The Phenomenological Experience of Student Advocates Trained as “Defenders” to Stop School Bullying

We investigated lived experiences of student-advocates trained in a brief, bystander bullying intervention program to stop bullying as “defenders.” Personal values, taking perceived risks, implementing bullying intervention strategies, and positive sense of self were core themes with a textural-structural description helping define student’ experiences. Implications and future research are discussed

The Sociology of Bullying: Prevention and Intervention Using a Three Themed Model

The purpose of this study is to examine the effectiveness of a bullying intervention model that involves visibility, intervention and support for vulnerable populations. Vulnerable populations are considered to be LGBT youth, gender non-conforming youth, and racial/religious minorities. Research showed that factors in effective bullying intervention programs fell into the themes of visibility, support, and intervention for vulnerable populations. Guidance Counselors at three public schools in the New York State capital region answered questionnaires about how their school’s bullying intervention program incorporated the identified themes. The results indicated that schools which programs incorporated high levels of visibility, support, and intervention for vulnerable populations had lower rates of bullying than schools that did not

Panel discussion: Effective bullying intervention

This panel discussion was one of the sessions in the International Multidisciplinary Perspective Research in Education and Social Sciences (IMPRESS21) conference that took place on 7-9 September 2021. The panel discussion focused on the concept of bullying, various types of bullying, awareness of bullying among children, the role of different contenders in bullying, and effective prevention strategies for bullying problems. The panel members were Professor Sefa Bulut (Ibn Haldun University, Başakşehir, Istanbul, Turkey) whose work focuses on the trauma and school violence relationship. The second panelist was Assistant Prof. Thseen Nazir (Ibn Haldun University, Başakşehir, Istanbul, Turkey), whose specialization focus on school bullying, role of different contenders and culture in bullying behavior, and prevention studies and the third panelist was Assistant Prof. Nadire Yildiz (Istanbul Medipol University) whose research interest focuses on mentorship programs with at-risk youth as a preventive intervention strategy. The panel discussion provided a conceptualization and understanding of bullying concepts and their prevention for school-age children. The panelists provided some insight into the nature of bullying, the underlying problems, causes, and consequences of the problems, and the effective prevention and evidence-based prevention programs for school-age children

Anti-Bullying Interventions in the Middle School Literacy Instruction

I conducted this analytical literature review to examine various forms of literature to gain a deeper understanding about bullying in the middle school setting. Various quantitative and qualitative research studies were examined to determine how schools are implementing anti-bullying intervention methods into the literacy instruction. A comparative analysis was done to compare other schools’ intervention methods such as Positive Behavior Intervention Supports (PBIS) and Safe School Ambassador Training (SSA). Lastly, future recommendations and considerations are made to further implement anti-bullying intervention into the literacy instruction

Inter-cultural differences in response to a computer-based anti-bullying intervention

Background and purpose: Many holistic anti-bullying interventions have been attempted, with mixed success, while little work has been done to promote a 'self-help' approach to victimisation. The rise of the ICT curriculum and computer support in schools now allows for approaches that benefit from technology to be implemented. This study evaluates the cross-cultural effects of a computer-based anti-bullying intervention on primary school-aged children's knowledge about bullying and relevant coping strategies. Programme description: FearNot! is an interactive computer-based virtual learning environment designed for use as an anti-bullying intervention. It includes interactive virtual agents who assume the most common participant roles found in episodes of bullying. FearNot! was used by children over three consecutive weeks to allow its effectiveness to be evaluated in a longitudinal in situ programme. Sample: Two comparable samples were drawn from the UK and Germany. In the UK, 651 participants (aged 8-11) were recruited from primary schools in Hertfordshire, Coventry and Warwickshire, whereas the 535 German participants (aged 7-10) were sourced from Grundschulen in the Bayern and Hessen regions. Because of lack of parental consent, late joiners and absences/missing responses, data from 908 participants (UK 493; Germany 415) were analysed. Design and methods: A quasi-experimental, pre/post-tests control group design employed pre-published and bespoke questionnaires to collect data. Descriptive and inferential analyses were conducted. Results: UK students possessed higher coping strategy knowledge scores than German participants, but German children's scores improved over time and as a result of the FearNot! intervention. Conclusions: Overall, while not effective at increasing children's coping strategy knowledge in this study, the FearNot! intervention could prove a useful classroom tool to approach the issue of bullying as part of a wider initiative. Cultural differences at baseline and reactions to the intervention are discussed

FearNot! An Anti-Bullying Intervention: Evaluation of an Interactive Virtual Learning Environment

Original paper can be found at: http://www.aisb.org.uk/publications/proceedings.shtm

Does the Bully Busters Intervention Reduce Bullying in Middle School Students?

Laurenza and Kosine present a brief overview and analysis of the article, Bully busters: A psycho-educational intervention for reducing bullying behavior in middle school students, originally published in the Journal of Counseling & Development. The authors present a summary of the key components of the article including the introduction, method and results of the study. They offer an additional analysis of implications for future practice, including a discussion of the impact of the Bully Busters program on student behavior and teacher skills at detecting and addressing bullying

Teacher's intervention to in-person bullying and cyberbullying situations.

132 p.This dissertation comprises five chapters, and it is an article-based format that studies teachers' needs and characteristics regarding bullying intervention. It is divided into two phases that are explained through the different chapters. Chapter One explains the problem's overall background and provides an introduction to the three papers presented in the next chapters. Chapter Two presents the First Phase of the dissertation, which provided information about teachers¿ knowledge, concerns, and practice regarding bullying. Findings demonstrate that Idaho education professionals need training and resources to help them intervene appropriately, especially with cyberbullying. Chapter Three focuses on the following potential teachers' characteristics affecting their likelihood of intervention: Perceived seriousness of the bullying situation, empathy towards victim, and self-efficacy to influence misbehaviors. The findings regarding this last characteristic have been controversial since different studies found contrast findings regarding its significance influencing teachers¿ likelihood of intervention. The current research found that the seriousness and empathy were predictors for teachers' intervention in both in-person bullying and cyberbullying in Idaho and the Basque Country, but teachers' self-efficacy does not predict teachers' intervention. Chapter Four introduces a new characteristic: teachers' sexism, which appears to be a negative component for the bullying intervention. The higher the sexist attitude, the less bullying intervention. Finally, Chapter Five summarizes the three articles presented in this dissertation and provides overall conclusions