By Lisa H. Rosen, Kathy DeOrnellas, Shannon R. Scott
This e-book posits that a number of views of key tuition employees (such as academics, principals, institution source officials, university psychologists and counselors, nurses, and coaches) grants a deeper realizing of bullying, which is still an instantaneous and urgent quandary in faculties at the present time. In flip, the authors recommend how this realizing can result in the improvement of more advantageous prevention and intervention courses. such a lot texts in this topic were constrained to pupil and instructor views. by way of adopting a extra entire process, the authors discover the way to wrestle bullying by way of drawing from sorely underutilized assets.
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Additional info for Bullying in School: Perspectives from School Staff, Students, and Parents
ROSS ET AL. students to actually use the new, more appropriate skills for making friends and accessing peer attention, the new skills must be more effective and more efficient at accessing peer attention than the old, less appropriate behavior. In other words, the desired behavior must be better at accessing peer attention than the bullying behavior. For this reason, simply teaching desired behaviors is rarely enough. Consequence interventions. , 2007). To increase access to peer attention following positive behavior, schools can implement strategies that reward students with peer attention for being respectful to others.
Vernberg, E. M. (2001). Overt and relational aggression in adolescents: Social-psychological adjustment of aggressors and victims. Journal of Clinical Child Psychology, 30, 479–491. 1207/ S15374424JCCP3004_05. , & Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 24, 211–223. 1037/a0018164. , & Van Acker, R. (2006). They’re cool: Social status and peer group supports for aggressive boys and girls. Social Development, 15, 175–204.
One of the biggest challenges when changing student behavior in response to bullying is the acquisition of student buy-in (Biernesser & Sun, 2009; Nese, Horner, Dickey, Stiller, & Tomlanovich, 2014). When adults tell students how they are supposed to address bullying, students often feel the strategies are too childlike and “uncool”. , 2014). This process should begin with the creation of a student leadership team that is involved at STUDENTS’ PERSPECTIVES ON BULLYING 35 a very early stage, typically the semester before any strategies are implemented in the school.