Addressing Relational Aggression: Assessing the Merits of Coeducational and Gender-Specific Bullying Prevention Programs

<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>

Name thesis:degree_name

M.A.

Level thesis:degree_level

Masters Thesis

Year dc:date.available

2010

Author dc:creator

• Dulberg, Rena

Contributors dc:contributor

• Tamra P. d'Estree, Ph.D.
• Nicholas Cutforth, Ph.D.
• Judith Fox

• Best practices
• Bullying
• Confientiality
• Empathy
• Gender
• Prevention
• Curriculum and Instruction
• Education

Statement dc:rights

• <p>Copyright is held by the author. User is responsible for all copyright compliance.</p>

Language dc:language

en

Repository record dc:identifier

https://digitalcommons.du.edu/etd/171

OAI identifier oai:identifier

oai:digitalcommons.du.edu:etd-1170