This document discusses bullying and provides information from an expert in the field. It begins with background on the author, Dr. Vince Carbino, and his extensive credentials related to education, school safety research, and counseling. It then defines bullying, including school and cyber bullying. Several foundational research studies are summarized that show bullying is common across cultures. Causes of bullying discussed include family dynamics and social constructs in schools. The effects on victims and bystanders are outlined. Strategies for reducing bullying are proposed, including addressing the bystander effect through character education. Elements of successful anti-bullying programs incorporate awareness training and teaching safe support strategies. Contact information for the author is provided.
You may have difficulties in finding the perfect topic for your bullying research paper, since the field is rather wide. Here we offer you some advices and tips!
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https://essay-academy.com/account/blog/bullying-research-paper
You may have difficulties in finding the perfect topic for your bullying research paper, since the field is rather wide. Here we offer you some advices and tips!
To get further information visit our website:
https://essay-academy.com/account/blog/bullying-research-paper
What Can Be Done About School Bullying? LinkingResearch to Educational PracticeMohamed Nasir
This PowerPoint Presentation was created for Irusahdiyya School's School-Based Professional Development 2, 2017. The session was lead by Ms Junaina Ismail and me.
Noelle Hurd, Ph.D. - Assistant Professor, Department of Psychology and Curry School of Education,University of Virginia
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development
Panel 1 - "Culturally-Grounded Approaches to Positive Youth Development"
Cultural beliefs, traditions, and pride can play an integral role in promoting positive development for youth from ethnic minority backgrounds. In this panel, we will hear about connections between cultural values and healthy development for American Indian youth, culturally-linked coping strategies among African American teens, and the benefits of emphasizing cultural pride in natural mentoring relationships.
As a privately practicing psychologist, Dr. Grace Graham offers forensic evaluations and counseling for a variety of mental health issues. Dr. Grace Graham draws on an in-depth knowledge of bullying and its effects, having worked extensively with children and families for decades.
Dr. Peter Vigil, Metropolitan State University of Denver, Summer Seminar: Multicultural Education and Anti-Bullying Strategies, University of Puerto Rico - Río Piedras
In recent months the news has flooded us with stories of bullying and some disastrous consequences that have ensued. The counselors of Catlin Gabel have been hard at work since this last summer to create a conceptual framework for how we deal with dominating behavior. On October 27th we had the pleasure of hosting a presentation about this framework. In the presentation we spoke about the characteristics of anti-bullying programs that work, the latest research on the topic, the psychology of the bully/victim dynamic and skills we will be teaching to students for handling difficult situations.
This powerpoint presentation is about the bully suicide epidemic. This powerpoint explains the different types of bullying and how easily these stories end with suicide.
Man Up? Redefining Masculinity Through Ignatian Ideals - NJSLC 2014Daniel Zepp
Program Abstract:
This interactive presentation will help student leaders come to understand the tensions between society’s definition of what it means to be a man and the central tenets of Ignatian spirituality. Participants will be asked to reflect on their own understanding of masculinity and its cumulative impact on effective student leadership.
GCE Sociology Revision (AQA)- Unit 2 Education- Ethhnic differences in achiev...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
Anne Gregory, Ph.D. - “Engaging Students in Problem-Solving: A Civil Rights R...youth_nex
Anne Gregory, Ph.D. (Rutgers University)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 5 - RESTORING JUSTICE IN OUR SCHOOLS: POSITIVE YOUTH DEVELOPMENT APPROACHES TO THE DISCIPLINE GAP
Youth of color are disproportionately suspended from school, causing youth to miss critical time of instruction, evoke feelings of hopelessness, and contributing to the “school to prison pipeline.” This panel considered what research and practice tell us about dismantling the pipeline and promoting positive developmental outcomes for youth of color with a focus on youth-centered principles of restorative justice.
What Can Be Done About School Bullying? LinkingResearch to Educational PracticeMohamed Nasir
This PowerPoint Presentation was created for Irusahdiyya School's School-Based Professional Development 2, 2017. The session was lead by Ms Junaina Ismail and me.
Noelle Hurd, Ph.D. - Assistant Professor, Department of Psychology and Curry School of Education,University of Virginia
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development
Panel 1 - "Culturally-Grounded Approaches to Positive Youth Development"
Cultural beliefs, traditions, and pride can play an integral role in promoting positive development for youth from ethnic minority backgrounds. In this panel, we will hear about connections between cultural values and healthy development for American Indian youth, culturally-linked coping strategies among African American teens, and the benefits of emphasizing cultural pride in natural mentoring relationships.
As a privately practicing psychologist, Dr. Grace Graham offers forensic evaluations and counseling for a variety of mental health issues. Dr. Grace Graham draws on an in-depth knowledge of bullying and its effects, having worked extensively with children and families for decades.
Dr. Peter Vigil, Metropolitan State University of Denver, Summer Seminar: Multicultural Education and Anti-Bullying Strategies, University of Puerto Rico - Río Piedras
In recent months the news has flooded us with stories of bullying and some disastrous consequences that have ensued. The counselors of Catlin Gabel have been hard at work since this last summer to create a conceptual framework for how we deal with dominating behavior. On October 27th we had the pleasure of hosting a presentation about this framework. In the presentation we spoke about the characteristics of anti-bullying programs that work, the latest research on the topic, the psychology of the bully/victim dynamic and skills we will be teaching to students for handling difficult situations.
This powerpoint presentation is about the bully suicide epidemic. This powerpoint explains the different types of bullying and how easily these stories end with suicide.
Man Up? Redefining Masculinity Through Ignatian Ideals - NJSLC 2014Daniel Zepp
Program Abstract:
This interactive presentation will help student leaders come to understand the tensions between society’s definition of what it means to be a man and the central tenets of Ignatian spirituality. Participants will be asked to reflect on their own understanding of masculinity and its cumulative impact on effective student leadership.
GCE Sociology Revision (AQA)- Unit 2 Education- Ethhnic differences in achiev...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
Anne Gregory, Ph.D. - “Engaging Students in Problem-Solving: A Civil Rights R...youth_nex
Anne Gregory, Ph.D. (Rutgers University)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 5 - RESTORING JUSTICE IN OUR SCHOOLS: POSITIVE YOUTH DEVELOPMENT APPROACHES TO THE DISCIPLINE GAP
Youth of color are disproportionately suspended from school, causing youth to miss critical time of instruction, evoke feelings of hopelessness, and contributing to the “school to prison pipeline.” This panel considered what research and practice tell us about dismantling the pipeline and promoting positive developmental outcomes for youth of color with a focus on youth-centered principles of restorative justice.
Bullying is a unhealthy behavior with multiple manifestations. It does not discriminate against the age, ethnicity, belief system, lifestyle, and level of well-being of an individual. This unhealthy behavior usually starts early in life. Individuals can potentially exhibit and or be victimized by bullying. Most cases are underreported and not detected while the solutions exist to reduce the incidence and the prevalence of this common phenomenon. Targeting bullying in childhood and adolescence is a great determinant of healthier learners, but also of healthier and productive adult citizens.
This powerpoint presentation was put together by Christopher Henrich, a Ph.D. for the Department of Psychology and the Center for Research on School Safety at Georgia State University, and presented on October 29 at our Georgia Children's Advocacy Network (GA-CAN!) Off-Session Policy Series. This month our panelists discussed the complex topic of bullying, what it is, and what we can do about it.
"Bullying: Information for Parents"
A presentation by Amanda Nickerson, Ph.D., Director of the Alberti Center for Bullying Abuse Prevention
November 2, 2011
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. • Dr Vince Carbino
• Principal- City of Angels Independent Study and Virtual Academy-
2,400 students, 23 school sites
• Doctorate in education- urban school district leadership
• Doctorate and post doctorate study of urban school safety.
• Dissertation findings are the foundation of Harvard national study on
school safety occurring now.
• Also post doc research in home-school-community collaboration.
• Credentialed counselor with child welfare and attendance certification.
• Former police officer with Intermediate POST certifications.
3. What is bullying?
• Use of superior strength to influence or
intimidate (someone), typically to force him or her
to do what one want. (Miriam dictionary)
• Use of force, threat or coercion to abuse,
intimidate or aggressively dominate others.
Behavior is often repeated and habitual.
(Wikipedia)
4. What is school bullying?
• A type of bullying that occurs in educational settings.
Bullying can be physical, sexual, verbal or emotional in
nature.
• In order to be considered bullying, the behavior must be
aggressive and must include a difference in power, and
repetition.
• “Bullying gets so much more sophisticated and subtle in
high school. It is more relational. It becomes difficult for
teens to know when to intervene; whereas with younger
children, bullying is more physical and clear cut.” ( Kuther,
2012)
5. Cyber Bullying
• Cyber-bullying is when a child, preteen or teen is tormented ,
threatened , harassed, embarrassed or otherwise targeted by
another child, preteen or teen using Internet, interactive and
digital technologies or mobile phones.( cyberbullying.org)
• 95% of teen making use of social media reported having
witnessed malicious behavior on social media from 2009 to 2013.
(Boschert, 2013)
• “The rapid growth of social media is aiding the spread of cyber-
bullying and prevention policies are struggling to keep up”
(Wojcik, 2013)
•
6. Foundational Research
• Turnbull, 1961; Wang et al, 2009: “No matter where you look in the world, from the
Mbuti of Central Africa to suburban children in the United States there are individuals
and groups that target others with tactics designed to intimidate, coerce or harm
them.”
• Fawcett & Muhumza, 2000: “Behavior is found in every major group of primates.
This includes male chimpanzees “ganging up” on a victim.”
• Boehm,2000: “Bulllying is wide spread, and not restricted to American society, but
instead found around the globe from hunter/gather groups to postindustrial Japan,
bullying is ubiquitous across human cultures.”
• Smith et al, 2002: “Bullying is widespread across different cultures and not just
restricted to American society”
• Due et al., 2005: “28 country multinational study across North America and Europe
revealed that the amount of bullying experienced by children varied greatly, with the
least severe happening in Sweden and Lithuania.
7. Causes
• “Individuals that chose to bully are not typically born with
the characteristic. It is a result of treatment they get from
authority figures including parents. Bullies often come from
families that use physical forms of discipline.” ( Nelson,
2001)
• Bullies come in all shapes and sizes. Girls and boys are
bullies. Girls are more like social butterflies and spread
rumors, breaking up friendships. Boys are more physical
bullies , hitting , punching and slapping.” (Chanof, Cohen &
Stilley, 2003)
• Complex social constructs
8. Complex social constructs
• Bullying cultures have a web of dynamics more complex that just
bullying among students:
• Some students bully other students, some of these bullies are
bullied by other bullies, some of these bullies bully teachers
• Some teachers bully students, some teacher bullies bully other
teachers, some teacher bullies bully parents.
• Some office staff bully teachers, office staff, students and parents.
• Some principals bully teachers, office staff, students and parents.
• Some parents bully teachers, office staff, principals, and their own
children. ( Parsons, 2005)
10. Effects
• Victim:
• short term: depression, suicide, anxiety, anger, significant drops in
academic performance, feeling as their life has fallen apart,
excessive stress.
• long term: feeling of insecurity, lack of trust, hyper-vigilance, mental
illness (psychopathy and PTSD). ( Pappas, 2014)
• Bystander:
• Witnessing bullying incidents can produce feelings of anger, fear,
guilt, and sadness in observers. Bystanders who witness repeated
victimization of peers can experience negative effects similar to the
victimized children themselves. ( Wojcik, 2013)
11. Bullying and
school
shooting nexus
Center for Disease Control
2011 Youth Risk
Surveillance System
“750,000 students that bring
weapon to school monthly,
20% experienced bullying,
63% had carried a gun”
12. How Bullying Escalates
• Optimistic bias as institutional norm ( Carbino, 2010)
• Numerous bullying venues within school: playground and outdoor
recess areas, hallways, lunchroom, bathrooms classrooms and
front of school. Any place where there is inadequate or no
supervision or unstructured time. (Heath, Dyches & Prater, 2013)
• The more popular a teenager becomes while climbing the social
ladder, the more likely they are to be victimized by bullying
behavior. ( Faris & Felmlee, 2011)
• Supportive or neutral bystanders
13. Bystander effect
• The triad relationship: Bully-Victim-Bystander. (
Twemlow, Fonagy & Sacco, 2009)
• The bully, victim and bystanders all know each
other. The bystander is an integral component in
this relationship.
• Bystanders are of the major components that can
de-escalate a situation and also de-escalate
bullying behavior.
14. Myths
• Bullying is a consequence of
• large class or school size.
• competition for grades.
• Students who are overweight, wear glasses, have different ethnics origin, or speak with
unusual dialect are at risk of being victims.
• Bullying is just teasing.
• Only boys bully.
• Bullying is a normal part of growing up
• Bullies go away if ignored.
• The best was to deal with a bully is to beat them up.
• People who are hurt by a bully only hurt for a while and then get over it. ( Olweus, 2003;
Scarpaci, 2006)
15. Reduction Strategies
• Make sure adults know what is happening to their children
• Make it clear bullying is not acceptable…anywhere
• Bullying can occur within the hierarchy of a school or organization
• Emphasize and model caring, respect and safety.
• Help bullies with anger management and development of
empathy.(Olweaus, 1993) (Craig and Peplar, 1999) (Ross, 1998)
Morrison (2002) (Whitted & Dupper, 2005)
• Neutralize bystander effect by character education programs that
turn bystanders into “guardian angels that intervene.” (Ttofi and
Farrington, 2011)
16. Elements for successful
programs
• Interventions should be focussed at peer group level
rather than individual bullies or victims. (Sutton and
Smith, 1999)
• Raising awareness of the role bystanders play in the
bullying process, as well as increasing their empathic
understanding of victims plight, can reduce bullying.
(Poyhonen& Salmivalli, 2008)
• Students should be taught safe strategies to support
the victim and encouraged to make common
decisions. (Olweus, 1991)