What Can Be Done About School Bullying?: Linking Research to Educational Practice
TL;DR: In this paper, the authors review research on individual, peer, and school contributions that may be critical factors for enhancing efforts to address bullying among students, with an emphasis on how bullying is defined and assessed and the subsequent implications for bullying prevention and intervention program evaluation.
Abstract: In this article, the authors review research on individual, peer, and school contributions that may be critical factors for enhancing efforts to address bullying among students. Methodological challenges are delineated, with an emphasis on how bullying is defined and assessed and the subsequent implications for bullying prevention and intervention program evaluation. The impact of school-based anti-bullying programs and the challenges currently facing educators and researchers in this area are discussed. The article concludes with a proposal for a broader, ecologically based model of school bullying based on the emerging literature.
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TL;DR: This paper presented an integrative review on school climate research, focusing on five essential dimensions of school climate: Safety, Relationships, Teaching and Learning, Institutional Environment, and the School Improvement Process.
Abstract: For more than a century, there has been a growing interest in school climate. Recently, the U.S. Department of Education, Center for Disease Control and Prevention, Institute for Educational Sciences, a growing number of State Departments of Education, foreign educational ministries, and UNICEF have focused on school climate reform as an evidence-based school improvement strategy that supports students, parents/guardians, and school personnel learning and working together to create ever safer, more supportive and engaging K–12 schools. This work presents an integrative review on school climate research. The 206 citations used in this review include experimental studies, correlational studies, literature reviews, and other descriptive studies. The review focuses on five essential dimensions of school climate: Safety, Relationships, Teaching and Learning, Institutional Environment, and the School Improvement Process. We conclude with a critique of the field and a series of recommendations for school climate...
1,506 citations
Cites background from "What Can Be Done About School Bully..."
...of Negro Education, 75, 478–494. Griffith, J. (1995). An empirical examination of a model of social climate in elementary schools....
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TL;DR: In this article, the authors evaluate the existing literature on school climate and bring to light the strengths, weakness, and gaps in the ways researchers have approached the construct of school climate.
Abstract: The construct of school climate has received attention as a way to enhance student achievement and reduce problem behaviors. The purpose of this article is to evaluate the existing literature on school climate and to bring to light the strengths, weakness, and gaps in the ways researchers have approached the construct. The central information in this article is organized into five sections. In the first, we describe the theoretical frameworks to support the multidimensionality of school climate and how school climate impacts student outcomes. In the second, we provide a breakdown of the four domains that make up school climate, including academic, community, safety, and institutional environment. In the third, we examine research on the outcomes of school climate. In the fourth, we outline the measurement and analytic methods of the construct of school climate. Finally, we summarize the strengths and limitations of the current work on school climate and make suggestions for future research directions.
652 citations
Cites background from "What Can Be Done About School Bully..."
...Emotional safety is described as the presence of caring and supportive staff, availability of counseling services for students struggling with depression or other mood disorders, and an absence of verbal bullying or harassment (Kuperminc et al. 1997, 2001; Swearer et al. 2010)....
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TL;DR: The results of this investigation suggest the promise of this SEL intervention and address a lacuna in the scientific literature-identifying strategies not only to ameliorate children's problems but also to cultivate their well-being and thriving.
Abstract: The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th graders (N = 99) were randomly assigned to receive the SEL with mindfulness program versus a regular social responsibility program. Measures assessed executive functions (EFs), stress physiology via salivary cortisol, well-being (self-reports), prosociality and peer acceptance (peer reports), and math grades. Relative to children in the social responsibility program, children who received the SEL program with mindfulness (a) improved more in their cognitive control and stress physiology; (b) reported greater empathy, perspective-taking, emotional control, optimism, school self-concept, and mindfulness, (c) showed greater decreases in self-reported symptoms of depression and peer-rated aggression, (d) were rated by peers as more prosocial, and (e) increased in peer acceptance (or sociometric popularity). The results of this investigation suggest the promise of this SEL intervention and address a lacuna in the scientific literature-identifying strategies not only to ameliorate children's problems but also to cultivate their well-being and thriving. Directions for future research are discussed.
558 citations
TL;DR: In this paper, a meta-analysis synthesized bullying prevention programs' effectiveness at increasing bystander intervention in bullying situations was presented. But, the effectiveness of these programs was limited.
Abstract: This meta-analysis synthesized bullying prevention programs' effectiveness at increasing bystander intervention in bullying situations. Evidence from 12 school-based programs, involving 12,874 stud...
529 citations
Cites background from "What Can Be Done About School Bully..."
..., teacher– student ratio), but found little connection to perpetration or victimization (Swearer et al., 2010)....
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...As such, early research focused solely on the physical aspects of school environment (e.g., teacher– student ratio), but found little connection to perpetration or victimization (Swearer et al., 2010)....
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TL;DR: The goal of this special issue is to provide psychologists with a comprehensive review that documents the current understanding of the complexity of bullying among school-aged youth and directions for future research and intervention efforts.
Abstract: This article provides an introductory overview of findings from the past 40 years of research on bullying among school-aged children and youth. Research on definitional and assessment issues in studying bullying and victimization is reviewed, and data on prevalence rates, stability, and forms of bullying behavior are summarized, setting the stage for the 5 articles that comprise this American Psychologist special issue on bullying and victimization. These articles address bullying, victimization, psychological sequela and consequences, ethical, legal, and theoretical issues facing educators, researchers, and practitioners, and effective prevention and intervention efforts. The goal of this special issue is to provide psychologists with a comprehensive review that documents our current understanding of the complexity of bullying among school-aged youth and directions for future research and intervention efforts.
429 citations
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TL;DR: This study’s findings can provide practical guidelines to steer partnership programs within the academic and clinical bodies, with the aim of providing a collaborative partnership approach to clinical education.
Abstract: The aim of our systematic review was to retrieve and integrate relevant evidence related to the process of formation and implementation of the academic–service partnership, with the aim of reformin...
41,134 citations
"What Can Be Done About School Bully..." refers background in this paper
...Vreeman and Carroll (2007) examined the findings of 26 studies evaluating school-based anti-bullying efforts, distinguish ing between classroom curriculum studies, whole-school/multi disciplinary interventions, and targeted social and behavioral skill training for bullies and victims....
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Book•
01 Jan 1979
TL;DR: An apparatus for measuring at least two of the following characteristics of a fluid; pH, partial pressure of dissolved gas or gases therein, inorganic ion concentration, hemoglobin, temperature, and the like, the apparatus comprising a vessel having a flow channel for fluid passing therethrough and means for inducing turbulence in the channel at specified locations.
Abstract: An apparatus for measuring at least two of the following characteristics of a fluid; pH, partial pressure of dissolved gas or gases therein, inorganic ion concentration, hemoglobin, temperature, and the like, the apparatus comprising a vessel having a flow channel for fluid passing therethrough and means for inducing turbulence in the channel at specified locations; sensors for the above enumerated fluid characteristics located in the vessel along the channel and within the area of induced turbulent flow; and integral heat-exchanging means e.g., cartridge heaters, within the vessel and external solid state circuitry for maintaining or achieving a preselected temperature in a fluid passing through the vessel and in the sensors. Also disclosed is such an apparatus adapted to the analysis of very small quantities of fluids, e.g., blood, including components for sample storage and transfer, preheating, propulsion and electronic read out and display.
11,686 citations
8,000 citations
"What Can Be Done About School Bully..." refers background in this paper
...This framework views youth behav ior as shaped by individual characteristics and a range of nested contextual systems of schools, adults, neighborhoods, and society (Benbenishty & Astor, 2005; Bronfenbrenner, 1979)....
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TL;DR: The authors suggest that the most promising route to effective strategies for the prevention of adolescent alcohol and other drug problems is through a risk-focused approach.
Abstract: The authors suggest that the most promising route to effective strategies for the prevention of adolescent alcohol and other drug problems is through a risk-focused approach. This approach requires the identification of risk factors for drug abuse, identification of methods by which risk factors have been effectively addressed, and application of these methods to appropriate high-risk and general population samples in controlled studies. The authors review risk and protective factors for drug abuse, assess a number of approaches for drug abuse prevention potential with high-risk groups, and make recommendations for research and practice.
5,348 citations
"What Can Be Done About School Bully..." refers background in this paper
..., Kochenderfer & Ladd, 1996; Olweus, 1992) or even drop out (Fried &c Fried, 1996). In contrast, Hanish and Guerra (2002) and Woods and Wolke (2004) failed to demonstrate significant links between peer victimization and academic achievement, and Beran (2008) found a significant, albeit modest, relation between victimization and teacher-rated achievement for pr?adolescents (10-12 years) but not early ado lescents (12-15 years)....
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