Engaging Upstanders: Class-Wide Approach to Promoting Positive Bystander Behavior

Autor/inn/en	Wood, Laura; Smith, Jennifer; Varjas, Kris; Meyers, Joel
Titel	Engaging Upstanders: Class-Wide Approach to Promoting Positive Bystander Behavior
Quelle	In: School Psychology Forum, 10 (2016) 1, S.66-77 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-2243
Schlagwörter	Bullying; Intervention; Student Behavior; Student Role; Grade 4; Grade 5; Elementary School Students; Qualitative Research; Statistical Analysis; Elementary School Teachers; Knowledge Level; Program Development; Program Implementation; Program Evaluation; Classroom Environment; Program Effectiveness; Attitude Measures; Feedback (Response); Stakeholders; School Psychologists + Suchen Sie Ihr Suchwort? Mobbing; Student behaviour; Schülerverhalten; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Qualitative Forschung; Statistische Analyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Programmplanung; Programme evaluation; Programmevaluation; Klassenklima; Unterrichtsklima; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	Positive and supportive bystander behaviors have been associated with decreases in the frequency and negative impact of bullying. This article addresses the design, implementation, evaluation, and continuation of a classroom-based intervention that promotes positive bystander behaviors. The Engaging Upstanders curriculum was piloted with two fourth-grade and four fifth-grade classrooms (N = 149 students, six teachers) in a small urban district in the southeastern United States. Qualitative and quantitative data were collected from teachers, students, and facilitators to address content knowledge, treatment integrity, and acceptability of the intervention. Overall, the intervention was highly acceptable and resulted in significant increases in content knowledge for students. Feedback was used to update the curriculum to better match the needs and resources of the stakeholders. Future directions are discussed, including building the capacity of the local stakeholders to implement the program, disseminating the intervention results, and providing suggestions for research. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01