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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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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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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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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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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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Dinakar, Karthik. "Ruminati : modeling the detection of textual cyber-bullying." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/76572.
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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.
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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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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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Davis, Jordan Elizabeth. "Evaluation of a Program to Reduce Bullying in an Elementary School." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1079.
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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.
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Bautista, Paloma. "Unite against bullying an educational after-school program| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527884.
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<p> The purpose of this project was to design a comprehensive anti-bullying program aimed to not only involve students, but also to involve parents or guardians in order to prevent and intervene bullying at home. Bullying is an ongoing issue that has caused a lot of attention in the media. Although several measures have been taken in order to help tackle the increasing prevalence of bullying, a factor is always left out. Unite Against Bullying An Educational After-School Program aims to empower students and parents or guardians through education. After the 12-week long program, students and parents or guardians will hopefully become more intrinsically motivated to engage in positive behaviors and have a better understanding of the ramifications bullying can cause. The actual submission and/or funding of this grant were not a requirement for the successful completion of this project.</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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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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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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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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Fast, Alexandra. "Mobbning : en undersökning om antimobbningsarbete." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17480.
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Detta examensarbete belyser hur svenska skolor arbetar mot mobbning. Mobbning är ett stort problem som orsakar stor oro bland skolbarn. 1969 ville läkaren Peter-Paul Heinemann uppmärksamma mobbning då han upptäckte att många barn blev mobbade och att vuxna inte brydde sig. 1973 forskade psykologen Dan Olweus kring pojkars beteende kring mobbning. Detta var början till antimobbningsarbetet. Det finns ett flertal antimobbningsprogram och jag har valt att undersöka Friendsprogrammet och Olweusprogrammet. Skolverket har även sammanställt en rapport rörande effekterna av dessa program. Jag ville också undersöka hur barn definierar ordet mobbning. För att komma fram till undersökningsresultat rörande dessa två ovanstående antimobbningsprogram och barns definiering av begreppet mobbning har jag forskat i vetenskapliga undersökningar och litteratur samt även utfört intervjuer med barn i åldrarna 7-9 år och skolpersonal. Jag valde två skolor som arbetar med dessa två program och barnintervjuerna gjordes med tillåtelse av barnens föräldrar. Intervjusvaren jämfördes sedan med de vetenskapliga rapporterna och litteraturen. Slutsatsen av min undersökning är att dessa två program har både för- och nackdelar. Olweusprogrammet kräver resurser och tid. Friendsprogrammet involverar barnen som riskerar att få en utsatt position. Barnen kunde utan problem definiera innebörden av mobbning.
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Uzoma, Nneka. "Teachers' and Principals' Perceptions of Antibullying Programs in a U.S. Middle School." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6953.
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School bullying has become a serious issue in U.S. schools, with children being harassed, hurt, and even killed or driven to suicide or homicide as a result of being bullied. Bullying in schools has persisted despite the various intervention measures taken to curtail the phenomenon. The purpose of this phenomenological exploration was to explore how teachers and principals at a U.S. middle school perceive the school's existing bullying programs and elicit recommendations about how to improve the programs. The theoretical basis of this investigation was Bandura's social learning theory. Data were collected through interviews with 4 principles and 6 teachers. Interview data were transcribed, and then coded and analyzed using a modified Van Kaam procedure, as revised by Moustakas. Nine themes emerged from the data analysis that encompassed participants' perceptions of the causes of bullying and how teachers and principals can help to prevent bullying. The key finding is that teachers reported that more professional training to reduce bullying is needed. Additionally, social learning theory is explanatory of participant experiences as they noted that encouraging positive behavior, kindness, and empathy in the classroom will help minimize bullying conduct in schools. This study may foster societal change by providing insight to educational leaders about how to improve antibullying programs, which may lead to reductions in school dropout rates, incidents of homicide and suicide as a result of school bullying, and other antisocial behaviors associated with school bullying.
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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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Chadwick, Sharlene, and chadwick@comcen com au. "An examination of the efficacy of Peer Support Australias anti-bullying module for primary schools." Deakin University. School of Education, 2008. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20090923.194004.
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Abstract
This pilot study examined the efficacy of Peer Support Australias anti-bullying module for primary schools. A quantitative questionnaire was used to survey 77 students from two primary schools (mean age 10.1 years) in the greater Sydney, Australia area. One school implemented the anti-bullying intervention module, Speaking Up, (intervention school) the other school did not (non-intervention school). Students completed a survey containing questions relating to bullying behaviours in their school. This questionnaire was developed from Peer Relations Assessment Questionnaire Students (PRAQ) devised by Rigby and Slee (1993).
This study has provided further evidence to suggest intervention programs are effective in reducing bullying behaviours. It has quantified the assumptions made regarding the efficacy of Speaking Up as a module which reduces bullying behaviours which was the principal purpose of this study.
The current study into the anti-bullying intervention module, Speaking Up, provided further evidence for the following:
students developed friendships across the year groups;
students were more inclusive of others;
students developed the skills to support target students; and
students developed the skills to report bullying behaviours.
The anti-bullying intervention module, Speaking Up, was shown to:
reduce the incidence of bullying behaviours;
change attitudes towards bullying behaviours in the culture of the school;
provide greater awareness of the different types of bullying behaviours;
provide support for the longer term benefits of the intervention program.
Peer Support Australias primary schools anti-bullying module, Speaking Up, is an effective intervention strategy supporting students to develop the skills, knowledge and attitudes necessary to make a positive contribution to the creation and maintenance of a safe school environment by reducing bullying behaviours. The findings of the current study make a contribution to research already undertaken in this area.
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Smith, Ashley Christine. "School Climate and Bullying: A Case Study of a Youth Conflict Resolution Module." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23981.
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The objective of this study was to explore the link between school climate and bullying behaviour through a case study of two high schools. Grade 10 students received the two day Cross-Cultural Conflict Resolution (XCCR) Module initiated by YOUCAN. Phase I of this study involved the development of an XCCR Logic Model, which aimed to clarify the objectives and key elements of the XCCR Module. Phase II involved the in depth analysis of the XCCR Module through an 84-item survey and qualitative semi-structured interviews with school and program staff. Data from this study did not indicate any changes in bullying behaviour or school climate between pre-and post-implementation. This study highlights a need to incorporate measures for program adherence and program fidelity in future studies. The results of this study provided two practical contributions, an XCCR Logic Model and information about bullying and school climate for the participating schools.
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Schildt, William C. "A study of changes in behavior and attitudes with regard to bullying through the development and implementation of a bully-proofing program." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002schildtw.pdf.
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Rahey, Leila. "A systemic evaluation of an ecological program designed to reduce bullying in the schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0008/MQ31241.pdf.
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Navarro, Salvador. "An informed LGBT educational program on bullying for middle school professionals| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527737.
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<p> Middle school professionals are confronted with the inability to effectively intervene during acts of bullying affecting LGBT youth. Research supports the need to provide educational training for middle school staff, in order to eliminate this form of victimization and create a safe learning environment for these students. The purpose of this grant-writing project was to seek funding for the existing Gay Lesbian and Straight Education Network (GLSEN) program titled <i>Safe Space Kit (SSK),</i> which had never before been implemented in a middle school in the Long Beach Unified School District. Washington Middle School (WMS) was the selected agency to implement this intervention along with the support from the Center of Long Beach (CLB). A review of literature and interviews with key members from both agencies involved, helped identify the need to educate these professionals. Neither the actual submission and/or funding of this grant project were required for the completion of this project.</p>
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Denzer, Anna Quinn. "Evaluation of a Psychoeducationally-Based Program Addressing Bullying Among Students with Disabilities Through Teacher Training." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523199376618108.
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Pearl, Erica S. "Depressive Symptoms and Prosocial Behavior in Elementary School Students after Participating in an Anti-Bullying Program." Xavier University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1383573742.
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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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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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Sims-Jones, Jacquelyn Andrea. "Educators' Perceptions of a School-Based Antibullying Program in an Elementary School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4560.
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Bullying is a problem experienced in schools across the country including in the ABC Elementary School in Georgia, where the No Place for Hate antibullying program is in place to address this problem. The purpose of this qualitative case study was to understand educators' perspectives on their experiences implementing the program. Bandura's social learning theory was used as the conceptual foundation for this study. A content analysis research method based on that of Yin and employing NVivo software was used to analyze interviews. The participants were asked to comment on three main areas: (a) bullying, (b) useful components of the No Place for Hate antibullying program, and (c) resources available for them to use in identifying and responding to bullying. The participants were 10 teachers and 3 administrators at ABC Elementary School who were affiliated with the program. Each participant engaged in a semi structured, face-to-face interview lasting approximately 30 to 45 minutes. Teachers and administrators perceived that the No Place for Hate anti-bullying program at ABC Elementary School helped participants to actively acknowledge and respond to the issue of bullying. However, all felt that a more consistent implementation would increase its effectiveness. Educators may use the results of the study through a professional development as a basis for recommendations concerning vital areas of antibullying programs that schools should improve upon or implement. The results of this study added to the body of knowledge for other schools that use or might use the No Place for Hate antibullying program. Moreover, the results of the study could be used to inform federal and state governments concerning the development of sound policies and programs on addressing bullying that may result in safer educational experiences for students.
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Dahle, Pamela Jeanne. "The Effects of Long-Term Participation in a Martial Arts Program on Self-Esteem and Bullying Victimization." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6897.
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Public concern over the occurrence of bullying in schools has increased considerably within the last decade. Although there are many programs in place that attempt to address the problem of bullying in schools, they have achieved only varying levels of success, with many failing to alleviate the problem. In addition, although some researchers have conducted studies on either the relationship between self-esteem and bullying victimization or the relationship between self-esteem and participation in martial arts, few have conducted studies seeking to understand the correlation between participation in martial arts, bullying victimization, and levels of self-esteem. The current study measured levels of self-esteem (Rosenberg Self-Esteem Scale; Rosenberg, 1965) and the frequency of bullying victimization (Multidimensional Peer-Victimization Scale; Mynard & Joseph, 2000) among twelve- to sixteen-year-old adolescents. The current study compared differences in self-esteem and bullying victimization between three groups of adolescents: one group consisted of students with less than two months of martial arts experience (minimal experience group; BG); one group consisted of students with 2–35 months of martial arts experience (moderate experience group; MG); and one group consisted of students with more than 36 months of martial arts experience (advanced experience group; AG). Participants (N=XX) were recruited from one county located in the Rocky Mountain Region of the United States. Analyses of the data included MANOVA, comparing the three groups' data on measures of self-esteem and bullying victimization. Correlational analyses and Chi-Square analyses were also conducted to show relationships between variables. No significant differences were found between the reported self-esteem scores and reported bullying victimization scores of the AG and the BG or MG. There was a significant negative correlation between self-esteem and bullying victimization. And a significant relationship was found, using the Chi-Square analysis, between length of participation in martial arts and reported self-esteem.
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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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Nirmal, Rashmeen. "Coaches' perceived impact of the Respect in Sport (RiS) program on bullying, abuse, neglect, and harassment in sports." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23476.
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Interpersonal problems such as harassment, bullying, and sexual abuse by both peers and adults are becoming increasingly recognized as a problem among children and youth in schools, and are also gaining attention in sports. With an increase in awareness comes concerted educational efforts to address interpersonal problems, including prevention programs targeting adults in schools and in the community. Respect in Sport (RiS) is an online, preventative education program for coaches designed to create safe and healthy sport environments for participants by targeting key areas that are paramount to prevention and intervention in bullying, abuse, neglect, and harassment in sports. The purpose of the current study was to examine the extent to which coaches perceived the Respect in Sport program to have impacted their knowledge and practice in these areas. Participants included coaches from Alberta Gymnastics, Ontario Gymnastics, and Sport Manitoba who completed the RiS training in the last three years. A total of 1,091 participants, representing 51 different sports, were asked to complete a self-report survey regarding their perceptions of the impact of RiS on their coaching practice. Results from this study revealed that an overwhelming percentage of participants perceived the Respect in Sport program to have enhanced their knowledge and practice in key areas of the program’s objectives. Further examination of results across type and level of sports, age and sex of coaches and athletes, and time at which coaches were certified in Respect in Sport revealed few significant differences, and the effect sizes were small. The results of this study have implications for further program development, implementation, and ongoing systematic evaluation. With the heightened demand for implementing and evaluating programs that are evidence-based, the results of this study also have implications for school psychologists working in schools and in the community.
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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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Spurling, Richard Alan. "The Bully-Free School Zone Character Education Program: A Study of Impact on Five Western North Carolina Middle Schools." Adobe Acrobat .pdf file, requires Adobe Acrobat Reader software, 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0831104-104841/unrestricted/SpurlingR2.pdf.
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Cuffy, Sheila Ann. "Principals' Perceptions of the Bully Busters Program in Combating Cyberbullying in Elementary Schools." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/880.
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Over time and with both the increasing ubiquitousness of the Internet and children's technological knowledge at young ages, cyberbullying has grown more widespread and acts of bullying have become more intense. However, little is known about the effectiveness of different antibullying programs for decreasing cyberbullying behaviors. This study addressed that gap in the literature by exploring one elementary school's use of the Bully Busters program for combating cyberbullying. The decision-making model was used as the conceptual framework for this qualitative interview study. Participants were 3 principals from 3 schools using the program. Data were gathered from the participants via interviews and classroom observations. NVivo software was used to organize the data analysis processes through open coding to identify themes and patterns. Principals indicated the Bully Busters program was effective for preventing bullying and believed it would be effective for combating cyberbullying; they also demonstrated clear plans for implementing the program more widely to combat cyberbullying. As noted during observations, the principals effectively implemented the Bully Busters program. Results of this study may contribute to positive social change by providing school principals with insight into how the Bully Busters program may be implemented to deter cyberbullying in their schools. Decreased rates of cyberbullying in schools may result in improved school experiences for all children.
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Hairston, Patrece Gabrielle. "The Power to Promote Justice Program: A Train-the-Trainer Model for the Development of Culturally Competent Teaching Practices Among Secondary Educators." Wright State University Professional Psychology Program / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1309535768.
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Acosta, Joanna. "Building bridges| A specialized training program for professionals in school settings to address bullying in LGBTQ youth| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523158.
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<p> The purpose of this proposal was to seek funding to help The American Civil Liberties Union LGBTQ Student Rights Project provide a sensitivity training to the Los Angeles County School District school professionals who work with LGBTQ youth who are being bullied or at risk of bullying. School bullying has been a new issue identified to society. Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth are specific targets to bullying. Bullying in those who identify as LGBTQ may face life-threatening consequences such as depression and suicide. The grant writer selected The Kenneth T. and Eileen L. Norris Foundation as a funding source for the proposed project. Actual submission and/or funding of this grant were not required for successful completion of this thesis project.</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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Port, Mona. "Arbetet inom skolan för att förebygga mobbning." Thesis, Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6940.
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My purpose in this work was to find out how staff in a middle sized school uses its local Equal treatment plan in its work against bullying. But also to see how the use of a standardized anti-bullying program works to prevent bullying. I have interviewed the principal, teachers, and what we in Sweden call a ”fritidspedagog” and the members of the anti-bullying team to get answers to my questions. The conclusion of this study is that the school follow and work according to what the Equal treatment plan states, both in terms of prevention, as in working with actual bullying cases. The school has also followed the National School Agency's recommendations on what should be the local Equality plan, but also to follow up and revise it each year. The interview shows that the staff at the school placed great emphasis on talking and discussing with students about how to behave towards each other, they also brought up things that happened at one time and talked about this. The staffs were very committed to work towards the prevention of bullying and the same was true with the school's headmaster. The Anti-bullying team followed ready templates when bullying cases occurred. This is seen as an great advantage because many of the school staff have to work in team, so where there is a small school with few staff.
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Mulrooney, Rhoda. "A study into the need for a bullying/harassment program at St. Stephen's High School, Stephenville, Newfoundland, Canada : a school psychology internship report /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62408.pdf.
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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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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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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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Ostvik-de, Wilde Marte Erin. "Building Self-Esteem, Self-Concept, and Positive Peer Relations in Urban School Children: An Analysis of an Empowerment Program for Preadolescent Girls." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211943127.
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Zamalienė, Audronė. "Olweus patyčių prevencijos programos įgyvendinimo svarba Kauno m. „X“ vidurinėje mokykloje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100615_113503-79172.
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Lietuvos mokyklose nuo 2002 m. yra tiriamas patyčių paplitimas. Nuo 2008 m. Lietuvos mokyklose yra vykdoma Olweus patyčių prevencijos programos, kuria siekiama išugdyti visą mokyklos bendruomenę, kad patyčių problemą mažintų ir mokiniai, ir mokytojai, ir tėvai, bei kiti darbuotojai. Ši programa yra naudojama įvairiose šalyse. Tyrimas buvo siekiama nustatyti Olweus patyčių prevencijos programos įgyvendinimo svarbą Kauno m. „X“ vidurinėje mokykloje, lyginant mokinių patyčių paplitimo tyrimo su kokybiniu mokyklos darbuotojų tyrimo duomenimis.
Tyrimo objektas - Olweus patyčių prevencijos programos įgyvendinimas „X“ vidurinėje mokykloje.
Darbo tikslas –atskleisti Olweus patyčių prevencijos programos įgyvendinimo svarbą Lietuvoje ir ištirti kaip vykdoma ši programa Kauno m. „X“ vidurinėje mokykloje. Tyrimo uždaviniai: apibrėžti teorines nuostatas, susijusias su patyčių prevencinių programų reikšmingumu ir paplitimu Lietuvos mokyklose; atskleisti pagrindinius Olweus patyčių prevencijos programos ypatumus ir planavimo specifiškumą; pagrįsti Olweus patyčių prevencijos programos įgyvendinimo svarbą Kauno m. „X“ vidurinėje mokykloje.
Atliekamas kokybinis tyrimas. Tiriama tyrėjo ir prevencijos programos subjektų veikla. Tyrimu nesiekiama įtakoti pačios prevencijos programos įgyvendinimo, tik išsiaiškinti jos vykdomą veiklą.
Tyrimu buvo pasiekti tokie rezultatai: aktyviai dalyvaujantys mokyklos darbuotojai Olweus patyčių prevencijos susirinkimuose ir veikloje dažniau atpažįsta, pastebėi... [toliau žr. visą tekstą]<br>The investigation of bullyin in Lithuania schools is provided since 2002 year. Olweus Bullying Prevention Program is provided since 2008 year. The purpose of this program is to educate all school society – pupils, teachers, parents, other staff - and to reduce bullyin problem in Lithuanian schools. This program is provided in many countries. The investigation was provided to determine the importance of Olweus bullying program‘s implementation in high school „X“ in city of Kaunas. The determination was made analysing and comparing pupil bullyin prevalence with the data of staff quality investigation.
The object of investigation – Olweus Bullying Prevention Program‘s implementation in „X“ high school.
The aim of the investigation – to reveal the importance of Olweus Bullying Prevention Program‘s implementation in Lithuania and to investigate how is this program executed in Kaunas „X“ high schools. The tasks of the investigation: to define theoretical attitude which is widespread in Lithuania schools and is important in bullyingt prevenion programs; to reveal main features and the specifics ofplaning in Olweus Bullying Prevention Program; to indicate importance of Olweus Bullying Prevention Program implementation in Kaunas „X“ high school.
The quality investigation is provided. It examines the investigators and prevence program‘s subjects activity. The purpose of this examination is to determine the activity of prevence program and not to influence it.
Results of the... [to full text]
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Marques, Celso Ricardo de Moura. "O bullying nas escolas: O contributo da GNR na sua prevenção." Master's thesis, Academia Militar, 2015. http://hdl.handle.net/10400.26/12237.
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A violência escolar, apesar de sempre ter existido, assume-se como uma das grandes problemáticas da nossa sociedade atualmente. Todos estes acontecimentos relacionados com a violência nas escolas são alvo de uma crescente visibilidade mediática e social. A violência escolar compreende diferentes expressões entre as quais se destaca o bullying. Esta forma de violência entre pares caracteriza-se pela sua persistência no tempo e por incorporar uma diferença de poder entre a vítima e o agressor. Embora seja um problema grave, as escolas deparam-se com dificuldades para detetar e sinalizar os jovens que são vítimas deste fenómeno.
É neste sentido que a Guarda Nacional Republicana tem focado os seus esforços na prevenção destes comportamentos junto da comunidade escolar. As Secções dos Programas Especiais foram concebidas para atender aos problemas que se passam nas escolas e os militares destas secções tem um papel fundamental de modo a criar um sentimento de segurança. Este sentimento de segurança é transversal a toda a comunidade escolar onde se incluem os alunos, os professores, os diretores das escolas e os encarregados de educação.
O presente estudo pretende esboçar as características do fenómeno bullying e verificar de que forma é que a Guarda Nacional Republicana atua na prevenção destes comportamentos. Como ponto de partida elaborou-se a seguinte questão central: “Que modalidades de ação desenvolve a GNR relativamente ao combate ao bullying nas escolas?”. A partir desta questão central formularam-se questões derivadas, que deram origem às hipóteses.
Para a recolha de dados no trabalho de campo, recorreu-se à análise documental de fontes internas e externas e à realização de entrevistas a vários elementos da Guarda Nacional Republicana e profissionais de várias instituições que trabalham no âmbito da prevenção da violência escolar.
Os resultados permitem concluir que o bullying é um fenómeno que afeta toda a comunidade escolar. A Guarda Nacional Republicana, através do Programa Escola Segura, contribui substancialmente para fazer face a essa realidade e desenvolve ações expressamente orientadas para combater a violência nas escolas. Os Programas Especiais adotam um modelo de policiamento de proximidade, fazendo com que toda a comunidade contribua na resolução dos seus problemas. Todavia, também se apurou a necessidade de especializar os militares com funções nestes programas.<br>School violence, though it always existed, is one of the major problems of our society nowadays. All these events related to violence in schools are the target of a growing media and social visibility. School violence comprises different expressions which bullying is the one that stands out the most. This form of violence among peers is characterized by its persistence in time and incorporate a power difference between the victim and the aggressor. Although it is a serious problem, schools are faced with difficulties to detect and signal the young people who are victims of this phenomenon.
It is in this sense that the Guarda Nacional Republicana has focused its efforts in the prevention of these behaviors near the school proximity. The sections of the special programs are designed to meet the problems that go on in schools and the elements of these sections have a fundamental role in order to create a sense of security. This sense of security is across the entire school community including students, teachers, directors of schools and parents.
The present study aims to outline the characteristics of bullying phenomenon and check how does the Guarda Nacional Republicana plays in the prevention of these behaviors. As a starting point the question was: "What modes of action does the GNR develop to fight bullying in schools?”. From this central question we formulated derived questions, which gave rise to the chance.
The data collection in the field work, appealed to the documental analysis of internal and external sources and conducting interviews with several elements of the Guarda Nacional Republicana and professionals from various institutions working in the field of prevention of school violence.
The results allow us to conclude that bullying is a phenomenon that affects the whole school community. The Guarda Nacional Republicana, through the Safe School Program, contributes substantially to cope with this reality and develops actions expressly geared to fight violence in schools. Special programs adopt a proximity policing model, making the whole community to contribute in solving their problems. However, it also found the need to specialize the military with functions in these programs.
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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.
Full textAbstract:
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/.
Full textAbstract:
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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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.
Full textAbstract:
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