Date of Award
Conflict Resolution Institute
Tamra P. d'Estree, Ph.D.
Nicholas Cutforth, Ph.D.
Best practices, Bullying, Confientiality, Empathy, Gender, Prevention
Interviews with eight bullying prevention program directors from around the country reveal the extent to which research findings are reflected in bullying prevention programs currently in operation. Framed as a list of best practices for coeducational and gender-specific bullying prevention curricula, the purpose of the present thesis was to document the most positive contributions made by various approaches to bullying prevention programs to the overall field, and to highlight practices of programs that reflect insight into what is known about gender differences in bullying. Best practices included new approaches to empathy-building, service-learning, confidentiality, cyberbullying, positive reinforcement, reporting systems and youth-driven programming.
This thesis will demonstrate that only some bullying prevention programs take advantage of scholarly knowledge by incorporating recent findings into their curricula. The results demonstrate that while many programs incorporate known literature about bullying into their programs--resulting in positive contributions to the field--others may be applying potentially harmful practices. Research findings also revealed that new best practices were present in programs regardless of status as a gender-specific or coeducational audience.
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Received from ProQuest
Dulberg, Rena, "Addressing Relational Aggression: Assessing the Merits of Coeducational and Gender-Specific Bullying Prevention Programs" (2010). Electronic Theses and Dissertations. 171.
Curriculum development, Educational evaluation, Social psychology