A Comprehensive Training Initiative for Educators to Develop and Implement Effective Anti-Bullying Policies in K-12 Schools

Autor/inn/en	Williford, Anne; Fite, Paula J.; DePaolis, Kathryn J.; Cooley, John L.; Hawley, Patricia H.; Isen, Debbie
Titel	A Comprehensive Training Initiative for Educators to Develop and Implement Effective Anti-Bullying Policies in K-12 Schools
Quelle	In: Journal of Applied School Psychology, 35 (2019) 2, S.146-175 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2018.1528489
Schlagwörter	Bullying; State Legislation; Elementary Secondary Education; Professional Development; Policy Formation; Instructional Materials; Web Sites; Information Dissemination; Prevention; Intervention; Victims; Educational Environment; Student Behavior; Aggression; Antisocial Behavior; Interpersonal Relationship; Computer Mediated Communication; Compliance (Legal); Disclosure; Training; Program Evaluation; School Personnel; Workshops; Knowledge Level; Program Effectiveness + Suchen Sie Ihr Suchwort? Mobbing; Landesrecht; Politische Betätigung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Web-Design; Informationsverbreitung; Prävention; Vorbeugung; Victim; Opfer; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student behaviour; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Computerkonferenz; Ausbildung; Programme evaluation; Programmevaluation; Schulpersonal; Lernwerkstatt; Schulung; Wissensbasis
Abstract	Although most states across the United States have enacted anti-bullying legislation, state laws vary greatly in detail and direction, leaving many school districts wondering how to best address the problem of bullying and comply with their state's legislative requirements. In response, a comprehensive, statewide training initiative was conducted for school personnel to offer guidance on developing and implementing such policies at the local level. In the present piece, the authors explicate the process by which they (a) derived theoretically grounded, empirically driven recommendations; (b) developed training materials and a project website; and (c) disseminated the material and recommendations across the state. They also present key outcomes as a result of this training initiative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01