School Counselors’ Roles and Responsibilities in Bullying Prevention: A National Survey

Swank, Jacqueline M.; Smith–Adcock, Sondra; Weaver, Jo Lauren

doi:10.1177/2156759x19851465

Cited by 13 publications

(18 citation statements)

References 37 publications

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“…Considering the important role that school counselors play in the prevention and intervention of bullying and cyberbullying, findings from the current study support a number of key recommendations for school counselors (ASCA, 2016b; Swank et al, 2019).…”

Section: Implications and Recommendations For School Counselorssupporting

confidence: 73%

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Cyberbullying Considerations for School Counselors: A Social Media Content Analysis

Jones

Campbell

Haugen

et al. 2019

Professional School Counseling

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Researchers conducted a content analysis of nine social media platforms’ bullying policies based on the American School Counseling Association position statement on bullying to determine the content of the social media platforms’ bullying policies as they connect to school counseling guidelines. Main findings indicated (a) common terms are often unclear and vary, (b) language in policies was mainly negative and punitive, (c) cultural awareness was limited to anti-discrimination, and (d) mental health concerns were addressed but rarely associated with cyberbullying. School counselors can utilize these findings to inform training and prevention efforts to build and maintain safe schools and aid students impacted by cyberbullying.

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Section: Implications and Recommendations For School Counselorssupporting

confidence: 73%

“…School counselors often have significant roles in school communities for the prevention and intervention of bullying (Swank et al, 2019). School counselors are uniquely positioned in school communities to provide guidance and support for students and staff to mitigate bullying and cyberbullying among youth.…”

mentioning

confidence: 99%

Cyberbullying Considerations for School Counselors: A Social Media Content Analysis

Jones

Campbell

Haugen

et al. 2019

Professional School Counseling

View full text Add to dashboard Cite

show abstract

“…Although the extant literature highlights the importance of parents collaborating with teachers to decrease the occurrence of bullying, research is often unclear on the exact role of school counselors in antibullying initiatives. In a survey of school counselors across elementary, middle, and high schools, often school counselors believed that they should have a more direct role in bullying interventions (Swank et al, 2019). Their perceptions of their responsibilities included supporting the individual being bullied, problem-solving, and conflict resolution (Swank et al, 2019).…”

Section: Bullying and The Social-ecological Perspectivementioning

confidence: 99%

“…In a survey of school counselors across elementary, middle, and high schools, often school counselors believed that they should have a more direct role in bullying interventions (Swank et al, 2019). Their perceptions of their responsibilities included supporting the individual being bullied, problem-solving, and conflict resolution (Swank et al, 2019). School counselors also identify and apply their competency in advocating for students to promote teacher self-efficacy in responding and implementing antibullying interventions (Austin et al, 2016; Cunningham & Whitten, 2007).…”

Section: Bullying and The Social-ecological Perspectivementioning

confidence: 99%

“…School counselors also identify and apply their competency in advocating for students to promote teacher self-efficacy in responding and implementing antibullying interventions (Austin et al, 2016; Cunningham & Whitten, 2007). Unfortunately, school counselors believe that their principals see bullying as more of a discipline issue, and therefore, an intervention should be conducted by the principal (Swank et al, 2019). Swank et al (2019) also found that school counselors felt they lacked the training needed to attack this aspect of bullying because they are well suited to facilitate programs that address bullying but are not trained specifically in bullying prevention (Swank et al, 2019).…”

Section: Bullying and The Social-ecological Perspectivementioning

confidence: 99%

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Collaborating With Parents to Increase Proactive Bystander Messages

Banks

Blake

Lewis

2019

Professional School Counseling

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School antibullying initiatives are increasingly focused on educating students about the impact of proactive bystanders to reduce victimization. However, according to the social-ecological perspective, children can also choose to adopt bystander responses based on what their parents teach them at home. School counselors are equipped to disseminate best practices of bullying prevention to parents and increase school and home communication on effective bystander responses, but how much this influences what parents teach their children as bystanders is not clear. The current study examined whether parental perceptions of school climate and awareness of antibullying interventions affected what parents teach their children to do as bystanders to school bullying. Results indicated a significant and positive relationship between parent and school counselor agreement on the presence of antibullying interventions and parents teaching their children to stand up for the victim if they witness bullying at school. We discuss strategies to promote home and school collaboration on antibullying initiatives, extending the role of school counselors in antibullying efforts, and future directions.

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Still a rite of passage? A perspective on current therapeutic attitudes and interventions in relation to cyberbullying

Jones

2023

Couns and Psychother Res

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This paper examines cyberbullying concerning therapeutic interventions. A section on bullying and how bullying impacts the therapeutic environment is included. The author provides his definition of bullying to incorporate cyberbullying and how it is no longer a “new issue” but an evolving one. The current status of therapeutic interventions used to support victims of cyberbullying has been explored, emphasising their effectiveness in assisting those experiencing bullying. A segment has been implemented to comprehend whether practitioners fully understand the potential implications of cyberbullying on clients, whether bullying is still seen as a “rite of passage” and what the possible consequences of this could be. Peer interventions and support groups concerning cyberbullying have been referenced, including The KiVa Programme, the Shared Concern Method and The Circle of Friends Method. These have highlighted specific examples of therapeutic and nontherapeutic approaches to intervene with cyberbullying. A section on potential further training is presented for practitioners working within educational environments. Moreover, physical, psychological, sexual and relational bullying are discussed in the article when applicable, with the umbrella term “bullying” used to discuss all forms of bullying at once. The paper has uncovered two key messages: (1) cyberbullying requires more awareness in counselling and is no longer a new issue and (2) more extensive training is required to assist therapists to work with cyberbullying victims.

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School Counselors’ Roles and Responsibilities in Bullying Prevention: A National Survey

Cited by 13 publications

References 37 publications

Cyberbullying Considerations for School Counselors: A Social Media Content Analysis

Cyberbullying Considerations for School Counselors: A Social Media Content Analysis

Collaborating With Parents to Increase Proactive Bystander Messages

Still a rite of passage? A perspective on current therapeutic attitudes and interventions in relation to cyberbullying

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