Literaturnachweis - Detailanzeige
| Autor/inn/en | Cunningham, Charles E.; Cunningham, Lesley J.; Ratcliffe, Jenna; Vaillancourt, Tracy |
|---|---|
| Titel | A Qualitative Analysis of the Bullying Prevention and Intervention Recommendations of Students in Grades 5 to 8 |
| Quelle | In: Journal of School Violence, 9 (2010) 4, S.321-338 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1538-8220 |
| Schlagwörter | Playground Activities; Violence; Bullying; Prevention; Focus Groups; Social Isolation; Intervention; School Uniforms; Supervision; Group Activities; Social Development; Parent Child Relationship; Aggression; Mass Media Effects; Discipline; Student Attitudes; Foreign Countries; Canada |
| Abstract | Focus groups explored the bullying prevention suggestions of 62 Grade 5 to 8 students. Discussions were transcribed and analyzed thematically. Students advocated a comprehensive approach including uniforms, increased supervision, playground activities, group restructuring to prevent social isolation, influential presenters, prevention skills training, solution-focused posters, and meaningful consequences. In addition, students suggested that parents should improve relationships with their children, respond to aggression, limit exposure to media violence, and support school-based discipline. The failure to respond effectively to students who bully in defiance of antibullying presentations, and who retalitate when reported or disciplined, undermines prevention programs by reducing the willingness of bystanders to intervene or report bullying, and influencing the attitudes of younger pupils. The approach advocated by students is supported by meta-analyses of the effective components of bullying prevention trials. (Contains 1 table.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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