Best Practices for Preventing or Reducing Bullying in Schools

Whitted, Kathryn S.; Dupper, David R.

doi:10.1093/cs/27.3.167

Cited by 159 publications

(137 citation statements)

References 27 publications

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“…Of particular note is the finding that programmes which include a component targeting students deemed to be 'at risk' produce slightly better outcomes (Ferguson et al 2007). Whitted and Dupper (2005) suggest that, 'the most effective approaches for preventing or minimising bullying in schools involve a comprehensive, multilevel strategy that targets bullies, victims, bystanders, families and communities' (169). Consistent with our theoretical orientation and the evidence presented earlier in this article, we suggest that within such approaches there is a need to consider the special case of students with ASC, or at the very least, students with disabilities more generally (Raskauskas and Modell 2011;Rose, Swearer, and Espelage 2012).…”

Section: Opportunities For Interventionmentioning

confidence: 99%

Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review

Humphrey

Hebron

2014

International Journal of Inclusive Education

143

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Section: Opportunities For Interventionmentioning

confidence: 99%

Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review

Humphrey

Hebron

2014

International Journal of Inclusive Education

143

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“…O bullying pode criar um clima de insegurança para os alunos, refletindo em um baixo engajamento escolar (Brand, Felner, Shim, Seitsinger, & Dumas, 2003;Hanish, & Guerra, 2002;Whitted, & Dupper, 2005 Desse modo, os alunos que consideram a escola como ambiente agradável, sentem-se mais conectados a ela e tendem a apresentar maior engajamento escolar durante as atividades acadêmicas (Dotterer, & Lowe, 2011;Eisenberg, & cols., 2003;Iyer, Kochendenfer-Ladd, Eisenberd, & Thompson, 2010;Strom, Thoresen, Wentzel-Larsen, & Dyb, 2013). Por outro lado, alunos que percebem o contexto escolar como inseguro, tendem a apresentar menores níveis de engajamento escolar, caracterizados por diminuição na motivação, no esforço e na participação em atividades escolares, além de prejuízos em relação ao senso de pertencimento e reações emocionais com a escola e com os pares (Eisenberg, & cols., 2003;Glew, & cols., 2005;Iyer, & cols., 2010;Juvonen, Nishina, & Graham, 2000;Juvonen, & cols., 2010;Mehta, & cols., 2013;Strom, & cols., 2013).…”

Section: Introductionunclassified

Bullying, vitimização por funcionários e depressão: Relações com o engajamento emocional escolar

et al. 2015

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ResumoA violência escolar e a depressão parecem interferir no engajamento emocional escolar (EEE). O presente estudo analisou as relações de impacto de um conjunto de variáveis no EEE, a partir de testes de um modelo teórico. Para isso, 634 alunos, com idade média de 13,6 anos, de duas escolas públicas do interior de São Paulo responderam à Escala de Violência Escolar -Versão Estudantes, Inventário de Depressão Infantil e Escala de Engajamento Escolar. Os resultados indicaram que há um impacto negativo direto de depressão e autoria de bullying no EEE, enquanto há um impacto negativo indireto de gravidade e frequência de vitimização por bullying, sendo mediado por autoria de bullying, depressão e/ou vitimização por funcionários. O modelo teórico proposto explicou 9% da variância no EEE, indicando a necessidade da inclusão de outras variáveis em estudos futuros. Ainda assim, é demonstrado que um ambiente não saudável pode prejudicar o engajamento escolar dos alunos. Palavras-chave: Violência escolar; depressão; bullying Bullying, staff victimization and depression:Relationship with emotional school engagement Abstract School violence and depression seem to interfere with emotional school engagement (ESE). This study examined the impact of relationships of a set of variables in the ESE, from testing a theoretical model. For this, 634 students with an average age of 13.6 years, from two public schools in São Paulo responded to the School Violence Scale -Version students, Inventory Child and School Engagement Scale Depression. The results indicated that no direct negative impact of depression and bullying authorship in the ESE, while there are indirect negative impact severity and frequency of victimization by bullying, being mediated by bullying authorship, depression and / or victimization by employees. The proposed theoretical model explained 9% of the variance in the ESE, indicating the need to include other variables in future studies. Still, it is shown that an unhealthy environment can harm school student engagement. Keywords: School violence; depression; bullying Bullying, victimización por funcionarios y depresión:Relaciones con el envolvimiento emocional escolar ResumenLa violencia escolar y la depresión parecen interferir en el envolvimiento emocional escolar (EEE). El presente estudio analizó las relaciones de impacto de un conjunto de variables en el EEE, a partir de testes de un modelo teórico. Para eso, 634 alumnos, con edad media de 13,6 años, de dos escuelas públicas del interior de São Paulo respondieron a la Escala de Violencia Escolar -Versión Estudiantes, Inventario de Depresión Infantil y Escala de Envolvimiento Escolar. Los resultados indicaron que hay un impacto negativo directo de depresión y autoría de bullying en el EEE, mientras hay un impacto negativo indirecto de gravedad y frecuencia de victimización por bullying, siendo mediado por autoría de bullying, depresión y/o victimización por funcionarios. El modelo teórico propuesto explicó el 9% de la variancia en el EEE, indicando la necesid...

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“…According to Mullet (2014), teaching prosocial behaviors, and motivating healthier decision making in the misbehaving students is the key. Whitted and Dupper (2005) indicate that violence manifests itself in numerous ways. Growing evidence underlying forms of violence such as bullying have a profound effect on the learning environment of the school, and if left unchecked, can lead to more serious forms of violence (Whitted & Dupper, 2005).…”

Section: Rationalmentioning

confidence: 99%

“…Whitted and Dupper (2005) indicate that violence manifests itself in numerous ways. Growing evidence underlying forms of violence such as bullying have a profound effect on the learning environment of the school, and if left unchecked, can lead to more serious forms of violence (Whitted & Dupper, 2005). Preventing low-level forms of violence like bullying requires a comprehensive approach that includes a focus on school climate (Bosworth & Judkins, 2014).…”

Section: Rationalmentioning

confidence: 99%

Methods for Reducing Violence in Schools: A Systematic Review

Kelly¹

2017

JEDP

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This systematic review examines programs designed to reduce school violence. The review indicates the lack of definitive results of previous reviews, addresses the gaps in the existing literature, and supports the need for social workers to play an active role in organizing, promoting, and coordinating violence reduction processes. In addition, the review attempts to clarify the effects of violence reduction processes as they relate to school culture change.Results indicate that programs identified in this systematic review could help to create positive social environments that reduce incidences of violence creating and atmosphere more favorable to learning. Further, identified programs are shown to reduce office referrals, in school suspensions, and out of school suspensions. While these results are notable, it is likely the identified programs are one component of a holistic strategy for changing school culture. Adding other processes could help to sustain a positive social environment over time and reduce incidence of violence, office referrals, and suspensions. Further study is needed to substantiate this hypothesis as this is beyond this study.

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Best Practices for Preventing or Reducing Bullying in Schools

Cited by 159 publications

References 27 publications

Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review

Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review

Bullying, vitimização por funcionários e depressão: Relações com o engajamento emocional escolar

Methods for Reducing Violence in Schools: A Systematic Review

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