Carrie Connolly Pat Crane Gail Moskowitz Candy Weems EDLP 704- Spring 2014.
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Transcript of Carrie Connolly Pat Crane Gail Moskowitz Candy Weems EDLP 704- Spring 2014.
![Page 1: Carrie Connolly Pat Crane Gail Moskowitz Candy Weems EDLP 704- Spring 2014.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dba5503460f94aab0f3/html5/thumbnails/1.jpg)
Carrie ConnollyPat Crane
Gail MoskowitzCandy Weems
EDLP 704- Spring 2014
![Page 2: Carrie Connolly Pat Crane Gail Moskowitz Candy Weems EDLP 704- Spring 2014.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dba5503460f94aab0f3/html5/thumbnails/2.jpg)
Introduction
• Article-• What is bullying?– Specific form of aggressive behavior characterized
by• Intention to harm• Repeated occurrence• Imbalance of power between bully and victim
– Physical, verbal, cyber-bullying Candy
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Article Summary• The study is on perspectives of a random sampling
of 213 school psychologists on anti-bullying policies in American schools.
• The study focused on bullying prevention strategies in five categories: – Systems-level interventions– School staff and parent involvement– Educational approaches with students– Student involvement – Interventions with bullies and victims– Candy
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Research• The survey instrument was developed based on existing
theoretical and empirical information about school-based bullying and prevention.
• 500 surveys were sent and asked the following questions– What anti-bullying strategies are most/least implemented in US
schools?– What anti-bullying strategies do school psychologists perceive as
most effective?– What areas do school psychologists perceive need
improvement?– What barriers make the improvement difficult?– 213 returned and interpretable
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Research Results
• Most frequently used strategies– Talking with bullies after bullying incidents– disciplinary consequences for bullies – increased adult supervision Peer juries/court
• Least frequently used– an anti-bullying committee– peer counselors
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Research Results• Anti-bullying strategy perceived most effective
– school-wide positive behavior support plan – Modifying space and schedule– Immediate responses
• Perceived least effective – Avoid contact between bully and victim– Zero tolerance– Written anti-bullying policy– parent involvement bullying preventions strategy
• Findings of the study consistent with previous findings and literature– School wide positive behavior support plan– Rigor of research???
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What type of policy?
• School-wide positive behavior support plan– Includes school or entire district establishing
behavioral guidelines to reinforce pro-social behavior and empathy
• Regulatory policy– Codify and prescribe how school personnel would
be required teach positive behavior.
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What type of policy?
• Modified space and schedule for less structured activities– Identify the areas and activities not currently well
supervised by adults and then school personnel would be dispatched
• Redistributive policy– Human resource would need to be reallocated or
monies apportioned for extra personnel
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What type of policy?
• Immediate responses to bullying incidents– Clear guidelines to address both the perpetrator
and the victim of bullying as a critical incident in need of immediate response
• Regulatory policy – Codify and prescribe how school personnel would
intervene after an incident of bullying
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Strategies Used to Promote Policy
• Focused on multiple targets • Research studies on effectiveness– Create buy in with community– Communication/dissemination of research to all
stakeholders• Public Forums– Town Hall Meetings
• Articles in local paper/newsletter• Direct mailings• Use of social media
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Benefits
• Create a welcoming safe environment• Several strategies– Allow schools to select policy that best fits their
population• Training fosters consistency– Staff able to handle more situations– Provides structure in reporting
• Raise awareness, changes attitudes and educate
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Disadvantages
• Zero tolerance– Does not address issue
• Peer mediations– Balance of power?
• Parent involvement– 2nd most implemented strategy
• What is bullying?– Personal growth and development
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Challenges
• Buy in from the staff– Survey indicated higher priorities over bullying– Lack of time for training and handling situations
• Need additional staffing– Supervision in unstructured areas– Reporting structure– Training staff– Do more with less”
• Survey results– Barriers – time and priorities
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Improving Anti-bullying policy
• Areas of improvement indicated by survey results– Staff training– Community involvement– Reporting structure for bullying policies
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Application to Workplace and Leadership
• Need to consider all stakeholders– Staff involvement
• Train staff, increased supervision in areas, committees
– Parent involvement• Conference Day, newsletter, etc.
• Communication strategies for policy implementation– How to communicate policy with students
• Educational approaches
– Time constraints• Will staff have time for trainings or additional required
meetings?