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School stakeholder roles in bullying prevention
Descriptive
TitleInfo
Title
School stakeholder roles in bullying prevention
Name
(type = personal)
NamePart
(type = family)
Konko
NamePart
(type = given)
Alexia
NamePart
(type = date)
1992-
DisplayForm
Alexia Konko
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Glover
NamePart
(type = given)
Todd
DisplayForm
Todd Glover
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Reddy
NamePart
(type = given)
Linda
DisplayForm
Linda Reddy
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
co-chair
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm
(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2018
DateOther
(qualifier = exact);
(type = degree)
2018-08
CopyrightDate
(encoding = w3cdtf);
(qualifier = exact)
2018
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
To better understand optimal practices for reducing bullying in schools, it is important to investigate school stakeholder roles and involvement in bullying prevention activities. The purpose of the current study is to examine differential involvement in bullying prevention among school stakeholders, barriers to stakeholders’ involvement, and the degree to which perceived administrative support relates to level of involvement. Extant data were analyzed for the current study, utilizing survey responses from school stakeholders from 27 schools who participated in the School Climate Transformation Project, a school climate improvement initiative in New Jersey. A one-way ANOVA found no statistically significant differences among school stakeholders’ roles in anti-bullying initiatives. The most frequent school climate team members were teachers. The greatest barrier to involvement was a lack of time, followed by a lack of perceived administrative support. A statistically significant positive correlation was found between perceived levels of principal support and involvement in anti-bullying initiatives.
Subject
(authority = RUETD)
Topic
School Psychology
RelatedItem
(type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_9082
PhysicalDescription
Form
(authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (v, 44 p.)
Note
(type = degree)
Psy.D.
Note
(type = bibliography)
Includes bibliographical references
Subject
(authority = LCSH)
Topic
Bullying--Prevention
Subject
(authority = LCSH)
Topic
Bullying in schools
Note
(type = statement of responsibility)
by Alexia Konko
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier
(type = local)
rucore10001800001
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3HD8055
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Konko
GivenName
Alexia
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2018-06-23 11:42:23
AssociatedEntity
Name
Alexia Konko
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
(ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
CreatingApplication
Version
1.3
ApplicationName
Mac OS X 10.13.5 Quartz PDFContext
DateCreated
(point = end);
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2018-07-16T21:37:34
DateCreated
(point = end);
(encoding = w3cdtf);
(qualifier = exact)
2018-07-16T21:37:34
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Statistical Profile