Table of contents for Bullying prevention : creating a positive school climate and developing social competence / Pamela Orpinas, Arthur M. Horne.

Bibliographic record and links to related information available from the Library of Congress catalog.

Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.


Counter
Table of Contents
About the authors
Acknowledgements
TABLE OF CONTENTS
Introduction
PART I. Understanding the Problem
Chapter 1. Bullies: The Problem and the Impact
	Definitions of Key Terms
	Epidemiology of Bullying and Aggression
	Consequences of Bullying
Chapter 2. Risks and Protective Factors for Bullying and Aggression
	Why Do People Engage in Bullying and Aggression?
	Intrapersonal Risk and Protective Factors
	Risk and Protective Factors of the Family and Peers 
	Risk and Protective Factors of the School Environment 
	Risk and Protective Factors of the Community, Culture, and Media 
Chapter 3. Theoretical Perspectives on Bullying and Aggression
	Why Should Theory Guide Practice?
	Theories that Help Us Understand Bullying and Aggression 
PART II. Addressing the Problem: Universal Interventions
Chapter 4. School Social Competence Development and Bullying Prevention Model: The School 
	What is a Positive School Climate?
Components of a Positive School Climate
Chapter 5. School Social Competence Development and Bullying Prevention Model: The Student
Increasing Students' Social Competence
Components of Students' Social Competence
Chapter 6. Evaluation of Bullying and Aggression Problems and Intervention Programs
	What Can Evaluation Accomplish?
What Does Evaluation Look Like? 
Gathering Data for Evaluation
Chapter 7. Selection and Implementation of Universal Bullying Prevention Programs
	Identifying Quality Programs
	Implementation of Prevention Programs
	Selected Programs to Prevent and Reduce Bullying and Aggression
PART III. Addressing the Problem: Persistent Bullies
Chapter 8. Persistent Bullying: Counseling Interventions
Comprehensive Evaluation of the Problem
Facilitator's Skills 
School Counseling for Persistent Bullying
Chapter 9. Persistent Bullying: Family Interventions
History of Family and Parenting Programs 
Core elements of Effective Family and Parenting Programs
Core Skills for Working With Families
Working with Children who Bully and their Families
Chapter 10. Helping Children Who Are the Targets of Bullying
What Behaviors Encourage Bullying?
Skills to Handle Bullying 
How Adults Can Help
Resources 
References
List of Tables 
1.1 	Types of Aggression
1.2 	Prevalence of Aggression and Bullying
1.3 	Prevalence of Victimization
2.1 	Risk and Protective Factors for Aggression
3.1	Theories and Models that Explain Aggression and Bullying
3.2	Social Cognitive Constructs Applied to the Prevention of Students' 	Aggression at School
4.1	Challenges to Erroneous Beliefs About Bullying and Victimization
4.2	Challenges to Erroneous Beliefs About Teachers' Interventions to Reduce Bullying
4.3	Example of a Small Group Worksheet
5.1.	Students Learning Objectives by Area
5.2.	Common Emotions that Influence Relationships and Academic Achievement
5.3.	Comparison of the Violence Prevention and Character Education Disciplines
5.4.	Examples of Specific Skills
6.1	Advantages and Disadvantages of Different Data Collection Methods
6.2	Elementary Aggression and Victimization Scales
8.1	Comparison of the Problem-focused Approach and the Solution-focused Approach
9.1	Example of Goal Setting Sheet
9.2	Examples of Upsetting and Solution-focused Self-talk
9.3	Examples of Possible Solutions and Consequences for Chuck's Bullying Behavior
10.1	Suggestions for Parents of a Child Who Is the Target of Bullying
List of Figures
3.1	The Social-interactional Model: A Conceptual Framework for Development of Aggression in Children
3.2	The Ecological Model
4.1	School Social Competence Development and Bullying Prevention Model: The School Climate 
5.1	School Social Competence Development and Bullying Prevention Model: The Student Component
6.1	Upper Elementary School Students' and Teachers' Perception of Moderate to Serious Problems of School Safety in School District A
6.2	Upper Elementary School Students' and Teachers' Perception of Moderate to Serious Problems of School Safety in School District B 
List of Boxes
1.1 	Examples of Violence, Aggression, and Bullying
1.2	Is it rough playing or bullying?
1.3 	Types of Bullies, Victims, and Bystanders
1.4 	Examples of Bullies: Aggressive, Follower, Relational
1.5	Examples of Victims: Passive, Provocative, Relational
1.6	Examples of Instrumental and Reactive Aggression
2.1	Application of Risk and Protective Factors to Intervention Development Using the Public Health Model
2.1	Internet Warning Signs for Parents and Caregivers
4.1	Elements of Good Teaching
4.2	Ms. Castaglia Violates School Values
4.3	Examples of Teacher Behaviors that Show Caring and Respect
4.4	Examples of Bullying from Teachers to Students
4.5	The Self-Fulfilling Error - How a Little Knowledge Can Lead Us Down Interesting Paths
5.1	Examples of Activities to Increase Awareness of Bullying
5.2	The Turtle Technique
5.3	Praise and Encouragement
5.4	Examples of Activities to Facilitate Peer Compliments
5.5	The A-to-E Process of Thought and Action
5.6	Example of a Conflict Resolution Model for Students
5.7	Examples of Activities for Character Education
6.1	Myths About Program Evaluation
6.2	Why Is Program Evaluation Important?
6.3	Example of a Community Program Evaluation: The Partners for Success Program
8.1	John
8.2	Roberto 
8.3	Yancy
8.4	Ruth
8.5	Expect that People Do the Best They Can, Given their Circumstances 
9.1	Core Elements of Effective Parenting
9.2	Common Problems Checklist
9.3	Example of the A-to-E Process of Thought and Action
9.4	Examples of Good and Bad Communication Skills
10.1	Blaming the Victims
10.2	Ramsey
10.3	Reporting is Not Tattling
10.4	Warning Signs of Victimization
							

Library of Congress Subject Headings for this publication:

Bullying in schools -- Prevention.
School environment.
Aggressiveness in children.