A Multiyear Investigation of Combating Bullying in Middle School: Stakeholder Perspectives

Autor/inn/en	Shriberg, David; Burns, Mallory; Desai, Poonam; Grunewald, Stephanie; Pitt, Rachel
Titel	A Multiyear Investigation of Combating Bullying in Middle School: Stakeholder Perspectives
Quelle	In: School Psychology Forum, 9 (2015) 2, S.143-161 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-2243
Schlagwörter	Bullying; Intervention; Middle School Students; Stakeholders; Attitude Measures; Action Research; School Culture; Student Attitudes; Teacher Attitudes; Middle School Teachers; Administrator Attitudes; School Psychologists; Grade 7; Grade 8; Surveys; Victims; Role; Student Behavior; Knowledge Level; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Mobbing; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Projektforschung; Schulkultur; Schulleben; Schülerverhalten; Lehrerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Survey; Umfrage; Befragung; Victim; Opfer; Rollen; Student behaviour; Wissensbasis
Abstract	Working collaboratively to address bullying among middle school students is an ongoing challenge. This study used participatory action research to collaborate with key stakeholders within a middle school to identify needs and implement more effective practices. Extensive qualitative and quantitative data are presented, along with process recommendations for bringing different stakeholders together for a sustained change effort. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01