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which is largely enabled and maintained by members of a school class taking on different participant roles (such as assistants of the bully, reinforcers of the bully, or outsiders).

Bullying and sexual harassment at school have received recent attention in developed countries; however, they have been neglected in Latin America. Thus, the authors investigated these phenomena among 400 Brazilian high school students from two high schools (one private and one public)

Bullying in schools is a serious and pervasive psychological problem that affects more than 16 percent of United States school children (National Institute of Child Health and Human Development, 2001).

anti-bullying programs investigated showed 57% positive treatment effects on frequency of bullying and victimization, personal responses to bullying incidents, general attitudes, and growth for victims

anti-bullying programs can improve the quality of programs and aid in the reduction and prevention of school bullying.

Bullying is a form of aggression in which 1 or more children repeatedly and intentionally intimidate, harass, or physically harm a victim.1 Victims of bullying are perceived by their peers as physically or psychologically weaker than the aggressor(s), and victims perceive themselves as unable to retaliate.2 Although bullying, harassment, and victimization can take many forms, the key elements of this behavior are aggression, repetition, and the context of a relationship with an imbalance of power.3

Bullying is a national public health problem affecting millions of students. With the rapid increase in electronic or online communication, bullying is no longer limited to schools.

Ninety percent of the sample reported they do not tell an adult about cyberbullying

Cyberbullying can be briefly defined as “sending or posting harmful or cruel text or images using the Internet or other digital communication devices” (Willard, 2004).

Research suggests that both victims and offenders of bullying have much higher risk to engage in antisocial activities in adulthood (Olweus, 1994, 2003).