Positive Behavior Strategies For Children And Junior Schools

The anti bullying policies and procedures in settings with children and young people help to ensure that the they can feel secure and safe in the setting, can be fully engaged in their own learning and development and also be inspired

These skills and behaviors can be introduced to students in lessons and classroom discussions. Some of the intensive interventions consist of support to both victims and bullies through group therapy and individual counseling. Obtaining parent support for these children is a important component of intervention initiatives. The goals of these programs are to empower adults and children to take the appropriate steps to stop bulling when and where it occurs and to teach children positive behaviors and interpersonal skills. “Effective prevention efforts mobilize a school’s most vital resource- the students- to be a school’s most powerful force in fostering a caring culture in which all students can grow and learn”( Feinberg,2003).

One of the easiest ways in order to eliminate the frequency of bullying would be to implement very strong anti-bullying programs in schools, this is the place where many children spend most of their days aside from home, these programs should be effective on a various amount of cases. Michael Morrow did research on elementary school anti-bullying programs and wrote the article “Consultation in Bullying Prevention: An Elementary School Case Study.” This article looked at the various research that has been done on anti-bullying programs and the papers that have been written about it. “Multiple prevention programs have been developed and utilized around the world to address bullying in schools and many employ a schoolwide or whole-community approach. While these programs share similar features, they also vary in numerous ways, most notably in their specific components” (Morrow, 2015, p. 87). There are programs that are implemented that may

Even though the globe has crossed the threshold of twenty first century where the entire populace is experiencing numerous advancements, yet it is satiated with infinite social dilemmas that have left no one from its drastic impacts. However, considering the numerous social dilemmas, bullying is one of the aspects that need to come under grave notice. Bullying has become one of the escalating issues in the modern world of today (Macfarlane & McPherson, 2004). Since bullying leaves an indelible imprint on students' overall performance and personality, thus, bullying prevention programs in the recent times have been launched that can

Bullying is a big issue today with children and adolescents. Bullying can harm a child and hurt a child’s feelings as well. It is so important to try and prevent bullying behavior from happening. Children are usually not born a bully. Bullying is usually a learned behavior. A child who is a bully will often bully another child. Sometimes a child is more prone to being a victim if they are not as assertive as their peers (Bullying, 2015). Bullying can manifest in different forms such as physically or verbally. If students take a class that teaches them social skills will they be less likely to bully their peers? If students were to attend a social skills class they would be less prone to bullying behavior. Learning social skills is a very

This article talked about how schools need to apply rigorous long-lasting programs about anti-bullying prevention. Researchers found that programs that have zero tolerance or are one-day awareness programs don’t help control children from being bullies. Hence, these long-lasting programs are needed, with these programs teachers are able to provide children, parents, and other adults with information on prevention. A meta-analysis conducted in 2011 by Maria Ttofi found that school-based interventions that went above and beyond the criteria helped decrease bullying by 20%-23%. This is a significant decrease in numbers, which goes to prove that long-lasting programs do work. Having these programs are so important because bullying can actually

According to the Cleveland research that was conducted during the 1980’s, teachers reported bullying to be a common occurrence. The children involved in the survey were divided into five categories which are anxious bullies, bullies, provocative victims, victims, and bullies and victims. The psychological effects of bullying can be detrimental and have an emotional effect on children who are anxious bullies, provocative victims, and bully/victims. Even though the percentages are low in each category, the numbers are still high since the goal is to prevent bullying.

Bullying is a problem that has affected everyone in the community. People are finding it necessary to address the rising issue of bullying. The effects of bullying have been a developing issue in the home, schools, and the community. Some individuals have said it is just kids having fun. However, it is not fun for the individual on the receiving end of the bullying. The issue of bullying can become an annoyance for the individual being bullied and others around them. The people who are witness to the bullying can also be harmed because they have seen the incident. The bullying of peers can affect the individual emotionally, physically, academically and mentally. At times, bullying can become a criminal act when the individual being bullied is harassed, or assaulted parents sent their adolescents to school and expects for them to be protected by the school faculty. Newman et al. (2004) implies that adolescents can be the focus of direct bullying and indirect bullying (p. 259). Parents are usually the last to have any knowledge of the problems their children are facing to and from school. Preventing bullying in a school setting can be difficult; however, they are attempts being made to prevent bullying of individuals in a school setting. Researchers have been focusing on understanding the process of bullying. Since bullying is becoming a more frequent act researcher are beginning to open the eyes of parents and school officials. Individuals now have knowledge

The act of bullying is an unwanted or aggressive behavior which usually involves a child in a more powerful position, whether it be physical or social power, that is repeated over time. However, one egregious act can land the child in the middle of a bully label. Just as any behavior, bullying can be physical, verbal or a combination of the two. The physical acts include kicking, pinching, tripping or punching another student while verbal acts include name calling, taunting or derogatory references. Legitimate bully behavior is emotionally detrimental to a child’s

Even though bullying does not always take place at school, it can affect a student’s performance academically. Students who are bullied have the tendency to focus on things other than schoolwork and their grades. This causes lower GPA’s, a higher rate of dropouts, and lower attendance rates. A UCLA study found that a one-point increase on the four-point bullying scale was associated with a 1.5-point decrease in GPA for one specific subject (Wolpert). This substantial drop in GPA can be drawn back to the effects of bullying. It is hard for children to focus on the things they are supposed to focus on at school when they are too worried about being constantly picked on or having nasty rumors spread about them. These are just a couple examples of forms of bullying. Other than grade point average, bullying also affects test scores. The Virginia High School Safety

Most of all bullying prevention curriculums used in schools today use a universal (all students) approach to prevention (National Academies of Sciences and Medicine 2016). The benefit of using a bullying prevention is that all students and most staff are immersed in the curriculum or prevention intervention with the hope of improving both the school climate and reduce bullying. intervention Tier 1 interventions commonly begin with an assessment, survey, or evaluation given by the teacher or student dependent on the age and/or maturity of the students (National Academies of Sciences and Medicine 2016). These surveys produce a picture of the school climate, possible students to target as both victims or perpetrators. A Surveys have been used for gaining data on self-reporting victimization, perception of caring about school climate, attitudes towards school, depression, and self-esteem (Jaana Juvonen 2016). They have also been used as additional data collected in addition to direct bullying behavior

Board of Education: Bullying is becoming an increasingly important issue for parents, children, school administrators, and instructors, and per the U.S. Department of Health and Human Services, it effects everyone. Bullying is defined by Merriam-Webster as “abuse and mistreatment of someone vulnerable by someone stronger, more powerful, etc.” Studies show that its environment becomes repetitive over time, and can last days, weeks, months, or even years. Taken from the Violence Prevention Works Organization site, bullying can manifest in several forms ranging from verbal, (mocking, insulting, racist remarks for example), to physical, (such as kicking, punching, slapping, or damaging another’s belongings), and can be indirect, (spreading rumors, gossiping about another student as examples). My goal is to reach out to children whom are in elementary, middle, and high school, and their parents or guardians. In order to reach such a diverse group, I would like to focus my audience to be various community leaders and people in positions of authority to act as decision makers in my feasibility report. In an effort towards stopping bullying, I plan to identify partners such as mental health specialists, law enforcement officers, neighborhood associations, service groups, faith-based organizations, and select businesses. I intend to meet with leaders within these groups to collaborate on methods of effective anti-bullying. With information taken from the U.S Department of Health and

We have learned that ignoring bullying has immediate consequences on student academic and social achievement as well as long-term impacts on the psycho-social development of the bullies, victims, and bystanders in our schools.  Research and practice have demonstrated that evidence-based school-wide systematic bullying prevention/intervention programs are an effective method of dealing with the problems of bullying and peer harassment in schools.  There are positive impacts on safety and security within the school buildings, the morale of teachers and students and improved academic and social learning.  Although implementing Bullying Prevention/Interventions programs require a commitment of time, resources, and a willingness to change attitudes and to learn new skills, continuing to ignore bullying is more costly than addressing it in terms of resources spent, lowered achievement, and poorer social outcomes for our youth.

It is going to give ways for parents and school staff to communicate with one another on the topic of bullying, and ways to resolve it. This paper is also going to touch on possible reasons that a bully does what they do, and show ways and suggestions to give help to both sides. This paper will also include the obligations parents and staff have to students to stop bullying, suggestions for programs to help stop bullying, and how society has to work together to put an end to this ever growing, tragic situation.

Elementary school marks the period whereby children begin to define themselves. Children build identities in which they can be distinguished. As children develop personalities begin to clash. Children may begin to taunt their peers because they appear different. The act of bullying demonstrates the use of superior strength or influence to intimidate someone. Schools seem to be the predominant outlet where the most severe bullying gives way to a change in the behavior of the victim. School administrators should take more aggressive action in eliminating bullying in the schools in order to prevent the victims from experiencing an altered mental state.