Download Bullying at school : what we know and what we can do by Dan Olweus PDF

By Dan Olweus

Offers an outline of what's recognized concerning the motives and results of bullying in class, describes an intervention software designed to handle and counteract the matter, discusses the optimistic results of this system as evaluated over a two-year interval in forty-two colleges in Bergen, Norway, and provides functional recommendation on enforcing the intervention software.
Pt. I. What we all know approximately Bullying. tales from the click. what's intended through Bullying? a few information regarding the hot stories. One pupil out of 7. Bully/Victim difficulties in several Grades. Have Bully/Victim difficulties elevated? Bullying between girls and boys. How a lot Do the academics Do? How a lot Do the oldsters be aware of? Bullying in class and in order to and from tuition. comparability among Norway and Sweden. Is Bullying basically a Big-City challenge? the scale of the college and the category. Supervision in the course of Recess and Lunch Time. On Analyses at diversified degrees. balance of Bully/Victim difficulties over the years. Is Bullying a outcome of pageant in class? What position do exterior Deviations Play? What Characterizes the common sufferers? What Characterizes the common Bullies? actual weak point and power. A Concrete photo. what sort of Rearing stipulations Create competitive little ones? workforce Mechanisms. different components. a much wider viewpoint on Bully/Victim difficulties. a query of basic Democratic Rights. Portrait Sketches of Henry and Roger, a sufferer and a Bully. advisor for the identity of attainable sufferers and Bullies. Being a sufferer --
Possible symptoms. Being a Bully --
Possible indicators --
Pt. II. What we will be able to Do approximately Bullying. assessment of Intervention application. pursuits. knowledge and Involvement. Measures on the college point. a faculty convention Day. Supervision and outside atmosphere. touch cell. A normal PTA assembly. instructor teams for the advance of the Social Milieu of the college. research teams in Parent-Teacher institutions (Parent Circles). Measures on the category point. classification principles approximately Bullying. compliment. Sanctions. classification conferences. Cooperative studying. universal optimistic actions. classification PTA conferences. Measures on the person point. severe Talks with the Bully. Talks with the sufferer. Talks with the oldsters. What Can the oldsters of the Bully Do? What Can the fogeys of the sufferer Do? Use of mind's eye. chat groups for folks of Bullied or Bullying scholars. switch of sophistication or college --
Pt. III. results of the Intervention software. major Findings. short reviews. simple rules. extra features --
Pt. IV. extra sensible recommendation and a middle application. help from the primary and Formation of a Coordinating team. understanding and Involvement. enough Supervision in the course of Recess and Lunch Time. category ideas and sophistication conferences. Talks with concerned scholars and Their mom and dad. review of center software. ultimate phrases.

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Kitchen area, living room). Two different methods were used to train the skills. Problem-solving training began with a rationale followed by a description of the situation, verbal/behavioral modeling of the requisite social rules and behaviors, verbal/behavioral role play, and feedback. External control training was the same as the problem-solving approach except that participants were not asked to verbalize the social rules. Both intervention types proved effective in teaching the two skills and competent performance was maintained at a 4-week follow-up assessment.

Social competence in a developmental perspective (pp. 91–106). Amsterdam: Kluwer. D’Zurilla, T. , & Nezu, A. M. (1999). ). New York: Springer. D’Zurilla, T. , Nezu, A. , & Maydeu-Olivares, A. (2002). Social Problem-Solving Inventory-Revised (SPSI-R) technical manual. North Tonawanda, NY: Multi-Health Systems, Inc. Felner, R. , Lease, A. , & Phillips, R. S. C. (1990). Social competence and the language of adequacy as a subject matter for psychology: A quadripartite trilevel framework. In T. P.

Next, the enumerated responses are judged for effectiveness by “significant others” in the environment. An important element is that a consensus among the judges must emerge or else the particular item is removed from future consideration. In the last two steps, a measure is developed and evaluated. Featuring “built-in” validity, the item content for the measure is generated from the situation analysis and the scoring criteria are empirically derived from the effectiveness judgments. , reliability, validity) proceed from this point in the model.

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