Meeting the Needs of Young Adolescents: ABBL Anti-Bullying Program During Middle School Transition

This article introduces ABBL, the anti-bullying program for the transition to middle school, which was designed as a free, feasible, and easily applicable solution for teachers who, for any reason, cannot take advantage of comprehensive anti-bullying school-based programs. The ABBL, based on the identification of the causal risk factors and mechanisms that lead to bullying, aims to influence the peer group in such a way that students do not reward antisocial behaviors and are, instead, able to create supportive class atmospheres and strong networks of personal attachments. The evaluation of the program effectiveness showed that it reduced bullying in the classroom. Indications for wider implementations are presented together with the ready-to-use ABBL anti-bullying program (see http://blizej.org/abbl-antibullying-program/ ).

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Middle School Transition from the Strengths Perspective: Young Adolescents’ Character Strengths, Subjective Well-Being, and School Adjustment

Journal of Happiness Studies ◽

10.1007/s10902-012-9374-y ◽

2012 ◽

Vol 14 (4) ◽

pp. 1163-1181 ◽

Cited By ~ 73

Author(s):

Anat Shoshani ◽

Michelle Slone

Keyword(s):

Middle School ◽

Character Strengths ◽

School Adjustment ◽

Middle School Transition ◽

School Transition ◽

Well Being ◽

Subjective Well Being ◽

Young Adolescents ◽

Strengths Perspective

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Bullying, victimization, and bystander behavior: Risk factors across elementary–middle school transition.

School Psychology ◽

10.1037/spq0000477 ◽

2021 ◽

Author(s):

Kelly N. Clark ◽

Morgan A. Eldridge ◽

Nicole B. Dorio ◽

Michelle K. Demaray ◽

Thomas J. Smith

Keyword(s):

Risk Factors ◽

Middle School ◽

Middle School Transition ◽

School Transition ◽

Bullying Victimization ◽

Bystander Behavior

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Teachers' attunement to students' peer group affiliations as a source of improved student experiences of the school social–affective context following the middle school transition

Journal of Applied Developmental Psychology ◽

10.1016/j.appdev.2010.06.003 ◽

2011 ◽

Vol 32 (5) ◽

pp. 267-277 ◽

Cited By ~ 71

Author(s):

Jill V. Hamm ◽

Thomas W. Farmer ◽

Kimberly Dadisman ◽

Maggie Gravelle ◽

Allen R. Murray

Keyword(s):

Middle School ◽

Peer Group ◽

Middle School Transition ◽

School Transition ◽

Student Experiences

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Bullying and exclusion from dominant peer group in Polish middle schools.

Polish Psychological Bulletin ◽

10.1515/ppb-2015-0001 ◽

2015 ◽

Vol 46 (1) ◽

pp. 2-14 ◽

Cited By ~ 7

Author(s):

Małgorzata Wójcik ◽

Beata Kozak

Keyword(s):

Middle School ◽

Middle School Students ◽

Middle School Teachers ◽

Peer Group ◽

Middle School Transition ◽

School Transition ◽

School Bullying ◽

School Teachers ◽

School Students ◽

National Centre

Abstract School bullying also referred to as peer victimization is considered extremely harmful for all parties involved. It has been recognised as an important issue in Polish schools. This article presents the first stage of a project financed by the National Centre of Research and Development and includes the results of qualitative research conducted in groups of middle-school students, middle-school teachers and psychologists. The results highlight several factors leading to the exclusion from the dominant peer group. The results also indicate that although students are aware of the consequences of bullying and excluding behaviours, they do not implement this knowledge when explaining their own excluding actions. All results are discussed in terms of designing and implementing a data-based programme which would effectively mitigate excluding behaviours during middle-school transition.

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