Interviews with eight bullying prevention program directors from around the country reveal the extent to which research findings are reflected in bullying prevention programs currently in operation. Framed as a list of best practices for coeducational and gender-specific bullying prevention curricula, the purpose of the present thesis was to document the most positive contributions made by various approaches to bullying prevention programs to the overall field, and to highlight practices of programs that reflect insight into what is known about gender differences in bullying. Best practices included new approaches to empathy-building, service-learning, confidentiality, cyberbullying, positive reinforcement, reporting systems and youth-driven programming.
This thesis will demonstrate that only some bullying prevention programs take advantage of scholarly knowledge by incorporating recent findings into their curricula. The results demonstrate that while many programs incorporate known literature about bullying into their programs--resulting in positive contributions to the field--others may be applying potentially harmful practices. Research findings also revealed that new best practices were present in programs regardless of status as a gender-specific or coeducational audience.
","abstract_html":"<p>Interviews with eight bullying prevention program directors from around the country reveal the extent to which research findings are reflected in bullying prevention programs currently in operation. Framed as a list of best practices for coeducational and gender-specific bullying prevention curricula, the purpose of the present thesis was to document the most positive contributions made by various approaches to bullying prevention programs to the overall field, and to highlight practices of programs that reflect insight into what is known about gender differences in bullying. Best practices included new approaches to empathy-building, service-learning, confidentiality, cyberbullying, positive reinforcement, reporting systems and youth-driven programming.</p> <p>This thesis will demonstrate that only some bullying prevention programs take advantage of scholarly knowledge by incorporating recent findings into their curricula. The results demonstrate that while many programs incorporate known literature about bullying into their programs--resulting in positive contributions to the field--others may be applying potentially harmful practices. Research findings also revealed that new best practices were present in programs regardless of status as a gender-specific or coeducational audience.</p>","abstract_has_math":false,"creators":["Dulberg, Rena"],"institution":null,"degree_name":"M.A.","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Tamra P. d'Estree, Ph.D.","Nicholas Cutforth, Ph.D.","Judith Fox"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-03-01T08:00:00Z","date_published":"2010-03-01T08:00:00Z","updated_at":"2026-07-24T02:02:53Z","subjects":["Best practices","Bullying","Confientiality","Empathy","Gender","Prevention","Curriculum and Instruction","Education"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.du.edu/etd/171","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tamra P. d'Estree, Ph.D.","Nicholas Cutforth, Ph.D.","Judith Fox"]},{"key":"dc:creator","label":"Author","values":["Dulberg, Rena"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2001-01-01T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Best practices","Bullying","Confientiality","Empathy","Gender","Prevention","Curriculum and Instruction","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright is held by the author. User is responsible for all copyright compliance.
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This thesis will demonstrate that only some bullying prevention programs take advantage of scholarly knowledge by incorporating recent findings into their curricula. The results demonstrate that while many programs incorporate known literature about bullying into their programs--resulting in positive contributions to the field--others may be applying potentially harmful practices. Research findings also revealed that new best practices were present in programs regardless of status as a gender-specific or coeducational audience.
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This thesis will demonstrate that only some bullying prevention programs take advantage of scholarly knowledge by incorporating recent findings into their curricula. The results demonstrate that while many programs incorporate known literature about bullying into their programs--resulting in positive contributions to the field--others may be applying potentially harmful practices. Research findings also revealed that new best practices were present in programs regardless of status as a gender-specific or coeducational audience.
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"],"dc:subject":["Best practices","Bullying","Confientiality","Empathy","Gender","Prevention","Curriculum and Instruction","Education"],"dc:title":["Addressing Relational Aggression: Assessing the Merits of Coeducational and Gender-Specific Bullying Prevention Programs"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["M.A."]},"updated_at":"2026-07-24T02:02:53Z"}