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Dissertation/Thesis Abstract

An exploratory study of the impact of school-wide positive behavior support on bullying
by Wilson, Lindsay A., Ed.S., California State University, Long Beach, 2014, 78; 1528071
Abstract (Summary)

This study examined the effect of School-wide Positive Behavior Support (SWPBS) on bullying using a quasi-experimental, pretest and posttest nonequivalent groups design. Student self-surveys were used as a measure of bullying at pre- and posttest intervals during a school year to identify changes in student perceptions of school climate and rates of bullying in a school implementing SWPBS and a control. The researcher examined the following four hypotheses: Compared to a control school, students in a school implementing SWPBS will report (a) a decrease in the frequency of bullying; (b) improved perceptions of school climate; (c) increased victim willingness to seek help; and (d) increased bystander willingness to intervene or notify an adult. Results of all four analyses were not statistically significant, indicating that SWPBS did not significantly reduce bullying, improve school climate, increase victim willingness to seek help, or increase bystander willingness to intervene as measured by this study.

Indexing (document details)
Advisor: Powers, Kristin
Commitee: Evans, Kara, Hagans, Kristi
School: California State University, Long Beach
Department: Advanced Studies in Education and Counseling
School Location: United States -- California
Source: MAI 53/01M(E), Masters Abstracts International
Subjects: Middle School education, Educational psychology
Keywords: Bullying prevention, School-wide Positive Behavior Support
Publication Number: 1528071
ISBN: 978-1-303-98595-9
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