A Descriptive Analysis of Louisiana Public School Districts' Anti-Bullying Policies

Autor/in	Vaughn, Brandy Elise Robinson
Titel	A Descriptive Analysis of Louisiana Public School Districts' Anti-Bullying Policies
Quelle	(2013), (146 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Southeastern Louisiana University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-7535-8
Schlagwörter	Hochschulschrift; Dissertation; Public Schools; Board of Education Policy; Bullying; Aggression; Student Behavior; Mental Health; Health Services; Victims; Student Needs; Qualitative Research; Statistical Analysis; Content Analysis; Documentation; Coding; Discipline; Sanctions; Louisiana + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Public school; Öffentliche Schule; Mobbing; Student behaviour; Schülerverhalten; Psychohygiene; Health service; Gesundheitsdienst; Gesundheitswesen; Victim; Opfer; Qualitative Forschung; Statistische Analyse; Inhaltsanalyse; Dokumentation; Codierung; Programmierung; Disziplin; Sanction; Sanktion
Abstract	The researcher proposed to determine the expansiveness of Louisiana's public school districts' anti-bullying policies. Specifically, student codes of conduct and board polices were analyzed to determine the extent to which schools define, outline reporting procedures, keep written records of, investigate, and render disciplinary sanctions against students who exhibit bullying behavior. They were also examined for mental health programs and services for students who engaged in bullying behavior or who were victims of bullying. Qualitative and quantitative research methods were employed. The researcher collected data via the classical content analysis approach where a systematic coding process was used. The results produced quantitative data which was used to rate the expansiveness of the bullying policies. Of the 33 available student codes of conduct examined for a definition of bullying and procedures for reporting bullying incidents, the results revealed 30.30% did not define bullying, 48.48% provided a limited definition of bullying, and the remaining 21.21% had a definition that was consistent (included the required elements) with state law. Regarding reporting procedures for bullying incidents, only 39.39% encouraged students, yet required district personnel to report bullying, and outlined specific procedures for reporting bulling, which was consistent with state law. Of the 45 board policies available for examination, the results revealed 100% defined bullying; 28.88% of these policies were consistent with state law. Regarding reporting procedures, 100% of the board policies addressed reporting and were consistent with state law. Investigating procedures for bullying incidents was found in 100% of board policies; however, 42.22% of them contained specific requirements (i.e., scope of investigation, timing requirements, and safeguards for victims and witnesses). Though not required, only suggested within the law, the researcher found 6.66% of districts had policies that facilitate access to mental health services for students involved in bullying. The researcher concluded that Louisiana public school districts' anti-bullying policies had a zero tolerance disciplinary approach, provided districts protection from litigation, and were primarily reactive due to specific reference to disciplinary sanctions against students who exhibit bully behavior and to the lack of the inclusion of mental health services or programs geared toward preventing or alleviating bullying. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01