The current study examined how well training design, trainee characteristics, and work environment factors predicted the extent to which participants in the National Association of School Psychologists' PREPaRE School Crisis Prevention and Intervention Training transferred the knowledge and skills learned in the program to their work in K–12 schools. A sample of 310 participants who attended the PREPaRE training within the previous 2 years completed measures to assess transfer of training; trainee characteristics, training design, and work environment, as assessed by the Learning Transfer System Inventory; and barriers to transfer of training. Hierarchical regression analyses indicated that characteristics of the training design, trainee characteristics, and work environment accounted for 70% of the variance in participants' output of transfer behavior and 46% of variance for the specific use of PREPaRE knowledge and skills. Implications for PREPaRE program evaluation efforts and for facilitating the transfer of training to schools are discussed.
Bullying is a problem that can impact perpetrators, victims, and bystanders in terms of their mental illness and mental wellness. In this chapter, the authors first define bullying and summarize its impact. The emphasis of the chapter is on universal and targeted prevention of bullying in schools following a public health framework. The authors provide evidence for the effectiveness of bullying prevention programs and policies, as well as universal and targeted prevention approaches to teach and reinforce positive behavior and social-emotional skills. Targeted approaches for perpetrators and victims of bullying are described. These concepts are illustrated in a case study of a school district’s comprehensive approach to bullying prevention and intervention. The chapter concludes with a table of recommendations for practice.
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