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ERIC Number: EJ1117189
Record Type: Journal
Publication Date: 2016-Oct
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1532-8759
EISSN: N/A
Teacher and Staff Voices: Implementation of a Positive Behavior Bullying Prevention Program in an Urban School
Letendre, Joan; Ostrander, Jason A.; Mickens, Alison
Children & Schools, v38 n4 p235-243 Oct 2016
Bullying is a problem that affects the academic, social, and emotional well-being of scores of children and youths daily in U.S. schools. Understanding how to influence the environment in which the bullying occurs is essential to creating safe schools. Whole-school intervention programs train teachers, school staff, and administrators to model and provide opportunities to practice respectful and nonaggressive behaviors to decrease bullying among peers. Frequent coaching and rewards for correct use of skills are part of the model. It is important to engage teachers and staff in the development, modification, and evaluation of bullying prevention programs if the programs are to be effective. Attention to the factors that either support or create barriers to the implementation of the programs is critical to their success. This article describes a research project that evaluated the implementation of an evidence-based Positive Behavioral Interventions & Supports program that was conducted in one urban elementary school. Five focus groups with teachers, support staff, and administrators were facilitated by the authors. Findings will assist in a clearer understanding of the factors that contribute to successful implementation and additional factors that may need modification to fit the needs of the school, students, and community.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://cs.oxfordjournals.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A