Relevant bibliographies by topics / Stop Bullying Now

Contents

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

Academic literature on the topic 'Stop Bullying Now'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Stop Bullying Now"

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Bellmore, Amy. "Whose Responsibility Is It to Stop Bullying?" Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (2016): 92–97. http://dx.doi.org/10.1177/2372732215624218.

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In the last 20 years, public awareness of the problem of bullying has increased to the degree that legislation has been developed to protect youth in all 50 United States. Bullying is clearly harmful to students’ social, psychological, and academic functioning. Researchers are now challenged to prevent or reduce bullying and its negative effects. The potential that key stakeholders—peers, parents, schools, and new media—hold for stopping bullying is reviewed. The evidence from the large body of bullying research offers hope for many ways that stakeholders can produce meaningful reductions in b
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Bryn, Stephanie. "Stop Bullying Now! A Federal Campaign for Bullying Prevention and Intervention." Journal of School Violence 10, no. 2 (2011): 213–19. http://dx.doi.org/10.1080/15388220.2011.557313.

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Vessey, Judith. ""Take A Stand. Lend A Hand-Stop Bullying Now!" Campaign." NASNewsletter 19, no. 6 (2004): 18–19. http://dx.doi.org/10.1177/104747570401900608.

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Saladin-Subero, Rosanna, and Katherine Hawkins. "Stop Bullying Now! Campaign Pilot Evaluation: A Qualitative Assessment of its Usefulness and Cultural Appropriateness for Hispanic Populations." Social Marketing Quarterly 17, no. 2 (2011): 2–18. http://dx.doi.org/10.1080/15245004.2011.570860.

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The Stop Bullying Now! (SBN!) campaign is a media-based national effort launched in 2004. Developed by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services, its purpose was to raise awareness about bullying, preventing and reducing bullying behaviors, identifying appropriate interventions for tweens, and fostering linkages among partners' organizations. The campaign targets youths aged 9 through 13 and those who influence them (e.g., family members; educators; law enforcement; and health, safety, and mental health professionals). This pilo
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Lievense, P., V. S. Vacaru, J. Liber, M. Bonnet, and P. S. Sterkenburg. "“Stop bullying now!” Investigating the effectiveness of a serious game for teachers in promoting autonomy-supporting strategies for disabled adults: A randomized controlled trial." Disability and Health Journal 12, no. 2 (2019): 310–17. http://dx.doi.org/10.1016/j.dhjo.2018.11.013.

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Flateau-Lux, Laura R., and Tammy Gravel. "Put a stop to bullying new nurses." Nursing 43, no. 6 (2013): 24–28. http://dx.doi.org/10.1097/01.nurse.0000429803.49353.c8.

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Flateau-Lux, Laura R., and Tammy Gravel. "Put a Stop to Bullying New Nurses." Home Healthcare Nurse 32, no. 4 (2014): 225–29. http://dx.doi.org/10.1097/nhh.0000000000000045.

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Coffin, Juli. "“Make Them Stop it”: What Aboriginal Children and Youth in Australia Are Saying About Bullying." First Peoples Child & Family Review 6, no. 1 (2020): 83–98. http://dx.doi.org/10.7202/1068898ar.

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This paper explores and summarizes a three year research program into contextualizing bullying in an Aboriginal cultural environment for youth and children. Bullying is not a new concept; it has been passed down from one generation to the next for many years. Effects of bullying can be long term and often manifest as being the causal pathway to other undesirable behaviours. Among children and youth effects of bullying are seen in many forms, for Aboriginal children and youth these effects are magnified. Aboriginal children and youth are already over represented in truancy, juvenile detention a
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Paull, Megan, and Maryam Omari. "Dignity and respect: important in volunteer settings too!" Equality, Diversity and Inclusion: An International Journal 34, no. 3 (2015): 244–55. http://dx.doi.org/10.1108/edi-05-2014-0033.

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Purpose – Volunteers in some organisations are subject to new protections under legislative amendments in Australia which proscribe workplace bullying. These new protections provide impetus for the question of whether workplace bullying is an issue for (unpaid) volunteers and (paid or unpaid) volunteer managers. The purpose of this paper is to outline key exploratory findings. Design/methodology/approach – This exploratory and descriptive qualitative study employed an online survey to collect data on the experiences of participants and on their perception of what constitutes bullying in volunt
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Lacey, Anna, Dewey Cornell, and Timothy Konold. "The Relations Between Teasing and Bullying and Middle School Standardized Exam Performance." Journal of Early Adolescence 37, no. 2 (2016): 192–221. http://dx.doi.org/10.1177/0272431615596428.

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This study examined the relations between the schoolwide prevalence of teasing and bullying (PTB) and schoolwide academic performance in a sample of 271 Virginia middle schools. In addition, the study examined the mediating effects of student engagement. A three-step sequence of path models investigated associations between schoolwide PTB and state-mandated Standards of Learning test pass rates, with effects examined both directly and indirectly through student engagement while controlling for important school-level characteristics. Separate models were examined for two 7th-grade and four 8th-
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Dissertations / Theses on the topic "Stop Bullying Now"

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Kelly, Erin Joy. "Marketing health issues to tweens : recommendations for reaching this demographic more effectively." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-12-4446.

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This paper explores public health campaigns as they relate to tweens and their use of technology. After considering how this demographic utilizes both traditional and new media, further examination was done on general health problems that affect this group. Three major health issues were then chosen for analysis. A relevant campaign for each issue was also evaluated, as were its overall marketing and communication efforts. The health problems and corresponding campaigns chosen include childhood obesity and the “Let’s Move” campaign, electronic aggression and the “Stop Bullying” campaign and y
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Chiang, Mu-Cheng, and 江牧橙. "From the Start to the Stop, Not Just What You See－Life Stories of Adolescents Experiencing Bullying." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/70416400284420805903.

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碩士<br>國立臺灣大學<br>社會工作學研究所<br>101<br>The society of Taiwan has paid more and more attention to bullying in recent years. Most of the time, we focus on the issues related victims. However, the bullies also need help. In fact, some bully people had experienced victimizations before they became bullies, or might have been being victims at the same time, the called bully-victims. This study attempts to understand the experiences of the bully-victims by listening to their life stories. By understanding their needs in the process of transforming victims into bullies, and finally stop bullying, could b
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Books on the topic "Stop Bullying Now"

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Bully stop now!: A superintendent tells you how. Blueprint Agencies Inc, 2013.

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2

Kim, Stephenson, ed. No, it's not OK: How to stop the cycle of bullying. Penguin Books, 2007.

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Varnava, George. How to stop bullying ...: Towards a non-violent school : a guide for teachers and support staff. David Fulton, 2003.

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4

Chorney, Franklin Rubenstein; Andrea. Stop Bullying Now!: A Counseling and Prevention Workbook. Instant Help Publications, 2006.

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5

Stop Bullying Now! [videorecording]: Take a stand, lend a hand : video toolkit. United States Department of Health and Human Services, 2011.

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6

United States. Health Resources and Services Administration, ed. Stop bullying now!: Take a stand, lend a hand : activities guide : making it work for your school and community. U.S. Dept. of Health and Human Services, Health Resources and Services Administration, 2006.

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7

United States. Health Resources and Services Administration., ed. Stop bullying now!: Take a stand, lend a hand : activities guide : making it work for your school and community. U.S. Dept. of Health and Human Services, Health Resources and Services Administration, 2006.

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8

Varnava, George. How to Stop Bullying towards a non-violent school. Routledge, 2014. http://dx.doi.org/10.4324/9781315070018.

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Please Stop Laughing at Us...: The Sequel to the New York Times Bestseller Please Stop Laughing at Me... BenBella Books, 2011.

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10

Astor, Ron, and Rami Benbenishty. Mapping and Monitoring Bullying and Violence. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190847067.001.0001.

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Mapping and Monitoring Bullying and Violence is a guidebook for district and school education leaders and professionals to reduce incidents of violence and bullying and enhance students' well-being. Written in a step-by-step format, the text is designed to assist in collecting and making better use of data on non-academic issues in schools, such as reports of victimization, weapon and drug possession, theft of personal property, suicide ideation, and other areas. The authors advocate an ongoing monitoring approach that involves collecting information from multiple audiences about what is takin
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Book chapters on the topic "Stop Bullying Now"

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"A presentation of Towards a Non-violent Society–Checkpoints for Schools." In How to Stop Bullying towards a non-violent school. Routledge, 2014. http://dx.doi.org/10.4324/9781315070018-9.

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"Establishing base-line assessment criteria for measuring progress." In How to Stop Bullying towards a non-violent school. Routledge, 2014. http://dx.doi.org/10.4324/9781315070018-11.

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"The Checkpoints web–an institutional self-audit designed for the assessment of current practice and guidance towards further action." In How to Stop Bullying towards a non-violent school. Routledge, 2014. http://dx.doi.org/10.4324/9781315070018-10.

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"Training– the professional development of staff and the personal development of students." In How to Stop Bullying towards a non-violent school. Routledge, 2014. http://dx.doi.org/10.4324/9781315070018-14.

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"Conclusion." In How to Stop Bullying towards a non-violent school. Routledge, 2014. http://dx.doi.org/10.4324/9781315070018-15.

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"The Charter." In How to Stop Bullying towards a non-violent school. Routledge, 2014. http://dx.doi.org/10.4324/9781315070018-13.

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"Introduction." In How to Stop Bullying towards a non-violent school. Routledge, 2014. http://dx.doi.org/10.4324/9781315070018-7.

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"Bullying in the wider context of violence in society –culture,neglect and the role of the school." In How to Stop Bullying towards a non-violent school. Routledge, 2014. http://dx.doi.org/10.4324/9781315070018-8.

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9

"From school to community–how schools take the lead in tackling violence." In How to Stop Bullying towards a non-violent school. Routledge, 2014. http://dx.doi.org/10.4324/9781315070018-12.

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Herron, Marcia Marie. "Social Media Bullying in the Workplace." In Advances in Human Resources Management and Organizational Development. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4912-4.ch004.

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Research has identified the prevalence and characteristics of workplace bullying, yet little research has specifically considered workplace cyberbullying. Therefore, in the present study, 49 employees across U.S. workplaces completed online surveys about workplace cyberbullying. Findings suggested that cyberbullying occurred across ethnicities and ages and more frequently reported by women. Women were also more often cyberbullying perpetrators. Cyberbullying persisted from a few days, 43%, to more than a year, 22%. Most reported bullying by more than one coworker, M = 2.41 (6.27), yet only in one workplace. Most victims had no warning signs that cyberbullying would arise. Many reported substantially decreased motivation and productivity from the cyberbullying. Despite known best preventive practices and costs of workplace bullying, most workers believed their companies lacked clear steps for reporting cyberbullying; of those who reported, most felt unsafe doing so, and many, 43%, indicated that reporting did not stop the cyberbullying.
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Conference papers on the topic "Stop Bullying Now"

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Mihai (Vasile), Iuliana. "Possibilities for Implementing Anti-Bullying Elements in the e-Learning Process." In 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/17.

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Bullying is not a new phenomenon, but it has spread in recent years through a new form: cyber-bullying, as a result of technological evolution. The negative effects are multiple, from anxiety, health problems, to dropping out of school and even suicide. To make the school a safe environment for children, methodological norms have appeared to prevent and combat bullying manifestations in the school environment. In the context of the Covid-19 pandemic, when many activities continued online, education also acquired a new dimension: e-Learning. Information devices (computers, tablets, smartphones)
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Reports on the topic "Stop Bullying Now"

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

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Schools routinely face federal and state mandated changes, like the Common Core State Standards or standardized testing requirements. Sometimes districts and schools want to take on new policies and practices of their own, like anti-bullying programs or using technology to deliver instruction. Regardless of the origin of the change, implementation requires them to take on additional work; yet experts estimate that only 30 to 50 percent of major change efforts in organizations will succeed. Failing change efforts result in not only financial losses but also lowered organizational morale, wasted
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Journal articles
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