Relevant bibliographies by topics / Olweus

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

Academic literature on the topic 'Olweus'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Olweus"

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Gothwal, Vijaya K., Rebecca Sumalini, Shaik Mohammad Irfan, Avula Giridhar, and Seelam Bharani. "Revised Olweus Bully/Victim Questionnaire." Optometry and Vision Science 90, no. 8 (August 2013): 828–35. http://dx.doi.org/10.1097/opx.0b013e3182959b52.

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Smith, Peter K. "Kiusamisvastane sekkumine koolis." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 4, no. 2 (October 23, 2016): 118–41. http://dx.doi.org/10.12697/eha.2016.4.2.06.

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Toetudes mõningatele taustauuringutele koolikiusamise olemuse, levimuse ja selle võimalike negatiivsete tagajärgede kohta, antakse artiklis ülevaade kiusamisvastasest sekkumisest viimasel 30 aastal. Kirjeldatakse mitmeid olulisimaid programme, sealhulgas Olweuse kiusamise ennetamise programm (Olweus Bullying Prevention Program), KiVa, Steps to Respect ja Friendly Schools. Samuti arutletakse sekkumise olemuse ja sekkumisele antud hinnangute üle, millele järgnevad metaanalüütilised ülevaated programmide tõhususest. Vaatluse all on mõju eri vanuses lastele, sekkumise komponendid, töö eakaaslastega, distsiplinaarmeetodid, mittekaristav lähenemisviis ja lepitusmeetodid, küberkiusamine, vanemate roll, õpetajate roll ja nende koolitamine, nn kindla menüü või à la carte’i põhimõte, sekkumise jätkusuutlikkus ja sotsiaalne kontekst. Järeldustena leitakse, et traditsioonilise kiusamise puhul on sekkumisest olnud mõningane kasu. Samas tuleb tugevdada sekkumise teoreetilisi aluseid ja võitlust küberkiusamisega. Full text
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Resett, Santiago, and Manuel Gámez-Guadix. "Propiedades psicométricas del Cuestionario de Ciberbullying en una muestra de adolescentes argentinos." Universitas Psychologica 17, no. 5 (December 5, 2018): 1–12. http://dx.doi.org/10.11144/javeriana.upsy17-5.ppcc.

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La presente investigación tuvo como propósito evaluar las propiedades psicométricas del Cuestionario de Ciberbullying (CBQ) en una muestra de adolescentes argentinos. Se evaluó una muestra de 898 adolescentes (43 % varones, edad media 15.2). Los participantes respondieron a dicho cuestionario, a la escala victimización y agresión del cuestionario de Olweus y a medidas de problemas emocionales (depresión y ansiedad). Los análisis factorial exploratorio y confirmatorio indicaron una subescala de Ciberagredir y dos subescalas de Cibervictimización; las alfas de Cronbach fueron adecuadas. Se observó validez convergente de la subescala Ciberagredir con la escala agredir de Olweus y de las dos subescalas de Cibervictimización con la escala victimización de Olweus. También se observó la validez convergente del instrumento con los puntajes de depresión y ansiedad y estas con un modelo de ecuaciones estructurales.
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Lee, Talisha, and Dewey Cornell. "Concurrent Validity of the Olweus Bully/Victim Questionnaire." Journal of School Violence 9, no. 1 (December 31, 2009): 56–73. http://dx.doi.org/10.1080/15388220903185613.

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Özer, Arif, Tarik Totan, and Gökhan Atik. "Individual Correlates of Bullying Behaviour in Turkish Middle Schools." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 186–202. http://dx.doi.org/10.1375/ajgc.21.2.186.

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AbstractThis study investigated the relationship between bullying involvement (bully, victim, bully/victim, and not involved) and gender, academic achievement, self-efficacies (academic, social, and emotional self-efficacies). Data were collected by administering the Revised Olweus Bully/Victim Questionnaire (Olweus, 1996), the Self-Efficacy Questionnaire for Children (Murris, 2001), and a demographic information form to 721 middle school students (50.3% female, 49.7% male). The associations between bullying involvement and the independent variables were evaluated using a multiple correspondence analysis. Results showed that females tended to be not involved or victims, whereas males tended to be bullies or both bullies and victims. There were moderate associations between all self-efficacies, academic achievement, and bullying involvement. In particular, high self-efficacies and high academic achievement were related to being not involved in bullying, while low self-efficacies and low academic achievement were associated with either being a victim or both bully and victim.
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Jugert, Gert, Herbert Scheithauer, Peter Notz, and Franz Petermann. "Geschlechterunterschiede im Bullying: Indirekt-/relational- und offen-aggressives Verhalten unter Jugendlichen." Kindheit und Entwicklung 9, no. 4 (October 2000): 231–40. http://dx.doi.org/10.1026//0942-5403.9.4.231.

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Zusammenfassung. In der internationalen Forschung zum Bullying bzw. zur Viktimisierung unter Kindern wird seit einigen Jahren indirekten Formen mehr Aufmerksamkeit geschenkt. Indirekte, soziale oder relationale Aggression liegt vor, wenn eine Person über die sozialen Beziehungen versucht, einer anderen Person Schaden zuzufügen. Während Jungen häufiger als Mädchen direkte Formen aggressiven Verhaltens zeigen, scheinen die Mädchen eher indirekt- oder relational-aggressive Verhaltensweisen zu wählen. Es wurden 1353 Schülerinnen und Schüler im Alter von 11 bis 16 Jahren einer Kooperativen Gesamtschule in Niedersachsen mit Hilfe des “Mobbingfragebogens” ( Olweus, 1991 ) befragt. Erstmalig wurde im deutschen Sprachraum eine Revision des Fragebogens verwendet, die explizit indirekt/relationale Formen des Bullyings bzw. von Viktimisierung miterfaßt. Im Vergleich zu Studien mit dem unrevidierten Olweus-Fragebogen ist in der vorliegenden Studie das Überwiegen der Jungen an Bullies und Opfern deutlich reduziert. Bei Bullies, die häufig indirekt/relationale Formen bevorzugen, dominieren die Mädchen. Vor dem Hintergrund dieser Befunde wird vorgeschlagen, ein Erhebungsinstrument zu konstruieren, das den Besonderheiten der relationalen Aggression Rechnung trägt.
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Black, Sally, Ericka Washington, Vernard Trent, Patricia Harner, and Erica Pollock. "Translating the Olweus Bullying Prevention Program Into Real-World Practice." Health Promotion Practice 11, no. 5 (January 13, 2009): 733–40. http://dx.doi.org/10.1177/1524839908321562.

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Najarzadegan, Mohammad Reza, Masoud Mozhdehi Fard, Mitra Hakim Shooshtari, Mohammad Shahriarfar, Reza Bidaki, and Ehsan Zarepur. "A Survey on Standardization of Olweus Bullying Questionnaire in Iran." Focus on Sciences 2, no. 4 (October 2, 2016): 1–10. http://dx.doi.org/10.21859/focsci-020453.

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Breivik, Kyrre, and Dan Olweus. "An item response theory analysis of the Olweus Bullying scale." Aggressive Behavior 41, no. 1 (December 19, 2014): 1–13. http://dx.doi.org/10.1002/ab.21571.

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Bushina, E. V., and A. M. Muminova. "Adaptation of the Revised Olweus Bully/Victim Questionnaire — Russian version." Social Psychology and Society 12, no. 2 (2021): 197–216. http://dx.doi.org/10.17759/sps.2021120212.

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Objective of the study is to adapt of an English-language methodology that reveal the level of ag-gression and victimization in a school bullying situation on a Russian-language sample. Background. Bullying is one of the most serious problems of interpersonal relations at school. Results of previous research suggest negative consequences of bullying for its participants. According to statistics, every third child in Russia is subjected to bullying at school. Nevertheless, the problem of bullying remains scarcely explored, hence there is a problem in the lack of reliable methods for measuring that construct. Study design. The procedure for adapting the English-language Revised Olweus Bully/Victim Questionnaire methodology consisted of direct and reverse translation, conducting cognitive interviews and surveys, as well as statistical processing stages. Participants. The sample included 833 respondents from 10 to 18 years old, with an average age of 16. 57% of them (473 respondents) are male, and 43% (360 respondents) are female. Methods. Сonfirmatory factor analyses and analysis of internal consistency were conducted for data analysis. The R software was used for data processing. Results. Good performance of confirmatory analysis and analysis of internal consistency confirm the correspondence of the structure of the adapted methodology to the original one and indicate the presence of reliability-consistency. The adapted version of the questionnaire includes 2 scales: victimization and aggression, each of which includes 8 statements, which are evaluated on a 5 — point scale. Conclusion. The adapted method is reliable and valid and can be used for both research and applied purposes in Russian schools.
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Dissertations / Theses on the topic "Olweus"

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Källström, Carin, and Elisabeth Barstowe. "Olweus vs Värdegrundsarbete : - En dokumentstudie." Thesis, Mid Sweden University, Department of Social Work, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11600.

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Syftet är att utifrån komponenterna i Olweusprogrammet hitta gemensamma komponenter i de nationella värdegrundsriktlinjerna och värdegrundsarbetet i Strömsund, samt diskutera och analysera detta utifrån mobbningsforskning. Vi har tittat på hur många komponenter som är jämförbara och hur dessa kan kopplas till utvärderingar som är gjorda av dels värdegrundsarbete och dels Olweusprogrammet. Studien är en dokumentstudie i rapportform. Studien baseras på utvald litteratur samt utvalda artiklar och forskning som gjorts av programmen och de allmänna värdegrundsriktlinjerna, samt Strömsunds värdegrundsarbete som är en kombination av de nationella riktlinjerna och Olweus programkomponenter. Man kan konstatera att Strömsunds värdegrundsarbete har mest gemensamt med Olweus orginalprogram. De har hela 17 komponenter gemensamt med Olweus orginalprogram. De har mer gemensamt med Olweus orginalprogram än den version av Olweusprogrammet som används i Sverige idag. Värdegrunden har 9 gemensamma komponenter med Strömsunds värdegrundsarbete vilket gör det ungefärligt likvärdigt med den version av Olweusprogrammet som används idag i Sverige.

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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]
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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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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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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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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Öhlén, Caroline, and Ellinor Andersson. "Ett liv utan mobbning är en mänsklig rättighet : En studie om hur lärare upplever antimobbningsprogram." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-389648.

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Syftet med denna studie är att jämföra och se hur de olika antimobbningsprogrammen fungerar och vad som skiljer de åt samt hur lärarna upplever dessa antimobbningsprogram. Idag lägger skolor/kommuner enorma pengar på att köpa in material och utbildar sina anställda i hur man förebygger mobbning och kränkande behandling i skolan. Det framgår i Skolverkets utvärdering av olika antimobbningsprogram att skolor/kommuner inte bara använder sig av ett program utan köper in flera olika för att få det bästa resultatet, ändå har inte mobbningen upphört i skolorna. Vi har därför valt att jämföra två olika antimobbningsprogram, ett program som har sina rötter från 1985 och som förekommer på ett stort antal skolor både i Sverige, övriga Europa samt USA med ett nyare program som utvecklades under andra halvan av 00-talet. Detta program har fått lovande kritik och användandet av programmet ökar hela tiden. Båda programmen är utvecklade i Norden. Under studiens gång har det även framkommit att det senare utvecklade programmet bygger på den forskning som gjorts på det tidigare nämnda programmet. Studien visar att dessa två program klarar sig enskilt och inte har något behov av tillägg från andra antimobbningsprogram eller liknande modeller om man arbetar med programmet på rätt sätt, alltså utifrån hur programmet är uppbyggt. Studien visar även implementeringen av programmet är viktigt så all skolans personal arbetar utifrån samma kunskap.
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Losey, Raymond Alan. "An evaluation of the Olweus Bullying Prevention program's effectiveness in a high school setting." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1250132432.

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Thesis (Dr. of Education)--University of Cincinnati, 2009.
Advisor: Mei Tang. Title from electronic thesis title page (viewed Dec. 15, 2009). Includes abstract. Keywords: bullying; bullying prevention; Olweus. Includes bibliographical references.
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Losey, Raymond A. "An Evaluation of the Olweus Bullying Prevention Program’s Effectiveness in a High School Setting." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1250132432.

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Anglevåg, Josephine, and Adnan Omerovic. "E-mobbning : En studie kring ansvaret mellan hem och skola." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10970.

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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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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.

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Books on the topic "Olweus"

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

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

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Morus, Elena. Olwen. Llanrwst: Gwasg Carreg Gwalch, 1995.

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Bromwich, Rachel. Glossary to Culhwch ac Olwen. Lewiston, New York: E. Mellen Press, 1992.

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Bajić, Aleksandra. Priča o Kilhwchu i Olwen: Keltsko-slovenske paralele, 2. Beograd: Pešić i sinovi, 2011.

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Mary, Garner, ed. Lloyd George was my father: The autobiography of Lady Olwen Carey Evans. Llandysul, Dyfed: Gomer Press, 1985.

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Rachel, Bromwich, and Evans D. Simon, eds. Culhwch and Olwen: An edition and study of the oldest Arthurian tale. Cardiff: University of Wales Press, 1992.

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Watkins, T. Arwyn. Constituent order in the positive declarative sentence in the medieval Welsh tale 'Kulhwch ac Olwen'. Innsbruck: Institut für Sprachwissenschaft der Universität Innsbruck, 1988.

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Zimmer, Stefan. Die keltischen Wurzeln der Artussage: Mit einer vollständigen Übersetzung der ältesten Artuserzählung Culhwch und Olwen. Heidelberg: Winter, 2006.

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Olweus Bullying Prevention Program Kit. Hazelden Information & Educational Services, 2007.

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Book chapters on the topic "Olweus"

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Olweus, Dan, and Susan P. Limber. "The Olweus Bullying Prevention Program (OBPP)." In Making an Impact on School Bullying, 23–44. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge psychological impacts: Routledge, 2019. http://dx.doi.org/10.4324/9781351201957-2.

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Hughes, Kellie. "In the Wake of Olwen Fouéré’s riverrun." In The Palgrave Handbook of Contemporary Irish Theatre and Performance, 415–19. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-58588-2_29.

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Limber, Susan P., Jane Riese, Marlene J. Snyder, and Dan Olweus. "The Olweus Bullying Prevention Program." In Youth Suicide and Bullying, 203–15. Oxford University Press, 2014. http://dx.doi.org/10.1093/med:psych/9780199950706.003.0017.

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Marzano, Gilberto. "Cyberbullying." In Advances in Early Childhood and K-12 Education, 1–42. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8076-8.ch001.

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Cyberbullying represents a topical risk, especially for the online generation that is continuously connected and socializes through the internet. This chapter presents an overview of the research on cyberbullying, from the earliest studies to the most recent. It discusses the broad variety of definitions of cyberbullying that exist and highlights its essential differences from traditional bullying. The authors then go on to illustrate and discuss the multifarious facets of cyberbullying, including the (relative) anonymity of perpetrators and the repetition of bullying acts. Further research developments are explored in the light of criticisms of Olweus, who argued that inconsistent findings and exaggerated claims plague much of the research on cyberbullying. Finally, new emerging forms of harassment, such as revenge porn and virtual rape, are also introduced.
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Limber, Susan P., Maury Nation, Allison J. Tracy, Gary B. Melton, and Vicki Flerx. "Implementation of the Olweus Bullying Prevention programme in the Southeastern United States." In Bullying in Schools, 55–80. Cambridge University Press, 2004. http://dx.doi.org/10.1017/cbo9780511584466.005.

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"Th e Olweus Bullying Prevention Program: Implementation and Evaluation over Two Decades." In Handbook of Bullying in Schools, 387–412. Routledge, 2009. http://dx.doi.org/10.4324/9780203864968-33.

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"IMPLEMENTATION OF THE OLWEUS BULLYING PREVENTION PROGRAM IN AMERICAN SCHOOLS: Lessons Learned from the Field." In Bullying in North American Schools, 311–26. Routledge, 2010. http://dx.doi.org/10.4324/9780203842898-33.

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"Implementation of the Olweus Bullying Prevention Program in American Schools: Lessons Learned From the Field." In Bullying in American Schools, 373–86. Routledge, 2004. http://dx.doi.org/10.4324/9781410609700-29.

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Olweus, Dan. "The Olweus Bullying Prevention Programme: design and implementation issues and a new national initiative in Norway." In Bullying in Schools, 13–36. Cambridge University Press, 2004. http://dx.doi.org/10.1017/cbo9780511584466.003.

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Limber, Susan P. "Chapter 7Best Practices in the Prevention of Bullying: An Example of the Olweus Bullying Prevention Program." In A Public Health Approach to Bullying Prevention. American Public Health Association, 2013. http://dx.doi.org/10.2105/9780875530413ch07.

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Conference papers on the topic "Olweus"

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Agarwal, Harshit Kr, and Meenakshi Tripathi. "OLWS: Optimized Light Weight Secure Clustering protocol for Wireless Sensor Networks." In 2019 4th International Conference on Information Systems and Computer Networks (ISCON). IEEE, 2019. http://dx.doi.org/10.1109/iscon47742.2019.9036303.

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Crabtree, Alice, Jessica Gutjahr, and Edward Presswood. "53 A clinical audit to evaluate how DNACPR decisions are shared on discharge from Ty Olwen – a specialist palliative care unit in Wales." In Accepted Oral and Poster Abstract Submissions, The Palliative Care Congress 1 Specialty: 3 Settings – home, hospice, hospital 19–20 March 2020 | Telford International Centre. British Medical Journal Publishing Group, 2020. http://dx.doi.org/10.1136/spcare-2020-pcc.74.

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