Be A Buddy Not A Bully Case Study

Positive reinforcement is a school wide goal to help shape and change behavior at Lakewood Elementary this system will work by presenting a motivating item (points) to the children after the desired Javier has been exhibited(to not bully) creating a dynamic in this school where children will view bullying as I

The NASW Code of Ethics promotes competency of social workers by enriching professional knowledge and skills that can be used in collaborations with school administrators and teachers (NASW, 2008). School faculty can be encouraged to attend workshops and seminars, taught by a social worker, geared towards recognizing disruptive behavior and properly assessing the behavior to address the needs of minority youth. Social workers can demonstrate the differences between violent threats and non-violent threats and how to get control of the situation before it gets out of hand. Teaching school personnel effective grounding techniques to use with students to deescalate a situation will result in fewer out of school suspensions and

The article study states that, “YM assumes that the best mechanisms for reducing bullying behavior are changing an individual’s perceptions, attitudes, and self-efficacy beliefs (children believe that they can take action to stop bullying in their schools)” (Jenson at el., 2009, p. 363). This student centered module seeks to prevent bullying through the development of students social attitudes by helping them to cultivate healthy relationships with their peers, teachers and community. The study also focuses on moving students from what they call the “victim class” (students targeted by bullies) to the uninvolved class (students who are bystanders and help

For children like Shawn they need to know that talking helps them. They need to know punishing bullies doesn’t help

Carla A behavior intervention plan (BIP) is a plan that’s designed to teach reward positive behaviors. This can help prevent for stop problem behaviors in school. The BIP is based on the results of the FBA. The BIP describes the problem behavior, the reason the behavior occurs and the intervention strategies that will address the problem behavior. A BIP can help a child to learn problem solving skills and find better ways to respond in a situation.

Bullying has become a norm in the school that even staff members do not pay much attention to it. This project will impact the community by helping the pupils and the school in making it a conducive area of studying; in a sense that with these bullying behaviours being identified the school will take greater steps in punishment and ensuring a safe environment for everyone. Pupils will no longer be in fear when they are at school; this will build the pupils sense of efficacy and also creating a sense of community and belonging in the school. Long-term contributions of this project will be due to the harmonious behaviours of the pupils, it portrays a positive external image to the rest of the community about the school at large which brings a sense of promoting the school. This might result in having more pupils being admitted to the school and with that happening it might increase their desire of relocating the school to accommodate the large numbers.

According to Eccles and Gootman (2002), providing a safe space for the students is essential for positive development (p. 89). If students do not feel safe in the classroom, they are more likely to foster feelings of fear and insecurity (Eccles and Gootman, 2002, p. 90). When the developmental alliance creates a supportive relationship and a positive classroom environment, the student is able to grow and connect with the youth. This relationship can help translate to greater success in school because of the support of the developmental alliance and the classroom (Connected Learning: Inspiring Mentors and

They aren’t at schools “just to bust people.” School Resource Officers are there to teach about the law and students rights and also to protect and help students succeed in a safe learning environment; this equals less crime and more success. Crime and Disciplinary Infractions on Campus and Beyond

School age intervention is one of the programs practiced in school settings. This program will train students to understand more ones emotion, and to develop interaction with peers effectively. This social competence intervention will decrease violent behavior, improved self-control and increase the quality of social interaction (A. Kennedy, 2012). Socially competent behavior and its relation to the success of the students in school setting has already information and evidences (Gresham, Sugai, & Horner, 2001 as cited by A. Kennedy, 2010). Evidence suggests that the student who possesses a socially competent behavior observed to be active in school participation especially in classroom activities which leads them to interact positively with peers.

This would enhance students to be more responsible for the rules and more likely follow the rules accordingly. (c) When a student misbehavior repeats, allow short written self-evaluation as a consequence of disciplinary action Also provide adequate time for the student to come up with the solution of the misbehavior. (d) Give the students opportunities to hear different perspectives especially in deciding what is right or wrong. Have discussions, forums, debates, etc. about certain issues.

Zero-tolerance policies are more detrimental than beneficial to school environments because they are applied without proper consideration and judgment toward alleged transgressions. These policies have also been shown to be discriminatory as they are often applied more frequently to minority and disadvantaged students. Schools in the United States are facing an overwhelming wave of violence related to drugs, guns, and general bullying. The educational system is responding with zero-tolerance policies, which require strict penalties for students who commit violent or anti-social acts. Such policies are necessary given the rise in school violence.