School Counselors' and School Psychologists' Bullying Prevention and Intervention Strategies: A Look Into Real-World Practices

Lund, Emily M.; Blake, Jamilia J.; Ewing, Heidi K.; Banks, Courtney S.

doi:10.1080/15388220.2012.682005

Cited by 45 publications

(42 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The CIL-based intervention program was found to be effective in raising participants' awareness of violent behavior. This finding is similar to findings of other programs that deal with violence and are based on group discussion and dialogue among students [7] [8].…”

Section: Discussionsupporting

confidence: 90%

Violence among Students with and without Special Needs in Regular Education

Vizer¹

2015

JSS

View full text Add to dashboard Cite

The current study focuses on students with special needs who are integrated in mainstream education frameworks. The first aim of the study is to determine whether students with and without special needs exhibit different levels of violence. The second aim is to determine the impact of a specially-designed intervention program which is implemented with students with special needs and intends to increase their understanding of the various aspects of violence. The current study involved 561 (197 of them with special needs) male and female students studying in the 7 th -9 th grade in an regional junior high school in Israel. All the students completed the "Bully/Victim Questionnaire" [1]. Students with special needs participated in an intervention program based on the Cycle of Internalized Learning (CIL) model [2]. After completing the intervention program, students' perceptions of violence were reassessed by using the "Bully/Victim Questionnaire". The pre-intervention findings indicated no difference in the pattern or the level of violence among students with special needs and the other students at the school, where as post-intervention. Findings revealed that students with special needs expressed higher incidences of violence than their peers who had not participated in the intervention.

show abstract

Section: Discussionsupporting

confidence: 90%

Violence among Students with and without Special Needs in Regular Education

Vizer¹

2015

JSS

View full text Add to dashboard Cite

show abstract

“…The intervention operated in the current study is based on the CIL (Reiter, 2008, p.185) and mainly through discussions with students, encouraging students to share and report violent behaviors, and providing tools for dealing with situations of violence. This finding, similar to the findings of other studies, shows that the most effective programs to prevent violence needs to be based on positive behavior support with the focus being on conversations with students (Sherer & Nickerson, 2010;Lund et al, 2012). In addition Reiter's (2008) ecological model claims that people with disabilities fear intimate relationships.…”

Section: Discussionsupporting

confidence: 82%

“…Students are exposed to many types of violence, including physical harm, verbal harm, and aggressive interpersonal relationships (i.e., bullying), experienced either directly or indirectly (e.g., the spreading of rumors, isolation, gossip, etc.) (Balin-Arcaro, et al, 2012; Craig & Pepler, 2007;Lund et al, 2012;Sherer & Nickerson, 2010). Olweus was a pioneer in the study of school violence.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of an Intervention on Verbal Violence among Students with Intellectual Disabilities

Karni¹

2014

IJSEDU

View full text Add to dashboard Cite

This article focus on verbal violence among students with intellectual disabilities (ID). The purpose of the research was to assess the impact of an intervention program based on the model of the "Cycle of Internalized Learning" (Reiter, 2008), on the reduction of verbal violence and to find out if there are gander differences in the use of verbal violence. The sample consisted of 44 students with ID attending 5 classrooms. Three classrooms were the experimental group (N = 20) and two classes were the comparison group (N = 24). Pre -post method was applied, all participant filled in a bullying questionnaire (Olweus, 1993). The experimental group underwent intervention. The findings revealed that the intervention program was effective in decreasing the use of verbal violence. Concerning gander, there were no significant differences between boys and girls, although the girls had greater tendency to use verbal violence then the boys. The results provide information that contribute to the understanding of patterns of verbal violence among students with ID and in the design of future intervention programs.

show abstract

“…While self-report data are efficient and easy to use, this type of data collection has been criticized for the lack of accuracy and reliance on personal reflection (Lund, Blake, Ewing, & Banks, 2012; Mishna et al, 2012). Reliability can be particularly problematic when student self-report data arecollected by school staff members who are involved in a school-based intervention (Lund, et al, 2012). To avoid complications of self-report data, multiple data collection methods can be used, a neutral party on the research team can evaluate intervention results, and the team can be trained to communicate clearly with the school and students.…”

Section: Challenges In Partnering With Schoolsmentioning

confidence: 99%

Schools as Sites for Recruiting Participants and Implementing Research

Bartlett

Wright

Olarinde

et al. 2017

Journal of Community Health Nursing

View full text Add to dashboard Cite

Schoolscan be a valuable resourcefor recruitment of participants for research involving children, adolescents, and parents. Awareness of the benefits and challenges of working with schools canassist researchersin developing effective school partnerships.This articlediscusses theadvantagesof conducting research within the school system as well as the challenges that may also arise.Such challenges include developing key contacts, building relationships, logistical arrangements, and facilitating trust in the research topic and team. Suggestions for strategies to forge successful collaborative relationships with schoolsare provided.

show abstract

School Counselors' and School Psychologists' Bullying Prevention and Intervention Strategies: A Look Into Real-World Practices

Cited by 45 publications

References 26 publications

Violence among Students with and without Special Needs in Regular Education

Violence among Students with and without Special Needs in Regular Education

Effectiveness of an Intervention on Verbal Violence among Students with Intellectual Disabilities

Schools as Sites for Recruiting Participants and Implementing Research

Contact Info

Product

Resources

About