Resilience Through Violence and Bullying Prevention in Schools

2012 ◽  
pp. 371-386 ◽  
Author(s):  
Jennifer Taub ◽  
Melissa Pearrow
Keyword(s):  
Bullying Prevention ◽  
Prevention In Schools

scholarly journals Is There a Hole in the Whole-School Approach? A Critical Review of Curriculum Understanding in Bullying Research

2020 ◽  
Vol 40 (4) ◽  
pp. 362-386
Author(s):  
Frode Restad
Keyword(s):  
Critical Review ◽  
Bullying Prevention ◽  
Pedagogical Knowledge ◽  
Whole School ◽  
Whole School Approach ◽  
Prevention In Schools ◽  
Innovative Approaches ◽  
Bullying In Schools

This article investigates curriculum understanding in bullying research and discusses how such an understanding can contribute to bullying prevention in schools. So far, no studies have systematically investigated an understanding of curriculum in research on bullying prevention. Building on a critical review of 29 studies, the article identifies curriculum as a broadly understood concept constricted in different categories of bullying research. Such compartmentalization, the article argues, may contribute to the underutilization of curriculum knowledge in bullying research and obstruct the development of new and innovative approaches to prevent bullying in schools. The study concludes that curriculum knowledge should be more explicitly addressed in bullying research, and that more collaboration is needed. Emphasizing a whole-school approach, without a broader understanding of curriculum, risks constraining the application of pedagogical knowledge in bullying prevention.

Bullying prevention in schools by targeting cognitions, emotions, and behavior: Evaluating the effectiveness of the REBE-ViSC program.

2015 ◽  
Vol 62 (4) ◽  
pp. 732-740 ◽  
Author(s):  
Simona Trip ◽  
Carmen Bora ◽  
Sebastian Sipos-Gug ◽  
Ioana Tocai ◽  
Petra Gradinger ◽  
...  
Keyword(s):  
Bullying Prevention ◽  
And Behavior ◽  
Prevention In Schools

scholarly journals Foreign experience in bullying prevention in schools

2021 ◽  
Vol 10 (46) ◽  
pp. 169-175
Author(s):  
Vitalii Vasylevych ◽  
Svitlana Obrusna ◽  
Elchin Iskenderov ◽  
Liudmyla Kryzhna ◽  
Oleksandr Sokurenko
Keyword(s):  
Scientific Literature ◽  
Bullying Prevention ◽  
Educational Institutions ◽  
Foreign Experience ◽  
Logical Method ◽  
General Scientific ◽  
The Subject ◽  
Caring Teacher ◽  
Prevention In Schools ◽  
Comprehensive Study

The aim of the article is to conduct a comprehensive study of bullying prevention at schools using foreign experience. The subject of research is the concept of bulling and features of its manifestation in educational institutions. The research methodology includes general scientific and special methods of legal science: method of theoretical analysis and systematization of scientific literature, method of modeling, statistical method, dogmatic method, logical method, method of summarization. Research results. The main causes, consequences of bullying in schools are analyzed and the characteristics of its participants are given. It is determined that bullying can be considered as a social, legal, psychological and pedagogical problem. Practical meaning. It is proved that schools without bullying differ in cohesion and various extracurricular forms of interaction between students. Value / originality. It is stated that the main means of counteracting this negative phenomenon in educational institutions are active public life, an atmosphere of openness, the possibility of collective conflict resolution under the guidance of a caring teacher.

scholarly journals Bullying Prevention in Schools

2020 ◽  
Vol 20 (1) ◽  
pp. 61-81
Author(s):  
Isaac Karikari ◽  
James R. Brown ◽  
Gifty Dede Ashirifi ◽  
James Storms
Keyword(s):  
Bullying Prevention ◽  
School Social Workers ◽  
Urban School District ◽  
Bus Drivers ◽  
Multiple Stakeholders ◽  
Holistic View ◽  
Multi Stakeholder ◽  
Implicit And Explicit ◽  
Prevention In Schools ◽  
Purposive Sample

Since bullying is an ecological and systemic phenomenon that occurs in multiple contexts with multiple actors, it makes sense to consider the perceptions of multiple stakeholders and their relationships with one another and in relation to bullying prevention in schools. Using a non-probability, purposive sample, this study examined the perspectives of 45 school stakeholders, namely, principals, school social workers, bus drivers, and parents from an urban school district in the Midwest. The study unveils some of the implicit and explicit challenges associated with bullying prevention efforts. For example, bullying can be quite nebulous because people tend to look at the issue through the prism of their own experiences and positions, limiting their understanding of other stakeholders. Some stakeholders’ perspectives may be muted when bullying behaviors are discussed or reported. Overall, the findings support the use of multi-stakeholder approaches in developing a more holistic view of bullying. Recommendations include avoiding the reification of the views and voices of a select few and having a more open system of dialogue among stakeholders to create inclusion when addressing bullying.

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