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Dissertation/Thesis Abstract

Bullying resilience: Informing schools and communities to transform conflict by using an anti-bullying restorative justice campaign
by Smith, Angela, D.P.A., Capella University, 2015, 113; 3700862
Abstract (Summary)

The purpose of the study was to spotlight the implementation of anti-bullying programs in schools and to engage the public in the development of mitigating practices that include students, parents, school administrators, teachers, and entire communities. The study measured a group of students from two very different school districts with input from restorative justice practitioners on bullying exploring why students bully and what can be done about it. The study showed that restorative justice practitioners have led educators to focus more on using the relationship development protocols from restorative justice in schools. Restorative justice originated in the criminal justice system and included the victim and the offender to address repairing the harm done. The current study adopted the idea of implementing bullying prevention programs in schools that incorporated proven strategies and influenced the movement to develop long-term programs that include student input. When asked, "Have you ever been bullied?" 88% of the students responded that they have been bullied. Implications from the study suggested that cultivating youth voices creates a sense of community in the classroom and decreases the common practice of suspending students for misbehaving because it only contributes to expansion of the school-to-prison pipeline. The study determined that new disciplinary practices provide successful tools for behavior interventions that support students learning how to manage conflict in school and experience academic and social success without heavy-handed punishment. The outcome of the study revealed that adopting alternative practices to bullying behavior has been worth the effort to modify unwanted behaviors, improve school climate and achieve successful results in dispute resolutions.

Indexing (document details)
Advisor: Vermillion, Joan
Commitee: Bordner, Bruce, Witty, Cathie
School: Capella University
Department: School of Public Service Leadership
School Location: United States -- Minnesota
Source: DAI-A 76/09(E), Dissertation Abstracts International
Subjects: Behavioral psychology, School counseling, Public administration
Keywords: Anti-bullying, Bullying, Conflict resolution, Implementation, Restorative justice, Student voices
Publication Number: 3700862
ISBN: 978-1-321-71043-4
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