smith, 2012). Indeed, those tasked with the challenge of countering bullying and dealing with its negative effects now must attempt to cope with this additional, and often, compounding factor.

This book provides a contemporary and detailed examination of the issues related to traditional (f2f) bullying and cyberbullying – from a perspective that draws upon the most pertinent research and informed opinion from key researchers and thinkers from across the globe. The initial and pioneering knowledge about cyberbullying has now moved to a newer, more mature, position that has been able to delineate the nuances associated with the issue, and importantly, yield robust insights for those involved in, or tasked to deal with, cyberbullying. However, consideration must also be given to current knowledge on traditional bullying as research consistently indicates that, compared with cyberbullying, this form of aggression is experienced by a substantially greater number of children and adolescents (e.g., Olweus, 2012).

This book brings together a collection of diverse, yet interconnected, chapters that represent the most up-to-date perspectives and evidence from across the globe. Collectively, these chapters demonstrate how scholars and policy makers, from disparate disciplinary or stakeholder starting points, are progressing in their understanding of each other’s language and requirements – thus facilitating the important move towards a more coherent and understandable agenda that seeks to minimize the potential risks to children and young people, understand the relationships between involvement in school-based and cyber-based bullying and associated biopsychosocial factors, and importantly, integrated and evidence evidence-informed intervention and prevention programmes.

Mc Guckin, C., & Corcoran, L. (Eds.). Bullying and cyberbullying: Prevalence, psychological impacts and intervention strategies. Hauppauge, NY: Nova Science.


Transition for Pupils with Special Educational Needs: Implications for Inclusion Practice and Policy

Scanlon, S., Barnes-Holmes, Y., Shevlin, M., & Mc Guckin, C. Transition for pupils with Special Educational Needs: Implications for inclusion practice and policy. Oxford: Peter Lang.