Best Practices for Preventing or Reducing Bullying in Schools

By Kathryn S. Whitted, David R. Dupper. 2005

299 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e01cd9b4ecfd403da0555e70fd7acd0d8161f53d

How researchers see this paper

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

In Developmental and Educational Psychology

1. Jill M. Aldridge
2. T. Little
3. Michael L. Sulkowski
4. Peter Fonagy
5. N. Humphrey
6. Adrienne B. Dessel
7. J. Hebron

In Education

1. J. Hebron
2. Kate G. Ala’i
3. T. Little
4. Peter Fonagy
5. N. Humphrey
6. Adrienne B. Dessel
7. Jill M. Aldridge
8. B. Fraser

In Social Psychology

1. Eric A. Storch
2. Jill M. Aldridge
3. Kate G. Ala’i
4. R. Nichols
5. T. Little
6. Allison G. Dempsey
7. Michael L. Sulkowski
8. Peter Fonagy

Citations in the corpus

• Assessing students’ views of school climate: Developing and validating the What’s Happening In This School? (WHITS) questionnaire (2013, background): “The bullying or harassment of individuals who are regarded as different (as a result of their race, religion, ability or sexual orientation) can lead to prolonged absence from school and increased violence (Whitted & Dupper, 2005).”
• Prejudice in Schools: Promotion of an Inclusive Culture and Climate (2010, background): “Best practices refer to the use of “well tested, standardized interventions,” and the further “ identification of essential elements in successful school-based prevention programs” (Whitted & Dupper, 2005, p. 169).”
• Peer victimization trajectories and their association with children’s affect in late elementary school (2010, background): “Current best practice recommendations emphasize the need for multi-level interventions targeting school-, classroom-, and individual-level factors that promote and maintain bullying (Craig & Pepler, 2003; Whitted & Dupper, 2005).”
• Differences between Peer Victimization in Cyber and Physical Settings and Associated Psychosocial Adjustment in Early Adolescence (2009, background): “In recognition of best practices in bullying prevention (Whitted & Dupper, 2005), the school psychology department in the school district initiated this needs assessment to demonstrate the need for prevention and to increase teacher buy-in for implementing the program the following school year.”
• Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review (2015, background): “Whitted and Dupper (2005) suggest that, ‘the most effective approaches for preventing or minimising bullying in schools involve a comprehensive, multilevel strategy that targets bullies, victims, bystanders, families and communities’ (169).”
• Teacher Adherence and Its Relation to Teacher Attitudes and Student Outcomes in an Elementary School-Based Violence Prevention Program (2008, result): “CAPSLE’s positive, nonpunitive approach and emphasis on the school climate at multiple levels (e.g., school, classroom, and individual) is compatible with the best practices for school-based violence prevention programs (e.g., Reinke & Herman, 2002; Whitted & Dupper, 2005).”