This document discusses a study that used the Quality Circle approach to explore cyberbullying issues in a UK secondary school. Six student groups were formed to identify cyberbullying problems and generate solutions. The groups proposed various projects, including creating a mailbox for reporting cyberbullying and conducting a student survey on prank calling. Discussions and a student survey revealed that verbal bullying, hacking of accounts, and prank calls were the main cyberbullying concerns. The Quality Circle approach allowed an analysis of cyberbullying from the students' perspectives and generation of potential solutions to address the problems.
A Parent and Teacher Training Program for Cyberbullying Detection and Interve...Andy Jeter
This document outlines an action research proposal to address the problem of a lack of awareness among parents and teachers about cyberbullying detection and intervention. The proposal suggests developing training programs to educate stakeholders on the signs of cyberbullying and appropriate response strategies. Effectiveness will be measured by comparing pre- and post-implementation referral data. The goal is for educators and parents to gain knowledge of practices for handling cyberbullying incidents.
The document discusses a study on the effects of cyberbullying on student academic performance. It begins with providing context on the growth of technology and related social issues like cyberbullying. The study aims to identify how cyberbullying affects the academic performance of grade 12 students in a specific high school. It reviews related literature showing cyberbullying has negative impacts on psychological, physical, social, and academic outcomes. The methodology section outlines the research design, respondents, data collection through questionnaires, and definition of key terms.
Addressing Bullying in Our school community maithaalm14
The document discusses addressing bullying in schools. It states that bullying can take many forms, both physical and online, and has major negative effects on students' mental health and learning. To effectively tackle bullying, schools need to establish clear anti-bullying policies with defined consequences and reporting procedures. They also need to promote an inclusive and welcoming environment for students with parental involvement and extracurricular activities to foster personal development and reduce bullying. A thorough, cooperative approach is needed between support services, school culture, regulations, and activities to end bullying and improve the school community.
The researcher has been approached by a school to conduct a survey examining student well-being. The survey aims to identify the nature and prevalence of bullying, assess school enjoyment, examine technology use and online behaviors, provide information on psychological well-being, and identify any relationships between bullying and academic achievement. All students ages 11-18 will be invited to complete an online questionnaire, map exercise to identify unsafe spaces, and provide academic records. Consent will be obtained from parents and confidentiality and anonymity of responses will be maintained through use of identification codes.
The researcher has been approached by x School to conduct a survey examining student well-being. The survey aims to identify the nature and prevalence of bullying, assess school enjoyment, examine technology use and risky online behaviors, provide indicators of psychological well-being, and identify any relationships between bullying and academic achievement. All students in years 7 through 13 will be invited to complete an online questionnaire, map of safe/unsafe areas, and provide academic records. Consent will be obtained from parents, and procedures will maintain anonymity and confidentiality while addressing any risks.
This document summarizes research on approaches to prevent bullying. It finds that multi-disciplinary, whole-school approaches that target the entire community have been the most effective, reducing bullying by 20%. Key principles for community-led approaches include viewing bullying as a community problem, promoting positive behavior across the whole community, providing safe reporting of bullying, and involving parents and community leaders committed to change. Approaches should also address the social factors that can cause anti-social behavior.
The document summarizes key findings from three studies on bullying in schools conducted by the National Center for School Engagement and funded by the Office of Juvenile Justice and Delinquency Prevention. The first quantitative study found that being engaged in school protects victims of bullying from truancy and lower academic achievement. The first qualitative study found that schools can mitigate the negative effects of bullying by providing a safe, caring environment where students are supported. The second qualitative study examined how bullying affects school attendance from the perspectives of students who experienced bullying. Overall, the research suggests that school engagement is a protective factor against the impacts of bullying and that schools play an important role in addressing bullying.
A Parent and Teacher Training Program for Cyberbullying Detection and Interve...Andy Jeter
This document outlines an action research proposal to address the problem of a lack of awareness among parents and teachers about cyberbullying detection and intervention. The proposal suggests developing training programs to educate stakeholders on the signs of cyberbullying and appropriate response strategies. Effectiveness will be measured by comparing pre- and post-implementation referral data. The goal is for educators and parents to gain knowledge of practices for handling cyberbullying incidents.
The document discusses a study on the effects of cyberbullying on student academic performance. It begins with providing context on the growth of technology and related social issues like cyberbullying. The study aims to identify how cyberbullying affects the academic performance of grade 12 students in a specific high school. It reviews related literature showing cyberbullying has negative impacts on psychological, physical, social, and academic outcomes. The methodology section outlines the research design, respondents, data collection through questionnaires, and definition of key terms.
Addressing Bullying in Our school community maithaalm14
The document discusses addressing bullying in schools. It states that bullying can take many forms, both physical and online, and has major negative effects on students' mental health and learning. To effectively tackle bullying, schools need to establish clear anti-bullying policies with defined consequences and reporting procedures. They also need to promote an inclusive and welcoming environment for students with parental involvement and extracurricular activities to foster personal development and reduce bullying. A thorough, cooperative approach is needed between support services, school culture, regulations, and activities to end bullying and improve the school community.
The researcher has been approached by a school to conduct a survey examining student well-being. The survey aims to identify the nature and prevalence of bullying, assess school enjoyment, examine technology use and online behaviors, provide information on psychological well-being, and identify any relationships between bullying and academic achievement. All students ages 11-18 will be invited to complete an online questionnaire, map exercise to identify unsafe spaces, and provide academic records. Consent will be obtained from parents and confidentiality and anonymity of responses will be maintained through use of identification codes.
The researcher has been approached by x School to conduct a survey examining student well-being. The survey aims to identify the nature and prevalence of bullying, assess school enjoyment, examine technology use and risky online behaviors, provide indicators of psychological well-being, and identify any relationships between bullying and academic achievement. All students in years 7 through 13 will be invited to complete an online questionnaire, map of safe/unsafe areas, and provide academic records. Consent will be obtained from parents, and procedures will maintain anonymity and confidentiality while addressing any risks.
This document summarizes research on approaches to prevent bullying. It finds that multi-disciplinary, whole-school approaches that target the entire community have been the most effective, reducing bullying by 20%. Key principles for community-led approaches include viewing bullying as a community problem, promoting positive behavior across the whole community, providing safe reporting of bullying, and involving parents and community leaders committed to change. Approaches should also address the social factors that can cause anti-social behavior.
The document summarizes key findings from three studies on bullying in schools conducted by the National Center for School Engagement and funded by the Office of Juvenile Justice and Delinquency Prevention. The first quantitative study found that being engaged in school protects victims of bullying from truancy and lower academic achievement. The first qualitative study found that schools can mitigate the negative effects of bullying by providing a safe, caring environment where students are supported. The second qualitative study examined how bullying affects school attendance from the perspectives of students who experienced bullying. Overall, the research suggests that school engagement is a protective factor against the impacts of bullying and that schools play an important role in addressing bullying.
EDD633POLICYBRIEF
EDD633POLICYBRIEF
Trident International University
James Newton
EDD 633
Policy Brief
Dr. Anna Lint
May 25, 2019
Title
Students’ Behaviors and Attitudes
SLP1: Executive Summary
There have been increasing numbers of reported cases in which students have behaved aggressively towards their colleagues, and the data concerning unruly student behaviors has also been on the rise (Coll et al., 2018). The unruly student behavior has to be fixed because it is among the biggest factors that contribute to school drop outs and poor performance. Students have been reporting to the administration that they have been bullied by their colleagues, dispossessed of their properties, beaten or abused. Although these behaviors can be linked to anomalous adolescent conduct, there are also a number of possibilities that can induce aggressive behaviors in K-12 students. They include: negative attitude towards education, drug abuse, bad influence from adults, poor parental upbringing, or negative early life experiences (Dariotis et al., 2016). Therefore, it is necessary to introduce programs and lessons that can solve the issue of student misconduct and negative attitude towards education so as to improve the quality of education in K-12 schools.
In order to solve the issue of unruly student behavior and negative attitude towards education, guidance and counseling programs will be introduced in schools. Guidance and counseling will be necessary for all students, but those who exhibit unruly behaviors will undergo more counseling sessions that the rest of the students. The program is aimed at reducing stress, depression, and anxiety, which are the biggest contributing factors to student unruly and antisocial behaviors (Coll et al., 2018). Other mental health programs such as yoga will be introduced in order to improve the mental and emotional health of the students, which will boost their motivation so that they will like school and appreciate education. A research and an experimental program will have to be done in a few classes to evaluate the effectiveness of the programs before their full implementation. Main stakeholders in the education sector will also be consulted so as to incorporate their views.
SLP 2: Context of Scope of Problem
Students’ unruly behaviors are some of the leading causes of poor academic performance and high dropout rates in the United States and other developed countries. As such, concerns have been raised by policymakers and researchers on the need to reduce students’ deviant behaviors in school (Kremer et al. 2016). Students exhibit deviant behaviors in two major ways: externalization and externalization of unruly behaviors. Externalizing behaviors are characterized by defiance to school rules, disruptiveness, impulsivity, and antisocial behaviors. In some cases, externalizing behaviors may take the form of the student being overactive (Kremer et al. 2016). On the other hand, internalizing behaviors in.
This document summarizes a study that examined how guidance counsellors in Newfoundland and Labrador, Canada would handle a verbal-relational bullying incident. The study used a questionnaire to assess how guidance counsellors would respond. Results suggested that guidance counsellors would be likely to work with both the victim and bully, and enlist other adults. They were unlikely to ignore the incident or discipline the bully. The presence of anti-bullying programs and positive behavior support training for guidance counsellors related to more constructive responses and less likelihood of ignoring incidents.
METHODS OF PREVENTING BULLYING IN SCHOOLS1METHODS OF PREVEN.docxMARRY7
This document discusses methods for preventing bullying in schools. It defines bullying and outlines some key strategies recommended by experts, including implementing comprehensive anti-bullying programs, intervening with frequent bullies and victims, teaching social-emotional skills, and creating a positive school climate and culture where bullying is not tolerated. The document also reviews some state laws aimed at preventing bullying and argues that stricter policies are needed to help eliminate bullying over time.
Study Circles in a Malawi Secondary SchoolEunsook Hong
Author: Frank Mgungwe. This practitioner research explored Study Circles and students’ indiscipline cases in a secondary school in Malawi. The purpose was to examine how Study Circles contribute to the management of discipline in a Malawian public secondary school.
The researcher has been asked by a school to conduct a survey examining student well-being. The survey aims to identify the nature of bullying, assess school enjoyment, examine technology use and risky online behaviors, provide information on psychological well-being, and identify any relationship between bullying and academic achievement. Students will complete an online questionnaire and identify safe/unsafe areas on a school map. Consent will be obtained from parents and risks will be minimized by providing support materials and ensuring anonymity through use of identification codes matched to student names, which will be destroyed after data collection and screening for protection issues.
This document discusses factors that affect 21st century students' learning and implications for educators. It examines how students today have grown up in a different environment than past generations due to technology, war, economic struggles, and heightened anxiety. Their ethics and morality have changed as success is now achieved by any means necessary. Media and technology consume students' lives and attention, making it harder for teachers to engage them. However, simulations and video games could update teaching methods and motivate students by relating lessons to their interests. The document suggests ways for educators to adapt their approaches to better understand and teach today's students.
Project Individual Reflection Paper And Project GroupKate Loge
This document discusses challenges with completing a project group for an assessment course. It describes gaining knowledge and assessment practice through the project. Several challenges were identified, including applying rigorous assessment to encourage student involvement. The document discusses collaborating to assess programs and ensuring assessments are documented with evidence. It indicates the project was aligned with the university's strategic plan initiatives.
This document summarizes a study that identified and analyzed common ethical issues in schools in Delta State, Nigeria. The study found that the most prevalent unethical conducts were school closings due to strike action, unconstitutional student admissions, inaccurate records, and misleading advertising. Potential ways to reduce unethical conduct included providing ethics training, appointing ethics specialists, and establishing formal codes of ethics for staff and students. The study concluded that identifying unethical issues and implementing preventative measures could help improve the ethical climate and quality of education.
A Study Of The Effects Of Participation In An After-School Homework ClubPedro Craggett
The document describes a study that investigated the effects of participation in an after-school homework club on 122 secondary school students' academic self-concept, sense of school belonging, future aspirations, and academic performance. The study found that students who participated in the homework club had a higher psychological sense of school belonging and made more effort with their schoolwork compared to non-participants. There were no significant differences found between the two groups in future aspirations or academic performance.
Theory-Based Formative Research on an Anti-CyberbullyingVict.docxlillie234567
Theory-Based Formative Research on an Anti-Cyberbullying
Victimization Intervention Message
MATTHEW W. SAVAGE1, DOUGLAS M. DEISS, JR.2, ANTHONY J. ROBERTO3, and ELIAS ABOUJAOUDE4
1School of Communication, San Diego State University, San Diego, California, USA
2Department of Communication and World Languages, Glendale Community College, Glendale, Arizona, USA
3Hugh Downs School of Human Communication, Arizona State University, Tempe, Arizona, USA
4Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, California, USA
Cyberbullying is a common byproduct of the digital revolution with serious consequences to victims. Unfortunately, there is a dearth of
empirically basedmethods to confront it. This study used social cognitive theory to design and test an interventionmessage aimed at persuading
college students to abstain from retaliation, seek social support, save evidence, and notify authorities—important victim responses identified
and recommended in previous research. Using a posttest-only control group design, this study tested the effectiveness of an intervention
message in changing college students’ perceived susceptibility to and perceived severity of cyberbullying as well as their self-efficacy, response
efficacy, attitudes, and behavioral intentions toward each recommended response in future episodes of cyberbullying. Results indicated that the
intervention message caused participants in the experimental condition to report significantly higher susceptibility, but not perceived severity, to
cyberbullying than those in the control condition. The intervention message also caused expected changes in all outcomes except self-efficacy
for not retaliating and in all outcomes for seeking social support, saving evidence, and notifying an authority. Implications for message design
and future research supporting evidence-based anti-cyberbullying health communication campaigns are discussed.
Cyberbullying is a serious public health concern (Centers for
Disease Control and Prevention, 2016). Emphasizing the
communicative aspect of cyberbullying, Roberto and Eden
(2010) defined it as the “deliberate and repeated misuse of
communication technology by an individual or group to
threaten or harm others” (p. 201). As a problem of modern
life, cyberbullying has garnered significant attention. The
general media initially recognized tragic cases of cyberbully-
ing-related suicides (e.g., Alvarez, 2013; BBC News, 2014;
Stelter, 2008). Scholarly work has since produced a relatively
large body of data highlighting the widespread dangerous
nature of the behavior (Kowalski, Giumetti, Schroeder, &
Lattanner, 2014).
Although most studies have focused on minors, cyberbullying
can occur from elementary school to college. Among adolescents,
cyberbullying victimization rates range from 20% to 40% (Moreno,
2014; Tokunaga, 2010). Studies of college students show similar
rates (Crosslin & Golman, 2014; Foody, Samara, & Carlbring,
2015; Zalaqu.
The document reviews various methods for assessing and intervening in school bullying. It summarizes several bullying intervention programs that focus on educating students, addressing aggressive behaviors, and creating a shared responsibility among students and teachers. The conclusion emphasizes the importance of addressing bullying and determining the most effective prevention and intervention methods.
These PowerPoint presentations are intended for use by crime prevention practitioners who bring their experience and expertise to each topic. The presentations are not intended for public use or by individuals with no training or expertise in crime prevention. Each presentation is intended to educate, increase awareness, and teach prevention strategies. Presenters must discern whether their audiences require a more basic or advanced level of information.
NCPC welcomes your input and would like your assistance in tracking the use of these topical presentations. Please email NCPC at trainings@ncpc.org with information about when and how the presentations were used. If you like, we will also place you in a database to receive updates of the PowerPoint presentations and additional training information. We encourage you to visit www.ncpc.org to find additional information on these topics. We also invite you to send in your own trainer notes, handouts, pictures, and anecdotes to share with others on www.ncpc.org.
The document is a proposal submitted by Medha Tandon to the president of the Millburn Board of Education addressing cyberbullying in the Millburn school district. It summarizes that cyberbullying has been an ongoing problem in Millburn schools for over a decade. While anti-bullying legislation has been implemented, it has not addressed the issue. The proposal suggests implementing an evidence-based educational program for students, parents, and school staff to prevent future cyberbullying and foster a better learning environment.
College Cheating Immaturity, Lack of Commitment, and the Neut.docxmonicafrancis71118
This document summarizes a study that examined factors underlying student cheating in college. Through a survey of 380 students, the researchers found that over half reported cheating during the academic year. Factor analysis identified three primary factors influencing cheating: student immaturity, lack of commitment to academics, and neutralization. Neutralization refers to justifying deviant acts to deflect blame. Cheaters reported higher levels of neutralization and were most deterred by formal punishments rather than feelings of guilt. The study provides insight into motivations for cheating and suggestions for further research.
This document discusses cyberbullying and provides information to help teachers address it. Cyberbullying involves using technology to harass, humiliate or threaten others. While research on interventions is limited, teachers can create technology policies for their classrooms that define expectations for appropriate technology use and potential consequences. The policy should be signed by students and parents to indicate agreement. Creating structured technology environments and reminding students of policies may help reduce cyberbullying.
This document discusses cyberbullying and provides information to help teachers address it. Cyberbullying involves using technology to harass, humiliate or threaten others. While research on interventions is limited, teachers can create technology policies for their classrooms that define expectations for appropriate technology use and consequences for violations. The policy should be signed by students and parents to indicate agreement. For now, following school policies and having structured classroom environments can help prevent cyberbullying issues.
This paper reviews studies on school safety and safety precautionary measures in schools to safe guard the lives and properties in the school environment. To this end, the review is done under the following headings: theoretical framework; concept of safe school; relevance of the concept of safe school to health education; empirical evidences of studies on school safety. The primary responsibility of every Local Education Authority (LEA) is to ensure a safe and secure environment for students, staff and visitors. Specific actions that schools can take to increase school safety include ways to identify possible warning signs of students-at-risk and provide support to such students who do not feel that they belong in the school community. Working together, schools and community partners can focus their emergency planning using national guidance, including efforts to build a positive school climate to establish relations of trust and respect among students and staff in order to encourage them to share information about threatening behavior before an incident occurs. Students who do not feel safe at school stay home, and when students are not in school, they do not perform academically; it is therefore recommended that students’ perception of safe school is vital for progress in the entire educational endeavour.
Running Head PROGRAM EVALUATON PLAN FOR EDUCATION .docxjeanettehully
Running Head: PROGRAM EVALUATON PLAN FOR EDUCATION 1
PROGRAM EVALUATON PLAN FOR EDUCATION 6
Program Evaluation Plan for Education
Lauren Klevis
EDU: 571
Professor: Anthony Jacob
October 18th, 2019
In any education set up, a program evaluation plan is necessary since it provides an excellent roadmap to clarify the steps required to assess the process and progress of an outcome. Therefore, the following article gives a useful program evaluation plan, which is based on anti-bullying in many high schools. It sets an effective program for anti-bullying in schools and addresses the following; the elements of a worthy object for program evaluation, the program’s history, and reasons for choosing the program. It also gives the advantages for evaluating the program and the limitations encountered in conducting the program evaluation.
The Elements for Program Evaluation
The most widely-spread and dangerous type of violence that has affected many high school students is known as bullying. It affects the students’ psychological and emotional state and has resulted in terrible long-term adverse consequences (Ansary, Elias, Greene & Green, 2015. Therefore, the program evaluation focuses on anti-bullying as a type of violence that seems to have grown out of control despite efforts by various parties. The issues relating to anti-bullying are addressed by the disciplinary department in the school and headed by the deputy principle. The target population consists mostly of the victims of bullying are the newly admitted students aged between thirteen to fifteen years old. The department for disciplinary actions also forms an integral source of information for the evaluation program.
The Program’s History, Primary Purpose, Expected Outcomes
First, bullying refers to a type of violence that is initiated by one or more students against another who becomes the victim. It includes all forms of physical or psychological intimidation. It affects many high school students, which led to the formation of the anti-bullying department. The department receives and investigates cases of bullying among students. Despite the efforts of the department, it remains a menace that interferes with the learning program of many students (Ansary et al., 2015). Therefore, the program aims at finding out the steps developed by the anti-bullying department and how efficient they help reduce cases of school dropouts due to bullying. The anticipated results are that; accurate and regular measures would be put in place by every department in charge of anti-bullying in schools.
Reasons for Choosing the Program
The effects of bullying have, over time, had detrimental acts that cause psychological, emotional, and physical harassment among students. As a result, program evaluation is conducted due to the following reasons. First, the program assesses the challenges that anti-disc ...
This document proposes an educational program for students at Transitions Learning Center to address conflict management. The program will incorporate team building exercises and education on bullying and conflict resolution over three weeks. An assessment found bullying is prevalent at the school. The program aims to educate 85 students on bullying types and have 55 students demonstrate conflict management skills through group activities. It will be evaluated through pre- and post-tests. The program addresses a need, as students at the alternative school have experienced bullying and violence issues. It will use the Precaution Adoption Process Model to change students' beliefs about conflict management.
The document outlines a program to prevent sexual violence on college campuses. It identifies sexual violence as a complex problem requiring multi-faceted solutions. The program's goal is to reduce sexual violence incidents against students. Key interventions include building bystander responsibility, empowering women, engaging men as allies, and mapping high-risk areas. The program will be evaluated by comparing outcomes to effective programs, using a campus climate survey and data from studies on college sexual victimization. The program aims to enhance existing strategies through improved training, education, support staff, and statistical evaluation of results.
Research Paper Template Outline For A Short ResearJoe Osborn
Here are the steps to complete this task:
1. Open the document in Word.
2. Verify your name appears in the footer.
3. Go to Layout > Orientation and select Landscape.
4. Go to Margins and set all margins to 0.6".
5. Go to Layout > Columns and select "Three - Equal".
6. Go to Insert > Breaks > Next Page and insert it before the heading "Catering Services".
7. On page 1, go to Layout > Breaks > Column and insert column breaks before the paragraphs "Food
Truck" and "Catering Services".
8. Check that all formatting changes have
The document discusses the history of the Jewish community in Greece, noting that while Jews once had a large and prominent presence in places like Thessaloniki, they have faced repeated discrimination and persecution over centuries under Byzantine rule, Ottoman rule, and most severely during the 1940s when many lost their homes and lives to antisemitism. The Jewish population in Greece has been greatly reduced from its historical size and prominence.
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Semelhante a Addressing Cyberbullying In School Using The Quality Circle Approach
EDD633POLICYBRIEF
EDD633POLICYBRIEF
Trident International University
James Newton
EDD 633
Policy Brief
Dr. Anna Lint
May 25, 2019
Title
Students’ Behaviors and Attitudes
SLP1: Executive Summary
There have been increasing numbers of reported cases in which students have behaved aggressively towards their colleagues, and the data concerning unruly student behaviors has also been on the rise (Coll et al., 2018). The unruly student behavior has to be fixed because it is among the biggest factors that contribute to school drop outs and poor performance. Students have been reporting to the administration that they have been bullied by their colleagues, dispossessed of their properties, beaten or abused. Although these behaviors can be linked to anomalous adolescent conduct, there are also a number of possibilities that can induce aggressive behaviors in K-12 students. They include: negative attitude towards education, drug abuse, bad influence from adults, poor parental upbringing, or negative early life experiences (Dariotis et al., 2016). Therefore, it is necessary to introduce programs and lessons that can solve the issue of student misconduct and negative attitude towards education so as to improve the quality of education in K-12 schools.
In order to solve the issue of unruly student behavior and negative attitude towards education, guidance and counseling programs will be introduced in schools. Guidance and counseling will be necessary for all students, but those who exhibit unruly behaviors will undergo more counseling sessions that the rest of the students. The program is aimed at reducing stress, depression, and anxiety, which are the biggest contributing factors to student unruly and antisocial behaviors (Coll et al., 2018). Other mental health programs such as yoga will be introduced in order to improve the mental and emotional health of the students, which will boost their motivation so that they will like school and appreciate education. A research and an experimental program will have to be done in a few classes to evaluate the effectiveness of the programs before their full implementation. Main stakeholders in the education sector will also be consulted so as to incorporate their views.
SLP 2: Context of Scope of Problem
Students’ unruly behaviors are some of the leading causes of poor academic performance and high dropout rates in the United States and other developed countries. As such, concerns have been raised by policymakers and researchers on the need to reduce students’ deviant behaviors in school (Kremer et al. 2016). Students exhibit deviant behaviors in two major ways: externalization and externalization of unruly behaviors. Externalizing behaviors are characterized by defiance to school rules, disruptiveness, impulsivity, and antisocial behaviors. In some cases, externalizing behaviors may take the form of the student being overactive (Kremer et al. 2016). On the other hand, internalizing behaviors in.
This document summarizes a study that examined how guidance counsellors in Newfoundland and Labrador, Canada would handle a verbal-relational bullying incident. The study used a questionnaire to assess how guidance counsellors would respond. Results suggested that guidance counsellors would be likely to work with both the victim and bully, and enlist other adults. They were unlikely to ignore the incident or discipline the bully. The presence of anti-bullying programs and positive behavior support training for guidance counsellors related to more constructive responses and less likelihood of ignoring incidents.
METHODS OF PREVENTING BULLYING IN SCHOOLS1METHODS OF PREVEN.docxMARRY7
This document discusses methods for preventing bullying in schools. It defines bullying and outlines some key strategies recommended by experts, including implementing comprehensive anti-bullying programs, intervening with frequent bullies and victims, teaching social-emotional skills, and creating a positive school climate and culture where bullying is not tolerated. The document also reviews some state laws aimed at preventing bullying and argues that stricter policies are needed to help eliminate bullying over time.
Study Circles in a Malawi Secondary SchoolEunsook Hong
Author: Frank Mgungwe. This practitioner research explored Study Circles and students’ indiscipline cases in a secondary school in Malawi. The purpose was to examine how Study Circles contribute to the management of discipline in a Malawian public secondary school.
The researcher has been asked by a school to conduct a survey examining student well-being. The survey aims to identify the nature of bullying, assess school enjoyment, examine technology use and risky online behaviors, provide information on psychological well-being, and identify any relationship between bullying and academic achievement. Students will complete an online questionnaire and identify safe/unsafe areas on a school map. Consent will be obtained from parents and risks will be minimized by providing support materials and ensuring anonymity through use of identification codes matched to student names, which will be destroyed after data collection and screening for protection issues.
This document discusses factors that affect 21st century students' learning and implications for educators. It examines how students today have grown up in a different environment than past generations due to technology, war, economic struggles, and heightened anxiety. Their ethics and morality have changed as success is now achieved by any means necessary. Media and technology consume students' lives and attention, making it harder for teachers to engage them. However, simulations and video games could update teaching methods and motivate students by relating lessons to their interests. The document suggests ways for educators to adapt their approaches to better understand and teach today's students.
Project Individual Reflection Paper And Project GroupKate Loge
This document discusses challenges with completing a project group for an assessment course. It describes gaining knowledge and assessment practice through the project. Several challenges were identified, including applying rigorous assessment to encourage student involvement. The document discusses collaborating to assess programs and ensuring assessments are documented with evidence. It indicates the project was aligned with the university's strategic plan initiatives.
This document summarizes a study that identified and analyzed common ethical issues in schools in Delta State, Nigeria. The study found that the most prevalent unethical conducts were school closings due to strike action, unconstitutional student admissions, inaccurate records, and misleading advertising. Potential ways to reduce unethical conduct included providing ethics training, appointing ethics specialists, and establishing formal codes of ethics for staff and students. The study concluded that identifying unethical issues and implementing preventative measures could help improve the ethical climate and quality of education.
A Study Of The Effects Of Participation In An After-School Homework ClubPedro Craggett
The document describes a study that investigated the effects of participation in an after-school homework club on 122 secondary school students' academic self-concept, sense of school belonging, future aspirations, and academic performance. The study found that students who participated in the homework club had a higher psychological sense of school belonging and made more effort with their schoolwork compared to non-participants. There were no significant differences found between the two groups in future aspirations or academic performance.
Theory-Based Formative Research on an Anti-CyberbullyingVict.docxlillie234567
Theory-Based Formative Research on an Anti-Cyberbullying
Victimization Intervention Message
MATTHEW W. SAVAGE1, DOUGLAS M. DEISS, JR.2, ANTHONY J. ROBERTO3, and ELIAS ABOUJAOUDE4
1School of Communication, San Diego State University, San Diego, California, USA
2Department of Communication and World Languages, Glendale Community College, Glendale, Arizona, USA
3Hugh Downs School of Human Communication, Arizona State University, Tempe, Arizona, USA
4Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, California, USA
Cyberbullying is a common byproduct of the digital revolution with serious consequences to victims. Unfortunately, there is a dearth of
empirically basedmethods to confront it. This study used social cognitive theory to design and test an interventionmessage aimed at persuading
college students to abstain from retaliation, seek social support, save evidence, and notify authorities—important victim responses identified
and recommended in previous research. Using a posttest-only control group design, this study tested the effectiveness of an intervention
message in changing college students’ perceived susceptibility to and perceived severity of cyberbullying as well as their self-efficacy, response
efficacy, attitudes, and behavioral intentions toward each recommended response in future episodes of cyberbullying. Results indicated that the
intervention message caused participants in the experimental condition to report significantly higher susceptibility, but not perceived severity, to
cyberbullying than those in the control condition. The intervention message also caused expected changes in all outcomes except self-efficacy
for not retaliating and in all outcomes for seeking social support, saving evidence, and notifying an authority. Implications for message design
and future research supporting evidence-based anti-cyberbullying health communication campaigns are discussed.
Cyberbullying is a serious public health concern (Centers for
Disease Control and Prevention, 2016). Emphasizing the
communicative aspect of cyberbullying, Roberto and Eden
(2010) defined it as the “deliberate and repeated misuse of
communication technology by an individual or group to
threaten or harm others” (p. 201). As a problem of modern
life, cyberbullying has garnered significant attention. The
general media initially recognized tragic cases of cyberbully-
ing-related suicides (e.g., Alvarez, 2013; BBC News, 2014;
Stelter, 2008). Scholarly work has since produced a relatively
large body of data highlighting the widespread dangerous
nature of the behavior (Kowalski, Giumetti, Schroeder, &
Lattanner, 2014).
Although most studies have focused on minors, cyberbullying
can occur from elementary school to college. Among adolescents,
cyberbullying victimization rates range from 20% to 40% (Moreno,
2014; Tokunaga, 2010). Studies of college students show similar
rates (Crosslin & Golman, 2014; Foody, Samara, & Carlbring,
2015; Zalaqu.
The document reviews various methods for assessing and intervening in school bullying. It summarizes several bullying intervention programs that focus on educating students, addressing aggressive behaviors, and creating a shared responsibility among students and teachers. The conclusion emphasizes the importance of addressing bullying and determining the most effective prevention and intervention methods.
These PowerPoint presentations are intended for use by crime prevention practitioners who bring their experience and expertise to each topic. The presentations are not intended for public use or by individuals with no training or expertise in crime prevention. Each presentation is intended to educate, increase awareness, and teach prevention strategies. Presenters must discern whether their audiences require a more basic or advanced level of information.
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The document is a proposal submitted by Medha Tandon to the president of the Millburn Board of Education addressing cyberbullying in the Millburn school district. It summarizes that cyberbullying has been an ongoing problem in Millburn schools for over a decade. While anti-bullying legislation has been implemented, it has not addressed the issue. The proposal suggests implementing an evidence-based educational program for students, parents, and school staff to prevent future cyberbullying and foster a better learning environment.
College Cheating Immaturity, Lack of Commitment, and the Neut.docxmonicafrancis71118
This document summarizes a study that examined factors underlying student cheating in college. Through a survey of 380 students, the researchers found that over half reported cheating during the academic year. Factor analysis identified three primary factors influencing cheating: student immaturity, lack of commitment to academics, and neutralization. Neutralization refers to justifying deviant acts to deflect blame. Cheaters reported higher levels of neutralization and were most deterred by formal punishments rather than feelings of guilt. The study provides insight into motivations for cheating and suggestions for further research.
This document discusses cyberbullying and provides information to help teachers address it. Cyberbullying involves using technology to harass, humiliate or threaten others. While research on interventions is limited, teachers can create technology policies for their classrooms that define expectations for appropriate technology use and potential consequences. The policy should be signed by students and parents to indicate agreement. Creating structured technology environments and reminding students of policies may help reduce cyberbullying.
This document discusses cyberbullying and provides information to help teachers address it. Cyberbullying involves using technology to harass, humiliate or threaten others. While research on interventions is limited, teachers can create technology policies for their classrooms that define expectations for appropriate technology use and consequences for violations. The policy should be signed by students and parents to indicate agreement. For now, following school policies and having structured classroom environments can help prevent cyberbullying issues.
This paper reviews studies on school safety and safety precautionary measures in schools to safe guard the lives and properties in the school environment. To this end, the review is done under the following headings: theoretical framework; concept of safe school; relevance of the concept of safe school to health education; empirical evidences of studies on school safety. The primary responsibility of every Local Education Authority (LEA) is to ensure a safe and secure environment for students, staff and visitors. Specific actions that schools can take to increase school safety include ways to identify possible warning signs of students-at-risk and provide support to such students who do not feel that they belong in the school community. Working together, schools and community partners can focus their emergency planning using national guidance, including efforts to build a positive school climate to establish relations of trust and respect among students and staff in order to encourage them to share information about threatening behavior before an incident occurs. Students who do not feel safe at school stay home, and when students are not in school, they do not perform academically; it is therefore recommended that students’ perception of safe school is vital for progress in the entire educational endeavour.
Running Head PROGRAM EVALUATON PLAN FOR EDUCATION .docxjeanettehully
Running Head: PROGRAM EVALUATON PLAN FOR EDUCATION 1
PROGRAM EVALUATON PLAN FOR EDUCATION 6
Program Evaluation Plan for Education
Lauren Klevis
EDU: 571
Professor: Anthony Jacob
October 18th, 2019
In any education set up, a program evaluation plan is necessary since it provides an excellent roadmap to clarify the steps required to assess the process and progress of an outcome. Therefore, the following article gives a useful program evaluation plan, which is based on anti-bullying in many high schools. It sets an effective program for anti-bullying in schools and addresses the following; the elements of a worthy object for program evaluation, the program’s history, and reasons for choosing the program. It also gives the advantages for evaluating the program and the limitations encountered in conducting the program evaluation.
The Elements for Program Evaluation
The most widely-spread and dangerous type of violence that has affected many high school students is known as bullying. It affects the students’ psychological and emotional state and has resulted in terrible long-term adverse consequences (Ansary, Elias, Greene & Green, 2015. Therefore, the program evaluation focuses on anti-bullying as a type of violence that seems to have grown out of control despite efforts by various parties. The issues relating to anti-bullying are addressed by the disciplinary department in the school and headed by the deputy principle. The target population consists mostly of the victims of bullying are the newly admitted students aged between thirteen to fifteen years old. The department for disciplinary actions also forms an integral source of information for the evaluation program.
The Program’s History, Primary Purpose, Expected Outcomes
First, bullying refers to a type of violence that is initiated by one or more students against another who becomes the victim. It includes all forms of physical or psychological intimidation. It affects many high school students, which led to the formation of the anti-bullying department. The department receives and investigates cases of bullying among students. Despite the efforts of the department, it remains a menace that interferes with the learning program of many students (Ansary et al., 2015). Therefore, the program aims at finding out the steps developed by the anti-bullying department and how efficient they help reduce cases of school dropouts due to bullying. The anticipated results are that; accurate and regular measures would be put in place by every department in charge of anti-bullying in schools.
Reasons for Choosing the Program
The effects of bullying have, over time, had detrimental acts that cause psychological, emotional, and physical harassment among students. As a result, program evaluation is conducted due to the following reasons. First, the program assesses the challenges that anti-disc ...
This document proposes an educational program for students at Transitions Learning Center to address conflict management. The program will incorporate team building exercises and education on bullying and conflict resolution over three weeks. An assessment found bullying is prevalent at the school. The program aims to educate 85 students on bullying types and have 55 students demonstrate conflict management skills through group activities. It will be evaluated through pre- and post-tests. The program addresses a need, as students at the alternative school have experienced bullying and violence issues. It will use the Precaution Adoption Process Model to change students' beliefs about conflict management.
The document outlines a program to prevent sexual violence on college campuses. It identifies sexual violence as a complex problem requiring multi-faceted solutions. The program's goal is to reduce sexual violence incidents against students. Key interventions include building bystander responsibility, empowering women, engaging men as allies, and mapping high-risk areas. The program will be evaluated by comparing outcomes to effective programs, using a campus climate survey and data from studies on college sexual victimization. The program aims to enhance existing strategies through improved training, education, support staff, and statistical evaluation of results.
Semelhante a Addressing Cyberbullying In School Using The Quality Circle Approach (20)
Research Paper Template Outline For A Short ResearJoe Osborn
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The document discusses the history of the Jewish community in Greece, noting that while Jews once had a large and prominent presence in places like Thessaloniki, they have faced repeated discrimination and persecution over centuries under Byzantine rule, Ottoman rule, and most severely during the 1940s when many lost their homes and lives to antisemitism. The Jewish population in Greece has been greatly reduced from its historical size and prominence.
The document provides steps for obtaining essay help from HelpWriting.net:
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College Essay Career Goals Career Goals Essay ExaJoe Osborn
This document discusses serious case reviews in the childcare sector. Serious case reviews are required when a child dies from abuse or neglect and are conducted to establish lessons learned from the case. The Victoria Climbié case revealed massive failings by multiple agencies and led to recommendations to improve information sharing between agencies. This resulted in programs like Every Child Matters and the Common Assessment Framework to better coordinate services for children's wellbeing.
The document provides instructions for requesting professional paper writing services from HelpWriting.net. It outlines a 5-step process: 1) Create an account with valid email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a full refund option for plagiarized work.
The document provides instructions for seeking writing help from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized work.
College Athletes Should Get Paid Argument Essay. Should CollegeJoe Osborn
The document discusses how women's roles in television have changed over the last 60 years, noting that in early television women often took stereotypical roles, but as technology advanced and television became more widespread, female representations diversified. It notes that television first emerged in the 1920s but didn't reach 90% of American households until the 1960s, during which time perceptions of women began shifting away from stereotypes.
Edit My College Essay. College Essay Editing And Proofreading ServiceJoe Osborn
This document provides instructions for using an essay editing service called HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the paper and authorize payment if satisfied. 5) Request revisions until fully satisfied, with a refund option for plagiarism. The service aims to provide original, high-quality content through this process.
Maggie: A Girl of the Streets follows the life of Maggie Johnson, a young girl growing up in the poor streets of New York City where she faces abuse, emotional turmoil, and naivety. The novel realistically depicts the harsh realities of life for children in the bad parts of town, showing how they spent their days in the streets and alleys engaging in risky behaviors. Overall, the story provides a dramatic portrayal of anger, abuse, and the struggles Maggie endures in her challenging environment.
Patriotic Computer Paper - TCR5894 Teacher CreateJoe Osborn
The passage summarizes Ghazali's conditional statement regarding theodicy from his Ihya text. The conditional statement has an antecedent describing a hypothetical scenario where all creatures possess immense knowledge and wisdom equal to or greater than humans. The antecedent aims to establish a multitude of extremely wise and knowledgeable creatures. It is not clear what the consequent of the conditional statement is, as it is not included in the passage.
Quality Writing Paper. Paper Help For StudenJoe Osborn
The document provides instructions for students to get writing help from HelpWriting.net. It outlines a 5-step process: 1) Create an account, 2) Complete an order form with instructions and deadline, 3) Review bids from writers and choose one, 4) Review the completed paper and authorize payment, 5) Request revisions to ensure satisfaction. The service aims to provide original, high-quality content and offers refunds for plagiarized work.
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The document discusses the role of a crop farmer in the Chesapeake Bay Game simulation. As a crop farmer, the player controls various factors like farming methods, acreage allocation, and equipment upgrades. Farming methods range from conventional high-yield practices that maximize crops but harm the bay, to sustainable practices that benefit the bay's health at the cost of lower crop yields. The player must decide how to allocate acres among planting, fallow land, and cover crops.
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The document discusses the challenges faced by African Americans throughout history regarding discrimination based on skin color. It notes that during the Jim Crow era, discrimination was rampant as blacks faced poverty and lack of opportunity. The document also mentions how Booker T. Washington worked to improve conditions for blacks by establishing educational institutions like the Tuskegee Institute that provided education and economic opportunities. While Washington focused more on economic equality than social equality, his efforts helped pave the way for future progress in civil rights.
General Agreement Contract Template Word 2003 MasJoe Osborn
The document outlines the steps to request and receive writing assistance through HelpWriting.net. It involves creating an account, completing an order form with instructions and deadlines, reviewing writer bids and choosing one, placing a deposit to start the work, reviewing and authorizing payment for the completed assignment, and having the option to request revisions. The service aims to provide original, high-quality content and offers refunds for plagiarized work.
The document provides instructions for requesting writing assistance from HelpWriting.net. It is a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure needs are fully met, and HelpWriting offers refunds for plagiarized work.
Film Analysis Paper. How To Write A Film Analysis EssaJoe Osborn
The document provides instructions on how to request and complete an assignment writing request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account; 2) Complete an order form with instructions and deadline; 3) Review writer bids and select one; 4) Review the completed paper and authorize payment; 5) Request revisions until satisfied. The purpose is to help students get high-quality original content through the writing service while ensuring their needs and expectations are met.
White Writing On Black Background Cotton FJoe Osborn
The document outlines the 5 steps to get writing assistance from HelpWriting.net, including creating an account, submitting a request form with instructions and deadline, reviewing writer bids and choosing one, receiving the paper and authorizing payment if satisfied with the work, and having the option to request revisions. The process aims to match clients with qualified writers and provide original, high-quality content while allowing revisions to ensure customer satisfaction.
A Feminist Critical Discourse Analysis Of Qaisra Shahraz S The Holy Woman In ...Joe Osborn
This document summarizes a research paper that analyzes Qaisra Shahraz's novel "The Holy Woman" using feminist critical discourse analysis and Gayatri Spivak's concept of subalternity. It discusses how the patriarchal society in the novel discursively constructs and objectifies the female identity to serve power interests. The analysis shows how the female protagonist initially lacks awareness of her manipulation but later resists through gained knowledge. The document provides context on key concepts like subalternity, feminist critical discourse analysis, and their application to deconstruct power relations reflected in the selected text.
A Glance To Teachers Work With Resources Case Of OlcayJoe Osborn
This document provides an overview of a study that examines a primary school teacher's work with resources through the lens of the Documentational Approach to Didactics (DAD). The DAD framework views teachers' work as a documentational genesis process where they select, transform, and organize resources into documents for teaching. The study uses interviews and observations to analyze the schemes and processes involved in one teacher, named Olcay's, documentational genesis. The goal is to reveal Olcay's schemes for transforming resources into documents for instructional strategies. Previous research applying the DAD framework has focused on mathematical concepts, while this study examines instructional strategies instead.
3G RBS Overview Field Support Operations ContentsJoe Osborn
This document provides an overview and description of the hardware units in a 3G RBS (Radio Base Station). It describes the main components including the connection field, fans, filter and radio subracks, and digital subrack. The digital subrack contains units like the control base unit, exchange terminal boards, random access and receiver boards, and transmitter boards that handle functions like processing, modulation, encoding, and interfacing with the radio network controller. The document is intended to help understand the different hardware functions and capacities within an RBS.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Addressing Cyberbullying In School Using The Quality Circle Approach
1. Addressing Cyberbullying in School
Using the Quality Circle Approach
Simone Paul, Peter K. Smith, and Herbert H. Blumberg
Goldsmiths, University of London, United Kingdom
C
yberbullying has become a significant area of concern, yet research is still at an
early stage. The Quality Circle approach allows explorative analysis
of cyberbullying in school settings by identifying issues for further
consideration. In this study of cyberbullying in one UK secondary
school, Quality Circle participants were required to establish a small
anti-bullying taskforce, and then with the guidance of a facilitator,
embark on a problem-solving exercise over a period of time. The
process involves identifying key issues and prioritising concerns,
analysing problems and generating solutions, through participation
in a series of themed workshops. Six Quality Circle groups were
formed, and the work produced during practical activities was docu-
mented and discussions recorded as evidence of emerging themes.
The areas of interest regarding cyberbullying were the differing per-
ceptions reported by each representative group, and collectively the
range of problems and solutions identified.
■ KEYWORDS: bullying, cyberbullying, quality circles, school
‘Safeguarding’ is now at the forefront of practice standards in educational settings.
In the United Kingdom the introduction of the Education Act (2002), Children Act
(2004) and Every Child Matters (2005) form the basis of the statutory requirement
for all practitioners working in a supportive role to ensure the wellbeing of chil-
dren and young people in their care. The five overarching Every Child Matters
(ECM) aims are defined as ‘be healthy, stay safe, achieve economic well being,
enjoy and achieve, and make a positive contribution’. The reduction of incidences
relating directly to bullying is linked with two outcomes within the ECM frame-
work. A prerequisite of ‘stay safe’ is that ‘children and young people are safe from
bullying and discrimination’. Another detail in ‘make a positive contribution’ refers
to the importance of ensuring ‘children develop positive relationships and choose
not to bully or discriminate’. Schools’ collaboration with support service providers
is anchored in improving outcomes and inspectorates judging the ability of educa-
tional institutions to meet these targets.
▲
Address for Correspondence: Simone Paul, Psychology Department, Unit for School & Family Studies, Goldsmiths,
University of London, New Cross Gate, SE14 6NW, United Kingdom. E-mail: psp01sp@gold.ac.uk
157
Australian Journal of Guidance & Counselling
Volume 20 Number 2 2010 ▲ pp. 157–168
▲
2. ▲
158
Simone Paul, Peter K. Smith, and Herbert H. Blumberg
The legal framework relating to bullying in schools places anti-bullying meas-
ures at the heart of each school community (The Education and Skills Committee,
2007). The School Standards and Framework Act (1998) requires school heads to
actively discourage bullying behaviour specifically within the school environment,
with responsibilities extended outside the school grounds to protect students from
harm. Confusion surrounds the incidence of cyberbullying, as it is not always clear
the event has taken place at school, but often involves relations in school (Smith et
al. 2008). Literature has been produced as part of school guidance on cyberbully-
ing that explains legal duties and powers (DCSF, 2007). A report outlining the legal
framework regarding cyberbullying has also been published in response to con-
cerns regarding such uncertainty (Gillespie, 2006).
Cyberbullying
Differentiating cyberbullying from traditional forms of bullying is based on the
channel through which the behaviour may arise. In this instance, the victims are
targeted using technology, primarily email and text messaging. Smith et al. (2008)
identified forms of media communication where cyberbullying exists: mobile phone
technology (text messages, voicemail, picture imaging) and the Internet (email,
instant messenger, chat rooms, and websites). Cyberbullying is an event predomi-
nantly occurring outside of educational settings but often relates to school-based
relationships; one study found 57% of cyberbullying incidents originated from the
school environment and over half of these were from same class or year group
(Slonje & Smith, 2008). This research also found that incidents of cyberbullying
are underreported, with almost a third of cyber victims unable to identify the
source of harassment. It is difficult to challenge such behaviour when conducted by
anonymous perpetrators. Young people increasingly rely on technology to establish
and maintain social networks; therefore turning off a computer or telephone is no
longer a possible solution as this removes the positive support available, as well as
the negative source of disturbance.
Quality Circles
Until the publication of ‘Safe to Learn’ guidance (DCSF, 2007), anti-bullying prac-
tice in UK schools was guided by the support pack ‘Don’t Suffer in Silence’ (DfES,
2000), promoting a move towards empowering young people to participate in pre-
vention and adopt a peer supportive role. The following strategies were noted as
suitable with secondary school age groups:
• A curricular approach to bullying prevention enhances learning development
connected to elements of the national curriculum.
• Circle of Friends supports bullies or victims by offering a social network of
peer mentors who befriend vulnerable pupils and resolve disagreements by
guiding group discussions.
• The Quality Circle approach involves student groups identifying problems
and developing solutions to share with the school governing body.
Similar recommendations were also made during a review of effective action taken
by secondary schools in the prevention of bullying by the Office for the Standards
3. ▲
159
Addressing Cyberbullying in School
of Education (2003). An assessment of anti-bullying interventions indicated the
overriding approach adopted was through the curriculum (literature, performing
arts, and group work). The investigation also included reports of multiple methods,
with 72% of secondary schools using peer mediation, 30% working with the circle
of friends, and 17% using Quality Circles (Samara & Smith, 2008).
The Quality Circle (QC) approach has been established as a potential means of
tackling bullying through the curriculum (Smith & Sharp, 1994). The process
involves ongoing work passing through a series of stages, whereby representative
members volunteer to meet as a group and identify key issues of concern.
Participants are encouraged to analyse problems following a sequential process to
find possible causes and develop solutions, then formally present ideas to the man-
aging body for consideration. This is considered an effective tool in promoting a
sense of achievement and empowerment, but can also be marked by confusion and
loss of motivation; therefore a need for facilitation during the initial formation
stage is necessary for a successful program.
The QC approach has been highlighted as a strategy suitable for anti-bullying
work (DfES, 2002; OFSTED, 2003). Despite evidence as an effective method of
intervention within the teaching profession (Lovett & Gilmore, 2003), QC appears
to have been relatively neglected in tackling bullying (Samara & Smith, 2008). This
study presents evidence of the QC approach in enabling explorative analysis of
cyberbullying. Problems reported during group discussions and solutions presented
through QC project activities were recorded and thematic analysis made.
Methods
The primary source of information gathered was in the form of QC project ideas
and work produced by students during each session. Additional consideration was
given to the anecdotal evidence from group discussion transcripts and comments
reported by the whole school survey. This highlighted key issues of concern by
noting responses to questions regarding bullying and cyberbullying problems.
Education Setting
This was a secondary school with academy status, educating approximately 900
male and female students aged between 11 and 18 since September 2007. The
borough in which the school was located ranked as the 9th most deprived of 33 in
London, with 80% of secondary students of non-British background, 60% speak
English as a second language, and 36% eligible for free school meals; these
socioeconomic indicators are also representative of the student population in the
school studied.
The school is part of a new educational enterprise that engages in positive use of
technology to promote prosocial behaviour, using a computerised database for
reporting student conduct and performance and an online electronic reward
scheme for pupil behaviour modification. The student population is divided verti-
cally to incorporate all the year groups into three houses. This enables students to
develop a sense of identity, include a wider age range in their social networks, and
strengthen peer-support systems. Students follow an integrated curriculum with
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overarching themes of Community and Communication in Year Seven, Global
Citizenship in Year 8, and Business Enterprise in Year 9. Students develop the
themes by engaging in cross-curricular activities combining a range of learning
styles during ‘topic’ tutorial lessons as well as core curriculum subjects.
The school Preventing Bullying Policy incorporates a joint approach with senior
staff, parents and students by conducting ‘no blame’ interviews, or holding discus-
sions that follow a method of ‘shared concern’ involving the bully, victim and
bystanders. Whole-school initiatives encourage information sharing, and curricular
activities are incorporated into themed ‘topic’ tutorials or themed assemblies.
Preventative strategies include protected spaces for vulnerable students, monitoring
behaviour during lunch, break time and after school patrols. Cyberbullying and
racial harassment are both acknowledged as distinct from general bullying and of
noteworthy concern as they are difficult to detect and, in particular, racism requires
a different response guided by the Racial Equality Policy.
Participants
A total of 32 students from Year 7 (n = 5, mean age 11.5), Year 8 (n = 20, mean
age 12.5) and Year 9 (n = 7, mean age 13.5) were selected by the school head as
benefiting from participation in this study and permitted to attend sessions held
during personal tutorial lessons. Participants were assigned by school year group
and allocated a regular QC session where class timetables permitted. There were 6
QC groups, each selected a name to define the group identity; one Y7 QC called
‘WAC’ had five students (one female, four male) from three different classes. Each
of the four Y8 QC groups had students from the same class; Purple HAZL (four
males), Yungah Goonz (five males), Brite Starz (four males), and Anonymous
Speakers (three female, four male). One Y9 QC called ‘Special MNAM
International People’ had seven students (two female, five male) from three sepa-
rate classes.
Procedure
The activities developed for the 12-week program were adapted from published
materials and recommended guidelines (Smith & Sharp, 1994). The initial stage of
managing the formation of groups was completed in the first week; the five stages
of problem-solving were followed in successive weeks. Once a solution had taken
the form of an approved project proposal, completion work was planned for a
further six weeks. An outline of the agenda for each hour-long meeting is sum-
marised as follows:
• Week 1: Introduction and Discussion (information session and recorded dis-
cussion about bullying and cyberbullying)
• Week 2: Problem Identification (Students collect information from a range of
sources by conducting a whole school survey)
• Week 3: Problem Analysis (students develop thought shower of initial ideas
for the possible solutions)
• Week 4: Solution Formation (students complete a school opinion poll and
collect votes for their ideas)
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• Week 5: Presentation Preparation (students prepare a group video for senior
teaching staff to view)
• Week 6: Presentation Delivery (students hear the panel decision to reject,
consider or approve project idea)
• Week 7: Project Planning (all members of the group collaborate on the
project as a combined effort)
• Week 8: Project Preparation (group organise practical aspects, develop
resources, and design materials)
• Week 9: Project Delivery (group undertake initial stages of project idea and
complete ongoing work)
• Week 10: Project Assessment (group review progress on project, compile
information gained and analyse problems)
• Week 11: Class Presentation (group prepares a script about project work to
deliver during lesson time to student peers)
• Week 12: Presentation Delivery (complete class presentation, group debrief
and evaluation of participation in Quality Circles).
Results
An overview of project work is provided, along with themes identified through
group discussions and school survey. Detailed information about each QC is
addressed in the case studies, including a summary of group membership along
with highlights of group discussions and project proposals.
Project Proposals
Each group was directed to produce three project proposals for consideration and
then collect votes for the most popular idea from other students and teachers. The
Anti-Bullying theme was introduced to identify solutions for general bullying or
cyberbullying, and an additional project to combat antisocial behaviour. In total,
four cyberbullying projects and two ideas on antisocial behaviour and bullying
were introduced. Quality Circle project proposals and final approved ideas are pro-
vided below.
• Y7: WAC identified three project ideas: create a private room for victims,
bullies and parents (to solve general bullying problems), design a mail box
for students to report problems (to combat cyberbullying), and organise a
new lunch time queue system in the canteen (to help prevent antisocial
behaviour). The final selected proposal was the solution for cyberbullying;
to design a bully mailbox.
• Y8: Anonymous Speakers identified three project ideas: create a verbal bul-
lying dictionary (bullying), run a bully club helping victims and bullies
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(cyberbullying), and design a hat to identify bullies (antisocial behaviour).
The final proposal was for general bullying; a dictionary of cussing words.
• Y8: Purple HAZL identified three project ideas: teach the teachers about the
meaning of verbal bullying words (bullying), set up IT support for students
to pass on emails (cyberbullying), and run a student investigation team for
bullying incidents (antisocial behaviour). The final selected proposal was for
cyberbullying; to set up a student support email account.
• Y8: Yungah Goonz produced one project idea on cyberbullying — a student
survey on prank calling.
• Y8: Brite Starz presented a proposal addressing antisocial behaviour — a
friendship themed film club.
• Y9: Special MNAM International People identified three project ideas: make
an educational film (bullying), conduct an undercover report (cyberbully-
ing), and design a hall monitor rota (antisocial behaviour). The final selected
proposal was for cyberbullying to compile a student report.
Student Perspective
Notable information obtained from recorded group discussions (five transcripts
lasting approximately 30 minutes each) and whole school survey (21 respondents)
reflected a similar perspective and incorporated into a general overview below. In
subsequent results sections the anecdotal evidence collected from each QC group
work will be provided and presented in the form of individual case studies. Each
summarise qualitative information obtained during the initial problem analysis
stage and the process involved in completing the solution formation and project
planning stages.
With regard to general bullying, the overwhelming response noted was of verbal
bullying. Students casually rely on racist, homophobic, sexually explicit or offen-
sive language to communicate with each other. ‘Cussing matches’ are a regular
occurrence with insulting remarks most commonly relating to cultural heritage or
physical appearance. This event is generally tolerated by the students and not nec-
essarily considered as bullying; the teachers are typically unaware of this due to the
range of slang words being used. This activity is often initiated as an attempt to
introduce humour but will frequently escalate and other methods of bullying
become evident such as physical (to conclude) or cyber forms (to prolong the argu-
ment). Cussing is not necessarily considered a form of bullying but instead as a
platform for promoting other forms of bullying and therefore identified as a
problem for the students.
The greatest cause for concern with regard to cyberbullying was hacking into
and misusing personal computer accounts or mobile phone records. The popularity
of instant messaging picture images is a cost-free communication available through
Bluetooth on mobile phones. A growing problem was reported whereby hacking
devices activate mobile phone handsets to cause unnecessary distress to others or
disruption to learning in class, with the owner powerless to prevent this. The
general attitude towards cyberbullying is light-hearted and taken with good
humour by the recipients; harassment through this method is not necessarily
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regarded as bullying by students. Abusive emails are frequently sent via the school
computer system; students consider this to be more of a nuisance than bullying.
‘Prank calling’ is perceived as an amusing activity to prevent boredom and the
recipients react more with anger rather than fear. Sending videos and picture
images are of huge entertainment value during the school day; participation in this
activity is rife and few consider themselves victims.
QC Case Studies
Collectively, QC groups suggested the school consider introducing the following
ideas: security spot checks, bag searches and handheld metal detectors, classrooms
scanned to detect activated Bluetooth devices, a free phone number for offensive text
messages to be passed on, themed school assemblies and lessons run by students,
lunchtime and after school activities for bullies and victims to attend together, safe
places for vulnerable students and private areas for distressed students.
WAC. The youngest group initially presented challenging behaviour but quickly
gained enthusiasm and engaged in self-directed learning. As part of the discussion
about general bullying issues, the group considered physical fighting to be the most
common form, this was thought to happen most often at lunch because the system
in place causes long wait times, resulting in aggressive pushing and shoving. During
the discussion about cyberbullying problems, students revealed mobile phones are
used most often to send threatening messages and hurt emotions. The reasons were
believed to be different for prank calls (‘Wind people up, to be funny or cause psy-
chological damage’), text messages (‘Don’t want to fight but want to get at the
person’, ‘Bit scared and don’t want to get in trouble’), and Video Imaging
(‘Humiliate the person to show that they are weak and prove it to other people’).
When deciding on the final project proposal, students made preparations for
changing the lunch line and were very excited to put this idea into place, with
detailed plans drawn up. After completing the school opinion poll they began to
work on the idea with the most votes: a room with privacy for distressed students
to compose themselves. As the structure of the program only permitted a set
number of sessions to complete work, this limited the potential for these ideas to
be realised and instead the students changed the agreed project for the more man-
ageable option of designing bully boxes. Each student created one mailbox, to be
made available for everybody in the academy to report problems and concerns
anonymously and confidentially.
Anonymous Speakers. The largest group from the same class required continuous
autocratic leadership, direction and motivation. QC interactions were marked by
constant bickering and competition for power, thus hampering progress in com-
pleting final project work. As part of a group discussion about general bullying
issues, verbal bullying was believed to be most common ‘because teachers don’t
understand the slang words so students can get away with cussing each other’ and
racism in the academy is considered to be caused by ‘the different nationalities in
London all inside the school building’ and ‘the uniform makes every one wear the
same clothes so people look at other things like appearance’. During the group dis-
cussion about cyberbullying problems, students revealed text messaging and
picture imaging happens most often because it is cheap or free depending on the
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mobile phone contract. Text messages are sent at break times when students can
move around the school and get reception, pictures are often taken when students
are unaware and images are sent to cause ridicule. When deciding on the final project
proposal, the group collected most votes for the bully club and even gained support
from teachers willing to volunteer time to run this with students. The QC group
believed this idea was being piloted already in school and felt that addressing racism
instead would deal with the matter of greatest concern in the school community. The
individual group members broke into smaller pairs to take on parts of the anti-bully-
ing booklet and produced different sections including; a glossary of terms used in
cussing and racist words, two stories about racist bullying, a case study report about
victims of racist bullying in the academy, and information about verbal bullying in
school from peer group surveys detailing responses from over 60 students.
Purple HAZL. These students developed a cooperative approach to working
together, despite the suspension of one member; they adjusted and overcame the
temporary disruption. The group also responded well to facilitation and required
little motivation to complete work independently. As part of the discussion about
general bullying issues, students identified the main problem was verbal bullying,
such as stirring and gossiping, cussing and racism. The group believe students do
this to prevent boredom, to have fun and be entertained. This happens when the
teacher is not in the class but will still occur if learning support or supply teachers
are present, and when outside for free time. It can ‘get serious and out of control’ a
lot of the time when onlookers are ‘bigging up’ the situation and this can also lead
to physical fights. During the group discussion about cyberbullying problems, stu-
dents considered email to be the most popular method, used mostly for gossiping,
hacking, cussing, sending nasty pictures, rude web links or viruses. This can be for
fun, to start fights by ‘mixing things up’, to annoy or embarrass someone, and for
retaliation ‘if the student is scared of the person because they are bigger or older and
they can’t be caught’. The student email support team was selected in response to the
reported need of the general student population. The QC group began investigating
the problem by interviewing the IT department, to discover that no abusive filter
exists and no designated member of staff monitored student emails for inappropriate
content. The group set up an anonymous inbox whereby students could forward
emails to this designated account for peer review and reporting to senior staff.
Brite Starz. A group consisting of strong independent characters from the same
class, these students responded best to facilitator guidance instead of leadership.
The students agreed to participate but declined to engage in many of the activities
and instead selected one solution for top-down analysis. Students declined to par-
ticipate in the recorded group discussion activity about general bullying issues and
cyberbullying problems. Instead students reported concerns about knife crime and
the pressure to join gangs. They believed this was a problem because young people
are bored, so they hang around outside and get involved in the wrong friendship
groups. They then feel under pressure to get respect by fighting other gangs and
they carry knives to feel safe and protect themselves from other gang members.
Students designed a survey to find out more about why people carry knives and
decided that the way to reduce knife crime is to get people off the streets, away
from the gangs and encourage friendships by holding free time activities. The film
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club was invented to educate young people on negative impact of crime and
encourage positive relationships. The group produced posters advertising the
lunchtime film club for students. The films selected were appropriate for the age
group and were screened during lunchtime.
Yungah Goonz. This was a well-established friendship group from the same class,
self-motivating and readily engaged in task completion, without the explicit direc-
tion of the facilitator. These students required little guidance after group commit-
ment to participation was initially challenged. As part of group discussion about
general bullying issues, physical bullying was thought to be the most common activ-
ity resulting from confrontation and the need to gain respect. Interestingly, verbal
bullying also seemed to act as a catalyst, whereby a cussing match that began as
‘something funny’ then ‘goes too far and gets personal’. This can happen in the
playground (especially in the lunch line), classroom and areas in the school building
(e.g., staircase, corridors, or toilets) and even if broken up will continue at a later
date for students to save face. The discussion about cyberbullying problems revealed
a more common activity was sending picture images and videos from mobiles via
MSN. This can be for entertainment (spread across social groups to ridicule and
laugh at a victim), for ‘talking up’ ‘hyping’ and saving face, or to scare and frighten
someone. Sending images via MSN gets noticed more than text messages and also
attaches credit to the sender ‘people get respect for knowing the sender and this
stops other people getting rude to them’. When deciding on the final project pro-
posal, students opted to conduct a student survey on prank calling. The group
developed a questionnaire about prank calling, which they handed out to 30 stu-
dents. A third of respondents said they had been prank-called in the past, and the
typical reported response to this was anger; a third also admitted to prank calling
someone for fun because they were bored. The main source of information for
obtaining a number to prank call was through social networking sites, mutual
friends, or hacking into personal details held on school records.
Special MNAM International People. The oldest group and the largest number from
different classes, this presented problems during formation, but the maturity of
group members prevailed. Timetabling also disrupted QC meetings on a regular
basis, yet project work was partially completed despite this setback. As part of the
discussion about general bullying issues, verbal bullying was revealed as the main
problem. Cussing occurs because ‘students are bored and have nothing better to
do’, ‘they want to show off and be funny’, ‘they are angry or have problems at
home’ and ‘want to make themselves feel better by taking it out on other people’.
During the group discussion about cyberbullying, MSN Instant Messenger was
considered to be the most popular way of ‘stirring up trouble’ by copying people
into gossip conversations to spread nasty lies or rumours: ‘Students want to start
trouble because they are bored and want excitement, they might be scared to do it
face to face and chose this bullying method because it is faster’. When deciding on
the final project proposal, the group collected most votes for the undercover report
on bullying. Questions were developed for student interviews with voices recoded
to protect anonymity. The interviews were to be typed up and presented in an
undercover report-style information leaflet to help educate everyone in school
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about the problems of cyberbullying. Unfortunately, the group was unable to fully
complete this project in the time available.
Discussion
Qualitative information was gathered regarding general bullying, cyberbullying
and antisocial behaviour in school. Information was collected from a range of
sources incorporating the examination of evidence for themes emerging during
recorded group discussions, problems identified by the whole school survey, and
the solutions presented by QC project ideas. A summary is presented for the effec-
tiveness of QC methodology as measured by the impact of intervention for QC
participants and the forms of antisocial behaviour in school with particular refer-
ence to characteristics of cyberbullying.
Quality Circles
The feedback from staff and students regarding the impact of this approach on
the school community was positive and encouraging, although preventative
measures require a more educational aspect to inform teachers of the point in a
cussing situation where verbal bullying begins to take place and when escalation
to other forms may arise. In addition, the possible reduction of cyberbullying
may occur through peer education about the lasting negative impact these activi-
ties may have on the victims.
The influence of this work on participants themselves was assessed through a
database of student behaviour records. Analysis of incidents logged by teaching
staff indicated an overall reduction in the number of negative reports and increase
in positive reports during the time since students commenced participation in the
program. An interesting pattern emerged within each group; the most notable
change was evident in Y8 groups sharing an increase in positive behaviour records,
and a slight positive change in Y7 and Y9, demonstrating the opposite, with an
increase in negative behaviour reports. The general improvement in behaviour
might be a naturally occurring change and not attributed to participation but
remains a noteworthy finding worth further exploration in future research.
Each group and the individual members presented a unique set of challenges and
potential learning opportunities. Establishing and maintaining QC groups proved
to be most demanding, although once project ideas had taken form, students were
able to self motivate and undertake project work with minimal facilitator contribu-
tion. The level of involvement required for this method of investigation highlights
the need for a standardised approach to ensure the direction of QC projects are not
unwittingly influenced by experimenter bias when working with impressionable
young people.
Cyberbullying
Overall findings about general bullying in the academy based on information
reported by QC groups is that of verbal bullying in the form of ‘cussing’, namely
insulting remarks, frequently with racial undertones. Cyberbullying appears to take
the form of activities enabled through use of Bluetooth as a convenient method of
sharing inappropriate picture or video images. Another opportunistic activity
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accessed through Bluetooth is the hacking of mobile phone devices; it is also
common for school computer email accounts to be hacked into. The general atti-
tude among the student population was one of amusement prior to the situation
escalating out of control and a serious incident taking place.
Hacking incidents often arise and fights erupt with angry recipients con-
fronting an unwitting owner unable to assert their innocence when their mobile
network or email account has been anonymously abused. This form of behaviour
appears to provide a link between traditional bullying and cyberbullying,
whereby relational problems occurring inside school are maintained by using
technology outside of school and incidents initially occurring online often emerge
on return to school. This is a difficult problem for school staff to address, espe-
cially with regard to prevention; attempts to monitor such forms of communica-
tion on school grounds by limiting the opportunity for hacking of mobiles and
email accounts presents a possible solution. The reluctance of students to inform
and share knowledge means the school remains unaware and unprepared for the
changing nature of cyberbullying, therefore the most effective approach would be
one involving the students themselves.
The anti-bullying ideas generated by group work and solutions to cyberbullying
in the form of project proposals were similar in approach. With the exception of
the student email support team suggested by one Y8 group, QC ideas for bullying
(such as the information booklet, teacher training, educational film, and student
questionnaire) and cyberbullying (such as the mail box, bully club, student survey
and undercover report) appeared to be interchangeable. It was difficult to differen-
tiate between ideas for the themed projects, and the groups struggled to adopt a
new approach. It would appear the need for creating new ideas for preventing the
emerging problem of cyberbullying is not considered necessary; students were able
to articulate the reasoning behind relying on similar solutions is that bullying,
cyberbullying and anti-social behaviour are all relational problems relevant to
school life.
Conclusion
The work contributes to the existing body of knowledge by presenting qualitative
evidence collected from research in education. The QC approach allows explorative
analysis of emerging themes reported by students themselves, providing a favourable
source of information. The evidence amassed as part of group discussions and
project activities, although largely anecdotal and subjective, also provides encourag-
ing support. This asserts the adequacy of the approach to anti-bullying work and
demonstrates the value of QC when exploring cyberbullying in educational settings.
On reflection, the syllabus adopted by the school may have unduly prepared stu-
dents for engaging in QC group work; the unique approach learning undertaken by
academy students is not shared by other schools following the UK National
Curriculum. This aspect may have primed participants and influenced the respon-
siveness to this program, permitting more favourable results rich in content, and
replication may not be possible in education settings adopting more traditional
schooling methods.
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Managing the initial stages of the QC process was essential for establishing the
solution-focused approach; similarly, maintaining a positive focus required contin-
ued guidance and group mediation. Conversely, the student-led proposals relating
to anti-social behaviour in school produced a wider range of new ideas and alterna-
tives (creating an alternative lunchtime queue system, designing a bully hat to iden-
tify bullies and victims, introducing a new break time, hall monitor rota). This
non-directional approach, allowing students a free choice in developing plans,
demonstrates how anti-bullying QC groups can differ considerably and requires
further consideration in analysis, but the possibility of results varying quite drasti-
cally among schools presents limitations for future comparative studies.
The study also responds to recommended guidance on cyberbullying (DCSF, 2007).
One approach outlined in the framework of preventative actions is promoting an
understanding of cyberbullying through activities similar to that of the QC approach.
Group project ideas also contribute to the requirement for schools to make reporting
cyberbullying easier and promote positive use of technology. The future direction of
research will incorporate additional guidelines and evaluate prevention activities as
well as update existing practices and policies adopted in education.
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