Titlebook: Bullying in School; Perspectives from Sc Lisa H. Rosen,Kathy DeOrnellas,Shannon R. Scott Book 2017 The Editor(s) (if applicable) and The Au

解放

書目名稱Bullying in School影響因子(影響力)




書目名稱Bullying in School影響因子(影響力)學(xué)科排名




書目名稱Bullying in School網(wǎng)絡(luò)公開度




書目名稱Bullying in School網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Bullying in School被引頻次




書目名稱Bullying in School被引頻次學(xué)科排名




書目名稱Bullying in School年度引用




書目名稱Bullying in School年度引用學(xué)科排名




書目名稱Bullying in School讀者反饋




書目名稱Bullying in School讀者反饋學(xué)科排名

脾氣暴躁的人

,Students’ Perspectives on Bullying,ine a functional perspective on bullying noting that incidents of bullying are commonly reinforced by peer attention. Ross and colleagues describe that bystanders may play a variety of roles in bullying incidents from henchmen who participate in bullying to active defenders who stand up against bull

exostosis

沙發(fā)

,Principals and School Resource Officers’ Perspectives on Bullying,g environment for all students, which includes enforcement of a Student Code of Conduct that addresses bullying. Trujillo-Jenks and Jenks focus on the important role that principals, as heads of school, can play in anti-bullying efforts by bringing together key school players for discussions on how

GNAW

,School Psychologists and School Counselors’ Perspectives on Bullying, of school psychologists and school counselors, their training as mental health professionals often puts them at the forefront when bullying becomes a problem in the schools they serve. DeOrnellas and Palomares describe how both professionals may work individually with students who have been bullied

peak-flow

jovial

,Coaches’ Perspectives on Bullying,nce to control others, and employing a hierarchical structure of authority) may contribute to hazing practices associated with bullying. Kowalski notes that as a central figure in the development of athletes, the coach has the potential to influence whether or not students engage in bullying activit

MIRTH

Drawing Across Perspectives: Implications for Prevention and Intervention,in addition to students and key school staff members already considered in the text, anti-bullying campaigns can benefit from an even wider range of contributors including education support professionals, parents, and community members. Based on the recommendations provided in each of the chapters,

懸掛

ch can be used in the field or in the training of key schoolThis book posits that multiple perspectives of key school staff (such as teachers, principals, school resource officers, school psychologists and counselors, nurses, and coaches) can provide a deeper understanding of bullying, which remains

弓箭

https://doi.org/10.1007/978-3-8274-2558-4s’ understanding of bullying varies based on level of training, experience, and beliefs regarding bullies and that this, in turn, influences if and how they will intervene. The chapter concludes with focus on effective interventions that teachers can use to handle bullying in their classrooms.