Dr. Tracy Vaillancourt

And then my focus was always on the neurobiology of bullying. I was really interested in documenting how it hurt people, not just at that level where it could be easily dismissed, where people just say, ah, you know, you just need to be more resilient, suck it up. Yeah, she's sad, but she'll get over it.

I wanted to show that, no, it affects them in a way that's profound and places them at risk for the rest of their lives. So that was kind of like my area of research. And since then, others have followed my There's not enough of us. I think that we need to be looking at the neurobiology a little bit more carefully. It's a profound psychosocial stressor.

I wanted to show that, no, it affects them in a way that's profound and places them at risk for the rest of their lives. So that was kind of like my area of research. And since then, others have followed my There's not enough of us. I think that we need to be looking at the neurobiology a little bit more carefully. It's a profound psychosocial stressor.

I wanted to show that, no, it affects them in a way that's profound and places them at risk for the rest of their lives. So that was kind of like my area of research. And since then, others have followed my There's not enough of us. I think that we need to be looking at the neurobiology a little bit more carefully. It's a profound psychosocial stressor.

So that's kind of like the evolution of bullying research. And then there's another side group that looks at it from an evolutionary perspective. And I know you had Tony Volk on before, and I do that a little bit too with Tony and the like. So yeah, I think we're getting there.

So that's kind of like the evolution of bullying research. And then there's another side group that looks at it from an evolutionary perspective. And I know you had Tony Volk on before, and I do that a little bit too with Tony and the like. So yeah, I think we're getting there.

So that's kind of like the evolution of bullying research. And then there's another side group that looks at it from an evolutionary perspective. And I know you had Tony Volk on before, and I do that a little bit too with Tony and the like. So yeah, I think we're getting there.

why interventions don't work. So when we look at the big meta-analyses, there was one that was just redone. So you'd think like when you redo the meta-analysis on bullying intervention efficacy, that we would have improvements over the course of a decade, and we don't. So we're still only seeing about, at best, a 20% reduction in bullying. And that

why interventions don't work. So when we look at the big meta-analyses, there was one that was just redone. So you'd think like when you redo the meta-analysis on bullying intervention efficacy, that we would have improvements over the course of a decade, and we don't. So we're still only seeing about, at best, a 20% reduction in bullying. And that

why interventions don't work. So when we look at the big meta-analyses, there was one that was just redone. So you'd think like when you redo the meta-analysis on bullying intervention efficacy, that we would have improvements over the course of a decade, and we don't. So we're still only seeing about, at best, a 20% reduction in bullying. And that

I think needs, obviously it needs to improve because kids are so profoundly affected and so are teens and so are adults. So what is it that, why does this persist? Why can't we move that to be in a, like move it so that we have better rates, but better, I mean, lower rates of bullying and, and we're just not there. Like there was one I think there's one promising area.

I think needs, obviously it needs to improve because kids are so profoundly affected and so are teens and so are adults. So what is it that, why does this persist? Why can't we move that to be in a, like move it so that we have better rates, but better, I mean, lower rates of bullying and, and we're just not there. Like there was one I think there's one promising area.

I think needs, obviously it needs to improve because kids are so profoundly affected and so are teens and so are adults. So what is it that, why does this persist? Why can't we move that to be in a, like move it so that we have better rates, but better, I mean, lower rates of bullying and, and we're just not there. Like there was one I think there's one promising area.

They're looking at, again, power. I think that's really what you need to focus on because bullying is a systematic abuse of power. But the kids who were most and teens who were most impervious to bullying intervention programs were the ones who were the most popular in the school because they don't want to give up their power holding position.

They're looking at, again, power. I think that's really what you need to focus on because bullying is a systematic abuse of power. But the kids who were most and teens who were most impervious to bullying intervention programs were the ones who were the most popular in the school because they don't want to give up their power holding position.

They're looking at, again, power. I think that's really what you need to focus on because bullying is a systematic abuse of power. But the kids who were most and teens who were most impervious to bullying intervention programs were the ones who were the most popular in the school because they don't want to give up their power holding position.

I think there's a lot of different motivations, but I think primarily it's about the corrupting influence of power. So our longitudinal studies show that, okay, so there's a certain percentage of kids, probably about 10% of kids. And when I say kids, I mean anybody under 18. So there's a certain percentage of kids who just have sort of like emotional dysregulation. So prefrontal dysfunction.

I think there's a lot of different motivations, but I think primarily it's about the corrupting influence of power. So our longitudinal studies show that, okay, so there's a certain percentage of kids, probably about 10% of kids. And when I say kids, I mean anybody under 18. So there's a certain percentage of kids who just have sort of like emotional dysregulation. So prefrontal dysfunction.

I think there's a lot of different motivations, but I think primarily it's about the corrupting influence of power. So our longitudinal studies show that, okay, so there's a certain percentage of kids, probably about 10% of kids. And when I say kids, I mean anybody under 18. So there's a certain percentage of kids who just have sort of like emotional dysregulation. So prefrontal dysfunction.

So ADHD, conduct disorder, that sort of thing. The Nelsons, Nelson from the Simpsons. So that's a great representation of who I mean. Our past studies and our past intervention efforts have focused on Nelson or the Nelsons of the world. But they are so different and they don't really represent the true bully out there. So when you look at it, what happens is that kids have