Bullying Behavior: Perspectives on Implementation of Policy From Building-Level Administrators and School Counselors (original) (raw)
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Effective Bullying Prevention and Intervention Strategies for School Professionals
2020
This article examines state-level school laws that emerged over the last decade with regard to bully prevention. The purpose is to determine, among states that legally mandate public schools to address bullying, how extensively they have incorporated language representing the primary, secondary, and tertiary prevention levels. State bully laws were coded into a classification scheme representing three levels of prevention constructs and language from OIweus' Bullying Prevention Program. Findings include discussions of both the thematic review of the qualitative data and frequencies generated from data reduction. Findings revealed that 38 states wrote school laws that required bullying policies. Among these states, half (50%) had laws that addressed both primary and tertiary prevention levels, while only 10 states (26%) included secondary prevention in its laws. The discussion includes suggestions for expanding state bully laws to incorporate secondary prevention. Also, the discussion moves beyond what states currently require their school districts to do, to draw conclusions regarding alignment ofbest practices and school bully laws and policies. Health educators can be involved in lobbying for school bully prevention policy and laws at the state level.
Journal of Applied School Psychology
Although most states across the United States have enacted anti-bullying legislation, state laws vary greatly in detail and direction, leaving many school districts wondering how to best address the problem of bullying and comply with their state's legislative requirements. In response, a comprehensive, statewide training initiative was conducted for school personnel to offer guidance on developing and implementing such policies at the local level. In the present piece, the authors explicate the process by which they (a) derived theoretically grounded, empirically driven recommendations; (b) developed training materials and a project website; and (c) disseminated the material and recommendations across the state. They also present key outcomes as a result of this training initiative.
Michigan Child Welfare Law Journal, 2009
This study was conducted to explore the responses of 380 students enrolled at Michigan State University who had experienced bullying in high school as victims, perpetrators, and witnesses. Findings included significant predictors of bullying behavior. For example, male students were more likely to bully than their female counterparts; and bystanders who witnessed bullying incidents were more likely to become both victims and/or perpetrators of bullying. The MSU students offered recommendations for policymakers to create anti-bullying legislation with enforcement guidelines and other methods of improving school culture to reduce future bullying incidents.
School District Anti-Bullying Policies: a State-Wide Content Analysis
International Journal of Bullying Prevention
Although all states in the United States require school districts to adopt anti-bullying policies, relatively little research explores the content of bullying policies. A content analysis of anti-bullying policies from 76 school districts across the State of Louisiana was conducted. A 63-item coding scheme was developed to guide the analysis. The overall compliance to the coding framework by the Louisiana school districts considered in this study was 64%, with many policies covering logistical aspects of bullying response such as definitions, reporting, investigating, monitoring, disseminating policies, and consequences for perpetrators. While many school districts addressed evidenced-based practices and mental health support for victims and perpetrators, few school district policies addressed the use of personally owned technology, mental health support for witnesses, evaluating programs, or enumeration of vulnerable groups. There was also a noticeable gap in policies that were culturally responsive in nature. Implications are discussed for educators, policy-makers, and researchers.
2009
This study was conducted to explore the responses of 380 students enrolled at Michigan State University who had experienced bullying in high school as victims, perpetrators, and witnesses. Findings included significant predictors of bullying behavior. For example, male students were more likely to bully than their female counterparts; and bystanders who witnessed bullying incidents were more likely to become both victims and/or perpetrators of bullying. The MSU students offered recommendations for policymakers to create anti-bullying legislation with enforcement guidelines and other methods of improving school culture to reduce future bullying incidents.
Bullying Prevention in an Elementary School: An Exploration of Educator and Staff Perspectives
Journal of Educational Issues, 2019
The implementation of school-wide anti-bullying programs has received mixed, though predominantly positive, results in the United States. The present study sought to investigate attributes of a successful anti-bullying campaign with specific interest in areas for continued improvement. The instructional faculty, content area specialists, staff employees, and administrators of a rural mid-Atlantic elementary school were solicited to participate in audio recorded interviews regarding their perceptions of the program at their school. All participants indicated the program was largely successful at their school and the recommendations for further improvements included expanding the bullying reduction training to non-teaching staff, continued emphasis on emotional skills, inclusion of information on varying perspectives regarding gender and culture, and expanding the training to emphasize employee interactions as an important component of the anti-bullying climate.
Educators' perceptions on bullying prevention strategies
2007
I rep ort o n an inve stigatio n into a group of Free State educators' recognition of bullying, their reactions to incidences of bullying, and their perceptions of the effectiveness of a number of bullying prevention strategies. The research instrument was a synthesis of the Delaware Research Questionnaire and questions based on findings from previous research on bullying in the Free State. The first important result was that Free State educators had frequently witnessed learners being physically and verbally abused by fellow learners. The second was that more than 80% of the resp ondents were willing to intervene in such cases. Thirdly, the results indicated that the respondents saw parental involvement as critical in preventing bullying. Finally, some comments and recommendations are made regarding the role of parents, educators, the police, and learners in the prevention of bullying.