scholarly journals Raptivism on YouTube: Studying the Response of Videoart Prosumers to School Bullying in Spain

Pedagogika ◽  
2021 ◽  
Vol 143 (3) ◽  
pp. 135-156
Author(s):  
Carmen Ramírez-Hurtado ◽  
Belén Massó Guijarro
Keyword(s):  
Bullying Prevention ◽  
School Bullying ◽  
Beneficial Effects ◽  
The Arts ◽  
Prevention Campaign

This study analyses the influence of the bullying prevention campaign „Se Buscan Valientes“ which, based on a song produced by a well-known rapper, invited schools throughout Spain to create videos and upload them to YouTube. We analysed the comment threads generated by the videos and conducted interviews with eight teachers who promoted participation in the campaign. The results reveal the beneficial effects of the arts as a tool to combat bullying.

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.

It’s like another world: the perceived beneficial effects of an artistically designed multisensory environment

2018 ◽  
Vol 45 (1) ◽  
pp. 52-59 ◽  
Author(s):  
Bliss Cavanagh ◽  
Kirsti Haracz ◽  
Miranda Lawry ◽  
Carole James
Keyword(s):  
Mental Health ◽  
Management Strategies ◽  
Study Data ◽  
Self Management ◽  
Structured Interviews ◽  
Beneficial Effects ◽  
The Arts ◽  
Variation Approach ◽  
Restorative Environment ◽  
Multisensory Environment

Self-management strategies have been identified as having a key role in supporting mental health and preventing mental illness. Evidence suggests that spending time in nature, experiencing or viewing artwork and accessing sensory rooms all support self-management and positive mental health among varied clinical populations. This evidence informed the design of the sensory–art space (SAS), an artistically designed multisensory environment, which drew on themes and images of nature.The aim of this study was to explore the experiences and perceived benefits of the SAS among members of a university community.A maximum variation approach to sampling was used, and 18 participants were included in this qualitative study. Data were gathered via semi-structured interviews, which were audio-recorded and transcribed verbatim for thematic analysis.The findings presented six themes. The two core themes were: it’s like another world, and easy to focus and describe how the SAS produced the beneficial effects described in the four remaining themes of: emotionally nutritious, meditative effects, relaxation and therapeutic.Participants identified beneficial effects of the SAS that were consistent with the evidence for other self-management strategies. The identified benefits also aligned with existing theories suggesting that the SAS functioned as a restorative environment. This study is the first to explore the experience of art in a multisensory and multidimensional capacity, which further contributes to the growing field of receptive engagement with the arts for health outcomes.

IMPLEMENTATION OF SCHOOL BULLYING PREVENTION PROGRAMS AMONG ADOLESCENTS

2020 ◽  
pp. 37-41
Author(s):  
Y. Lytvynenko
Keyword(s):  
School Environment ◽  
Violent Behavior ◽  
Bullying Prevention ◽  
School Bullying ◽  
Interpersonal Interaction ◽  
Gradual Transition ◽  
Civic Attitudes ◽  
Bullying Prevention Programs ◽  
Practical Program ◽  
Ukrainian Society

At present, in the Ukrainian society, there is a gradual transition from the "interest" of bullying problems to implement a practical program to counteract bullying in the school environment. Programs are being implemented with support the MES of Ukraine using conflicting functionality, changing and navigating non-violent behavior and civic attitudes. The results of the empirical study made it possible to pay attention to the need to change approaches when using bullying prevention technology among adolescents. In particular, it was determined that not only forms of preventive training play a major role in preventing bullying, but the use of techniques, methods, ways of information submission by the subjects who carry it out, and features of interpersonal interaction with adolescents. Often, they have signs of prejudice and stigma that provoke aggression and bullying cases.

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.

Use of a Mixed-Methods Approach to Evaluate the Implementation of Violence and Bullying Prevention Programs in Schools

2020 ◽  
pp. 001312452097209
Author(s):  
Nooshin Salimi ◽  
Akram Karimi-Shahanjarin ◽  
Forouzan Rezapur-Shahkolai ◽  
Behrooz Hamzeh ◽  
Ghodratollah Roshanaei ◽  
...  
Keyword(s):  
Mixed Methods ◽  
School Violence ◽  
Prevention Programs ◽  
Bullying Prevention ◽  
School Bullying ◽  
Cross Sectional ◽  
Executive Staff ◽  
Bullying Prevention Programs ◽  
Health Promoting ◽  
Bullying Programs

School violence and bullying are considered a serious concern worldwide. Evidence shows that applying the Health Promoting Schools (HPS) framework could be effective in reducing school bullying. While there have been significant efforts to evaluate school-based anti-bullying interventions in the world, the implementation process and the effectiveness of this framework in reducing bullying in schools have not been previously evaluated in Iran. This mixed methods study was carried out using simultaneously a cross-sectional (900 students, 104, teachers/school executive staff, and 563 parents) and qualitative study (24 policy makers and teachers/school executive staff) to examine the implementation and effect of counseling and mental health services component of the Iranian Health Promoting School (IHPS) in 2017–2018. Results revealed that there were weaknesses in the implementation of all six elements of anti-bullying programs. A lack of any clean policy toward school violence and bullying, lack of priority set by local decision makers and principals of schools, logistical problems with providing training and supplying counseling resources, limited funding, and presence of competing issues and problems facing the schools were identified as barriers to implement violence and bullying prevention programs in schools. Results also showed that there were no significant differences between non-IHPS and IHPS in students’ bullying behaviors ( p = .228) and scores of leadership, the school environment, capacity, partnership, services and support, and evidence ( p > .05). It is essential to revise the content and how to implement anti-bullying programs in schools.

Children'S Tendency to Defend Victims of School Bullying

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
James R. Porter ◽  
Sondra Smith-Adcock
Keyword(s):  
Middle Schools ◽  
Significant Others ◽  
Bullying Prevention ◽  
School Bullying ◽  
Best Friends ◽  
Normative Pressure ◽  
Victims Of Bullying

Defenders, or children who help victims, are studied less often than children who bully or are victims of bullying. In this study, the authors examined middle schools students' perceived normative pressure from significant others to help victims. Findings suggest that normative pressure from best friends mediated gender and defending, and the interaction of age and best friends' pressure was significantly related to defending. The article suggests implications for bullying prevention in middle schools.

scholarly journals The Potential of Anti-Bullying Efforts to Prevent Academic Failure and Youth Crime. A Case Using the Olweus Bullying Prevention Program (OBPP)

2021 ◽  
Author(s):  
Nicolai Topstad Borgen ◽  
Dan Olweus ◽  
Lars Johannessen Kirkebøen ◽  
Kyrre Breivik ◽  
Mona Elin Solberg ◽  
...  
Keyword(s):  
Prevention Program ◽  
Population Level ◽  
Bullying Prevention ◽  
School Bullying ◽  
School Level ◽  
Youth Crime ◽  
Long Term Outcomes ◽  
Olweus Bullying Prevention Program ◽  
Bullying Programs

AbstractThe effectiveness of bullying prevention programs has led to expectations that these programs could have effects beyond their primary goals. By reducing the number of victims and perpetrators and the harm experienced by those affected, programs may have longer-term effects on individual school performance and prevent crime. In this paper, we use Norwegian register data to study the long-term impact of the Olweus Bullying Prevention Program (OBPP) on academic performance, high school dropout, and youth crime for the average student, which we call population-level effects. The OBPP program is widely acknowledged as one of the most successful programs reducing school-level bullying; yet, using a difference-in-difference design, no statistically significant population-level effects of the OBPP were found on any of the long-term outcomes in this study. When studied at the population level, as in the current project, the base rate prevalence of bullying is a major explanatory factor for these results. Earlier studies have shown that OBPP reduces bullying prevalence by 30–50%. This decrease translates into absolute reductions in bullying victimization and perpetration at the population level of “only” four and two percentage points, respectively. Our results suggest the average causal effects of school bullying involvement are too small to translate this reduction in bullying into a sizeable population-level impact on students’ long-term outcomes. However, a limited potential of anti-bullying programs to prevent population-level adversity can very well be compatible with substantial program effects for individual bullies and victims. Further, our results do not speak to the main objective of anti-bullying programs of limiting childhood abuse and safeguarding children’s human rights.

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