Research on the predictors of 3 bully status groups (bullies, victims, and bully victims) for school-age children and adolescents was synthesized using meta-analytic procedures. The primary purpose was to determine the relative strength of individual and contextual predictors to identify targets for prevention and intervention. Age and how bullying was measured were also considered as moderators. From an original pool of 1,622 studies conducted since 1970 (when research on bullying increased significantly), 153 studies were identified that met criteria for inclusion. A number of common and unique predictors were found for the bully status groups. The implications of the meta-analytic findings for future research on bullying and victimization prevention and intervention are discussed.

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Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-analytic Investigation

Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act. These two concepts...

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Applying Positive Behavior Support and Functional Behavioral Assessment in Schools

SUMMARY In response to public requests to improve the purpose and structure of discipline systems, schools have increased their emphases on “school-wide” positive behavior support. The thesis of this paper is that the current problem behavior of students in elementary and middle schools requires a preventive, whole-school approach. The foundation for such an approach lies in the emerging technology of positive behavior support. The features of positive behavior support are defined, and their application to whole-school intervention articulated. Finally, the steps that have been used to implement school-wide positive behavior support in over 500 schools across the nation are described.

The Evolution of Discipline Practices: School-Wide Positive Behavior Supports

Observing Interaction: An Introduction to Sequential Analysis, Roger Bakeman, John M. Gottman. Cambridge University Press, Cambridge (1986), ixv, +221. Price £25.00 hardback, £7.95 paperback

Title. Personal resilience as a strategy for surviving and thriving in the face of workplace adversity: a literature review

Aim.  This paper is a report of a literature review to explore the concept of personal resilience as a strategy for responding to workplace adversity and to identify strategies to enhance personal resilience in nurses.

Background.  Workplace adversity in nursing is associated with excessive workloads, lack of autonomy, bullying and violence and organizational issues such as restructuring, and has been associated with problems retaining nurses in the workforce. However, despite these difficulties many nurses choose to remain in nursing, and survive and even thrive despite a climate of workplace adversity.

Data sources.  The literature CINAHL, EBSCO, Medline and Pubmed databases were searched from 1996 to 2006 using the keywords ‘resilience’, ‘resilience in nursing’, and ‘workplace adversity’ together with ‘nursing’. Papers in English were included.

Findings.  Resilience is the ability of an individual to positively adjust to adversity, and can be applied to building personal strengths in nurses through strategies such as: building positive and nurturing professional relationships; maintaining positivity; developing emotional insight; achieving life balance and spirituality; and, becoming more reflective.

Conclusion.  Our findings suggest that nurses can actively participate in the development and strengthening of their own personal resilience to reduce their vulnerability to workplace adversity and thus improve the overall healthcare setting. We recommend that resilience-building be incorporated into nursing education and that professional support should be encouraged through mentorship programmes outside nurses’ immediate working environments.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2648.2007.04412.x

Personal resilience as a strategy for surviving and thriving in the face of workplace adversity: a literature review.

This article provides a reconceptualization of the role of schools in preventing antisocial behavior problems among children and youth. The U.S. Public Health Service's conceptual model of prevention, involving primary, secondary, and tertiary prevention approaches, is used as an organizing framework to illustrate how schools can deliver interventions more effectively and improve outcomes. Traditional school approaches to coping with students who are at risk and antisocial are reviewed, and the following major topics are addressed: (a) A case is made that schools can play a central, coordinating role in collaboration with families and social service agencies in addressing the challenging problems presented by antisocial students; (b) a generic intervention approach is suggested that involves reducing risk factors for antisocial behavior and enhancing protective factors; (c) a three-level approach to organizing specific interventions for achieving prevention goals and outcomes is described; and (d) recomme...

Integrated Approaches to Preventing Antisocial Behavior Patterns among School-Age Children and Youth.

This article summarizes the results of the Transition Research on Adjudicated Youth in Community Settings (TRACS) project, a 5-year longitudinal study that examined the facility-to-community transition of 531 incarcerated youth (58% had a disability) from Oregon's juvenile justice system. About 40% of the sample returned to the juvenile correctional system within 12 months after release. Only 47% were engaged in work or school at 6 months after release, and 31% were engaged at 12 months after release. Participants who were engaged in work or school at 6 months after release tended to stay involved in those positive activities at 12 months after release and not return to the juvenile correctional system. These results point to the importance of providing interventions focused toward work and school placements immediately upon youths' release from the juvenile correctional system and their return to the community.

Life on the “Outs”—Examination of the Facility-to-Community Transition of Incarcerated Youth:

Adolescents who have been incarcerated are at extreme risk for poor adult outcomes. However, some former youth offenders become successful, happy adults, presenting a profile of strength and coping known as resilience. This article describes the results of a 5-year qualitative examination of resilience among a group of adolescents transitioning from youth correctional facilities back into their communities. Topics discussed include predelinquent histories, experiences in the correctional system, and postcorrections transition. Currently about half of the respondents are successful—employed, going to school, or raising children. Others are less stable and may be at risk of being rearrested. Internal and situational factors accounting for these differences are discussed. Implications for practice include restructuring post-corrections transition services and improving school-based supports to at-risk youth.

http://journals.sagepub.com/doi/pdf/10.1177/001440290106800107

Overcoming the Odds: Qualitative Examination of Resilience among Formerly Incarcerated Adolescents

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Vocational and Transition Interventions for Adolescents and Young Adults with Emotional or Behavioral Disorders

This study examined the facility-to-community transition of 531 incarcerated youth following their release from Oregon's juvenile correctional system, for a period of 12 months. Data on the sample were gathered through phone interviews, while they were still in custody and then every 6 months after their parole. The interviewees were asked to describe their work, educational, and living and social experiences in the community. For this sample, (a) being engaged in work and/or school within 6 months after parole and (b) receiving services from mental health and other social service agencies within 6 months in the community were associated with being engaged in work and/or school 12 months after exit. Participants with disabilities were less likely to be engaged and were more likely to return to the juvenile correctional system than participants without disabilities.

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Michael Bullis

Papers

Integrated Approaches to Preventing Antisocial Behavior Patterns among School-Age Children and Youth.

Life on the “Outs”—Examination of the Facility-to-Community Transition of Incarcerated Youth:

Overcoming the Odds: Qualitative Examination of Resilience among Formerly Incarcerated Adolescents

Vocational and Transition Interventions for Adolescents and Young Adults with Emotional or Behavioral Disorders

The Importance of Getting Started Right Further Examination of the Facility-to-Community Transition of Formerly Incarcerated Youth