Santiago: LOM.[2] Smith, P.K. y Levan, S. (1995). Perceptions and experiences of bullying in younger pupils. British journal of educational psychology. Vol. 65, 485-500.[3] A manera de ejemplo se pueden citar los siguientes programas de intervencion: Programa de Noruega en 1992 de D. Olweus; Programa de Formacion Docente de Rosario Ortega; Programa Anti-Bullying de Toronto de D. Pepler, W. Craig, S. Ziegler y A. Charach; Proyecto Sheffield en Reino Unido de S. Sharp y P.K.Smith; Modelo Sevilla Anti-Violencia Escolar, de R. Del Rey y R. Ortega; Programa de Bully Busters,de Orpinas, Horne, Newman-Carlson y Bartolomucci.[4] Michaell B. Greene. (2006). Bullying in schools: A plea for measure of human rights. Journal of Social Issues, Vol.62 No1, pp.63-79.[5] http://www.unicef.org.uk/rrsa[6] - Magendzo, A. (2009) (Editor) Pensamiento e Ideas Fuerza de la Educacion en Derechos Humanos en Iberoamerica. Editorial SM. Santiago, Chile. - Magendzo, A. (2008). La escuela y los derechos humanos. Ediciones Cal y Arena, Mexico. - Ramirez,G. (1994). La educacion para la paz y los derechos humanos:significados, alcances y retos en Mexico. Reunion Consultiva delPrograma Cultura de Paz. UNESCO. - Tuvilla, J. (1998). Educar en los derechos humanos. Madrid: CCS.[7] Magendzo, A. (2009). Pensamiento e ideas-fuerza de la educacion en derechos huanos en Iberoamerica. Editorial SM, Pag.129. [8] Greene, M. (op.cit). [9] Olweus, D. (2001). Peer harrasment: A critical analysis and same important issues. En Juvenonen, J. & Grams, S. (Eds) Peer harrassment in school (pp. 3-20). New York: Guilford. [10] Smith, P.K. (2000). Bullying and harassment in schools and the rights of children Journal Children and Society. Vol.14 (pp249-303)[11] Greene, M. (Op. cit.) (p. 8) [12] Violencia de genero y relaciones de poder: implicaciones para la educacion Revista de Educacion No 342 enero-abril 2007 [13] Daugelli, A. (2002). Incidence and mental health impact of sexual orientation victimization of lesbian, gay, and bisexual youths in high school. En School Psychology Quarterly, 17. (pp.148-160.[14] Olweus, D. (2004). (Op.cit). [15] Espelage, D. & Swearer, S. (2003) Research on School Bullying and Victimization: What Have We Learned and Where Do We Go from Here? Journal article: School Psychology Review, Vol. 32.[16] Juvonen, J. Nishina,A. y Graham .S (Edt) (2001). Collectively, the relation between race/ethnicity and bullying is complex and is potentially influenced by the racial/ethnic composition of the classroom, school, or community.en Peer harassment in school: Their pleigh of the vulnerable and victimized, (pp. 105-12).New York: Guilford[17] Hunter, S.C & Boyle, J.M.E. (2002). Perceptions of control in the victims of school bullying: The importance of early intervention. En: Educational Research. 44(3) pp323-336[18] Pepler, D. y Smith, C. (1999). Bullying and Victimization: Experiences of Immigrant and Minority Youth. Colloquium sponsored by CERIS - York (Joint Centre of Excellence for Research on Immigration and Settlement) and LaMarsh Centre for Research on Violence and Conflict Resolution.[19] Sourander, A. Jensen, P. Ronning, J.A., (2009). Childhood bullies, & Wilkinson, G., Pickett, K.E. The Spirit Level: Why More Equal Societies Almost Always Do Better. London: Penguin. [20] Moss, R., Moss, B. & Tricket, E. (1989) Escalas de clima social: familia, trabajo, instituciones penitenciarias, centro escolar. Consulting Psychologists Press. Madrid: Adaptacion espanola, TEA Ediciones.[21]