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Recently, substantial research has been conducted towards the widespread concern of adolescent bullying. Definitions and qualifications of bullying incidents have changed as studies and factors relating to bullying have evolved. Extensive amounts of resources can be found and made available for schools, parents, and adolescents in relation to bullying, but the question stands if these theories and resources are being used in the schools, and if so, how. This study focuses to examine current bullying program implementations within school districts of the Southwest Michigan area. Qualitative analyses on interpretive interviews were conducted to determine what school districts are actually doing to prevent and intervene with bullying incidents through personal accounts of stakeholders. To help aid future research and adolescent bullying programs, the researcher's goal was to find the potential limitations and promotions that effect the movement of theory into practice. Interviews were conducted with multiple stakeholders who must be directly working with students in relation to bullying. Interviewees included guidance counselors, a vice principal, and a security officer. The results were decoded into the following themes: implementation, key players, success, problems, and resources. These themes should be identified by school districts when creating and perfecting their own bullying programs. The research concluded with the realization that bullying may never be eliminated, but stakeholders, like those interviewed, must still work for a more positive, encouraging school environment. Adolescent bullying programs should come from a proactive approach over a reactive stance, with a zero tolerance message towards bullying. With a teamwork approach, schools may work to limit the underlying problems of bullying within their school, supporting both the victim and perpetrator.
Waligora, Amanda, "Investigating Adolescent Bullying Programs: Bridging the Gap between Theory and Practice" (2014). Honors Theses. 2522.
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