Beth Doll

Bullying in schools: An ecological framework

SUMMARY In this paper, we will argue that careful examination of research on bullying and victimization establishes that these are ecological phenomenon that emerge from social, physical, institutional and community contexts as well as the individual characteristics of youth who are bullied and victimized. Consequently, we will use an ecological framework to review prominent definitions and explanations of the problem of bullying and to make suggestions for linking intervention to research findings. It is hoped that this paper will further bridge the gap between the empirical knowledge about bullying and resultant prevention and intervention efforts.

The Development of Self‐Determination and Implications for Educational Interventions with Students with Disabilities

Abstract Self‐determination is, increasingly, recognised as an important educational outcome if students with disabilities are to succeed both in and out of school. This article presents a definitional framework of self‐determination, describes the development of this outcome, and discusses the implications of this research for educators.

Representativeness of Observed Preschool Social Behaviors How Many Data Are Enough

The degree to which observations consistently describe a preschoolers characteristic social behavior was investigated. Mine comprehensive observations were conducted of preschoolers in free play settings. Observed categories of social behaviors were based on the work of Strain (1983, 1985). Comparison of partial and complete observational records demonstrated that at least 5 observations were required to represent the childrens social behavior adequately. Implications are discussed for the assessment of young childrens social behavior.

The relationship between children's self-reported recess problems, and peer acceptance and friendships

Abstract This study used three samples to investigate the nature of childrens self-reported recess problems and the degree to which these were correlated with childrens peer acceptance and mutual friendships. Results suggest that seven student complaints about recess can be grouped into problems with peer conflict and problems with social inclusion. Modest relations were reported between inclusion recess problems and childrens mutual friendships and peer acceptance. Relations of conflict recess problems with mutual friendships and peer acceptance were less frequent. Results suggest that self-reported recess problems are a distinct construct from traditional research measures of peer acceptance and friendships.

Enhancing Resilience in Classrooms

Schools have historically been the great equalizer in the American landscape—the “ticket out” for youth struggling to overcome conditions of adversity and poverty (Pianta & Walsh, 1998). For immigrants to the eastern seaboard, schools were safe havens where children learned English, received public health services, and became literate and employable (Pulliam & Van Patten, 2007). As each wave of homesteaders moved west across the country, schools popped up alongside the newly broken sod. Universal access to public education has been a defining feature of the North American culture, and schools are fertile settings for promoting the intellectual, psychological, and personal competence of youth (Masten & Coatsworth, 1998).

The ClassMaps Survey: A Measure of Middle School Science Students’ Perceptions of Classroom Characteristics

This study examined the structure, internal consistency, and construct validity of the ClassMaps Survey, a measure of classroom characteristics that are related to students’ resilience and classroom success. Participants were 1,019 fifth- through eighth-grade science students who completed the ClassMaps Survey, a survey describing their classroom engagement, and three surveys describing their attitudes about science learning after being in their science class for 6 months. Results confirmed that the survey’s items factored into the predicted subscales and that the subscales’ internal consistency was adequate. Although significant grade and gender effects were noted, the effect sizes were uniformly small. Subscales of the ClassMaps Survey correlated as predicted with the four additional scales. Results suggest that the ClassMaps Survey is a promising measure of the characteristics of classrooms that promote resilience.

Social and Emotional Development in Early Childhood: The Identification of Competence and Disabilities.

The early identification and remediation of social and emotional disabilities is crucial for young childrens immediate well-being and their long-term quality of life. To better identify young children with social and emotional delay and disability and ensure adequate program planning, professionals and families need information concerning available norm-referenced and qualitative measures. This article presents an analysis of existing norm-referenced measures of social and emotional competence and disability for young children birth-to-5 to determine the degree to which these indices satisfy both technical and conceptual requirements. It is recommended that methods for assessing social and emotional competence and disability that allow for informed clinical opinion supplement norm-referenced measures.

Evaluating parental concerns about children's friendships

Abstract The purpose of this study was to provide school psychologists and other school mental health professionals with the information necessary to evaluate and respond effectively to parental concerns about their childrens friendships. Specifically, the study identified parental concerns that provided useful information about childrens friendships, described the frequency with which these concerns were raised by parents of typical children, and determined which concerns accurately described the worries of parents whose children were referred for friendship problems. A 20-item parent questionnaire was constructed from a review of the literature on children with friendship difficulties. An examination of the psychometric properties of the questionnaire showed it to have adequate internal consistency reliability, and confirmed three of its four scales. Comparisons of parent responses for referred children and for typical children showed significant differences on the questionnaires total score, scores within each of the four scales, and on 15 of the items. The implications for school psychological practice are discussed.

Cohesion and Dissension in a Multi-Agency Family Service Team: A Qualitative Examination of Service Integration

In this qualitative study we examined team cohesion during the formation and eventual disbandment of one communitys multi-agency family service team. The evaluation revealed that team members were committed to the principle of integrated family services but held very disparate perspectives on the teams purpose and design. The resulting lack of cohesion contributed to the decision to disband the team. Results are used to describe the challenges of establishing a multi-agency team and to make recommendations for future practice.

Classroom Resilience: Practical Assessment for Intervention

Resilience research has proven to be helpful to those committed to improving academic and psychosocial outcomes for students within schools. Empirical descriptions of children who succeed despite growing up in very adverse living conditions have been used as an undergirding foundation to applied practice in schools (Doll & Cummings, 2008; Doll et al., 2009; Werner, 2006). However, a major challenge has been the translation of diverse resilience constructs and research (described in detail in Chap. 1) into practical assessments of resilience that are meaningful in schools. School practitioners require assessment strategies that capture the foundations of developmental resilience research, while also relating in important ways to the empirical precursors to school success and using procedures that are resource efficient and highly beneficial for educational planning.