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Anti‐bullying practices in American schools: Perspectives of school psychologists
Author(s) -
Sherer Yiping C.,
Nickerson Amanda B.
Publication year - 2010
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20466
Subject(s) - psychology , context (archaeology) , zero tolerance , school discipline , schedule , sample (material) , applied psychology , social psychology , pedagogy , criminology , paleontology , chemistry , chromatography , operating system , computer science , biology
A random sample of 213 school psychologists working in a school setting completed a survey on their schools' current anti‐bullying practices. Talking with bullies following bullying incidents, disciplinary consequences for bullies, and increasing adult supervision were the three most frequently used strategies. Peer juries/court, an anti‐bullying committee, and peer counselors were least frequently used, according to respondents. School‐wide positive behavior support, modifying space and schedule, and immediate responses to bullying incidents were perceived as most effective, whereas avoiding contact between bullies and victims, a zero‐tolerance policy with bullies, and a written anti‐bullying policy were least effective. Results and implications are discussed within the context of empirically supported practices. © 2010 Wiley Periodicals, Inc.