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Adolescents’ knowledge of and stigma towards schizophreniaAuthor(s): Faulkner, G., Irving, H., Paglia-Boak, A. & Adlaf, E. (2010)
This summary was created by the Evidence Exchange Network (EENet; formerly OMHAKEN). This and other summaries on mental health and addictions can be found at: www.eenet.ca

"For people living with mental illness, stigma can be a large barrier that prevents improvement in their lives. But little research has been done to understand how stigma emerges in youth. This research explores how adolescent stigma toward people with schizophrenia is related to demographics. It also looks at how much knowledge adolescents have about the mental disorder."

This document has been viewed 1,256 times.
Anti-bullying programs in schoolsAuthor(s): Farrington, D., Tfofi, M. (2012)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2009 systematic review of anti-bullying programs by David P Farrington and Maria M Tfofi.
http://www.hwdsb.on.ca/e-best/

This document has been viewed 1,213 times.
Boys’ Underachievement: Which Boys Are We Talking About?Author(s): Martino, W. (2008)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"Policy and research-based literature identifies boys’ underachievement, and
specifically their engagement with literacy, as both a Canadian and an
international problem. In Organisation for Economic Co-operation and
Development (OECD) countries, boys do not perform as well as girls on the
reading comprehension and writing components of literacy tests. However,
the Program for International Assessment (PISA) 2000 report on reading
performance explicitly states that “students from less favourable socioeconomic
backgrounds are on average less engaged in reading” (p. 8). Not
all boys are underachieving, nor are all girls out-performing boys; educators
and policy makers need to address the question of which boys require help
becoming literate and what kinds of help educators can provide."

This document has been viewed 1,566 times.
Bullying at school: Students report unsafe and high bullying areas within their schoolAuthor(s): Vaillancourt, T., Brittain, H., Bennett, L., Arnocky, S., McDougall, P., Hymel, S. Short, K., Sunderani, S. Scott, C. Mackenzie, M., Cunningham, L. (2010)
Bullying can cause a number of psychological and social issues in victims such as depression, poor self-image and greater dependency on adults. Bullying is common in elementary and secondary schooling and Canadian schools are no exception. Statistics show that more than one-third of Canadian students are either bullied, involved in bullying someone else, or both. Although there are a number of anti-bullying programs in effect in Canadian schools, reviews show that most have either shown no effect on reducing bullying rates, or in some cases, have actually caused harm. There is agreement that anti-bullying programs could be improved with increased adult supervision in certain areas (i.e. cafeteria, gym, etc.) where students are frequently bullied. This research surveyed elementary and secondary school students to identify such areas.

This document has been viewed 969 times.
Bullying predicts dating violence & poor relationship qualityAuthor(s): Ellis, W. and Wolfe, D. (2014)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This study showed that bullying predicts dating violence and poor relationship quality in adolescent dating relationships. These results illustrate how peer and dating relationship contexts are interconnected during adolescence. Youth who display aggression and other unhealthy behaviours in one type of relationship are likely to do so in others as well....

This document has been viewed 276 times.
Bullying prevention in schools: A survey of Ontario principalsAuthor(s): Smith, D., Cousins, B., Stewart, R. (2005)
This study explored the relations among various aspects of bullying prevention programs.

This document has been viewed 865 times.
Bullying, student-teacher relationships, and academic performanceAuthor(s): Konishi, C., Hymel, S., Zumbo, B., Li, Z. (2010)
Research conducted in Ontario schools has shown that large numbers of students experience violence and bullying in schools. Bullying has been found to have a negative impact on school performance and student development in general. This study looked at whether student’s academic performance is related to rates of bullying at school level, whether student-teacher connectedness has an impact on the bullying-achievement relationship and whether students who feel they have a positive relationship with their teachers perform well academically even if bullying happens at their school.

This document has been viewed 1,634 times.
Culturally Relevant School-Based Programming for FNMI Youth: Improved Relationships, Confidence, Leadership and School SuccessAuthor(s): Crooks, C., Burleigh, D., Snowshoe, A., Lapp, A., Hughes, R. and Sisco, A. (2015)
This study evaluated the Fourth R Uniting Our Nations, a school-based, culturally relevant program for FNMI youth. Results highlighted multiple positive impacts of the program. Participants reported that...

This document has been viewed 248 times.
Forging Safer Learning Environments: Addressing Homophobic Bullying in SchoolsAuthor(s): Walton, G. (2010)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education and can be accessed, along with other What Works summaries, on their website at:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary provides an overview of research in the area of bullying in schools:

"Issues concerning gender and sexuality are rich fodder for bullying. For students
who identify or are perceived as lesbian, gay, bisexual or transgender (LGBT),
school can be especially harrowing, as these students are frequently targeted
for bullying."

This document has been viewed 1,237 times.
Healthy Relationships Program Improves Adolescents' Ability to Manage Peer ViolenceAuthor(s): Crooks, C., Scott, K., Broll, R., Zwarych, S., Hughes, R. and Wolfe, D. (2015)
This study investigated whether a healthy relationships program would improve students’ social and emotional skills related to knowledge about violence, critical thinking about the impact of violence, identification of coping strategies, and their
acceptability of violence. The researchers found that...

This document has been viewed 141 times.
Pre-service Teachers’ Perceptions of BullyingAuthor(s): Craig, K., Bell, D.& Leschied, A. (2011)
School-based bullying has increasingly attracted the attention of educational policy makers, parents, academics, and educators over the past decade. This study investigates pre-service teachers’ knowledge of, and attitudes about, school-based bullying. Specifically, this research investigates the impact of a pre-service teacher’s gender, prior experiences with different types of bullying, and the type of faculty of education program they are enrolled in (primary-junior, junior- intermediate, or intermediate-senior), on the likelihood that he/she will intervene in incidents of school-based bullying.

This document has been viewed 1,412 times.
Prevent Bullying by Promoting Healthy RelationshipsAuthor(s): Pepler, D. (2011)
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This summary outlines research in the area of bullying prevention:

"Teachers are critical in socializing children and shaping their relationships through moment-tomoment
interactions with their students. Through 20 years of research, we have come to
understand bullying as a relationship problem in which an individual uses power and aggression
to control and distress another....If bullying is a relationship problem, then it requires relationship solutions."

This document has been viewed 1,610 times.
Safe Schools Course Increases Knowledge and Self-Efficacy in Pre-Service TeachersAuthor(s): Crooks, C., Jaffe, P. and Rodriguez, A. (2016)
This study evaluated the impact of Safe Schools, a pre-service teacher course addressing factors that affect school climate. Pre-service teachers showed...

This document has been viewed 94 times.
Teacher intervention in situations of bullyingAuthor(s): Blain-Arcaro, C., Smith, D., Cunningham, C., Vaillancourt, T., Rimas, H.
The goal of this study was to determine what features of bullying situations influence teachers’ decision to intervene. To
accomplish this, the researchers used a forced-choice task that reveals the degree of importance teachers place on different features of
bullying situations in their decisions to intervene or not.

Resource about bullying: Promoting Relationships and Eliminating Violence Network Website: http://www.prevnet.ca/

This document has been viewed 873 times.
The Impact of Project Ploughshares Puppets for Peace Anti-Bullying ProgramAuthor(s): Beran, T., & Shapiro, B. (2005)
This study investigated the effectiveness of one anti-bullying program, Project Ploughshares Puppets for Peace (Woodfine, Lubimiv, & Langlois, 1995), performed at over 100 elementary schools and community groups across Ontario. The program uses 3-foot tall, hand-androd puppets to enact a bully scenario intended to educate students about different types of bullying behaviors and strategies for conflict resolution.

This document has been viewed 1,065 times.