Anti-Bullying/Harassment Legislation and Educator Perceptions of Severity, Effectiveness, and School Climate: A Cross-Sectional Analysis

Cosgrove, Heather E.; Nickerson, Amanda B.

doi:10.1177/0895904815604217

Cited by 18 publications

(11 citation statements)

References 48 publications

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“…Since then, a series of pioneering longitudinal studies evaluating the outcome effectiveness of a Cognitive-behavioural Group Therapy intervention in reducing aggressive behaviour and peer victimization in school bulling have been gradually published. Moreover, the studies had generated research interests and discussions in other parts of the world as to effectiveness of Cognitive-behavioural Group Therapy intervention for anti-bullying programs [10][11][12].…”

Section: Discussionmentioning

confidence: 99%

Intervention for Reactive/ Proactive Aggressors and Aggressive/ Pure Victims of School Bullying in Hong Kong: A Review and New Developments

Fung¹

2017

Neuropsychiatry

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No prior study has focused on intervention specifically for high-risk schoolchildren with both subtypes of aggression, reactive and proactive aggression, as well as both subtypes of victimization, aggressive and pure victimization. It was being ignored by the researchers that not much work has been done on evidence-based evaluations of longitudinal study of the effectiveness of interventions for such the above specific children. Based on the pioneering longitudinal mixed-methods study of the effectiveness of Cognitive-behavioral Group Therapy on aggressive victimization conducted by Fung in 2012, recent further studies have proven the effectiveness of Cognitive-behavioral Group Therapy for schoolchildren with pure victimization as well as those with reactive or proactive aggression. A review of quantitative and qualitative results found consistent findings indicating that schoolchildren's cognition, emotion, and behavior were positively reconstructed by group interventions. Furthermore, an evidence-based study on adopting Cognitive-behavioral Group Therapy in the parallel parent-child group, child-only group, and parent-only group for reducing schoolchildren with reactive and proactive aggression, the most significant outcome was found in child-only group rather than parent-only and parallel parent-child group. It confirmed that children directly involvement was the most effective format. These studies have had important shortand long-term impacts, such as lessening school bullying, violence, and peer victimization in school settings, reducing juvenile delinquency and adult crime including intimidation, assault, and homicide. There will be enormous across-the-board financial savings to society. It is believed that by intervening before these adult problems fully develop; a more cost-effective way to reduce the long-term burdens on society can be achieved. However, limitations such as the attrition rate and the availability of control groups limit the power of the research. Implications for future research direction and intervention were discussed.

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Section: Discussionmentioning

confidence: 99%

Intervention for Reactive/ Proactive Aggressors and Aggressive/ Pure Victims of School Bullying in Hong Kong: A Review and New Developments

Fung¹

2017

Neuropsychiatry

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“…Legislation related to bullying does exist at the state level. Indeed, Cosgrove and Nickerson (2015) report that 49 states have enacted legislation to address bullying and harassment behaviors as of the date of their publication (p. 521).…”

Section: Bullyingmentioning

confidence: 99%

“…In response to this growing body of legislation, the Department of Education adopted a framework for states that they outlined in a "Dear Colleague" letter in December of 2010 (Stuart-Cassel et al, 2011). This framework includes a number of elements: definition of bullying behavior and protected groups; development and implementation of district policy; parameters for applying policies, including policy communication and recordkeeping; and monitoring of policies, procedures, actions and interventions that may be employed to prevent bullying (Cosgrove & Nickerson, 2015;Stuart-Cassel et al, 2011). In a study looking at the extent to which states implemented these suggested components, Stuart-Cassel and colleagues (2011) noted that only two states include all of the identified features.…”

Section: Bullyingmentioning

confidence: 99%

Sibling Violence

Perkins

Grossman

2020

ASW

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Social work has played an integral role in the conceptualization and implementation of policy aimed at prevention and intervention of various forms of family violence. Seminal federal policies to address child abuse and neglect (Child Abuse Prevention and Treatment Act), elder abuse (Elder Justice and Older Americans Acts), and intimate partner violence (Violence Against Women and Family Violence Prevention and Services Acts) all focus on specific types of violence in the family. To date, however, there are no federal policies specifically addressing physical and/or emotional sibling violence (Perkins, Coles, & O’Connor, 2017; Perkins & O’Connor, 2016). This article examines the exclusion of policy addressing physical and emotional sibling violence considering other family violence policies. Along with prevalence, consequences, and associative factors connected to sibling violence, definitional issues that impede the creation of policy to address this form of family violence are highlighted. Children as a marginalized population, deserving the attention of social workers through policy advocacy will be discussed as well as psychoeducation and interprofessional collaboration that may facilitate the creation of policies aimed at addressing this form of family violence.

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“…For example, 51% to 98% of educators reported that their school systems had adopted a local anti-bullying policy in compliance with their state's policy [60][61][62][63][64][65][66]. In terms of training and notification regarding bullying policies, 39% to 94% of educators reported receiving training on the policy [60,61,[64][65][66][67][68][69], and 56% to 84% of educators reported that students were notified about the policy [62,64,65,69,70]. Regarding school procedures, 60% to 94% of educators indicated that their school maintained procedures for reporting bullying [64,67,69,70], 78% to 92% of educators indicated that their school had procedures for investigating reports or complaints about bullying [65,67,69,70], and 52% to 80% of educators indicated that their school provided mental health assistance to students involved in bullying [61,65,69].…”

Section: Fidelity Of Implementation Of Anti-bullying Policiesmentioning

confidence: 99%

“…Only one study was found in the literature that examined the extent to which an anti-bullying policy was implemented and bullying outcomes [67]. This study found that higher levels of implementation of strategies associated with a state anti-bullying law predicted lower levels of bullying severity, lower levels of harassment based on protected classes (e.g., race, sex, national origin, religion, disability, weight, sexual orientation, and gender identity), and more positive perceptions of school climate [67]. Given that this was the only study found in the literature to examine fidelity of policy implementation with bullying outcomes, more research is needed in this area.…”

Section: Fidelity Of Implementation Of Anti-bullying Policiesmentioning

confidence: 99%

Is Fidelity of Implementation of an Anti-Bullying Policy Related to Student Bullying and Teacher Protection of Students?

Hall

Dawes

2019

Education Sciences

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Bullying is a significant school problem. Policies have been developed to reduce bullying, yet little is known about their implementation, which must occur for these policies to have an effect. This study examines associations between the overall implementation of a state anti-bullying policy and implementation of specific components outlined in the policy with two outcomes: bullying among students and teacher protection of students. Data were collected from 588 educators in K-12 schools across North Carolina a year following the enactment of an anti-bullying law in the state. Results show that overall policy implementation fidelity is inversely related to student bullying and positively related to teacher protection. In addition, the implementation of certain policy components (i.e., educator and student knowledge of bullying reporting procedures, training of educators about protected classes from bullying, student knowledge of protected classes, and educators reporting and remediating bullying based on protected classes) is significantly related to the outcomes. Thus, the implementation of certain anti-bullying policy components may be more potent in addressing bullying. Future research should identify constellations of policy strategies that need to be activated in schools to eliminate bullying.

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Anti-Bullying/Harassment Legislation and Educator Perceptions of Severity, Effectiveness, and School Climate: A Cross-Sectional Analysis

Cited by 18 publications

References 48 publications

Intervention for Reactive/ Proactive Aggressors and Aggressive/ Pure Victims of School Bullying in Hong Kong: A Review and New Developments

Intervention for Reactive/ Proactive Aggressors and Aggressive/ Pure Victims of School Bullying in Hong Kong: A Review and New Developments

Sibling Violence

Is Fidelity of Implementation of an Anti-Bullying Policy Related to Student Bullying and Teacher Protection of Students?

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