Bullying prevention: creating a positive school climate and developing social competence
This book presents an approach to understanding and treating child and adolescent behavioral problems that goes far beyond the prevention of bullying. The book emphasizes two components of reducing bullying and aggression: the need to create a positive, caring environment and the need to develop chi...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Washington, DC
American Psychological Association
2006
|
| Ausgabe: | 1. ed. |
| Schlagworte: | |
| Online-Zugang: | Table of contents Inhaltsverzeichnis |
| Zusammenfassung: | This book presents an approach to understanding and treating child and adolescent behavioral problems that goes far beyond the prevention of bullying. The book emphasizes two components of reducing bullying and aggression: the need to create a positive, caring environment and the need to develop children's social competence skills for engaging in healthy relationships. The book has a strong focus on prevention and early intervention. The authors also review the current literature related to improving the quality of learning and living experiences for children and adolescents. |
| Beschreibung: | Includes bibliographical references (p. 257-278) and index |
| Beschreibung: | XVI, 293 S. |
| ISBN: | 1591472822 |
Internformat
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| 245 | 1 | 0 | |a Bullying prevention |b creating a positive school climate and developing social competence |c Pamela Orpinas ; Arthur M. Horne |
| 250 | |a 1. ed. | ||
| 264 | 1 | |a Washington, DC |b American Psychological Association |c 2006 | |
| 300 | |a XVI, 293 S. | ||
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| 500 | |a Includes bibliographical references (p. 257-278) and index | ||
| 520 | 3 | |a This book presents an approach to understanding and treating child and adolescent behavioral problems that goes far beyond the prevention of bullying. The book emphasizes two components of reducing bullying and aggression: the need to create a positive, caring environment and the need to develop children's social competence skills for engaging in healthy relationships. The book has a strong focus on prevention and early intervention. The authors also review the current literature related to improving the quality of learning and living experiences for children and adolescents. | |
| 650 | 4 | |a Agressivité chez l'enfant | |
| 650 | 4 | |a Intimidation dans les écoles - Prévention | |
| 650 | 4 | |a Milieu scolaire | |
| 650 | 4 | |a Bullying in schools |x Prevention | |
| 650 | 4 | |a School environment | |
| 650 | 4 | |a Aggressiveness in children | |
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| 650 | 0 | 7 | |a Gewalttätigkeit |0 (DE-588)4157237-3 |2 gnd |9 rswk-swf |
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| 650 | 0 | 7 | |a Schule |0 (DE-588)4053474-1 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Prävention |0 (DE-588)4076308-0 |2 gnd |9 rswk-swf |
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| 689 | 1 | 3 | |a Sozialkompetenz |0 (DE-588)4077606-2 |D s |
| 689 | 1 | |5 DE-604 | |
| 700 | 1 | |a Horne, Arthur M. |e Verfasser |4 aut | |
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS
List of Tables, Figures, Exhibits, and Boxes xi
Acknowledgments xv
Introduction 3
I. Understanding the Problem 9
Chapter 1. Bullies: The Problem and Its Impact 11
Definitions of Key Terms 11
Epidemiology of Bullying and Aggression... 25
Consequences of Bullying 30
Chapter 2. Risk and Protective Factors for Bullying and
Aggression 33
Why Do People Engage in Bullying
and Aggression? 33
Intrapersonal Risk and Protective Factors . . 37
Risk and Protective Factors Involving
Family and Peers 43
Risk and Protective Factors in the School
Environment 47
Risk and Protective Factors in the
Community, Culture, and Media 51
Chapter 3. Theoretical Perspectives on Bullying
and Aggression 55
vii
Why Should Theory Guide Practice? 55
Theories That Are Applicable to Bullying
and Aggression 59
II. Addressing the Problem: Universal Interventions 77
Chapter 4 School Social Competence Development and
Bullying Prevention Model: The School 79
What Is a Positive School Climate? 79
Components of a Positive School Climate . . 80
Chapter 5. School Social Competence Development and
Bullying Prevention Model: The Student 107
Increasing Students Social Competence ... 107
Components of Students Social
Competence 108
Chapter 6. Evaluation of Bullying and Aggression
Problems and Intervention Programs 139
What Can Evaluation Accomplish? 139
What Does Evaluation Look Like? 144
Gathering Data for Evaluation 148
Chapter 7. Selection and Implementation of Universal
Bullying Prevention Programs 165
Identifying High Quality Programs 165
Implementation of Prevention Programs ... 169
Selected Programs to Prevent and Reduce
Bullying and Aggression 172
III. Addressing the Problem: Persistent Bullies 179
Chapter 8. Persistent Bullying: Counseling
Interventions 181
Comprehensive Evaluation of the
Problem 181
Facilitator Skills 191
School Counseling for Persistent Bullying . . 196
Chapter 9. Persistent Bullying: Family Interventions 203
History of Family and Parenting Programs . . 203
Core Elements of Effective Family and
Parenting Programs 206
viii CONTENTS
Core Skills for Working With Families .... 214
Working With Children Who Bully and
Their Families 217
Annotated Bibliography 230
Chapter 10. Helping Children Who Are the Targets
of Bullying 233
What Behaviors Encourage Bullying? 233
Skills to Handle Bullying 237
How Adults Can Help 242
Conclusion 246
Appendix: Resources for Bullying Prevention 249
References 257
Index 279
About the Authors 293
CONTENTS IX
LIST OF TABLES, FIGURES,
EXHIBITS, AND BOXES
TABLES
Table 1.1. Types of Aggression 25
Table 1.2. Prevalence of Aggression and Bullying 27
Table 1.3. Prevalence of Victimization 28
Table 3.1. Social Cognitive Constructs Applied to the
Prevention of Students Aggression at School 66
Table 5.1. Comparison of the Violence Prevention and
Character Education Disciplines 132
FIGURES
Figure 3.1. The Social Interactional Model: A Conceptual
Framework for the Development of Aggression
in Children 72
Figure 3.2. The Ecological Model 75
Figure 4.1. School Social Competence Development and
Bullying Prevention Model: The School Climate... 81
Figure 4 2. Example of a Small Group Workshop 90
Figure 5.1. School Social Competence Development and
Bullying Prevention Model: The Student
Component 109
Figure 6.1. Upper Elementary School Students and Teachers
Perceptions of Moderate to Serious Problems of
School Safety in School District A 156
xi
Figure 6.2. Upper Elementary School Students and Teachers
Perceptions of Moderate to Serious Problems of
School Safety in School District B 157
Figure 6.3. Upper Elementary Aggression and Victimization
Scales 162
EXHIBITS
Exhibit 2.1. Risk and Protective Factors for Aggression 38
Exhibit 3.1. Theories and Models That Are Applicable to
Aggression and Bullying 60
Exhibit 4 1. Challenges to Erroneous Beliefs About Bullying
and Victimization 88
Exhibit 4 2. Challenges to Erroneous Beliefs About Teachers
Interventions to Reduce Bullying 89
Exhibit 5.1. Student Learning Objectives, by Area 110
Exhibit 5.2. Common Emotions That Influence Relationships
and Academic Achievement 114
Exhibit 5.3. Examples of Specific Skills 135
Exhibit 6.1. Advantages and Disadvantages of Different
Data Collection Methods 154
Exhibit 8.1. Comparison of the Problem Focused Approach
and the Solution Focused Approach 192
Exhibit 9.1. Example of a Goal Setting Sheet: Kevin 221
Exhibit 9.2. Examples of Upsetting and Solution Focused
Self Talk 226
Exhibit 9.3. Examples of Possible Solutions and Consequences
for Chuck s Bullying Behavior 228
Exhibit 10.1. Suggestions for Parents of a Child Who Is the
Target of Bullying 245
BOXES
Box 1.1. Examples of Violence, Aggression, and Bullying ... 12
Box 1.2. Is It Rough Playing or Bullying? 16
Box 1.3. Types of Bullies, Victims, and Bystanders 17
Box 1.4 Examples of Bullies: Aggressive, Follower, and
Relational 18
Box 1.5. Examples of Victims: Passive, Provocative, and
Relational 21
xii LIST OF TABLES, FIGURES, EXHIBITS, AND BOXES
Box 1.6. An Example Involving Instrumental and Reactive
Aggression 24
Box 2.1. The Application of Risk and Protective Factors to
Intervention Development Using the Public
Health Model 35
Box 2.2. Internet Warning Signs for Parents and
Caregivers 52
Box 4.1. Elements of Good Teaching 82
Box 4.2. Ms. Castaglia Violates School Values 85
Box 4.3. Examples of Teacher Behaviors That Show
Caring and Respect 95
Box 4.4. Examples of Bullying by Teachers Toward
Students 96
Box 4 5. The Self Fulfilling Error: How a Little Knowledge
Can Lead One Down Interesting Paths 99
Box 5.1. Examples of Activities to Increase Awareness
of Bullying 112
Box 5.2. The Turtle Technique 117
Box 5.3. Praise and Encouragement 120
Box 5.4. Examples of Activities to Facilitate Peer
Compliments 123
Box 5.5. The A to E Process of Thought and Action 125
Box 5.6. Example of a Conflict Resolution Model for
Students 128
Box 5.7. Examples of Activities for Character Education .... 133
Box 6.1. Myths About Program Evaluation 140
Box 6.2. Why Is Evaluation Important? 141
Box 6.3. Example of a Community Program Evaluation:
The Partners for Success Program 152
Box 8.1. John: Motivated by Attention 185
Box 8.2. Roberto: Motivated by Power 186
Box 8.3. Yancy: Motivated by Revenge 187
Box 8.4 Ruth: Motivated by Inadequacy 189
Box 8.5. Expect That People Do the Best They Can,
Given Their Circumstances 195
Box 9.1. Core Elements of Effective Parenting Programs .... 207
Box 9.2. Common Problems Checklist 209
Box 9.3. Example of the A to E Process of Thought
and Action 210
Box 9.4 Examples of Good and Bad Communication 213
LIST OF TABLES, FIGURES, EXHIBITS, AND BOXES xiii
Box 10.1. Blaming the Victims 235
Box 10.2. Should Ramsey Have to Change His Behavior? .... 236
Box 10.3. Reporting Is Not Tattling 238
Box 10.4 Warning Signs of Victimization 243
xi V LIST OF TABLES .FIGURES, EXHIBITS, AND BOXES
|
| adam_txt |
CONTENTS
List of Tables, Figures, Exhibits, and Boxes xi
Acknowledgments xv
Introduction 3
I. Understanding the Problem 9
Chapter 1. Bullies: The Problem and Its Impact 11
Definitions of Key Terms 11
Epidemiology of Bullying and Aggression. 25
Consequences of Bullying 30
Chapter 2. Risk and Protective Factors for Bullying and
Aggression 33
Why Do People Engage in Bullying
and Aggression? 33
Intrapersonal Risk and Protective Factors . . 37
Risk and Protective Factors Involving
Family and Peers 43
Risk and Protective Factors in the School
Environment 47
Risk and Protective Factors in the
Community, Culture, and Media 51
Chapter 3. Theoretical Perspectives on Bullying
and Aggression 55
vii
Why Should Theory Guide Practice? 55
Theories That Are Applicable to Bullying
and Aggression 59
II. Addressing the Problem: Universal Interventions 77
Chapter 4 School Social Competence Development and
Bullying Prevention Model: The School 79
What Is a Positive School Climate? 79
Components of a Positive School Climate . . 80
Chapter 5. School Social Competence Development and
Bullying Prevention Model: The Student 107
Increasing Students' Social Competence . 107
Components of Students' Social
Competence 108
Chapter 6. Evaluation of Bullying and Aggression
Problems and Intervention Programs 139
What Can Evaluation Accomplish? 139
What Does Evaluation Look Like? 144
Gathering Data for Evaluation 148
Chapter 7. Selection and Implementation of Universal
Bullying Prevention Programs 165
Identifying High Quality Programs 165
Implementation of Prevention Programs . 169
Selected Programs to Prevent and Reduce
Bullying and Aggression 172
III. Addressing the Problem: Persistent Bullies 179
Chapter 8. Persistent Bullying: Counseling
Interventions 181
Comprehensive Evaluation of the
Problem 181
Facilitator Skills 191
School Counseling for Persistent Bullying . . 196
Chapter 9. Persistent Bullying: Family Interventions 203
History of Family and Parenting Programs . . 203
Core Elements of Effective Family and
Parenting Programs 206
viii CONTENTS
Core Skills for Working With Families . 214
Working With Children Who Bully and
Their Families 217
Annotated Bibliography 230
Chapter 10. Helping Children Who Are the Targets
of Bullying 233
What Behaviors Encourage Bullying? 233
Skills to Handle Bullying 237
How Adults Can Help 242
Conclusion 246
Appendix: Resources for Bullying Prevention 249
References 257
Index 279
About the Authors 293
CONTENTS IX
LIST OF TABLES, FIGURES,
EXHIBITS, AND BOXES
TABLES
Table 1.1. Types of Aggression 25
Table 1.2. Prevalence of Aggression and Bullying 27
Table 1.3. Prevalence of Victimization 28
Table 3.1. Social Cognitive Constructs Applied to the
Prevention of Students' Aggression at School 66
Table 5.1. Comparison of the Violence Prevention and
Character Education Disciplines 132
FIGURES
Figure 3.1. The Social Interactional Model: A Conceptual
Framework for the Development of Aggression
in Children 72
Figure 3.2. The Ecological Model 75
Figure 4.1. School Social Competence Development and
Bullying Prevention Model: The School Climate. 81
Figure 4 2. Example of a Small Group Workshop 90
Figure 5.1. School Social Competence Development and
Bullying Prevention Model: The Student
Component 109
Figure 6.1. Upper Elementary School Students' and Teachers'
Perceptions of Moderate to Serious Problems of
School Safety in School District A 156
xi
Figure 6.2. Upper Elementary School Students' and Teachers'
Perceptions of Moderate to Serious Problems of
School Safety in School District B 157
Figure 6.3. Upper Elementary Aggression and Victimization
Scales 162
EXHIBITS
Exhibit 2.1. Risk and Protective Factors for Aggression 38
Exhibit 3.1. Theories and Models That Are Applicable to
Aggression and Bullying 60
Exhibit 4 1. Challenges to Erroneous Beliefs About Bullying
and Victimization 88
Exhibit 4 2. Challenges to Erroneous Beliefs About Teachers'
Interventions to Reduce Bullying 89
Exhibit 5.1. Student Learning Objectives, by Area 110
Exhibit 5.2. Common Emotions That Influence Relationships
and Academic Achievement 114
Exhibit 5.3. Examples of Specific Skills 135
Exhibit 6.1. Advantages and Disadvantages of Different
Data Collection Methods 154
Exhibit 8.1. Comparison of the Problem Focused Approach
and the Solution Focused Approach 192
Exhibit 9.1. Example of a Goal Setting Sheet: Kevin 221
Exhibit 9.2. Examples of Upsetting and Solution Focused
Self Talk 226
Exhibit 9.3. Examples of Possible Solutions and Consequences
for Chuck's Bullying Behavior 228
Exhibit 10.1. Suggestions for Parents of a Child Who Is the
Target of Bullying 245
BOXES
Box 1.1. Examples of Violence, Aggression, and Bullying . 12
Box 1.2. Is It Rough Playing or Bullying? 16
Box 1.3. Types of Bullies, Victims, and Bystanders 17
Box 1.4 Examples of Bullies: Aggressive, Follower, and
Relational 18
Box 1.5. Examples of Victims: Passive, Provocative, and
Relational 21
xii LIST OF TABLES, FIGURES, EXHIBITS, AND BOXES
Box 1.6. An Example Involving Instrumental and Reactive
Aggression 24
Box 2.1. The Application of Risk and Protective Factors to
Intervention Development Using the Public
Health Model 35
Box 2.2. Internet Warning Signs for Parents and
Caregivers 52
Box 4.1. Elements of Good Teaching 82
Box 4.2. Ms. Castaglia Violates School Values 85
Box 4.3. Examples of Teacher Behaviors That Show
Caring and Respect 95
Box 4.4. Examples of Bullying by Teachers Toward
Students 96
Box 4 5. The Self Fulfilling Error: How a Little Knowledge
Can Lead One Down Interesting Paths 99
Box 5.1. Examples of Activities to Increase Awareness
of Bullying 112
Box 5.2. The Turtle Technique 117
Box 5.3. Praise and Encouragement 120
Box 5.4. Examples of Activities to Facilitate Peer
Compliments 123
Box 5.5. The A to E Process of Thought and Action 125
Box 5.6. Example of a Conflict Resolution Model for
Students 128
Box 5.7. Examples of Activities for Character Education . 133
Box 6.1. Myths About Program Evaluation 140
Box 6.2. Why Is Evaluation Important? 141
Box 6.3. Example of a Community Program Evaluation:
The Partners for Success Program 152
Box 8.1. John: Motivated by Attention 185
Box 8.2. Roberto: Motivated by Power 186
Box 8.3. Yancy: Motivated by Revenge 187
Box 8.4 Ruth: Motivated by Inadequacy 189
Box 8.5. Expect That People Do the Best They Can,
Given Their Circumstances 195
Box 9.1. Core Elements of Effective Parenting Programs . 207
Box 9.2. Common Problems Checklist 209
Box 9.3. Example of the A to E Process of Thought
and Action 210
Box 9.4 Examples of Good and Bad Communication 213
LIST OF TABLES, FIGURES, EXHIBITS, AND BOXES xiii
Box 10.1. Blaming the Victims 235
Box 10.2. Should Ramsey Have to Change His Behavior? . 236
Box 10.3. Reporting Is Not Tattling 238
Box 10.4 Warning Signs of Victimization 243
xi V LIST OF TABLES .FIGURES, EXHIBITS, AND BOXES |
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| dewey-full | 371.5/8 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.5/8 |
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| dewey-sort | 3371.5 18 |
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| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| edition | 1. ed. |
| format | Book |
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| id | DE-604.BV021618972 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T14:53:03Z |
| indexdate | 2024-07-09T20:40:03Z |
| institution | BVB |
| isbn | 1591472822 |
| language | English |
| lccn | 2005009557 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-014834065 |
| oclc_num | 60323281 |
| open_access_boolean | |
| owner | DE-12 DE-29 DE-11 |
| owner_facet | DE-12 DE-29 DE-11 |
| physical | XVI, 293 S. |
| publishDate | 2006 |
| publishDateSearch | 2006 |
| publishDateSort | 2006 |
| publisher | American Psychological Association |
| record_format | marc |
| spelling | Orpinas, Pamela Verfasser aut Bullying prevention creating a positive school climate and developing social competence Pamela Orpinas ; Arthur M. Horne 1. ed. Washington, DC American Psychological Association 2006 XVI, 293 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 257-278) and index This book presents an approach to understanding and treating child and adolescent behavioral problems that goes far beyond the prevention of bullying. The book emphasizes two components of reducing bullying and aggression: the need to create a positive, caring environment and the need to develop children's social competence skills for engaging in healthy relationships. The book has a strong focus on prevention and early intervention. The authors also review the current literature related to improving the quality of learning and living experiences for children and adolescents. Agressivité chez l'enfant Intimidation dans les écoles - Prévention Milieu scolaire Bullying in schools Prevention School environment Aggressiveness in children Sozialkompetenz (DE-588)4077606-2 gnd rswk-swf Gewalttätigkeit (DE-588)4157237-3 gnd rswk-swf Gesellschaftliches Bewusstsein (DE-588)4020630-0 gnd rswk-swf Schule (DE-588)4053474-1 gnd rswk-swf Prävention (DE-588)4076308-0 gnd rswk-swf Schule (DE-588)4053474-1 s Gewalttätigkeit (DE-588)4157237-3 s Prävention (DE-588)4076308-0 s Gesellschaftliches Bewusstsein (DE-588)4020630-0 s DE-604 Sozialkompetenz (DE-588)4077606-2 s Horne, Arthur M. Verfasser aut http://www.loc.gov/catdir/toc/ecip0510/2005009557.html Table of contents HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014834065&sequence=000006&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Orpinas, Pamela Horne, Arthur M. Bullying prevention creating a positive school climate and developing social competence Agressivité chez l'enfant Intimidation dans les écoles - Prévention Milieu scolaire Bullying in schools Prevention School environment Aggressiveness in children Sozialkompetenz (DE-588)4077606-2 gnd Gewalttätigkeit (DE-588)4157237-3 gnd Gesellschaftliches Bewusstsein (DE-588)4020630-0 gnd Schule (DE-588)4053474-1 gnd Prävention (DE-588)4076308-0 gnd |
| subject_GND | (DE-588)4077606-2 (DE-588)4157237-3 (DE-588)4020630-0 (DE-588)4053474-1 (DE-588)4076308-0 |
| title | Bullying prevention creating a positive school climate and developing social competence |
| title_auth | Bullying prevention creating a positive school climate and developing social competence |
| title_exact_search | Bullying prevention creating a positive school climate and developing social competence |
| title_exact_search_txtP | Bullying prevention creating a positive school climate and developing social competence |
| title_full | Bullying prevention creating a positive school climate and developing social competence Pamela Orpinas ; Arthur M. Horne |
| title_fullStr | Bullying prevention creating a positive school climate and developing social competence Pamela Orpinas ; Arthur M. Horne |
| title_full_unstemmed | Bullying prevention creating a positive school climate and developing social competence Pamela Orpinas ; Arthur M. Horne |
| title_short | Bullying prevention |
| title_sort | bullying prevention creating a positive school climate and developing social competence |
| title_sub | creating a positive school climate and developing social competence |
| topic | Agressivité chez l'enfant Intimidation dans les écoles - Prévention Milieu scolaire Bullying in schools Prevention School environment Aggressiveness in children Sozialkompetenz (DE-588)4077606-2 gnd Gewalttätigkeit (DE-588)4157237-3 gnd Gesellschaftliches Bewusstsein (DE-588)4020630-0 gnd Schule (DE-588)4053474-1 gnd Prävention (DE-588)4076308-0 gnd |
| topic_facet | Agressivité chez l'enfant Intimidation dans les écoles - Prévention Milieu scolaire Bullying in schools Prevention School environment Aggressiveness in children Sozialkompetenz Gewalttätigkeit Gesellschaftliches Bewusstsein Schule Prävention |
| url | http://www.loc.gov/catdir/toc/ecip0510/2005009557.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014834065&sequence=000006&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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