Battler, Helper or Strategist...School Psychologists' Responses to Bullying and Violence in Schools.

Autor/in	Griffiths, Coosje
Titel	Battler, Helper or Strategist...School Psychologists' Responses to Bullying and Violence in Schools.
Quelle	(1995), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Bullying; Children; Educational Environment; Elementary Secondary Education; Foreign Countries; Intervention; Prevention; Pupil Personnel Workers; School Counselors; School Psychologists; School Security; Violence; Australia + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Mobbing; Child; Kind; Kinder; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Prävention; Vorbeugung; School counselor; Beratungslehrer; Pädagogischer Berater; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Gewalt; Australien
Abstract	In the past, educators have been reluctant to deal openly with the issue of school violence. This paper examines feedback from workshops on bullying and refers to the results of a survey of school psychologists regarding school violence. It is argued that the causes of violence at school are multifaceted and interactive. Bullying is a world-wide problem and many school psychologists report that they are poorly prepared to respond to such violence. Staff responses to bullying depend on a variety of factors, such as their own experiences, beliefs, and discipline styles. Schools lacking preventative strategies often favor traditional punitive approaches. Given the prevalence of bullying violence in schools and its negative effects on the well-being of students, programs need to be instituted so that all schools can readily access expertise, resources, and training. School psychologists have a range of specialist skills to assist schools in this endeavor, but due to a lack of training, they have been reluctant to take the lead in this area. A cascade system of developing expertise across schools is needed in order to make systems manageable. All members of the school community need the knowledge and skills to prevent school violence. (Contains 15 references.) (RJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC