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Shelby Buck
Mrs. DeBock
English 4
16 February 2016
Essential Question: How can bullying be prevented in the early childhood of students?
Working Thesis: Bullying starts at a young age and grows, so it is important to act on prevention
in the early childhood years of students.
Refined Thesis: Bullying begins in the early childhood stages of a childs life and grows
throughout grade school. It is important to implement a bullying prevention into elementary,
middle, and high schools to prevent the growth. Statistics show that bullying prevention
programs in schools decrease bullying by up to 25%.
Annotated Bibliography
Morrow, Michael T.1, morrow@arcadia.edu, Steven D.2 Hooker, and Rebecca Lynne Cate.
"Consultation In Bullying Prevention: An Elementary School Case Study." School
Community Journal 25.2 (2015): 85-111. Education Full Text (H.W. Wilson). Web. 17
Feb. 2016.
The Article Consultation In Bullying Prevention: An Elementary School Case Study outlines a
discussion with an elementary school on how to create a fitting bullying prevention program for
schools. It focuses on the levels of bully prevention, assessing, strengthening, and implementing
the program. It includes interviews, data, observations, and data evaluations on bullying and antibullying programs. The article mainly stresses the importance of individualization of a bullying
program to fit the school. Each school is different and needs an appropriate bullying prevention
program. It informs on how to assess a school and build a program that fits and how to

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strengthen it. They visit a school and evaluate the school and assess how build a program based
on the school. If when building an antibullying program there is not an assessment of the school
and it is not built to fit the school, it will show little results. I chose this article because I would
like to place most of my focus on early childhood bullying, and this article highlights building a
prevention program in elementary schools.
Donoghue, Christopher, et al. "Coping With Verbal And Social Bullying In Middle School."
International Journal Of Emotional Education 6.2 (2014): 40-53. ERIC. Web. 18 Feb.
2016.
The article Coping With Verbal And Social Bullying In Middle School elaborates on the effect
of bullying on adolescent children. Upon experiencing bullying, children experience
vulnerability to psychological distress, depression, irritability, anxiety, loneliness, and a sense of
helplessness. Many children also experience physical distress from stress and anxiety caused by
bullying, such as headaches and nausea. Children also employ their own coping mechanisms that
can be detrimental if they are not aided by someone, such as an adult or someone knowledgeable
of psychology. If the bullying is not handled it can lead to more than just emotional problems.
Studies in this article have also found that bullying can have a negative impact on academic
performance and in-school function. I chose this because it concentrates on the effects of
bullying which will aid in building an efficient bullying prevention program.

Bradshaw, Catherine P. "Preventing Bullying Through Positive Behavioral Interventions And

Supports (PBIS): A Multitiered Approach To Prevention And Integration." Theory Into
Practice 52.4 (2013): 288-295. Business Source Premier. Web. 18 Feb. 2016.

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This article addresses the growing concern of bullying in schools across the United States. It also
discusses the issue of the misunderstanding of bullying prevention and how to properly address
and understand how to solve the issue. It focuses on the proper approach of implementing an anti
bullying program through the Positive Behavioral Interventions and Supports (PBIS) framework.
It describes the research and connection of school-climate, bullying, discipline, and effective
approaches to behavior management. I chose this article because it shows an effective approach
to creating an anti bullying program and breaks it down into tiers.
Wang, Cixin, Brandi Berry, and Susan M. Swearer. "The Critical Role Of School Climate In
Effective Bullying Prevention." Theory Into Practice 52.4 (2013): 296-302. Business
Source Premier. Web. 18 Feb. 2016.
This article specifically focuses on a key factor every other article I have chosen has mentioned,
school climate. Most of the articles I have chosen mention the importance of school climate as a
factor towards creating an effective anti bullying program. This article breaks it down and
examines the importance and meaning of school climate and how to assess and use it. It
describes how school climate can be positive or negative according to teacher attitude towards
other teachers and discouragement of bullying and encouragement of a positive attitude. Each
school is unique, hence the need for an assessment. Without knowing the school climate, an
efficient prevention program cannot be created. I chose this article because it stresses a key
component to building a proper bullying prevention program.
Ansary, Nadia S., et al. "Best Practices To Address (Or Reduce) Bullying In Schools." Phi Delta
Kappan 97.2 (2015): 30. MasterFILE Premier. Web. 18 Feb. 2016.
This periodical focuses on the best practices to address or reduce bullying in schools. It contains
statistical analysis and research on various anti bullying programs. It takes a deeper look into the

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effects of bullying on adolescent students and what to consider before prescribing a program to
an individual school. It also includes useful research observations on previous successful
programs set forth in schools, clear response strategies, and common features in successful anti
bullying programs. As a whole, the article sets a standard for successful anti bullying programs
and gives pointers on key elements that will help your program succeed. I chose this periodical
because it helps in building an efficient anti bullying program to reduce and stop bullying.
JONES, JOSEPH R., and SHARON MURPHY AUGUSTINE. "Creating An Anti-Bullying
Culture In Secondary Schools: Characteristics To Consider When Constructing
Appropriate Anti-Bullying Programs." American Secondary Education 43.3 (2015):
73-83. Academic Search Complete. Web. 18 Feb. 2016.
This article focuses on the characteristics to consider when creating an anti bullying program. It
gives information and an evaluation of an effective bullying prevention program. It details how
to build a program without the typical and non-efficient trial and error basis. It gives a
curriculum and a standard outline for a program. The curriculum includes the six characteristics
to include while building the program: community involvement, an assessment of the school
climate, a consensus on the definition of bullying, student and parental engagement, professional
development for faculty and staff, and ongoing program evaluation. I chose this article because it
includes everything needed to create an effective bullying prevention program.