Evaluation of a Brief, Bystander Bullying Intervention (STAC) for Ethnically Blended Middle Schools in Low-Income Communities

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2094064
Author(s):  
Molly Moran ◽  
Aida Midgett ◽  
Diana M. Doumas
Keyword(s):  
Middle Schools ◽  
School Counselors ◽  
Low Income ◽  
White Students ◽  
Students Of Color ◽  
Sixth Grade ◽  
Bullying Victimization ◽  
Bullying Intervention ◽  
Sixth Grade Students ◽  
Mixed Factorial Design

We evaluated a brief, bystander bullying intervention (STAC) adapted for ethnically blended, low-income middle schools. We examined changes in bullying victimization and bias-based bullying victimization among a sample of sixth-grade students using a mixed factorial design. Students reported a significant decrease in bullying victimization and bias-based bullying victimization from baseline to a 6-week follow-up, with no differences between White students and students of color. In this article, we discuss implications for school counselors.

scholarly journals Development and Evaluation of a Brief, Bystander Bullying Intervention for Low-Income, Ethnically-Blended Middle Schools

2020 ◽  
Author(s):  
Molly Elizabeth Moran
Keyword(s):  
Middle Schools ◽  
Low Income ◽  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Mixed Method Study ◽  
Bullying Victimization ◽  
Cultural Validity ◽  
Bullying Intervention ◽  
Culturally Adapted

This dissertation includes three individual articles that examine a brief bystander bullying intervention (STAC) culturally adapted for low-income, ethnically-blended middle schools. Chapter One provides a brief introduction to the three articles that comprise this dissertation, the theoretical framework, and the rationale and purpose of this dissertation. Chapter Two includes a mixed-method study examining the development of the culturally adapted intervention. Qualitative data was used to inform the intervention adaptations. Quantitative data provides preliminary support for the cultural validity of the adapted intervention. Chapter Three includes a mixed-method study examining the appropriateness of the culturally adapted intervention. Qualitative data was collected to describe the experiences of the students who participated in the adapted intervention. Quantitative data indicates an increase in knowledge about bullying, confidence to intervene in bullying situations, and use of the STAC strategies to intervene in bullying situations. Chapter Four evaluates the effectiveness of the culturally adapted interventions on reducing bullying victimization. Quantitative data indicates a decrease in bullying victimization and bias-based bullying victimization from baseline to the 6-week follow-up. Chapter Five includes a summary of the three articles.

Establishing School Counselors as Leaders in Bullying Curriculum Delivery

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1877878 ◽  
Author(s):  
Aida Midgett ◽  
Diana M. Doumas ◽  
April D. Johnston
Keyword(s):  
Elementary School ◽  
School Counselors ◽  
Elementary School Students ◽  
Bullying Victimization ◽  
School Students ◽  
Perceived Knowledge ◽  
Bullying Intervention ◽  
Curriculum Delivery

The authors evaluated a brief, school-wide, bystander bullying intervention (STAC) designed to establish school counselors as leaders in curriculum delivery. Elementary school students trained in the program reported an increase in perceived knowledge and confidence to act as “defenders,” utilizing the STAC strategies when they observed bullying, and a decrease in bullying victimization and perpetration at a 4-month follow-up. We discuss implications for school counselors.

scholarly journals Evaluation of a Brief, School-Based Bullying Bystander Intervention for Elementary School Students

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Aida Midgett ◽  
Diana Doumas ◽  
Rhiannon Trull
Keyword(s):  
Elementary School ◽  
School Counselors ◽  
Elementary School Students ◽  
Intervention Group ◽  
Sixth Grade ◽  
Group Differences ◽  
Control Group ◽  
School Students ◽  
School Based ◽  
Sixth Grade Students

This study evaluated a brief, bystander bullying intervention for elementary school students. Students in the intervention group reported an increase in knowledge and confidence to act as “defenders.” Students in the intervention group also reported an increase in self-esteem relative to the control group, although this finding was limited to sixth-grade students. The study found no group differences in sense of school belonging. This article discusses implications for school counselors.

Leading Boldly

2021 ◽  
pp. 200-214
Author(s):  
Andre Devour Spencer ◽  
Teresa A. Lance
Keyword(s):  
Low Income ◽  
White Students ◽  
Students Of Color ◽  
Teaching And Learning ◽  
Quality Teaching ◽  
Deficit Thinking ◽  
Academic Expectations ◽  
Implicit Biases ◽  
Low Income Families ◽  
Quality Learning

By no means does this chapter aim to exclude the impediments on students who arrive to school from low socio-economic families. As there are White students from low-income families who outperform against the norm when compared to students of color from affluent households, the notion that income level, not racial inequities, is the leading variable to educational disparities is overwhelmingly false. Ultimately, children need educators and leaders who are willing to recognize how their beliefs and perceptions impede quality teaching and learning for every child. Implicit biases and often racist beliefs prevent all students from gaining access to quality learning experiences. These biases and beliefs expose students of color to low academic expectations from their teachers. Therefore, the authors will briefly discuss White fragility and deficit thinking as barriers required to shift the educational landscape for students who need it most.

scholarly journals Parental Beliefs and Perceptions of the Role of Middle Schools in Student Tobacco Use Prevention Activities in Juárez, Mexico

2006 ◽  
Vol 4 (3) ◽  
pp. 103-115
Author(s):  
Yelena Bird ◽  
John Moraros ◽  
Robert W. Buckingham ◽  
Hugo Staines-Orozco ◽  
Jeffrey E. Brandon
Keyword(s):  
Socioeconomic Status ◽  
Middle Schools ◽  
School Setting ◽  
Sixth Grade ◽  
Parental Beliefs ◽  
Smoking Prevention ◽  
Sixth Grade Students ◽  
Tobacco Use Prevention ◽  
Prevention Activities

The purpose of this study was to examine parental beliefs and perceptions of the role that schools should play in implementing smoking prevention activities for their children in Juárez, Mexico. The parents were of sixth grade students from six randomly selected middle schools. Schools were classified by school setting and socioeconomic status. A total of 506 surveys were sent to the homes of the parents and 77% (N=390) responded. The majority of the parents (88%) were supportive of smoking prevention activities. Furthermore, mothers were significantly more likely than fathers to agree that the school had an important role to play in smoking prevention activities (p

A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

PENERAPAN STRATEGI MENJAWAB SECARA BERGANTIANBERPOLA LINGKARAN ROUND ROBIN UNTUKMENINGKATKAN HASIL BELAJAR PPKn SISWA KELAS VISDN 002 UKUI DUA KECAMATAN UKUI

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Diyan Pertiwi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Sixth Grade ◽  
Student Learning Outcomes ◽  
Round Robin ◽  
Class Action ◽  
Sixth Grade Students ◽  
Teachers And Students ◽  
Improve Student Learning ◽  
Low Activity

This study is a class action that aims to improve learning outcomes in subjects PPKn sixth grade students of SDN 002 Ukui Dua. This research is motivated by the low activity and low teacher and student learning outcomes in subjects PPKn. The problem of this study is whether the implementation of a strategy to answer alternately patterned circle round robin can improve student learning outcomes in subjects PPKn in the sixth grade SDN 002 Ukui Dua? This PPKn was conducted over two cycles. Data collection techniques in this research using collection observation techniques, achievement test, and documentation. Techniques of analysis in this study is an analysis of the activities of teachers and students and learning outcomes in subjects PPKn sixth grade students SDN 02 Ukui Dua Kecamatant Ukui. The result showed that the activity of teachers has increased. At the first meeting of the first cycle of 41% was obtained with Simply Perfect category and the second meeting reached 55% with the category Fairly Perfect. In the second cycle 3 meeting to reach 75% by the Perfect category and the 4th meeting of the second cycle reaches 85% with the Perfect category. While the activity of students has increased. At the first meeting of the first cycle reaches 51% with the category Fairly Perfect and the second meeting with the percentage of 66% to the category Perfect. After the second cycle of the third meeting with a percentage of 75% with the Perfect category while in attendance for-4 with the percentage of 94% to the category of Most Perfect. Learning outcomes of students also increased from the previous students who achieve KKM only 8 votes with a percentage (45%) after the first cycle an increase in students worth over KKM which reached 14 people with a percentage of 70%. Cycle II students who achieve KKM 17 (85%).

PENERAPAN PENDEKATAN KONTEKSTUAL UNTUK MENINGKATKAN HASIL BELAJAR IPA KELAS VI SD NEGERI 004 TEMBILAHAN KOTA KECATAMATAN TEMBILAHAN

2018 ◽  
Vol 2 (2) ◽  
pp. 293
Author(s):  
Sarminah Sarminah
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Science Learning ◽  
Sixth Grade ◽  
Contextual Approach ◽  
Science Students ◽  
Student Activity ◽  
Sixth Grade Students ◽  
Classroom Action Research

The background of this research is the low of science learning result of grade 6 students of SDN 004 TembilahanKota. The purpose of this study is to improve the learning outcomes of science students of grade VI SDN 004Tembilahan Kota with the application of contextual approach. This research was conducted in class VI SDN004 Tembilahan Kota. This research is a Classroom Action Research with two cycles. The subjects of thisresearch are the sixth grade students of SDN 004 Tembilahan Kota lesson year which consist of 30 people with16 men and 14 women. Based on the results of the research from the teacher activity sheets appear to increase ateach meeting. At the first meeting of cycle I 64.3%, the second meeting of cycle I was 67.86%. At the firstmeeting of cycle II 71,43%, and second meeting of cycle II 78,57%. While the student activity also increasesevery meeting. At the first meeting of cycle I 67,86%, second meeting of cycle I 71,43%. At the first meeting ofthe second cycle of 75%, and the second meeting II cycle 78.57%. The learning outcomes in the first cycleincreased by 12.8% from the base score of 67.83% to 76.5%. In the second cycle increased by 17.2% to 79.5%.

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