Family Involvement in a Whole-School Bullying Intervention: Mothers’ and Fathers’ Communication and Influence with Children

2017 ◽  
Vol 26 (10) ◽  
pp. 2716-2727 ◽  
Author(s):  
Leanne Lester ◽  
Natasha Pearce ◽  
Stacey Waters ◽  
Amy Barnes ◽  
Shelley Beatty ◽  
...  
Keyword(s):  
Family Involvement ◽  
School Bullying ◽  
Mothers And Fathers ◽  
Bullying Intervention ◽  
Whole School

Qualitative Research on School Bullying Intervention Program

2021 ◽  
Vol 3 (9) ◽  
pp. 639-650
Author(s):  
Kong Bojian ◽  
Liu Liyan ◽  
Wu Weifang
Keyword(s):  
Qualitative Research ◽  
Intervention Program ◽  
School Bullying ◽  
Bullying Intervention

Elementary School Nurses’ Perceptions of Student Bullying

2006 ◽  
Vol 22 (4) ◽  
pp. 229-236 ◽  
Author(s):  
Candace Hendershot ◽  
Joseph A. Dake ◽  
James H. Price ◽  
Grace K. Lartey
Keyword(s):  
Elementary School ◽  
Effective Means ◽  
School Nurses ◽  
School Bullying ◽  
Whole School ◽  
Nurses Perceptions ◽  
Common Barriers

The aim of this study was to assess elementary school nurses’ perceptions of student bullying, actions when they encounter bullies or victims, and perceived level of preparation for dealing with this problem. School nurses identified the most common barriers to dealing with bullying, which included bullying taking place where the nurse is not supervising (49%), someone else in the school being more qualified to address bullying (41%), not having enough time (26%), and not being prepared to handle the problem (25%). Only 14% stated that there were no barriers to dealing with student bullying. School nurses believed that the most effective means to reduce school bullying were consistent discipline and improved supervision. However, these perceptions are not in line with current research, which indicates that the most effective method to reduce bullying is to create a whole-school atmosphere to prevent the problem from occurring.

scholarly journals Considering Mindfulness Techniques in School-based Anti-bullying Programmes

2018 ◽  
Vol 7 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Mairead Foody ◽  
Muthanna Samara
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Perspective Taking ◽  
School Bullying ◽  
Duty Of Care ◽  
Whole School ◽  
School Based ◽  
Current Psychological ◽  
The Impact

Schools have a duty of care to all students and to directly prevent and intervene with bullying amongst children and adolescents. The emergence of cyberbullying escalates this responsibility as the strategies that have become appropriate at national levels for bullying do not always parallel over to online environments. The impact on mental health is the most obvious concern for those responsible for reducing bullying, however, input from psychologists and mental health professionals is scant and often limited on this topic. This paper outlines what bullying is and the devastating impact it can have on the mental health of those involved. It will outline the most common anti-bullying initiatives as well as the current psychological and educational techniques, which could also be used to alleviate distress associated with bullying involvement. We will focus specifically on the role of mindfulness techniques and argue for more of such exercises to be included in whole-school bullying programmes. We conclude by arguing the need to investigate components relevant to both mindfulness and anti-bullying programmes (e.g., empathy, perspective-taking) as active ingredients for reducing the impact of bullying on mental health.

scholarly journals Countering School Bullying: An Examination of Policy Implementation in Ontario and Saskatchewan

2011 ◽  
Vol 6 (5) ◽  
Author(s):  
Ginette Diane Roberge
Keyword(s):  
Content Analysis ◽  
School Climate ◽  
School Violence ◽  
Direct Consequence ◽  
School Bullying ◽  
Educational Institutions ◽  
School Division ◽  
Bullying Intervention ◽  
Canadian Provinces ◽  
Total Average

The incidence of extreme school violence as a direct consequence of bullying among peers, exacerbated by vast media attention, has caused educational institutions worldwide to review issues of bullying intervention and prevention. Many Canadian provinces have implemented guiding principles to counter bullying in schools. This study focuses on a review and comparison of two provincewide antibullying incentives in Ontario and in Saskatchewan through a content analysis of their respective school board or school division policies. An itemized list of beneficial practices for bullying intervention and prevention originated from the scoring scheme of Smith, Smith, Osborn, and Samara (2008) and was adapted by linking research-based program elements that have been found to be effective in reducing school bullying to a content analysis of both provincial frameworks. The final scoring scheme comprised a total of 39 criterions, divided into five categories: Defining Bullying Behaviors, Establishing a Positive School Climate, Disseminating, Monitoring and Reviewing Policy, Reporting and Responding to Bullying, and Involving the Broader Community. Results showed that policies contained a total average of 60 percent of the criterions in Ontario, and 59 percent in Saskatchewan. The conclusion of this study observes from policy lenses key essentials of bullying intervention and prevention initiatives in elementary and secondary educational settings. Recommendations are proposed to bridge the gap between areas that have received extensive attention and areas that have received less treatment in bullying intervention and prevention endeavors, using the content of Ontario and Saskatchewan policies as a basis for discussion.

How effective are school bullying intervention programs? A meta-analysis of intervention research.

2008 ◽  
Vol 23 (1) ◽  
pp. 26-42 ◽  
Author(s):  
Kenneth W. Merrell ◽  
Barbara A. Gueldner ◽  
Scott W. Ross ◽  
Duane M. Isava
Keyword(s):  
Meta Analysis ◽  
School Bullying ◽  
Intervention Research ◽  
Intervention Programs ◽  
Bullying Intervention

scholarly journals Bullying Prevention and School Climate: Correlation between Teacher Bullying Prevention Efforts and their Perceived School Climate

2020 ◽  
pp. 1-11
Author(s):  
Dziuginta Baraldsnes
Keyword(s):  
School Climate ◽  
Descriptive Analysis ◽  
Bullying Prevention ◽  
School Bullying ◽  
Bully Prevention ◽  
Whole School ◽  
Study Results ◽  
School Classroom ◽  
General School ◽  
Perceptions Of School

This study investigates the correlation between teachers’ efforts to prevent bullying and their perceptions of school climate. The quantitative data were collected from 82 teachers (76.8%females, respondents’ mean age = 44.91 years [SD = 9.91]) from 13 Norwegian schools running the Olweus Bully Prevention Program (OBPP). Descriptive analysis of the teachers’ efforts within OBPP at the school, classroom, and individual levels, and simple linear as well as multiple regression analyses were applied. The current study revealed that teachers acted differently within OBPP at the school, classroom, and individual levels, and that their perceptions of school climate differed. A significant positive correlation was found between the teachers’ efforts within OBPP at the all-level variable and the general school climate variable. Implications for the teachers’ efforts to prevent school bullying through OBPP and the significance of the study results for the whole school community are discussed, and limitations of the current study are pointed out.

Current Evidence of Best Practice in Whole-School Bullying Intervention and Its Potential to Inform Cyberbullying Interventions

2011 ◽  
Vol 21 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Natasha Pearce ◽  
Donna Cross ◽  
Helen Monks ◽  
Stacey Waters ◽  
Sarah Falconer
Keyword(s):  
Best Practice ◽  
Bullying Prevention ◽  
School Bullying ◽  
Research Centre ◽  
Current Evidence ◽  
Whole School ◽  
School Based ◽  
Whole School Approach ◽  
Bullying Interventions ◽  
Meta Analyses

AbstractIn 2004, a set of validated guidelines for school bullying prevention and management was released by the Child Health Promotion Research Centre in Australia to guide schools' action to prevent and manage bullying behaviours. At this time little was known about cyber and other forms of covert bullying behaviours. These guidelines were updated in 2010 to include current research that provides a greater understanding of all forms of bullying behaviour. This article describes a summary of the current empirical evidence used to update these guidelines particularly related to relatively new and emergent forms of bullying, such as cyberbullying. Meta-analyses and reviews that assessed the effectiveness of school-based bullying interventions were examined to inform the relevance of the previously validated guidelines and to identify potential intervention strategies to reduce cyberbullying. This review confirmed the importance of a systematic whole-school approach to effectively prevent and manage all forms of bullying behaviours in schools (including cyberbullying) and the need to strengthen capacity supports to enable schools to put evidence into informed practice.

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