Genre
ReportDate
2015-10-07Author
Ramirez, MarizenGroup
Center for Public Health Law Research (Temple University Beasley School of Law)Subject
BullyingBullying in schools--Law and legislation
Victims of bullying
Bullying in schools--Prevention
Permanent link to this record
http://hdl.handle.net/20.500.12613/7448
Metadata
Show full item recordDOI
http://dx.doi.org/10.34944/dspace/7426Citation
Marizen Ramirez, Anti-Bullying Laws: A Blueprint for Prevention, Pub. Health L. Res. (June, 2015) https://phlr.org/sites/default/files/uploaded_images/PHLRKnowledgeAsset_AntiBullying_Full_9June15.pdf.Citation to related work
Center for Public Health Law Research (Temple University Beasley School of Law)Has part
Public Health Law Research: Making the Case for Laws that Improve HealthADA compliance
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WHAT CONDITIONS DO MIDDLE SCHOOL ADMINISTRATORS BELIEVE MUST BE IN PLACE TO CREATE AND SUSTAIN A SUCCESSFUL BULLYING PREVENTION PROGRAM IN A MIDDLE SCHOOL?McGinley, Christopher W.; Cordes, Sarah A.; Haviland, Joseph; Shorr, Lori (Temple University. Libraries, 2020)ABSTRACT Bullying is recognized as a serious problem affecting children and adolescents in the U.S. and around the world. Recent school shootings and media attention surrounding them has thrust bullying into the forefront of our attention and has created a sense of resolve around the issue. As a result of the increased media attention around bullying, there has been a call for action and demands for schools to do what they can to decrease bullying. In an effort to deter students from participating in bullying behaviors many schools have been implementing bullying prevention programs to educate students about the negative impacts of bullying and to promote positive behaviors. As with any change, it is not uncommon for the implementation of a bullying prevention program to be met with some resistance by staff, and unfortunately, like many educational innovations they are short-lived. It appears that in order for the implementation of a bullying prevention program to see success and be sustainable within a school, there must be certain conditions in place at the time of the implementation. This study is designed to investigate why the same bullying prevention programs that are perceived to be successful and sustainable in some schools, are not successful nor sustainable in other schools. The goal is to determine what conditions, if any, are present in the schools with perceived successful and sustainable bullying prevention programs, that were not present in schools where the bullying prevention programs were unsuccessful and unsustainable.
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The Dynamics of Gender in Single Sex Schooling: Implications for Educational PolicyJordan, Will J.; Lugg, Catherine A., 1963-; Davis, James Earl, 1960-; Horvat, Erin McNamara, 1964-; Walker, Thomas J. (Temple University. Libraries, 2009)Analyzing data from the Educational Longitudinal Study of 2002 (ELS:2002), this study compares the conformity of student gender roles attending single-sex and co-educational schools and examines the relationship between gender role conformity and bullying victimization in each educational context. This study is the first to investigate bullying in single sex schools and to use a large scale national dataset to examine student gender role conformity in schooling. Analyses of the base year 10th grade cohort of ELS:2002 reveal that both single sex and coeducational schooling are distinct contexts for student gender roles. Female students in both single sex and coeducational schools were significantly more likely to have higher average gender role conformity than male students in both single sex and coeducational schools. Gender role conforming students were significantly less likely to be bullied than gender role nonconforming students, even when controlling for whether the school is single sex or coeducational. Results also indicate that schools have dominant gender role norms, as students who differ from the average gender role conformity in their school are significantly more likely to experience bullying. Variation from a school-based gender role norm leads to a greater experience of bullying for students, and it is gender nonconforming students that are most likely to experience this increased likelihood of bullying. Despite the fact that female single sex schools are the most gender role conforming educational contexts among all four investigated in this study, gender role nonconforming girls who attend them are significantly less likely to experience bullying. Addressing the conflation of sex and gender underlying the sex-based educational policy of single sex schooling, this study argues that single sex public educational policy can be more carefully crafted with an attention to its theoretical underpinnings by taking into account the dynamics of students' gender roles. Implications for educational policy are discussed with particular emphasis on policy decisions at the district and state levels in addition to federal level policies, laws, and mandates such as Title IX and No Child Left Behind.
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Peer victimization among youth with anxiety disordersKendall, Philip C.; Drabick, Deborah A.; Heimberg, Richard G.; Alloy, Lauren B.; Giovannetti, Tania; Weinraub, Marsha (Temple University. Libraries, 2013)Objective: This study examined whether overt and relational peer victimization were associated with the severity of Social Phobia (SoP) symptoms and whether frequent victimization was more common among youth with SoP as compared to youth with other anxiety disorders. In addition, the study examined whether self-esteem, peer beliefs, and emotional lability were linked to internalizing symptoms above and beyond overt and relational victimization severity. Method: Participants were 90 youth (47 boys, 43 girls; M age = 11.06 years; SD = 3.09) and their parents. Youth had been referred to an outpatient child and adolescent anxiety disorders clinic. Measures included (a) a semi-structured diagnostic interview, (b) youth self-report forms assessing peer victimization, anxiety, depressive symptoms, loneliness, and global self-worth, and (c) parent-report forms assessing anxiety and emotion regulation. Results: Results showed a concurrent positive association between peer victimization and self-reported social anxiety, with relational victimization providing unique information above and beyond overt victimization. Peer victimization was not associated with a specific diagnosis, but was related to multiple internalizing problems (negative beliefs about the peer group accounted for some of this relation). Conclusions: Peer victimization is important to assess for and consider in the treatment of childhood and adolescent anxiety disorders. Peer victimization is associated with social anxiety symptoms, and relational victimization, in particular, is associated with internalizing problems among youth with anxiety disorders. Victimization appears to be associated with symptomatology rather than diagnosis.