Effective Student Interventions

For many years, girls have been bullying other girls. However, this bullying isn’t usually physical like the type of bullying seen in boys. Girls tend to bully each other through types of alternative aggression. These alternative aggressions are invisible to most, except by the bully and the victim. Along with alternative aggression, girls use relational aggression to bully one another. They ruin each other’s social statuses, sometimes to raise their own. Girl bullies are sneaky, they find ways to avoid confrontation. These girls will cyberbully and gang up on someone with other girls. Girls know how to sneak around and have awful outcomes.

Bullying is defined as “verbal, physical, or psychological abuse or teasing accompanied by real or perceived imbalance of power” and is usually targets what children perceive as different (Olweus, 1993). Bullying is prevalent across the nation. It has devastating effects on students each day. Bullying is a problem for all students, regardless of race, gender or class. The National Education Association reports that 160,000 children are absent intentionally from school each day because they fear being bullied whether it is an attack or just intimidation by other students. This accounts for 15% of all school absenteeism (Hunter, 2012). Dan Olweus (1993) from the National School Safety Center tells us that bullying includes three parts: (1)

According to students, schools respond inadequately, if at all, to reported incidents of bullying. When Frank Barone, principal of Amsterdam High School in Amsterdam, New York, asked hundreds of eighth graders if they had ever been bullied, more than half (58.8 percent) responded in the affirmative. Yet when he asked their teachers how many students had been bullied, they put the figure at 16 percent. Clearly, adults don't recognize the extent of bullying that children face every day. This shows that administration can easily miss important warning signs that point to school violence.

“In this world, friendship is a weapon, and the sting of a shout pales in comparison to a day of someone’s silence. There is no gesture more devastating than the back turning away” (Simmons 3). This quote from Odd Girl Out by Rachel Simmons shows that girls don’t show aggression in the same way guys do. Girls use the power of their relationships to bully others. Rachel Simmons was once bullied herself. She never spoke out about it or tried to figure out why it was happening. Now having grown up, she sets out to talk and listen to females of all ages to figure out just how many of them have been bullied or have been the one to do the bullying. She interviews girls from different schools asking about their experience with other girl bullies. Two of these girls, Vanessa and Natalie, both said they

The case study chosen is about Sean which comes from chapter 7 in the Crisis Intervention Case Book. Sean is a 19 year old sophomore who is currently on disciplinary probation for getting in a fight during freshman year and breaking the other students jaw. Sean admits to drinking and also smoking marijuana since high school and occasionally on campus. Currently Sean was brought to the emergency room by a friend after passing out on the lawn at a beer party. His friend had seen that Sean vomited all over himself and would not wake up. His friend then called 911 and an ambulance came. At the emergency room Sean’s stomach was pumped and a blood

The article that I choose to complete my article summary on was called “The Relevance of the Alliance for CME Competencies for Planning, Organizing, and Sustaining an Interorganizational Educational Collaborative.” This article described “how the Alliance Competencies were exemplified in the activities of the partners, leading to educational activities that contributed to improvements in clinician performance and patient outcomes. There are 8 areas of alliance competencies supported in this article. The areas consist of Adult Organizational, Educational Interventions, Performance Measurement, Systems Thinking, Leadership, Administration/Management, and Self-Assessment and Lifelong Learning. Since there are predictions that the expectations of health professions change, so does educational performance expectations. The 8 areas described in the article provided support for planning and evaluating the expectations. Three main points addressed in the article are Educational

Problem-solving teams’ help teachers devise and implement interventions for students who are experiencing academic or behavioral difficulties in the general education classroom. Early intervention teams typically consist of the school principal or designated administrator; school nurse; a guidance counselor; several school teachers with experience across different grade levels; and one or more special education teachers, at least one of whom is skilled in designing behavioral intervention plans. The classroom teacher describes the academic and/ or behavior problems the student has been experiencing to the team, together the group “brainstorms not only the possible etiology of the problem, but more importantly on possible solutions to it”.

other. The focus of the school based interventions was around changes in diet and increased physical activity which were found to have short term effectiveness in decreasing BMI among students. The studies showed weight loss in students after interventions were delivered, but again found no difference between the effectiveness of interventions at school or at home. However, the research did indicate that the most effective method may be school based interventions which are followed up on and supported at home (Kothandan, 2014). The effectiveness of this combination strategy seemed to be mere hypothesis in the study and was not directly researched. This study does confirm that school based interventions can be effective in addressing childhood obesity.

Therapist met with individual misbehaving negative at school. Therapist and individual discussed individual disrespecting authority figures. Individual states she cursed at her teacher, hit a teacher, and left the room without permission. Therapist and individual engaged in role play to work on self control and respectful techniques to assist individual with responding respectfully to her authority figures. Individual states she was sorry and will apologize to the adults she disrespected.

To analyze the efficiency of an intervention, several techniques can be utilized. In this study, researchers employed formal and informal control in a 2 –year quasi-experimental comparison group design to evaluate the effectiveness of an intervention aiming to prevent the use of alcohol among adolescent in a community. 1368 adolescents aged 13-18 years old were recruited, data were collected via questionnaires at baseline, year 1, and year 2. Researchers concluded that the intervention was not effective in reducing the risk of weekly alcohol intake by adolescents, however combining formal and informal approaches did decrease the rate of drunkenness. Despite the effectiveness of the intervention in reducing the level of drunkenness, the study

Studies on school-based interventions have identified programs as being effective when they are implemented by teachers, mental health professionals, and trained interventionists, however, there is little agreement on which leaders implement programs most effectively. One literature review revealed that of 49 school-based mental health interventions, teachers were involved in implementation 40.8% of the time and were the sole providers of the intervention 18.4% of the time. The majority of the more intensive, targeted interventions were provided health professionals (Franklin, Kim, Ryan, Kelly, & Montgomery, 2012).

Recalling the school years or just back to yesterday, the bully has always been present in a majority of various parts of life. For some, school was a montage of miserable memories and for others, the unpleasantness of the school yard bully still plays like clips of an old film reel flapping around and around. Research shows that bullying or mean girls is an imbalance of power that can cause health, psychological, and educational problems because when girls cannot convey their feelings, acts of vengeance and resentment build internally, and turns into vastly underestimated aggression.

Previous research concerning peer aggression has been conducted under the assumption that women rarely display aggression; therefore, aggressive behavior has historically been viewed as a male phenomenon (Björkqvist, 1994). Recently, many researchers have challenged the gender bias in the existence of aggressive behaviors and have broadened the definition of aggression. Björkqvist’s research suggests sex differences exist in the quality of the aggression, but not the quantity. According to Paquette and Underwood (1999), an adolescent’s expression of anger and contempt for peers can sometimes be expressed through physical aggression, manipulation, exclusion, and/or gossip. This broader definition allows for

Bullying can be hard to define, because research has shown that it comes in many forms which makes it difficult to find one set of characteristics that will describe a bully. Conclusively, studies have defined bullying as a set of repeated aggressive behavior that is intended to harm someone, which usually involves an imbalance of power between the victim and the perpetrator (Morgan, 2012, p. 174). Studies have shown that there are two distinct types of bullying, which is a direct form of verbal and physical aggression, and indirect, which often results in name calling, rumors and exclusion (Aluedse, 2006, p. 38). This form of peer victimization can have devastating effects on a child 's academic work and their physical and psychological well being (Limber, 2003, p. 23). In terms of gender, boys are more likely to be involved in physical bullying (direct) as for girls are more likely to be involved in indirect bullying (Wang et al, 2009, p. 371). Previous research indicates, that parents and friends are two important factors of social interaction associated with bullying and victimization among adolescences. Bullying is quite common among middle school children, because it is during this time that children go through puberty and hormonal changes. During this time students are looking to be accepted and fit into a specific group; however, when there is a lack of acceptance and esteem due to victimization, this can cause children to isolate themselves from those around them

With all schools talking about bullying and the media regularly reporting on latest research, it could seem like we're in a bullying epidemic. But, it's not all bad - the incidence of