Top PDF Addressing school violence and bullying : evidence review

Addressing school violence and bullying : evidence review

Addressing school violence and bullying : evidence review

reported instances where mentors had been observed intervening in conflicts and noticed changes in mentees’ attitudes to conflict resolution and use of violence. 71 By the end of the school year 2016/17, 129 schools in Scotland across 19 local authorities had staff trained in MVP. 80 After training, qualitative feedback suggested that staff had felt more able to teach others about gender-based violence as well as challenge gender-based violence-related behaviours. In addition, there was a perception that the programme had contributed to a more positive ethos within the school. 80 The evaluation plan includes attitudinal questionnaires to be completed by children and young people before and after taking part in the programme. 80 In 2015/16 only 19 schools (out of 91 schools with trained staff) returned these completed; 553 had been filled in before taking part in the programme and 157 afterwards. 81 There was a reported positive change in attitudes to intervening in situations that bullying behaviour was observed. In addition, there was a perception that the school social environment had improved with more connections made between younger and older pupils. 81 However, it is uncertain from the report whether the same individuals had completed the questionnaire before and after taking part in the programme. Therefore, it is difficult to determine whether or not the reported changes were the direct result of taking part in the programme. The low response rate means it is not possible to determine the
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Addressing school violence and bullying : evidence briefing

Addressing school violence and bullying : evidence briefing

behaviour. 29 Conclusion This paper has examined evaluations of school-based programmes, published in academic and grey literature, that aim to prevent school violence and bullying. In general, there was evidence at international review level that school-based programmes can help prevent school violence and bullying. However, the literature suggests while some programmes are effective, others are not. It is surprising that even though many schools have anti-bullying programmes in place 16,33 and there are many examples of school-based violence prevention programmes, ‡‡‡ only a small number of outcome evaluations of programmes to prevent school violence and bullying carried out in the UK and Ireland were found. This means that it is difficult to draw firm conclusions about what might work best in Scotland.
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Interventions addressing student bullying in the clinical workplace: a narrative review

Interventions addressing student bullying in the clinical workplace: a narrative review

an interventionist and institution need to, together, 1. understand bullying catalysts, 2. address staff needs, 3. have, but not rely on policy or reporting process about behaviour, 4. avoid targeting specific staff groups, but aim for saturation, 5. frame the intervention to encourage good behaviour, not target poor behaviour, and 6. possess specific knowledge and specialised teaching and facilitation skills. We present the themed evidence pragmatically to help practitioners and institutions design an effective program and avoid instigating practices which have now been found to be ineffective or deleterious.
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The Future of Evidence-based Bullying and Violence Prevention in Childhood and Adolescence

The Future of Evidence-based Bullying and Violence Prevention in Childhood and Adolescence

room, teachers, head teachers and social workers may intervene in various ways. However, we lack knowledge about the effectiveness of these interven- tions, and how they can be improved. Also, many evaluations test commercially distributed prod- ucts. Yet local and national authorities often deliver services that are similar in purpose and structure (e.g., support for young mothers, parenting advice, anti-bullying programmes, social competencies in school curricula). Little is currently known about the effectiveness of practices embedded in main- stream services. But some findings suggest that interventions delivered as part of mainstream ser- vices may sometimes be as effective as new products (de Graaf et al. 2008). Finally, most policy changes in education, social welfare, family policy and polic- ing and youth justice are implemented without any consideration of their effectiveness, and very few studies have attempted to assess whether new poli- cies achieve their goals.
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Domestic violence : evidence review.

Domestic violence : evidence review.

Background While domestic violence is high on the public policy agenda in the UK, successive reviews have highlighted policing problems. A recent HMIC report found domestic violence is not policed at the same level as other offences and identified a catalogue of policing failures that have a long history of recurrence. With domestic violence accounting for around a large proportion of violent crime incidents reported to the police, and the majority of all female homicides (Office for National Statistics, 2013), it is essential that what works in addressing perpetrators is fully reviewed. This review provides a rapid assessment of the current state of evidence on policing interventions with perpetrators of intimate partner domestic violence. Policing interventions such as risk assessments, referrals to IDVAs, and MARACs, and ‘Clare’s law’ that are primarily focused on victims are excluded from this review. After the methodology is described, seven areas of work are briefly described, giving operational examples from England and Wales where possible.
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Bullying and Victimization Experienced By School 				Children: A Review

Bullying and Victimization Experienced By School Children: A Review

IJSRR, 8(3) July. – Sep., 2019 Page 316 I. INTRODUCTION Bullying is an everlasting problem in the lives of school children.Bullying represents an unwanted aggressive behavior of someone towards the other person. Bullying behavior involves the perceived power imbalance that has been found harmful on the targeted person and this is frequent aggressive behavior that is less favorable for the victims. 1 Bullying assumes various forms at different ages, growing in complexity and sensitivity as children develops. Bullying and victimization occurs to children both in-person and indirectly, through threats and rumors. Physical violence remains the prevalent form of bullying among children. This abuse typically evolves into verbal or social bullying as students mature, often with one or more bullies excluding or manipulating their victim through several mediums. Bullying equally occurs through technology or cyber space, when an individual or group uses an electronic medium to engage in deliberate, repeated and hostile communication exchanges with the intent to harm others. The popularity of social media has generated this form of bullying more prevalent, as technology-based platforms allow perpetrators to share unkind words and images anonymously.Bullying has acknowledged an inordinate deal of responsiveness that highlights the consequences of bullying behavior on academic, social and emotional outcomes. 2, 3 The effect of predisposition-related bullying should not be underestimated. Bullying must be recognized, understood and taken seriously.
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Bullying and Victimization Experienced By School Children: A Review

Bullying and Victimization Experienced By School Children: A Review

IJSRR, 8(3) July. – Sep., 2019 Page 316 I. INTRODUCTION Bullying is an everlasting problem in the lives of school children.Bullying represents an unwanted aggressive behavior of someone towards the other person. Bullying behavior involves the perceived power imbalance that has been found harmful on the targeted person and this is frequent aggressive behavior that is less favorable for the victims. 1 Bullying assumes various forms at different ages, growing in complexity and sensitivity as children develops. Bullying and victimization occurs to children both in-person and indirectly, through threats and rumors. Physical violence remains the prevalent form of bullying among children. This abuse typically evolves into verbal or social bullying as students mature, often with one or more bullies excluding or manipulating their victim through several mediums. Bullying equally occurs through technology or cyber space, when an individual or group uses an electronic medium to engage in deliberate, repeated and hostile communication exchanges with the intent to harm others. The popularity of social media has generated this form of bullying more prevalent, as technology-based platforms allow perpetrators to share unkind words and images anonymously.Bullying has acknowledged an inordinate deal of responsiveness that highlights the consequences of bullying behavior on academic, social and emotional outcomes. 2, 3 The effect of predisposition-related bullying should not be underestimated. Bullying must be recognized, understood and taken seriously.
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An Integrative Review of Intervention for School-bullying Perpetrators

An Integrative Review of Intervention for School-bullying Perpetrators

Purpose: This study was intended to integrate the evidence of intervention for child and adolescent perpetrators of school violence through an integrative literature review. Methods: Using combinations of the terms ‘bullying’, ‘school violence’, and ‘intervention’ as key words, the researchers searched eight electronic databases for relevant studies. Fifteen studies were selected through full-text screening of related research published in academic journals before June 2018. The framework was used to identify the selected studies’ intervention patterns and classify the various intervention components. The extracted intervention components were grouped into potential themes to determine whether the researchers clearly showed the interventions in the studies. Results: The intervention components of 15 selected studies were categorized into five themes: 1) Utilizing intervention techniques for voluntary participation, 2) Enhancing self-awareness, 3) Strategies to improve emotional intelligence, 4) Promoting interpersonal skills, and 5) Emphasis on responsibility through future vision experience. Conclusion: As a result of analyzing interventions for children and adolescent perpetrators of school violence, five components were derived. It is suggested that these components should be considered in the field, and intervention programs development and research using them are needed.
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Violence and Bullying Incidents Reported by School Counselors: The Efficacy of Counselors and Preventive and Interventional Approaches

Violence and Bullying Incidents Reported by School Counselors: The Efficacy of Counselors and Preventive and Interventional Approaches

school violence and bullying issues. Even two years after the announcement of a national action plan, preventive and interventional efforts organized by school counselors are very limited. Some school counselors reported that they did not promote any activities for school violence or bullying, although this result might be associated with counselors who were not aware of any preventive or interventional activities. Furthermore, this report might be an indication that personnel are uninformed regarding a very serious problem despite the presence of a national announcement. Similarly, none of the counselors reported that they used any familiar or packaged anti-bullying programs, despite the fact that a wide range of such programs is listed in the bullying literature (Lund et al., 2012; Garrett, 2003). Additionally, results showed that school counselors are more likely to focus on students by providing seminars and informing them via class-based guidance activities as a prevention method. Interviewing students and their families was another applied intervention used by school counselors, which is also listed as a commonly applied intervention in bullying literature (Lund et al., 2012). However, activities/approaches towards teachers and families and addressing the whole-school context were very limited. In contrast, the literature emphasises that school-wide and community-oriented approaches are more effective (Garrett, 2003) and that many schools and states have continued to improve such models following the launch of the Olweus Bullying Prevention Program in the 1970s. However, such efforts are still limited and mostly student-oriented in Turkey. No evidence-based or culturally adopted anti-bullying programs have been examined by scholars due to a lack of these adapted programs in Turkey. Only a few descriptive study results reported the prevalence and seriousness of these school problems.
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Techniques in Pattern Recognition for School Bullying Prevention: Review and Outlook

Techniques in Pattern Recognition for School Bullying Prevention: Review and Outlook

2. School Bullying Prevention Systems There are already several solutions for school bullying prevention systems developed for consumer devices such as smartphones. Some examples are presented in the following: The ICE BlackBox is a personal security application. When a bullying event occurs, the user is able to press a button to activate the ICE BlackBox. Then the system will record the audio, video, and GPS location, and send the information to the ICE BlackBox secure servers. The application will also send text or email messages to the users family or friends to alert them. However, it is often not practical for the user to activate the application manually when bullying occurs. Furthermore, it is difficult for the user to aim the camera towards the bullies in the event of physical violence, and the presence of the camera may intensify bullying.
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HAZING AND BULLYING (Harassment, Intimidation and Dating Violence)

HAZING AND BULLYING (Harassment, Intimidation and Dating Violence)

Fairfield City School District, Fairfield, Ohio Page 3 of 6 report to a teacher, school administrator or other school personnel. Such informal complaints must be reasonably specific as to the actions giving rise to the suspicion of hazing, harassment, intimidation and/or bullying, including person(s) involved, number of times and places of the alleged conduct, the target of the prohibited behavior(s) and the names of any potential student or staff witness. The school staff member or administrator who receives the informal complaint promptly documents the complaint in writing, including the above information. This written report by the school staff member and/or administrator is promptly forwarded to the building principal/designee for review and action.
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Evidence review: Settings for addressing the social determinants of health inequities

Evidence review: Settings for addressing the social determinants of health inequities

Targeted approaches can, however, lead to reluctance, shame and stigma for those who are being provided with the free or subsidised resources (Davies 2012). One UK program overcame such stigma through a universal school approach which gave free school meals and snacks to all students (i.e. those deemed ‘eligible’ and those deemed ‘ineligible’ on the basis of disadvantaged background). The program led to improvements across the social gradient in eating habits, regularity of eating, feelings of being healthy, healthier food choices outside of school, and classroom calmness and behaviour, and it reduced the number of children drinking soda for breakfast and going to bed hungry (Colquhoun et al. 2008). These authors conclude that all children in a school benefit from universal healthy eating initiatives which are not based on the need to claim free food. It is therefore imperative to evaluate the effectiveness of school meals programs and obesity prevention programs, to report results according to the socioeconomic status of the children, and to identify health equity impacts
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Literature Review on Bullying

Literature Review on Bullying

• Establish clear anti-bullying rules and policies. The formulation of an anti-bullying policy will help to ensure that bullying incidents are handled consistently by all school staff. Studies have found that schools with easily understood rules of conduct and fair disciplinary practices report less violence (Cohn and Canter, 2003). Schools can use the findings from their needs assessment to guide discussions when developing their anti-bullying policies. Policies should include a clear definition of bullying and a description of how staff will respond to bullying incidents. School staff must enforce anti-bullying rules consistently and ensure that all students are fully informed of the consequences of breaking the rules (U.S.
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Addressing gender-based violence in the Latin American and Caribbean Region : A critical review of interventions

Addressing gender-based violence in the Latin American and Caribbean Region : A critical review of interventions

The first World Bank judicial reform loan in Latin America to explicitly deal with GBV was the Ecuador judicial reform project, approved in 1996. Among many other activities, the project funded legal aid services for poor women in the cities of Quito, Guayaquil and Cuenca. During the project’s execution, the two NGOs hired provided services to more than 20,000 women, frequently on family violence cases. They also provided referrals to complementary services such as medical and psychological treatment, and support groups for survivors of family violence were created. Legal education was provided to judges in the use of international conventions on violence against women, such as Belem do Para and CEDAW. An evaluation (using interviews with beneficiaries and a control group of non-beneficiaries, as well as focus groups) showed that the legal aid activity has produced several notable results for beneficiaries: women were better off legally and economically, had a better knowledge of their own and their children’s rights, and their children were more likely to stay in school. Of course, sustainability of service provision after project completion is a concern. It hinges on both political commitment and fiscal health, since cost-recovery possibilities are limited.
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A GUIDE TO ADDRESSING DATING VIOLENCE IN TEXAS SCHOOLS

A GUIDE TO ADDRESSING DATING VIOLENCE IN TEXAS SCHOOLS

The Texas Independent School District (TISD) is committed to providing a positive learning environment for all students that enhances personal safety and promotes respect, dignity, and equality among students. High standards are expected for both academic achievement and for behavior. TISD strives to ensure that all of its students and employees are free from bullying, sexual harassment, dating violence, and sexual violence. All charges of bullying, sexual harassment, dating violence, and sexual violence are to be taken very seriously by students, faculty, staff, administration, and parents/guardians. TISD will make every effort to handle and respond to every charge and complaint filed by students and employees in a fair, thorough, and just manner. Every effort will be made to protect the due process rights of all victims and all alleged perpetrators.
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ADDRESSING BULLYING AT WORK: TOWARDS EVIDENCE- BASED RISK MANAGEMENT

ADDRESSING BULLYING AT WORK: TOWARDS EVIDENCE- BASED RISK MANAGEMENT

 A single incident is not bullying, but should not be ignored WORKPLACE BULLYING Conflict or aggression Counter- aggression Bullying Conflict or aggression Enabling signals Bullyin[r]

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Forms of Fighting: A Micro-Social Analysis of Bullying and In-School Violence

Forms of Fighting: A Micro-Social Analysis of Bullying and In-School Violence

Résumé Les recherches empiriques actuelles sur l’intimidation se penchent rarement sur la façon dont les élèves décrivent les incidents de violence qu’ils ont vécus. Cette pratique amalgame des agressions qui ont peut-être en réalité des formes et des caractéristiques différentes. Dans cet article, je présente les résultats d’une analyse qualitative d’entre- vues rétrospectives menées auprès de jeunes du secondaire au sujet de leurs expériences de la violence à l’école. Je teste et je confirme l’occurrence de cinq types de violence : intimidation, recherche de boucs émissaires, compétitions entre pairs pour défendre son honneur, batailles de groupe et violence motivée par la vengeance. Ma méthode de test consiste à analyser si la dynamique sociale, tels le statut social de l’agresseur et de la victime et le ratio agresseurs-victimes, identifiée dans des théories, est présente dans les faits. Ma recherche démontre une variation dans la dynamique sociale eu égard aux cinq types de violence énumérés plus haut. En faisant abstraction de ces différences, les politiques et pratiques en matière de prévention de la violence risquent de prolonger les conflits entre les élèves.
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Addressing bullying problems in Irish schools and in cyberspace: A challenge for school management

Addressing bullying problems in Irish schools and in cyberspace: A challenge for school management

less frequently emerging themes included concerns regarding legal issues, pupils' vulnerability, and privacy issues. Discussion This audit-style study was conducted to examine Irish post-primary school principals' approaches to preventing and countering traditional bullying and cyberbullying, with a particular focus on anti-bullying policy implementation, the whole school approach to counter bullying, and provision of training for the whole school community regarding traditional bullying, cyberbullying, and cyber safety. Although all of the respondents reported implementing an anti-bullying policy, it was evident that most principals enforced the policy separately from the Code of Behaviour and Discipline, despite the DES (1993) guidelines advocating that the anti-bullying policy should be an integral part of the Code of Behaviour and Discipline. It is reassuring that although they are not under obligation, the majority of respondents included cyberbullying in their policy. However, current findings do not explain how cyberbullying was incorporated into policies in the absence of clear directives as to how it should be addressed. In addition, considering the small sample size the current findings may not genuinely reflect widespread implementation of anti-cyberbullying policy.
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Youth’s Conceptualization of Peace, Violence, and Bullying and the Strategies They Employ to Address the Violence and Bullying in their Lives

Youth’s Conceptualization of Peace, Violence, and Bullying and the Strategies They Employ to Address the Violence and Bullying in their Lives

This finding aligns with the work of Sunal, Kelley, and Sunal (2011) who write that “… children define peace as the absence of war when asked to define both war and peace (p.2). Vriens (1999) posits that a true global comparison of the studies done regarding youth’s conceptualization of peace is problematic due to national origin, the context of violence, data collection, methodology, and the age of participants. However, the findings regarding definitions of peace from all of the studies reviewed in the literature review were discovered in one form or another in the content analysis of this study. In addition, this study goes beyond the scope of previous studies in that it also incorporates bullying and youth’s means to address violence and bullying in their lives; whereas previous studies sought to uncover children’s conceptualization of war only. War is an adult creation and while children may be victims and witnesses to the atrocities of war, they are not the creators of it. This study did not merely seek to understand how children
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Bullying as a consequence of juvenile violence

Bullying as a consequence of juvenile violence

25 En segundo lugar, respecto a la organización de los contenidos del programa, KiVa se estructura a lo largo de dos medidas. Por un lado están las medidas universales, las cuales tienen por objetivo diferentes aspectos como: la concienciación general del grupo, a través de la modificación de sus normas de convivencia; el refuerzo y desarrollo de las habilidades sociales y la empatía hacia los/as compañeros/as; el compromiso por reducir o eliminar el acoso escolar y por apoyar a la víctima siempre que lo necesite, así como por cambiar su actitud hacia la forma de abordar las situaciones de bullying de manera responsable; etc. Por otro lado, el método KiVa cuenta con una serie de medidas específicas o concretas, destinadas a la intervención y la resolución de aquellos casos de acoso escolar que ya estén identificados en el centro o que puedan surgir durante un curso escolar. Estas medidas están dirigidas a ser trabajadas, de manera más específica, con todos/as los/as participantes que estén implicados/as en las situaciones de bullying; esto es, la víctima, el/a agresor/a o los/as agresores/as y, más adelante, los/as espectadores/as (Embajada de Finlandia, Instituto Iberoamericano de Finlandia, 2018; Garandeau et al., 2014;
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