By Rashmi Shetgiri, Dorothy L. Espelage, Leslie Carroll
This well timed short deals updated findings approximately bullying--from tendencies and results to evaluate and identification--and potential methods to strive against this social epidemic on a number of fronts. The booklet examines hyperlinks among bullying and psychological healthiness matters, the advanced dynamics among bully and bullied (especially for the reason that bullies themselves should be victimized by means of others) and new demanding situations awarded via adolescence involvement in social media. results of whole-school interventions concerning scholars, lecturers, and directors, on bullying and its effects, are concisely offered. And clinicians have directions for coordinating with young children, mom and dad, colleges and the community.
integrated within the coverage:
- State statutes and federal anti-bullying efforts.
- A parent's point of view at the bullying of special-needs children.
- School-based prevention programs.
- Bullying and particular populations.
- Parent concepts to minimize cyber-bullying.
- Best practices for selling information and advocacy.
Practical thoughts for scientific administration of Bullying is a crucial reference for clinicians, mom and dad, execs at child-serving enterprises and companies, college directors and employees, policymakers and baby advocates. Its assurance moves the ideal stability among intervention and prevention, with potent tools for supporting victims--and bullies--heal.
Read or Download Practical Strategies for Clinical Management of Bullying PDF
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Additional resources for Practical Strategies for Clinical Management of Bullying
Lessons are skills-based and students receive cueing, coaching, and suggestions for improvement on their performance. Lessons are supplemented by homework that reinforces the instruction, extension activities, academic integration lessons, and videos. Lessons are supplemented by “transfer of training” events in which the teacher connects the lessons to events of the day, reinforces students for displaying the skills acquired, identifies natural reinforcement when it occurs, and asks students if they used specific skills during the day’s events.
Structuring school-based interventions to achieve integrated primary, secondary, and tertiary prevention goals for safe and effective schools. In M. R. Shinn, G. Stoner, & H. M. ), Interventions for academic and behavior problems: preventive and remedial approaches (pp. 1–21). Silver Spring: National Association of School Psychologists. Wilson, S. , & Lipsey, M. W. (2007). School-based interventions for aggressive and disruptive behavior: update of a meta-analysis. American Journal of Preventive Medicine, 33, S130–S143.
Bullying and peer victimization among children with special health care needs. Pediatrics, 118, e1212–e1219. , Anderson, A. , & Hupp, S. (2002). An ecobehavioral examination of high school classrooms that include students with disabilities. Exceptional Children, 68, 345–359. White, N. , & Loeber, R. (2008). Bullying and special education as predictors of serious delinquency. Journal of Research in Crime and Delinquency, 45, 380–397. 1177/ 0022427808322612. Chapter 5 School-Based Bullying Prevention Strategies Most bullying prevention strategies are school-based.
Practical Strategies for Clinical Management of Bullying by Rashmi Shetgiri, Dorothy L. Espelage, Leslie Carroll