Social Skills and Bullying Prevention Programs

2019 ◽  
pp. 268-285
Author(s):  
Samuel Y. Song ◽  
Michelle Zochowski ◽  
Wynn Tashman ◽  
Stephanie Houle ◽  
Beth Doll
Keyword(s):  
Social Skills ◽  
Problem Behaviors ◽  
Social Withdrawal ◽  
Violent Behavior ◽  
Prevention Programs ◽  
Bullying Prevention ◽  
Negative Consequences ◽  
Social Skills Interventions ◽  
Bullying Prevention Programs ◽  
Anxiety Depression

Students’ lack of social skills is associated with interruptions in classroom instruction; educator ineffectiveness and burnout; social withdrawal, isolation, and peer rejection, which can lead to aggressive and violent behavior; and problems establishing successful relationships with peers and adults. Deficits in social skills often lead to problem behaviors within school systems, such as bullying. The negative consequences of bullying have been well documented and include school absenteeism, poor academic achievement, heightened anxiety, depression, and loneliness. This chapter describes evidence-based social skills interventions and bullying prevention programs that may be implemented at a school-wide or class-wide level. Additionally, the chapter discusses problems associated with generalization of social skills and bullying prevention programs, and how these problems may be overcome.

IMPLEMENTATION OF SCHOOL BULLYING PREVENTION PROGRAMS AMONG ADOLESCENTS

2020 ◽  
pp. 37-41
Author(s):  
Y. Lytvynenko
Keyword(s):  
School Environment ◽  
Violent Behavior ◽  
Bullying Prevention ◽  
School Bullying ◽  
Interpersonal Interaction ◽  
Gradual Transition ◽  
Civic Attitudes ◽  
Bullying Prevention Programs ◽  
Practical Program ◽  
Ukrainian Society

At present, in the Ukrainian society, there is a gradual transition from the "interest" of bullying problems to implement a practical program to counteract bullying in the school environment. Programs are being implemented with support the MES of Ukraine using conflicting functionality, changing and navigating non-violent behavior and civic attitudes. The results of the empirical study made it possible to pay attention to the need to change approaches when using bullying prevention technology among adolescents. In particular, it was determined that not only forms of preventive training play a major role in preventing bullying, but the use of techniques, methods, ways of information submission by the subjects who carry it out, and features of interpersonal interaction with adolescents. Often, they have signs of prejudice and stigma that provoke aggression and bullying cases.

Use of a Mixed-Methods Approach to Evaluate the Implementation of Violence and Bullying Prevention Programs in Schools

2020 ◽  
pp. 001312452097209
Author(s):  
Nooshin Salimi ◽  
Akram Karimi-Shahanjarin ◽  
Forouzan Rezapur-Shahkolai ◽  
Behrooz Hamzeh ◽  
Ghodratollah Roshanaei ◽  
...  
Keyword(s):  
Mixed Methods ◽  
School Violence ◽  
Prevention Programs ◽  
Bullying Prevention ◽  
School Bullying ◽  
Cross Sectional ◽  
Executive Staff ◽  
Bullying Prevention Programs ◽  
Health Promoting ◽  
Bullying Programs

School violence and bullying are considered a serious concern worldwide. Evidence shows that applying the Health Promoting Schools (HPS) framework could be effective in reducing school bullying. While there have been significant efforts to evaluate school-based anti-bullying interventions in the world, the implementation process and the effectiveness of this framework in reducing bullying in schools have not been previously evaluated in Iran. This mixed methods study was carried out using simultaneously a cross-sectional (900 students, 104, teachers/school executive staff, and 563 parents) and qualitative study (24 policy makers and teachers/school executive staff) to examine the implementation and effect of counseling and mental health services component of the Iranian Health Promoting School (IHPS) in 2017–2018. Results revealed that there were weaknesses in the implementation of all six elements of anti-bullying programs. A lack of any clean policy toward school violence and bullying, lack of priority set by local decision makers and principals of schools, logistical problems with providing training and supplying counseling resources, limited funding, and presence of competing issues and problems facing the schools were identified as barriers to implement violence and bullying prevention programs in schools. Results also showed that there were no significant differences between non-IHPS and IHPS in students’ bullying behaviors ( p = .228) and scores of leadership, the school environment, capacity, partnership, services and support, and evidence ( p > .05). It is essential to revise the content and how to implement anti-bullying programs in schools.

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