Resources

Support for your bullying prevention efforts

The International Bullying Prevention Association curates an extensive library of resources – and IBPA would like to share it with you.

For Educators

For Research

For Youth

For Families, Caregivers, Communities

Definitions of bullying


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Resource Guidelines

International Bullying Prevention Association Guidelines When Considering Bullying Prevention & Intervention Resources
CONSIDER
YES
NO
NOTES
PREPARATION / PRE-PLANNING
1. Does this resource reflect all best practice principles for bullying prevention and intervention?
2. Have you assured this resource does not include any Misdirections in Bullying Prevention or Response?
3. Is the effectiveness of this resource is backed by research and data? If so are the data and outcomes directly related to bullying? How?
4. Does the resource demonstrate a focus of addressing the school climate and culture of the school?
5. Does the resource suggest the formation of a leadership group specifically charged to coordinate bullying prevention efforts?
6. Are all groups committed to the efforts to address positive school climate and culture and address bullying (Examples: teachers, administrators, students, parents, counselors, para-pros, bus drivers, nurses, special ed. librarians custodians, cafeteria workers, etc.)?
7. Does the resource include involvement of all groups, students, parents and support staff in trainings, workshops, leadership groups, and resource tools?
CONTENT
8. Does the resource include conform to State/district/school anti-bullying policies and procedures?
9. Is this resource appropriate for the ages and grades where it will be used?
10. Is this resource culturally and linguistically appropriate for the school(s) where it will be used?
CONSIDER
11. Does the resource reflect that bullying prevention requires on-going, long -term commitment to appropriately change climate and cultures that decrease bulling behaviors?
12. Does the resource demonstrate an accurate, universal definition and understanding of what bullying is and how it relates to school culture?
13. Does the resource involve class time spent to address bullying prevention?
14. Does the resource suggest or provide activities and lessons which can be used across the curriculum?
15. Does the resource suggest opportunities for reflective discussions to prevent negative acts and promote pro-social behavior?
16. Does the resource avoid biases and prejudices including but not limited to misconceptions regarding race, ethnicity, gender, sexual orientation or religious affiliations?
17. Does the resource avoid practices that are counterproductive to bullying prevention and intervention?
18. Does the resource contain or refer to easily accessible, teacher-friendly materials.
DATA COLLECTION / SURVEY
19. Does the resource include a valid, reliable, anonymous climate/bullying assessment survey for students?
20. Does the resource emphasize the importance of assessing bullying and other measurement tools, such as for school climate?
21. Does the resource suggests how data be used to drive present and future actions to be taken at the school site-including increased trained supervision of high incident areas?
TRAINING
22. Does the resource require that all staff is trained in bullying definition prevention, intervention (and possible program implementation)?
23. Does the resource include students in training around what bullying is and is not, how to report bullying, discipline consequences for bullying others and positive roles for bystanders?
COST
24. Is the total cost associated with the purchase of this resource reasonable given the expected benefits?
25. Is the total cost associated with training reasonable given the expected benefits?
SUSTAINABILITY
26. Is there a plan in place to ensure long-term continuity of this program?

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