Log in

Relevant bibliographies by topics / Bullying Harassment in schools

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Bullying Harassment in schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Bullying Harassment in schools.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Bullying Harassment in schools"

1

Cunningham, Nancy J., and Shaun M. Sowell. "Prevention of Sex-Based Harassment in K–12 Schools." Professional School Counseling 25, no. 1 (January 1, 2021): 2156759X2110186. http://dx.doi.org/10.1177/2156759x211018658.

Full text

Abstract:

Student sex-based harassment has a negative impact on individual students and on the school environment. This review of the literature describes the evolution of sex-based harassment from elementary through high school, clarifies the relationship between bullying and sex-based harassment, and summarizes the research-based system and individual factors that support the development of such harassment in schools. Based on the research, we recommend the adoption of a comprehensive planning process for prevention that addresses the factors that reinforce student sex-based harassment and supports the school’s bullying prevention efforts. School counselors can advocate for and play a leadership role in both developing and implementing a school-wide plan that includes needs assessment and evaluation. We offer suggestions for system-wide and individual interventions for school personnel and Tier 1–3 prevention and problem-solving interventions for students to support a healthy school environment free of sex-based harassment.

APA, Harvard, Vancouver, ISO, and other styles

2

Yell, Mitchell L., Antonis Katsiyannis, Chad A. Rose, and David E. Houchins. "Bullying and Harassment of Students With Disabilities in Schools." Remedial and Special Education 37, no. 5 (September 2016): 274–84. http://dx.doi.org/10.1177/0741932515614967.

Full text

Abstract:

Bullying is a common occurrence in U.S.’s schools and is currently at the forefront of national attention. Unfortunately, students with disabilities are frequently the targets of peer-on-peer bullying. The purpose of this article is to examine the legal ramifications when students with disabilities are bullied in school settings. We address court cases, state educational agency decisions, Office of Special Education Programs (OSEP) guidance, and Office of Civil Rights (OCR) rulings that have held that bullying may violate Section 504 of the Rehabilitation Act of 1973 and the Individuals With Disabilities Education Act. School personnel must address the bullying of students with disabilities in a quick and efficient manner. In fact, these decisions show that when bullying is not stopped, school district officials and personnel may be subjecting their school districts to legal risks. We end by proposing how school district officials can develop legally sound policies for identifying, investigating, and responding to incidences of bullying of students with disabilities.

APA, Harvard, Vancouver, ISO, and other styles

3

Wood, Diana F. "Bullying and harassment in medical schools." BMJ 333, no. 7570 (September 28, 2006): 664–65. http://dx.doi.org/10.1136/bmj.38954.568148.be.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Cismaru, Magdalena, and Romulus Cismaru. "Protecting University Students From Bullying And Harassment: A Review Of The Initiatives At Canadian Universities." Contemporary Issues in Education Research (CIER) 11, no. 4 (October 5, 2018): 145–52. http://dx.doi.org/10.19030/cier.v11i4.10208.

Full text

Abstract:

Students’ bullying and harassment have been shown to be a problem and more schools around the world are starting to address them. Although much of the attention and research has focused on middle-school students, addressing bullying and harassment in universities is important and makes the object of the present research. We provide an overview of how student versus student bullying and harassment are reported, monitored, and dealt with at Canadian educational institutions. Specifically, we identify schools where there is information and policies regarding students’ persecution; we describe how colleges help and what advice they offer; we discuss frameworks used to tackle it; as well, we present other initiatives aiming to prevent it. We also attempt to evaluate measures by linking them with incidence figures. This review may guide future initiatives to tackle intimidation with the ultimate goal of improving the quality of university environment.

APA, Harvard, Vancouver, ISO, and other styles

5

Cavendish, Roberta, and Cynthia Salomone. "Bullying and Sexual Harassment in the School Setting." Journal of School Nursing 17, no. 1 (February 2001): 25–31. http://dx.doi.org/10.1177/105984050101700104.

Full text

Abstract:

This article defines bullying and sexual harassment, identifies associated characteristics of the aggressor and the victim, and describes implications for school nurses. The background of federal laws with a focus on the most current 1999 Supreme Court decision, holding a school district liable for damages under federal law (Title IX), is addressed with a case study. Health promotion issues and prevention concepts are outlined in a 10-Point Action Plan to facilitate the prevention and management of bullying and sexual harassment in schools. A survey tool to assess bullying and teaching plans for parents of victims and aggressors are provided. Suggested linkage among approved nursing languages, North American Nursing Diagnosis Association (NANDA) nursing diagnoses (NANDA, 1998), Nursing Interventions Classification interventions ( Iowa Intervention Project, 2000 ), and Nursing Outcomes Classification outcomes ( Iowa Outcomes Project, 2000 ) are included for use in developing nursing care plans for both aggressors and victims of harassment.

APA, Harvard, Vancouver, ISO, and other styles

6

Sanchez, Ellen, Trina Reed Robertson, Carol Marie Lewis, Barri Rosenbluth, Tom Bohman, and David M. Casey. "Preventing Bullying and Sexual Harassment in Elementary Schools." Journal of Emotional Abuse 2, no. 2-3 (March 2001): 157–80. http://dx.doi.org/10.1300/j135v02n02_10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Schuster, Beate. "Rejection, Exclusion, and Harassment at Work and in Schools." European Psychologist 1, no. 4 (January 1996): 293–317. http://dx.doi.org/10.1027/1016-9040.1.4.293.

Full text

Abstract:

In recent years, the phenomenon of social exclusion and harassment has been studied with increasing intensity in two different literatures, referred to as “mobbing at the worksite” or “bullying at school,” respectively. This paper reviews research in each field and integrates the separate literatures. A comparison of definitions and operationalizations as well as empirical data on prevalence and moderating conditions demonstrates far-reaching parallels in the two phenomena. However, the predominantly descriptive research on bullying focuses on the offender (bully), whereas the mobbing discussion stresses the work environment. An integration reveals that a more comprehensive picture of harassment requires both perspectives to be taken into account. More elaborated evidence on mediating mechanisms can be found in a further field of research, i.e., on social status among peers, which has received little attention in either mobbing or bullying research. These studies demonstrate the strong impact of features of the victim (e.g., certain social cognitive styles and social competence) and the group (in particular, individual-group misfit) on an individual's social status. Finally, conceptual considerations with regard to definitions and processes of bullying/mobbing are discussed.

APA, Harvard, Vancouver, ISO, and other styles

8

Fridh, Maria, Marie Köhler, Birgit Modén, Martin lindström, and Maria Rosvall. "Subjective health complaints and exposure to peer victimization among disabled and non-disabled adolescents: A population-based study in Sweden." Scandinavian Journal of Public Health 46, no. 2 (July 11, 2017): 262–71. http://dx.doi.org/10.1177/1403494817705558.

Full text

Abstract:

Aims: To investigate subjective health complaints (SHCs) (psychological and somatic, respectively) among disabled and non-disabled adolescents, focusing on the impact of traditional bullying and cyber harassment, and furthermore to report psychological and somatic SHCs across different types of disability. Methods: Data from the public health survey of children and adolescents in Scania, Sweden, 2012 was used. A questionnaire was answered anonymously in school by 9791 students in the 9th grade (response rate 83%), and 7533 of these with valid answers on key questions were included in this study. Associations with daily SHCs were investigated by multi-adjusted logistic regression analyses. Results: Any disability was reported by 24.1% of boys and 22.0% of girls. Disabled students were more exposed to cyber harassment (boys: 20.0%; girls: 28.2%) than non-disabled peers (boys: 11.8%; girls: 18.1%). Exposure to traditional bullying showed the same pattern but with a lower prevalence. Disabled students had around doubled odds of both daily psychological SHCs and daily somatic SHCs in the fully adjusted models. In general, the odds increased with exposure to cyber harassment or traditional bullying and the highest odds were seen among disabled students exposed to both cyber harassment and traditional bullying. Students with ADHD/ADD had the highest odds of daily psychological SHCs as well as exposure to traditional bullying across six disability types. Conclusions: Disabled adolescents report poorer health and are more exposed to both traditional bullying and cyber harassment. This public health issue needs more attention in schools and in society in general.

APA, Harvard, Vancouver, ISO, and other styles

9

Rigby, Ken. "What should we do with school bullies?" Journal of Psychologists and Counsellors in Schools 6, S1 (May 1996): 71–76. http://dx.doi.org/10.1017/s1037291100003265.

Full text

Abstract:

For many counsellors and teachers who are concerned about the so-called bully/victim problem in schools, what to do with the school bully is the central issue. One might wish otherwise. It is sometimes argued that if more time and effort were spent in preventing bullying through the development of appropriate policies in schools and the encouragement of prosocial behaviour, the problem would simply not arise. Yet it must be admitted that even with the most enlightened school discipline policies and the most thoughtfully conceived human relations training programs, schools continue to report cases of bullying and harassment with which they must deal.

APA, Harvard, Vancouver, ISO, and other styles

10

Martin, Jennifer, and Jane Beese. "The Bus Incident." Journal of Cases in Educational Leadership 23, no. 4 (July 23, 2020): 3–19. http://dx.doi.org/10.1177/1555458920942808.

Full text

Abstract:

This case is based on the real incidents occurring in Oakland, California in the fall of 2013. The case was adapted to occur within a school setting, and the schools and district noted within are entirely contrived for the purposes of this case. However, the original bus number, 57, was retained to pay homage to the real victims. Intimidation, bullying, and harassment that take place in schools greatly affect lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. LGBTQ students, who experience school-based discrimination and harassment, experience more negative academic outcomes and psychological struggles than their non-LGBTQ peers.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Bullying Harassment in schools"

1

Taylor, Jonte C. Martin Everett Davis. "Middle school students' perceptions of bullying." Auburn, Ala, 2009. http://hdl.handle.net/10415/1836.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Law, Kristen Michelle. "Understanding gender and sexual harassment in the elementary school context." Diss., Connect to online resource - MSU authorized users, 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Gardner, Margaret. "Principals' Perceptions of Cyberbullying Policies in Selected Florida Middle Schools." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4243.

Full text

Abstract:

This study investigated the issue of student cyberbullying in Florida's public middle schools. First, a content analysis of six Florida school district anti-bullying policies was conducted to determine the alignment between the state model policy and district policies. Next, 68 middle school principals from the same six Florida school districts completed the Cyberbullying Policies and Response Principal Survey online. Survey respondents were either members or non-members of the state mentoring team against bullying and harassment. Findings showed that all six school districts' anti-bullying policies were comprehensive in addressing the definitions of bullying behaviors, to include cyberbullying, as well as for reporting and responding to bullying incidents. However, it was found that improvements could be made concerning periodic review and updating of bullying policies as well as addressing issues of inclusiveness. Additionally, it was found that the middle school principals were generally aware of the seriousness of cyberbullying regardless of their membership status on the state mentoring team against bullying and harassment. They enforced both technology and bullying policies to prevent and respond to student cyberbullying. This was done either by their own initiative or as directed by the school districts. It was also discovered that principals were sensitive to the fact that students at their schools had been cybervictims, cyberbullies, or both. Moreover, principals believed that a majority of those activities occurred off-campus. It remains, though, uncertain as to what factors influence whether or not a school has a campus specific cyberbullying policy. However, principals conveyed an understanding that education about and enforcement of cyberbullying policies was imperative. Hence, more research is needed to determine how educators can continue to confront this type of adolescent aggression both on and off-campus.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD

APA, Harvard, Vancouver, ISO, and other styles

4

Meyer, Elizabeth J. 1971. "Gendered harassment in secondary schools : understanding teachers' perceptions of and responses to the problem." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103273.

Full text

Abstract:

This study explores the phenomenon of gendered harassment in secondary schools from the teachers' perspectives. The few studies that address the biased behaviors that are linked under the concept of gendered harassment (sexual harassment, homophobic harassment, and harassment for gender non-conformity) indicate that teachers are less likely to intervene in these incidents. This dissertation explores how teachers understand and respond to (hetero)sexist and homophobic behaviors when they occur.
Six teachers in one urban school board participated in a series of three open-ended in-depth interviews where they spoke about the many factors that influenced how they saw and intervened in various forms of bullying and harassment in their schools. Interview data were analyzed using contextual and thematic codes to locate similarities, differences, and stories in the data. This study is informed by critical, feminist and queer theories. The findings have been organized in a conceptual framework that emerged from the research.
Findings indicate that there are both external and internal influences that shape how teachers view and respond to gendered harassment in schools. The external factors, also described as school culture, include both structural-formal and structural-informal influences. Formal influences include policies, training, curriculum and contracts. Informal influences refer to leadership style, relationships with colleagues, policy implementation, and community values. Internal influences that shape teachers' perceptions and responses include: educational biography, teaching philosophy, and personal identities.
The implications of this study for research and practice can have impacts on the fields of school policy, teacher education, curriculum, and educational leadership. It provides a framework for understanding how school cultures interact with teachers' identities and shape how policies and curricula are implemented. It also offers suggestions for scholars, advocates, and educational leaders to proactively address the negative impacts of gendered harassment by transforming teacher education, educational leadership programs, and in turn, school cultures.

APA, Harvard, Vancouver, ISO, and other styles

5

Marshman, Roger. "Verbal harassment : clarifying discipline values in the culture of a boys' independent school /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09EDM/09edmm371.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Street, Steven W. "School Community Members' Perceptions Regarding LGBT-based Bullying, Harassment, and Violence." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2892.

Full text

Abstract:

In Tennessee, a majority of students who identify as Lesbian, Gay, Bisexual, or Transgender (LGBT) do not feel safe due to bullying and harassment that is targeted toward them by their peers. Schools, such as MTS school (a pseudonym), are not required to specify protection for LGBT students, causing the LGBT bullying to continue without being reported and resulting in higher absences, lower achievement, greater mental health issues, and in some cases, suicidal ideation among LGBT students. Through confidential personal interviews that were transcribed and coded, this case study's purpose was to better understand how MTS adult stakeholders perceive (a) the issue of LGBT based violence, (b) the effectiveness of the school's current bullying policy in protecting LGBT students, and (c) the possibility of implementing a change in the school policy to protect LGBT students. Exploring the barriers to protecting LGBT students was based on the theoretical framework of antibias education in which students gain self-awareness, develop acceptance of human diversity, recognize unfairness in society, and are empowered to act against discrimination. The following four themes emerged: (a) accepting culture, (b) protection of students, (c) need for change, and (d) process for change. These findings have led to the development of a policy recommendation and plan of action that, through antibias education, will specifically protect the LGBT students and include acceptance and tolerance of the LGBT community in the counseling curriculum. The results of this study may create a positive social change by opening up dialogue concerning the effects of LGBT-based bullying on students and exploring opportunities to create a safe school environment for all children.

APA, Harvard, Vancouver, ISO, and other styles

7

Shoko, Nothabo. "The influence of peer harassment on the wellbeing of form three learners in Zimbabwean rural day secondary schools." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/20330.

Full text

Abstract:

The aim of this study was to describe occurrences of peer harassment and the influences it has on Form Three learners in Zimbabwean rural day secondary schools. A review of studies conducted internationally indicated that peer harassment is prevalent and is stressful for most learners. Reports indicate that the negative impacts of peer harassment limit the educational achievements of the learners, and that learners need teacher and parental assistance to deal with peer harassment. In particular there appears to be a need for the creation of safe learning environments. This study was informed by an eclectic framework based on Erik Erikson's psychosocial theory, Bronfenbrenner's socio-ecological theory and Allardt's social welfare theory. These three theories point to the need for understanding that the social supports available to an individual determine how the individual perceives and responds to all his or her experiences. Investigations of the perceptions which individuals hold of their diverse lived experiences are best understood from a qualitative paradigm. Since the study intended to gain an understanding of the forms of peer harassment experienced by learners and how their individual experiences influenced their wellbeing, a phenomenological design was used. The sample was comprised of fifteen Form Three (grade 10) learners from three rural schools who volunteered to share their experiences of peer harassment. Data generated from semi-structured interviews with the individual participants were analyzed revealing emergent themes to answer the research questions. Findings revealed that the learners experienced various forms of peer harassment with physical peer harassment being the most prevalent. The data also revealed that peer harassment had both psychological and social influences on the well being of the learners which were primarily negative. Most learners felt that they were not getting adequate support from the adults (i.e., their teachers and the parents and guardians. The apparent reason for this lack of support from the adults was related to the community values which adults held about how learners were expected to deal with peer harassment. It was also evident that most learners chose to suffer silently, or hoped that God would intervene to assist them. Teachers were also not doing enough to assist the learners to stop peer harassment. Like the parents and guardians, most of the teachers did not perceive peer harassment as a serious problem in learners' lives so they did very little to assist victims who complained to them. Learners relied primarily on friends for support. The study concluded that peer harassment influenced the learners 'psychological and social well being negatively. It provided recommendations for schools, teachers, parents and the learners themselves. These stakeholders may collaborate to establish anti-harassment policies and to inform the design and implementation of anti-harassment policies in Zimbabwean rural schools. Recommendations are also provided for further studies aimed at identifying effective responses to the phenomenon of peer harassment.

APA, Harvard, Vancouver, ISO, and other styles

8

Richman, Scott D. "An Interpretive Policy Analysis of Bullying Law and the Development of Bullying Policy in a Central Florida School District." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1749.

Full text

Abstract:

Bullying has been an issue in schools and became a major concern for school leaders over the past two decades. Olweus (1993) defined three characteristics of bullying behavior: intent to harm another, repeated offenses, and a perceived or real power imbalance. This study examined the law's provisions concerning bullying in schools; specifically examining the Florida Jeffrey Johnston Stand Up for All Student Act (2008), and the required policy implemented in Hillsborough County Public Schools (HCPS). Discourse theory framed the study, as defined by Habermas (1996) and the derivative Interpretive Policy Analysis was used to analyze the district policy, as defined by Yanow (2000). The study utilized four research questions to examine bullying law and policy: what constitutional, statutory, and case law said about bullying; bullying policies in literature; development of bullying policy and how closely it matched law. Constitutional law laid the foundation of the school system. Statutory law provided more details and at the state level, defined requirements concerning bullying. Bullying laws existed in 44 states, the majority addressing one or more of Olweus' components. HCPS developed its xii bullying policy in the fall, 2008, closely following requirements of Florida bullying law. The district had a student conduct policy prior to new requirements and a violence prevention committee (VPC) met monthly. The VPC formed a smaller committee including administrators, teachers, parents, students, and law enforcement members, to develop the policy. The committee examined each component of the state model policy, and either used the item verbatim or added additional information specific to HCPS. The district exceeded state requirements for some items such as extending the definition of bullying to include employees and visitors. Overall, bullying laws were designed to protect students from harmful behaviors. The district policy was designed to achieve this task; however, it was also seen as a means to avoid lawsuits and to protect the district's interests. Implications included the need to update laws/policies continually to reflect the current times, such as new technologies, and the interpretation of laws and eventual implementation in schools. In addition, the interpretive policy analysis process used in this study could be applied to other studies examining the policy development process.

APA, Harvard, Vancouver, ISO, and other styles

9

Marques, Renan Gonçalves Pinto. "Uma análise sobre a criminalização do bullying escolar no ordenamento jurídico penal brasileiro." Universidade Católica de Pernambuco, 2015. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=1166.

Full text

Abstract:

A análise da criminalização do bullying escolar no ordenamento jurídico penal brasileiro ganha força quando do surgimento do Anteprojeto do Código Penal de 2012, que passou a prever em seu Art. 148 o crime de intimidação vexatória, que seria o nome dado ao bullying aqui no Brasil. Ou seja, o bullying escolar não é crime em nosso ordenamento jurídico penal, entretanto, existe a possibilidade de um dia vir a ser criminalizado. Diante desta possibilidade, surge a hipótese a ser enfrentada na presente dissertação no sentido de que se o bullying escolar é um problema eminentemente relacionado à área da educação, então o direito penal não seria o ramo do direito mais apropriado para solucionar este problema. Para analisar esta hipótese, inicialmente será abordada a utilização de políticas criminais de expansão punitiva como uma forma de controle social dos marginalizados da sociedade por meio do uso sistemático da prisão, tendo em vista que a criminalização de novas condutas possui relação com a adoção de políticas criminais com esta finalidade. Dentro deste contexto, serão vistas algumas causas que fundamentam políticas criminais de expansão punitiva e que também podem servir para justificar a eventual criminalização do bullying escolar, tais como a inclusão do medo no tom emocional da política criminal, o retorno da vítima para o centro da política crimina e o populismo e a politização do Direito Penal. Em seguida, ainda dentro do contexto da utilização de políticas criminais de expansão punitiva como forma de controle social, serão analisados outros pontos que possuem relação com esta temática, quais sejam, o direito penal simbólico e a política criminal de tolerância zero, já que este discurso também pode ser utilizado para justificar a eventual criminalização do bullying escolar. Na sequência, será enfrentada a temática do bullying escolar como um problema social relacionado à área da educação e a sua (contraditória) proposta de criminalização. Para tanto, será visto o fenômeno do bullying como uma forma de violência praticada no âmbito escolar, sendo abordados os primeiros estudos do bullying escolar e os fatores que podem desencadeá-lo. Logo em seguida, será vista a possibilidade de criminalização do bullying escolar e sua relação com as políticas criminais de expansão punitiva. Por último, será visto o discurso que se contrapõe às políticas criminais de expansão punitiva, que evidencia a deslegitimação do sistema penal e a sua limitada operacionalidade, abordando-se a seletividade do sistema penal e os efeitos marginalizantes e estigmatizantes do sistema carcerário que são mostrados pela plataforma teórica da criminologia crítica. Também serão analisadas as políticas criminais alternativas à deslegitimação do sistema penal (os abolicionismos e minimalismos), momento em que poderão ser feitas considerações finais para enfrentar a hipótese levantada na presente dissertação.

APA, Harvard, Vancouver, ISO, and other styles

10

Schlenoff, Fran. "Perceptions of the school community as it implements New Jersey Harassment, Intimidation, and Bullying legislation." Thesis, College of Saint Elizabeth, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619942.

Full text

Abstract:

This study examined the success of five elementary schools in their implementation of the 2011 New Jersey Harassment, Intimidation, and Bullying law (NJ HIB law). It also explored stakeholders' perceptions of school climate since the law went into effect. Fourth and fifth grade parents, students, teachers, and counselors in the district's five elementary schools were invited to participate in surveys, focus groups, and interviews. The study revealed that these stakeholders supported the spirit of the law but felt that there were unexpected obstacles in the law that impeded its effectiveness to support a positive school climate and eliminate bullying. The results of the study will aid the district's elementary schools to improve implementation of the HIB law and guide stakeholders as they move to create a positive school climate and eliminate bullying.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Bullying Harassment in schools"

1

Conn, Kathleen. Bullying and Harassment. Alexandria: ASCD, 2009.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Teachers, National Union of. Tackling harassment & bullying in schools: NUT guidelines. London: National Union of Teachers, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Skiba, Russell. Preventing bullying and harassment: A support manual for Iowa's sample district policy on bullying and harassment. Des Moines, Iowa: Dept. of Education, 2005.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

M, Kowalski Robin, and Agatston Patricia W, eds. Cyber Bullying: A prevention curriculum for grades 3-5. Center City, Minn: Hazelden, 2009.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Gender, bullying, and harassment: Strategies to end sexism and homophobia in schools. New York: Teachers College Press, 2009.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Riley, Dan. Investigation of staff bullying in Australian schools. Ryde, N.S.W: D. Riley, D.J. Duncan, J. Edwards, 2009.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Educational Resources Information Center (U.S.) and ACCESS ERIC (Project), eds. What should parents and teachers know about bullying? [Washington, DC]: ERIC, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Bellon, Jean-Pierre. Harcèlement et cyber-harcèlement à l'école: Une souffrance scolaire 2.0. Issy-les-Moulineaux: Esf Editeur, 2014.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Sexual harassment and bullying: A guide to keeping kids safe and holding schools accountable. Lanham, Md: Rowman & Littlefield Publishers, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Bodenstein, Maren. Stop it!: A guide to dealing with abuse in schools. Johannesburg: Catholic Institute of Education, 2002.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Bullying Harassment in schools"

1

de Wet, Corene, and Lynette Jacobs. "Workplace Bullying, Emotional Abuse and Harassment in Schools." In Special Topics and Particular Occupations, Professions and Sectors, 187–219. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-10-5308-5_11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

de Wet, Corene, and Lynette Jacobs. "Workplace Bullying, Emotional Abuse and Harassment in Schools." In Special topics and particular occupations, professions and sectors, 1–34. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5154-8_11-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Espelage, Dorothy L., and Melissa K. Holt. "Understanding and preventing bullying and sexual harassment in school." In APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors., 391–416. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13274-016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Fogelgarn, Rochelle, Edgar Burns, and Paulina Billett. "Teacher-Targeted Bullying and Harassment in Australian Schools: A Challenge to Teacher Professionalism." In Professionalism and Teacher Education, 175–98. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7002-1_9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Thompson, Neil. "Bullying and harassment." In People management, 243–52. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-30845-0_24.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Neil, Duncan, and Myers Bill. "Bullying in schools – or bullying schools?" In Key Issues for Teaching Assistants, 134–44. 2nd edition. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315687766-14.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Rosenbluth, Barri, Daniel J. Whitaker, Ellen Sanchez, and Linda Anne Valle. "The Expect Respect project: preventing bullying and sexual harassment in US elementary schools." In Bullying in Schools, 211–34. Cambridge University Press, 2004. http://dx.doi.org/10.1017/cbo9780511584466.012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

"Peer-Rejected and Bullied Children: A Safe Schools Initiative for Elementary School Students." In Bullying, Victimization, and Peer Harassment, 277–96. Routledge, 2014. http://dx.doi.org/10.4324/9781315808666-25.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Schriber, Sarah S., Stacey S. Horn, Christina Peter, L. Boyd Bellinger, and David Fischer. "Supporting LGB/T Youth." In Sexual Orientation, Gender Identity, and Schooling, 75–96. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199387656.003.0005.

Full text

Abstract:

Bullying and harassment are frequently linked to issues of bias and discrimination. Bullying and harassment based on sexual orientation and gender identity (SOGI) comprise some of the most common forms of harassment in schools and can affect the health and functioning of all youth. In this chapter, the authors introduce Comprehensive School Transformation (CST), a new approach for addressing bias-motivated bullying and harassment, broadly, and SOGI-related harassment, specifically. This approach includes tailoring and coordinating efforts in seven key domains to the unique needs of each school context. The chapter includes support for the CST model and resources that schools can use to start the CST process in their contexts.

APA, Harvard, Vancouver, ISO, and other styles

10

"A Story-Guided Peer Group Intervention for Reducing Bullying and Victimization in Schools." In Bullying, Victimization, and Peer Harassment, 239–58. Routledge, 2014. http://dx.doi.org/10.4324/9781315808666-23.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Bullying Harassment in schools"

1

Vveinhardt, Jolita, Vilija Bite Fominiene, and Laima Jeseviciute-Ufartiene. "BULLYING AND HARASSMENT IN SPORT: OVERVIEW OF MANAGEMENT INSTRUMENTS." In 39th International Academic Conference, Amsterdam. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.039.047.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

"A CONVERSATIONAL EXPERT SYSTEM SUPPORTING BULLYING AND HARASSMENT POLICIES." In 2nd International Conference on Agents and Artificial Intelligence. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002697801630168.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Šmejkalova, Kateřina. "VIOLENCE AT SECONDARY SCHOOLS – THE BULLYING." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0785.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

ElGibreen, Hebah, Sumayah Almazyad, Shahad Bin Shuail, Miad Al Qahtani, and Latifah ALhwiseen. "Robot Framework for Anti-Bullying in Saudi Schools." In 2020 Fourth IEEE International Conference on Robotic Computing (IRC). IEEE, 2020. http://dx.doi.org/10.1109/irc.2020.00033.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Nazarov, V. L., and N. V. Averbukh. "Psychological Aspects of Bullying and Cyberbullying at Schools." In 2nd International Scientific and Practical Conference on Digital Economy (ISCDE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.201205.016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

González, Cristina, Juan M. Alberola, Víctor Sánchez-Anguix, Gonzalo Monfort, Sandra Molines, M. Dolores Soto, and Susana Díaz. "A NOVEL ICT TOOL TO PREVENT BULLYING IN SCHOOLS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1407.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Gomes, Ana. "Quality Of Infant Sleep, Electronic Devices And Bullying Behaviors In Schools." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Alberola, Juan Miguel, Victor Sanchez-Anguix, María Dolores Soto-González, Sandra Molines-Borras, Gonzalo Monfort Torres, and Susana Diaz Novillo. "ICT TOOLS FOR TACKLING BULLYING IN SCHOOLS: AN ANALYSIS AND OPPORTUNITIES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1289.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Welles, Mark, Bratic Julia, and Elise Seyferth. "An Educational Model to Change the Culture of Bullying in Schools." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.246.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Jungert, Tomas, Elinor Schad, Jonas Borell, Anders Wahlgen, Erik Nipe, and Roger Persson. "P240 Psychologists’ working situation: cross-sectional occurrences of violence, bullying and harassment in a swedish study sample." In Occupational Health: Think Globally, Act Locally, EPICOH 2016, September 4–7, 2016, Barcelona, Spain. BMJ Publishing Group Ltd, 2016. http://dx.doi.org/10.1136/oemed-2016-103951.556.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Bullying Harassment in schools"

1

McKnight, Katherine, and Elizabeth Glennie. Are You Ready for This? Preparing for School Change by Assessing Readiness. RTI Press, March 2019. http://dx.doi.org/10.3768/rtipress.2019.pb.0020.1903.

Full text

Abstract:

Schools routinely face federal and state mandated changes, like the Common Core State Standards or standardized testing requirements. Sometimes districts and schools want to take on new policies and practices of their own, like anti-bullying programs or using technology to deliver instruction. Regardless of the origin of the change, implementation requires them to take on additional work; yet experts estimate that only 30 to 50 percent of major change efforts in organizations will succeed. Failing change efforts result in not only financial losses but also lowered organizational morale, wasted resources, and lost opportunities. For schools where resources are already stretched thin, the consequences of failed change initiatives can be particularly devastating. In this paper, we discuss results of a study, over a school year, of school principals who were working on implementing a new change initiative in their schools. We apply lessons from the change management literature and focus on the importance of assessing readiness for change as a key step in ensuring the success of new initiatives. We share examples of a change readiness rubric to help schools and districts successfully lead change.

APA, Harvard, Vancouver, ISO, and other styles

2

Suleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.013.

Full text

Abstract:

In Pakistan, where gender-based discrimination is already rampant, women and girls belonging to religious minority or belief communities face multiple and intersecting forms of discrimination over and above those faced by an average Pakistani woman and girl. This policy briefing shares findings from a study on the situation of socioeconomically excluded Christian women and girls in Pakistan. During the research, they discussed their experiences of different forms of discrimination, which predominantly took place within their workplace (largely sanitary, domestic and factory work) and educational institutes, particularly in government schools. They described being restricted in their mobility by their families and communities who are fearful of the threats of forced conversion, and both poor and affluent women relayed experiences of harassment at healthcare and education facilities once their religious identity is revealed.

APA, Harvard, Vancouver, ISO, and other styles

3

Whole-school programme can have a small effect on reducing bullying in secondary schools. National Institute for Health Research, February 2020. http://dx.doi.org/10.3310/signal-000873.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!