Current Trends in Bully
                    Prevention : Maintaining a Positive School Climate and
                        Culture

Rose, Chad A.; Hopkins, Stephanie; McGillen, Gloria G.; Simpson, Jessica

doi:10.4135/9781071800539.n11

Cited by 3 publications

(5 citation statements)

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“…While many have argued that MTSS, including Positive Behavioral Interventions and Supports (PBIS), is a promising framework for addressing bullying, especially among SWDs (Rose et al, 2019; NASEM, 2016), PD in intervention and strategy implementation and evaluation is necessary. Gage et al (2019) found that implementation of PBIS at fidelity alone did not significantly decrease perceptions of bullying among school-aged youth compared to student perceptions in schools without PBIS.…”

Section: Discussionmentioning

confidence: 99%

“…Educating teachers about disability diagnostic criteria is necessary for providing SWDs accommodations and it is important for them to understand disability-specific risk factors that increase the likelihood of bullying involvement (i.e., disability severity, disability label, disability characteristics, class placement, special education services, disability comorbidity) (Rose et al, 2015). Additionally, skill deficits associated with common disabilities that place students at a heightened risk of bullying involvement are social and communication skills (Bear et al, 2015; Rose et al, 2019), therefore it is important that teachers can identify these skill domains to identify students at-risk or with disabilities and provide the supports and services that decrease the likelihood of bullying involvement. Further, students from minoritized backgrounds with disabilities are at an elevated risk of bullying involvement.…”

Section: Methodsmentioning

confidence: 99%

“…This model highlights the importance of context-relevancy and compatibility with teachers' existing beliefs for effective online PD. Focusing on the importance of contexts specific to SWDs, research has demonstrated that PD with a direct focus on this subset of youth produces a significant decrease in bullying involvement while simultaneously refining teacher competencies in recognizing and addressing bullying (Rose et al, 2015(Rose et al, , 2019. Han and Weiss (2005) model described important elements of the overall design process, whereas Desimone et al (2002) identified core features essential to maximizing the effectiveness of PD including (a) content focus, (b) active learning, (c) coherence, (d) collective participation, and (e) duration.…”

Section: Theoretical Approach To Module Developmentmentioning

confidence: 99%

“…Education professionals, particularly teachers, can play a pivotal role in recognizing and intervening in bullying (Rose et al, 2019). Evaluations of bullying prevention programs have found modest support for teacher and staff PD in increasing their knowledge and competency to intervention in bullying situations (Ttofi & Farrington, 2011; van Verseveld et al, 2019).…”

Section: Educators’ Role In Preventing Bullying and Protecting Swdsmentioning

confidence: 99%

“…This model highlights the importance of context-relevancy and compatibility with teachers’ existing beliefs for effective online PD. Focusing on the importance of contexts specific to SWDs, research has demonstrated that PD with a direct focus on this subset of youth produces a significant decrease in bullying involvement while simultaneously refining teacher competencies in recognizing and addressing bullying (Rose et al, 2015, 2019).…”

Section: Theoretical Approach To Module Developmentmentioning

confidence: 99%

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Development of Online Professional Development for Teachers: Understanding, Recognizing and Responding to Bullying for Students with Disabilities

Espelage

Forber‐Pratt

Rose

et al. 2023

Education and Urban Society

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Students with disabilities (SWDs) are disproportionately at-risk for bullying victimization and perpetration, yet there is a lack of educator-focused professional development targeting prevention for these students. This project sought to address gaps in training through the creation of four online professional development modules: (1) understanding bullying among SWDs, (2) examining risk characteristics, (3) establishing school and classroom prevention strategies, and (4) individual prevention. These modules were iteratively developed with feedback from teachers and staff, incorporating the Multi-Tiered System of Supports (MTSS) framework to focus on interventions rooted in social emotional learning (SEL), and emphasizing the importance of prevention for SWDs.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Theoretical Approach To Module Developmentmentioning

confidence: 99%

Section: Educators’ Role In Preventing Bullying and Protecting Swdsmentioning

confidence: 99%

Section: Theoretical Approach To Module Developmentmentioning

confidence: 99%

See 3 more Smart Citations

Development of Online Professional Development for Teachers: Understanding, Recognizing and Responding to Bullying for Students with Disabilities

Espelage

Forber‐Pratt

Rose

et al. 2023

Education and Urban Society

Self Cite

View full text Add to dashboard Cite

show abstract

Development and Piloting of an Abbreviated Bullying Assessment Tool for Youth with and without Special Education Needs: The Adolescent Risk and Connectedness Survey and Interview (ARC-S and ARC- I)

Macoun,

Evancio,

Rose

et al. 2024

Exceptionality

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Bullying of learners living with disabilities

Chiloane,

Sekgobela,

Jimmy

2024

IJBES

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Bullying is the aggression, violence, and threats that are targeted at the victims who are perceived to be weak. Learners living with disabilities are not immune to the phenomenon of bullying. Due to their vulnerability, they are targeted by bullies within the learning environment. Learners living with disabilities are targeted physically, emotionally, and through the use of technology. Learners fear reporting incidents of bullying because of the lack of action and consequences for the perpetrators of bullying. There is a huge increase in bullying incidents at schools against learners living with disabilities because of the inability to report the violence and harassment caused by the perpetrators to the victims of bullying. The learners living with disabilities are being taken advantage of by the perpetrators because of the fear of reporting violent behaviour to the teachers at school. The study applied the qualitative research method to explain the fears and inability to report bullying incidents by learners living with disabilities. Snowball sampling was used to select the study population within different schools, with a sample of about 11 learners considered. An exploratory research design was adopted in this study to explore the challenges experienced by the victims of bullying with regard to the fears of reporting bullying incidents. The study has adopted the interview as an instrument for collecting data. Thematic analysis was used to analyze the information collected from the learners living with disabilities. The study has observed the ethical considerations to ensure respect for the rights of the participants and universal observations for studies that involve human beings.

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Current Trends in Bully Prevention : Maintaining a Positive School Climate and Culture

Cited by 3 publications

References 0 publications

Development of Online Professional Development for Teachers: Understanding, Recognizing and Responding to Bullying for Students with Disabilities

Development of Online Professional Development for Teachers: Understanding, Recognizing and Responding to Bullying for Students with Disabilities

Development and Piloting of an Abbreviated Bullying Assessment Tool for Youth with and without Special Education Needs: The Adolescent Risk and Connectedness Survey and Interview (ARC-S and ARC- I)

Bullying of learners living with disabilities

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