scholarly journals School Bullying from Multiple Perspectives: "A Qualitative Study"

2021 ◽  
Vol 22 ◽  
pp. e23953
Author(s):  
Muna Shaath ◽  
Hiba Sleem ◽  
Yaman Sulayeh ◽  
Abdel-Ghani Saifi ◽  
Hiba Ishtayah ◽  
...  
Keyword(s):  
Research Method ◽  
Bullying Prevention ◽  
School Policy ◽  
School Bullying ◽  
Treatment Programs ◽  
Multiple Perspectives ◽  
Face To Face ◽  
School Based ◽  
Definition Of ◽  
Age Range

The study aim to identify the reality of school bullying from the perspective of the victims, bullies, educators, and workers in one of the private schools at Nablus city. The researchers employed the qualitative research method that was based on face-to-face interviews. Moreover, the age range of the selected sample was between 13-16 years old. The study's findings revealed the forms of bullying at the school, its causes, and the school policy to tackle it. Most of the results were characterized by having a problematic definition of "bullying." Moreover, the school was confused about dealing with bullying in all its forms, and there was a clear strategy to address the problem. The study recommend the necessity of school-based bullying prevention and treatment programs designed to reduce the bullying phenomenon at schools.

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.

From School Bullying to Dating Violence

2015 ◽  
Author(s):  
Ariel A. Williamson ◽  
Nancy G. Guerra ◽  
Noel L. Shadowen
Keyword(s):  
Dating Violence ◽  
Peer Group ◽  
School Setting ◽  
Bullying Prevention ◽  
School Bullying ◽  
Group Context ◽  
School Based ◽  
Bullying Prevention Programs ◽  
Peer Bullying ◽  
Multiple Levels

This chapter conceptualizes school-based, peer-to-peer bullying as a coercive relational process, in which bullies instrumentally use aggressive interpersonal tactics to influence, change, or dominate others in order to attain desired outcomes. We explain how this coercive process occurs on multiple levels, both within the bully-victim dyad and within the peer group context. We then discuss how the nature and desired outcomes of bullying change according to school setting and developmental period, drawing on empirical research that highlights the increasingly sexualized nature of bullying during early adolescence. Finally, we link sexual harassment and bullying behaviors during adolescence to risk for involvement in coercive relationships and processes in adulthood, and review the implications of this work for evidence-based bullying prevention programs.

scholarly journals Revisiting the School-Based Management Recent Studies

2020 ◽  
Vol 20 (2) ◽  
pp. 119-127
Author(s):  
Kyaw Zay Ya ◽  
Muhammad Giatman ◽  
Fahmi Rizal ◽  
Rizky Ema Wulansari
Keyword(s):  
Literature Review ◽  
Research Method ◽  
Secondary Data ◽  
Review Article ◽  
Infrastructure Management ◽  
Budget Management ◽  
School Based ◽  
Management Literature ◽  
School Based Management ◽  
Definition Of

This paper aims at reviewing the School-Based Management recent studies. As the research method, researcher follows the systematic procedures for literature review article such as collecting data, reviewing, categorizing, and presentation. This paper answers the three questions: (A) definition of SBM, (B) factors considered to implement SBM, and (C) the roles of practitioners. Data is based mainly on secondary data, published papers in the international journals in particular. In the findings, the researcher presents a certain definition of SBM defined by prior researchers, authority sharing, facility and infrastructure management, budget management, autonomy, transparency as well as the roles of school players, in-depth and breadth. Eventually, the recommendations are also appointed for further studies to promote the School-Based Management literature.

An Updated Review of Existing Relational Aggression Programs

2018 ◽  
Author(s):  
Stephen S. Leff ◽  
Tracy Evian Waasdorp ◽  
Krista R. Mehari
Keyword(s):  
Relational Aggression ◽  
Bullying Prevention ◽  
School Level ◽  
Future Research ◽  
Prevention Programming ◽  
School Based ◽  
Mode Of Operation ◽  
The Individual ◽  
Age Range ◽  
The Impact

This chapter reviews school-based programming for its impact on relational aggression, relational victimization, and/or relational bullying: specifically, 14 programs with publications between 2010–2016 that were reviewed across key areas, including: (1) mode of operation; (2) targeted population and age range; (3) implementation factors; (4) primary strategies employed; (5) materials available to conduct the program; and (6) their impact on relevant target outcomes. Review of these programs highlighted certain factors important for future research related to relational aggression and bullying prevention programming, such as employing strong designs using random assignment taking into account the complexity of relational aggression at the individual, classroom, and school level whenever possible, and examining the impact of programming on the forms of aggression separately. Generalizability and implementation integrity need to be considered when designing and implementing programming. The field of relational aggression and bullying prevention programming has grown substantially over the past decade, but much remains to be done.

Current Evidence of Best Practice in Whole-School Bullying Intervention and Its Potential to Inform Cyberbullying Interventions

2011 ◽  
Vol 21 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Natasha Pearce ◽  
Donna Cross ◽  
Helen Monks ◽  
Stacey Waters ◽  
Sarah Falconer
Keyword(s):  
Best Practice ◽  
Bullying Prevention ◽  
School Bullying ◽  
Research Centre ◽  
Current Evidence ◽  
Whole School ◽  
School Based ◽  
Whole School Approach ◽  
Bullying Interventions ◽  
Meta Analyses

AbstractIn 2004, a set of validated guidelines for school bullying prevention and management was released by the Child Health Promotion Research Centre in Australia to guide schools' action to prevent and manage bullying behaviours. At this time little was known about cyber and other forms of covert bullying behaviours. These guidelines were updated in 2010 to include current research that provides a greater understanding of all forms of bullying behaviour. This article describes a summary of the current empirical evidence used to update these guidelines particularly related to relatively new and emergent forms of bullying, such as cyberbullying. Meta-analyses and reviews that assessed the effectiveness of school-based bullying interventions were examined to inform the relevance of the previously validated guidelines and to identify potential intervention strategies to reduce cyberbullying. This review confirmed the importance of a systematic whole-school approach to effectively prevent and manage all forms of bullying behaviours in schools (including cyberbullying) and the need to strengthen capacity supports to enable schools to put evidence into informed practice.

Principals’ Perceptions and Practices of School Bullying Prevention Activities

2004 ◽  
Vol 31 (3) ◽  
pp. 372-387 ◽  
Author(s):  
Joseph A. Dake ◽  
James H. Price ◽  
Susan K. Telljohann ◽  
Jeanne B. Funk
Keyword(s):  
Continuing Education ◽  
Random Sample ◽  
Stages Of Change ◽  
Bullying Prevention ◽  
School Bullying ◽  
Perceived Barriers ◽  
School Based ◽  
Prevention Training ◽  
Prevention Activities ◽  
Principals Perceptions

The purpose of this study was to examine principals’ perceptions and practices regarding bullying prevention. A survey instrument was developed to assess principals’ stages of change and perceived barriers regarding selected bullying prevention activities as well as the effectiveness of bullying prevention activities. Of a national random sample of 700 principalsto which the survey was mailed, 55% responded. None of the school-based bullying prevention activities were being done by more than one in five schools even though principals perceived there to be no barriers regarding these activities. Characteristics that affected the offering of these activities included number of perceived barriers to implementing the activity, whether the principal had received violence/bullying prevention training, perceptions regarding the extent of bullying, and the number of bullying problems reported to them. The findings suggest that preprofessional training and continuing education are needed to educate principals regarding this area.

YOUTH CRIMINAL SUBCULTURE AS A FACTOR IN THE FORMATION OF THE PERSONALITY OF A MINOR CRIMINAL

2020 ◽  
Vol 10 (3) ◽  
pp. 177-180
Author(s):  
VERA SHUNYAEVA ◽  
Keyword(s):  
Research Method ◽  
Negative Impact ◽  
System Research ◽  
Scientific Methods ◽  
General Scientific ◽  
Definition Of ◽  
A Minor ◽  
Method Analysis

The article is devoted to the research of the youth criminal subculture and its impact on the personality of under-aged. In the course of analysis of this negative impact, a definition of the criminal subculture of under-aged was proposed. The main principles of such a criminal subculture as AUE (the acronym, transcribed from Russian: АУЕ or А.У.Е., comes from «Арестантский уклад един» / “Prisoners Unity (Solidarity)” are defined. The reasons contributing to the development of this negative phenomenon and the typical fea- tures of a minor sharing the ideology of the AUE were identified. The methods for counteracting the AUE were proposed. The method- ological basis of the research is formed by general scientific methods: dialectical, system research method, analysis, synthesis, induction, deduction, analogy, etc., as well as such private scientific methods as comparative legal, formal legal, structural and functional, statistical ones. The authors relied on the results of research by Russian and foreign legal scholars, sociologists, psychologists.

The Delphi Process: Involving Parents of Children With Disabilities in Participatory Consensus Building

2021 ◽  
pp. 105345122110249
Author(s):  
Vita L. Jones ◽  
Randall Boone ◽  
Regina R. Brandon ◽  
Nicole Dobbins ◽  
Kyle Higgins
Keyword(s):  
Children With Disabilities ◽  
School Setting ◽  
Critical Factor ◽  
Linguistically Diverse ◽  
School Policy ◽  
Delphi Process ◽  
Parental Participation ◽  
Consensus Building ◽  
School Based ◽  
Diverse Background

Educators recognize that parental participation is a critical factor in the success of children within a school setting. This is particularly true for parents who have children with disabilities or who are from a culturally or linguistically diverse background. However, reaching out to these families can be a difficult task even for the most empathetic and concerned educator. And while communicating directly with individual parents about their children’s academic and social welfare provides some degree of effective engagement and communication between them and the school, the parents often remain isolated from the concerns and thoughts of other parents who are in similar situations. The Delphi process described in this article creates a collaborative workspace that moves parents from being a “watcher” of school policy or school-based decisions to a “developer” of school policy or school-based decisions. The article outlines and illustrates the steps in the process and further elaborates through an ongoing commentary depicting the creation and implementation of a Delphi with the goal of better engagement with parents.

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