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effectiveness of a violence prevention program used as a nursing intervention tool on agression among children in pre-kindergarten
Title
The effectiveness of a violence prevention program used as a nursing intervention tool on agression among children in pre-kindergarten.
Creator
Stephenson, Carol W., Christine E. Lynn College of Nursing
Abstract/Description
Childhood aggression has captured media attention over recent years. Aggression and violence have permeated schools and affected many communities. There are policies and programs in place for young adults, teens and children in some high schools and elementary schools, but not in preschools or daycare centers. However, intervention programs need to be introduced at the preschool level. There is also a scarcity of nursing research on aggression among preschoolers and successful early...
Show moreChildhood aggression has captured media attention over recent years. Aggression and violence have permeated schools and affected many communities. There are policies and programs in place for young adults, teens and children in some high schools and elementary schools, but not in preschools or daycare centers. However, intervention programs need to be introduced at the preschool level. There is also a scarcity of nursing research on aggression among preschoolers and successful early intervention anti-aggression programs. This study evaluated the Second Stepª anti-aggression program, utilized as a nursing intervention tool, among 41 preschool children aged 3, 4, and 5 years of age. The 3-month long research study was based on King's 1981 general systems theory, which is classified as an interaction model. The research design was a randomized pre-test post-test, 2-group (control and experimental) experimental one, to test the hypothesis that children's aggression scores would be lower and their prosocial scores would be higher after the intervention program. It was also hypothesized that boys would have higher aggression scores than girls and that there would be differences in post aggression scores in the treatment group. Repeated measures ANOVA showed that there were no significant differences between the make-up of each group (p = .05). There was no statistically significant difference between pre- and post-test aggression scores (p = .14) or between genders (p = .13), with the exception that the preschool girls in both groups had slightly higher relational aggression scores than boys, pre- and post-test. The differences were statistically significant at p = <.05. The post-test relational aggression scores were not lower in either group. These findings are discussed in this paper.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/186766
Subject Headings
Violence in children, Children and violence, Community health nursing, Developmental psychology, Attribution (Social psychology)
Format
Document (PDF)
Elementary school teachers’ perceptions of bullying and antibullying curriculum: a qualitative case study
Title
Elementary school teachers’ perceptions of bullying and antibullying curriculum: a qualitative case study.
Creator
Moosai, Vikaash, Hyslop-Margison, Emery, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
Numerous studies examining bullying among elementary school students and anti-bullying curricula and programs are available in educational literature. However, little research examines the perceptions of elementary teachers and guidance counselors regarding implementing the curriculum. To address this gap in the literature, my case study focused on three elementary schools and 21 participants (18 teachers and three guidance counselors) in South Florida and their perceptions on bullying and...
Show moreNumerous studies examining bullying among elementary school students and anti-bullying curricula and programs are available in educational literature. However, little research examines the perceptions of elementary teachers and guidance counselors regarding implementing the curriculum. To address this gap in the literature, my case study focused on three elementary schools and 21 participants (18 teachers and three guidance counselors) in South Florida and their perceptions on bullying and the antibullying curriculum implemented during the 2011 school year. The data collected included approximately 50 hours of interviews and the disaggregation of each school’s discipline summary report. There were two major themes that emerged from the study. The first theme (elementary school bullying) addressed the individuals responsible for addressing bullying, the outcomes of bullying, the characterisitcs of a bully, the locations of bullying, and the reasons why bullying occurs. The second theme (elementary school anti-bullying curriculua) addressed the professional development offered and what is needed, the components within an anti-bullying curriculum and what is needed, and the ways in which special needs students are addressed through an anti-bullying curriculum.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004310
Subject Headings
Aggressiveness in children -- Prevention, Bullying in schools -- Prevention -- Case studies, Curriculum planning, School violence -- Study and teaching (Elementary)
Format
Document (PDF)