How Olweus Bullying Prevention Program Works

Scientific research on human development shapes public opinion and public policy. It provides support for editorial articles; it is cited by lawyers petitioning the Supreme Court; and it is the basis for policy decisions that influence the distribution of funds to educational and social programs. Political considerations often play the biggest role in policy decision, but opinion makers and policy makers lend credibility to their arguments by citing social science research.
Therefore, when we look at a news article or a policy statement we first check on the social science research the authors use to support their claims. Next, we evaluate the research they are citing to see if it supports the claims they are making (whether it is valid and reliable).
How to Read a Journal Article
Your task for this written assignment is the following:
Pick ONE of the journal articles listed below. Each one evaluates, with collected research data, an anti-bullying program that is currently implemented or has been implemented in schools.
Briefly and succinctly describe how the program works.
Briefly and succinctly describe scientific evidence in the article that supports or critiques the program.
Provide a brief critical analysis of the program.
Be sure to include in-text citations in APA style and list each chosen article in your Reference List in APA format.
This essay should be between 750-1000 words long (not including heading and references). This essay needs to be long enough to get the job done thoroughly. You may write an essay longer than 1000 words. You may not write an essay shorter than 750 words without being penalized for your grade.
Writing, in-text citations, and references should be in APA format. For example, (Lally & Valentine-French, 2017).
General Instructions for Written Assignments
Your written assignment is intended to test your understanding of important concepts and discover how to sharpen your intellectual skills of analysis, synthesis, evaluation, and application. The intent of the written assignment is to provide an opportunity to describe, explain, and analyze the books and other sources. Submit your written assignment, as .doc file attachment, as these usually retain your formatting.
The Course Information page "Research Tips for Students" has resources that can help you successfully complete written assignments.
Be sure to cite any and all sources correctly so that your academic integrity is not called into question.
Articles
Garandeau, F., Lee, I., & Salmivalli, C. (2014) Differential effects of the KiVa anti-bullying Program on popular and unpopular bullies. Journal of Applied Development Psychology, 35 (1), 44-50.
Hallford, A., Borntrager, C., & Davis, J. L. (2006). Evaluation of a bullying prevention program. Journal of Research in Childhood Education, 21(1), 91+.
Limber, S. P., Olweus, D., Wang, W., Masiello, M., & Breivik, K. (2018). Evaluation of the Olweus Bullying Prevention Program: A large scale study of U.S. students in grades 3–11. Journal of School Psychology, 69, 56–72.
Low, S., Van Ryzin, M. J., Brown, E. C., Smith, B. H., & Haggerty, K. P. (2014). Engagement matters: lessons from assessing classroom implementation of steps to respect: a bullying prevention program over a one-year period. Prevention Science : The Official Journal of the Society for Prevention Research, 15(2), 165–176.
Minton, S., O’ Mahoney, M., & Conway-Walsh, R. (2013). A ‘whole-school/community development’ approach to preventing and countering bullying: the Erris Anti-Bullying Initiative (2009–2011). Irish Educational Studies, 32(2), 233–249.
Roland, E., & Midthassel, U. (2012). The Zero program. New Directions for Youth Development, 2012(133), 29–39.
Rubin-Vaughan, A., Pepler, D., Brown, S., & Craig, W. (2011). Quest for the Golden Rule: An effective social skills promotion and bullying prevention program. Computers & Education, 56(1), 166–175.
Tsiantis, A. C. J., Beratis, I. N., Syngelaki, E. M., Stefanakou, A., Asimopoulos, C., Sideridis, G. D., & Tsiantis, J. (2013). The effects of a clinical prevention program on bullying, victimization, and attitudes toward school of elementary school students. Behavioral Disorders, 38(4), 243+.
Wójcik, M., & Hełka, A. M. (2019). Meeting the Needs of Young Adolescents: ABBL Anti-Bullying Program During Middle School Transition. Psychological Reports, 122(3), 1043–1067.
Note: For all written assignments, material assigned in the course should be cited (using in-text citations and included in the reference list). For this assignment, please use SUNY Empire library research to locate the journal articles.