Teacher and Staff Voices: Implementation of a PBIS Bully Prevention Program in an Urban School

Authors

Joan Letendre, University of Connecticut
Jason Ostrander, Sacred Heart UniversityFollow
Alison Mickens, Hartford Public Schools

Document Type

Book Chapter

Publication Date

2019

Abstract

Bullying is a problem that impacts the academic, social and emotional well-being of scores of children and youth daily in American schools. Understanding how to influence the environment in which the bullying occurs is essential to creating safe schools. Whole school intervention programs train teachers, school staff and administrators to model, provide practice opportunities, reward and correct children in learning respectful behaviors that will decrease bullying amongst peers. It is important to engage teachers and staff in the development, modification and evaluation of bully prevention programs if the programs are to be effective. Attention to the factors that either support or create barriers to the implementation of the programs are critical to their success. This research project will evaluate the implementation of an evidence-based Bully Prevention in Positive Behavior Support (PBIS) model that was conducted in one urban elementary school. Five focus groups with teachers, support staff or administrators were facilitated by the authors. Findings will assist in a clearer understanding of the factors that contribute to the success of the implementation and additional factors that may need modification to fit the needs of the school, students and community.

Comments

ISBN 9780871015365

Recommended Citation

Letendre, J., Ostrander, J., & Mickens, A. (2019). Teacher and staff voices: Implementation of a PBIS bully prevention program in an urban school. In T. B. Bent-Goodley, J. H. Williams, M. L. Teasley, & S. H. Gorin (Eds.), Grand challenges for society: Evidence-based social work practice. Washington, DC: NASW Press.