Bullying in School: Perspectives from School Staff, Students, and Parents

ISBN-13: 9781137598929 / Angielski / Twarda / 2017 / 180 str.

Lisa H. Rosen; Kathy DeOrnellas; Shannon R. Scott

Opis

This book posits that multiple perspectives of key school staff (such as teachers, principals, school resource officers, school psychologists and counselors, nurses, and coaches) can provide a deeper understanding of bullying, which remains an immediate and pressing concern in schools today.

Recenzje

"The purpose of Rosen, Ornellas, and Scott's book, Bullying in School: Perspectives From School Staff, Students, and Parents, is to provide a comprehensive understanding of school bullying and effective prevention and intervention programs from the perspective of key players. ... This book is intended for school staff, parents, educators, and mental health counselors. ... Rosen, Ornellas, and Scott did a thorough job collecting chapters from a variety of perspectives on school bullying." (Dorothy A. Miraglia, PsycCRITIQUES, Vol. 62 (29), July, 2017)

Spis treści

1. An Overview of School Bullying

2. Students' Perspectives on Bullying

3. Teachers' Perspectives on Bullying

4. Principals and School Resource Officers' Perspectives on Bullying

5. School Psychologists and Counselors' Perspectives on Bullying

6. Nurses' Perspectives on Bullying

7. Coaches' Perspectives on Bullying

8. Drawing across Perspectives: Implications for Prevention and Intervention.

O autorze

Lisa H. Rosen is Assistant Professor and Director of the Undergraduate Psychology Program at Texas Woman’s University, USA.

Kathy DeOrnellas is Associate Professor and Director of the Specialist Program in School Psychology at Texas Woman’s University, USA.

Shannon R. Scott is Chair of the Department of Psychology and Philosophy and Professor at Texas Woman’s University, USA. 

Blurb

This book posits that multiple perspectives of key school staff (such as teachers, principals, school resource officers, school psychologists and counselors, nurses, and coaches) can provide a deeper understanding of bullying, which remains an immediate and pressing concern in schools today. In turn, the authors suggest how this understanding can lead to the development of more effective prevention and intervention programs. Most texts on this subject have been limited to student and teacher perspectives. By adopting a more comprehensive approach, the authors explore how to combat bullying by drawing from sorely underutilized resources.