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¶ … Bullies
Cornell, Dewey; Limber, Susan P. (2015). Law and policy on the concept of bullying at school. American Psychologist. 70(4), 333-343.
This article focuses on the legal circumscriptions for counteracting the effects of bullying and the very instances of this unfortunate phenomenon. From a legal perspective, the right to endure an existence bereft of bullying is something which is only granted within the context of civil rights. Moreover, the authors of this document determine that such rights generally require individuals to fit into categories protected by civil rights such as belonging to a historic minority group, having a disability or experiencing religious or gender-based persecution. It is concerned with establishing changes in basic laws to prevent instances of bullying that do not apply to the aforementioned categorizations.
Peets, K.; Poyhonen, V.; Juvonen, J.; Salmivalli, C. (2015). Classroom norms of bullying alter the degree to which children defend in response to their affective empathy and power. Developmental Psychology. 51(7), 913-920.
This article examines a number of factors associated with bullying, and principally categorizes them into the interpersonal and the intrapersonal. The former is largely based on popularity and peer interaction. The latter consists of a belief in one's self and one's ability to accomplish objectives, in addition to empathy. Original research was conducted...
913) was the most eminent factor leading to others assisting bullied children against their antagonists.
Starbuck, M. (2013). Moving from "just being kids" to justice for kids. http://prismmagazine.org Retrieved from http://prismmagazine.org/a-christian-response-to-bullying/
This source provides context and solutions to bullying from a decidedly Christian perspective. It provides plenty of evidence about the phenomenon of bullying: how it occurs, who are the antagonists and the protagonists. Its solutions for addressing this occurrence include providing resources and third-party interventions to mitigate bullying. Additionally, it addresses identifying and dealing with the root cause of bullying: the inadequacies in the life of the bully himself/herself.
Trip, S.; Bora, C.; Sipos-Gug, S.; Tocai, I.; Gradinger, P.; Yanagida, T.; Strohmeier, D. (2015). Bullying prevention in schools by targeting cognitions, emotions, and behavior: Evaluating the effectiveness of the REBE-ViSC program. Journal of Counseling Psychology, 62(4), 732-740.
This source stratifies the effects of anti-bullying programs into three different codifications including a cognitive, behavioral, and emotional one. Within this article, the authors…
This source stratifies the effects of anti-bullying programs into three different codifications including a cognitive, behavioral, and emotional one. Within this article, the authors conduct original research to determine the efficacy of utilizing anti-bullying approaches that focus on cognitive-behavior and that which focuses on just behavior. The findings indicate that the order in which these two anti-bullying programs are implemented is of immense importance, and that utilizing the cognitive-behavior approach subsequent to utilizing the one focusing on just behavior is more effective in redressing negative emotions. Still, both programs were able to decrease dysfunctional cognitions regarding bullying.
Turner, H. A.; Finkelhor, D.; Shattuck, A.; Hamby, S.; Mitchell, K. (2015). Beyond bullying: Aggravating elements of peer victimization episodes. School Psychology Quarterly. 30(3), 366-384.
This study was of extreme interest in that it contextualized the phenomenon of bullying beyond simply representing physical, psychological, cognitive and emotional effects of an inherent power imbalance between the bully and its victims. Instead, it utilized empirical evidence based on qualitative interviews with both students and parents about the effect of victimization as it pertained to sex, weapons, internet use, and injury. The study found that the most profound ways that victims were effected had to do with these latter reasons, and not just the conventional power imbalance associated with bullying. The implications are that there is much more at stake when a student is victimized by a bully.
Peters suggests that a no-nonsense and zero-tolerance approach to implicit tolerance and emphasizes the need to pursue complaints as far up the school administration chain of command as necessary to achieve results. Similarly, Peters confirms the conclusions of other researchers and experts in the field of school psychology that bullying affects victims profoundly and presents specific problems with regard to maintaining high academic performance and also with respect to
They predict age and gender variations relate to bullying concerns. Of the 25 cartoons implemented in the study, two depict characters with different shades of skin color where skin color appeared to be an issue. One cartoon relating to sexual orientation was not used in several countries. Smith et al. report Olweus to assert bullying to be characterized by the following three criteria: 1. It is aggressive behavior or intentional
InterviewIntroductionThe issue of workplace bullying is an area of concern across various sectors, including government institutions. Employees who identify as Christian may experience bullying due to religious stereotyping, leading to negative effects on their mental health and job performance (Einarsen et al., 2011; Einarsen et al., 2020). Bullying over religious beliefs can lead to burnout (Eriksson et al., 2009). It can be stressful for those who are on the receiving
asset to your project. Please note that 1 of the sources must be a source for biblical integration. (i.e., P.R.A.I.S.E. by Beth Ackerman). Ackerman, B. (2007). P.R.A.I.S.E. Purposeful Design Publications. This book truly emphasizes the value in orchestrating a proactive approach to classroom management and, by extension, that for bullying. It was really fundamental to the entire campaign of this project, including its visuals and the planned assemblies as well. Peets,
Clickers/Responses Phonics Lesson Phonics Long Vowel - Silent e Lesson Plan for Special Education Objectives: Students will recognize and say words that follow the c-v-c-e and v-c-e rule where the first vowel is a long vowel and the final e is silent. By using the Clickers/Responses as a classroom game they will utilize them after hearing the correct sounds. Students with the will be able to spell and write out some basic long vowel
Editing Work I chose to base my studies on J. because we shared a lot in common; we are both Christians living in a predominantly Muslim country. He is eleven years old. His parents are Jordan nationals who have lived in Bahrain for at least two years. J goes to school at Naseem International School where I work. The school offers PYP programs. Lessons are conducted in English; however, Arabic lessons