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"Kolbert, Jered B"
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Teachers’ Perceptions of Bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Students in a Southwestern Pennsylvania Sample
This study was designed to ascertain teachers’ perceptions of bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth. In a sample of 200 educators (61.0% female; 96.5% White) from a county in southwestern Pennsylvania, there was a significant positive relationship between the teachers’ perceptions of the supportiveness of school staff towards students regardless of sexual orientation and those teachers’ reports of the frequency of bullying victimization experienced by LGBTQ students. Teachers’ perceptions of a higher level of staff and student support was associated with higher reported frequencies of students’ use of derogatory language about LGBTQ individuals and various types of bullying of LGBTQ students. Teachers with a lesbian, gay, or bisexual orientation were found to rate the school staff and students as significantly less supportive of students regardless of their sexual orientation, gender identity, or gender expression in comparison to heterosexual teachers. Finally, teachers who either were unaware of or believed that their school lacked an anti-bullying policy reported significantly higher rates of physical bullying victimization of LGBTQ students when compared to the rates observed by teachers who reported knowledge of their schools’ anti-bullying policies.
Journal Article
School Counselors’ Self-Efficacy in Knowledge of the College Process
This study examined the self-efficacy of school counselors’ college knowledge in the college process. Exploratory factor analysis revealed five characteristic factors: school counselors’ knowledge related to the college application process, systems advocacy, direct services with disadvantaged populations, direct service with special populations, and coordination of college access events. Hierarchical regression analyses revealed that both school counselors’ individual characteristics (e.g., years of experience, race/ethnicity, time engaged in advising, conducting lessons, and using technology and data) and ecological factors (e.g., school level, rate of college-going culture) were significant predictors of school counselors’ self-efficacy for promoting college knowledge. We discuss implications for equity and school counselors’ training.
Journal Article
School Counselors’ Perceptions of Barriers to Implementing a RAMP-Designated School Counseling Program
This study examined what school counselors perceive to be consistent barriers to implementing a program that adheres to the ASCA National Model. The Recognized ASCA Model Program (RAMP) designates such implementation. Principal component analysis revealed six common barriers: lack of confidence, lack of administrative support, time spent on clerical and office work, lack of teacher and parent support to implement aspects of the ASCA National Model, time spent on testing and monitoring, and time constraints. Logistic regression indicated three of the six barriers were significant predictors of RAMP status. We discuss implications for the school counseling profession.
Journal Article
Cognitive Predictors of Relational and Social Bullying, Overt Aggression, and Interpersonal Maturity in a Late Adolescent Female Sample
In this study, we wished to examine the potential relationships between the skills measured by an individually administered standardized measure of cognitive ability and a self-report measure of indirect bullying, overt aggression, and prosocial skills. Therefore, a sample of 106 female students were recruited from a private, faith-based university located in an urban setting in the mid-Atlantic region of the USA (US;
M
= 19.34 years; 84.9% White) to investigate the relationships between cognitive variables and interpersonal behavior. Multiple regression analyses revealed that participants’ performance on a Verbal Comprehension subtest significantly predicted their self-reported prosocial skills, with their Visual-Auditory Learning–Delayed skills enhancing this prediction. Additionally, in this sample, females’ Visual Matching skills were significantly predictive of overt aggression. However, despite the researchers’ hypotheses to the contrary, no cognitive skills were found to significantly predict forms of relational and social bullying. Implications of these findings for research and practice are discussed.
Journal Article
Navigating Power, Control, and Being Nice: Aggression in Adolescent Girls' Friendships
The relationship between gender role identity and relational aggression was examined. Fifty‐two girls (mean age = 15 years; 70% White, 30% non‐White) from the mid‐Atlantic U.S. completed the Relational Aggression Scale and the Bem Sex‐Role Inventory (S. L. Bem, 1981a). Use of relational aggression friendships among adolescent girls significantly predicted 9.9% of the variance for the high feminine variable. Focus group interviews were used to complement the quantitative study. Specific themes are identified and discussed.
Journal Article
Understanding girl bullying and what to do about it
Girl bullying, also called relational aggression, is a very real and pervasive problem in schools. Studies show that bullying is as common in girls as it is in boys, but that it can be more covert and thus more difficult for school professionals to detect and address. This book covers the causes and characteristics of relational aggression and outlines assessment, prevention, and intervention methods for counsellors, administrators, teachers, and parents. Included are sample forms and checklists that educators can use to document and address bullying for both the perpetrator and the victim. This resource blends academic, empirical, and practical perspectives to answer the questions of: - What girl bullying is - Why it happens - What it looks like - How to measure it - How to help girls deal with incidents
eBook
Tackling a Problematic Behavior Management Issue
In coping with and addressing a common child behavioral problem, classroom teachers may benefit from viewing bullying as a behavior management issue in the educational setting. The authors offer eight suggestions that specifically address childhood bullying problems in the classroom. Teachers can add these to their toolkit of behavior management strategies.
Journal Article
Bullying of LGBTQ Students: A Problem Recognized by Students, Parents, and Teachers
Research reveals that students who identify as lesbian, gay, bisexual, transgender, and questioning (LGBTQ) often do not feel safe at school as a result of higher rates of bullying in comparison to their heterosexual peers (Kann et al., 2016; Kosciw, Greytak, Palmer, & Boesen, 2014; Russell, Clarke, & Lamb, 2009). Compared to general victimization, bullying related to perceived or actual sexual orientation or gender identity is associated with more severe negative outcomes regarding mental health, substance use, and truancy (Russell, Sinclair, Poteat, & Koenig, 2012). In terms of academic functioning, homophobic bullying is associated with lower academic achievement (Aragon, Poteat, Espelage, & Koenig, 2014; Birkett et al., 2009; Poteat & Espelage, 2007), truancy (Aragon et al., 2014; Birkett et al., 2009; Kann et al., 2016), being less likely to pursue postsecondary education (Aragon et al., 2014; Kann et al., 2016), lower levels of school connectedness (Poteat & Espelage, 2007), and elevated school discipline problems (Aragon et al., 2014). Research shows that teachers perceive schools to be more supportive of LGBTQ youth than do students or parents. School psychologists can train teachers to use methods that may increase the likelihood that LGBT students will report bullying. They can also help teachers understand that although some studies suggest that adult interventions in bullying situations are not likely to stop a student's victimization, the concern demonstrated by teachers does appear to help student victims psychologically (Englander, 2013). Day, Snapp, and Russell (2016) found that supportive, but not punitive, practices are associated with less homophobic bullying and greater school connectedness. Research findings highlight the need for reducing bullying of LGBTQ student victims, increasing support, enhancing the training of teachers, and implementing and increasing the specificity of antibullying policies.
Journal Article