Effects of a Skills-based Prevention Program on Bullying and Bully Victimization among Elementary School Children

2007 ◽  
Vol 8 (4) ◽  
pp. 285-296 ◽  
Author(s):  
Jeffrey M. Jenson ◽  
William A. Dieterich
Keyword(s):  
Elementary School ◽  
School Children ◽  
Prevention Program ◽  
Elementary School Children ◽  
Bully Victimization

scholarly journals Evaluating the effectiveness of a transdiagnostic universal prevention program for both internalizing and externalizing problems in children: Two feasibility studies

2021 ◽  
Author(s):  
Kohei Kishida ◽  
Noriko Hida ◽  
Shin-ichi Ishikawa
Keyword(s):  
Elementary School ◽  
School Children ◽  
Internalizing Problems ◽  
Prevention Program ◽  
Externalizing Problems ◽  
Elementary School Children ◽  
Feasibility Studies ◽  
Internalizing And Externalizing Problems ◽  
Internalizing And Externalizing ◽  
Site Training

Abstract Background The present study examined the effectiveness of the Universal Unified Prevention Program for Diverse Disorders (Up2-D2) for internalizing and externalizing problems for children aged 9−11 years. Methods We used two feasibility studies. The Up2-D2 entailed 12 sessions delivered by teachers; each session was developed based on cognitive-behavioral and positive psychological interventions. In Studies 1 and 2, 58 elementary school children aged 9−11 and 73 elementary school children aged 10−11 attended the Up2-D2. The teachers in Study 1 received 1.5 hours of on-site teacher training for learning rationales for interventions, how to run the program, and received ongoing supervision by professionals with mental health expertise. In contrast, the teachers in Study 2 were given self-learning DVD materials in place of on-site training and ongoing supervision. Results Mixed models revealed that general difficulties, which is total score of both internalizing and externalizing problems, decreased in Study 1 but not in Study 2. Additional analyses for children with subclinical general difficulties revealed that general difficulties, internalizing problems, and externalizing problems decreased in Study 1, whereas in Study 2, general difficulties and internalizing problems decreased, except for externalizing problems. Conclusions These results suggest that on-site teacher training and ongoing supervision are imperative for improving general difficulties in children at a universal level. In addition, universal preventive interventions by classroom teachers without on-site training and continuous supervision might be efficacious for reducing general difficulties and internalizing problems for children with subclinical difficulties.

Evaluation of a Theater-Based Youth Violence Prevention Program for Elementary School Children

2006 ◽  
Vol 5 (2) ◽  
pp. 19-36 ◽  
Author(s):  
Cassandra Kisiel ◽  
Margaret Blaustein ◽  
Joseph Spinazzola ◽  
Caren Swift Schmidt ◽  
Marla Zucker ◽  
...  
Keyword(s):  
Elementary School ◽  
Violence Prevention ◽  
School Children ◽  
Prevention Program ◽  
Elementary School Children ◽  
Youth Violence ◽  
Youth Violence Prevention ◽  
Violence Prevention Program

Trait Emotional Intelligence Related to Bullying in Elementary School Children and to Victimization in Boys

2017 ◽  
Vol 37 (4) ◽  
pp. 178-187 ◽  
Author(s):  
Andrew A. Peachey ◽  
Jeanne Wenos ◽  
Stephanie Baller
Keyword(s):  
Elementary School ◽  
Emotional Intelligence ◽  
High School Students ◽  
School Children ◽  
Elementary School Children ◽  
Short Form ◽  
Trait Emotional Intelligence ◽  
School Students ◽  
Bully Victimization ◽  
Negatively Associated

While Healthy People 2020 calls for a reduction of bullying among high school students as a public health priority, earlier intervention supported by Occupational Therapists may be warranted. The current study investigated the prevalence of bullying behaviors within an elementary school, compared the experiences of victims with those of perpetrators, and determined when and for whom Trait Emotional Intelligence is a predictor of bullying and victimization. Elementary school children ( n = 235) in Grades 3 to 5 completed the Forms of Bullying Scale–Victim, the Forms of Bullying Scale–Perpetrator, and the Trait Emotional Intelligence Questionnaire–Child Short Form. The prevalence of bully-only perpetration was 3.0%, of victimization-only was 48.5%, and of bully-victimization was 10.4%. Trait Emotional Intelligence was negatively associated with bullying. Trait Emotional Intelligence was negatively associated with victimization in boys, but not girls. The findings are discussed within the need to provide instruction and services to students at an early age.

scholarly journals The Impact of a 3-Year After-School Obesity Prevention Program in Elementary School Children

2012 ◽  
Vol 8 (1) ◽  
pp. 60-70 ◽  
Author(s):  
Zenong Yin ◽  
Justin B. Moore ◽  
Maribeth H. Johnson ◽  
Marlo M. Vernon ◽  
Bernard Gutin
Keyword(s):  
Elementary School ◽  
Obesity Prevention ◽  
School Children ◽  
Prevention Program ◽  
Elementary School Children ◽  
After School ◽  
The Impact ◽  
Obesity Prevention Program

Child and context characteristics in trajectories of physical and relational victimization among early elementary school children

2011 ◽  
Vol 23 (1) ◽  
pp. 239-252 ◽  
Author(s):  
Gerald F. Giesbrecht ◽  
Bonnie J. Leadbeater ◽  
Stuart W. S. Macdonald
Keyword(s):  
Elementary School ◽  
Peer Victimization ◽  
School Children ◽  
Prevention Program ◽  
Elementary School Children ◽  
Emotional Dysregulation ◽  
Relational Victimization ◽  
Grade 3 ◽  
End Of Grade ◽  
Context Characteristics

AbstractTransactional models suggest that peer victimization results from both individual and context differences, and understanding these differences may point to important targets for prevention and interventions that reduce victimization. Multilevel modeling was used to examine within-person (aggression and emotional dysregulation), between-person (sex and age), and between-school (participation in a victimization prevention program) factors that influence changes in physical and relational victimization over the first three years of elementary school. Children (n = 423) reported their experiences of peer victimization at entry into Grade 1 and at the end of Grade 1, Grade 2, and Grade 3. On average, trajectories of both physical and relational victimization declined. However, for individual children, teacher-rated aggression was associated with increases in physical and relational victimization, while emotional dysregulation was associated with attenuation of longitudinal declines in physical victimization and increases in relational victimization. Individual differences in sex and age at entry into Grade 1 did not significantly influence victimization trajectories over Grades 1 to 3. Children who participated in the WITS® victimization prevention program showed significant declines in physical and relational victimization. Levels of victimization among nonparticipants remained stable. Implications of child and context characteristics for preventing peer victimization in elementary school are discussed.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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