Overview

Going beyond other bullying prevention resources, this book presents an approach grounded in evidence-based best practices, together with concrete guidance for weaving it sustainably into the fabric of a school. The authors describe a range of ways to support the development of prosocial skills in K-12 students, make data-based decisions to respond to bullying, and build partnerships across students, staff, and families. Of crucial importance, the book explains how to ensure that bullying prevention efforts are implemented with fidelity and do not fade away over time. An in-depth case study illustrates what effective implementation looks like in the school setting. The large-size format facilitates photocopying; reproducible tools to support implementation can be downloaded and printed for repeated use. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

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9781462550708

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Reviews

As the mental health needs of students are increasingly brought into the spotlight, bullying behaviors remain alive and well, placing our most vulnerable students at substantial risk. Fortunately, Collins and Harlacher have created a research-based, comprehensive, and practical model to help practitioners and educators find sure footing within a rapidly changing landscape. The illustrative examples and clearly defined processes make this book current and accessible to a variety of potential readers. I recommend it to professionals in any district or school seeking to develop or rewrite their student support policies. --Justin Gaddis, PhD, LP, Executive Director, Health Services and Well-Being, Fort Worth Independent School District, Texas Collins and Harlacher recognized that available bullying prevention approaches were fragmented, often neglecting one or more components. This book combines key elements of social and emotional learning, school climate, and multi-tiered systems of support--while also providing clear guidance about curricula to use, partnerships to build, data-based decision making, and implementation. It provides a turnkey solution for districts and individual schools, and is replete with practical examples, templates to follow, and checklists to make sure you are on track with your efforts. Whether you are completely revamping your policies and programming, or simply looking to see more results, the knowledge and strategies you need are in this book. --Sameer Hinduja, PhD, Co-Director, Cyberbullying Research Center; School of Criminology and Criminal Justice, Florida Atlantic University Thedefinitive book on bullying prevention and intervention. Every school, state department of education, and graduate training program in education and psychology should make this book required reading....Bullying reflects a breakdown in healthy relationships, and the tools needed to ameliorate these behaviors are found in this book. It is a comprehensive road map for creating systems that promote healthy relationships and providing systemic change to stop bullying in schools. --from the Foreword by Susan M. Swearer, PhD, LP, Chair, Department of Educational Psychology, and Willa Cather Professor of School Psychology, University of Nebraska-Lincoln; Co-Director, Bullying Research Network It is widely known that bullying prevention is a critical component for safe and inclusive schools, but if you are looking for howto prevent bullying, this book is for you. The authors spell it all out, translating research into practice and saving readers hours of potential time lost on common pitfalls and ineffective strategies. I plan to share takeaways from this book with my school leadership and social-emotional learning teams, which not only will lead to improved bullying prevention efforts, but also will advance our systemic practices in teaming, data-based problem solving, and parent and community partnerships. --Julia Wigert, EdS, NCSP, school psychologist, Denver Public Schools-

As the mental health needs of students are increasingly brought into the spotlight, bullying behaviors remain alive and well, placing our most vulnerable students at substantial risk. Fortunately, Drs. Collins and Harlacher have created a research-based, comprehensive, and practical model to help practitioners and educators find sure footing within a rapidly changing landscape. The illustrative examples and clearly defined processes make this book current and accessible to a variety of potential readers. I recommend it to professionals in any district or school seeking to develop or rewrite their student support policies. --Justin Gaddis, PhD, LP, Executive Director, Health Services and Well-Being, Fort Worth Independent School District, Texas Collins and Harlacher recognized that available bullying prevention approaches were fragmented, often neglecting one or more components. This book combines key elements of social and emotional learning, school climate, and multi-tiered systems of support--while also providing clear guidance about curricula to use, partnerships to build, data-based decision making, and implementation. It provides a turnkey solution for districts and individual schools, and is replete with practical examples, templates to follow, and checklists to make sure you are on track with your efforts. Whether you are completely revamping your policies and programming, or simply looking to see more results, the knowledge and strategies you need are in this book. --Sameer Hinduja, PhD, Co-Director, Cyberbullying Research Center; School of Criminology and Criminal Justice, Florida Atlantic University-

Author Information

Adam Collins, PhD, is the Statewide Bullying Prevention Manager and Multi-Tiered Systems of Support (MTSS) Specialist at the Colorado Department of Education. Dr. Collins has extensive experience researching and implementing bullying prevention best practices at the school, district, university, and state levels. He is coauthor of multiple book chapters and regularly presents at state and national conferences on bullying prevention and MTSS. Jason Harlacher, PhD, is a Senior Researcher with American Institutes for Research (AIR). He implements school-based multi-tiered systems of support (MTSS) that help all students, including those who are targets of bullying and those who need social and emotional learning support. Prior to joining AIR, Dr. Harlacher worked as a school psychologist, district-level coach, adjunct professor, and state-level consultant. He presents nationally on topics related to classroom management, intensive interventions, and MTSS, and has published peer-reviewed journal articles and several books.

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