If you wish to increase the text size of this publication, maximize your window.
Click outside the box below, press Ctrl “+” several times, then scroll.
Questions? Email: info@mentalhealthce.com

-Rayle, Andrea Dixon; Holly J. Hartwig Moorhead; Judy Green; Caryn A. Griffi; and Barbara Ozimek. Adolescent Girl-to-Girl Bullying: Wellness-Based Interventions for School Counselors. Eric Institue of Education Sciences, p10-15.

Update
Teachers Can Make a Difference in Bullying:
Effects of Teacher Interventions
on Students' Adoption of Bully, Victim,
Bully-Victim or Defender Roles across Time

- Burger, C., Strohmeier, D., & Kollerová, L. (2022). Teachers Can Make a Difference in Bullying: Effects of Teacher Interventions on Students' Adoption of Bully, Victim, Bully-Victim or Defender Roles across Time. Journal of youth and adolescence, 51(12), 2312–2327.

Peer-Reviewed Journal Article References:
Bracegirdle, C., Reimer, N. K., van Zalk, M., Hewstone, M., & Wölfer, R. (2021). Disentangling contact and socialization effects on outgroup attitudes in diverse friendship networks. Journal of Personality and Social Psychology.

Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70(4), 322–332.

“Can a school-wide bullying prevention program improve the plight of victims? Evidence for risk × intervention effects”: Correction to Juvonen et al. (2016) (2016). Journal of Consulting and Clinical Psychology, 84(6), 483.

Espelage, D. L. (2016). Leveraging school-based research to inform bullying prevention and policy. American Psychologist, 71(8), 768–775.

Rucinski, C. L., Brown, J. L., & Downer, J. T. (2018). Teacher–child relationships, classroom climate, and children’s social-emotional and academic development. Journal of Educational Psychology, 110(7), 992–1004.

Van Ryzin, M. J., & Roseth, C. J. (2018). Cooperative learning in middle school: A means to improve peer relations and reduce victimization, bullying, and related outcomes. Journal of Educational Psychology, 110(8), 1192–1201.

QUESTION 4
What are the four phases to implement the Wheel of Wellness model which can be individualized to students' unique value orientations, cognitive styles, ways of interpreting concepts, and making meaning of events and processes? To select and enter your answer go to Test.