Relevant bibliographies by topics / Bullying Program

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Bullying Program'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 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 Program.'

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 Program"

1

Zahraini, Dian Ayu. "Model Program Intervensi Anti Bullying Berbasis Sekolah." LITE: Jurnal Bahasa, Sastra, dan Budaya 15, no. 2 (2019): 136–60. http://dx.doi.org/10.33633/lite.v15i2.2844.

Full text
Abstract:
AbstractThis research is a learning model for anti-bullying program for the school-based early childhood stages beginning with a needs analysis which later developed learning models, and construct a draft model of learning. The study begins with a preliminary study that is the study of the theory and the findings of previous studies, followed by draft learning model. The final stage is the preparation of the guide book learning model prototype anti-bullying school-based program.The results showed that young children can develop an understanding of bullying, adaptation to classroom rules against bullying, understanding of what people feel about bullying and the basic rules in the anti-bullying program, as well as the goldern rules in the Playground. The implementation of the model of anti-bullying programs in schools in RA At Thohirriyah showed a positive response in which children can develop an understanding of the pre-reading the question, the question of post-reading, post-reading activities, and understanding of emotions as the process of developing their social skills. Keywords: Learning, Anti-Bullying, School Based
APA, Harvard, Vancouver, ISO, and other styles
2

Wójcik, Małgorzata, and Anna M. Hełka. "Meeting the Needs of Young Adolescents: ABBL Anti-Bullying Program During Middle School Transition." Psychological Reports 122, no. 3 (2018): 1043–67. http://dx.doi.org/10.1177/0033294118768671.

Full text
Abstract:
This article introduces ABBL, the anti-bullying program for the transition to middle school, which was designed as a free, feasible, and easily applicable solution for teachers who, for any reason, cannot take advantage of comprehensive anti-bullying school-based programs. The ABBL, based on the identification of the causal risk factors and mechanisms that lead to bullying, aims to influence the peer group in such a way that students do not reward antisocial behaviors and are, instead, able to create supportive class atmospheres and strong networks of personal attachments. The evaluation of the program effectiveness showed that it reduced bullying in the classroom. Indications for wider implementations are presented together with the ready-to-use ABBL anti-bullying program (see http://blizej.org/abbl-antibullying-program/ ).
APA, Harvard, Vancouver, ISO, and other styles
3

Ayyala, Manasa S., Saima Chaudhry, Donna Windish, Denise Dupras, Shalini T. Reddy, and Scott M. Wright. "Awareness of Bullying in Residency: Results of a National Survey of Internal Medicine Program Directors." Journal of Graduate Medical Education 10, no. 2 (2018): 209–13. http://dx.doi.org/10.4300/jgme-d-17-00386.1.

Full text
Abstract:
ABSTRACT Background Bullying of medical trainees is believed to occur more frequently in medical education than once thought. Objective We conducted a survey to understand internal medicine program director (PD) perspectives and awareness about bullying in their residency programs. Methods The 2015 Association of Program Directors in Internal Medicine (APDIM) annual survey was e-mailed to 368 of 396 PDs with APDIM membership, representing 93% of internal medicine residency programs. Questions about bullying were embedded within the survey. Bivariate analyses were performed on PD and program characteristics. Results Of a total of 368 PD APDIM members, 227 PDs (62%) responded to the survey. Less than one-third of respondents (71 of 227, 31%) reported being aware of bullying in their residency programs during the previous year. There were no significant differences in program or PD characteristics between respondents who reported bullying in their programs and those who did not (gender, tenure as PD, geographic location, or specialty, all P > .05). Those who acknowledged bullying in their program were more likely to agree it was a problem in graduate medical education (P < .0001), and it had a significant negative impact on the learning environment (P < .0001). The majority of reported events entailed verbal disparagements, directed toward interns and women, and involved attending physicians, other residents, and nurses. Conclusions This national survey of internal medicine PDs reveals that a minority of PDs acknowledged recent bullying in their training programs, and reportedly saw it as a problem in the learning environment.
APA, Harvard, Vancouver, ISO, and other styles
4

Gaite, Titus. "PENANGGULANGAN PERILAKU BULLYING MELALUI PROGRAM PEMBINAAN KARAKTER." PEDAGOGIKA: Jurnal Pedagogika dan Dinamika Pendidikan 6, no. 2 (2020): 107–14. http://dx.doi.org/10.30598/pedagogikavol6issue2page107-114.

Full text
Abstract:
Tulisan ini bertolak dari kerisauan peneliti terhadap maraknya perilaku bullying diantara anak bangsa yang dapat merusak karakter baik (good character). Bullying bagaikan virus yang dapat menyerang dan merusak sel-sel dalam tubuh, sehingga sangat dibutuhkan kehadiran pendidik yang bisa memberi panacea (obat mujarab) untuk menanggulangi perilaku bullying. Kontribusi pendidik melalui program pembinaan karakter dianggap sebagai jurus ampuh untuk menanggulangi perilaku bullying. Penelitian ini bertujuan untuk mengkaji penanggulangan perilaku bullying melalui program pembinaan karakter pada Boarding School SMA Negeri Plus Provinsi Riau. Program pembinaan karakter secara rutin menitikberatkan pada pembinaan disiplin, akhlak, dan kemampuan akademis terbukti efektif membentuk karakter baik (good character) peserta didik. Di satu sisi, perilaku bullying dapat diatasi karena beragam makna kebaikan yang tertuang dalam program pembinaan karakter dikonsumsi oleh seluruh warga Sekolah. Di sisi lain, penanggulangan perilaku bullying melalui program pembinaan karakter terbukti dapat mengubah lingkungan sekolah menjadi tempat yang menjamin keamanan dan kenyamanan
APA, Harvard, Vancouver, ISO, and other styles
5

Markovic, Marija, Zorica Stanisavlјevic-Petrovic, and Anastasija Mamutovic. "The application of a bullying prevention program in school - characteristics of effective programs." Zbornik Matice srpske za drustvene nauke, no. 175 (2020): 407–18. http://dx.doi.org/10.2298/zmsdn2075407m.

Full text
Abstract:
The problem of bullying represents a priority institutional, as well as wider social problem, and it needs to be addressed persistently and systematically, bearing in mind the long-term negative consequences that it leaves on all involved actors. In the school environment the most commonly applied level of prevention is universal, i.e. primary prevention. The study of the effectiveness of the application of various bullying prevention programs shows that it is possible to identify certain characteristics of effective programs. The given characteristics are systematized in terms of those related to the program itself, the specifics of the school staff and the teaching staff. In order for the school bullying prevention program to give valid results, it is necessary to focus on two general goals: creating a safe and supportive school environment - through changes at different levels of school functioning in order to create an supportive school climate, as well as the application of school rules against bullying; and the development of individual interpersonal competences among students - through the application of appropriate measures and activities at the individual or group level, aimed at the development of interpersonal skills. The process of designing school bullying prevention program should be based on the analysis and understanding of the specifics and needs of the existing school context.
APA, Harvard, Vancouver, ISO, and other styles
6

Arënliu, Aliriza, Dagmar Strohmeier, Jon Konjufca, Takuya Yanagida, and Christoph Burger. "Empowering the Peer Group to Prevent School Bullying in Kosovo: Effectiveness of a Short and Ultra-Short Version of the ViSC Social Competence Program." International Journal of Bullying Prevention 2, no. 1 (2019): 65–78. http://dx.doi.org/10.1007/s42380-019-00052-4.

Full text
Abstract:
Abstract Evidence-based anti-bullying programs are predominantly implemented in high-income countries, although there is a clear need for bullying prevention also in low- and middle-income countries. The present study reports the effectiveness of a short and ultra-short version of the ViSC Social Competence Program that was implemented in nine Kosovar schools. The ViSC program aims to empower adolescents to recognize bullying and to intervene in bullying situations. A quasi-experimental longitudinal control group design was realized to examine the effectiveness of the two program versions regarding different forms of self-reported perpetration and victimization. The short program version was implemented in 10 classes (N = 282, 52% girls, Mage = 13.45), the ultra-short program version was implemented in 13 classes (N = 354, 46% girls, Mage = 13.28), and 23 classes (N = 613, 50% girls, Mage = 13.31) served as control group. Multilevel growth models revealed intervention effects in favor of the ultra-short version when compared to the control group regarding physical victimization. All other effects were not significant. To conclude, educational and social policies supporting the implementation of evidence-based anti-bullying programs need to be issued in low- and middle-income countries, as even ultra-short versions might be effective in contexts with limited available resources.
APA, Harvard, Vancouver, ISO, and other styles
7

Lee, Seungha, and Youjung Kim. "Teachers' perceptions for bullying and expectations for anti-bullying program." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 1 (2020): 787–816. http://dx.doi.org/10.22251/jlcci.2020.20.1.787.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Gradinger, Petra, Dagmar Strohmeier, and Christiane Spiel. "Parents’ and Teachers’ Opinions on Bullying and Cyberbullying Prevention." Zeitschrift für Psychologie 225, no. 1 (2017): 76–84. http://dx.doi.org/10.1027/2151-2604/a000278.

Full text
Abstract:
Abstract. The goals of the present study were (1) to examine parents’ and teachers’ opinions on bullying and cyberbullying prevention, and (2) to investigate whether the involvement of their children or students in bullying affects their opinions. Altogether, 959 adults (466 parents, 493 teachers) reported on their opinions. More than 95% of parents and teachers regarded bullying as an important topic. Cyberbullying was seen as the least serious form and physical bullying as the most serious one. Ninety-five percent of parents and 90% of teachers stated that they would accept a bullying prevention program; 61% of parents and 75% of teachers were willing to actively participate in bullying prevention; 34% of parents and 66% of teachers reported that their own children or students were victims of bullying. This involvement moderated teachers’ opinions. Teachers of students affected by bullying rated verbal and cyberbullying as more serious, accepted prevention programs more readily, and were more willing to actively participate in a program compared to teachers whose students were not involved.
APA, Harvard, Vancouver, ISO, and other styles
9

Avilés Martínez, José Mª, Natividad Alonso Elvira, and Luciene Regina Paulino Tognetta. "REDES SOCIALES Y CIBERCONVIVENCIA. CONTENIDOS DE TRABAJO PARA EL DESARROLLO MORAL EN LA ESCUELA. PROGRAMA EDUCATIVO PRIRES (AVILÉS, 2013A)." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 7, no. 1 (2017): 247. http://dx.doi.org/10.17060/ijodaep.2014.n1.v7.796.

Full text
Abstract:
Abstract.The symposium offers a reflection on the underlying processes of moral character to the interpersonal relations that are brought into play in the school day- to- day life in general and in situations of peer violence (bullying and cyberbullying) in particular. It presents the educational program PRIRES so as to work these processes in the school community.Keywords: Bullying, Living together in school, Cyberbullying, Moral development, Social networks, Programs of preventionResumen.El simposio ofrece una reflexión sobre los procesos de carácter moral subyacentes a las relaciones interpersonales que se ponen en juego en la convivencia escolar en general y en las situaciones de violencia entre iguales (bullying y cyberbullying) en particular. Presenta el Programa Educativo PRIRES para trabajar esos procesos en la comunidad educativa.Palabras clave: bullying, convivencia escolar, cyberbullying, desarrollo moral, redes sociales, programas de prevención
APA, Harvard, Vancouver, ISO, and other styles
10

Yamasaki, Katsuyuki, Atsuko Umakoshi, and Kanako Uchida. "Efficacy of a School-Based Universal Program for Bullying Prevention: Considering the Extended Effects Associated with Achievement of the Direct Purposes of the Program." International Journal of Social Science Studies 5, no. 8 (2017): 1. http://dx.doi.org/10.11114/ijsss.v5i8.2534.

Full text
Abstract:
We have developed a group of universal prevention programs for children’s health and adjustment. The programs are characterized by new theories such as the somatic-marker hypothesis and enjoyable methods that utilize animated stories and games. This study adopted one of the programs, a universal program for bullying prevention in third-grade students, and evaluated its efficacy. Participants were third-grade students in two public elementary schools in Japan. Homeroom classes in the schools were randomly divided into intervention and control groups. The final intervention group included 99 children (58 boys, 41 girls) and the final control group included 96 children (45 boys, 51 girls). The program was implemented weekly in one regular 45-minute class over eight weeks for all homeroom class members. Participants completed two questionnaires both before and after the program. Similar assessment periods were used for the control group. The questionnaires assessed the main purposes of the program (to enhance the understanding of bullying, to cultivate empathetic feelings for bullying victims, and to cultivate behavioral capabilities that stop bullying), and measured the adaptive status of children in homeroom class and at school. Results indicated that all of the main program purposes were achieved in the intervention group compared to the control group. Moreover, the level of the children’s adjustment in homeroom class and at school significantly increased with the program, except for motivation for learning, which did not change. The necessity of future research that examines the sustainability of the efficacy of the program with randomized controlled trials is discussed, along with the study limitations.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Bullying Program"

1

Kendrick, Michelle Marie. "Evaluating the Effects of the Olweus Bullying Prevention Program on Middle School Bullying." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1606.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

Beck, Tracey D. "A bullying prevention program for a school setting /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/beckt/traceybeck.html.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Stone, William Daryl. "Bullying prevention program possible impact on academic performance /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
Abstract:
<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>
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
6

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.

Full text
Abstract:
<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&ndash;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>
APA, Harvard, Vancouver, ISO, and other styles
7

Dinakar, Karthik. "Ruminati : modeling the detection of textual cyber-bullying." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/76572.

Full text
Abstract:
Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2012.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 91-96).<br>The scourge of cyber-bullying has received widespread attention at all levels of society including parents, educators, adolescents, social scientists, psychiatrists and policy makers at the highest echelons of power. Cyber-bullying and it's complex intermingling with traditional bullying has been shown to have a deeply negative impact on both the bully as well as the victim. We hypothesize that tackling cyber-bullying entails two parts - detection and user-interaction strategies for effective mitigation. In this thesis, we investigate the problem of detecting textual cyber-bullying. A companion thesis by Birago Jones will investigate use-interaction strategies. In this thesis, we explore mechanisms to tackle the problem of textual cyber-bullying using computational empathy - a combination of detection and intervention techniques informed by scoping the social parameters that underlie the problem as well as a socio-linguistic treatment of the underlying socially mediated communication on the web. We begin by presenting a qualitative analysis of textual cyber-bullying based on data gathered from two major social networking websites and decompose the problem of detection into sub-problems. I then present Ruminati - a society of models of models involving supervised learning, commonsense reasoning and probabilistic topic modeling to tackle each sub-problem.<br>by Karthik Dinakar.<br>S.M.
APA, Harvard, Vancouver, ISO, and other styles
8

Kazmierczak, Suasn. "Administrator and Staff Perceptions of a Secondary School Antibullying Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5360.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
9

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Davis, Jordan Elizabeth. "Evaluation of a Program to Reduce Bullying in an Elementary School." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1079.

Full text
Abstract:
Bullying is one of the most pervasive challenges in schools across the world. This investigation is an evaluation of a school’s attempt to address the large number of incidents of bullying. Materials from the Bully Free Classroom (BFC) by Allan Beane (2009) served as the intervention curriculum for 21, fifth grade students and six teachers. A 14-week (with the exception of school breaks), six lesson intervention was implemented with three groups of students: two groups identified as perpetrators and one group of victims. Teachers received training on bullying knowledge and how to appropriately report bullying-related incidents. Pre and post measures of bullying knowledge, frequency ratings of bullying and prosocial behaviors observed, and discipline referrals for bullying served as the dependent measures for the student participants. Results support the use of the intervention as the mean number of discipline referrals for participants of bully status significantly decreased, student ratings for negative behaviors significantly decreased, student knowledge of bullying significantly increased, and teacher’s ratings of the frequency of bullying decreased while school climate ratings became more positive. Moderate to large effect sizes are interpreted to provide strong support for a recommendation for school-wide adoption of the program. The scope and nature of the intervention plan is discussed in relation to recommended features of bully prevention and intervention programs and recommendations are made for implementation of this intervention.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Bullying Program"

1

Olweus, Dan. Bullying Prevention Program. Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of Colorado at Boulder, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hazelden Publishing and Educational Services, ed. Olweus bullying prevention program: Schoolwide guide. Hazelden, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Olweus, Dan. Olweus bullying prevention program: Schoolwide guide. Hazelden, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Eva, Amanda M. Conflict resolution and bullying: Examining the effects of a bullying conflict resolution program on children's strategies to resolve bullying. Laurentian University, School of Graduate Studies, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Morton, Karen. Listen-- said the mountain: Bullying intervention & emotional learning program. Komo Pub., 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

B, Title Beverly, and Johnson Institute (Minneapolis, Minn.), eds. The no-bullying program: Preventing bully/victim violence at school. Johnson Institute, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Stop being pushed around!: A practical guide. Loving Healing Press, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bullying prevention for schools: A step-by-step guide to implementing the bully free program. Jossey-Bass, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Beane, Allan L. Steps to implementing a system-wide or school-wide bully free program: A workbook for planning teams/committees : a bully free program support book. Free Spirit Pub. Co., 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ziegenhorn, Donna Woodard. Kindness is contagious...catch it!: A program guide for teaching school-age children respect, compassion and kindness. STOP Violence Coalition, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Bullying Program"

1

Tsang, Sandra K. M., and Eadaoin K. Hui. "Contrasting School Bullying: The P.A.T.H.S. Program." In Quality of Life in Asia. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-582-2_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Olweus, Dan, and Susan P. Limber. "The Olweus Bullying Prevention Program (OBPP)." In Making an Impact on School Bullying. Routledge, 2019. http://dx.doi.org/10.4324/9781351201957-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ahmed, Sahar, and Kamel Omran. "Workplace Bullying: Organizational Antecedents and HRM Prevention Program." In Eurasian Business Perspectives. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40160-3_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Roussi-Vergou, Christina, Eleni Andreou, Eleni Didaskalou, Phillip Slee, and Grace Skrzypiec. "“Coping with Bullying” Program in Greek Secondary Schools: An Evaluation." In Bullying Prevention and Intervention at School. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95414-1_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Strohmeier, Dagmar, Elisabeth Stefanek, Takuya Yanagida, and Olga Solomontos-Kountouri. "Fostering Cross-Cultural Friendships with the ViSC Anti-bullying Program." In Advances in Immigrant Family Research. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42303-2_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Shore, Margaret Ellen. "Implementing an Anti-Bullying Program in Sekolahku-MySchool, Yogyakarta, Indonesia: Years 2005–2009." In Impeding Bullying Among Young Children in International Group Contexts. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-47280-5_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Shore, Margaret Ellen. "Implementing and Evaluating an Anti-Bullying Program at Sekolahku-MySchool in Yogyakarta, Indonesia, 2009–2015." In Impeding Bullying Among Young Children in International Group Contexts. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-47280-5_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sainio, Miia, Sanna Herkama, Mari Kontio, and Christina Salmivalli. "KiVa anti-bullying programme." In Making an Impact on School Bullying. Routledge, 2019. http://dx.doi.org/10.4324/9781351201957-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hong, Jun Sung, Dorothy L. Espelage, and Jeoung Min Lee. "School Climate and Bullying Prevention Programs." In The Wiley Handbook on Violence in Education. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118966709.ch17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hinduja, Sameer. "Bullying Assembly Programs What Schools Need to Know." In Bullying Today: Bullet Points and Best Practices. Corwin, 2016. http://dx.doi.org/10.4135/9781506335957.n19.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Bullying Program"

1

"The Investigation of the Effect of the Bullying Prevention Program." In Dec. 16-17, 2016 Pattaya (Thailand). Dignified Researchers Publication, 2016. http://dx.doi.org/10.15242/dirpub.dirh1216037.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sudrajad, Kiyat, RB Soemanto RB. Soemanto, and Hanung Prasetya. "The Effect of Bullying on Depression in Adolescents in Surakarta: Application of Health Belief Model." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the6thicph.02.56.

Full text
Abstract:
Background: Depression is common among adolescents that have been victims of bullying at school or through social media. However, numerous cases of bullying are never reported. Several studies have shown that suicidal ideation is associated with depression in adolescents with bullying. The purpose of this study was to examine the effect of bullying on depression in adolescents in Surakarta using Health Belief Model. Subjects and Method: A cross sectional study was carried out in Surakarta, Central Java, in December 2019. A sample of 250 adolescents was selected for this study randomly. The dependent variable was depression. The independent variables were bullying, perceived susceptibility, perceived severity, and self-efficacy. The data were collected by questionnaire and analyzed by a multiple logistic regression. Results: Depression increased with bullying (OR= 3.5; 95% CI= 1.70 to 7.25; p= 0.001), strong perceived susceptibility (OR= 2.86; 95% CI= 1.32 to 6.19; p= 0.008), strong perceived severity (OR= 2.65; 95% CI= 1.20 to 5.88; p= 0.016), and weak self-efficacy (OR= 5.26; 95% CI= 2.49 to 11.09; p&lt;0.001). Conclusion: Depression increases with bullying, strong perceived susceptibility, strong perceived severity, and weak self-efficacy. Keywords: bullying, depression, health belief model Correspondence: Kiyat Sudrajad. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36 A, Surakarta 57126, Central Java. Email: kiyatrambo@gmail.com. Mobile: +6285647116834. DOI: https://doi.org/10.26911/the6thicph.02.56
APA, Harvard, Vancouver, ISO, and other styles
3

Ha, Ju Young, and Bo Yun Sim. "Needs Analysis of Posttraumatic Growth Program for College Student of School Bullying." In Healthcare and Nursing 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.132.01.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Cuba Sancho, Juana, Teresa Vivas Durand, Laura Chávez Cruz, Roberto Zegarra Chapoñan, and Jhon Zeladita Huaman. "FEASIBILITY AND EFFECTIVENESS OF AN EDUCATIONAL PROGRAM BASED ON NEUROSCIENCE IN THE PREVENTION OF BULLYING." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2154.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

TURHAN, Zeynep. "SCHOOL BULLYING IN THE MIDDLE SCHOOL: COMPARISON OF VIOLENCE PREVENTION PROGRAMS." In SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.46529/socioint.202059.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

O'Hara, Lily, Bayan Alajaimi, and Bayan Alshowaikh. "Experiences of Weight-based Oppression in Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0187.

Full text
Abstract:
Introduction: Weight-based oppression is a widespread phenomenon in Western countries. External sources of weight-based oppression include exposure to stigmatizing or exclusionary social, cultural, economic, political and built environments, weight bias and discrimination, and weight-based bullying and violence. Internal sources of weight-based oppression are the internalized negative attitudes, values and beliefs people hold about body weight. Weight-based oppression is associated with a range of psychological, physiological and behavioral harms such as depression, anxiety, disordered eating, hypertension, allostatic load, cortisol reactivity and oxidative stress. Research on weight-based oppression is largely absent from the Arab region. The objectives of the study were to examine the internalized attitudes, values and beliefs related to body weight, and experiences of external weight based oppression, including teasing, bullying, stigmatization, and discrimination among staff, faculty and students at Qatar University. Methods: We conducted in-depth semi-structured interviews with 29 participants (25 females) aged 18 to 53 years who were recruited using convenience and snowball sampling. Thematic analysis was used to identify major themes. Results: Internal and external weight-based oppression were experienced by all participants and regarded as so common in Arabic culture as to be normative. There were five major themes that related to the various types of weight based oppression experiences, internalized feelings about weight based oppression, and the timing, source and impact of weight based oppression. Conclusion: Weight-based oppression in the Arab region is an important and unrecognized public health issue. Programs should be developed to reduce exposure to weightbased oppression in all sectors. Reducing teasing, bullying and negative experiences related to body weight in childhood should be a public health priority.
APA, Harvard, Vancouver, ISO, and other styles
7

García, Juan. "Effectiveness Of School-Based Anti-Bullying Programs In Spain: A Systematic Review." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.27.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Bullying Program"

1

McKnight, Katherine, and Elizabeth Glennie. Are You Ready for This? Preparing for School Change by Assessing Readiness. RTI Press, 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

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Bullying Program' for particular source types:
Journal articles Dissertations / Theses Books
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!

To the bibliography