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Beck, Tracey D. "A bullying prevention program for a school setting /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/beckt/traceybeck.html.
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Stone, William Daryl. "Bullying prevention program possible impact on academic performance /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Kendrick, Michelle Marie. "Evaluating the Effects of the Olweus Bullying Prevention Program on Middle School Bullying." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1606.
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This project study addressed the problem of bullying, victimization, and the awareness of these activities at a public suburban middle school in Northwest Georgia. The study school implemented the Olweus Bullying Prevention Program (OBPP) in 2009, yet had not evaluated the program to identify whether or not it met its goals after 1 year of implementation. Using a quasiexperimental, goal-free program evaluation, the research questions explored whether or not the OBPP succeeded in reducing the student reported rates of bullying and victimization while also increasing awareness of such activities. A Mann Whitney U test was utilized for analysis due to violations of normality and homoscedasticity in the data. The quantitative sequence consisted of descriptive analyses of archived student data from the pre- and postimplementation (N = 346 and 137, respectively) Revised Olweus Bully/Victim Questionnaire (OBVQ) administration. Results indicated an increase, though not statistically significant, in student reporting of victimization and awareness and a statistically significant increase in rates of bullying. Results in the evaluation report supported continued OBPP implementation with anticipation that implementing more than 1 year should yield a decrease in student reported rates of bullying and victimization and increase in awareness of what constitutes these activities. The project study could lead to positive social change by increasing awareness of bullying in the learning community and reducing the number of reported incidents of bullying and victimization.
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Tapia, Melissa. "Bullying education and prevention program a grant proposal project." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586171.
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<p> Bullying is a serious problem that affects youth from all backgrounds and can negatively affect their development. The purpose of this project was to develop a program, identify potential funding resources, and write a grant to fund a bullying prevention program at Woodrow Wilson Middle School in Pasadena Unified School District. The proposed program will take a school-wide approach and implement Second Step, an evidence-based program to prevent bullying. Students will participate in classroom activities to build empathy, communication, bullying prevention, emotion management, and prevent substance abuse. Some enhancements such as assemblies, parent trainings, and incentives will be added to the program to promote collaboration between the school and the home and actively engage all of the systems related to bullying. Implications for social work practice are discussed. The actual submission and/or funding of the grant were not required for the successful completion of this project.</p>
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Gasca, Karla. "A Comprehensive Bullying Prevention and Intervention Program a Grant Proposal." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784467.
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<p> The purpose of this project was to locate a potential funding source and write a grant to fund a comprehensive bullying prevention and intervention program at Southeast Middle School (SEMS) in Los Angeles Unified School District (LAUSD). An extensive literature review was performed to investigate the prevalence, long-term effects, theoretical frameworks and programs developed to address bullying and cyberbullying victimization. The literature reviewed revealed that a school-based bullying prevention program is highly needed due to approximately 30% of United States students in grades 6–10 having reported involvement in moderate or frequent bullying. The proposed program will take a whole-school approach to reduce bullying, by implementing both prevention and intervention components of Second Step for students, teachers, staff, and parents at SEMS. The overall goal of Second Step program is to build a connected school culture, peer relationships, and reduce bullying and violence on campus. Students will participate in classroom activities to build empathy, impulse control, and anger management skills. Teachers will be trained on how to implement Second Step; the program will be implemented at all grade levels (once a week for 50 minutes) and reduce peer conflict by 50%. The Joseph Drown Foundation was the closest fit that could provide funding for the proposed program, considering the types of populations of interest, the foundation's mission, and funding priorities. If funded, this program would enhance students coping capacities at SEMS to prevent bullying victimization. Actual submission of and/or funding of this grant proposal was not required for successful completion of this project.</p><p>
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Sontag, Anna M. "Prevention of bullying : evaluation of Steps to Respect /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3201700.
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Thesis (Ph. D.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-131). Also available for download via the World Wide Web; free to University of Oregon users.
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Fritz, Rochelle M. "Bringing Research to Practice: Facilitating Quality Prevention Program Implementation Through Evaluation." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1311774832.
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Jones, Hilary Brooke. "How do you stop the boogeyman? : an evaluation of a sexual assualt prevention program /." View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3314443.
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Kalis, James P. "Implementation Level and the Perceived Effectiveness of the Olweus Bullying Prevention Program." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu155931727842743.
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Oliveira, Carolina Marques. "Prevenir a Brincar: Programa de Prevenção de Comportamentos Agressivos entre Crianças do 1.º Ciclo do Ensino Básico." Bachelor's thesis, [s.n.], 2016. http://hdl.handle.net/10284/5568.
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Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de licenciada em Criminologia<br>O presente trabalho aborda a problemática dos comportamentos agressivos entre crianças e a sua prevenção, sendo que o seu objetivo visou a conceção de um programa de prevenção de comportamentos agressivos entre crianças, bem como na sua aplicação numa Escola do Concelho de Mação. O programa, construído a partir de uma necessidade constatada pela equipa multidisciplinar da Comissão de Proteção e Crianças e Jovens do mesmo Concelho, foi pensado de forma a promover competências pessoais e sociais nos alunos de modo a prevenir e reduzir os comportamentos agressivos entre eles.
O programa de prevenção foi aplicado, em conjunto com a Comissão de Proteção de Crianças e Jovens de Mação, na Escola Básica de Mação e conta com uma amostra de cinquenta e um alunos, com idades compreendidas entre os seis e os sete anos correspondentes ao 1.º e 2.º anos de escolaridade. Os resultados foram conseguidos através da aplicação de dois questionários (pré e pós aplicação) de modo a perceber quais as competências que as crianças já haviam adquirido e as que desenvolveram através da aplicação deste programa. Assim, os dados obtidos sugerem que no geral, as crianças apresentaram melhorias estatisticamente significativas em relação ao questionário aplicado inicialmente. No entanto, determinadas competências desenvolvidas, nomeadamente, o saber elogiar e o saber identificar e expressar sentimentos, deveriam ser trabalhadas durante mais tempo, ajudando as crianças a reconhecer, gerir as suas emoções e a apreciarem as perspetivas dos outros, estabelecendo objetivos positivos e tomarem decisões responsáveis ao longo da sua vida.<br>This work addresses the problem of aggressive behavior among children and its prevention, and its objective aimed at the conception of a program for the prevention of aggressive behavior among children, as well as its application in a Mação County School. The program, built from a perceived need by the multidisciplinary team of Protection Commission and Children and Youth of the same county, was designed to promote personal and social skills in students in order to prevent and reduce aggressive behavior among them.
The prevention program was implemented in colaboration with the Committee on Protection of Children and Youth Mação, the Basic School of Mação and has a participation of fifty-one pupils, aged between six and seven years corresponding to 1 o and 2 years of schooling. The results were achieved through the application of two questionnaires (before and after application) in order to understand what skills the children had already acquired and those developed through the implementation of this program. Thus, the results suggest that in general, children showed statistically significant improvements about the first questionnaire. However, certain developed skills in particular to know praise and to know how to identify and express feelings, should be worked for longer, helping children to recognize, to manage their emotions and to appreciate the perspectives of others, setting positive objectives and take responsible decisions throughout their lives.
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Woodfine, Debra A. "Friends and Neighbours (F.A.N.) Club, a prevention program on bullying : understanding and learning from the child's experience." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29558.
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Bullying within our schools is a serious social problem requiring extensive and holistic prevention programs to effectively address the problem. This present study set out to gain a better understanding of the child's experience after participating in a Friends and Neighbours (F.A.N.) Club puppet show on bullying. Eight children were interviewed and the results indicated that the program is well received by the children but the F.A.N. Club needs to be more systemic in its approach to include more school and parental involvement. In addition, further focus is needed on the role of bystanders to bullying. The F.A.N. Club is effective in teaching assertiveness skills to the victims of bullying but is missing a teaching opportunity with the bullies and the bystanders to bullying. Further findings are discussed with reference to the ecological perspective and the implications for social work.
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Matthews, Brenda Marian Frederica. "Evaluation of a bullying prevention programme at selected schools in the Western Cape Province – the Olweus approach." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/4963.
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Philosophiae Doctor - PhD<br>The study aimed to pilot-test the effectiveness of the Olweus Bullying Prevention
Intervention Programme (OBPP) at two selected primary schools in the Western Cape; and to compare the differences in reported incidents of bullying between the control schools (CSs) and intervention schools (ISs), after the OBPP intervention. On the basis of these aims, the stated objectives were to measure bullying behaviour for pre-test and post-test comparisons with the CSs after the implementation of the OBPP at the ISs; and to investigate the effectiveness of the OBPP by comparing the ISs and CSs for programme targets. Three main hypotheses were formulated and tested, including: (1) There is no statistically significant difference in the mean rank of learners’ exposure to various types of bullying, characteristics (grade level and gender) of the perpetrator, locations of where the bullying occurred, disclosure of the bullying incident, participants’ and peers’ feelings of support, reactions and attitudes when experiencing or witnessing a bullying incident, parents’ and teachers’ reactions and efforts to support and protect victims and participants’ reports of satisfactory schooling environments at
the ISs and CSs before and after intervention; (2) There is no statistically significant difference in mean rank of learners’ exposure to various types of bullying, characteristics (grade level and gender) of the perpetrator, locations of where the bullying occurred , disclosure of the bullying incident, participants’ and peers’ feelings of support, reactions and attitudes when experiencing or witnessing a bullying incident, parents’ and teachers’ reactions and efforts to support and protect victims and participants’ reports of satisfactory schooling environments between females’ and males’ reports before and after intervention; (3)There is no statistically significant difference in mean rank of learners’ exposure to various types of bullying, characteristics (grade level and gender) of the perpetrator, locations of where the bullying occurred , disclosure of the bullying incident, participants’ and peers’ feelings of support, reactions and attitudes when experiencing or witnessing a bullying incident, parents’ and teachers’ reactions and efforts to support and protect victims and participants’ reports of satisfactory schooling environments between females’ and males’ at the ISs and CSs before and after intervention. In order to provide the relevant theoretical orientations to the study, the Olweus Approach, served as a framework for investigating the prevalence and extent of bullying in the selected schools, while Bronfenbrenner’s Ecological theoretical framework was used to inform the study. In order to reach these objectives, a quantitative method using a questionnaire to collect data and a quasi-experimental design with intervention (ISs) and control (CSs) groups was used. The following are the main findings in terms of tested hypotheses: Firstly, there is a positive statistically significant difference concerning the CSs variables that include peer support toward bullying (school 2 and 4) where females represented higher mean ranks than males at school 2 and males were represented by higher mean ranks compared to females for school 4. Furthermore, for the variables peer attitudes toward bullying (school 4) and reported satisfactory schooling environments (school 4), more females than males attested for both. This suggests a favourable effect without the intervention. Furthermore, there is a statistically significant difference concerning the ISs variables that include characteristics (grade level and gender) of the perpetrator (school 1), disclosure of the bullying incident (school 1), peer reaction and attitudes toward bullying (school 1), parents’ and teachers’ reactions and efforts to support and protect victims against bullying (school 1 & 3), class teacher efforts to support and protect victims of bullying (school 1) as well as reported satisfactory schooling environments
( school 1). Secondly, it is noteworthy that for all the variables that presented statistically significant differences between females and males at baseline and follow
up for the ISs – on average more females compared to males attested to this. Finally, statistically significant differences in terms of overall positive improvements i.e. N=200 that reported been bullied at baseline, was highlighted at only one of the ISs (school 1). Variables in this regard, included exposure to various types of bullying, characteristics (grade and level) of the perpetrator, disclosure of the bullying and reports of having a satisfactory schooling environment and noteworthy is that more males than females attested to be exposed to various types of bullying. These findings confirmed that the implementation of the OBPP has shown to be an effective programme at instilling an anti-bullying culture in terms of the named variables. The study therefore recommends, among others, that schools address existing bullying behaviour and prevent further bullying by building and enhancing existing connections between itself and the community which it serves; that the staff as a whole sets the standards of advocating an anti-bullying culture; and that teacher training colleges and universities offer the guidelines of the OBPP as a part of the students’ curriculum requirements.<br>National Development Agency (NDA) and the University of the Western
Cape
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Kazmierczak, Suasn. "Administrator and Staff Perceptions of a Secondary School Antibullying Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5360.
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Despite the increase in bullying behavior that has occurred among high school students, there is a lack of age appropriate intervention programs available to assist secondary administrators and staff with this problem. The purpose of this case study in 1 high school in a suburb of a major Mid-Atlantic city in the United States was to determine the perceptions held by secondary administrators and staff of an adapted antibullying program, originally created for use in elementary schools, in reducing the incidences of bullying behavior and feelings of strain. This study was also designed to explore how administrators and staff perceived if the bullying prevention program fostered prosocial behavior, and the extent to which the program reduced peer aggression, peer harassment, and strain. The conceptual framework was general strain theory described by Durkheim and Merton. The design for this case study included interviews with 5 teachers and 3 administrators who had been involved in implementation of the antibullying program. Open coding was used to organize and analyze the data for the emergence of significant concepts and patterns. Codes were formulated into four associated meanings or themes; relationships, student responsibility, positive culture, and trusting and supportive environment. The results indicated that school personnel were able to modify an existing bullying prevention program that has changed the culture of the school and the mindset of its student body while helping the students to alleviate strain and issues of aggression and harassment. The current research may affect social change by encouraging other secondary schools to assess their bullying prevention programs to determine if the material being used is age appropriate for secondary students and if the programs are indeed alleviating bullying behavior and strain in their students.
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Bakari, Heather. "Evaluation of an Elementary PBIS Bully Prevention Program." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1329.
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School bullying has become an international source of concern. The media has captured the attention of the public with coverage of incidents such as the Columbine massacre. On April 20, 1999, Eric Harris and Dylan Klebold walked through their school, shooting particular students they found. One victim asked why they were doing it. They said it was a dream come true and “payback” for being ostracized by their peers (Kalish & Kimmel, 2010). Until such devastations acted out in schools, bullying was considered a rite of passage. For the most part, parents and faculty did little to prevent it. In recent years psychological research studies have confirmed that bullying can be detrimental to the emotional, physical, and mental health of developing adolescents. This program evaluation was completed to determine whether or not the Positive Behavior Interventions and Supports bully prevention intervention implemented at an elementary school in Kentucky was effective by creating a more positive school climate, increasing the amount of bystander participation during bullying incidents and decreasing the number of times students felt they had been treated disrespectfully. Analyses indicated the intervention was unsuccessful. Student ratings were very positive prior to the implementation of the intervention and were similarly positive after the intervention that been implemented. Data provided by the school indicated there was not a bullying problem within the school prior to implementing the intervention.
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Burkhart, Kimberly M. "Parental Factors Contributing to Bullying and the Effects of the ACT Parents Raising Safe Kids Program on the Reduction of Bullying." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1350060587.
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Johansson, Linda. "Förskollärarnas uppfattningar kring mobbning och det förebyggande arbetet." Thesis, University of Gävle, Department of Education and Psychology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6115.
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<p>Syftet var att undersöka förskollärares tolkning av begreppet mobbning samt undersöka hur de arbetar för att förebygga mobbning bland barnen i förskolan och i förskoleklassen. I läroplanerna, Lpo94 och Lpfö98, nämns vikten av att arbeta för att barnen och eleverna ska känna trygghet i skolan. Detta är ett viktigt ämne som är ständigt aktuellt. Valde att undersöka förskollärarnas uppfattningar genom en enkätstudie. Delade ut 50 enkäter till förskollärare fördelade på 11 förskolor och 5 förskoleklasser. Bortfallet blev 18 stycken. Resultatet visar att de arbetar kring frågor som rör mobbning bland barnen på varierande sätt. Endast ett fåtal nämnde likabehandlingsplanen som ett redskap i detta arbete. Nästan hälften av de förskollärare som svarade på enkäten upplever att de inte har den kunskap/utbildning som behövs för att de ska kunna arbeta med att förebygga mobbning på ett för dem tillfredsställande sätt.</p><p>Resultatet av denna studie visar även att de åtta program som presenteras i boken ”På tal om mobbning – och det som görs” som gavs ut av Skolverket under 2009 är okända för förskollärarna i stor utsträckning.</p><p> </p><p> </p><p> </p><p> </p><br><p>The purpose was to investigate preschool teachers interpretation of the concept of bullying and examining how they work to prevent bullying among children in kindergarten and preschool classes. The curriculum, Lpo94 and Lpfö98, mentions the importance of working for children and students to feel safe at school. This is an important topic that is constantly up to date. Chose to investigate preschool teachers perceptions through a survey study. Handed out 50 questionnaires distributed to school teachers in 11 kindergartens and 5 preschool classes. The loss was 18 pieces. The result shows that they are working on issues related to bullying among children in different ways. Only a few mentioned the treatment plan as a tool in this work. Almost half of the preschool teacher respondents feel they do not have the skills / education needed for them to work to prevent bullying satisfactorily for them. The results of this study also shows that the eight programs outlined in the book “På tal om mobbning – och det som görs” which was issued by the School Board in 2009 is unknown to the preschool teachers to a great extent.</p><p> </p><p> </p><p> </p>
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Wood, Barbara F. "An evaluation of the implementation fidelity and outcomes of the Olweus Bullying Prevention Program in three elementary schools in Virginia." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618430.
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Bullying continues to be a major concern in schools today. Many schools have implemented some type of bullying prevention program. The Olweus Bullying Prevention Program is one of these programs. Evaluation of the Olweus Bullying Prevention Program is typically done through the administration of the Olweus Bullying Questionnaire to students and produces numerical data for its report. Results have been mixed, but often show some type of decrease in bullying activity.;This study evaluated the implementation fidelity and outcomes of the Olweus Bullying Prevention Program in three elementary schools in Virginia. These schools were recommended as having a successful Olweus Bullying Program by Goodman, Fobbs and Moffett, (2011). The evaluation was conducted using a form of theory-driven program evaluation known as the Center for Disease Control's Six-step Evaluation Framework.;Stakeholders represented by administrators, teachers and guidance counselors were interviewed with questions developed from the Four Levels of General Requirements of the Olweus Bullying Prevention Program. Available extant data from the Virginia Report on Discipline, Crime and Violence and the three interviewed schools' Olweus Bullying Questionnaire survey results were also examined to look for possible evidence to support these three schools' successful programs.
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Hillberg, Helena, and Larsson Mona Forslund. "Att motverka mobbning : en skolas förebyggande arbete." Thesis, University of Gävle, Department of Education and Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-839.
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<p>Mobbning är ett problem som framför allt finns i skolans miljö och som kan leda till allvarliga konsekvenser för alla inblandade. Då begreppet har olika definitioner, kan det dessutom vara svårt att upptäcka. Den svenska skolan är obligatorisk och det förebyggande arbetet mot mobbning som där bedrivs är därför viktigt. Syftet med denna studie är att undersöka hur en skola definierar begreppet mobbning och om det påverkar det arbetssätt som används för att motverka mobbning. Undersökningen ägde rum på en grundskola med årskurserna F-6, där individuella intervjuer genomfördes med rektorn och två av skolans pedagoger. För att försäkra att de frågor som ställdes i undersökningen skulle bli besvarade, användes intervjumallar. Vid intervjuerna ställdes öppna frågor, då detta gav informanterna möjlighet till eftertanke. Resultatet visade att den undersökta skolan använde flera förebyggande åtgärder för att motverka mobbning och att informanterna hade samma grunddefinition av begreppet mobbning. Slutsatserna var att informanternas definition av begreppet mobbning hade viss inverkan på skolans förebyggande arbete och att personalens engagemang hade betydelse för det arbete som bedrevs.</p>
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Rudd, Amanda Lee. "Implementation of the Bully Prevention in Positive Behavior Support (BP-PBS) Program in an Urban Elementary School." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6139.
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The purpose of the study was to further examine the potential efficacy of the Bully Prevention in Positive Behavior Support (BP-PBS) program in addressing bullying in an urban public elementary school with a large and diverse student population, implementing school-wide positive behavior support with relatively low fidelity. Specifically, the study examined the extent to which BP-PBS could decrease target students’ bullying behavior across settings and increase appropriate active response to bullying of students being bullied. Changes in the students’ perceptions and attitudes on school safety were also examined. This study involved a multiple probe design across participants targeting multiple settings for six students (three bullies and three victims) to assess the impact of the BP-PBS intervention and to examine its generalization effects to a non-targeted setting. The results indicated that the BP-PBS intervention was effective in reducing the target students’ bullying maintained by peer and adult attention and increasing active response to bullying. The intervention also increased positive perceptions and attitudes on school safety in students being bullied and the bullies. Changes in student bullying and appropriate and inappropriate responses to bullying were generalized to non-training settings and remained at intervention levels for all participants. Social validity surveys indicated high acceptability of the BP-PBS intervention by teachers.
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Coffin, Juli. "Conceptualising bullying in an Aboriginal context as reported by the Yamaji community, to inform the development of a bullying prevention program that is culturally sensitive to the needs of Aboriginal students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/396.
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The Solid Kids Solid Schools project aimed to capture the unheard voices of Aboriginal children and community members on the issues surrounding ‘bullying’. In an Aboriginal context bullying is different and the outcomes are different, yet mainstream programs are utilized to combat the issue. We need to know how bullying is different for Aboriginal children and young people, why it is different and what does this difference mean in terms of addressing this issue in a school and community setting? A community based steering group guided the direction of this study and the larger Solid Kids Solid Schools project. Snowball sampling and volunteer recruitment (Sarantakos 1993) were used to secure consent and interviews with over 190 Aboriginal respondents in the Yamaji (Midwest) region of Western Australia. Respondents included children, youth, Elders and parent/caregivers. Face to face interviews were conducted and transcribed by Aboriginal researchers to ensure cultural validity. Interviews were used to understand Aboriginal respondents’ experiences with bullying, its effects and what was needed to reduce its prevalence and harm to those who are targeted. While bullying was found to be an issue for all children, bullying perpetration and victimisation among Aboriginal children and youth appears to be different. Further, Aboriginal children and youth seem to be affected differently to non-Aboriginal children and youth. Bullying is not thought to be cultural or acceptable and the long term effects were not widely recognised among community members. Bullying appears to have a pattern of acceptance among young people and intra-racial bullying was found to be the most hurtful to Aboriginal children and youth. Long-term violence and community acceptance of bullying allows other anti-social behaviours to manifest and the belief in the need for young people to ‘fight all the way up’ is expected by the community. Intra-racial bullying and other forms of aggression need to be dealt with by both the school and the wider community setting and recognized as a serious issue facing many Aboriginal children and families. Without fully understanding this very personal, emotive and critical issue in an Aboriginal context we cannot take action to reduce its negative impact. This shared understanding must be developed with sensitivity whilst maintaining cultural integrity for Aboriginal people. While the effects of bullying are widely known for mainstream children and communities, this study provides the first major insight into how this harmful behaviour is perceived and experienced by Aboriginal people. Only with this understanding can we begin to develop community-based interventions to help young people to deal with this problem behaviour.
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Johansson, Anna, and Elin Jönsson. "Alla Helsingborgs barn är våra barn och vi ska ta hand om dem tillsammans." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27026.
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The aim of this study was to examine how the school counselors experience their role in the school when it comes to working against bullying. We also wanted to examine how the cooperation works between school counselors and the rest of the school personnel. To obtain useful data for our analysis we used a qualitative method which includes six interviews with six school counselors from municipal and independent primary schools in Helsingborg. To deepen our knowledge even further we have included three theories which are the theory of profession, role theory and Bronfenbrenner's ecological systems theory.Since this study is based on interviews with school counselors that works in both municipal and independent primary schools, their experience of the preventive work has also been different. The school counselors that works in the municipal schools focus their preventive work through the anti-bullying program Olweus were they for example use surveys to measure the students wellbeing. The independent schools does not work after a specific program and thus has a larger action space to work with. The result of this study shows that the work against bullying varies from the different schools.The school counselors experience of their role in the work against bullying also varies where some of them felt that they have a significant role in the preventive work where others meant that the responsibility lays on the students mentors and teachers. Through this study cooperation has been a consistent theme where the informants believe that the cooperation between them, teachers and the students families is necessary to be able to do a good preventive work in the schools. The cooperation seems to work well in the school but there is parts of the work against bullying that needs clarification when it comes to accountability.
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Håkansson, Jens, and Esther Linnane. ""E-mobbning finns inte på vår skola"- En kvalitativ studie om e-mobbningens plats i skolans antimobbningsprogram." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30747.
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The purpose of this study was to highlight cyber-bullying and its place in today’s schools. Our aim was to research how schools with bullying prevention programs are equipped to handle and take action against cyber-bullying. Furthermore this study focuses on whether or not schools are responsible for cases of cyber-bullying. We also aimed to present teachers’ general views and knowledge regarding this phenomenon. In order to emphasize these issues we have asked the following questions: How do teachers’ perceive the existence of cyber-bullying in school? What do schools do to prevent and take action against cyber-bullying? Who is responsible for taking action against cyber-bullying? As a method to obtain answers to these questions we have used five qualitative interviews. Our informants were various educators involved with bullying prevention programs in their respective schools. Socio cultural, organisational and judicial perspectives support our theoretical framework. Our results show that although the schools in our study may be capable of dealing with traditional bullying, they are not suitably equipped to deal with cyber-bullying. In general the educators are in agreement that they are inadequately informed about cyber-bullying. All informants were prepared to further educate themselves in order to prevent and combat this new phenomenon. Finally in order for our schools to be able to act effectively on cyber-bullying there must be clear laws put in place.
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Wängman, Anna, and Ulrika Líndqvist. "Elevers uppfattningar om en skolas trygghetsplan." Thesis, University of Gävle, Department of Education and Psychology, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-3041.
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<p>Abstrakt</p><p>Titel: Elevers uppfattningar om en skolas trygghetsplan ”Det är väl någonting som skolan har för att alla ska känna sig trygga”</p><p>Författare: Anna Wängman & Ulrika Lindqvist</p><p>Ty av arbete: Examensarbete (10p)</p><p>Handledare: Ingegerd Gudmundson Examinator: Maud Söderlund</p><p>Program: Lärarprogrammet, Högskolan i Gävle</p><p>Datum: December 2007</p><p>________________________________________</p><p>Syfte</p><p>Studiens syfte var att undersöka vad elever vet om skolans trygghetsplan och hur elever uppfattar skolans förebyggande arbete mot mobbning och kränkningar. Den empiriska undersökningen avsåg att besvara syftet utifrån fyra underfrågor som berör området.</p><p>Metod</p><p>Två metoder användes i form av enkätundersökning och gruppintervju. Elever i en klass i år 9 svarade på en enkätundersökning om mobbning och kränkande behandling och förebyggandet av dessa samt skolans trygghetsplan. Tre elever i denna klass deltog sedan i en gruppintervju i ämnet.</p><p>Resultat</p><p>8 av 13 elever vet att skolan har en trygghetsplan men de vet inte vad som står i den. 9 av 13 elever vet inte vad en trygghetsplan är. Resultatet visar att eleverna uppfattar att skolan arbetar förebyggande med hjälp av kamratstödjarverksamhet och enkätundersökningar angående mobbning. Drygt en tredjedel av eleverna uppfattar inte att skolan arbetar förebyggande mot mobbning och kränkningar.</p>
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Tokarick, Karen. "The Effect of Bullying Prevention Programs on the Perceptions of Bullying Among Female Youth." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/288.
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Bullying has become a widespread social issue. Previous research has focused on both genders and various grade levels; it has shown that programs reduce bullying and improve social climates and attitudes toward academics. The effect of these programs, specifically on female youth, has not been studied. This study addressed the effect of bullying prevention programs on perceptions of bullying among female youth in Grades 5-7 in 2 schools in rural eastern Pennsylvania. One school utilized a prevention program while the other did not. Teachers and administrators were also interviewed to gain insight regarding their perceived effectiveness of the program. The main research question examined if prevention programs resulted in reductions in the perceptions of peer bullying among female youth in Grades 5-7. Telephone interviews with 30 students were conducted to assess if bullying programs alter perceptions of bullying. The theoretical bases of social learning theory and general aggression model were used to determine if programs altered perceptions of bullying. Bullying perceptions of participants from both schools were compared. An ethnographic design was employed, using partial grounded theory as the primary methods of research. Data were reviewed and codes were determined based upon the frequency of responses to interview questions. Results showed that bullying was prevalent in both schools; however, the prevention program did not alter perceptions of bullying, indicating problems with program implementation. The current research provides insights for school administrators regarding changes needed in program implementation to improve students' perceptions and possibly reduce bullying among this population.
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Sampaio, Julliane Messias Cordeiro. "Bullying no contexto escolar: avaliação de um programa de intervenção." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/22/22133/tde-04032016-193910/.
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O bullying pode ser considerado um tipo de violência cujas ações podem causar danos graves aos envolvidos, seja enquanto vítimas ou agressores, ou mesmo de maneira indireta, como espectadores/testemunha. Porém, a fim de mediar os conflitos existentes, pode-se construir um processo emancipatório, no qual o sujeito se torne capaz de gerir suas decisões, em se envolver ou não com o esse tipo de violência na escola, apoiado no conhecimento de sua realidade. Buscando ações de redução e de prevenção do bullying, o Programa de Intervenção Educação em Saúde Antibullying (PIESA) foi executado em uma escola estadual do interior paulista com o objetivo de avaliar os efeitos de sua implementação realizada por uma enfermeira. Método: estudo quase-experimento (antes e depois), utilizando como sujeito 260 estudantes na faixa etária dos 10 aos 17 anos de idade, do 6º ao 9º ano do ensino médio de uma escola pública do interior paulista. A coleta de dados ocorreu no período de abril de 2012 a setembro de 2013. Os dados foram submetidos à análise estatística, obtendo-se a razão de prevalência com o intervalo de confiança (IC) de 95% e comparação dos períodos pré e pós intervenção. Os programas utilizados nas análises foram SPSS 22 e R 3.0.2. Em todos os testes adotados, foi utilizado o nível de significância de 5%. Resultados: Constatou-se que houve mudança de comportamento entre os estudantes envolvidos direta ou indiretamente com o bullying após a execução do PIESA (p=0,001), e, os dados apontaram um decréscimo da prevalência de vítimas e de agressores após a intervenção, bem como das situações que permeavam o fenômeno. \"Pôr apelido\" e ser \"zoado\" foram as manifestações mais relatadas, tanto por vítimas, quanto por agressores e, de igual forma, a frequência dessas perpetrações diminuíram na segunda etapa da investigação. Observou-se ainda a prevalência maior de vítimas do sexo feminino (55,6%) e, quanto ao sexo dos agressores, os percentuais foram semelhantes: 49,0% eram meninas e 51,0% eram meninos. Conclusão: Os resultados dessa investigação apontaram que o programa de intervenção pode ser implementado por um enfermeiro. Para tanto, deve-se reavaliá-lo periodicamente para que, caso surjam novas possibilidades de conflitos e, até mesmo, novas formas de manifestação, a comunidade escolar seja capaz de detectar e intervir rapidamente, evitando que um novo ciclo de violência se inicie<br>Bullying can be considered a kind of violence whose actions can cause serious damage to those involved, either as victims or perpetrators, or even indirectly, as spectators / witness. However, in order to mediate existing conflicts, it can construct an emancipatory process, in which the subject becomes able to manage their decisions, to engage or not with this kind of violence at school, supported by the knowledge of his reality. Seeking actions to reduce and prevent bullying, the Education Program Intervention in Health Antibullying (PIESA) was executed in a public school in São Paulo State, Brazil, in order to assess the effects of its implementation carried out by a nurse. Method: quasi-experimental study (before and after) using as subjects 260 students aged from 10 to 17 years old, from 6th to 9th year of high school from a public school in São Paulo State, Brazil,. Data collection occurred from April 2012 to September 2013. Data were analyzed statistically, yielding a prevalence ratio with confidence interval (CI) of 95% and comparison of pre- and post-intervention. The programs used in the analysis were SPSS 22 and R 3.0.2. In all tests adopted, we used the 5% significance level. Results: It was found that there was a change of behavior among students involved directly or indirectly with bullying after running the PIESA (p = 0.001), and the data showed a decrease in the prevalence of victims and aggressors after the intervention, as well as of the situations which permeated the phenomenon. \"Putting nickname\" and being \"mocked\" were the most frequently reported events, both by victims and by aggressors and, equally, the frequency of these perpetration decreased in the second stage of the investigation. It was also observed a higher prevalence of female victims. Conclusion: The results of this research show that the intervention program can be implemented by a nurse. For this, one must reevaluate it periodically so that, in case of new potential for conflicts and even new forms of manifestation, the school community is able to detect and intervene quickly, preventing a new cycle of violence begins
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Errichetti, Karen Sautter. "An evaluation of the early implementation of school-based bullying prevention programs in Massachusetts." Thesis, Boston University, 2014. https://hdl.handle.net/2144/11043.
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Thesis (Dr.P.H.)--Boston University<br>Background: A quarter of U.S. children are bullied annually. State legislatures have responded to high profile media exposure of bullying and increased public concern by passing legislation aimed at preventing bullying among school children.
Methods: The RE-AlM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework was used to evaluate public school district responses to a Massachusetts 2010 anti-bullying law (MGL Ch. 71, Section 370). Massachusetts parents, school committee members, law enforcement leaders, and superintendents were surveyed about their perceptions of the law and its implementation. Comparative analyses were conducted using chi-square tests for categorical data. School district stakeholders in four diverse Massachusetts communities also were interviewed in depth to identify factors affecting adoption, implementation, and maintenance of school bullying prevention. Findings from these case studies were analyzed using standard qualitative analysis techniques and software.
Results: The law had broad reach across Massachusetts public schools, with high levels
of awareness of the law's existence (93.4%) and support for the mandate (81.3%) from an
array of school constituencies. Across all stakeholders, there was a low degree of belief that bullying rates had decreased after the law's implementation. Superintendents were more likely than school committee members or parents to believe school bullying interventions were effective. There was no evidence to suggest that school districts modified or realigned their anti-bullying strategies in response to the legislation. School districts have complied with the letter of the law, but adoption of the law has been challenged by competing priorities, absence of community consensus about the importance of the problem, concern about the evidence base for anti-bullying curricula, and the appropriateness of delegating responsibility for bullying prevention to schools. Conclusion: The anti-bullying mandate catalyzed school districts to standardize their response to bullying, but there is no evidence to suggest an impact on bullying rates. The narrow focus of a bullying law could redirect resources away from equally important priorities and programs related to socio-mental health and root causes of bullying. Findings suggest that re-direction of narrow regulatory efforts mandated by the law into collaborative development of broader health promotion programming with local flexibility may address bullying more effectively.
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Losey, Raymond Alan. "An evaluation of the Olweus Bullying Prevention program's effectiveness in a high school setting." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1250132432.
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Thesis (Dr. of Education)--University of Cincinnati, 2009.<br>Advisor: Mei Tang. Title from electronic thesis title page (viewed Dec. 15, 2009). Includes abstract. Keywords: bullying; bullying prevention; Olweus. Includes bibliographical references.
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Ordonez, Maria Alicia. "Prevalence of bullying among elementary school children as a function of the comprehensiveness of anti-bullying policies and programs in the school." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344194.
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This study identified research-based components for an effective anti-bullying policy and arranged them according to Bronfenbrenner's (1989) ecosystemic framework. It was hypothesized that the prevalence of different types of bullying was lower in elementary schools with a greater comprehensiveness of anti-bullying policies. Independent variables included the rated presence of anti-bullying components in school policies at four ecosystemic levels: microsystemic, mesosystemic, exosystemic, and macrosystemic. Dependent variables consisted of students' self-report of the occurrence of four types of bullying: attacks on property, and physical, verbal, and social bullying.Two hundred and thirty-one students from six elementary schools completed the Multidimensional Peer-Victimization Scale (Mynard & Joseph, 2000). The majority of students were African American. Three focus groups (students, parents, and school personnel) were also conducted in each school to gather information about anti-bullying policies. Independent raters blind to the hypothesis rated the information from the focus groups using the Comprehensiveness of Anti-bullying Policies Scale; a reliable measure designed for this study. Further, this information was evaluated through content analysis.Results of a One-Way (Comprehensiveness of Policies and Programs) Between Subjects MANOVA revealed a greater prevalence of verbal and physical victimization associated with schools having a lower comprehensiveness of anti-bullying policies and programs. Social victimization and attacks on property did not vary, however, as a function of the comprehensiveness of a school's policies.A supplementary 2 (Gender) x 2 (Comprehensiveness of Policies and Programs) Between Subjects MANOVA yielded no significant interaction between gender and the comprehensiveness of anti-bullying policies. A main effect for gender was found to be significant, however. Boys reported a higher level of physical bullying than girls.Content analyses showed focus group participants perceived physical bullying as more severe than the other types. Participants also reported harsher consequences to address such bullying. It is possible schools convey greater intolerance for physical bullying, hence its lower prevalence.It is concluded that schools' anti-bullying efforts should involve all ecosystemic levels. In addition, policies must include all types of bullying and communicate equal intolerance for each. Implications for theory, counseling, research, and anti-bullying policies are discussed.<br>Department of Counseling Psychology and Guidance Services
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Wong, Jennifer S. "No bullies allowed understanding peer victimization, the impacts on delinquency, and the effectiveness of prevention programs /." [Santa Monica, Calif. ] : Pardee Rand Graduate School, 2009. http://www.rand.org/pubs/rgs_dissertations/2009/RAND_RGSD240.pdf.
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Pereira, Ana Carina Stelko. "Avaliação de um programa preventivo de violência escolar: planejamento, implantação e eficácia." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/5974.
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Previous issue date: 2012-08-31<br>Universidade Federal de Minas Gerais<br>Essa tese foi escrita no formato de um compêndio de textos científicos. Tais textos estão articulados de modo a fundamentar o desenvolvimento, avaliação e aprimoramento de um programa preventivo brasileiro de violência escolar, denominado Violência Nota Zero. Primeiramente, fez-se uma discussão sobre definição de violência escolar, indicando que essa envolve alunos, funcionários de escolas, pais, comunidade e ações como agredir fisicamente, verbalmente, destruir ou roubar materiais, e especificidades, como o bullying. Em seguida, fez-se uma revisão sistemáticas de literatura de estudos brasileiros publicados em periódicos nacionais sobre prevenção de violência escolar e bullying, apontando a necessidade de se desenvolver e avaliar programas em relação a tal problema. Um instrumento (Escala de Violência Escolar versão a alunos), o qual foi aplicado para avaliar o programa, teve a suas características psicométricas avaliadas. O programa foi descrito em detalhes e, depois, expôs-se a avaliação social do programa e, posteriormente, os resultados alcançados. Tendo-se explicado como é o programa e os resultados obtidos, procedeu-se a criação de um material a ser incluído no programa que ensine a alunos a como lidar com situações de violência na escola. Por fim, apresentou-se um texto que incentiva a formação de uma rede brasileira para enfrentar a violência na escola e bullying, descrevendo-se a experiência canadense a respeito. Assim, ao total, essa tese engloba oito textos científicos, sendo cinco artigos, um capítulo de livro, uma nota técnica e um relato de experiência.
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Valdebenito, Wladimir, and Milkyas Aberham. "Hur personal från två skolor väljer samt implementerar en metod mot mobbning." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-18318.
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Syftet med denna studie är att få en förståelse för hur skolpersonal väljer en förebyggande metod mot mobbning samt hur de implementerat programmet SET. Studien utgår från den hermeneutiska forskningstraditionen, med en kvalitativ ansats. Undersökningen bygger på semistrukturerade intervjuer med fem arbetande personer inom skolan. Resultatet visar att det är viktigt att det finns ett gemensamt behov av förändring, för att kunna påbörja ett arbete i att välja en ny metod. Det är viktigt att all skolpersonal inkluderas i implementeringen, pedagoger såväl som servicepersonal. En planering och ett mål måste sättas upp för att tydliggöra för alla involverade om hur man vill arbeta. Slutsatser visar även att metoder är bra redskap för att arbeta utifrån samma grund, men det är viktigt att det kritiskt reflekteras över vad man väljer att arbeta med.
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Bradic, Matthew C. "A survey study of the perceptions of middle school personnel with respect to learning disabled students as victims of bullying/harassment and the corresponding relationships with bullying prevention and discipline." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1396354964.
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Saavedra, Andrades Gabriela Inés. "Jugar es cool por una buena convivencia: — programa de comunicación visual basado en el aprendizaje y el juego cooperativo como medida preventiva de bullying." Tesis, Universidad de Chile, 2012. http://repositorio.uchile.cl/handle/2250/100475.
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Como una medida preventiva a la problemática del Bullying se crea este programa de
comunicación visual, con el objetivo de mejorar la convivencia entre los niños en la sala
de clase en el primer ciclo de Educación Básica, basándose en los planteamientos del
Aprendizaje y el Juego Cooperativo.
Este proyecto se fundamenta en una triada: Educativo (El aprendizaje cooperativo para
lograr una mejor convivencia entre los niños de primer ciclo básico), Lúdico (la utilización
del juego cooperativo como soporte para generar una experiencia significativa en el público
objetivo) y Diseño (Comunicación Visual y Diseño Industrial).
Los resultados obtenidos con esta investigación pueden ser un agente de cambio en
cómo abordar problemáticas tan complejas como el Bullying.
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林秋君. "The Effect of Life Education Curriculum as a Bullying Prevention Program." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/59667304347805630074.
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碩士<br>臺北市立教育大學<br>心理與諮商教學碩士學位班<br>101<br>The Effect of Life Education Curriculum as a Bullying Prevention Program
Abstract
The purpose of this study was to investigate the effect of life education curriculum on reducing bullying tendency and on increasing empathy among sixth-grade students. A quasi-experimental method was adopted in this study, with subjects being divided into two groups. One group received life education curriculum for 5 weeks, with a total of 15 classes, whereas the other group received regular courses. The data were collected using “The Scale of Bullying Tendency ” and “The Scale of Children’s Empathy, ” and were analyzed by two-way ANCOVA. For experimental group, qualitative questionnaires were also collected for further interpretation of the research results. The major findings are as follows:
1. The Scale of Bullying Tendency has good reliability and construct validity.
2.Bullying tendency and empathy were negatively correlated.
3.The life education curriculum was found to be effective in reducing the students’ bullying tendency, and the effects did not vary with gender.
4.The life education curriculum was found to be effective in increasing students’ empathy, and the effects did not vary with gender.
5. The experimental group responded positively to the life education curriculum.
Based on the research results, the researcher has put forward some suggestions for instruction and future research.
Key words: bullying, bullying prevention curriculum, empathy, life education curriculum, quasi-experimental
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Moffett, Catherine Frith. "Bullying and school violence-the relationship of staff beliefs and practices to bullying prevention program implementation /." 2003. http://wwwlib.umi.com/dissertations/fullcit/3091182.
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Ferng, Jia-Yuh, and 馮嘉玉. "An Intervention Program on Bullying Prevention in Junior High School~Including Peer Sexual Harassment Prevention." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/n3yak7.
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博士<br>國立臺灣師範大學<br>健康促進與衛生教育學系<br>101<br>The present study aimed to establish an intervention program on bullying prevention based on Social Cognitive Theory and Health Promoting School model. This program placed emphasis on life skills, supportive environment to promote the behavioral capability, psychological and environmental determinants of behavior, and behavior intention on bullying prevention of junior high school students. The study tried to understand the feedback of the intervention program from the participants of the program, too.
This study adopted nonequivalent experiment control group design. First, the researcher chose experiment and control schools with the suitable conditions. Second, the participants were randomly sampled based on classes from the experiment school and randomized to experiment group A and experiment group B. The control group was randomly sampled based on classes from the control school, too. The experiment groups were screened after pre-post test and follow-up test, and the control group was screened after pre-post test. There were 128 effective samples in experiment group A, 129 ones in experiment group B and 127 ones in the control group. Thus the sum of 384 second-grade junior high school students were involved in this study.
The experiment group A underwent the intervention of “bullying prevention curriculum” (taught in the “Health Education” courses for 8 weeks, 45 minutes per week) and “supportive environment” (school-wide campaign) at the same time, while the experiment group B took the intervention of “supportive environment” only. The control group didn’t receive any curriculum or activity about bullying and sexual harassment except those ordered by the Ministry of Education or carried routinely.
The results showed that the program which combines “curriculum” and “supportive environment” can promote the behavioral capability (knowledge and life-skills), psychological determinants of behavior (outcome-expectations and self-efficacy), incentive motivation and behavior intentions on bullying and peer sexual harassment prevention. But it showed obvious effects neither on changing classroom climate and social support among junior high school students, nor on decreasing the frequency of bullying. If taking the intervention of “supportive environment” exclusively, it improved knowledge only. The results showed that the program led to remarkable effects on indirect influencing factors of bullying and peer sexual harassment, and the participants had positive evaluation on this program. Both showed that the program is worth being promoted in the future.
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MARTINKOVÁ, Barbora. "Srovnání programů prevence šikany v České republice a v zahraničí." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-391762.
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The thesis is comparing Czech and foreing bullying prevention programs. At first terms bullying and prevention are explained. The bullying prevention programs are described, compared and evaluated acording to predefined criteria. Based on the result quality of Czech bullying prevention programs is determine and suggestions to improve Czech programs are placed.
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STIFTEROVÁ, Pavla. "Problematika šikany na prvním stupni ZŠ a možnosti prevence." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-79505.
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Today bullying is a very actual theme. We can find bullying in nearly all primary schools. The thesis ?The problems of bullying at primary schools and options for prevention? has the goal to look deeper in the issue. The term bullying is defined in the theoretical part of the thesis. There is analysed the newest knowledge about the causes, occurrences and consequences of bullying in the environment of primary schools. In the practical part of the thesis I am trying through questionnaires to analyse the current situation related to prevention programs at primary schools. This is to analyse collected data in a quantitative survey, which is appropriate for this issue. The research solution was made in four primary schools and 215 pupils of the fifth grade and 10 class teachers participated. This work is for everyone, who does not only want to observe.
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Sukhawathanakul, Paweena. "Contexts that enhance victimization prevention: the effect of social responsibility on the WITS® program." Thesis, 2011. http://hdl.handle.net/1828/3600.
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Peer victimization, the experience of being socially excluded, emotionally mistreated or physically abused by peers, is a serious social issue in schools. Past research suggests that whole school, multi-component programs which aim to change school contexts are most effective in reducing victimization. However, the underlying mechanisms that are responsible for program effectiveness are not well understood. The current study examined how protective contexts influence young children‟s reports of victimization in early elementary school. Participation in the WITS® peer victimization prevention program, as well as classroom and individual levels of social responsibility, were tested as protective factors associated with declines in victimization over time. In a sample of 830 children, trajectories of physical and relational victimization were examined across Grades 1 to 3 with the use of latent multiple-indicator growth modeling. Children in the WITS® program (n = 422) showed more rapid declines in peer victimization over time compared to children in control schools (n = 418). Classroom levels of social responsibility were associated with declines in relational victimization for program children. Individual levels of social responsibility were associated with declines in physical victimization for program children. Implications for changing classroom norms through promoting social responsibility in the context of intervention and prevention are discussed.<br>Graduate
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Elkinson, Lauren Brooke. "The design of a lunchtime relational aggression prevention program targeting elementary school aged females." 2009. http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000051632.
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Silva, Clara Maria Monge Salvado Ribeiro da. "Criação e implementação de um programa de prevenção do bullying numa escola de Jardim de infância e 1º ciclo portuguesa." Master's thesis, 2015. http://hdl.handle.net/10071/10667.
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The PsycINFO Content Classification Code system:
3000 Psicologia Social
3020 Grupo & Processo Interpessoal
3560 Dinâmicas de sala & Ajustamento de estudantes & Atitudes<br>O bullying escolar é um fenómeno com uma taxa de prevalência em Portugal
bastante elevada. As situações de bullying na infância, revelam consequências bastante
graves na vida da criança (como o abuso de substâncias), quando a situação não é
tratada.
Este trabalho surgiu através da necessidade da escola ABC diminuir os valores
de violência entre pares e de bullying escolar, pelo desenvolvimento de um programa de
prevenção de bullying, para o jardim de infância e primeiro ano do primeiro ciclo. Pela
revisão de literatura que expomos de seguida, poderemos verificar que o programa de
prevenção que trabalhe o desenvolvimento de competências sócio emocionais, irá
diminuir as altas taxas de bullying.
A nossa amostra é constituída por 30 alunos do jardim de infância e do primeiro
ano do primeiro ciclo da escola ABC. Estes alunos serão dividididos em dois grupos,
onde cada grupo terá 15 participantes. As idades dos participantes variam entre 4 e 7
anos.
O programa Bullying, Não! irá ser baseado no modelo ecológico de
Bronfenbrenner (1977).
Tendo em conta a idade dos participantes, optou-se por fazer uma breve
explicação do conceito de bullying na primeira sessão, e todas as outras sessões tem
como objetivo promover as competências sócio emocionais necessárias à criação de
relações sociais positivas. Espera-se uma melhoria na construção das relações sociais
positivas, de forma a diminuir as situações de agressão e bullying entre pares. Por parte
da comunidade educativa, espera-se conseguir facilitar a identificação dos sinais de
alarme, de forma a poderem intervir mais cedo nas situações de bullying e diminuir as
suas consequências na vida das crianças.<br>The school bullying is a phenomenon with a high prevalence rate in Portugal.
The bullying situations in childhood, reveal quite serious consequences in the child's life
(such as substance abuse), when the situation is left untreated.
The school ABC needs to decrease the values of peer violence and school
bullying. This work born to decrease this necessity, by developing a bullying prevention
program for kindergarten and first year of the first cycle. For the literature review, we
may find that the prevention program that works to develop social emotional skills, will
reduce the high bullying rates.
Our sample consists of 30 kindergarten students and first year of the first ABC
school cycle. These students will be divided into two groups, where each group will
have 15 participants. The age of the participants varies between 4 and 7 years. Our
program will be based on environmental model of Bronfenbrenner (1977).
Taking into account the age of the participants, it was decided to make a brief
explanation of the concept of bullying in the first session and all other sessions aims to
promote social emotional skills needed to create positive social relationships.
It is expected an improvement in the construction of the positive social
relationships, in order to reduce situations of aggression and bullying peer. In the group
with the educational community, it is expected to facilitate the identification of warning
signs, so that they can intervene earlier in bullying situations and reduce the
consequences in the lives of children.
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Míčková, Aneta. "Primární prevence vybraného rizikového chování na ZŠ v okrese Strakonice." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-344715.
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This thesis deals with the topic of Primary prevention of student's risk behavior at the chosen primary schools in the district of Strakonice. The main goal of this thesis is to find out if the students are educated enough about the risk behavior and it's prevention, and to evaluate prevention activities that the schools implement within the risk behavior. To fulfil the main and partial goals two research methods are used - questionnaire designed for students and interview with school prevention methodologist. The theoretical part of this thesis deals with the charasteristics of risk behavior and detailed description of chosen types of risk behavior. Moreover it deals with primary prevention, it's characteristics and describes prevention programs that school can use. This part also points out the prevention base of schools, thus institutions cooperating with school and documents that the schools support within the prevention of risk behavior. In the practical part, information gained from the research are analyzed and evaluated and this serves to verify the set goals of the thesis. Based on the research that was done, recommendations for improving the school prevention are suggested. In the conclusion of the thesis it is stated that the upper students (2nd grade) of elementary schools are on one...
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Chmelařová, Jana. "Role rodiny a školy v prevenci kyberšikany." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-368596.
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This thesis deals with the issue of cyberbullying. It describes technical and technological means by which cyberbullying can be generated and distributed. Part of the work is devoted to creation, forms, manifestations, consequences and effects of cyberbullying on the involved. It warns of the dangers which threaten children on the Internet. Moreover, it also discusses the possibilities, resources and recommendations for prevention and preventive programmes against cyberbullying. The empirical part is devoted to research and its analysis, a description of the findings and assessment of research.
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Dušková, Eva. "Aktuální trendy v oblasti primární prevence poruch chování u dětí a dospívajících." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-313186.
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7 Annotation Graduation thesis deal with problems of behavioral disturbances about children and adolescents. First part describes professional notions about behavioral disturbances in next chapters describes particular behavioral disturbances it's etiology and diagnosis. Final parts focus on kinds of primary prevention predominantly in elementary school and in non-for- profit organization. Thesis deal with specific and nonspecific prevention of behavioral disturbances.
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Kimáková, Klára. "Šikana z pohledu učitelů a žáků ve vybrané základní škole." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-313614.
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Title: Bullying from the viewpoint of teachers and students at the selected elementary school. Abstract: This paper presents views and observations on the subject of bullying from the viewpoint of teachers and students of the second level of a selected elementary school in Prague 6. The theoretical section contains definition of basic terms. Organisation of the selected school in Prague 6 is described. Research forms a major part of the Thesis. Surveys were carried out by means of questionnaires, observations and interviews. Results show a positive climate at the school created by teachers. Agressive behaviour is not overlooked and is dealt with by each teacher individually. The elementary school cooperates with a citizens group Prev-centrum which prepares preventive programs for individual classes. Bullying does take place at the school but at a much lower level than presented by media and what is common at some other elementary schools. Keywords: bullying, aggression, bullying prevention, preventive programms, solution of bullying
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Шкриль, Ірина Борисівна, та Iryna Borysivna Shkryl. "Соціально-педагогічна профілактика булінгу у шкільному середовищі". Master's thesis, 2020. http://repository.sspu.edu.ua/handle/123456789/10164.
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Магiстерське дослiдження присвячене проблемi соціально-педагогічної профілактики булінгу у шкільному середовищі.
Проаналiзовано стан проблеми у науковій лiтературi, визначено основні поняття, такі як «булінг», «профілактика», «підлітковий вік», «програма профілактики» та інші; описано соціальну структуру булінгу в шкільному середовищі, наслідки булінгу, проаналізовано психосоціальні особливості профілактики булінгу підлітків, міжнародні та вітчизняні нормативно-правові документи та зарубіжний і вітчизняний досвід соціально-педагогічної профілактики підліткового булінгу в шкільному середовищі; розроблено, апробовано та пiдтверджено ефективнiсть програми соціально-педагогічної профілактики підліткового булінгу в шкільному середовищі.
Для експериментального дослідження нами була обрана Конотопська спеціальна загальноосвітня школа-інтернат. Провівши за допомогою анкетування діагностику схильності підлітків до булінгу ми розробили свою програму соціально-педагогічної профілактики. У нашій програмі соціально-педагогічної профілактики підліткового булінгу в шкільному середовищі ми використовували такі методи, як: спостереження, анкетування, бесіда, тренінг та індивідуальну бесіду з психологом для булера та жертви.<br>The master's research is devoted to the problem of social and pedagogical prevention of bullying in the school environment.
In the master's research article analyzes the state of the problem in the scientific literature, defines the basic concepts such as "bullying", "prevention", "adolescence", "prevention program" and others; the social structure of bullying in the school environment and the consequences of bullying are described; analyzes the psychosocial features of adolescent bullying prevention, international and domestic regulatory documents, and foreign and domestic experience in social and pedagogical prevention of adolescent bullying in the school environment; the effectiveness of the program of social and pedagogical prevention of adolescent bullying in the school environment has been developed, tested and confirmed.
For the experimental research we selected the Konotop special general education boarding school. After conducting a survey to diagnose the propensity of adolescents to bullying, we developed our own program of social and pedagogical prevention. In our program of social and pedagogical prevention of adolescent bullying in the school environment, we used such methods as: observation, questionnaires, conversation, training and individual conversation with a psychologist for the bully and the victim.
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ZÁLESKÁ, Lenka. "Zkušenosti žáků ZŠ s prevencí šikany na školách ve Svitavách a okolí." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-52472.
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The aim of my diploma thesis, which is both theoretical and research work, is to describe possibilities of some of the available bullying prevention schemes for the basic schools in Svitavy and its surroundings. In the first theoretical part, the reader is acquainted with the problem of bullying and then the primary, secondary and tertiary prevention approaches to this pathological behaviour are explained. The thesis focuses especially on introduction of the methods, or the particular prevention projects, in use that contribute much to decreasing the danger of bullying emerging. The second practical part, which was done at six chosen basic schools of the Svitavy district, comprises the results of the questionnaire research. Pupils at the age of 14 and 15 as well as the schools prevention methologists and pedagogical advisers participated in the research - there were 108 pupils, comprising 63 girls and 45 boys, 5 prevention methodologists and 1 pedagogical adviser examined on the whole.
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Senekal, Annique. "Bully prevention through an evidence-based programme in the South African context." Diss., 2020. http://hdl.handle.net/10500/27245.
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The purpose of this research study was to explore the effectiveness of the KiVa anti-bullying programme with Grade 4 learners in a primary school, located in the Eden Central Karoo District of the Western Cape. Since bullying is a worldwide phenomenon, it is important to explore to what extent it is an issue in South Africa. International anti-bullying programmes, which are well researched and highly recommended, are described with an overview of the integration of systems theory with the practicalities of this research project. A mixed methods intervention design was used to collect data. Grade four learners completed questionnaires prior to and after implementation of the intervention programme, which comprised the quantitative data. The experiment schools Grade 4 Life Skills teachers led the implementation of the programme. Qualitative data were collected through semi-structured interviews with the Grade 4 teachers and the principal of the experiment school. The findings demonstrate that the implementation process over less than a year, did raise awareness and certain skills were developed and practised by learners. The effectiveness of the KiVa anti-bullying programme during a short period of six months, did establish consciousness and a change in attitude and behaviour. A statistically significant difference for two of the three categories, experiences at school (bullying) and about your life (well-being), of the questionnaire from before the implementation to after the implementation of the intervention programme was indicated at the experiment school. Thus, implications for future research regarding the implementation of the KiVa school-based programme are suggested.<br>Psychology of Education<br>M. Ed. (Psychology of Education)
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Monteiro, Ana Catarina Gonçalves Barroca. ""Programa Tractor": programa de prevenção em transgressionalidades juvenis." Master's thesis, 2013. http://hdl.handle.net/10437/7291.
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Orientação: João Pedro Oliveira<br>Com a globalização a abrir portas a maiores fluxos migratórios, aumentou a
heterogeneidade dos alunos, levando a uma transformação sociocultural nas escolas. “Não é
fácil educar. É mais fácil deixar andar, é mais fácil ignorar”, este é o mote para a mudança, a
mudança de escolas e comunidades. É necessário mudar, mudar mentalidades, atitudes e
comportamentos, mas principalmente a escola.
A criação deste programa prende-se com a necessidade de intervenção precoce ao
nível da violência e bullying nas escolas.
O problema observado e que levou à necessidade de criação deste programa é que ao
transitarem para o 4º ano de escolaridade, os alunos mudam também de estabelecimento de
ensino. Sendo agora os alunos mais velhos do 1º ciclo, surge a “necessidade” de se afirmarem
como tal, reclamando o domínio sobre o recreio. Ao inserir o 4º ano no mesmo
estabelecimento que o 2º e 3º ciclo bem como os Cursos de Educação e Formação de Jovens,
alterando assim os padrões de referência, os confrontos físicos e emocionais são inevitáveis
aumentando a violência entre os alunos. Este programa propõe acompanhar os alunos no 4º
ano de escolaridade de forma a fornecer-lhes ferramentas que auxiliem as suas escolhas e
tomadas de decisão, face a situações que, geralmente, despoletam a violência e o bullying.<br>With globalization opening doors to greater migration, heterogeneity of students
increased, leading to sociocultural transformation in schools. "It's not easy to educate. It is
easier letting go, it is easier to ignore”, this is the motto for the change, the change in schools
and communities. It is necessary to change, to change mindsets, attitudes and behaviors, but
especially the school.
The creation of this program relates to the need of early level of violence and bullying in
schools intervention.
The problem observed and led to the need for creation of this program is that when
transitioning to 4th grade, students also change their educational establishment. Being older
students of 1st cycle, comes the "need" to assert themselves as such, claiming dominion over
the playground. By entering the 4th year in the same establishment as the 2nd and 3rd cycle as
well as the Education and Training Courses Youth, thus changing the benchmarks, the
physical and emotional confrontations are inevitable increasing violence among students. This
program proposes to monitor students in the 4th grade in order to provide them with tools to
assist their choices and decision making in the face of situations that usually trigger violence
and bullying.
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Lišková, Olga. "Prevence šikany na 1. stupni ZŠ." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-379424.
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The master's thesis is devoted to bullying prevention with a focus on primary school pupils. It has both theoretical and empirical character. The theoretical part provides a deeper insight into the issue of bullying clarifies relationships among its actors and the displays of bullying while focusing on types of pupils'aggression. It further provides knowledge of developmental psychology. The bullying prevention part is divided into a sub-part, which teachers can use at class level, and a sub-part, which schools implement at the level of school education programme. At the end the preventive programmes for primary school pupils and organizations which provide primary prevention are described. The empirical part comprises a research conducted using Korthagen's "Spiral of Professional Development". A "Cats'Garden" preventive programme was implemented in the second grade classes of a primary school. After the implementation, a detailed reflection was carried out, in which the basic aspects were evaluated and the alternative options were suggested. Based on the evaluation, a new anti-bullying programme was developed and tested on the pupils. The research used observation methods, interviews and product analysis. The aim of the research was to evaluate the effectiveness of the programme considering...