This study assesses the impact of the Olweus Bullying Prevention Program (OBPP) on interpersonal relationships from the perspective of middle school staff.
The current study used thematic analysis to examine school staff perspectives on the impact of the Olweus Bullying Prevention Program (OBPP) on school climate in terms of the quality of student-student and student-teacher relationships in two low-income, urban middle schools in the United States. Data were collected using focus groups and interviews. Participants included teachers (n = 26), administrators (n = 8), and Bullying Prevention Coordination Committee members (BPCCs; n = 8). Results indicated that providing explicit instruction about bullying, nurturing student-teacher trust by effectively addressing student concerns, and providing consistent opportunities for informal, collaborative engagement facilitated positive school-based interpersonal relationships and behavioral change. Implications for policy and intervention development are discussed. (Published Abstract Provided)
Downloads
Similar Publications
- Dual Pathways of Concealed Gun Carrying and Use from Adolescence to Adulthood over a 25-year Era of Change
- Protecting At-Risk Tribal Youth: First Response Pocket Guide
- Scaling up Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) Framework in Rural Settings Through the Idaho Rural Implementation Model