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.

‘What we give to others, come back to us’. The role of peer leadership in creating a positive school climate and bullying prevention

2020 ◽  
Vol 7 (2) ◽  
pp. 31-39
Author(s):  
Aleksandra Tłuściak-Deliowska ◽  
Alyona Gubenko
Keyword(s):  
Young People ◽  
Peer Relationships ◽  
School Environment ◽  
Special Kind ◽  
Bullying Prevention ◽  
School Bullying ◽  
Full Potential ◽  
Peer Leadership ◽  
School Life ◽  
The Right

In this article, the authors discuss the nature of peer-based prevention programs. The analyzes are conducted in the context of school bullying prevention and the associated need to build a friendly and safe school environment. Attention was paid to shaping a positive peer culture by involving young people in various types of prosocial activities. Peer leadership programs are a special kind of activity where the driving force is youth. Implementation of a peer program into school life enables the full potential of young people to be activated. Such programs mobilize young people to make positive changes in their social surroundings, to help themselves and others through constructive cooperation. Taking into account that these programs are carried out within the school environment, the condition of the effectiveness is the attitude of school toward such activities. It is important to foster positive peer relationships, to encourage students to participate and create the right conditions for change.

scholarly journals The application of a bullying prevention program in school - characteristics of effective programs

2020 ◽  
pp. 407-418
Author(s):  
Marija Markovic ◽  
Zorica Stanisavlјevic-Petrovic ◽  
Anastasija Mamutovic
Keyword(s):  
Prevention Program ◽  
School Environment ◽  
School Context ◽  
Bullying Prevention ◽  
School Bullying ◽  
Teaching Staff ◽  
Negative Consequences ◽  
General Goals ◽  
The Individual ◽  
Effective Programs

The problem of bullying represents a priority institutional, as well as wider social problem, and it needs to be addressed persistently and systematically, bearing in mind the long-term negative consequences that it leaves on all involved actors. In the school environment the most commonly applied level of prevention is universal, i.e. primary prevention. The study of the effectiveness of the application of various bullying prevention programs shows that it is possible to identify certain characteristics of effective programs. The given characteristics are systematized in terms of those related to the program itself, the specifics of the school staff and the teaching staff. In order for the school bullying prevention program to give valid results, it is necessary to focus on two general goals: creating a safe and supportive school environment - through changes at different levels of school functioning in order to create an supportive school climate, as well as the application of school rules against bullying; and the development of individual interpersonal competences among students - through the application of appropriate measures and activities at the individual or group level, aimed at the development of interpersonal skills. The process of designing school bullying prevention program should be based on the analysis and understanding of the specifics and needs of the existing school context.

Social Skills and Bullying Prevention Programs

2019 ◽  
pp. 268-285
Author(s):  
Samuel Y. Song ◽  
Michelle Zochowski ◽  
Wynn Tashman ◽  
Stephanie Houle ◽  
Beth Doll
Keyword(s):  
Social Skills ◽  
Problem Behaviors ◽  
Social Withdrawal ◽  
Violent Behavior ◽  
Prevention Programs ◽  
Bullying Prevention ◽  
Negative Consequences ◽  
Social Skills Interventions ◽  
Bullying Prevention Programs ◽  
Anxiety Depression

Students’ lack of social skills is associated with interruptions in classroom instruction; educator ineffectiveness and burnout; social withdrawal, isolation, and peer rejection, which can lead to aggressive and violent behavior; and problems establishing successful relationships with peers and adults. Deficits in social skills often lead to problem behaviors within school systems, such as bullying. The negative consequences of bullying have been well documented and include school absenteeism, poor academic achievement, heightened anxiety, depression, and loneliness. This chapter describes evidence-based social skills interventions and bullying prevention programs that may be implemented at a school-wide or class-wide level. Additionally, the chapter discusses problems associated with generalization of social skills and bullying prevention programs, and how these problems may be overcome.

scholarly journals Socio-Psychological Aspects of School Bullying Prevention in a Digital Environment

2020 ◽  
Vol 20 (4) ◽  
pp. 422-427
Author(s):  
Yanina K. Nelyubova ◽  
◽  
Oksana S. Grishanova ◽  
Keyword(s):  
Continuing Education ◽  
School Environment ◽  
Empirical Studies ◽  
Bullying Prevention ◽  
Regional Model ◽  
School Bullying ◽  
Teaching Staff ◽  
Digital Environment ◽  
Education Programs ◽  
Saratov Region

The article is devoted to the analysis of overcoming the risks of digital socialization in the context of the ideas of adolescents and teachers about the phenomenon of bullying in the school environment. The relevance of addressing the topic is due to the need to develop a regional model for the prevention of bullying, which requires the study of deficits and resources in the professional position of teaching staff. The purpose of the article is to show the possibilities of professional reflection to reduce the contradiction between the significance of bullying problems for teenagers and the unpreparedness of pedagogical teams to effectively respond to this problem. The article contains the results of empirical studies – data from the annual socio-psychological testing of adolescents in the Saratov region (90,422 students), exploring problems that reduce the psychological stability of youth – aggressive manifestations in the teenage environment as well as an analysis of teachers’ ideas about the causes, participants and prevention of bullying and cyberbullying (125 people). The article focuses on actually available and desirable strategies for teachers to respond to aggression in the teenage environment. The conclusions indicate that the collective moderation of the problem allows us to identify the components of the school’s anti-bullying strategy, the study defines the need for including response skills in the bullying situation in continuing education programs for teachers.

scholarly journals A Multilevel Examination of Peer Victimization and Bullying Preventions in Schools

2013 ◽  
Vol 2013 ◽  
pp. 1-10 ◽  
Author(s):  
Seokjin Jeong ◽  
Byung Hyun Lee
Keyword(s):  
Peer Victimization ◽  
School Environment ◽  
Bullying Prevention ◽  
Future Research ◽  
Preventive Strategies ◽  
Prevention Study ◽  
School Aged Children ◽  
Bullying Prevention Programs ◽  
Nationally Representative ◽  
The Relationship

The goal of this study is twofold: (i) to develop an explanatory model to examine the relationship between school environment/climate and peer victimization and (ii) to determine whether previous models of preventive strategies in a single school or district could be expanded to the nationally representative sample of adolescents across multiple schools. The analyses in the current study are based on data from the Health Behavior in School-Aged Children (HBSC) 2005-2006 US study, and the sample consists of 7,001 students from 195 different schools. The findings reveal that students attending schools in which bullying prevention programs are implemented are more likely to have experienced peer victimization, compared to those attending schools without bullying prevention. Study limitations and implications for future research are discussed.

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