¶ … 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, 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 source was instrumental to the project largely because it helped to provide evidence for the proper context in which to frame the anti-bullying campaign. Due to its focus on empathy and social cost, it provides cogent evidence that the best way to create materials and slogans for bullying is in an upbeat framework in which students can relate. Essentially, it illustrates the fact that standing up to bullies is "cool" and that taking advantage of others is not -- which will be the theme of this program.

b. Starbuck, M. (2013). Moving from "just being kids" to justice for kids. Retrieved from http://prismmagazine.org/a-christian-response-to-bullying/

This source was extremely valuable to the project because it is a reminder that bullying is a sign of disturbance, trouble and problems in the life of the bully. Therefore, some of the elements of this project that are incorporated from this source include getting third-party intervention (including parents) and providing counseling to bullies to attempt to mitigate longstanding problems.

c. 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 is valuable because it provides a target area of focus for counseling bullies that have problems of their own which manifest in the form of bullying. It provides an area of focus for counselors, teachers, and even parents to understand that there are rational and irrational beliefs that contribute to bullying -- which can be counteracted.

d.

e.

f.

2. Share what you have completed so far on your project.

The main thing that I have completed on my project is the signage that is to be displayed around the school that is indicative of the approach to anti-bullying that the school will utilize. That signage is going to be based on taking a stance that in instances of bullying, it is the bully that actually has the problem and that it is valiant and admirable to attempt to help others that are being bullied. Essentially, I have created a number of posters that utilize graphic-based images that help to reinforce the terse slogans that accompany them and support the aforementioned themes. I plan on having some of the teachers of lower school students create some of these visual materials as well.

3. What still needs to be completed as you continue working on the project?

There are actually several different things that I need to do to continue working on this project. I would actually like to hang these posters in various locations around the school. Doing so will not only require the input and permission of administrators, but of individual teachers as well. Additionally, I would like to have an assembly in which the anti-bullying campaign would be the central point of the agenda. Ideally, I would like to conduct this assembly shortly after the visual materials appear around the school. Again, doing so will involve the support of teachers and administrators alike. The most important feature of this project is the sort of counseling that is required to assist those who are reported in acts of bullying. It might be unrealistic to hire a new counselor specifically for this purpose. What is much more realistic is to train and discuss various aspects of counseling for bullies with what school psychologists/counselors are available. After doing so I would also like to have them work with the various teachers, administrators and even school staff that can potentially interact with bullies, so that they understand the proper approach based on cognitive and behavioral issues.

4. All areas of the Summative Assessment must be addressed within your project. Give a 1-2 sentence summary stating how you have included or how you plan to include each area:

Area

State Your Plan here for addressing this area.

A1. General and professional knowledge.

I am in the process of working with various teachers, counselors, and school psychologists to prioritize this anti-bully campaign and shift the focus on the fact that bullies are actually inherently bullies themselves.

A2Spectrum of educational precepts, generalizations, practices, dispositions,...

Skills in speaking, writing, reading, and listening.
The slogans that are incorporated in the posters help to address this area. Additionally, the various speeches that I, teachers, administration and school counselors will give during the planned assembly address it as well.

B4. Plans highly effective instructional programs based on developmental levels and needs of the learner.

The efficacy of the instructional planning for this project is rooted in the focus of bullies as actually being victims themselves. The training given to teachers and counselors -- and which they in trun can inform with their experiences -- addresses this aspect of planning.

B5. Applies knowledge of content areas and curriculum goals to design and/or supervise appropriate instruction.

Implicit within the curriculum goals and content areas is the fact that children need a safe environment to learn, which is what this project attempts to facilitate.

B6. Manages a climate and procedures to motivate students and maximize learning.

This sort of climate management is predicated on reducing the instance of bullying. Left unchecked, bulling can impact an environment negatively and greatly detract from students' abilities to learn.

B7. Integrates a variety of assessment strategies to improve student learning.

The different assessment strategies are based on the quantification and qualification of the reduction in the rate of bullying that this plan will effect. By decreasing bullying, this program should also increase learning.

B8. Integrates technology and resources to support instruction and to facilitate professional development opportunities.

Information from articles obtained via different databases have provided the foundation for the sort of necessary shift in comprehending the phenomenon of bullying as one in which perpetrators of this bullying are viewed and treated as victims. The synthesis of this information provides the basis for educating school administrators, and faculty about how to prevent and help bullies.

B9. Demonstrates competence as a consumer of research findings and other information technology resources.

The synthesis of the findings of the various sources used for resources in this assignment will indicate my competence in utilizing resource and information technology -- as will incorporating graphics into the posters.

B10. Demonstrates skill in critical thinking, problem solving, decision making, and interpersonal skills.

The problem solving, decision making, and critical thinking skills required to implement this project is reflected in the synthesis of sources to create the strategies for the anti-bullying campaign. These involve elements of psychology, Christianity, information technology, and more.

C12. Candidate excels at enhancing the success of all diverse learners, providing for special needs and diverse backgrounds

Merely by attempting to reduce the impact that bullying has on this particular school (and to obliterate it, ideally) this project is seeking to enhance the learning experience of all learners, regardless of their various socio-economic, religious, gender, and disability stratifications.

DISPOSITIONS. S-C-R-I-P: Social responsibility, Commitment, Reflective practice, Integrity, Professionalism

Social responsibility is underscored by the fact that this project is attempting to curb the widespread phenomenon of bullying. The author's commitment is denoted in the long-term application of this program, and in the quantitative and qualitative efforts to assess it. Reflective practice is indicated by the different sources utilized in this project and the feedback that the aforementioned assessments will provide. Integrity is denoted by the hard work and the school-wide implementation of this program. Professionalism is denoted in the research approach upon which the project is based.

5. Include the actual work you have done so far. Share any comments here that you feel might be helpful for your instructor as he/she views it and/or any specific questions you may have about the project that you would like assistance with.

The most important comments that I have for the instructor are that he or she needs to be aware of the gravity of bullying in schools today. Additionally, he or she also needs to know that we are in the process of implementing a major campaign to curb bullying around the school. This program will require the assistance of the administrator. The most salient part of this assistance is a shift in mindset. Bullies may inflict damage on others, but in reality they are just as much victims as those who they antagonize. Teachers must address them and work with them in this regard. The one question I have about this project is that some…