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Addressing relational aggression: As...

Dulberg, Rena.

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Addressing relational aggression: Assessing the merits of coeducational and gender-specific bullying prevention programs.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Addressing relational aggression: Assessing the merits of coeducational and gender-specific bullying prevention programs./
作者:	Dulberg, Rena.
面頁冊數:	137 p.
附註:	Source: Masters Abstracts International, Volume: 48-05, page: 2598.
Contained By:	Masters Abstracts International48-05.
標題:	Education, Evaluation. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1474993
ISBN:	9781109715705

Addressing relational aggression: Assessing the merits of coeducational and gender-specific bullying prevention programs.
Dulberg, Rena.

Addressing relational aggression: Assessing the merits of coeducational and gender-specific bullying prevention programs. - 137 p.

Source: Masters Abstracts International, Volume: 48-05, page: 2598.

Thesis (M.A.)--University of Denver, 2010.

Interviews with eight bullying prevention program directors from around the country reveal the extent to which research findings are reflected in bullying prevention programs currently in operation. Framed as a list of best practices for coeducational and gender-specific bullying prevention curricula, the purpose of the present thesis was to document the most positive contributions made by various approaches to bullying prevention programs to the overall field, and to highlight practices of programs that reflect insight into what is known about gender differences in bullying. Best practices included new approaches to empathy-building, service-learning, confidentiality, cyberbullying, positive reinforcement, reporting systems and youth-driven programming.

ISBN: 9781109715705Subjects--Topical Terms:

1669638
Education, Evaluation.

Addressing relational aggression: Assessing the merits of coeducational and gender-specific bullying prevention programs.
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245 1 0 $a Addressing relational aggression: Assessing the merits of coeducational and gender-specific bullying prevention programs.
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500 $a Source: Masters Abstracts International, Volume: 48-05, page: 2598.
500 $a Advisers: Tamra Pearson d'Estree; Nicholas Cutforth.
502 $a Thesis (M.A.)--University of Denver, 2010.
520 $a Interviews with eight bullying prevention program directors from around the country reveal the extent to which research findings are reflected in bullying prevention programs currently in operation. Framed as a list of best practices for coeducational and gender-specific bullying prevention curricula, the purpose of the present thesis was to document the most positive contributions made by various approaches to bullying prevention programs to the overall field, and to highlight practices of programs that reflect insight into what is known about gender differences in bullying. Best practices included new approaches to empathy-building, service-learning, confidentiality, cyberbullying, positive reinforcement, reporting systems and youth-driven programming.
520 $a This thesis will demonstrate that only some bullying prevention programs take advantage of scholarly knowledge by incorporating recent findings into their curricula. The results demonstrate that while many programs incorporate known literature about bullying into their programs---resulting in positive contributions to the field---others may be applying potentially harmful practices. Research findings also revealed that new best practices were present in programs regardless of status as a gender-specific or coeducational audience.
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