This week the session will be about helping those who are different by race, ability, gender, religion, etc. To feel accepted by doing something kind for them (Singh, et al
It has been one of the first things cut in a school budget if trimming was needed. Today, school counselors are expected to promote the academic, career, and personal/social development of the children (Van Velsor, 2009)
III. School bullying, session one As academic success is the bottom line for teachers and administrators, school counselors look at issues that may inhibit academic success (Young, et al
Ultimately, the researcher argues, the answer to the question leading the literature review merits the answer: "Depends…." LITERATURE REVIEW "Efforts to curb bullying should include the peer group in the form of a whole-school approach" (Beran, Tutty, & Steinrath, 2004, ¶ 3)
To complete their study, Edmondson and Hoover (2008) employ the process evaluation instrument a rural Midwestern county health department developed and utilized to evaluate a bullying prevention program. "The tool elicited teacher response regarding three topics: perception of student behavior, reported implementation of curricular lessons, and resulting changes to the school atmosphere following program implementation" (Edmondson & Hoover, ¶ 1)
Ferguson, et al. (2007) explain that the Olweus program "is designed to help identify bullies, in elementary, middle, and high schools, and to help them as well as their victims cope with the effects of this type of school violence" (Ferguson, etp
"The grandson asked, "Which wolf will win the fight in your heart?" The grandfather answered, "The one that I feed." -Author Unknown (Gubler & Croxall, 2005, ¶ 1)
This finding, Hallford, Borntrager and Davis stress, confirm that it is imperative to invest continual attention to the growing bullying problem in school. They conclude that "despite limitations of the current study, one positive finding was that anti-bullying attitudes and attitudes regarding students' perceived power to effect change in bullying behaviors increased significantly (Hallford, Borntrager & Davis, Conclusion section, ¶ 1)
Myths like the one, introducing this literature review, which students and adults parroted, persist regarding the killers' motivations because the media reportedly reported the facts all wrong. Later, the media reported that bullying did not figure into the incident, that "Eric Harris was a psychopath - controlling, manipulative and sadistic; Dylan Klebold was a lonely depressive, full of suppressed emotional rage" (James, Columbine, 10 Years Later, ¶ 7)
Dan Olweus (2001) explains in the article, "Bullying at school: Tackling the problem," bullying research originally merited attention in Scandinavia. "By the 1980s [, however,] bullying among schoolchildren had attracted wider attention in countries such as Australia, Canada, Japan, the Netherlands, the United Kingdom and the United States" (Olweus, ¶ 2)
To facilitate more awareness, the students even developed a number of games relevant to countering bullying and facilitating awareness. When the students completed their awareness preparations, each group visited two classrooms each day for three weeks (Packman, Lepkowski, Overton, & Smaby, 2005)
3. Gifted eighth graders, researchers anticipated, could easily articulate complex situations and emotions, consequently illuminating the phenomenon of interest (Peterson & Ray, 2006, Participants section, ¶ 1)
Finally, Rodkin and Hodges (2003) suggest that bullies might be popular students who perversely use their social skills to promote violence. Such children often act as leaders of groups that bully (Piotrowski & Hoot, 2008, ¶ 2)
Indirect aggression, characterized by its somewhat covert nature and use of third parties, had principal forms of gossiping and spreading rumors, and social exclusion (deliberately not allowing a person into a group). (Smith et al
Besides these barriers to progress, female superintendents also tend to experience inordinate amounts of tension from school boards where the board membership composition and interviewers for the superintendent position are primarily male (Czubaj, 2002). In fact, in some American school districts, the perception that women were gaining access to school boards and superintendencies was sufficient cause for citizens to question whether the power of the local school boards should be reduced (Allen & Dillman, 1994)
33). Notwithstanding the myriad educational directives from the states and federal governments, it is the school board members themselves that serve as the local element of education policy making (Asen et al
66). There is also a general consensus among the nation's school board members that one of the most important tasks they have to fulfill is ensuring that the students in their districts are actually learning (Berry & Howell, 2009)
Indeed, some North American school districts have eliminated school boards altogether. In this regard, Bradshaw and Osborne (2009/2010) reported that a growing number of provinces in Canada have either consolidated their school boards or replaced them with a parent advisory group (Bradshaw & Osborne, 2009/2010)
615). Besides these barriers to progress, female superintendents also tend to experience inordinate amounts of tension from school boards where the board membership composition and interviewers for the superintendent position are primarily male (Czubaj, 2002)
(1988) study, with school districts ranging in size from just 31 students to more than 2,100 students; more than 50% of the school districts in the study had fewer than 300 students. The rural school districts included in the study were considered to be representative of an agrarian lifestyle (Ferre et al