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Bullying prevention programs can be successful if certain criteria are met. Effective programs establish clear rules against bullying with consistent enforcement of consequences, educate students and staff, and integrate anti-bullying lessons into the regular curriculum. They also assess the scope of bullying issues before beginning and implement solutions school-wide from an early age. In contrast, programs relying only on zero-tolerance policies or focusing only on conflict resolution without addressing underlying behaviors are less likely to successfully reduce bullying.
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Program Evaluation Plan for Education
Lauren Klevis
EDU: 571
Professor: Anthony Jacob
October 18th, 2019
In any education set up, a program evaluation plan is necessary since it provides an excellent roadmap to clarify the steps required to assess the process and progress of an outcome. Therefore, the following article gives a useful program evaluation plan, which is based on anti-bullying in many high schools. It sets an effective program for anti-bullying in schools and addresses the following; the elements of a worthy object for program evaluation, the program’s history, and reasons for choosing the program. It also gives the advantages for evaluating the program and the limitations encountered in conducting the program evaluation.
The Elements for Program Evaluation
The most widely-spread and dangerous type of violence that has affected many high school students is known as bullying. It affects the students’ psychological and emotional state and has resulted in terrible long-term adverse consequences (Ansary, Elias, Greene & Green, 2015. Therefore, the program evaluation focuses on anti-bullying as a type of violence that seems to have grown out of control despite efforts by various parties. The issues relating to anti-bullying are addressed by the disciplinary department in the school and headed by the deputy principle. The target population consists mostly of the victims of bullying are the newly admitted students aged between thirteen to fifteen years old. The department for disciplinary actions also forms an integral source of information for the evaluation program.
The Program’s History, Primary Purpose, Expected Outcomes
First, bullying refers to a type of violence that is initiated by one or more students against another who becomes the victim. It includes all forms of physical or psychological intimidation. It affects many high school students, which led to the formation of the anti-bullying department. The department receives and investigates cases of bullying among students. Despite the efforts of the department, it remains a menace that interferes with the learning program of many students (Ansary et al., 2015). Therefore, the program aims at finding out the steps developed by the anti-bullying department and how efficient they help reduce cases of school dropouts due to bullying. The anticipated results are that; accurate and regular measures would be put in place by every department in charge of anti-bullying in schools.
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To address the unusually high rates of violence in US schools, the federal government has recently funded an external, national assistance center whose job it is to help schools implement the Positive Behavior Support (PBS) system. This “Center on Positive Behavioral Interventions and Supports” is funded by the Office of Special Education Programs (OSEP).
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In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important of a student’s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBS is to establish a climate in which appropriate behavior is the norm.
What is School-wide PBS?
A major advance in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a patchwork of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, restrooms). Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional.
1. PRIMARY PREVENTION - What is Primary Prevention?
Primary Prevention involves system-wide efforts to prevent new cases of a condition or disorder. For example, giving children vaccinations against common diseases such as measles and chicken pox is done to prevent initial occurrences of these diseases. As a system-wide Primary Preve ...
Effective School Based Violence Prevention
In the area of violence prevention, the need for programs in schools and other institutions that work with youth has increased at a faster pace than the availability of solid evaluation research. Source: https://ebookscheaper.com/2021/01/21/effective-school-based-violence-prevention/
19th Annual UB Graduate School of Education Graduate Student Research Symposium
19th Annual UB Graduate School of Education Graduate Student Research SymposiumUB Alberti Center for Bullying Abuse Prevention
"Research Highlights from the Alberti Center for Bullying Abuse Prevention"
Presented by: Heather Cosgrove, Graduate Assistant with the Alberti Center; Michelle Serwacki, Graduate Assistant with the Alberti Center; and Bryan Blumlein, Graduate Student in the UB Graduate School of Education.
April 5, 2012Substance Abuse research projects
The document discusses substance abuse prevention programs for youth. It notes that substance abuse is rising among younger children and teens. Current prevention programs are not addressing this issue, as drugs are affecting children at younger ages. It proposes creating new prevention programs that target younger children, involve the community, and increase education on newer drugs that are affecting youth. A key part of new programs would be evaluating existing programs, gathering input from students and the community, and developing initiatives to build social skills and drug education at younger grades to try to reduce substance abuse among youth.
Project SEED - Day 1 - Part I
Leadership Strategies for Supporting Infant and Toddler Social Emotional Development and Addressing Challenging Behavior
Tsipporah Top of FormResults of the EvaluationThe results of.docx
Tsipporah
Top of Form
Results of the Evaluation
The results of the evaluation of the School Success Program showed improvement in academics for children who were victims of maltreatment. This program recognized that there is a correlation between poor school performance of children who were maltreated. The School Success Program assists maltreated youth in school with tutoring and mentoring by certified teachers (Mallett, 2012). This program recognized that children who are maltreated have learning difficulties in school. Providing assistance to maltreated children with tutoring and mentoring increased their performance in school. “Program participants have shown one-year improvements that are significant when compared with those of their non maltreated peers: Basic reading and comprehension skills improved 58 percent; math reasoning and comprehension skills improved 50 percent; basic writing skills improved 48 percent; and overall academic skills improved 51 percent” (Mallett, 2012, p.13). These results were noted from both genders and with minorities, especially males.
Background Information and the Key Message
Background information that I would need to present to show that this program is successful and should be implemented elsewhere, is to show the results of identified maltreated children without intervention and to compare the results to maltreated children with interventions. I would show graphs and data to compare the results and the increased improvement of the interventions is significant. I could provide results of a single research study to show how the intervention improved academic performance which is significant. Also, using results of past research studies. Physical abuse and neglect have been shown to have negative results on school performance. Showing how the tutoring and mentoring program improved academic performance is significant.
Strategies to meet your Colleagues’ Interests and Goals
Strategies to meet my colleagues’ interests and goals would be to utilize surveys to learn about concerns that my colleagues may have about poor academic performance. If the goal is to reach this population early to produce better results in school performance, the program that is yielding strong results should be implemented.
Questions Colleagues Might Have and Possible Reactions
Questions colleagues might have about the program is how do we reach the intended population? How do we implement the program and maintaining the fidelity of the program that yields the intended results? What skills and trainings do the tutors and mentors need to possess. I would show that we will screen for poor academic progress and poor attendance to identify some. When we are aware that a children services agency is involved with certain children, they are enrolled automatically in the program. Ensure that tutors and mentors can be interns in education, working on their teaching degrees. I believe if their questions are answered during the presentatio ...
NBHIC Slidument
The document proposes two solutions - a Cross the Line activity and a mentoring program - to help eliminate the stigma surrounding mental health issues at the University of Colorado Boulder. The Cross the Line activity would use an anonymous survey and have students physically step forward to reveal how common various mental health issues are. The mentoring program would pair students experiencing mental health issues with mentors who have overcome similar challenges. Both solutions are intended to show students they are not alone and connect them with support resources on campus.
Bullying Assesment
This document discusses a study on the implementation of anti-bullying acts in selected public secondary schools. It aims to assess the types of bullying experienced by students, how bullying affects students' attendance, interactions, exams and homework, and the problems teachers face in enforcing anti-bullying laws. The study will be conducted through surveys and focus groups of teachers and students at two schools. It seeks to determine the extent of bullying and develop action plans to reduce bullying and strengthen implementation of anti-bullying policies in schools.
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Complete this question by entering your answers in the tabs below.Req 1AReq 1BReq 1C
Journalize the December transactions. Do not record adjusting entries at this point. (If no entry is required for a transaction/event, select "No journal entry required" in the first account field.)
Journal entry worksheet
Transaction Index :
.....
Record the issuance of cash.Record the purchase of equipment formerly owned by Rent-It.Record the payment of rent in advance for three months.Record the purchase of office supplies on account.Record the cash received as advance payment on equipment rental.Record the salaries paid for the first two weeks.Record the rental fees earned in first 15 days of December.Record the purchase of repair parts on account.Record the collection of an accounts receivable.Record the rental of backhoe.Record the payment of biweekly payroll.Record the payment of account payable to Earth Movers, Inc.Record the dividend declared.Record the entry of lawsuit.Record the purchase of 12-month liability policy.Record the utilities for December.Record the rental fees earned in the second half of December.
Note: Enter debits before credits.
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import table dataNo journal entry requiredAccounts payableAccounts receivableAccumulated depreciation: rental equipmentCapital stockCashDepreciation expenseDividendsDividends payableIncome summaryIncome taxes expenseIncome taxes payableInterest expenseInterest payableMaintenance expenseNotes payableOffice suppliesOffice supplies expensePrepaid rentRent expenseRental equipmentRental fees earnedRetained earningsSalaries expenseSalaries payableUnearned rental feesUnexpired insuranceUtilities expenseReq 1AReq 1B
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University of Nebraska - Lincoln
[email protected] of Nebraska - Lincoln
Educational Psychology Papers and Publications Educational Psychology, Department of
2016
Bullying Intervention in Adolescence: The
Intersection of Legislation, Policies, and Behavioral
Change
Susan M. Swearer
University of Nebraska–Lincoln, [email protected]
Meredith Martin
University of Rochester
Marc Brackett
Yale University
Raul A. Palacios II
University of Nebraska-Lincoln
Fo ...
Taylor2 ppt ch6
The document discusses various delinquency prevention and intervention programs. It describes early intervention programs like Perry Pre-School and Head Start. It also discusses risk-focused programs, diversion programs, mentoring programs like Big Brothers Big Sisters and JUMP, school-based programs, and teen court programs. The effectiveness of these different approaches is evaluated in preventing delinquency.
Program Development
This document proposes a program called Teen Drugs Abuse and Addiction Intervention (TDAAI) that aims to address drug abuse and addiction among teens through prevention, treatment, and management services. The program's goals are to provide necessary services to struggling teens over five years. It will utilize human relations and human resource models in its organizational structure and coordinate between intake, clinical management, and supervision/evaluation departments. Data collection will track client demographics, drug use, clinical progress, and follow-ups to evaluate program outcomes. The conclusion emphasizes that substance abuse among teens is a public health crisis and this program can help set affected teens on a path to recovery.
2o C Parte 3 Primary Prevention Mental Health Programs
The document discusses several topics related to primary prevention mental health programs including methodology, outcomes, prevention in other areas, issues with study inclusion and classification, ecological impact, parent programs, and cost analyses. Key points include that collectively studies have examined large samples and focused on outcomes like antisocial behavior, aggression, and risk status. Prevention research tends to be categorized which limits learning across fields, and some non-mental health focused programs have achieved positive mental health outcomes. Involving parents in programs remains a challenge with low attendance rates. Cost analyses have shown some prevention programs can return $8-45 for every dollar spent but support depends on multiple factors beyond cost savings.
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The Urgent Need for School-based Primary Prevention Programs
The prevalence of American youth who engage in antisocial and health-damaging behaviors is unacceptably high. 24% of American 10 to 17 year olds engage in multiple, interrelated social and health risk behaviors, such as delinquency and substance use. An additional 26% experiment with some risk behaviors. Such widespread involvement jeopardizes the development of young people who participate in such activities, and often negatively affects their peers, family members, and community.
Societal changes-such as dramatic alterations in family structures and stability, reduced amounts of support and guidance for young people by responsible adults, and changing demographics resulting in larger numbers of economically disadvantaged children entering school-increase the likelihood that children will behave in antisocial ways, both in and out of school. These problems are especially pronounced for young urban adolescents. Urban young people encounter a diverse array of health-damaging environmental stressors while growing up in economically disadvantaged communities. In addition, rapid bodily changes, cognitive maturation, and increased social pressures can profoundly influence, and in some instances, disrupt the psychological functioning of young adolescents. Furthermore, the transition from self-contained elementary-school classrooms to the less structured middle-school culture often introduces new problems and concerns to compound those connected with growing up.
Difficult societal conditions and the high prevalence of problem behavior among our young people have prompted numerous calls for school-based, primary prevention efforts to address young adolescents’ social and health needs. Clearly, the educational system offers the most efficient and systematic means available to enhance the positive development of large numbers of young people. In spite of a growing consensus regarding the urgent need for school-based primary prevention programs, there is less agreement about what constitutes the most appropriate prevention strategies or the extent to which such prevention programs have been effective.
To improve the quality of future school-based preventive interventions, researchers must evaluate well-conceptualized programs that are implemented with fidelity. Program conceptualization involves explicitly articulating the intermediate and distal outcomes a program intends to achieve, the intervention methods that will accomplish these objectives, and the models of behavioral change that guide the development of intervention strategies and practices. However, regardless of how well-conceptualized a program is, its potential for positive impact is lessened when program implementers have inadequate resources or time for effective program delivery; are poorly trained or supervised.
Source: https://ebookschoice.com/the-urgent-need-for-school-based-primary-prevention-programs/
Tx And Referral
Regional Prevention Center Community Referral Specialist PowerPoint for JIAC training on June 5, 2009.
Identifying Community Priorities
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
Assignment Content1. Top of FormProfessional dispositions ha.docx
Assignment Content
1.
Top of Form
Professional dispositions have been defined as the “values, commitments, and professional ethics that influence behavior toward candidates, families, colleagues and communities and affect candidate learning, motivation and development as well as the educator’s own professional growth” (NCATE, 2000).
Dispositions can also be described as attitudes and beliefs about counseling, as well as professional conduct and behavior. Not all dispositions can be directly assessed, but aspects of professional behavior are assessed during classes and field experiences in counseling settings.
Review the Master of Science in Counseling Professional Dispositions.
To prepare for professional dispositions assessments in this program, write a 700 word paper in which you:
· Reflect on your personal strengths in connection to the dispositions. Support your ideas with examples.
· Identify areas for personal growth in connection to the dispositions. Support your ideas with examples.
· Outline an action plan for developing the identified areas for personal growth.
· Describe why it is important to adhere to the dispositions. How do they support professionalism in counseling? How do they make a counselor effective?
Format your assignment according to course-level APA guidelines.
Bottom of Form
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman ...
Research in Action #10
Issue #10: Mentoring: A Promising Intervention for Children of Prisoners
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
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Pasquales researchppt
- 1. Bullying in Schools How do we fix it?
- 2. Short-Term Affects Unhappy Withdrawn Anxious
- 3. But Long-Term… Loss of confidence Missing School Alcohol and Drug use
- 4. Despite great efforts, bullying still continues in our schools. So what’s the problem?
- 5. The Facts
- 6. — 87% of teens say school shootings are motivated by a desire for revenge — 86% say being bullied causes teens to turn to violence. The Danger According to bureau of justice statistics…
- 7. The goal of this research is to discover what makes bullying prevention strategies and programs successful. This Research Will…
- 8. Bullying not only affects a child’s self-esteem, but their ability to learn. Research has shown bullying can have a significant impact even into adulthood. Research has shown a connection between bullying and both anti-social and criminal behavior. Why is this important? Something can be done
- 9. establishes rules and enforces consequences educates students, parents, and staff integrates the program into everyday curriculum assesses the problem before implementation one that is school wide and implemented early on So, what programs work? One that… and
- 10. zero-tolerance policies are not focused on changing behavior do not engage the students are short team focus on mediation or conflict resolution What doesn’t work? And programs that…
- 11. Bullying prevention programs can be successful if implemented correctly. What does this mean?
- 12. National Institute Of Child Health & Human Development. (2011). Bullying statistics. Retrieved from http://www.pascack.k12.nj.us/70271919141818/lib/70271919141818/Bullying_Statistics.htm. Starr, Linda. (2009). Bullying intervention strategies that work. Retrieved from http://owl.english.purdue.edu/owl/resource/560/10/. Kennedy, Linda. (2007). Effects of bullying: implications into adulthood. Retrieved from http://www.overcomebullying.org/effects-of-bullying-into-adulthood.html. Rieser, Rick. (2010). 7 steps to a successful school anti-bullying program. Retrieved from http://percylearningfarms.com/news/2010/11/20/7-steps-to-a-successful-school-anti-bullying-program/. Ferguson, C.J., & Carpenter, Deborah. (2011). What works in bullying prevention? Retrieved from http://www.netplaces.com/dealing-with-bullies/parental-responsibility-and-why-getting-involved-can-help-enact-change/what-works-in-bullying-prevention.htm. References
- 13. The International Association of the Chiefs of Police. (2006). Developing an anti-bullying program: increasing safety, reducing violence. Juvenile Justice, 1. Retrieved from http://www.theiacp.org/LinkClick.aspx?fileticket=RrzWMyZjLA0%3D&tabid=151. Ross, Ann. (2009). Why me: why my child. Retrieved from http://www.thetankgroup.com/?p=3. Scargbrook, Kelley. (2007, Feb 24). Anti bullying day. [image]. Retrieved from http://www.thestayathomemother.com/sites/default/files/u1/anti-bullying_blog.jpg. Virginia Youth Violence Project. (2011). Bullying research. Retrieved from http://youthviolence.edschool.virginia.edu/bullying/images/bullying-research-image.jp References Cont…