Teachers' and Education Support Professionals' Perspectives on Bullying and Prevention: Findings From a National Education Association Study

Bradshaw, Catherine P.; Waasdorp, Tracy Evian; O’Brennan, Lindsey M.; Gulemetova, Michaela

doi:10.1080/02796015.2013.12087474

Cited by 152 publications

(72 citation statements)

References 31 publications

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“…Teasing and/or bullying is reported by approximately half of all children and young people in the United Kingdom and United States (Chamberlain et al, 2010; Bradshaw et al, 2011). Although children with additional difficulties such as an altered appearance, communication issues, and potential developmental difficulties have often been assumed to be a particular target for teasing/bullying, research suggests that this is not always the case (Carroll and Shute, 2005).…”

Section: Discussionmentioning

confidence: 99%

Adults’ Narratives of Growing up with a Cleft Lip and/or Palate: Factors Associated with Psychological Adjustment

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Feragen

Rumsey

2016

The Cleft Palate-Craniofacial Journal

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Background Growing up with a cleft lip and/or palate presents a number of challenges for those affected and their families. Understanding why some individuals cope well while others struggle is key to psychological research in this field. A better appreciation of the factors and processes that contribute to psychological adjustment to cleft lip and/or palate (CL/P) from the patient perspective would be of value to both researchers and clinicians. Design Qualitative data elicited from individual interviews with 52 adults born with CL/P. Results Inductive thematic analysis identified three main themes: "background" factors (age, gender, sexual orientation, culture, additional conditions, socioeconomic status, and adoption), "external" factors (treatment autonomy, familial coping and support, salience, public understanding, psychological input, and peer support), and "internal" psychological factors (perceptions of difference, noticeability and teasing, social confidence, internalization of beauty ideals, valence, expectations of treatment, responding to challenges, social comparisons, acceptance, faith, dispositional style, and recognition of strengths and positive growth). Conclusions The number and breadth of factors identified in this study are testament to the importance of psychology in the field of CL/P and may offer guidance in relation to developing and assessing the value of psychological interventions. There is a clear role for psychologists in tackling appearance-related concerns, designing materials, supporting patient decision making, and improving social interaction, as well as providing specialist psychological support. The findings illustrate the potential degree of individual variation in perspectives and offer insight into the conflicting results found within current literature.

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Section: Discussionmentioning

confidence: 99%

Adults’ Narratives of Growing up with a Cleft Lip and/or Palate: Factors Associated with Psychological Adjustment

Stock

Feragen

Rumsey

2016

The Cleft Palate-Craniofacial Journal

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“…The past two decades have seen the development of a plethora of school-wide bully prevention programs. The most commonly researched and implemented of which involve multiple components, including school-wide prevention efforts, classroom-focused lessons, parent training, teacher training, activities aimed at increasing community involvement (e.g., mental health workers), and targeted activities for children involved in bullying (Bradshaw, Waasdorp, O’Brennan, & Gulemetova, 2011). While each of these practices can help students, three critical issues have reduced their impact.…”

Section: Past Effortsmentioning

confidence: 99%

Bully Prevention in Positive Behavior Support

Ross

Horner

2013

Journal of Emotional and Behavioral Disorders

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Bullying behaviors are a growing concern in U.S. schools, and are documented to have detrimental effects for victims, perpetrators, and bystanders. Most interventions focused on bully prevention either have limited empirical support, or focus primarily on the behavior of the bully. We present here an alternative approach to bully prevention based on the growing recognition that interventions should be function-based. Bully Prevention in Positive Behavior Support (BP-PBS) gives students the tools necessary to remove the social rewards maintaining bullying behavior through a strong link to schoolwide positive behavior support, a discrimination between "being respectful" versus "not being respectful" in unstructured settings, and the explicit teaching of a simple, schoolv wide response to bullying effective for victims, bystanders, and perpetrators of bullying. This is coupled with an efficient strategy for school staff to use when dealing with reports of bullying including a sequence of questioning and practice. A single-subject, multiplebaseline design across six students and three elementary schools was implemented in an empirical evaluation of the effectiveness ofBP-PBS. Results indicated that implementation of the program not only significantly decreased incidents of bullying behavior for all six students observed, but also increased the likelihood of appropriate victim responses and bystander responses, indicating a substantial decrease in the social rewards that served to maintain bullying behavior. In addition, through a pre-post survey, students also reported improved perceptions of the bullying and safety at their schools.Finally, school staff members were able to implement the program with a high degree of fidelity and regarded the program as effective and easy to implement. These findings have major implications for the design and support of effective social culture in schools.Limitations of the research and future efforts are suggested to encourage the field in a new direction with bully prevention efforts, away from overly complicated definitions and interventions, toward a school-wide approach including specific strategies and a reconceptualization of the bullying construct.CURRlCULUM VITAE

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“…Researchers have found considerable variability in the fidelity of implementation of policy interventions for bullying. 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 (Bradshaw, Waasdorp, O’Brennan, & Gulemetova, 2011; Hedwall, 2006; Jordan, 2014; MacLeod, 2007; Robbins, 2011; Smith-Canty, 2010; Terry, 2010). In terms of training and notification regarding bullying policies, 46% to 94% of educators reported receiving training on the policy (Bradshaw et al, 2011; Hedwall, 2006; Holmgreen, 2014; Robbins, 2011; Smith-Canty, 2010; Terry, 2010), and 56% to 84% of educators reported that students were notified about the policy (Holmgreen, 2014; Jordan, 2014; LaRocco, Nestler-Rusack, & Freiberg, 2007; Robbins, 2011; Smith-Canty, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students

Hall

Chapman

2016

Educational Policy

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Bullying is a significant problem in U.S. schools. Policies have been developed to reduce bullying, yet policy implementation by educators is an essential yet difficult and complex process. Few studies have investigated factors that act as barriers to or facilitators of bullying policy implementation and teacher protection of students. This study examined the influence of school context on educators’ capacity to implement a statewide bullying law and protect students from bullying following the enactment of the policy. Data were collected from 505 educators in 324 schools. School administrators tended to rate fidelity of policy implementation and teacher protection of students higher than teachers, education support professionals, and student service professionals. Policy implementation fidelity scores were higher in high schools than elementary schools. School size and the prevalence of student suspensions were inversely related to implementation fidelity. Higher levels of teacher protection were reported in elementary schools.

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Teachers' and Education Support Professionals' Perspectives on Bullying and Prevention: Findings From a National Education Association Study

Cited by 152 publications

References 31 publications

Adults’ Narratives of Growing up with a Cleft Lip and/or Palate: Factors Associated with Psychological Adjustment

Adults’ Narratives of Growing up with a Cleft Lip and/or Palate: Factors Associated with Psychological Adjustment

Bully Prevention in Positive Behavior Support

The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students

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