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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.
African American Studies: 50 Years at the University of Florida
provides an impactful overview of the history of African American
Studies at the University of Florida. Chapters are based on papers
presented at the 50th Anniversary Commemoration of the African
American Studies Program at the University of Florida. In addition
to providing a comprehensive history of African American Studies at
the University of Florida, the book also documents the research of
Black faculty at UF; examines how students, faculty, and staff
involved with African American Studies practice community
engagement and service; contains testimonies from community elders;
and includes reflections by and about prominent UF alumni such as
Judge Stephan Mickle and Dr. David Horne.African American Studies:
50 Years at the University of Florida presents readers with a
valuable opportunity to reflect on the past, celebrate the present,
and plan for the future of African American Studies, at the
University of Florida and beyond.
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