Download or read book Kindergarten and First Grade Teachers Perceptions of Bystander Bullying written by Mary Lane Newman and published by . This book was released on 2010 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research investigated teachers' perceptions of bystander strategies in four selected bully-themed children's picture books. Selected books contained bystander responses to bullying. Participants included two kindergarten and two first-grade female teachers. Teachers read the four selected books with their classes. Afterward, the four teachers participated in a focus group to discuss outlined research questions. Additionally, teachers reviewed the Anti-Defamation League's recommended bystander strategies and rated the effectiveness of these strategies in reducing bullying.

Download or read book Teachers as Bystanders written by Beth Piilani Uale and published by . This book was released on 2010 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many teachers in Hawaii have not had formal training to handle bullying problems. Some of the schools that participated in the study have school policies for behavior, yet many of the teachers believe that the schools do not enforce these policies.

Download or read book Preventing Bullying Through Science Policy and Practice written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-09-14 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.

Download or read book Teachers Perceptions of Bullying at the Elementary School Level written by Richard A. Croucier and published by . This book was released on 2003 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Empowering Bystanders in Bullying Prevention written by Stan Davis and published by Research Press. This book was released on 2007 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Accompanying DVD-ROM features a 50-minute audiovisual presentation providing discussion and PowerPoint slides that reinforce concepts discussed in the book.

Download or read book Bullying Prevention and Intervention at School written by Jacob U'Mofe Gordon and published by Springer. This book was released on 2018-08-28 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the continuum of bullying services, including prevention, intervention, and recovery. It reviews current theories, studies, and programs relating to this issue as well as outcome-based solutions to enhance best practices. Chapters discuss prevention and intervention services such as enhancing and promoting teacher skills in identifying abusive behaviors; interventions with bullies, victims, bystanders, and enablers; and curbing digital forms of bullying. International perspectives on program development and delivery offer fresh approaches to conceptualizing a school’s particular bullying problems and creating effective policy. In addition, chapters cover program evaluation, guiding principles for evaluators, measurement methods, and documenting and disseminating findings. The book also provides recommendations for program development. Topics featured in this book include: An Adlerian approach to predicting bullying behavior. Bibliotherapy as a strategy for bullying prevention. Coaching teachers in bullying detection and intervention. Cyberbullying prevention and intervention. The “Coping with Bullying” program in Greek secondary schools. Factors that affect reporting victimization in South African schools. Bullying Prevention and Intervention at School is a must-have resource for researchers, clinicians and other practitioners, graduate students, and policymakers across such disciplines as child and school psychology, social work/counseling, pediatrics/school nursing, and educational policy and politics.

Download or read book Teacher and Student Perceptions of the Effectiveness of the Olweus Anti bullying Program written by Michael Sean Arney and published by . This book was released on 2013 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify student and teacher perceptions of the effectiveness of the Olweus Bullying Prevention program. The study included 90 students and 18 teachers and was conducted in three elementary schools in the same school district in the mid-Atlantic region of the United States. Teachers and students responded to Likert scale survey questions, open-ended questions, and provided input during interviews. Students reported that the program provided them with strategies, as victims and bystanders, to identify the types of bullying. With the strategies presented from the Olweus Bullying Prevention program, victim and bystander self-advocating and reporting skills improved. Qualitative data showed that physical bullying occurred less frequently than verbal and relational bullying. Teachers felt that classroom meetings helped reduce the frequency of bullying. Teachers also stated that sufficient materials were provided to support program implementation; however, sustainable professional development was still needed. This research could provide districts with supportive information when considering implementation of the Olweus Bullying Prevention program.

Download or read book Teachers and Principals Perceptions of Contexts and Conditions That Maintain Bullying in Elementary Schools written by Tina Ghaly-Calafati and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of Bullying written by Kari Ann Sassu and published by . This book was released on 2006 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Elementary School Teachers Perceptions of Bullying and Anti bullying Curriculum written by Vikaash Moosai and published by . This book was released on 2014 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Numerous studies examining bullying among elementary school students and anti-bullying curricula and programs are available in educational literature. However, little research examines the perceptions of elementary teachers and guidance counselors regarding implementing the curriculum. To address this gap in the literature, my case study focused on three elementary schools and 21 participants (18 teachers and three guidance counselors) in South Florida and their perceptions on bullying and the anti-bullying curriculum implemented during the 2011 school year. The data collected included approximately 50 hours of interviews and the disaggregation of each school's discipline summary report. There were two major themes that emerged from the study. The first theme (elementary school bullying) addressed the individuals responsible for addressing bullying, the outcomes of bullying, the characteristics of a bully, the locations of bullying, and the reasons why bullying occurs. The second theme (elementary school anti-bullying curricula) addressed the professional development offered and what is needed, the components within an anti-bullying curriculum and what is needed, and the ways in which special needs students are addressed through an anti-bullying curriculum. There are three major conclusions that can be drawn from this research. First, the participants believed that children learn bullying behaviors from the many influential factors surrounding their everyday lives. Second, there are several components that the participants identified as necessary for an anti-bullying curriculum that could be addressed through social studies and everyday life skills. Finally, professional development must be offered to all stakeholders so that there is consistency in the implementation of the schoolwide initiative. It is unknown as to the origins of bullying. Some may believe that it starts in elementary schools and builds into an international problem. Others may view bullying as a global problem that trickles down into the elementary schools. Regardless of belief, the need for addressing elementary school bullying bounces from one individual to the next. Who will notify the parents? Who will train the teachers? Who will educate the school officials? Who will educate those at the state level? Which curriculum should be used to address the problem of elementary school bullying?

Download or read book The Bully the Bullied and the Bystander written by Barbara Coloroso and published by . This book was released on 2003 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of the Class Meeting Process and Its Impact on Bullying Prevention Within the School Setting written by Rosemary T. Cugliari and published by . This book was released on 2011 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study with a quantitative component of collected data examined teachers' perceptions of class meetings and its impact on bullying within a school setting. A middle school in south-central Pennsylvania was the setting that this study took place. Participants in this study included thirty-six teachers from a middle school which was comprised of seventh and eighth grade. Qualitative data collection provided information about teachers' perceptions of the effect of bullying within the school setting, the effect of class meetings on bullying in the school setting, and the disciplinary factors regarding bullying that have been affected because of class meetings. Qualitative data was gathered from thirty-six teachers who completed the Teacher Survey, a 30-item Likert-type scale instrument. Six of the thirty-six teachers participated in a subsequent interview. The researcher also gathered school observation data using an observation guide to organize data collection. Archival discipline data was used to enhance qualitative data collection. A comparison of archival discipline incidents pertaining to bullying collected during the school year before class meetings were implemented was compared with the same type of disciplinary data collected during the eighth year of class meeting implementation. Findings of the study showed that the majority of teachers perceived that bullying affects the school environment. Teachers' perceptions indicated that the class meeting process has a favorable impact on building relationships between the teacher and students. The class benefit of building relationships among students was also revealed in this study. The positive relationship between staff and students and between students, enhanced bullying prevention, student connectedness, and positive school environment.

Download or read book Youth Voice Project written by Stan Davis and published by . This book was released on 2013-11-07 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this landmark study, authors Stan Davis and Charisse L. Nixon add youth voices to the national debate about bullying and peer mistreatment. Provided in these pages is a detailed analysis of findings from their survey of over 13,000 students across 31 schools in the United States¿plus suggestions for meaningful change based on students¿ responses.Youth Voice Project includes an overview of the project¿s rationale and methodology, a description of the characteristics and impact of peer mistreatment, and an analysis of the effectiveness of various types of response to peer mistreatment: self-actions, peer-actions, and adult actions.Students¿ views of what works¿and doesn¿t work¿in response to bullying are enlightening and sometimes surprising: When asked what made things better or worse in a bullying situation, youth reported that actions involving peer alliance and friendship made things better and that it was effective to access help from others. However, some classic adult advice for youth on bullying, such as ¿telling them to stop¿ and ¿telling them how they're making you feel,¿ could actually make things much worse.Bridging the gap between research and practice, the text offers much-needed direction for educators, administrators, parents, and all other stakeholders. Conclusions focus on ways to make schools safe, inclusive, and supportive environments for learning¿specifically, by promoting efforts to improve school connections, social equity, and what the authors call the ¿Four Rs¿: respect, relationships, resiliency, and responsiveness.

Download or read book Teachers Perceptions of Bullying written by Steven Israel Hahn and published by . This book was released on 2008 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Complex Nature of Bullying written by Shaheen R. Fazelbhoy and published by . This book was released on 2007 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers and Bullying written by Christine Zerillo and published by . This book was released on 2010 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Perceptions of a Bullying Prevention Program written by Bethann Pratte and published by . This book was released on 2005 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: A qualitative, case study was designed to determine the effectiveness of one public middle school's bullying prevention program, which was based on the Olweus model. The strength of the study was its descriptive quality. It encapsulated teacher perceptions of numerous areas of the bullying prevention program. The literature review revealed the characteristics of an effective bullying prevention program. The data analyses for this study were built around the 38 responses of the bullying prevention program survey, which assessed teacher perceptions of the initial training and implementation of the program in its third year. Ten participants were interviewed to gather more information. Teachers reported the middle school's bullying prevention program to be effective. Participants desired follow-through instruction on the facilitation of class meetings along with involvement of all stakeholders. Understandings derived from this research provided a more global view of the school's bullying prevention program. This, in turn, may be used to drive change, which should lead to a more positive and healthy school climate for all students so that learning may take place.