Bullying at the Middle School Level: A Descriptive Study

Bullying within schools has been a topic of great interest in recent years. Due to various factors, bullying is a particularly large problem at middle schools. In order to obtain further research on this topic, a study was conducted at a small suburban middle school in Connecticut. Teachers were given surveys to complete to address their thoughts on bullying. Additionally, a smaller subsample of teachers and the school social worker were interviewed. The data gathered from the surveys and interviews revealed that bullying was in fact present at the school. Participants expressed that students tend to bully one another in more indirect rather than direct ways, making it difficult for staff to notice when bullying is taking place. Being aware of this theme can help teachers and social workers at others schools learn how to better identify bullying behaviors and address them in more effective ways. On a higher level, this study has implications for policy and social work practice; legislators can work to create more uniform policies regarding bullying and social workers can gain a better understanding of how to effectively work with adolescents who are involved with bullying

Variation in African American parents' use of early childhood physical discipline

Physical discipline is endorsed by a majority of adults in the U.S. including African American (AA) parents who have high rates of endorsement. Although many studies have examined physical discipline use among AA families, few have considered how early childhood physical discipline varies within the population. Individuals within a cultural group may differ in their engagement in cultural practices (Rogoff, 2003). Furthermore, AA families’ characteristics and their contexts, which are shaped by the interaction of social position, racism, and segregation (García Coll et al., 1996), likely influence how AA families physically discipline their young children. This study examined variation in early childhood physical discipline among AA families living in low-income communities and relations with demographic and contextual factors. Year 1 data from 310 AA parents living in three regionally distinct low-income communities were used from a sequential longitudinal intervention program study of the development and prevention of conduct disorder. Latent class analyses were conducted using parents’ responses on a measure, of the frequency of overall physical discipline, spanking, and hitting during prekindergarten and kindergarten. The associations between latent classes and six demographic and contextual factors were examined using the Bolck, Croon, and Hagenaars (BCH) method. The factors were: child gender (59% male); marital status (51% never married); parental education (66% high school graduates and beyond); income (mean = $16.66K, S.D. = 12.50), family stress, and perception of neighborhood safety. Measures included the Family Information Form, Life Changes, and the Neighborhood Questionnaire. After considering two to seven class solutions, five physical discipline classes or sub-groups were identified. Classes were defined by discipline frequency (‘Infrequent’, ‘Weekly’, ‘Monthly’, ‘Almost-Every-Day’ and ‘Weekly-All’) as well as by discipline type (only parents in the ‘Weekly-All’ class hit their children). Significant associations were found between class membership, and child gender, marital status, income, and perception of neighborhood safety. Girls were more likely to be physically disciplined infrequently, χ2(4, N = 310) = 11.88, p = .05. The ‘Weekly’ class had significantly fewer married parents than all classes except ‘Almost-Every-Day’, χ2(4, N = 310) = 21.56, p < .001. Parents in the ‘Almost-Every-Day’ class had a significantly lower income than parents in all other classes except “Weekly-All”, χ2(4, N = 310) = 10.88, p = .03. Finally, parents in the “Almost-Every-Day” class perceived their neighborhood as significantly less safe compared to those in all other classes except the ‘Weekly-All’ class, χ2(4, N = 310) = 14.13 p = .01. These findings suggest that AA families vary in physical discipline during early childhood; this variation may result in sub-groups with different demographic characteristics. Associations between frequent discipline classes and perceptions of neighborhood safety implies that some AA parents may use physical discipline to protect their children from being harmed if they believe their communities are unsafe. Future research should qualitatively examine how AA parents respond to unsafe neighborhoods in their parenting behaviors, including physical discipline

Regeneration

pages 35-4

Locomotor Skill Development in Response to an Electronic Visual Exercise System in Children with Sensory Impairments

Children with sensory impairments associated with a physical or intellectual disability often have delay in fundamental motor skill development. The dual purpose of this study was to observe locomotor skill development, in response to an electronic visual exercise system, as well as interrater reliability of the assessment method. Eight children between the ages of seven and fourteen were recruited from an adapted physical education program. Pre-and post-test analysis of data collected via the Test of Gross Motor Development - Second Edition revealed no significant changes in motor skill development. Interrater reliability statistical analysis revealed a strong ICC value, suggesting excellent interrater reliability of the Test of Gross Motor Development- Second Edition

Interview with John O. Carter

Interview with John O. Carter 00:00:00 - Introduction 00:00:32 - The founding of Garden City, KS and its early history The following excerpts are a repeat of RT398_F666m_1965_07, Interviews with Jessie Mae Decker, Mary Burgtorf McKinney, and Ralph McKinney 00:16:25 - Winter storm of February 13, 1919 told by Jessie Mae Decker of Great Bend, KS 00:19:48 - Flood of Walnut Creek in the 1870\u27s told by Mary McKinney 00:24:38 - Life on the family farm told by Ralph McKinney 00:35:14 - Mary McKinney reads from the diary of her in-laws, Andrew and Mariah McKinney who homesteaded east of Great Bend in 1870. The diary spans the years 1875-1876https://scholars.fhsu.edu/sackett/1122/thumbnail.jp

The Eddie Basgall Orchestra, and interviews with William S. Sloer, Mame L. Williamson, and Doris J. Salzman

The Eddie Basgall Orchestra, and interviews with William S. Sloer, Mame L. Williamson, and Doris J. Salzman. 00:00:00 - Clarinet Polka 00:02:47 - Saturday Night Waltz 00:05:37 - Barbara Polka 00:09:05 - Unnamed polka 00:11:14 - Song, Show Me the Way to Go Home 00:13:00 - Introduction, William S. Slower of Deerfield, KS on March 5, 1966 by Sarah Ann Johnson 00:13:30 - Square dance calls 00:20:00 - Introduction, Mame L. Williamson of Garden City, KS on February 24, 1966 00:20:28 - Song, Touch Not the Cup, vocal and piano 00:21:27 - Song, Jack and Jill, vocal and piano 00:22:08 - Song, Come Away, vocal and piano 00:22:45 - Song, Work, For the Night is Coming, vocal and piano 00:24:02 - Song, My Pussy, vocal and piano 00:24:54 - Song, Rip Van Winkle Was a Lucky Man 00:28:01 - Song, Deep Down in My Heart 00:30:42 - Song, Back In Western Kansas Where I Was Born 00:35:23 - Introduction, Doris J. Salzman of Garden City, KS on February 23, 1966 00:35:52 - Story about the ghost of a train engineer 00:36:37 - Unknown girl reciting jump rope rhymes, Teddy Bear, Teddy Bear 00:37:04 - Cinderella 00:37:14 - Andy Pandy 00:37:50 - Johnny 00:38:10 - Cups and Saucers 00:38:20 - Fruit cake, cupcake 00:38:47 - Teacher, teacher 00:38:58 - Cinderella 00:39:11 - Ice Cream Soda 00:40:28 - One two, buckle my shoe 00:40:57 - 1, 2, 3, 4, 5, Once I caught a fish alive 00:41:25 - A, B, C, D, twirl with me 00:41:59 - Nursery game, Making Cake 00:43:28 - Nursery rhyme, This little piggy 00:43:47 - ABC\u27s from a teacher\u27s manual 00:44:52 - Rhyme about the months of the year 00:46:06 - Rhyme about writing numbershttps://scholars.fhsu.edu/sackett/1123/thumbnail.jp

Bullying Prevention: How to Foster Positive Interactions Among Elementary Aged Youth

Bullying has been identified as one of the most widespread forms of violence encountered in U.S. schools, with 30% of children reporting being the victims of bullying sometime during their lives, and approximately 10% reporting being victimized on a regular basis. This research sought to identify common threads that seem important for individuals working with children in school settings to be aware of in order to effectively prevent and respond to bullying based on current prevention efforts and curriculum a sample of Minnesota schools are currently utilizing. A qualitative research design was used to obtain data from a sample of seven school social workers, and data reduction was used to interpret the findings. The findings indicated the importance of social skill development among students, the use of formal and informal curriculum and programming, community building and active supervision, and the bystander effect. The findings speak to the importance of school staff to create a positive school climate, utilize curriculum and other individualized interventions, develop positive relationships with students, increase the level of adult supervision within the schools, and ensure consistent expectations and common language throughout the school in order to effectively prevent and intervene when children are involved in bullying