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A qualitative analysis of the bullying prevention and intervention recommendations of students in grades 5 to 8.

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Title: A qualitative analysis of the bullying prevention and intervention recommendations of students in grades 5 to 8.
Authors: Cunningham CE (AUTHOR), Cunningham LJ (AUTHOR), Ratcliffe J (AUTHOR), Vaillancourt T (AUTHOR)
Source: Journal of School Violence. Oct-Dec2010, Vol. 9 Issue 4, p321-338. 18p.
Subject Terms: *School children, *Parent-child relationships, *Qualitative research, Prevention of school bullying, Social isolation, Aggression (Psychology) in children, Prevention
Abstract: Focus groups explored the bullying prevention suggestions of 62 Grade 5 to 8 students. Discussions were transcribed and analyzed thematically. Students advocated a comprehensive approach including uniforms, increased supervision, playground activities, group restructuring to prevent social isolation, influential presenters, prevention skills training, solution-focused posters, and meaningful consequences. In addition, students suggested that parents should improve relationships with their children, respond to aggression, limit exposure to media violence, and support school-based discipline. The failure to respond effectively to students who bully in defiance of antibullying presentations, and who retalitate when reported or disciplined, undermines prevention programs by reducing the willingness of bystanders to intervene or report bullying, and influencing the attitudes of younger pupils. The approach advocated by students is supported by meta-analyses of the effective components of bullying prevention trials. [ABSTRACT FROM AUTHOR]
Copyright of Journal of School Violence is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: A qualitative analysis of the bullying prevention and intervention recommendations of students in grades 5 to 8.
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  Data: *<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Parent-child+relationships%22">Parent-child relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Prevention+of+school+bullying%22">Prevention of school bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Social+isolation%22">Social isolation</searchLink><br /><searchLink fieldCode="DE" term="%22Aggression+%28Psychology%29+in+children%22">Aggression (Psychology) in children</searchLink><br /><searchLink fieldCode="DE" term="%22Prevention%22">Prevention</searchLink>
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  Data: Focus groups explored the bullying prevention suggestions of 62 Grade 5 to 8 students. Discussions were transcribed and analyzed thematically. Students advocated a comprehensive approach including uniforms, increased supervision, playground activities, group restructuring to prevent social isolation, influential presenters, prevention skills training, solution-focused posters, and meaningful consequences. In addition, students suggested that parents should improve relationships with their children, respond to aggression, limit exposure to media violence, and support school-based discipline. The failure to respond effectively to students who bully in defiance of antibullying presentations, and who retalitate when reported or disciplined, undermines prevention programs by reducing the willingness of bystanders to intervene or report bullying, and influencing the attitudes of younger pupils. The approach advocated by students is supported by meta-analyses of the effective components of bullying prevention trials. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of School Violence is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=104947508
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        Value: 10.1080/15388220.2010.507146
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      – Code: eng
        Text: English
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        PageCount: 18
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      – SubjectFull: School children
        Type: general
      – SubjectFull: Parent-child relationships
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Prevention of school bullying
        Type: general
      – SubjectFull: Social isolation
        Type: general
      – SubjectFull: Aggression (Psychology) in children
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      – SubjectFull: Prevention
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      – TitleFull: A qualitative analysis of the bullying prevention and intervention recommendations of students in grades 5 to 8.
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              M: 10
              Text: Oct-Dec2010
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              Y: 2010
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