Handbook of school violence and school safety: From research to practice.

By S. Jimerson, M. Furlong. 2006

282 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/38a2d4f06c2b20bd5e5eee805cac5def267b7e93

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Looking Beyond Psychopathology: The Dual-Factor Model of Mental Health in Youth (2008, background): “All students would likely benefit from the provision of school-wide programming (i.e., Tier 1) such as promoting positive student–teacher relationships or rewarding supportive peer interactions (Sprague & Horner, 2006).”
Executive Function Skills, Early Mathematics, and Vocabulary in Head Start Preschool Children (2017, background): “…solving in preschool children (Center on the Developing Child at Harvard University, 2011; Diamond, 2012, 2013) and particularly in children from low socioeconomic and diverse linguistic backgrounds (Barac et al., 2014; Bodrova & Leong, 2006; Fitzgerald & Edstrom, 2006; Greenberg & Kusche, 2006).”
School bullying by one or more ways: Does it matter and how do students cope? (2011, background): “A recurring element in many anti-bullying programmes is encouraging victims to tell someone (Cornell & Williams, 2006; Glover, Gough, Johnson, & Cartwright, 2000).”
The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families (2010, background): “…the Promoting Alternative Thinking Strategies (PATHS) program was designed to foster the development of neurocognitive control both vertically (i.e., frontal control of emotion and arousal) and horizontally (i.e., language use in the service of emotion regulation; Greenberg & Kusché, 2006).”
Authoritative school discipline: High school practices associated with lower bullying and victimization. (2010, background): “Additional knowledge of student characteristics and school safety could inform the substantial literature on peer aggression and victimization, as well as prevention and intervention programs to reduce bullying and other forms of peer aggression and bullying (Jimerson & Furlong, 2006; Ladd & Ladd, 2”
Validity of Three School Climate Scales to Assess Bullying, Aggressive Attitudes, and Help Seeking (2009, background): “The Prevalence of Teasing and Bullying scale of the SCBS asks students whether bullying is a problem at their school and how much teasing occurs about clothing and physical appearance, sexual topics, and race.”
Implementing School-Wide Positive Behavioural Interventions and Supports to Better Meet the Needs of Indigenous Students (2014, methodology): “This method emphasises proactive strategies over reactive, punitive approaches (Carr et al., 2002; Sprague & Horner, 2006).”
Social Support as a Moderator Between Victimization and Internalizing–Externalizing Distress From Bullying (2007, background): “As Cornell, Sheras, and Cole (2006) state, “Assessment is the Achilles heel of bullying prevention efforts” (p. 193).”
Enhancing Effects of Check-in/Check-out with Function-Based Support (2008, background): “Schoolwide positive behavior support uses the three-tiered logic to provide behavioral support to all students in a school (Anderson & Kincaid, 2005; Sprague & Horner, 2006; Sugai & Horner, 2002).”