This book examines the continuum of bullying services, including prevention, intervention, and recovery. It reviews current theories, studies, and programs relating to this issue as well as outcome-based solutions to enhance best practices. Chapters discuss prevention and intervention services such as enhancing and promoting teacher skills in identifying abusive behaviors; interventions with bullies, victims, bystanders, and enablers; and curbing digital forms of bullying. International perspectives on program development and delivery offer fresh approaches to conceptualizing a school's particular bullying problems and creating effective policy. In addition, chapters cover program evaluation, guiding principles for evaluators, measurement methods, and documenting and disseminating findings. The book also provides recommendations for program development. Topics featured in this book include: An Adlerian approach to predicting bullying behavior. Bibliotherapy as a strategy for bullying prevention. Coaching teachers in bullying detection and intervention. Cyberbullying prevention and intervention. The "Coping with Bullying" program in Greek secondary schools. Factors that affect reporting victimization in South African schools. Bullying Prevention and Intervention at School is a must-have resource for researchers, clinicians and other practitioners, graduate students, and policymakers across such disciplines as child and school psychology, social work/counseling, pediatrics/school nursing, and educational policy and politics.

This book examines the continuum of bullying services, including prevention, intervention, and recovery. It reviews current theories, studies, and programs relating to this issue as well as outcome-based solutions to enhance best practices. Chapters discuss prevention and intervention services such as enhancing and promoting teacher skills in identifying abusive behaviors; interventions with bullies, victims, bystanders, and enablers; and curbing digital forms of bullying. International perspectives on program development and delivery offer fresh approaches to conceptualizing a school's particular bullying problems and creating effective policy. In addition, chapters cover program evaluation, guiding principles for evaluators, measurement methods, and documenting and disseminating findings. The book also provides recommendations for program development. Topics featured in this book include: An Adlerian approach to predicting bullying behavior. Bibliotherapy as a strategy for bullying prevention. Coaching teachers in bullying detection and intervention. Cyberbullying prevention and intervention. The "Coping with Bullying" program in Greek secondary schools. Factors that affect reporting victimization in South African schools. Bullying Prevention and Intervention at School is a must-have resource for researchers, clinicians and other practitioners, graduate students, and policymakers across such disciplines as child and school psychology, social work/counseling, pediatrics/school nursing, and educational policy and politics.

This book provides the conceptual framework for documenting the history of the Institute of African Studies at the University of Ghana, West Africa. The Institute was established in 1961 by Dr. Kwame Nkrumah, the first president of the newly independent nation of Ghana. It was the first Institute of African Studies (IAS) at a major university in Sub-Saharan Africa. Nkrumahs vision was to incorporate national development into the mission of educational institutions in Ghana and throughout Africa. The role of African Studies was to provide direction through research, knowledge production and applications for development. This book begins with two historical contexts: (1) the global context, and (2) the establishment of the University of Ghana, formerly the University College of the Gold Coast, which was founded in 1948. This book relies heavily on archival materials at the Institute, the University Archive, and interviews with many of the architects and Directors of the Institute, as well as faculty, students, alumni, and others who contributed to and were impacted by the Institute for more than 50 years. This book documents key milestones in the history of the Institute from its establishment in 1961; its mission as envisioned by its founder, Dr. Kwame Nkrumah, and his address at the official opening of the Institute on October 25, 1963; the development of research and postgraduate teaching curricula (MA, MPhil, and PhD in African Studies); the incorporation of six credit hours of African Studies courses as a requirement in the curricula of all undergraduate majors at the University of Ghana (current enrollment is 40,000 students); a worldwide recognition of the study of African music and dance through the works of the renowned ethnomusicologist J. H. K. Nketia; the production of Ghanaian leaders on multiple levels in both public and private sectors; the founding of the academic research Journal of Contemporary African Studies; the African Thinkers Program; research focus on African traditional leadership and chieftancy; the establishment of the Kwame Nkrumah Endowed Chair in African Studies funded by the international mining conglomerate AngloGold Ashanti; the development of external linkages with universities on five continents; and the creation of the first continental African Studies Association of Africa (ASAA) in 2013, a major historical achievement that culminated in the International Conference on African Studies at the University of Ghana. Moving forward, the Institute promises to build on its past and present to promote Pan-African Studies for national development in Africa and the African Diaspora; a collaboration with the Global African Studies academic community; the advancement of indigenous African knowledge production; the regeneration of African life, history, and culture; and the study of Qualify of Life in Africa.