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When these components were included in bullying intervention programs, Olweus found significant reductions of 50% or more during the 2 years following their introduction in American schools with more than 2,500 students. According to Heinrich (2003), "The bullying prevention program goals are reducing or eliminating existing bullying problems and preventing new problems. The major cost of this program is not in money but in the amount of time and energy required to effect change in attitudes, knowledge, and behavior" (p. 195).
References
Arora, T., Sharp, S., & Thompson, D. (2002). Bullying: Effective strategies for long-term improvement. London: RoutledgeFalmer.
Atlas, R.S., & Pepler, D.J. (1998). Observations of bullying in the classroom. The Journal of Educational Research, 92(2), 86.
Borntrager, C., Davis, J.L., & Hallford, a. (2006). Evaluation of a bullying prevention program. Journal of Research in Childhood Education, 21(1), 91.
Bullying by the numbers. (2007, January). Curriculum Review, 46(5), 37.
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Furlong, M., Greif, J.L., & Morrison, G.M. (2003). Reaching an American consensus: Reactions to the special issue on school bullying. School...
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Hazler, R. (1994). Bullying breeds violence: You can stop it. Learning, 22, 38-41 in Borntrager, C., Davis, J.L., & Hallford, a. (2006). Evaluation of a bullying prevention program. Journal of Research in Childhood Education, 21(1), 91.
Heinrich, R.R. (2003). A whole-school approach to bullying: Special considerations for children with exceptionalities. Intervention in School & Clinic, 38(4), 195.
Juvonen, J., & Graham, S. (2001). Peer harassment in school: The plight of the vulnerable and victimized. New York: Guilford Press.
Kim, Y.S. et al. (2006, September). School bullying and youth violence: Causes or consequences of psychopathologic behavior? Archives of General Psychiatry, 63, 1035- 41.
Large, R. (1999). Easing the strain of students' stress. NEA Today, 18(1), 39-41.
Lepkowski, W.J., Overton, C.C., Packman, J., & Smaby, M. (2005). We're not gonna take it: A student driven anti-bullying approach. Education, 125(4), 546.
Leff, S., Power, T., Costigan, T., & Manz, P. (2003). Assessing the climate of the playground and lunchroom: Complications for bullying…
References
Arora, T., Sharp, S., & Thompson, D. (2002). Bullying: Effective strategies for long-term improvement. London: RoutledgeFalmer.
Atlas, R.S., & Pepler, D.J. (1998). Observations of bullying in the classroom. The Journal of Educational Research, 92(2), 86.
Borntrager, C., Davis, J.L., & Hallford, a. (2006). Evaluation of a bullying prevention program. Journal of Research in Childhood Education, 21(1), 91.
Bullying by the numbers. (2007, January). Curriculum Review, 46(5), 37.
Bullying Victims -- the Effects Last Into College: Students, faculty, and staff at Virginia Tech experienced an end to the silence and peace that was common in the school following a shooting incident. Virginia Tech Massacre, as it's commonly known, occurred when 32 students and faculty died at the hands of a student gunman in April 16, 2007. While the incident will always be part of Virginia Tech's experience, it will
Education and Bullying -- Argumentative Research Paper Bullying and Education Education and Bullying Argumentative Research Paper The purpose of the research in this work is to answer the question, "Does bullying effect an individual's education? First bullying will be defined in the perimeter of the educational environment. The author of this work takes the stance that bullying does most positively affect an individual in terms of their quality of education and in fact does
Bullying has evolved into a growing concern among child development specialists. With an increase in teenage suicide and an explosion of reports of online harassment, bullying has changed the way that adolescents interact with each other. For decades the act of bullying has been accepted as being a part of life that children deal with and then grow out of. However, the case is that the gravity of these incidences
More and more children are becoming victims of cyberbullying with an estimated range of between 19% and 42% being bullied online at least one time (Wolak, Mitchell & Finkelhor, 2006). Reports also indicate that children who participated in traditional bullying are becoming increasingly more involved in cyberbullying; reflecting very high percentages of those children acting as cyber bullies (Kowalski & Limber, 2007). In a recent study of 177 seventh grade
Bullying is not a new phenomenon in the social lives of school-aged children but in recent years a great deal more attention has been paid to bullying because of the apparent rise in the number of publicized incidents. Teachers, parents, school administrators, community leaders and social scientists are on the alert not just for bullies, but also for methods of prevention. This paper uses scholarly research articles to review and
These by standers usually come in form of cheerleaders, protector for the victim and the silent onlookers. It is worth noting that all those involved in the chain, and even those not directly mentioned here still get affected by the vice of bullying. It is therefore important to look at what forms of conflict are manifest from a bullying scenario and experience among the little children in school. There is