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There are many measures of student perceptions of school climate; accordingly, there is a staggering amount of research examining those perceptions and related outcomes. There is a comparatively sm...

Researchers have suggested that bystander behaviors and victim coping play an important role in counteracting the negative effects of bullying. The current study investigated the relationship between students' ratings of coping effectiveness when addressing bullying and their behaviors as bystanders when witnessing bullying. Surveys were administered in a Midwestern, suburban school district. Some associations between perceptions of coping effectiveness and bystander behavior supported our hypotheses (e.g., constructive coping associated with defending bystander behaviors, externalizing associated with pro-bullying behaviors). However, some findings did not support hypothesized relationships. For example, higher ratings of effectiveness for cognitive distancing as a coping strategy were associated with increased defending behaviors as a bystander. Gender moderated some of these relationships. Pro-bullying bystander behavior was associated with increased ratings of cognitive distancing and decreased reports of constructive coping effectiveness for girls. Implications for future research and practice are discussed.

Student responses to bullying have an effect on subsequent outcomes. Dichotomous theories of coping suggest that self-reliance plays a role in responding to stress. In order to investigate ...

Transition services can be used to forge family, school, and community partnerships and foster a successful shift to adult life for students with intellectual disabilities (ID). School psychologists can play a valuable additive role in supporting the transition process due to their graduate training in interpersonal skills; consultation services; data-based decision-making; academic, social, and emotional interventions; and progress-monitoring. This paper introduces a three-phase cyclical intervention framework designed to improve comprehensive, evidence-based transition services for secondary students with ID by enhancing school psychologists’ knowledge of transition practices. By utilizing the Transition Planning, Implementation, and Evaluation (TPIE) model, school psychologists can proactively work with students, families, school personnel, and community agencies to foster post-school success in youth with ID in all phases of the transition process. This paper will discuss the theory, structure, and implementation of the TPIE phases. Strategies to bridge the research to practice gap in transition service delivery will also be discussed.

The impetus for this Special Issue was multifaceted and informed by critiques of existing research in psychology and international development initiatives. The cultural relevance of psychology rese...

This article describes the school personnel and leadership collaboration (SPLC) model, a shared-responsibility framework for faculty, staff, and administrators. Prior research consistently demonstrates the need for (a) administrative support for teachers and other school personnel and (b) collegial support among staff. The SPLC model represents an amalgamation of this research and, moreover, integrates personnel support for leadership. In the managerial sciences, leader–member exchange (LMX) is a well-known relationship-based leadership approach that focuses on a dyadic or two-way relationship between supervisors and their employees. Though managers are responsible for overseeing operations, personnel contribute ideas, participate in decision-making, and follow through with their responsibilities. LMX is associated with positive work experiences and job performance outcomes. In contrast, schools are often run with a top–down leadership approach that solicits little to no input from staff, leading to low morale, high attrition rates, and negative school climate. Thus, the SPLC model was inspired by LMX and emphasizes practices, such as shared decision-making, staff autonomy, and shared responsibilities. Detailed examples of ways schools may apply the SPLC model to their practices are included.

This commentary underscores efforts of this special issue to highlight concepts related to culture and cultural competence designed to broaden thinking about multicultural consultation through research, practice, and training. It does this by illustrating the insights presented regarding (a) cultural issues in training, (b) the effect of client-centered consultation procedures on supervision of multicultural cognitive behavior therapy, (c) interactions between social capital and cultural variables, and (d) the importance of culturally sensitive research models. Further, this commentary proposes the participatory culture-specific intervention model and organizational consultation as two frameworks that can be used to enhance cultural competence and multicultural consultation in ways that are consistent with the ideas presented in this special issue.

This study investigated associations of general and specific parental self-efficacy factors with bullying and peer victimization behaviors among 142 fourth and fifth graders and their parents. Using structural equation modeling, exploratory factor analysis was used to examine one general parenting self-efficacy measure and a bullying-specific parent self-efficacy measure. The latter produced two unique factors: (a) self-efficacy to know when one’s child is bullied, and (b) self-efficacy to respond to one’s child being bullied. Child reports of bullying and peer victimization were simultaneously regressed on the three (i.e., one general and two specific) parent self-efficacy factors. Findings revealed that parental self-efficacy to know when one’s child is bullied was uniquely and negatively associated with both bullying and victimization. Additionally, and contrary to expectations, parental self-efficacy to respond when one’s child is being bullied was uniquely and positively associated with victi...

The following study examines the impact of an online stress intervention on teacher burnout and teacher efficacy. Using a group experimental design, researchers tested the preliminary efficacy of the intervention: an online professional development program created for teachers that instructs coping strategies and promotes social-emotional competencies. Fifty-one teachers and classroom staff were randomly assigned to the intervention or control group. After four weeks, participation in the program was associated with increases in coping practices, teacher efficacy, and personal accomplishment as well as decreases in emotional exhaustion and depersonalization. Implications for research and professional development are discussed.

One evaluation measure available through the Positive Behavioral Interventions and Supports framework is the Effective Behavior Support Self-Assessment Survey (SAS). Evaluations of the SAS have supported its factor structure. However, the SAS is designed to be completed by school personnel who are nested within other levels of analysis (e.g., schools, grade level, district). There have been no studies examining the SAS from a multilevel perspective. The current study addressed this gap by evaluating the SAS using data from 1,726 respondents across 36 public schools in 3 school districts. Another purpose of this study was to evaluate whether the SAS can be shortened yet remain psychometrically sound to encourage completion of the survey by busy school staff members. Intraclass correlation coefficients indicated substantial dependence in item responses. Factor correlations were substantial across all models tested. Compared with a 2nd-order, hierarchical model and the basic 4-factor model based on the original hypothesized structure of the SAS, the best combination of fit and parsimony was obtained from a reduced set of 24 of the original 46 items organized within a multilevel bifactor structure (e.g., comparative fit index = .979, root-mean-square error of approximation = .019), suggesting that the SAS may be shortened. The bifactor model partitioned item variances to a general implementation fidelity factor and to 1 of the 4 hypothesized factors. These results suggest that the SAS items aim to describe dimensions for measuring implementation status that may be as relevant at the school level as they are at the individual level. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Using an ecological model, the individual-, school-, and sociocultural-level characteristics that affect gay–straight alliance (GSA) advisors were examined in the current study. The formation of GSAs has been one way that schools have sought to improve the school climate for lesbian, gay, bisexual, and transgender (LGBT) youth. Limited information is available about the demographics and experiences of GSA advisors who lead these clubs. GSA advisors are on the front line of LGBT advocacy in schools. The purpose of this study is to add to the minimal literature on GSA advisors by describing the demographics and the experiences of the largest known sample of GSA advisors in the research literature. In the current study, 262 GSA advisors provided information through a 67-item survey about their demographic characteristics and their experiences advocating for LGBT youth in schools. The results suggested this sample of advisors was a demographically homogenous group. Exploratory factor analysis identified two d...

The Every Child Achieves Act of 2015 has drawn greater attention to the academic achievement of students considered at risk who attend alternative schools. Due to problems both inside and outside of schools, students in alternative education settings may struggle with academic content and require a different educational approach. This comprehensive literature review critically examined experimental intervention studies that were conducted in alternative schools published between 1990 and 2013. Eighteen studies met the inclusion criteria. Academic intervention studies conducted in alternative educational settings, limitations, practical implications, and future directions are discussed.

The Participatory Culture-Specific Model of Course Development (PCSMCD), adapted from the Participatory Culture-Specific Intervention Model, is a proposed framework to address challenges to social justice education by addressing the following four course variables: instructor characteristics, instructor experiences, student characteristics, and student experiences. This article proposes a new model through which qualitative and survey culture-specific data related to the 4 variables are collected at the onset of the course and incorporated into every phase of course development and implementation. Obtaining and utilizing data about student and instructor characteristics and experiences facilitates both culture specificity and ensure that the course content and process are both appropriate and acceptable for students and instructors. This article proposes the 10-phase PCSMCD as it would look during course development and implementation, and provides social justice resources and activities specific to schoo...

This article discusses the significance of adult connections for adolescents' sense of school belonging and identifies areas for future research and practice by (a) exploring the influence of adult connections on adolescents' sense of school belonging; (b) reviewing the literature regarding school belonging outcomes; (c) identifying potential barriers to building adult connections and school belonging; (d) presenting school improvement initiatives that hold promise for facilitating adult connections and school belonging; and (e) introducing a research and practice agenda that underscores the need for further investigation into the relationship between adult connections and school belonging. This proposed agenda represents an important addition to the literature by advocating for an increased focus on the process and significance of these relationships during adolescence, emphasizing adult connections and school belonging in school improvement initiatives, and indicating how adult connections can promote p...

The present qualitative study explored the perceptions of this group of adolescents regarding what technology they use, what they view as constructive uses of technology, and their perceptions of cyberbullying and cybervictimization. A total of 18 lesbian, gay, and bisexual (LGB) adolescents participated in semistructured interviews. Many of the participants indicated that they use texting and social networking forms of technology, while few reported engaging with gaming technology. Results indicated technology provided support for this sample of LGB youth who might otherwise feel more isolated and/or depressed in relation to their heterosexually identified peers. In addition, this sample reported sexual orientation and revenge as reasons why students were targets of cyberbullying. These findings were consistent with prior research with non-LGB samples. Grounded in moral disengagement theory, the findings and implications of this study were interpreted within the context of prior research on technology us...

Limited information is available regarding the mental health of children and adolescents in Mexico (Paula, Duarte, & Bordin, 2007). The purpose of this exploratory qualitative study was to examine the construct of mental health of children and adolescents from the emic perspective of key informants in Mexico. Utilizing qualitative methods of inquiry and analysis, this study yielded a coding hierarchy representing key informants, descriptions of the valued mental health outcomes, socialization influences, stressors, and the resources available for supporting the mental health of children and adolescents in Mexico. The results of these efforts may inform the future development and evaluation of culture-specific definitions and interventions regarding the construct of mental health. Unique contributions to the literature included: (a) the focus on the mental health of youth in Mexico; (b) examining how educational outcomes for youth in Mexico was influenced by their mental health; and (c) the use of qualitative methods of inquiry compared to previous research use of quantitative measures to examine mental health in Mexico (e.g. surveys, self-report questionnaires). Limitations and suggestions for future research are discussed.

Victimization resulting from bullying affects millions of school children worldwide each year (e.g. Nansel et al., 2001; Sapouna, 2008; Smokowski & Kopasz, 2005). These children face the fear and humiliation of verbal, physical, and relational aggression and as a result, often suffer psychological ill effects (e.g. Kochenderfer-Ladd, & Skinner, 2002). This study examined the coping strategies of victims of bullying using qualitative research methodology. One-hundred-and-two fourth through eighth grade students participated in group interviews discussing the topics of bullying and coping with victimization. A coping model emerged from this study that included the primary categories of problem-focused coping and emotion-focused coping, and eight subcategories, self-defense, stand up to the bully, seeking social support, distancing, internalizing, tension-reduction/externalizing, focus on the positive, and self-blame. Results revealed that problem-focused coping was the type of coping most often used by victims of bullying. Externalizing and seeking social support were the most commonly reported problem-focused coping strategies used by victims. Boys discussed using externalizing strategies with greater frequency than girls, whereas girls reported seeking social support more often than boys. Results also indicated that children generally found their implemented strategies to be ineffective in resolving their problem. Implications and suggestions for future research are discussed.

Cyberbullying can have a variety of negative effects on student mental health (Internet Safety Technical Task Force, 2008). An understanding of students’ coping with cyberbullying could help researchers and professionals to determine ways to alleviate and/or prevent the negative effects of cyberbullying. Qualitative methods were used to provide an in-depth examination of coping with cyberbullying. The results revealed three primary coping themes as follows: reactive coping, preventive coping, and no way to prevent cyberbullying. Reactive coping included avoiding the cyberbully situation by deleting or ignoring messages. Preventive coping strategies included talk in person and increased security and awareness. Some students reported that there was no way to reduce cyberbullying. These strategies were interpreted in terms of current theories of coping and findings suggested a need for a new comprehensive model of coping with cyberbullying. In addition, implications for future research and practice were discussed.

This qualitative study investigated the barriers and facilitators that advisors of gay–straight alliances encounter when advocating for LGBTQ (lesbian, gay, bisexual, transgender, and queer) youth within schools. Twenty-two advisors were interviewed, and data revealed that multiple ecological systems (e.g., sociocultural, school, and individual factors) interacted to create barriers and facilitators to advocacy for LGBTQ youth. Results suggested an ecological systems perspective to advocacy in which advisors exist in multiple ecological systems simultaneously. An understanding of how these systems interact to create barriers and facilitators to advocacy may assist advisors in effectively working within these systems in order to create significant, lasting change in schools.

Teasing is a prevalent behavior in schools that can result in both positive and negative outcomes for students. This article presents an exploratory investigation into teachers' perceptions of teasing in schools, an underrepresented perspective in the literature. Semistructured interviews with 28 teachers of grades 4–8 revealed complex decision-making processes regarding how they differentiate between teasing and bullying interactions and how they select and implement interventions. These processes suggested that teachers conceptualize teasing as a prosocial or an antisocial behavior. Implications and opportunities for future research also are discussed.

This study examined 427 urban middle school students' perceptions of bullying, cyberbullying, and school safety utilizing the Student Survey of Bullying Behavior-Revised 2 (Varjas, Meyers, & Hunt, 2006). A unique finding is that cyberbullying may represent a unique modality of victimization and bullying compared with other school-based modalities. Cyberbullying and relational bullying were not associated with perceived school safety. Males reported more physical victimization, verbal victimization, and verbal bullying, and less relational victimization. Males and older students reported feeling safer at school. Older students reported less physical, verbal, and relational victimization, and less physical and verbal bullying. Importantly, physical, verbal, and relational bullying and victimization may represent more general underlying constructs of bullying and victimization, calling into question the distinctiveness of individual forms.

School climate research emphasizes the critical role teachers play in providing safe and supportive environments for students to learn. Despite numerous negative physical and mental health consequences related to bullying in schools, research investigating teachers' responses to reduce bullying is scarce. Individual in-depth interviews were conducted with 30 fourth through eighth grade teachers to determine their perceptions, experiences, and self-reported responses to address bullying. Results yielded a two dimensional model representing four response types: constructive-direct, constructive-indirect, punitive-direct, and punitive-indirect responses. Implications for this innovative model of teacher responses to bullying and future research agendas are discussed.

This qualitative study aims to investigate urban students' perceptions of bullying. Thirty participants were recruited from the fourth through eighth grade in an urban school system. Five primary themes emerged representing these youths' perceptions of: (a) the nature of the bullying; (b) the characteristics of victims and bullies; (c) the perceived reasons for bullying; (d) reactions to bullying; and (e) preventive measures. Discrepancies pertaining to perceived power and the intent to inflict harm were found between student responses and adult-generated views of bullying in the literature. Future research is needed to verify the discrepancies found and to inform intervention development.

Gay, lesbian, bisexual, transgender, questioning and inter-sex (GLBTQI) youth, and those perceived to be GLBTQI, face extensive verbal and physical bullying in schools. Although increasing attention has been made at examining the safety concerns of sexual minority (GLBTQI) youth, there remain important gaps in the literature as well as significant sampling limitations. This article seeks to identify and respond to research gaps by: (a) reviewing existing literature about the causes and risk factors associated with homophobic bullying; (b) reviewing existing literature about the consequences associated with the victims of sexual minority bullying; (c) identifying the limitations to research procedures and methodologies that have been used to investigate this topic; and (d) proposing a research agenda for future investigations of homophobic bullying in schools.

Perspectives regarding bullying of gay, lesbian, and questioning (GLQ) students were obtained from 16 school and community service providers in this exploratory study. Insights were gained regarding in-school responses to homophobic bullying threats beyond traditional punishments (e.g., suspension). Barriers to developing safe schools for GLQ students included passive school personnel, a conservative religious climate, victim blaming, and blindness to GLQ students. Facilitators to improving school climate and preventing GLQ bullying also were identified.

There are approximately 35 million school-age children in Mexico. The current mental health needs of these youth far exceed the mental health support and resources available. Despite a general awareness of the demand for additional mental health resources, there is limited research regarding the culture-specific nature of the mental health needs of children and youth in Mexico. This chapter focuses on the psychological well-being of youth in rural and urban areas around Xalapa, Mexico. Using a transformative mixed-method design, the researchers’ aim was to provide culturally relevant information regarding the types, sources, and reactions to various stressors and supports for children and youth. Ecomaps (N = 88), stories (N = 88), and focus groups (N = 68) were used to collect information with students from a rural elementary, urban elementary, and urban middle school in Xalapa, Mexico. Qualitative findings suggested that students experienced stressors related to their immediate and extended families, peers, school, and community. Students also reported their families, friends, teachers, community members, and self as means of support. The quantitative results included descriptions of the types of stressors and supports, identification of sources, and considerations of gender and grade-level differences. Implications for future culturally relevant research and practice are discussed.

Defending behaviors by bystanders in bullying situations have been associated with decreases in the frequency and negative effects of bullying incidents. The current study utilized qualitative methodology to investigate the role of perceived school personnel support and nonsupport in students' decisions to display defending behaviors. Forty-six semi-structured interviews were conducted with upper-elementary (n=26) and middle school (n=20) students in the southeastern United States. Qualitative data were analyzed using constant comparison and a recursive inductive-deductive approach. The findings resulted in the conceptualization of a combined social support-nonsupport framework that provides details about the source, description, evaluation, and perceived effects of different types of support and nonsupport bystanders receive from school personnel. Unique contributions to the literature included expanding the sources of support and nonsupport to consider school personnel other than teachers, providing descriptions and evaluations of support and nonsupport specific to bystanders, and demonstrating an overlap between various types of support and nonsupport reiterating the need to consider both supports and nonsupports concurrently. Implications for research and practice are discussed.

SUMMARY The purpose of the Peer Victimization Intervention (PVI) was to develop and implement a culture-specific pilot intervention to address the effects of bullying on middle school students who are victims utilizing the Participatory Culture-Specific Intervention Model (PCSIM; Nastasi, Moore, & Varjas, 2004). The involvement of participants who serve as cultural brokers in the system and/or stakeholders was used to encourage acceptability, integrity, ecological validity, sustainability, and institutionalization of the intervention. The pilot intervention was conducted in an urban, multiethnic school system and implemented during the school day by a multidisciplinary team of service providers. Twenty-eight students (11 sixth graders, 13 seventh graders, 4 eighth graders) participated in a 6-session pilot intervention group. Qualitative and quantitative data were collected from the students and cofacilitators of each group to assess acceptability, integrity, and efficacy. Quantitative pilot data indicate...

Gay, lesbian, bisexual, transgender, questioning, and intersex (i.e., sexual minority) youth are often targets of aggression because of their sexual identity, both in and out of schools. Literature on school-related aggression toward sexual minority youth often relies on quantitative surveys or retrospective studies. Little non-retrospective research has been done with this population investigating the nature of bullying, school climate, and the effects of being a sexual minority youth in schools. Sixteen sexual minority high school youth participated in face-to-face, in-depth interviews. Results for the themes from these interviews are presented in four categories: Sexual minorities' overall perspective on their school climate, the nature of aggression in schools against sexual minorities when present, the characteristics of the victims and bullies, and the consequences of being a sexual minority in schools. These youth's perspectives provide support for existing literature on the nature of bull...

Existing literature details many forms of harassment against sexual minority youth, including those behaviors that are present in schools. School and community service providers, such as counselors and psychologists, often witness first-hand the bullying that occurs in schools. Through their direct contact with sexual minority youth, they remain knowledgeable of current school environments facing these youth. Their perspectives on bullying of this population, however, are lacking. Sixteen school and community service providers participated in face-to-face, in-depth interviews regarding their perceptions and observations of general bullying and specific bullying of GLBTQI youth. The principles of grounded theory are used to analyze the data, which resulted in themes on bullying of GLQ youth. Results on these themes are presented in six main categories: Types and Locations of Bullying, Characteristics of Victims, Characteristics of Bullies, Effects of Bullying, Victim Response, and “Non-Targets.” T...

Cultural specificity is considered important in developing effective school- and community-based interventions. This article illustrates the use of ethnographic research to enhance understanding of students' cultural experiences and facilitate the development of culturally specific interventions. Ethnographic data were collected during formative and intervention phases of a school-based mental health promotion project. Data were coded using an interactive deductive–inductive process. Culture specificity was defined as the integration of etic (universal) and emic (culture-bound) perspectives. Four culture-specific themes were identified: adult-sanctioned behaviors and practices, adolescents' perspectives about the present and aspirations for the future, and societal factors. These themes encompassed code categories reflecting cultural attitudes, beliefs, customs, expectations, norms, and values; and reflected the ecological framework that guided the research. Future research is needed to address the use of combined etic – emic conceptualizations of culture in the development of culture-specific interventions.

Objective: Bullying is a serious public health problem that may include verbal or physical injury as well as social isolation or exclusion. As a result, research is needed to establish a database for policies and interventions designed to prevent bullying and its negative effects. This paper presents a case study that contributes to the literature by describing an intervention for bullies that has implications for practice and related policies regarding bullying. Methods: An individualized intervention for an identified bully was implemented using the Participatory Culture-Specific Intervention Model (PCSIM; Nastasi, Moore, & Varjas, 2004) with a seventh-grade middle school student. Ecological and culture-specific perspectives were used to develop and implement the intervention that included psychoeducational sessions with the student and consultation with the parent and school personnel. A mixed methods intervention design was used with the following informants: the target student, the mother of the student, a teacher and the school counselor. Qualitative data included semi-structured interviews with the parent, teacher and student, narrative classroom observations and evaluation/feedback forms filled out by the student and interventionist. Quantitative data included the following quantitative surveys (i.e., Child Self Report Post Traumatic Stress Reaction Index and the Behavior Assessment Scale for Children). Both qualitative and quantitative data were used to evaluate the acceptability, integrity and efficacy of this intervention. Results: The process of intervention design, implementation and evaluation are described through an illustrative case study. Qualitative and quantitative findings indicated a decrease in internalizing, externalizing and bullying behaviors as reported by the teacher and the mother, and a high degree of acceptability and treatment integrity as reported by multiple stakeholders. Conclusion: This case study makes important contributions by describing an intervention that is targeted to specific needs of the bully by designing culture specific interventions and working with the student’s unique environmental contexts. Contributions also are made by illustrating the use of mixed methods to document acceptability, integrity and efficacy of an intervention with documented positive effects in these areas. In addition, implications for policy and practice related to the treatment of students identified as bullies and future research needs are discussed.

Objectives: Internet usage has increased in recent years resulting in a growing number of documented reports of cyberbullying. Despite the rise in cyberbullying incidents, there is a dearth of research regarding high school students’ motivations for cyberbullying. The purpose of this study was to investigate high school students’ perceptions of the motivations for cyberbullying. Method: We undertook an exploratory qualitative study with 20 high school students, conducting individual interviews using a semi-structured interview protocol. Data were analyzed using Grounded Theory. Results: The developed coding hierarchy provides a framework to conceptualize motivations, which can be used to facilitate future research about motivations and to develop preventive interventions designed to thwart the negative effects of cyberbullying. The findings revealed that high school students more often identified internally motivated reasons for cyberbullying (e.g., redirect feelings) than externally motivated (no consequences, non-confrontational, target was different). Conclusion: Uncovering the motivations for cyberbullying should promote greater understanding of this phenomenon and potentially reduce the interpersonal violence that can result from it. By providing a framework that begins to clarify the internal and external factors motivating the behavior, there is enhanced potential to develop effective preventive interventions to prevent cyberbullying and its negative effects.