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In an effort to organize the vast and somewhat disparate lines of prevention literature, the committee adopted the National Research Council's public health model of mental health intervention ( Institute of Medicine, 1994) as a framework for conceptualizing the various programs and models across increasing levels of intensity (see Figure 5-1).
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Nevertheless, this review is not intended to be an exhaustive list of all evidence-based approaches to bullying or youth violence prevention rather, the committee highlights particular models and frameworks for which there is a strong or emerging line of RCT studies suggesting promise for preventing or offsetting the consequences of bullying.
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Although the committee was intentionally inclusive of the larger body of prevention programming literature, it acknowledges the caveats of such a broad focus, as findings from other violence prevention programs may not always generalize to bullying-specific outcomes (e.g., Espelage et al., 2013). The committee then considers the broader literature on other youth-focused violence prevention and intervention programming, with particular attention to potential conceptual or measurement overlap with bullying, since such models may hold promise for reducing rates or effects of bullying ( Bradshaw, 2015 Hawkins et al. The committee first focuses more narrowly on bullying prevention and intervention programming for which there are data specifically on bullying behaviors greater emphasis is placed on RCTs, as compared to nonexperimental, correlational, or descriptive studies. In this chapter, the committee summarizes the current status of bullying prevention programming, while acknowledging both gaps in the extant literature and opportunities for future research. Therefore, it is quite possible that there are several violence or aggression prevention programs that have substantial effects on bullying, but there is currently too little data available from most violence prevention studies that employ RCT designs to formulate a conclusion regarding impacts on bullying specifically ( Bradshaw, 2015). The focus of that research has typically been on broader concepts, such as aggression, violence, delinquency, externalizing problems, etc.
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Moreover, the much larger body and longer line of research focused on aggression, violence, and delinquency prevention has only recently begun to explore program impacts specific to bullying. Despite this growing interest in and demand for bullying prevention programming, there have been relatively few randomized controlled trials (RCTs) testing the efficacy or effectiveness of programs specifically designed to reduce or prevent the onset of bullying or offset its consequences on children and youth ( Bradshaw, 2015 Jiménez-Barbero et al.
What type of bridge does a teisco del rey et 440 use professional#
In fact, many state policies require some type of professional development for staff or prevention programming related to bullying ( Hatzenbuehler et al., 2015 Stuart-Cassel et al., 2011). Furthermore, the enactment of bullying-related laws and policies in all 50 states has drawn increased focus on prevention programming. The research on bullying prevention programming has increased considerably over the past 2 decades, which is likely due in part to the growing awareness of bullying as a public health problem that impacts individual youth as well as the broader social environment.