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PLEASE summarize this!!! no time!?
Studies have investigated the effectiveness of the Olweus program in the United States as well. In 2003, Black reported significant reductions in self-reported bullying and victimization across twelve elementary schools in the Philadelphia area. In 2004, Limber also found significant decreases in reports of bullying and social isolation after one year of program implementation in eighteen middle schools in South Carolina.
Another research-based program, Second Step, emphasizes violence prevention by building social skills such as empathy, emotion management, problem solving, and cooperation. The creation of safe environments is developed by "helping students to recognize and understand their feelings, making positive and effective choices, and keeping anger from escalating into violence" (Hoover and Stenhjem 2003, 5).
Research studies have established validity for this program's claim of effectiveness. Experimental group design was used to examine the impact of Second Step on aggression and positive social behavior among 790 elementary school students (Grossman et al. 1997). Decreases in the inappropriate behavior were realized and maintained over time (i.e., one year). Similarly, Taub (2002) reported favorable results when the Second Step curriculum was used with eighty-seven third- to fifthgrade students in a rural setting. Increases in social competence and decreases in antisocial behavior were determined by teacher and observer raters. More recently, Edwards et al. (2005) examined the impact of Second Step on 455 fourth- and fifth-grade students. Significant gains in anger management, impulse control, responses to bullying, empathetic reactions, and prosocial behavior were demonstrated.
In yet another effort to address the debilitating results of bullying, rhe Stop Bullying Now! Campaign, developed by Stan Davis, has emerged. Components of this campaign stem from Olweus' research on effective intervention. In 2007, the Institute of Health Resources and Services Administration, under the United States Department of Health and Human Services, initiated this program to raise awareness about bullying and promote prevention. In part, the association between peer victimization andmaladjustment prompted this attention. In a meta-analysis of twenty years of research exploring this connection, Hawker and Boulton (2000) found that there was indeed a positive correlation between the two conditions. Although victimization has been associated with loneliness, low levels of self-worth, and anxiety, the researchers found the strongest connection to depression.
Geared toward heading off the potentially devastating impact of bullying, the Stop Bullying Now! Campaign offers a myriad of resources for use in the school and community. The resources include, but are not limited to, videos, DVDs, guidebooks, kits, and ideas for organizing events and working with the local media.Materials are accessible to parents, administrators, educators, health care providers, and safety professionals. The Stop BullyingNow!Web site is a hub of information and materials to combat this formidable problem.
A recent computer search of programs that address bullying resulted in descriptions of thirty endeavors. In selecting powerful options, consideration should be given to those programs that are accompanied by a research base. In examining the aforementioned efforts, this has been a priority.
Solid programs appear to embrace several commonalities in their curriculum (Salmivalli and Isaacs 2005). Initially, the level of student awareness must be raised. This recognition of bullying as a serious problem also requires the attention of all school constituents. Next, skill development and reflection must be cultivated to understand the motivations of the bully, the strategies to use to avoid becoming a victim, and the impact of the bystander in reacting to observations of bullying. Formore cognitively challenged students, an additional layer of being able to identify when a bullying event is occurring may be warranted.Ongoing reflections of real encounters with bullying will further develop a repertoire of antibullying strategies. Finally, a commitment to continuous monitoring and support of the bullying program is necessary.Determining the effects of the program within the context of the particular environment can provide insight into and information about desired outcomes and necessary refinements. Such monitoring would be enhanced by the contributions of each constituent group. In addition, support at the school, classroom, and individual levels are needed to sustain adherence to the antibullying mission.
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