Anti-Bullying Practices in American Schools: Perspectives of School Psychologists

Autor/inn/en	Sherer, Yiping C.; Nickerson, Amanda B.
Titel	Anti-Bullying Practices in American Schools: Perspectives of School Psychologists
Quelle	In: Psychology in the Schools, 47 (2010) 3, S.217-229 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
Schlagwörter	Bullying; School Psychologists; Supervision; Peer Counseling; Zero Tolerance Policy; Social Justice; Student Behavior; Antisocial Behavior; Surveys; Educational Environment; School Policy; Discipline; Teacher Role; Peer Influence; Behavior Modification; Intervention + Suchen Sie Ihr Suchwort? Mobbing; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Soziale Gerechtigkeit; Student behaviour; Schülerverhalten; Survey; Umfrage; Befragung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulpolitik; Disziplin; Lehrerrolle; Behaviour modification; Verhaltensänderung
Abstract	A random sample of 213 school psychologists working in a school setting completed a survey on their schools' current anti-bullying practices. Talking with bullies following bullying incidents, disciplinary consequences for bullies, and increasing adult supervision were the three most frequently used strategies. Peer juries/court, an anti-bullying committee, and peer counselors were least frequently used, according to respondents. School-wide positive behavior support, modifying space and schedule, and immediate responses to bullying incidents were perceived as most effective, whereas avoiding contact between bullies and victims, a zero-tolerance policy with bullies, and a written anti-bullying policy were least effective. Results and implications are discussed within the context of empirically supported practices. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10