Preventing Bullying through Positive Behavioral Interventions and Supports (PBIS): A Multitiered Approach to Prevention and Integration

Autor/in	Bradshaw, Catherine P.
Titel	Preventing Bullying through Positive Behavioral Interventions and Supports (PBIS): A Multitiered Approach to Prevention and Integration
Quelle	In: Theory Into Practice, 52 (2013) 4, S.288-295 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2013.829732
Schlagwörter	Bullying; Prevention; Public Health; Violence; Guidelines; Scientific Research; Student Behavior; Educational Environment; Discipline Policy; Educational Research; Peer Groups; Intervention; Correlation; Case Studies; Program Descriptions; Models; High Schools; Maryland + Suchen Sie Ihr Suchwort? Mobbing; Prävention; Vorbeugung; Gesundheitswesen; Gewalt; Richtlinien; Student behaviour; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Disziplinarmaßnahme; Bildungsforschung; Pädagogische Forschung; Gleichaltrigengruppe; Peer Group; Korrelation; Case study; Fallstudie; Case Study; Analogiemodell; High school; Oberschule
Abstract	Although bullying continues to be a growing public health concern in schools across the United States, there are considerable gaps in the American understanding of effective prevention approaches for addressing this seemingly intractable issue. This article applies a public health approach to addressing bullying through the multitiered Positive Behavioral Interventions and Supports (PBIS) framework. After describing the connection between bullying, school climate, and positive approaches to behavior management, this article summarizes research on PBIS with regard to bullying, school climate, and student discipline. In addition to potentially influencing student behavior, PBIS also serves as a possible framework for integrating other evidence-based bullying and youth violence prevention models across the three tiers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10