Resilience Through Violence and Bullying Prevention in Schools

Taub, Jennifer; Pearrow, Melissa

doi:10.1007/978-1-4614-3661-4_21

Cited by 7 publications

(3 citation statements)

References 73 publications

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“…My rationale also related to the extensive availability of systematic reviews/syntheses of formal school-based initiatives aimed at supporting children to be well-adjusted (e.g. Barry, Clarke, Jenkins, & Patel, 2013; Fazel, Hoagwood, Stephan, & Ford, 2014; Fazel, Patel, Thomas, & Tol, 2014; Hart & Heaver, 2012; Neil & Christensen, 2007; Stewart & Wang, 2012; Taub & Pearrow, 2013; Ungar et al., 2014; Waters, 2011; Weare & Nind, 2011; Zenner, Herrnleben-Kurz, & Walach, 2014).…”

Section: Methodsmentioning

confidence: 99%

The everyday ways that school ecologies facilitate resilience: Implications for school psychologists

Theron

2015

School Psychology International

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From a socio-ecological perspective of resilience, social ecologies are crucial to children’s functional outcomes in the face of adversity. Schools, in particular, are integral to the multiple social systems that children are embedded in. Consequently schools have a special responsibility towards meaningfully and routinely supporting children’s resilience. Drawing on a synthesis of 33 publications, I document the everyday ways that school ecologies enact this responsibility. I caution that although much of this everyday routine is potentially protective, it neglects important leverage points for supporting resilience. These include championing resilience in contextually-sensitive ways, pre-empting risk and advocating for systemic change, and being mindful of the costs of resilience. To optimize these leverage points, school psychologists need child-informed understandings of how school ecologies facilitate resilience differentially. They also need to adopt an activist stance that animates social change. The resilience-themed edition of School Psychology International, which this article introduces, develops this agenda.

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Section: Methodsmentioning

confidence: 99%

The everyday ways that school ecologies facilitate resilience: Implications for school psychologists

Theron

2015

School Psychology International

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“…For example, the experience of belongingness in school is fundamental to successful learning. Thus, the school's ability to create a sense of belonging is a vital aspect in promoting resilience (Cohen, 2013;Taub & Pearrow, 2013). On the other hand, the experience of bullying is detrimental for learning (e.g., Olweus, 2010).…”

Section: Measuring Academic Resilience In Large-scale Assessmentsmentioning

confidence: 99%

A Modeling Approach to Identify Academically Resilient Students: Evidence From PIRLS 2016

Johansson¹

2022

Proceedings of the 2022 AERA Annual Meeting

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In studies of academic resilience, the concept is typically operationalized by pre-defined cutoff values of students' achievement level and their social background. A threat to the validity of such arbitrary operationalizations is that students around the cutoff values may be misclassified. The main objective of the current study is to apply a modeling approach to identify academically resilient students. Data come from the Progress in International Reading Literacy Study 2016. The primary method used was latent profile analysis. The study demonstrates that it is possible to identify a group of academically resilient students using a set of variables indicating achievement level and protective factors. Even though results suggest that academically resilient students have higher reading achievement compared to other less-advantaged students, it is evident that they have higher interest and confidence in reading than the non-resilient groups. A sensitivity analysis for other countries indicated similar results. Implications stemming from the results are discussed.

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“…• Realizar programas de formación específicos dirigidos a los directores y a las comisiones de convivencia de los centros. • Desarrollar acciones de intervención y, especialmente, acciones de prevención de la violencia en los centros educativos promoviendo conductas prosociales y competencias socioemociales, previniendo comportamientos disruptivos y fomentando la resiliencia de los estudiantes y maestros (Stoiber & Gettinger, 2011;Taub & Pearrow, 2013).…”

Section: Discusión Y Conclusionesunclassified

¿Por qué no son eficaces los planes de convivencia escolar en España?

Merma-Molina

Ramos²,

Ruiz³

2019

rie

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Uno de los grandes problemas de la educación española es el incremento de la conflictividad y de la violencia dentro y fuera de los centros escolares. Existen programas de prevención e intervención puestos en marcha por la administración educativa, como los planes de convivencia, que no han tenido los resultados esperados. El objetivo de este estudio es analizar y evaluar los planes de convivencia que se están implementando en centros de Educación Secundaria en España. Para ello se ha tomado una muestra de N=806 centros educativos españoles. Se utilizó la Matriz de evaluación de los planes de convivencia validada a través del juicio de expertos; las valoraciones de los ítems seleccionados se han operativizado con el Método de Osterlind (1989). La fiabilidad del instrumento obtuvo un Alpha de Cronbach de.876 de consistencia; los análisis estadísticos de los datos se realizan con el programa SPSS 23.0. Para la evaluación de los Planes de Convivencia se empleó la metodología participativa (De Miguel, 2009), donde intervinieron 5 expertos y 30 estudiantes-investigadores. Los hallazgos evidencian que la única fortaleza de los planes de convivencia es el adecuado planteamiento de los objetivos, mientras que las debilidades son el diagnóstico, que no refleja la realidad personal, familiar ni el entorno social del alumno; la inadecuada temporalización de las actividades; la falta de responsables y el deficiente seguimiento y evaluación. Se concluye que es necesario un enfoque holístico, práctico y realista de la convivencia en los centros orientado al cambio en la cultura escolar. One of the great problems of Spanish education is the increase of conflict and violence inside and outside schools. There are prevention and intervention programs put in place by the educational administration, such as coexistence plans, which have not had the expected results. The objective of this study is to analyse and evaluate the coexistence plans that are being implemented in Secondary Education centres in Spain. For this, a sample of N = 806 Spanish educational centres has been taken. The evaluation matrix of coexistence plans was used, validated through expert judgment; the valuations of the selected items have been operationalized with the Osterlind Method (1989). The reliability of the instrument obtained an Alpha of Cronbach of.876 of consistency; the statistical analyses of the data are carried out with the SPSS 23.0 program. For the evaluation of the Coexistence Plans, the participative methodology was used (De Miguel, 2009) in which 5 experts and 30 student-researchers intervened. Findings show that the strength of the coexistence plans is the adequate setting of the objectives, while the weaknesses are the diagnosis, which does not reflect the personal, family or social environment of the student; inadequate timing of activities; the lack of responsible; and poor monitoring and evaluation. It is concluded that a holistic, practical and realistic approach for coexistence in schools is necessary, aimed at changing school culture.

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Resilience Through Violence and Bullying Prevention in Schools

Cited by 7 publications

References 73 publications

The everyday ways that school ecologies facilitate resilience: Implications for school psychologists

The everyday ways that school ecologies facilitate resilience: Implications for school psychologists

A Modeling Approach to Identify Academically Resilient Students: Evidence From PIRLS 2016

¿Por qué no son eficaces los planes de convivencia escolar en España?

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