Developing Student's Knowledge, Intervention Skills, and a Willingness To Participate in Decreasing School Bullying: A Secondary School's Use of the Curriculum Approach.

Autor/in	Young, Gordon H.
Titel	Developing Student's Knowledge, Intervention Skills, and a Willingness To Participate in Decreasing School Bullying: A Secondary School's Use of the Curriculum Approach.
Quelle	(1994), (85 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Adolescents; Aggression; Bullying; Class Activities; Coping; Delinquency; Educational Environment; Policy Formation; Prereferral Intervention; Prevention; Secondary Education; Student Behavior; Student Participation; Student School Relationship; Student Subcultures + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Mobbing; Bewältigung; Kriminalität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politische Betätigung; Disziplinierung; Prävention; Vorbeugung; Sekundarbereich; Student behaviour; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schüler-Lehrer-Beziehung
Abstract	Due to the increase in the number of non-physical bullying incidents observed by both teachers and administrators throughout the last year at a high-school, students were becoming so intimidated by other students that they were unwilling to even speak up about or report any such incidents to school administrators. A strategy was designed and implemented to increase students' knowledge about bullying, their skill levels and willingness to participate in a student-run bullying prevention program. The strategy utilized a pre- and post-survey to assess the changes in students' perceptions and fundamental beliefs. In between those surveys 10 half-hour classroom sessions were presented including lectures, presentations, and hands-on demonstrations to inform students and provide a safe place for them to practice bullying prevention. The responses of the students were positive with respect to their answers. Answers indicated that the strategy had provided a challenge to the students' beliefs and they were now much more informed about what behaviors may constitute a bullying act. Students learned how one can safely intervene or report a bullying incident they might witness. As a result, the students were much more willing to participate in both helping to write a school policy on bullying or intimidation and helping to participate in developing a school bullying prevention program. (Author/RB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC