Initially we thought we were going to be able to conduct an evaluation, but with lack of time, we realized that was no longer feasible. Instead, we decided to take the idea of focusing on the evaluation tools and develop an evaluation how-to of Rachel’s challenge. Our goal was to have a manual to present to UVMC and allow them to continue the evaluation further with our guided manual. During our evaluation of Rachel’s Challenge, it became a concern to us that this program wasn’t really a bullying prevention program, but more a program focused on character building. After a lack of communication between the UVMC and Rachel’s Challenge connections we decided to shift our focus. We still wanted our final product to be a manual, but decided to focus on presenting it to a broader audience. What we went forward with was developing a how-to manual for evaluating an anti-bullying program. As I had already done some background research, getting started went smoothly.
The process of developing the manual began with our previous class work. We used our complied work as a reference point to set up the contents of the manual. Since our class work was focused on Rachel’s Challenge we had to redo everything, minus my background work. Section were divided between Taylor and I and we each were responsible for three sections and manual and split responsibility for continuing research on the background section. Dr. Green suggested we meet with Randy, a research specialist from the library.
Despite the anti-bullying campaign that’s been established in every school across America, bullying still happens. For a lot of students, school is an unsafe, uncomfortable environment. Bullying happens in many different forms and sometimes it’s hard to recognize.
The concept of bullying in the school system has been linked to many homicides and
Source: McNamee, Abigail, and Mia Mercurio. "School-Wide Intervention in the Childhood Bullying Triangle." Childhood Education 5(2008):370. eLibrary. Web. 02 Feb. 2016.
Purpose of the evaluation: What aspect of the program would you assess? How does this complement the larger group evaluation? (5 points)
The anti-bullying movement is a social movement that tries to end all types of bullying including bullying in the workplace, school, and elsewhere. Through the Durkheim’s and Weber’s ideals, one can figure out why this social movement is important, and bullying is not needed in our society. Using functionalism, one could deduce that bullying is necessary to keep society in equilibrium. However, that is probably not the case. The victim of bullying is not socially integrated into one group (or integrated into a group of victims). Being bullied can be due to social and economic differences, which is against the idea of organic solidarity, as this means that people are accepted due to their differences. This act is not “socially or biologically”
students. A total of 276 students between the ages of six and 11 years (M = 8.53, SD = 1.62)
A Rationale for “Be a Buddy not a Bully”: A School Based Program for the Baltimore County Public School System in Maryland
Bullying is one of the hardest thing to work on and prevent in today’s world. In school there are about 28 percent of kids that are getting bullied. The ages are between 12-18 year old kids “(According to American society for the positive care of children). The bully’s pick on people that are smaller than them and cannot fight back. Bullying can be hard to prevent in todays would but with the right help and effective intervention and solutions that can be stopped. “Those who bully and harass stand in the way of learning and threaten the safety of our children” (preface to “What laws will best prevent cyber-crime”). The whole point in going to school is to learn not to be fighting with the other kids. Because bullying is caused by todays increased
The public school system has been governed by landmark cases and school law throughout history. One of the early cases was Brown v. Board of Education in 1954 where the Supreme Court declared it unconstitutional for states to have separate public schools for black and white students (Hubbard, 2014). Since 1954, the public school system has had a series of landmark cases which effect educational law such as Tinker v. Des Moines (1969), New Jersey vs. T.L.O. (1985), Hazelwood v. Kuhlmeier (1988), and Individuals with Disabilities Act (1990). The State and Supreme Courts have ruled on everything from Freedom of Speech to Special Education.
There are many social problems in the US and throughout the world today. One of the most significant of those problems is bullying (Macfarlane & McPherson, 2004). More than 160,000 children avoid school each day because they are concerned about being bullied or because they have been bullied and are too afraid to go to school (Macfarlane & McPherson, 2004). Cyberbullying - the use of a computer or other electronic device to bully someone - is also on the increase. That can be harder to avoid, and children have even taken their own lives because of the harassment. Nearly three million students are bullied through the internet every year (Macfarlane & McPherson, 2004). The number of children who are bullied gets larger each year, as does the number of children who bully others. There are many reasons children are bullied, and just as many reasons that children bully other children, but the main concern is how to stop the problem and keep all children safe.
Although schools, agencies and pediatricians can do much at the community level to mitigate bullying and its effects, the problem is clearly societal in scope. Bullying cannot be stopped with a single intervention or by a single social agency. The use of violence to solve problems is repeatedly illustrated through television and other visual media. Many parents of bullies believe that it is appropriate for their children to learn how to compete in the schoolyard and do not see bullying as an issue (Feldman Hertz, Donato, & Wright, 2013). Too many children in our society are exposed to domestic violence directed towards parents and themselves. Too many children are born into adverse family situations, including low maternal age at the birth
Some of the outcomes from the study involved improved view of school as a caring environment which led to better learning in core subjects. This program lowered overall depression symptoms for the fourth through sixth grade students, but was significant especially for the students in sixth grade that were reported victims of bullying. Lowering depression symptoms also improved self-esteem among the sixth-grade victims as well. Not only were significant improvements seen following the study, but these improvements were seen to have long lasting effects six months after the completion of the program. Results like this suggest that these children will possibly carry what they have learned into future school environments and on to post school or career fields. The only down side I saw to this program is that it has yet to have been replicated using other cultures, but I have hope that the University of Kansas students are in the process of completing this
Instead of asking the child to stop, a hand signal could be taught to the
Experience of being a victim of bullying can finally damage the mental health of students and motivate them to commit school violence. "According to statistics in two-thirds of cases of the recent school shootings, the attackers had previously been bullied" (Sampson, 2009, p.1). For most children learning process itself may already be a daily struggle and being a target for bullying at the same time can become "the straw that broke the camel's back", after which they consider suicide as the only possible solution. "A study in Britain found that at least half of suicides among young people are related to bullying" (Detlor, 2010). So, due to the fact that problem of bullying negatively affects students' learning ability, their health and the entire school climate society should take definite and urgent measures to solve it.
o Out of 39,356 households, over half earn less than 50,000 and less than 10% earn $100,000 or more (Harnett County Schools, NC Economic Characteristics, n.d.).