Standing Up or Standing By? Middle School Students and Teachers Respond to Bullying: A Responsive Program Evaluation

Smith–Adcock, Sondra; Swank, Jacqueline M.; Greenidge, Taneshia; Henesy, Rachel

doi:10.1080/21501378.2018.1438809

Cited by 4 publications

(2 citation statements)

References 28 publications

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“…If the school counselor is not providing these direct student services, then who is? According to Smith-Adcock, Swank, Greenidge, and Henesy (2019), teachers reported often feeling uncertain and lacking confidence in how to respond to bullying and wanting help and support from experts on bullying, which includes school counselors. Consistent with Bradshaw, O’Brennan, and Sawyer’s (2008) findings regarding school counselors’ role in coordinating antibullying programs, school counselors in the current study endorsed their role in working with teachers (training teachers on conducting lessons, consulting with teachers) and parents (providing resources to families).…”

Section: Discussionmentioning

confidence: 99%

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

Swank

Smith–Adcock

Weaver

2018

Professional School Counseling

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We examined school counselors' perceptions of their roles and responsibilities in addressing bullying. This study also investigated the prevalence of bullying prevention training, policies and laws, and various school problems. School counselors reported differences between their perceptions of their roles and responsibilities and what they believe are their principals' expectations of school counselors. We discuss the results, implications for school counselors, and recommendations for research.

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Section: Discussionmentioning

confidence: 99%

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

Swank

Smith–Adcock

Weaver

2018

Professional School Counseling

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“…In the education community, training and prevention actions must be implemented to involve families and all community members [39]. A number of authors have carried out multiple studies based on the effect of intervention programmes to reduce bullying prevalence with students [40,41], with students and teachers [42,43], and with family intervention [39,44,45]. Nevertheless, very few studies have focused on improving the cohesion levels of students through the promotion of language proficiency.…”

Section: Studies Related To Anti-bullying Programmes and Programmes Tmentioning

confidence: 99%

Methodological Analysis of the Effect of an Anti-Bullying Programme in Secondary Education through Communicative Competence: A Pre-Test–Post-Test Study with a Control-Experimental Group

González-Alonso

Guillén‐Gámez

Castro-Hernández

2020

IJERPH

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The promotion of communicative competence in students play a key role in schools for the purpose of improving social, emotional and coexistence relationships in Secondary Education students. The development of said competence can represent a great strategy to improve conflicts in the classroom, notably bullying. We used a quasi-experimental pre-test and post-test control group design with a sample of 55 students from the city of Salamanca (Spain) to analyse the level of conflict and their perceptions about bullying during the 2017–2018 academic year. The anti-bullying programme called the Improvement of Coexistence and Communicative Competence (ICCC) programme used is. The behaviour of students based on their level of coexistence with the group of classmates was measured by the INSEBULL instrument (Bullying Assessment Instrument), which added one more dimension of own elaboration. The results showed that, even though the significant levels of conflict, they decreased substantially once the ICCC programme was applied. Furthermore, we found differences between the control and experimental groups which underlined the effectiveness of the program. Regarding gender, no differences were found in the experimental group. This study shows that the development of communicative competence in students has a significant impact on their level of coexistence with other classmates, although the results suggested the need for longitudinal implementation of the programme in order to improve school coexistence and social skills of students from the early stages of education.

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Community‐Engaged Research and Evaluation in Counseling: Building Partnerships and Applying Program Evaluation

Minton

Gibbons

Hightower

2021

Jour of Counseling & Develop

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Despite potential for rich engagement with community partners, community‐engaged research and evaluation are underutilized in professional counseling publications. This article includes an overview of principles for community‐engaged research and evaluation. Practical suggestions for developing community partnerships are outlined. A general guide for converging program evaluation within the context of community partnerships is provided, and considerations for navigating limitations of the approach are explored.

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Standing Up or Standing By? Middle School Students and Teachers Respond to Bullying: A Responsive Program Evaluation

Cited by 4 publications

References 28 publications

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

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

Methodological Analysis of the Effect of an Anti-Bullying Programme in Secondary Education through Communicative Competence: A Pre-Test–Post-Test Study with a Control-Experimental Group

Community‐Engaged Research and Evaluation in Counseling: Building Partnerships and Applying Program Evaluation

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