The Role of Arts-Based Curricula in Bullying Prevention: Elijah’s Kite—A Children’s Opera

2009 ◽  
Vol 25 (1) ◽  
pp. 55-69 ◽  
Author(s):  
Dilys Haner ◽  
Debra Pepler ◽  
Joanne Cummings ◽  
Alice Rubin-Vaughan
Keyword(s):  
Bullying Prevention ◽  
Children's Opera

Educating Coaches on Their Role in the Prevention of Homophobic Bullying in Adolescent Sport

2015 ◽  
Vol 2 (3) ◽  
pp. 317-329 ◽  
Author(s):  
Lana Jade McCloughan ◽  
Emma Louise Mattey ◽  
Stephanie J. Hanrahan
Keyword(s):  
Social Skills ◽  
Learning Theory ◽  
Bullying Prevention ◽  
Negative Experiences ◽  
Coach Education ◽  
Homophobic Bullying ◽  
Education Workshop

Sporting participation is believed to aid the development of good social skills and promote positive values such as equality, cooperation, and respect. Nevertheless, some people have negative experiences in the sporting environment. The presence of homophobic bullying in sport has been increasingly acknowledged. The purpose of this paper is to critically discuss current views on coaches’ roles in homophobic bullying prevention in adolescent sport and provide an example of a program designed to upskill coaches in this important area. A review of the prevalence of homophobic bullying in sport is provided. The importance of the role of the coach in addressing bullying in adolescent sport is then discussed. Coach education and learning theory are examined and an example of a coach education workshop on homophobic bullying prevention is detailed. A summary of the evaluation completed by the coach participants of the education workshop is provided, with potential modifications to the workshop noted. The need for intervention is linked back to the literature in the conclusion.

scholarly journals School-based interventions to address bullying

2016 ◽  
Vol 4 (2) ◽  
pp. 142-164 ◽  
Author(s):  
Peter K. Smith
Keyword(s):  
Bullying Prevention ◽  
School Bullying ◽  
Negative Consequences ◽  
School Based ◽  
History Of ◽  
School Based Interventions ◽  
Role Of Parents ◽  
Bullying Interventions ◽  
Meta Analyses

Following some background studies on the nature of school bullying, its prevalence, and the negative consequences it can have, this article reviews the history of anti-bullying interventions over the last 30 years. It considers several major programmes in detail, such as the Olweus Bullying Prevention Program, KiVa, Steps to Respect, and Friendly Schools. The nature and evaluation of the interventions is discussed, followed by a review of meta-analyses of the programmes effectiveness. Issues considered are the effect at different ages; components of interventions; work with peers; disciplinary methods, non-punitive and restorative approaches; challenges regarding cyberbullying; the role of parents; the role of teachers and teacher training; set menu versus à la carte approaches; sustainability of interventions and societal context. Conclusions show that interventions have had some success, with traditional bullying. However, further progress is needed in strengthening theoretical underpinnings to interventions, and in tackling cyberbullying.

scholarly journals PERAN CONSCIENTIOUSNESS PERSONALITY TRAIT DAN IKLIM SEKOLAH DALAM PENCEGAHAN PERUNDUNGAN

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Sri W Rahmawati
Keyword(s):  
High School Students ◽  
School Climate ◽  
Personality Trait ◽  
Sampling Technique ◽  
Significant Negative Correlation ◽  
Bullying Prevention ◽  
School Students ◽  
Bullying Prevention Programs ◽  
Climate Scale

Abstract –The aim of this study was to examine the role of conscientiousness personaity trait and school climate toward bullying. A sample of 616 senior high school students from five regions in Jakarta were acquired for this study using cluster random sampling technique. The NEO PI-R Scale, The School Climate Scale, and The Scale of Bullying were used in this study. The research hypothesized that there would be a significant negative correlation between the personality trait and school goals and norms on bullying. The study found that conscientiousness personality trait and school goals and norms in school settings have significant negative correlations to bullying. Regression test results indicated that conscientiousness trait and school goals and norms contributed 4.2% and 3.8% on bullying.  It was concluded that to obtain the optimal results, bullying prevention programs in schools should consider improving students’ personality trait and the school climate.Abstrak — Penelitian ini bertujuan untuk mengungkap peran trait kepribadian dan iklim sekolah terhadap perundungan. Riset terhadap 616 siswa yang berasal dari lima wilayah provinsi DKI Jakarta dilakukan dengan menggunakan teknik sampling kluster acak. Skala NEO PI-R, Skala Iklim Sekolah, serta Skala Perundungan digunakan sebagai alat ukur dalam penelitian ini. Hipotesis penelitian ini adalah terdapat hubungan negatif yang signifikan antara aspek (trait) kepribadian conscientiousness dan tujuan dan norma sekolah terhadap perundungan. Hasil riset  membuktikan hipotesis yang telah ditegakkan, yaitu aspek kepribadian conscientiousness serta tujuan dan norma sekolah memiliki korelasi negatif yang signifikan terhadap perundungan. Hasil uji regresi menunjukkan bahwa sifat kepribadian conscientiousness memberikan kontribusi sebesar 4.2 % terhadap perilaku perundungan pada siswa; sementara peran tujuan dan norma sekolah terhadap perundungan adalah sebesar 3.8 %. Dapat disimpulkan bila pencegahan perundungan di sekolah perlu memperhatikan pengembangan kepribadian siswa, maupun pembenahan iklim sekolah agar memeroleh hasil optimal.

Bullied by Siblings and Peers: The Role of Rejecting/Neglecting Parenting and Friendship Quality Among Korean Children

2016 ◽  
Vol 34 (11) ◽  
pp. 2203-2226 ◽  
Author(s):  
Jingu Kim ◽  
Eunha Kim
Keyword(s):  
Peer Victimization ◽  
Parenting Styles ◽  
Structural Equation ◽  
Friendship Quality ◽  
Bullying Prevention ◽  
Equation Modeling ◽  
Future Research ◽  
Convenience Sample ◽  
Korean Children

The primary aim of this study was to examine the direct and indirect links of rejecting/neglecting parenting, sibling victimization, and friendship quality with peer victimization using a convenience sample of 584 Korean children in Grades 3 to 6. In addition, we tested whether these associations differed between male and female students. Structural equation modeling was performed to analyze the data. The results revealed rejecting/neglecting parenting indirectly influenced peer victimization through sibling victimization for both males and females, although such effects were stronger for females than males. Sibling victimization had a direct effect on peer victimization across both sexes, although it indirectly influenced peer victimization through poor friendship quality only for males. Therefore, bullying prevention and intervention programs must involve parents to make them aware of the important role they play in this process and to improve their parenting styles and involvement in sibling conflicts. Furthermore, while the role of friendship quality needs to be highlighted to prevent peer victimization among males, future research continues to explore other peer variables that are related to decreased peer victimization for females.

scholarly journals The Role of Bystander Perceptions and School Climate in Influencing Victims' Responses to Bullying: To Retaliate or Seek Support?

2013 ◽  
Vol 2013 ◽  
pp. 1-10 ◽  
Author(s):  
Sarah Lindstrom Johnson ◽  
Tracy Evian Waasdorp ◽  
Katrina Debnam ◽  
Catherine P. Bradshaw
Keyword(s):  
School Climate ◽  
Hierarchical Linear Modeling ◽  
School Safety ◽  
Bullying Prevention ◽  
Linear Modeling ◽  
Gender Influence ◽  
Bullying Prevention Programs ◽  
Being Bullied ◽  
Perceptions Of School

In order to reduce aggressive responses to bullying, schools nationwide have begun to implement bullying prevention programs that advise students to tell an adult, walk away, or ask the bully to stop. While previous work has demonstrated that individual differences (e.g., gender) influence the likelihood of students choosing assertive responses in lieu of aggressive responses, there has been less research on understanding how aspects of the school climate affect students’ responses to bullying. This study explores how perceptions of teacher and student intervention as well as perceptions of school safety and connectedness influence students’ likelihood of responding aggressively (i.e., retaliating) or seeking support from an adult. These data come from an online school climate survey administered to 25,308 students in 58 high schools. Three-level hierarchical linear modeling was conducted on a subset of 6,493 students who reported being bullied in the past year. Results suggest that bystander perceptions and school climate play a role in influencing students’ responses to bullying, both by decreasing the likelihood of victims using an aggressive response and increasing their likelihood of seeking support from school staff. Interventions that focus more holistically on changing school climate may better interrupt the cycle of violence.

scholarly journals The role of experience during playing bullying prevention serious game: effects on knowledge and compassion

2020 ◽  
pp. 1-15
Author(s):  
Barbara Rončević Zubković ◽  
Svjetlana Kolić-Vehovec ◽  
Sanja Smojver-Ažić ◽  
Tamara Martinac Dorčić ◽  
Rosanda Pahljina-Reinić
Keyword(s):  
Bullying Prevention ◽  
Serious Game

Longitudinal Link Between Bullying Victimization and Bullying Perpetration: A Multilevel Moderation Analysis of Perceived School Climate

2021 ◽  
pp. 088626052199794
Author(s):  
Qian Nie ◽  
Chunyan Yang ◽  
Meg Stomski ◽  
Zhanfeng Zhao ◽  
Zhaojun Teng ◽  
...  
Keyword(s):  
School Climate ◽  
Longitudinal Design ◽  
Causal Effect ◽  
Empirical Studies ◽  
Positive Association ◽  
Bullying Prevention ◽  
Chinese Adolescents ◽  
Bullying Victimization ◽  
Bullying Perpetration

Existing theories and empirical studies have evidenced the association between bullying victimization and bullying perpetration. However, it is still unclear what factors mitigate or alter this risk linkage between bullying victimization and bullying perpetration to reduce bullying incidents. Guided by the social-ecological theory, this study used a longitudinal design to examine the moderating role of school climate in the association between bullying victimization and bullying perpetration at both the within-person and between-person levels among Chinese adolescents across a 1-year period. Participants included 2,997 Chinese adolescents ( Mage = 14.9, 49.7% male) from 5 secondary schools. Results suggested that students who experienced high levels of bullying victimization were also involved in high levels of bullying perpetration over time (i.e., the positive within-person effect of bullying victimization on bullying perpetration). Results also showed that the between-person level of perceived school climate interacted with the within-person level of bullying victimization to predict the within-person level of bullying perpetration (i.e., cross-level effects). More specifically, the magnitude of the positive association between bullying victimization and bullying perpetration at the within-person level was mitigated among students with higher perceptions of school climate at the between-person level. Findings of the study highlighted the causal effect of bullying victimization on bullying perpetration and the buffering role of perceived school climate in the longitudinal association between bullying victimization and perpetration, which was consistent with the risk-buffering model but not the healthy context paradox hypothesis. Furthermore, the findings provided implications for bullying prevention and intervention services by using multitiered systems of support in bullying prevention efforts and highlights the need for promoting positive school climate.

scholarly journals Cyber-Bullying Prevention Effort with Multicultural Education Approaches in School

2019 ◽  
Vol 3 (12) ◽  
pp. 55-59
Keyword(s):  
School Climate ◽  
Multicultural Education ◽  
Significant Contribution ◽  
School Curriculum ◽  
Bullying Prevention ◽  
Cyber Bullying ◽  
Value Management ◽  
Library Research ◽  
School Programs

This study had purposed to describe the efforts prevent cyber-bullying in schools through a multicultural education approach. The main problems of implementation and models of cultivation multicultural education values among students are could to prevent cyber-bullying at school is happened. The method had used in this study is qualitative with the type of library research method. The results illustrated are the implementation of multicultural education in schools is supported through the school climate, school curriculum, school advice and infrastructure, the role of teachers, school programs and activities as well as students. The method chosen in value management is based on students' dynamics, relaxed and does not suppress students. When teaching in class the teacher also applies multicultural education by familiarizing the mutual respect for one another, creating a democratic classroom atmosphere, and instilling multicultural values routinely. With these policies, it is expected that education will make a significant contribution to the problem of cyber-bullying. Through education in schools the development of open attitudes towards diversity, tolerance, and understanding togetherness as needs will be able to be invested and developed as capital in the life of the nation and state so as cyber-bullying events can be prevented before they occur.

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