Qualitative Research on School Bullying Intervention Program

2021 ◽  
Vol 3 (9) ◽  
pp. 639-650
Author(s):  
Kong Bojian ◽  
Liu Liyan ◽  
Wu Weifang
Keyword(s):  
Qualitative Research ◽  
Intervention Program ◽  
School Bullying ◽  
Bullying Intervention

scholarly journals Countering School Bullying: An Examination of Policy Implementation in Ontario and Saskatchewan

2011 ◽  
Vol 6 (5) ◽  
Author(s):  
Ginette Diane Roberge
Keyword(s):  
Content Analysis ◽  
School Climate ◽  
School Violence ◽  
Direct Consequence ◽  
School Bullying ◽  
Educational Institutions ◽  
School Division ◽  
Bullying Intervention ◽  
Canadian Provinces ◽  
Total Average

The incidence of extreme school violence as a direct consequence of bullying among peers, exacerbated by vast media attention, has caused educational institutions worldwide to review issues of bullying intervention and prevention. Many Canadian provinces have implemented guiding principles to counter bullying in schools. This study focuses on a review and comparison of two provincewide antibullying incentives in Ontario and in Saskatchewan through a content analysis of their respective school board or school division policies. An itemized list of beneficial practices for bullying intervention and prevention originated from the scoring scheme of Smith, Smith, Osborn, and Samara (2008) and was adapted by linking research-based program elements that have been found to be effective in reducing school bullying to a content analysis of both provincial frameworks. The final scoring scheme comprised a total of 39 criterions, divided into five categories: Defining Bullying Behaviors, Establishing a Positive School Climate, Disseminating, Monitoring and Reviewing Policy, Reporting and Responding to Bullying, and Involving the Broader Community. Results showed that policies contained a total average of 60 percent of the criterions in Ontario, and 59 percent in Saskatchewan. The conclusion of this study observes from policy lenses key essentials of bullying intervention and prevention initiatives in elementary and secondary educational settings. Recommendations are proposed to bridge the gap between areas that have received extensive attention and areas that have received less treatment in bullying intervention and prevention endeavors, using the content of Ontario and Saskatchewan policies as a basis for discussion.

scholarly journals Virtual reality or augmented reality as a tool for studying bystander behaviors in interpersonal violence: a scoping review (Preprint)

2020 ◽  
Author(s):  
Jia Xue ◽  
Wenzhao Zhang ◽  
Yaxi Zhao ◽  
Ran Hu ◽  
Bolun Zhang ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Empirical Evidence ◽  
Interpersonal Violence ◽  
Intervention Program ◽  
School Bullying ◽  
Bystander Intervention ◽  
Future Research ◽  
Observational Measure ◽  
Bystander Behaviors

BACKGROUND To provide participants with a more real and immersive intervening experience, virtual reality, and/or augmented reality technologies have been integrated into some bystander intervention training programs and studies measuring bystander behaviors. OBJECTIVE The study focuses on whether virtual reality and/or augmented reality can be used as a tool to enhance training bystanders. We review the evidence from empirical studies that use virtual reality (VR) and/or augmented reality (AR) as a tool for examining bystander behaviors in the domain of interpersonal violence research. METHODS Two librarians searched for articles in databases, including APA PsycInfo (Ovid), Criminal Justice Abstracts (EBSCO), Medline (Ovid), Applied Social Sciences Index & Abstracts (ProQuest), Sociological Abstracts (ProQuest), and Scopus till April 15, 2020. Studies focusing on bystander behaviors in conflict situations were included. All study types (except reviews) written in English in any disciplines were included. RESULTS The search resulted in 12,972 articles from six databases, and the articles were imported into Covidence. Eleven studies met the inclusion and exclusion criteria. All 11 articles examined the use of VR as a tool for studying bystander behaviors. Most of the studies were conducted in US young adults. Types of interpersonal violence were school bullying, dating violence, sexual violence/assault, and soccer-associated violence. Virtual reality technology was used as an observational measure and bystander intervention program. We evaluate the different use of VR for bystander behaviors and a lack of empirical evidence of AR as a tool. We also discuss the empirical evidence regarding the design, effectiveness, and limitations of implementing VR as a tool in the reviewed studies. CONCLUSIONS Reviewed results have implications and recommendations for future research in designing and implementing VR/AR technology in the area. Future studies in this area may further contribute to the use of VR as an observational measure and explore the potential use of AR for the study of bystander behaviors.

Kiva: The Finland Alternative Against School Aggression in Bulgaria]

2021 ◽  
Vol 29 (6) ◽  
pp. 601-613
Author(s):  
Iveta Yakova
Keyword(s):  
School Environment ◽  
Intervention Program ◽  
Secondary Analysis ◽  
School Bullying ◽  
Sociological Research ◽  
Specific Factors ◽  
Inductive Generalizations ◽  
The University ◽  
School Aggression

The writing of this article was provoked by another case of aggression against a teacher in a Bulgarian school. For the purposes of the analysis, a “case study” method was used to “dissect” the school situation that took place. The latter facilitates the derivation of the specific factors for the registered event. Through the code of linguistic communication, inductive generalizations stood out, which were related to deductive ones, generated by secondary analysis of data from the sociological research conducted in our country. The considered situation focuses on the Finnish school bullying intervention program KiVa, developed by the University of Turku, understood as an alternative to reducing school aggression and victimization. Besides, it also builds a safe and secure school environment.

Family Involvement in a Whole-School Bullying Intervention: Mothers’ and Fathers’ Communication and Influence with Children

2017 ◽  
Vol 26 (10) ◽  
pp. 2716-2727 ◽  
Author(s):  
Leanne Lester ◽  
Natasha Pearce ◽  
Stacey Waters ◽  
Amy Barnes ◽  
Shelley Beatty ◽  
...  
Keyword(s):  
Family Involvement ◽  
School Bullying ◽  
Mothers And Fathers ◽  
Bullying Intervention ◽  
Whole School

How effective are school bullying intervention programs? A meta-analysis of intervention research.

2008 ◽  
Vol 23 (1) ◽  
pp. 26-42 ◽  
Author(s):  
Kenneth W. Merrell ◽  
Barbara A. Gueldner ◽  
Scott W. Ross ◽  
Duane M. Isava
Keyword(s):  
Meta Analysis ◽  
School Bullying ◽  
Intervention Research ◽  
Intervention Programs ◽  
Bullying Intervention

scholarly journals Efektifitas Target-Bullying Intervention Program (T-BIP) dalam Kasus Bullying di Kabupaten Pangkep

2019 ◽  
Vol 1 (2) ◽  
pp. 95-103
Author(s):  
Syahruddin M
Keyword(s):  
Intervention Program ◽  
Bullying Intervention

Bullying adalah salah satu masalah dalam dunia pendidikan dan sangat umum terjadi pada siswa. Oleh karena itu, banyak sekolah yang mencari solusi dengan menggunakan program intervensi bullying. Penelitian ini menginvestigasi tentang peran T-BIP  terhadap pengurangan jumlah perilaku bullying, meningkatkan kesadaran perilaku anti bullying dan melihat persepsi siswa terhadap T-BIP. Secara statistik bahwa T-BIP mengubah perilaku siswa dan mengurangi perilaku bullying meskipun tidak konsisten, tetapi program intervensi ini sangat diterima oleh siswa sehingga  menambah pengetahuan siswa tentang bullying dan dampaknya.

A Systematic Review of Research Strategies Used in Qualitative Studies on School Bullying and Victimization

2016 ◽  
Vol 18 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Desmond Upton Patton ◽  
Jun Sung Hong ◽  
Sadiq Patel ◽  
Michael J. Kral
Keyword(s):  
Systematic Review ◽  
Qualitative Research ◽  
Protective Factors ◽  
Peer Victimization ◽  
Empirical Studies ◽  
School Bullying ◽  
Naturalistic Inquiry ◽  
Research Strategies ◽  
Research And Practice ◽  
Context Specific

School bullying and victimization are serious social problems in schools. Most empirical studies on bullying and peer victimization are quantitative and examine the prevalence of bullying, associated risk and protective factors, and negative outcomes. Conversely, there is limited qualitative research on the experiences of children and adolescents related to school bullying and victimization. We review qualitative research on school bullying and victimization published between 2004 and 2014. Twenty-four empirical research studies using qualitative methods were reviewed. We organize the findings from these studies into (1) emic, (2) context specific, (3) iterative, (4) power relations, and (5) naturalistic inquiry. We find that qualitative researchers have focused on elaborating on and explicating the experiences of bully perpetrators, victims, and bystanders in their own words. Directions for research and practice are also discussed.

Bullying Intervention Program: Real-World Implementation Issues

2010 ◽  
Author(s):  
Susan M. Swearer ◽  
Jami Givens ◽  
Cixin Wang ◽  
Adam Collins ◽  
Brandi Berry ◽  
...  
Keyword(s):  
Real World ◽  
Intervention Program ◽  
Bullying Intervention
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