The Effectiveness of School-Based Anti-Bullying Programs

2007 ◽  
Vol 32 (4) ◽  
pp. 401-414 ◽  
Author(s):  
Christopher J. Ferguson ◽  
Claudia San Miguel ◽  
John C. Kilburn ◽  
Patricia Sanchez
Keyword(s):  
School Based ◽  
Bullying Programs

scholarly journals The effect and moderators of school-based anti-bullying programs: Meta-analysis and GRADE evidence

2018 ◽  
Vol 26 (12) ◽  
pp. 2113
Author(s):  
Lingbo ZHAO ◽  
Lizu LAI ◽  
Yuzhong LIN ◽  
Chunxiao ZHAO ◽  
Zhihong REN
Keyword(s):  
Meta Analysis ◽  
School Based ◽  
Bullying Programs

A Meta-analytic Review of School-Based Anti-bullying Programs with a Parent Component

2019 ◽  
Vol 1 (1) ◽  
pp. 32-44 ◽  
Author(s):  
Yuanhong Huang ◽  
Dorothy L. Espelage ◽  
Joshua R. Polanin ◽  
Jun Sung Hong
Keyword(s):  
School Based ◽  
Analytic Review ◽  
Bullying Programs ◽  
Parent Component

Model Program Intervensi Anti Bullying Berbasis Sekolah

2019 ◽  
Vol 15 (2) ◽  
pp. 136-160
Author(s):  
Dian Ayu Zahraini
Keyword(s):  
Early Childhood ◽  
Positive Response ◽  
Learning Model ◽  
Model Program ◽  
Learning Models ◽  
School Based ◽  
Draft Model ◽  
Preliminary Study ◽  
Bullying Programs ◽  
Reading Activities

AbstractThis research is a learning model for anti-bullying program for the school-based early childhood stages beginning with a needs analysis which later developed learning models, and construct a draft model of learning. The study begins with a preliminary study that is the study of the theory and the findings of previous studies, followed by draft learning model. The final stage is the preparation of the guide book learning model prototype anti-bullying school-based program.The results showed that young children can develop an understanding of bullying, adaptation to classroom rules against bullying, understanding of what people feel about bullying and the basic rules in the anti-bullying program, as well as the goldern rules in the Playground. The implementation of the model of anti-bullying programs in schools in  RA At Thohirriyah showed a positive response in which children can develop an understanding of the pre-reading the question, the question of post-reading, post-reading activities, and understanding of emotions as the process of developing their social skills. Keywords: Learning, Anti-Bullying, School Based

A meta-analysis of the effect of school-based anti-bullying programs

2013 ◽  
Vol 19 (2) ◽  
pp. 136-153 ◽  
Author(s):  
Sunhee Lee ◽  
Chun-Ja Kim ◽  
Dong Hee Kim
Keyword(s):  
Meta Analysis ◽  
School Based ◽  
Bullying Programs

Improving Speech and Language Services through Effective Time Management

1983 ◽  
Vol 14 (2) ◽  
pp. 86-91 ◽  
Author(s):  
Barbara W. Travers
Keyword(s):  
Time Management ◽  
Management Strategies ◽  
Federal State ◽  
Speech Language Pathologist ◽  
School Based ◽  
Work Area ◽  
Paper Work ◽  
Areas Of Concern ◽  
State And Local ◽  
Therapeutic Services

This paper presents strategies for increasing the effectiveness and efficiency of the school-based speech-language pathologist. Various time management strategies are adapted and outlined for three major areas of concern: using time, organizing the work area, and managing paper work. It is suggested that the use of such methods will aid the speech-language pathologist in coping with federal, state, and local regulations while continuing to provide quality therapeutic services.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

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