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The Effects of a Comprehensive Bully...

Albertson, Mary Caroline Graham.

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The Effects of a Comprehensive Bullying Prevention Program Accompanied by a Peer Support Team on Students' Social Emotional Wellness and School Climate in Middle School.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of a Comprehensive Bullying Prevention Program Accompanied by a Peer Support Team on Students' Social Emotional Wellness and School Climate in Middle School./
Author:	Albertson, Mary Caroline Graham.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	130 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-06, Section: B.
Contained By:	Dissertations Abstracts International83-06B.
Subject:	Middle school education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28771064
ISBN:	9798759973997

The Effects of a Comprehensive Bullying Prevention Program Accompanied by a Peer Support Team on Students' Social Emotional Wellness and School Climate in Middle School.
Albertson, Mary Caroline Graham.

The Effects of a Comprehensive Bullying Prevention Program Accompanied by a Peer Support Team on Students' Social Emotional Wellness and School Climate in Middle School. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 130 p.

Source: Dissertations Abstracts International, Volume: 83-06, Section: B.

Thesis (Ed.D.)--University of West Georgia, 2021.

This item must not be sold to any third party vendors.

This paper presents findings of a quantitative research study which examined the effectiveness of a comprehensive bullying prevention program accompanied by a peer support team targeting students' social emotional wellness and school climate of a middle school in west Georgia. This evaluation attempted to determine the effectiveness of the program by utilizing a paired t-test analysis of the Panorama Social Emotional Learning Survey (PSEL) pre and post student responses. The results are presented in terms of five major domains: Social Awareness, Emotion Regulation, Sense of Belonging, School Safety, and School Climate. Twenty seven of the 30 questions (90 percent) projected improvements in mean data between the pre survey and the post survey with 10 of the 30 questions (33 percent) from the domains of Social Awareness, Emotion Regulation, School Safety, and School Climate resulting in significant positive findings. The domain of Sense of Belonging did not project any significant results. The paper concludes with a discussion surrounding a summary of the findings, practical social justice implications, limitations, and recommendations for future research.

ISBN: 9798759973997Subjects--Topical Terms:

969762
Middle school education.
Subjects--Index Terms:

Bullying prevention

The Effects of a Comprehensive Bullying Prevention Program Accompanied by a Peer Support Team on Students' Social Emotional Wellness and School Climate in Middle School.
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300 $a 130 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-06, Section: B.
500 $a Advisor: Chibbaro, Julia S.
502 $a Thesis (Ed.D.)--University of West Georgia, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a This paper presents findings of a quantitative research study which examined the effectiveness of a comprehensive bullying prevention program accompanied by a peer support team targeting students' social emotional wellness and school climate of a middle school in west Georgia. This evaluation attempted to determine the effectiveness of the program by utilizing a paired t-test analysis of the Panorama Social Emotional Learning Survey (PSEL) pre and post student responses. The results are presented in terms of five major domains: Social Awareness, Emotion Regulation, Sense of Belonging, School Safety, and School Climate. Twenty seven of the 30 questions (90 percent) projected improvements in mean data between the pre survey and the post survey with 10 of the 30 questions (33 percent) from the domains of Social Awareness, Emotion Regulation, School Safety, and School Climate resulting in significant positive findings. The domain of Sense of Belonging did not project any significant results. The paper concludes with a discussion surrounding a summary of the findings, practical social justice implications, limitations, and recommendations for future research.
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