School Principals Putting Bullying Policy to Practice

2020 ◽  
pp. 088626052091455
Author(s):  
James Brown ◽  
John Keesler ◽  
Isaac Karikari ◽  
Gifty Ashrifi ◽  
Meg Kausch
Keyword(s):  
School Principals ◽  
School Bullying ◽  
Bully Prevention ◽  
Bullying Policy ◽  
State Statutes ◽  
Urban School Principals ◽  
Being Bullied ◽  
Wide Definition ◽  
Definition Of ◽  
Principals Perceptions

School principals must rely on state statutes and district policies to navigate reports of school bullying. Investigating reports to determine the outcomes may vary depending upon the districts definition of bullying, the investigation process, and follow through to reporting the findings of the investigation to the involved children and youth’s parents. However, investigating reports can be challenging due to the confusion of what constitutes bullying. This confusion can be especially troubling for parents who believe their child is being bullied. In order to understand principals' perspectives on bullying, two focus groups were conducted with nine urban school principals. Researchers examined principals’ perceptions of how state- and district-level policies were used within their bully investigation practices. These principals suggest that a clear, specific district wide definition of bullying and step by step procedures to investigate reports, along with the state anti-bullying statute, provide a valuable guide for follow-through and back up in determining cases of school bullying. In addition, they identified how policies and district mandates affected parents, particularly when reporting their investigation findings. Implications for bully prevention policies are discussed.

Frenemy: A New Addition to the Bullying Circle

2019 ◽  
pp. 088626051988016 ◽  
Author(s):  
Małgorzata Wójcik ◽  
Wojciech Flak
Keyword(s):  
Peer Relations ◽  
Thematic Analysis ◽  
School Bullying ◽  
Effective Prevention ◽  
The Past ◽  
The Social ◽  
Being Bullied ◽  
Bullying Behavior ◽  
Participant Role ◽  
Definition Of

Greater knowledge on the social complexities of bullying is crucial to reduce actual bullying behavior. Two main approaches have been used to study bullying: the participant role approach and the bullying circle. In this study, we explored bullying through interviewing adults who had been victims of school bullying in the past, investigating how they perceived their experiences, and how they interpreted the bullying context and their surrounding peer relations. We interviewed 20 participants (more than 18 years old), all of whom had experience of being bullied for more than 1 year. The interview data were then analyzed with a thematic analysis. We found that participants had a different definition of bullying compared with the standard definition formulated by researchers. They also confirmed the fluidity of participants’ roles and the changes in behavioral patterns toward victims, depending on the peer context. Most importantly, we revealed a new participant in the bullying circle: the frenemy, whose intervention style changes from pro-victim when alone with the victim to neutral or pro-aggressor when surrounded by members of the bullying circle. This new addition adds to our understanding of the bullying process and the relationships within the bullying circle, which may help with more effective prevention.

scholarly journals Research on Organizational Communication

2007 ◽  
Vol 28 (1) ◽  
pp. 93-110 ◽  
Author(s):  
Catrin Johansson
Keyword(s):  
Organizational Communication ◽  
Case Study Research ◽  
Public Information ◽  
International Perspective ◽  
Internal Communication ◽  
Information Campaigns ◽  
Research Themes ◽  
Wide Definition ◽  
Definition Of

Abstract Swedish research on organizational communication is characterized by empirical, qualitative research. The tradition of holistic and profound case studies is strong. In this article, a wide definition of organizational communication is employed, including research focusing on both internal and external communication. Research themes and methods are reviewed and discussed. The majority of the studies concern public information, including health communication and crisis communication. Particularly, scholars have studied planning and evaluation of information campaigns concerning health, traffic and environment; and more recently, authority communication during major crises in society. Research focusing on organizations’ internal communication includes topics such as superior-subordinate communication, organizational learning, sensemaking, communication strategies and communication efficiency. Strengths and weaknesses following from this empirical case study research tradition are highlighted. Finally, the contribution of Swedish research in an international perspective is discussed.

scholarly journals Genome-Wide Definition of Promoter and Enhancer Usage during Neural Induction of Human Embryonic Stem Cells

PLoS ONE ◽  
2015 ◽  
Vol 10 (5) ◽  
pp. e0126590 ◽  
Author(s):  
Valentina Poletti ◽  
Alessia Delli Carri ◽  
Guidantonio Malagoli Tagliazucchi ◽  
Andrea Faedo ◽  
Luca Petiti ◽  
...  
Keyword(s):  
Stem Cells ◽  
Embryonic Stem Cells ◽  
Human Embryonic Stem Cells ◽  
Embryonic Stem ◽  
Neural Induction ◽  
Genome Wide ◽  
Wide Definition ◽  
Definition Of

Principals’ Perceptions of Transformed School Counselors

2019 ◽  
Vol 103 (2) ◽  
pp. 139-157
Author(s):  
Ashley Lawrence ◽  
Carolyn Stone
Keyword(s):  
School Counselors ◽  
School Principals ◽  
Hiring Practices ◽  
Leadership Qualities ◽  
Factors Affecting ◽  
Counselor Educator ◽  
Effective Principal ◽  
The Relationship ◽  
Principals Perceptions ◽  
Perceptions Of School

This study investigated the relationship between the Transformed School Counseling (TSC) initiative counselor educator programs, the perceptions of school principals hiring TSC-prepared school counselors, and factors affecting principal’s hiring practices. Results indicated that principal’s value TSC candidates because they: (a) have effective principal-counselor relationships that positively affect students, (b) exemplify leadership qualities, (c) align their work with the mission of the school, (d) have strong communication skills, and (e) do not require additional training.

Parliamentary privilege and defamation

1999 ◽  
Vol 58 (3) ◽  
pp. 461-499
Author(s):  
Nicholas Bamforth
Keyword(s):  
New Zealand ◽  
Direct Evidence ◽  
Bill Of Rights ◽  
Members Of Parliament ◽  
Domestic Courts ◽  
Wide Definition ◽  
The Times ◽  
Definition Of ◽  
Domestic Law ◽  
Court Of Appeal

IN the past five years, the conceptual ambiguities of Parliamentary privilege have come to haunt the courts with a vengeance. Ancient constitutional questions such as what constitutes a “proceeding” in Parliament and what counts as “questioning” a proceeding–encapsulated in colourful nineteenth-century cases like Stockdale v. Hansard (1839) 9 Ad.&E. 1, the Case of the Sheriff of Middlesex (1840) 11 Ad.&E. 273, and Bradlaugh v. Gossett (1884) 12 Q.B.D. 271–have been at the forefront of a clutch of recent decisions. In Prebble v. Television New Zealand [1995] 1 A.C. 321, the Privy Council gave new bite to Parliamentary privilege by ruling (in relation to the New Zealand Parliament) that it would be an abuse of both Article 9 of the 1689 Bill of Rights–which prohibits courts from questioning the freedom of speech and debates or proceedings in Parliament–and of a broader principle of mutuality of respect between Parliament and the judiciary, to allow any party to litigation to “bring into question anything said or done in the House by suggesting (whether by direct evidence, cross-examination, inference or submission) that the actions or words were inspired by improper motives or were untrue or misleading” (above, at 337). As a result, domestic courts stayed two libel actions brought by Members of Parliament, on the basis that the claims and defences involved raised issues whose investigation would infringe Parliamentary privilege (see, e.g., Allason v. Haines, The Times, 25 July 1995). Parliament responded by enacting section 13 of the Defamation Act 1996, allowing individual MPs to waive Parliamentary privilege in order to bring defamation actions. But in an apparent reassertion of the spirit of Prebble, the Court of Appeal expressly approved–albeit outside the context of defamation–the Privy Council's wide definition of privilege as a matter of domestic law (R. v. Parliamentary Commissioner for Standards, ex p. Fayed [1998] 1 W.L.R. 669, noted [1998] C.L.J. 6).

Urban School Principals and the ‘No Child Left Behind’ Act

2008 ◽  
Vol 41 (2) ◽  
pp. 141-160 ◽  
Author(s):  
Mary E. Gardiner ◽  
Kathy Canfield-Davis ◽  
Keith LeMar Anderson
Keyword(s):  
No Child Left Behind ◽  
School Principals ◽  
Urban School ◽  
Left Behind ◽  
Urban School Principals

Impact of a varied understanding of school bullying

2018 ◽  
Vol 10 (1) ◽  
pp. 36-45
Author(s):  
Tara Chandler
Keyword(s):  
Negative Impact ◽  
School Bullying ◽  
Structured Interviews ◽  
Content Type ◽  
Social And Emotional ◽  
School Settings ◽  
Knowledge Deficit ◽  
Recommendations For Practice ◽  
Definition Of ◽  
Victims Of Bullying

Purpose Traditional school bullying is complex and overlapping, hence research suggests there is a varied definition of the term (Canty et al., 2016). The purpose of this paper is to investigate the potential effects of the term bullying on adolescent experiences of bullying. Additionally, the study examined bully, victim, bully-victim, and bystander identity as a moderating factor of experience of the term. Design/methodology/approach Research appears to seldom offer adolescents the opportunity to discuss bullying using qualitative methods within naturalistic environments. Therefore, the current study adopted a phenomenological framework for adolescents to share their experiences. Data comprised recordings of semi-structured interviews and focus groups with adolescents (n=20) in high-school settings. Findings The current study supported the notion that adolescents perceive a varied use of the term bullying in schools. The sample experience a varied understanding of bullying in which they explain: increases exposure to bullying; impacts social perception of bullying; reduces trust in anti-bullying intervention; reduces coping self-efficacy amongst victims of bullying; and impacts negatively on friendships. Originality/value Findings suggest a knowledge deficit in transferring information about school bullying from experts to non-experts. The sample indicated that a varied use of the term bullying has negative impact on their social and emotional functioning particularly; in managing distress and maintaining relationships. Additionally, inconsistent understanding of the term was said to increase the frequency of bullying, perception of bullying, and trust in intervention amongst the sample. Limitations of the research, recommendations for practice and intervention are briefly discussed.

Urban School Principals and Their Role as Multicultural Leaders

2006 ◽  
Vol 41 (6) ◽  
pp. 560-584 ◽  
Author(s):  
Mary E. Gardiner ◽  
Ernestine K. Enomoto
Keyword(s):  
School Principals ◽  
Urban School ◽  
Urban School Principals

School Bullying Among Vocational School Students in China: Prevalence and Associations With Personal, Relational, and School Factors

2020 ◽  
pp. 088626052090736
Author(s):  
Shuqing Xu ◽  
Jun Ren ◽  
Fenfen Li ◽  
Lei Wang ◽  
Shumei Wang
Keyword(s):  
Multinomial Logistic Regression ◽  
Personal Characteristics ◽  
School Bullying ◽  
Vocational School ◽  
Vulnerable Groups ◽  
Vocational Schools ◽  
School Students ◽  
School Factors ◽  
Cross Sectional ◽  
Being Bullied

This study poses the following research questions: What is the prevalence of bullying in vocational schools in China? What are the differences between different genders and professions? How should individuals, families, and schools do to affect school bullying? What can we do to improve and to respond school bullying, to reduce its occurrence and consequences? This cross-sectional study was conducted in 2018 with 95,873 students from 85 vocational schools. The main outcome indicators were self-reported involvement in bullying (perpetrator, victim, perpetrator-victim, or uninvolved). Multinomial logistic regression analyses were conducted, with personal characteristics, relational characteristics, and school climate as predictors. A total of 30.4% of participants reported being bullied, 2.9% reported bullying others, and 21.7% reported being bullied and bullying others. Majors related to primary and secondary industries are more likely to involvement in bullying than majors related to tertiary industries. Boys were more involved in physical or verbal bullying, whereas girls were more involved in relational bullying and cyberbullying. Sex, history of fighting, and emotional/mental state were the strongest individual factors associated with bullying. Having friends was inversely associated with bullying involvement; moreover, a positive relationship with parents and a good parenting style (warmth, democracy, and mutual concern) protected students from bullying others as well as being bullied. School bullying programs, happiness at school, and insecurity at school were strong negative predictors of bullying. Bullying is prevalent among vocational school students in China. An appropriate response to school bullying requires strengthening student capacity to correctly understand and deal with bullying, identifying victims and vulnerable groups, developing school-based interventions, involving parents in prevention programs, and enhancing students’ sense of responsibility in supervision, reporting, and creating a friendly environment.

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