Preventing and Responding to Bullying: An Elementary School's 4-Year Journey

We examined the moderating effect of gender on witnessing bullying, defending, and internalizing symptoms among sixth-grade students at one middle school in the northwestern United States. Results indicated that for females, witnessing bullying was positively associated with depressive symptoms and social anxiety, whereas for males, defending was positively associated with depressive symptoms. Findings suggest the importance of equipping female students with strategies to cope with witnessing bullying and providing male students with appropriate intervention skills for defending targets.

Section: The Role Of the School Counselormentioning

confidence: 99%

The Relationship Between Witnessing Bullying, Defending Targets, and Internalizing Symptoms: An Analysis of Gender Differences Among Sixth-Grade Students

Midgett

Doumas

Peck

et al. 2021

“…Specifically, Goodman-Scott, Doyle, and Brott (2013) found that school counselors endorsed their roles in schoolwide bullying prevention as instrumental in providing leadership in conducting lessons, facilitating presentations, and using resources. Several researchers have concluded that school counselors are well suited to take the lead in antibullying programming within schools (Bauman, 2008;Jacobsen & Bauman, 2007;McCormac, 2014) and coordinate bullying prevention efforts with other school staff (Bradshaw, O'Brennan, & Sawyer, 2008;Young et al, 2009). Other studies have compared school counselors' roles to responses to bullying from other school staff.…”

Section: School Counselors' Roles In Addressing Bullyingmentioning

confidence: 99%

School Counselors’ Roles and Responsibilities in Bullying Prevention: A National Survey

Swank

Smith–Adcock

Weaver

2018

We examined school counselors' perceptions of their roles and responsibilities in addressing bullying. This study also investigated the prevalence of bullying prevention training, policies and laws, and various school problems. School counselors reported differences between their perceptions of their roles and responsibilities and what they believe are their principals' expectations of school counselors. We discuss the results, implications for school counselors, and recommendations for research.

“…Tier 2 groups typically focus on students developing or improving skills and practicing those skills in a group setting with feedback from school staff and peers (Debnam et al, 2012; Goodman-Scott et al, 2023). Commonly implemented Tier 2 group supports include Check In/Check Out (CICO; Hawken et al, 2021) and school-counselor-led psychoeducational and counseling groups (Berger, 2013; McCormac, 2015; Rose & Steen, 2015). In both CICO and school-counselor-led groups, school counselors and the Tier 2 team use data to monitor progress and to make decisions to continue, modify, or fade supports based on students’ growth in goal areas (Hawken et al, 2021; see Todd et al, 2021, for progress monitoring guideline example).…”

Section: Group Supports Within Tier 2 Of the Mtss Frameworkmentioning

confidence: 99%

Is It Students or the System? Infusing a Culturally Sustaining Approach to Tier 2 Groups Within Multi-Tiered Systems of Support

Olsen,

Betters-Bubon,

Edirmanasinghe

2024

School counselors play an instrumental role in advancing equity and access for students through tiered supports and specifically group counseling. In this article, we propose the need to move away from a deficit-based model of groups focused on student skill gaps. First, we outline a culturally sustaining group approach that focuses on students’ experiences, strengths, and assets while providing a space where students can collectively heal and learn from each other. Second, we describe a cyclical process whereby school counselors learn from students and use students’ expertise to inform and improve the school-wide systems, processes, and practices that negatively impact students and contribute to the initial need for students to participate in group interventions. Finally, because groups are increasingly implemented within Tier 2 of a multi-tiered systems of support (MTSS) framework, we outline a visual model we have developed to illustrate how culturally sustaining practices can be infused throughout the Tier 2 process.