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1.
Claire Knowler 《教育心理学》2013,33(7):862-883
The effectiveness of a 12-week, small group emotional literacy (EL) intervention in reducing bullying behaviour in school was evaluated. Participants were 50 primary school pupils identified through peer nomination as engaging in bullying behaviours. The intervention was implemented in schools already engaged with a universal social and emotional learning initiative, including an anti-bullying component. Within schools, participants were randomly assigned to an intervention or a wait-list comparison group. Response to the intervention was found to be dependent on baseline levels of EL. Only children whose baseline level was low showed a significant reduction in peer-rated bullying behaviour. No effect of the intervention was detected on victimisation or adjustment scores, although positive changes in adjustment were associated with increased EL. 相似文献
2.
Julia R. Badger Lucy Bowes Christina Salmivalli Richard P. Hastings 《Support for Learning》2023,38(4):178-182
Bullying is a public health priority but to date, there is a lack of evidence-based anti-bullying programmes or interventions designed for use in special schools. KiVa is a successful anti-bullying programme for mainstream schools currently used in 23 countries. This brief paper outlines the co-development and adaptation of two KiVa lessons into KiVa-SEND lessons and their implementation in two special schools in the UK. One school supports pupils with a primary need of Autism, the other supports pupils with severe and complex learning disabilities. Engagement with the lessons was high from both pupils and staff; the content was perceived as acceptable by staff, complementing the curriculum and perceived as suitable for their pupils. Minor adjustments need to be made to ensure all pupils can comprehend and access the concepts. Further development of the KiVa-SEND programme and testing its potential effectiveness to reduce bullying and associated negative outcomes in special schools is now warranted.
Key Points
- There is a lack of evidence-based anti-bullying programmes for use in special schools. This paper details the piloting of an adaptation of KiVa (a successful, evidence-based anti-bullying programme for mainstream schools) for use in special schools.
- The adaption (KiVa-SEND) was a co-design between a couple of special school teachers, and educational and psychological researchers to ensure the materials and approach were in line with school requirements and teaching practices.
- The KiVa-SEND lesson engagement was excellent from the 12 staff and 62 learners involved and the materials were deemed acceptable via direct feedback and researcher observations. Suggestions were provided on how to make the materials even more suitable for diverse learning needs.
- KiVa-SEND has the potential to be embedded within the special school curriculum and then be tested for its effectiveness at reducing bullying and associated negative outcomes of bullying amongst the special school population.
3.
The current study investigated whether the quality of school anti-bullying policies allows the drawing of any conclusions about the extent of bullying problems in schools. That is, do schools with a more detailed anti-bullying policy have lower rates of bullying? A total of 2377 children in primary schools (six year olds/year two: 1072; eight year olds/year four: 1305) were individually interviewed using a standard interview about bullying experiences. A detailed content analysis scheme that closely followed the core whole-school intervention approach was carried out on a total of 34 schools: 24.5% of the children reported being directly victimised very frequently and 45.9% reported being relationally victimised frequently or very frequently. No correlation between the content and quality of anti-bullying policies and the prevalence of direct bullying behaviour was found. Conversely, an inverse relationship was found for relational bullying behaviour: schools with the most detailed and comprehensive anti-bullying policies had a higher incidence of relational bullying and victimisation behaviour. Inspection of school anti-bullying policies per se provides little guide to the actual amount of direct bullying behaviour in schools. 相似文献
4.
Eleni Andreou Eleni Didaskalou Anastasia Vlachou 《Emotional and Behavioural Difficulties》2013,18(4):235-248
The aim of this paper was to examine the short‐term and long‐term effects of a curriculum‐based anti‐bullying intervention program on students' attitudes towards bullying, intentions to intervene in bully–victim problems, perceived efficacy of intervening and actual intervening behavior. The intervention program was applied in primary schools and was implemented by trained teachers within the classroom context. The sample consisted of 454 pupils drawn from fourth to sixth grade classrooms of 10 primary schools in central Greece. A quasi‐experimental pre‐test/post‐test design was used. The findings indicate positive short‐term program outcomes concerning students' attitudes towards bullies and victims, perceived efficacy of intervening in bully–victim incidents and actual rates of intervening behavior. However, the magnitude of the program effects was quite small, since the positive short‐term outcomes were not sustained in the long‐term (post‐test two measures). The results of the study also indicated clear time effects for attitudes towards bullies and victims, self‐efficacy of intervening and intention, as well as actual intervening behavior. The results are discussed in terms of their implications for anti‐bullying interventions. 相似文献
5.
The present study reports the short‐ and long‐term effects of an anti‐bullying intervention program based on a particular set of curricular activities that aimed to create classroom opportunities for awareness raising, self‐reflection, and problem‐solving situations relevant to bullying. The core of the intervention was a four‐week period during which a series of activities were organised in each individual class. An experimental pre‐test/post‐test design with a control group was used. The sample consisted of 454 pupils (206 control: 123 boys and 83 girls; and 248 experimental: 126 boys and 122 girls) drawn from the fourth‐ to sixth‐grade classrooms of 10 primary schools in central Greece (mean age = 10.23, SD = .84). Data were collected using self‐report measures, before the intervention (December 2003), immediately after the intervention, at the end of the same school year (May 2004), and six months afterwards (November 2004). The results indicated that the program contributed to a positive reduction in outsider behaviour (children remaining uninvolved and thus silently allowing bullying to continue) and enhanced students’ self‐efficacy beliefs for both assertion and intervening in bully/victim incidents. However, the long‐term effectiveness of the program was limited. These findings have important implications for interventions to tackle the negative effects associated with bullying in schools. 相似文献
6.
The authors work in a city local education authority Special Educational Needs Support Service with an Anti-Bullying Project that continues to develop effective approaches to dealing with bullying in schools. This paper describes the project's use of Solution Focused Brief Therapy (SFBT) and reports on the outcomes of a large number of interventions, particularly with pupils of secondary school age. The support group approach, developed within this project and published in Educational Psychology in Practice, is referred to in the government's anti-bullying pack as a key strategy. The authors show that SFBT provides another effective strategy to support pupils vulnerable to bullying in both primary and secondary schools. 相似文献
7.
DEBORAH J. JAMES MARIA LAWLOR ANN FLYNN NIAMH MURPHY PAT COURTNEY BERNIE HENRY 《Pastoral Care in Education》2006,24(4):39-48
In this article, the authors report on the evaluation of an anti-bullying programme, the cool school programme (CSP), conducted in a secondary school in Ireland. The study explored how participation in the anti-bullying programme affected students and teachers in one second-level school. The programme focused on students' faith in the teachers' ability to deal with bullying effectively, their willingness and confidence in telling a teacher about bullying and whether they felt safe in school. Teacher confidence and behaviour with regard to bullying were also explored. The study found that 91 per cent of students felt that teachers took bullying seriously. Eighty-nine per cent thought that teachers knew how to deal with bullying and 75 per cent felt able to tell a teacher if they were bullied. Eighty-seven per cent said there was a better atmosphere in their class. Ninety-three per cent of students felt safe in school. Seventy-two per cent of teachers reported greater confidence in their ability to manage bullying and 84% reported increased vigilance. Ninety-four per cent thought that students felt safer in the school. Sixty-nine per cent said there was a better atmosphere in the school. Most felt that the programme was now part of the school culture (94%) and would continue in the school (97%). The authors acknowledge that relying on reported levels of bullying may not give a complete picture of the impact of an anti-bullying intervention. They argue that researchers may need to take into consideration teacher approachability, challenging the culture of silence, responding appropriately and ensuring student safety in school when evaluating programmes. 相似文献
8.
Monitoring bullying behaviours is the key aspect of a successful anti-bullying intervention. Questionnaires among pupils and principals of the same schools were utilised to measure the agreement between pupil-reported frequency and principals' estimations of the prevalence of frequent bullying in the same schools and to identify monitoring methods associated with the best agreement. The correlation between the pupil-reported frequency and the principal's estimate of the prevalence was weak. Two-thirds of the principals estimated the prevalence of frequent bullying in their schools to be four percentage points lower than the prevalence, based on pupils' reports. Questionnaires that were developed and administered by the schools themselves and unspecified monitoring methods were associated with the best agreement between pupils' reports and principals' estimates of the prevalence of frequent bullying. There is a clear need to communicate better the nationally collected data back to schools. It seems that despite the monitoring efforts, school principals were not aware of the prevalence of frequent bullying as perceived by their pupils. Awareness of the problem may require more than just available evidence. 相似文献
9.
Despite three decades of research and development of anti-bullying intervention, this form of systematic aggression continues to be common in schools. The present study investigated if a contributing factor might be that some pupils are unreceptive to teachers’ anti-bullying lessons. It invited 8–11?-year-old junior school pupils (N?=?227) to indicate if this was the case, and if so, to give their reasons. Many did indicate being unreceptive (81.9%). The most common reason was “It is not for me because I don’t bully anyone” (81.9%), followed by “I know enough about bullying already” (22.9%), “It is boring or I have heard it all before” (19.4%) and “Teachers have to do it but they are not really interested in stopping bullying” (14.5%). Some significant age differences emerged. Results are discussed in terms of implications for anti-bullying work in schools. 相似文献
10.
Albert W. Wienen Laura Batstra Ernst Thoutenhoofd Elisabeth H. Bos Peter de Jonge 《欧洲特需教育杂志》2019,34(1):114-123
The widely supported wish for more inclusive education places ever greater expectations on teachers’ abilities to teach all children, including those with special needs and challenging behaviours. The present study aimed at the question whether teachers judge pupil behaviour more negatively if there are more children with difficult behaviour in class. The teachers of 184 classes in 31 regular primary schools were asked to complete the Strength and Difficulties Questionnaire (SDQ-L) for 3649 pupils. Six linear mixed models were carried out with as independent variable the number of pupils that teachers perceived to have ‘abnormal behaviour’, and the class mean without these pupils as the dependent variable. For all SDQ-L subscales – emotional problems, behavioural problems, problems with hyperactivity, problems with peers, poor prosocial behaviour and total problems – the number of pupils perceived as problematic was associated with less favourable teacher perceptions of the rest of the class. The results of this study are a plea for a contextual perspective on pupil behaviour in class, both where teachers are asked to report on individual pupils, as well as where interventions are done on emotional and behavioural problems in class. 相似文献
11.
The PEACE Pack: an evaluation of interventions to reduce bullying in four Australian primary schools
Phillip T. Slee Jury Mohyla 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):103-114
Background The evidence is now quite clear that bullying in schools is an international problem. Bullying is widely regarded as a particularly destructive form of aggression, with harmful physical, social and emotional outcomes for all involved (bullies, victims and bystanders), and with particular risks for children with special needs. The research of the past 25 years confirms its widespread nature where it is most likely in groups from which the potential victim cannot escape—e.g. schools. In 1994 an Australian Commonwealth Government inquiry, following on from the pioneering work of research documented by Smith and co-workers, heralded a growing awareness of the need to address the issue of school violence, particularly bullying. Internationally, researchers have identified the impact of intervention programmes to reduce school bullying. In Australia a nationally and internationally used, systemically based intervention programme called the PEACE Pack, has previously been shown to be effective in reducing bullying in primary schools. Purpose The purpose of the present study was to provide further supporting longitudinal evidence regarding the efficacy of the PEACE Pack in markedly reducing bullying among young children of junior primary and primary school age. Further, the study also identified the characteristics of a small group of children who do not appear to benefit from intervention efforts. Finally, in this paper, a computer-based innovation for collecting school-based data regarding student perceptions of bullying is described. Sample The sample of 954 pupils comprised 458 males and 496 females from four Australian primary schools in Adelaide, a large metropolitan city in Australia. The pupils ranged in age from 5.4 to 13.5 years. Design and methods The study involved a pre- and post-test design and the administration of a questionnaire to evaluate the effectiveness of the implementation of the PEACE Pack programme to address the issue of school bullying. Results The interventions were effective in reducing the level of school bullying in the junior primary and primary schools, although there were variations in the gains achieved across the age range and across the four schools. Conclusions In the present study the systemic PEACE Pack interventions resulted in approximately one-fifth of pupils in the overall sample reporting that they were being bullied ‘less’ as a result of year-long interventions. This effect was greatest in the primary schools, particularly for boys. Consideration was given to a small group of students who reported being bullied ‘more’ after the interventions, and to the development of a computer-based assessment procedure for assessing the extent of bullying in schools. 相似文献
12.
ZHANG Qian 《Frontiers of Education in China》2022,17(2):231
This paper analyzes the performance of China’s anti-bullying efforts with the data on school bullying in the Program for International Student Assessment (PISA) 2015 and PISA 2018. It is found that China has fully demonstrated its high performance in anti-bullying actions with all three key performance indicators dropping dramatically, namely the prevalence of bullying, the index of exposure to bullying, and the percentage of frequently bullied students. Further, from the perspectives of personal characteristics and school features, two rounds of PISA data are adopted to make the longitudinal diachronic comparison and the cross-national horizontal comparison, followed by the analysis of the occurrence and development patterns of school bullying. Five suggestions are put forward for the deployment of China’s anti-bullying action plan. 相似文献
13.
Donna Cross Therese Shaw Melanie Epstein Natasha Pearce Amy Barnes Sharyn Burns Stacey Waters Leanne Lester Kevin Runions 《European Journal of Education》2018,53(4):495-513
Peer bullying increases in times of school transition, influenced by changing peer and friendship groups, new schooling environments and greater stress. Covert forms of bullying, including cyberbullying, become more common in secondary school and cause considerable distress and long-term harm. The period of transition to secondary school is therefore a critical window for intervening to manage and prevent bullying. A three-year cluster randomised control trial was conducted to develop, implement and evaluate the Friendly Schools Project intervention which aimed to reduce bullying and aggression among more than 3,000 students who had recently transitioned to secondary school. Intervention schools were provided with individualised training and resources to support students’ transition and reduce bullying using a multi-level comprehensive intervention addressing classroom curriculum, school policies and procedures, the social and physical environment, pastoral care approaches and school-home-community links. Although the observed effect sizes were small, the intervention had a consistently significant positive effect across a range of outcomes, including bullying perpetration, victimisation, depression, anxiety, stress, feelings of loneliness and perceptions of school safety at the end of the students’ first year in secondary school. However, none of these differences were sustained into the students’ second year of secondary school. These findings demonstrate the immediate value of whole-school interventions to reduce bullying behaviour and associated harms among students who have recently transitioned to secondary school, as well as the need to provide strategies that continue to support students as they progress through school, to sustain these effects. 相似文献
14.
Clare M. Roberts Peta R. Smith 《International Journal of Disability, Development & Education》1999,46(1):35-50
The theory of planned behaviour (Ajzen, 1988) was used to examine the relationship between the attitudes and behaviour of primary school children towards peers with physical disabilities included in regular education. The participants were 188 primary school children aged 8 to 12 years. Children's attitudes toward peers with disabilities, their behavioural intentions to interact with and befriend such peers, and the amount of control they perceived having over interactional behaviour, were assessed using self-report measures. These variables were used to predict the amount of time children reported spending with their classmates with physical disabilities in the classroom and playground. The results supported the theory of planned behaviour. Children's attitudes and perceived behavioural control were significant predictors of their intentions to interact with a child with physical disabilities. Intentions predicted actual behaviour to a modest extent, while perceived behavioural control was not directly associated with actual behaviour. The implications of these findings for interventions to change the attitudes and behaviours of students toward classmates with disabilities are discussed. 相似文献
15.
16.
Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools 
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下载免费PDF全文 Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of the interventions have been developed and studied in elementary schools. This randomised study evaluated the effects of a class‐wide intervention on classroom behavioural climate and disruptive behaviour, on teacher‐experienced stress and on the time needed for behaviour management in middle school. The classes were selected for intervention by their teachers on the basis of poor behavioural climate. The intervention was based on teachers’ cooperation; they collectively agreed on clear behavioural expectations, used positive feedback and, if needed, applied consequences in response to high rates of disruptive behaviour. The results indicated medium to large effects on classroom behavioural climate according to teachers’ evaluations, and somewhat more inconsistent effects on classroom behavioural climate according to student evaluations and in the time needed for behaviour management. The behavioural climate of the classes remained at a constant level during the follow‐up. The intervention was well accepted by teachers and students. The results suggest that an easily applicable intervention may produce significant improvements in classroom behavioural climate in middle schools. 相似文献
17.
Brahm Norwich 《教育心理学》1994,14(3):291-306
Previous studies in secondary schools in disadvantaged areas have shown that learning intentions and behaviour in lessons could be predicted from factors related to the classroom context, such as prior learning behaviour and self efficacy judgements. However, attitudes and perceived pressures do not predict intentions and behaviour. In addition to investigating these relationships in an independent girls’ school, this study also explored the significance of goal orientation and perceived learning environment for learning intentions and behaviour. Seventy pupils aged 12‐14 years from two age groups, each with two ability groups, took part in a repeated measures study during maths lessons over 7 weeks. The results confirmed that attitudes and subjective norm did not predict intention and learning behaviour. Past learning behaviour related predictively to lesson behaviour and self efficacy judgements about being able to engage in learning behaviours. Self efficacy, which was itself predicted by perceptions of class cohesion and reports of goal orientation, was the best predictor of learning intentions, which was in turn the only predictor of learning behaviour. The results are discussed in terms of the possible significance of learning attitudes when there is subject choice. They also point to the need for further study of the relationships between perceived learning environment, self efficacy and learning intentions. 相似文献
18.
Bullying is an increasing problem within childcare facilities, preschool programs, and public schools. As a result, many districts are instituting anti-bullying intervention programs. This article defines bullying and explains the direct and indirect forms it can take. First, it examines research on bullying during the beginning years of school. Next, it explains how relational aggression occurs and the importance of positive peer support systems within their schools. The article concludes by examining the effects of consistent anti-bullying initiatives (e.g. conflict resolution strategies, daily check-ins, journals, and peacemaking activities) that address bullying behaviors among young children. Through consistent and clear interventions, students can build positive peer relationships that promote a safe and healthy school climate and culture. 相似文献
19.
Helen Taylor 《Education 3-13》2013,41(3):11-14
This paper summarises research conducted into the issue of gender differences within primary school bullying. The study focused on the extent and nature of gender differences and teachers' perceptions and experiences of these differences. Primarily, the research shows that anti-bullying strategies need to be more focussed on girl's experiences of bullying. Within the study, the teachers' identification of boys bullying appeared to be in line with both well-documented gender differences and those reported by the pupils in the study. However, the teachers' appear to be less able to identify girls' involvement in bullying. 相似文献
20.
小学生欺负问题的干预研究 总被引：1，自引：0，他引：1
《教育研究》2008,(2)
采用行动研究法在某小学进行欺负问题的干预研究,通过为期五周的干预,实验班学生上学和放学路上受欺负的比率和在学校情境中受欺负的程度显著下降,三年级的下降幅度大于五年级的;学生在学校里安全感增强;教师的研究意识和解决问题的能力得到增强和提高。 相似文献