Preliminary surveys found that only a good strategy to deal with bullying 10 teachers from 123 kindergarten teachers (Batsche, 1997). These findings reinforce or 8.13% who reported already know about the opinion that, in general, teachers did not bullying. Meanwhile, as much as 91.87% have the understanding and adequate skills teachers do not know about bullying and handling the issue of bullying.
how to handling it. The small number of The findings that teachers do not yet teachers who have attended on bullying have the understanding and adequate skills' training shows that there are few teacher handling bullying is quite ironic findings. who has enough competence in addressing Hirschstein, Edstrom, Frey, Snell, and problems of bullying. Lack of teacher MacKenzie (2007) found that teacher is competence in dealing with bullying precisely the figure that has an important behavior in the classroom is not something role in addressing bullying in the class. surprising. Atlas and Pepler (1998) and Swearer and Espelage (2004) add that Bauman and Del Rio (2005) has found that teachers have the most extensive coverage teachers often not respond effectively for interventions. Teachers interact bullying incident, and often the teacher intensely with the whole child, and can respond improperly. Besag (1989), Olweus make contact with parents and most (1991), Smith (1991), until Ziegler & Pepler importantly have a major role in creating (1993) have concluded that knowledge safe schools. Teachers can deal with about bullying among teachers is still not bullying in the classroom setting by enough so the teacher does not have the implementing programs or strategies of needed skills in dealing with bullying behavior settings (Crothers & Kolbert, (Besag, 1989; Olweus, 1991; Smith, 1991; 2008). As a figure of authority in the Ziegler & Pepler, 1993). One study reported classroom, teachers give a direct influence that there were twenty-five percent of on behaviors which are prohibited and teachers who said that not doing anything is which are reinforced (Chang, 2003).
Abstract
The research was conducted to determine the effect of the Anti-Bullying and Teasing Program for Preschool Classroom Community Theme training to enhance teachers' competency in implementing program. All Teachers in one kindergarten in Sleman will be involved in this study. Teachers who will be involved must agreed to implement a whole series of programs, and agreed to not apply other similar programs in their classrooms. This study used one-group pretest-posttest design. Teachers' competency in implementing the program will be compared before and after training in aspects of knowledge and performance. Knowledge of the program was measured using the scale, while the performance is measured with behavior observation. Teachers' performance in implementing the activity procedures will also be seen in the monitoring process with an adherence scale. Results showed teachers' competence in implementing program change at the time before and after training.
Keywords: The Anti-Bullying Program And Teasing, teacher program-implementing competency, kindergarten
TEACHERS' COMPETENCY IN IMPLEMENTING THE ANTI BULLYING
AND TEASING PROGRAMS FOR PRESCHOOL CLASSROOM:
COMMUNITY THEME
Galuh Setia Winahyu
Barboza, Schiamberg, Oehmke, been identified include the risk of Korzeniewski, Post, and Heraux (2009) behavioral disorders diagnoses (Edmond, found that the emergence of disruptive Ormel, Veenstra, & Oldehinkel, 2007) and b e h a v i o r s c a n b e i n f l u e n c e d b y the risk of involvement in acts of criminality environmental factors. Thus, if the teacher in the future (Sourander, Jensen, Rönning, does not have sufficient competence and E l o n h e i m o , N i e m e l ä , H e l e n i u s , does not respond bullying behavior Kumpulainen , Piha, Tamminen, Moilanen, effectively, it is not surprising that many and Almqvist, 2007). Apart from the bullying behaviors appear in class. implications of the foregoing, also found In fact, bullying behavior is that some of the victims of bullying can go commonly found appear in class. A into perpetrators of bullying (Schwartz, preliminary study has been done to find as Ketchum, Dodge, Pettit, & Bates, 1999; much as 48.78% of the 123 kindergarten Perren, 2000; Perren & Alsaker, 2006). teachers in one district in Yogyakarta. It Bullying also has negative academically reported the existence of a particular student effects, which can affects academic in his class who often become victims of achievement of children in the class aggressive behavior of his friends. The (Zitmann, 2000).
presences of certain students who are often Number of negative impact of the victims are one indication of bullying bullying in preschool classes, both for behavior. Bullying is a subset of aggressive victims and for perpetrators, shows how behavior that has two extra characteristics, important it is for a kindergarten teacher to namely (1) an imbalance of power, that is have adequate competence in responding to aggressive behavior committed by the the problem of bullying. Therefore, training stronger party to the weaker party, and (2) to improve teacher competency in creating a the repetition of behavior (Olweus, 1993; free of bullying class became an important Perren, 2000). Thus, nearly one of every two thing to do.
cognition, (2) performance criteria learning process. Thus, teachers can (behavior), to see teachers' teaching improve their competence through learning behaviors, and (3) criteria of product process, whether through training, seminars (product) that used to see the ability of or formal academic.
teachers to teach to evaluate the School-based programs for assisting achievement of students who are taught. school in prevent bullying, violence, and Three criteria exist within the aggressive behavior has been developed. In competence of teachers, shows that the level a systematic review, at least it has recorded of teacher competence is very influential on about 65 studies that tested the effectiveness the environment, especially in achievement of these programs (Hahn, Whitley, and student behavior in class. Role of Wethington, Lowy, Crosby, Fullilove, teachers in creating a positive environment, Johnson, Liverman, Moscicki, Price, that is environment-friendly, full of S n y d e r , T u m a , C o r y , S t o n e , acceptance and mutual support can be Mukhopadhaya, Chattopadhyay , and explained through bio-ecology approach. Dahlberg, 2007). Unfortunately, only 6 of Bio-ecology approach states that every 65 research programs targeting children human being is strongly influenced by kindergarten, much smaller than 34 studies environmental factors (Bronfenbrenner & for elementary school children. Even in Evans, 2000). The environment is divided other studies that evaluated 42 similar into microsystem, mesosystem, ecosystem, programs with meta-analysis method, there and macrosystem (Bronfenbrenner, 1979). is no single program that is intended for Barboza, et al (2009) identify that activity, children Kindergarten (Ferguson, Miguel, elements of interpersonal, and interpersonal Kilburn, and Sanchez, 2007). Indonesia relationships of children which is also the have not found any studies that tested the environmental elements microsystem child effectiveness of the implementation of has a significant influence on bullying programs of anti-bullying in kindergarten. behavior. The findings are not surprising In fact, bullying is a problem that should b e c a u s e t h e s t r o n g i n f l u e n c e o f h a v e b e e n t a k e n s e r i o u s l y s i n c e environmental factors on human behavior kindergarten (Perren, 2000) because of have been found for a long time aggressive behavior that appears at the early (Bronfenbrenner, 1979; Bronfenbrenner age of children is a predictor of behavior and Evans, 2000). problems in later age (Hahn et al, 2007), and Based on bioecology theoretical bullying behavior that appears in childhood viewpoint, environmental improvement can can also indicate the emergence of be done by modifying microsystem behavioral Aggressive Conduct Disorder element, namely the activities, the role of (Edmond et al, 2007).
to face an early age to a wider audience, but together. With the creation of an also can provide strength for teachers to be environment-friendly, full of acceptance more confident and believe that they are and mutual support, the children no longer able to create an environment of mutual need to express themselves through respect, full of kindness and cooperation, behaviors that are negative.
and bound in curriculum development in a The Anti-Bullying Program and proactive in preventing the emergence of Teasing Program for Preschool Classroom, disruptive behavior (bullying) and teasing will equip teachers with knowledge about (teasing). In one study, Blythe found that how to create an environment that is free of implementation of this program is to reduce bullying. There are at least three big things incidents of bullying to 35%, increase staff that need to be known by teachers in intervention to respond to incidents of implementing the Anti-Bullying and bullying to 130%, and increase verbal Teasing Program for Preschool Classroom response on the physical responses of Community Theme, namely (1) sundries children especially in boys. about bullying, including the terms in it and In general, the Anti-Bullying and the factors that influence bullying behavior, Teasing Program for Preschool Classroom (2) classroom strategies that can help is divided into four themes, namely (1) teachers to manage classes well, and (3) community theme, (2) the theme of feelings, procedures for activities that may foster the (3) the theme of friendship, and (4) the attitude of helping each other, act according theme of teasing and bullying. This research to the rules, full acceptance, sharing, will adapt the first theme of the book The through co-operation in children. It is Anti-Bullying and Teasing Program for expected to create an environment of mutual Preschool Classroom is the theme of the respect where every child can feel safe, Community. Community theme which is the comfortable and accepted. By creating a first theme of the four series of theme friendly environment, full acceptance, and programs, designed to prevent and inhibit mutual respect, children will learn to the emergence of aggressive behaviors of develop empathy, to treat others well and children by creating a friendly environment, fairly, regardless of each other, work full of acceptance and mutual respect together, do not tempt and do not interfere through classroom activities as follows: (1) with one another, and defend yourself and introduce the concept of children "family" friends-theme with a fine and safe. Creating in the classroom so that children realize that a classroom environment of mutual care is their class is their family apart from their considered to reduce the need for children to families at home, (2) develop a respect for express themselves through negative differences that can help children become behavior such as annoying (bullying) and members of "family" that full acceptance teasing (teasing).
recommendations of the strategy, which Shaadish, Cook, & Campbell, 2002) or
allows teachers to resolve conflicts that commonly called a one-group
pretest-occur between students, dealing with posttest design (O1 X O2) in which there is
children who are emotionally, teach values, no control group for comparison and groups
discipline play areas, and provoke involved in the study were measured twice,
discussion. Finally, an example of the in the time before and after the training.
Master to perform four alternative solutions, Such designs are used in research that
such as attention and help others evaluates a program in which the condition
recommended as examples of healthy before the intervention and after
behavior patterns to imitate the child. Thus, intervention compared (Shaadish, Cook, &
the Anti-Bullying and Teasing Program for Campbell, 2002). In this study, the
Preschool Themes Classroom Community competence of teachers in implementing the
of Teachers will be trained as agents of program will be compared between before
change in schools. and after the training.
This research is part of an umbrella
research aimed to evaluate the influence of Research Subjects
The Anti-Bullying and Teasing Program for The subjects were all teachers (six classes)
Preschool Classroom Community Themes who teaches at a kindergarten in Sleman
in improving the quality of classroom district. Criteria for inclusion teacher who
climate, quality of teacher competence, and became the subject of this study were (1)
quality of student behavior, and also a have at least 3 years experience teaching at
preliminary study to develop the Anti- the kindergarten, (2) have never received
Bullying and Teasing Program for training about bullying, and (3) in writing
Preschool Classroom in Indonesia. This has indicated its willingness to engage in the
study alone will see the influence of The program and not implementing similar
Anti-Bullying and Teasing Program for programs during the study.
Preschool Classroom Teachers Community
T h e m e o f c o m p e t e n c e i n Research Variables
mengimpelentasikan program in knowledge The independent variable is the training of
and performance criteria. Teacher "The Anti-Bullying and Teasing Program
competency in product criteria will be for Preschool Classroom Community
obtained by sharing data with other research Theme". Training was conducted on the
associate. criteria of knowledge, performance and
The purpose of this study was to products which are divided into three
examine the influence of their own training sessions over two days of meetings.
of the Anti-Bullying and Teasing Program Measured variable in this study is teachers'
for Preschool Classroom Teachers competency in implementing program. The
Community Theme of competence in aspects of competence in this study are as
implementing the program. The hypothesis defined as follows:
of this research is estimated that there are 1. Knowing and understanding the
changes in the competence of teachers in miscellaneous programs and
implementing the program at the time p r o c e d u r e s r e g a r d i n g i t s
before (pre) and after (post) training. The implementation. This aspect will be
frame of mind researchers are as follows: measured using the Knowledge and
Understanding Program Scale.
Research Design 2. Ability to implement classroom
Quasi-experimental research design used in strategies that can help teachers to
this study was quasi experimental design manage classes well. This aspect
with one experimental group without using was measured using behavioral
method. of manipulation, and measurement end
3. Ability to implement activities c o u p l e d w i t h m o n i t o r i n g t h e
procedures in accordance with the implementation program, and concludes
procedures recommended. This w i t h a n e v a l u a t i o n o f p r o g r a m
a s p e c t w a s m e a s u r e d u s i n g implementation. This study takes four to
Adherence Scale. five weeks. Manipulation of treatment is the
training of "The Anti-Bullying and Teasing
Manipulation of independent variables Program for Preschool Classroom
Training "The Anti-Bullying and Community Theme", which was conducted
Teasing Program for Preschool Classroom over two days with an allocation of time @
Community Theme" was held over two days approximately 5 hours. Measurement is
with an allocation approximately @ 5 hours. means to see the level of teacher
Training consists of three sessions covering competence in implementing program.
three basic points in the implementation of Monitoring is the process of assisting
the program. Three basic things Teacher teachers in implementing program.
need to know in implementing the Anti- Monitoring process with an individual
Bullying and Teasing Program for interview is intended to ensure that teachers
Preschool Classroom Community Theme implement the program properly, and to
are (1) sundries about bullying, including know the constraints experienced by
the terms in it and the factors that influence teachers in implementing program.
bullying behavior, (2) classroom-strategies Evaluation is means to study the response
that can help teachers to manage classes and views of teachers toward the program
well, and (3) activities procedures that can and to learn about teacher action plans
foster helping each other attitudes, act related to the program.
according to the rules, full acceptance,
sharing, through co-operation in children. Measurement
The first session was delivered by lecturing 1. Knowledge and Understanding Program
method, while the second and third sessions Scale
delivered in a method of discussion. K n o w l e d g e a n d U n d e r s t a n d i n g
The first session contains the Program Scale used to view the aspects
introductory training, and sundry about of knowledge and understanding of
bullying. The second session consists of sundries and procedures regarding
classroom management strategies, which program implementation. The scale is
includes four teachers' model and six given at the time before (pre) and after
classroom strategies (sprung, Froschl, & (post) training. Measurements were
Hinitz, 2005). The third session explains the taken with an open questionnaire to
procedures of ten classroom activities in the measure teachers' knowledge,
community theme of The Anti-Bullying and comprehension, application, analysis,
Teasing Program for Preschool Classroom. synthesis and evaluation.
The ten recommended activities can foster 2. Behavior Observations
the attitude of helping each other, act Observations carried out to look the
according to the rules, full acceptance, aspects of performance or the ability of
sharing, through working together in teachers in implementing recommended
children (sprung, Froschl, & Hinitz, 2005). classroom strategies. Observations will
These activities will be integrated into be done with time sampling method -
classroom activities. observation at a specific time interval to
observe a particular behavior (Irwin &
Procedure Research B u s h n e l l , 1 9 8 0 ) . B e h a v i o r a l
This study was designed starting observation were performed a total of 60
and the total 60 minutes during after RESULTS
(post) training. Behavior that would be
observed is the ability of teachers in Teacher Knowledge
implementing the four models as an Wilcoxon Signed-Rank test used to
alternative solution in creating a positive compare the mean pre-test and post-test. At
classroom, and the ability of teachers in the time of measurement before the training,
implementing classroom strategies as the score ranges between 43.5 to 71.25 with
alternative solutions to handling a mean of 57.556 and standard deviation of
bullying. 9.042. While on the average measurements
obtained after training at 100.917 with a
3. Adherence Scale standard deviation of 15.669. Test results
The ratio between the teachers decisions showed that an increase in knowledge and
in implementing classroom activities in understanding of teachers between before
accordance with the recommendation and after training significantly with z values
and not in accordance with the of -2666 and p <0.01
recommendations will be conducted to
determine how well the teacher Teacher Performance
implemented the recommendations 1. Pre and Post Training Conditions
w h e n t h e p r o g r a m i s a p p l i e d . Initial measurement, obtained a mean of
Measurement of treatment compliance 1.375 teachers' model behavior in every
is required in this study to determine 15 minutes. This means, that the teacher
whether a program can be delivered as implement the recommended program
expected and consistent on all agents, as of 1.375 times in every 15 minutes.
well as time. Measuring compliance can Measurement after training, obtained a
also be used to determine the factors that mean of 7.25 teachers' model behavior.
could affect the extent to which teachers This could mean that after the training,
can implement the program and whether according teachers' model apply the
the variability in the use of interventions recommended program as much as 7.25
influence the outcome (Yeaton & times in every 15 minutes. Meanwhile,
Sechrest, 1981; Kazdin, 1986). Teacher has not implemented three
4. Self report classroom strategies that are targeted
Self report is a form of diary program both at the time before training and after
implementation by teachers. The diary is training. It can be concluded that there is
used as a qualitative data during a change of behavior in applying the
program execution as well as a means of four teachers' model for students in the
monitoring the process. Diary filled out class as one of alternative solutions to
by teachers every day. Diary revealed create a caring environment.
(1) conformity procedure adopted in 2. Compliance Teacher in classroom
carrying out 10 activities of the Anti- activities to apply the procedure
Bullying and Teasing Program for Teachers apply all the procedures
Preschool Classroom Community recommended in the Module of The
T h e m e w i t h t h e r e c o m m e n d e d Anti-Bullying and Teasing Program for
procedure, (2) interesting things during Preschool Classroom Community
the implementation program, (3) Theme with a mean of 98.33%. The
constraints faced during the program biggest percentage is equal to 100% of
implementation, (4) solution made to the class B1, B3, and B4, while the
the obstacles that occur, and (5) whether lowest was at 95.45% in class A2. Seen
the teacher perform the recommended from the data, class A1 and class A2 does
four alternative solutions to the not apply the one stage in one activity,
done is write a letter because the stages Program for Preschool Classroom in class A, children still learn about the Community Theme will be held every two letter, yet the skills to write sentences. weeks, and integrated with activities in the
3. Monitoring and Self report classroom.
The process of monitoring carried out on The constraints presented as eleven teachers in six different classes. follows: (1) matters relating to the interests As for some of the things found, among of the school, such as the sudden call of duty, other things: (1) Teachers take turns in solid curriculum, and the solid school presenting the activities in the project, where all three are considered quite classroom, while others simply act as a hamper the smooth implementation of the companion. (2) 4 of the 6 presenters program because teachers do not feel the have read back procedure the previous maximum in implement activities. (2) day activity, (3) Activities can be done matter relating to human resources, where with good teachers by teachers. (4) there are classes that have only one teacher Teachers are able to do minor so difficult for these teachers share a lot of modifications in delivering activity to attention to students. (3) Matters related to the students. (5) The teacher tried to child characteristics, such as the existence of a p p l y s o m e f o r m o f a c t i v i t y some students who have not learned to recommended by the program, such as write, or the students who did not want to be working groups in other daily activities. helped. (4) Matters relating to the Finally, (6) Teachers feel more confident implementation tool of activities especially in carrying out activities with a collage frame, which is considered too small monitoring or mentoring by a team of to be stuck on the outside. (5) Matters trainers.Interesting things delivered relating to the technical implementation of Teacher at the commencement of the such time in the day, and the execution program, among others (1) Teachers feel sequence of activities every day.
children easier to manage so that the
learning process becomes more fluent. DISCUSSION
This is because the rules are made
together with children in both activities. The Anti-Bullying and Teasing (2) Children also begin to accustom Program for Preschool Classroom themselves to help other children Community Theme training proven to affect without being asked by the teacher. the competence of teachers in implementing Constraints experienced by teachers in the program. Aspects of Teachers implementing more activitiesd ue to Knowledge and Understanding were time factor. The teacher said that for increase from time to time before training some activities, Teachers have got some after training. It is seen from the results of idea for modifications, but has not been measurements prior to training tend to be done because the constrained time. low but increased after the training provided and the programs implemented in the
Evaluation classroom. Aspects of performance or
The teacher said that this program is Teachers ability in implementing the very good to implemented in kindergarten program also increased from time to time and is very useful to help teachers in before training after training. This is evident teaching and learning. Teacher states from the results of behavior observation already can feel the benefits with the rules measure that says that there is a change of agreed by the children and written and be behavior frequency in applying the four attached in one classroom wall. In fact, the Teachers' model by 5.875 points in every 15 school said that for the next plan, the minute.
and understanding cannot be separated from closer to children who are experiencing the success of The Anti-Bullying and emotional stress rather than implement the Teasing Program for Preschool Classroom strategy of "Calm Down Corner ". Community Theme training. Teacher Meanwhile, Circle Time only held in the responses during training has been morning and still limited to the explanation completed that training materials are very task of the child, not to share ideas, and useful for them. Coaches also can deliver discussions for solving problems in the materials with very good and interesting. classroom. This can be caused by the ability This is in line with the invention of Baron & of teachers and lack of time. Limited Byrne (2003), which states that effective Number of Teachers (2 teachers) with the training is training that is able to deliver number of children as much as 26-28 training materials properly. The factors that children, teachers rarely make these three could affect message delivery is a things apply.
c o m m u n i c a t o r, c h a r a c t e r i s t i c s o f The Anti-Bullying Program and communicants, the message delivered and Teasing Program for Preschool Classroom the feedback that appears (Rakhmat, 2001). Community Themes also can affect student C o m p l i a n c e o r c o n f o r m i t y behavior. Research conducted Dinardinata procedures carrying out 10 activities of the (in progress), mentions that the Anti-Anti-Bullying and Teasing Program for bullying and Teasing Program for Preschool Preschool Classroom Community Theme Classroom unable to reduce bullying reached an average 98.33%. This could behaviors in kindergarten classes mean that the teacher perform almost any consistently, but consistent in reducing procedure recommended by the program. aggressive behavior and negative behavior Gresham (1989) and Lane et al (2004) states in kindergarten class . The Anti-Bullying that compliance with Teacher of the and Teasing Program for Preschool procedure can be influenced by teacher Classroom Community Themes are also perceptions about the effectiveness of the influential in improving prosocial behavior program. Teachers will tend to follow the in the Kindergarten class. Prosocial procedures in the implementation of the behavior in question, such as sharing, program in their classroom if their belief support, physical affection, shared object / system is closely aligned with the program experience, and cooperation (Dara, in c o n c e p t u a l f r a m e w o r k . T h e h i g h progress).
compliance is supported also by the results Thus, it can be concluded that of monitoring or mentoring teachers in Teacher Competencies changes in conducting activities. Teachers feel more implementing programs that arise as a result prepared to run the program because of the of training the Anti-Bullying and Teasing monitoring activity or assistance from a Program for Preschool Classroom namely team of researchers, especially following Community Themes can be perceived with the discussion to overcome obstacles implications on the behavior of kindergarten that occur, as well as the provision of children, although not yet seen the motivation by the research team. implications on environmental factors. T h e h i g h a v e r a g e r a t e o f These findings indicate a hope that the compliance, was not followed by the training was effective in improving the application of the four examples and competence of teachers in implementing the strategies for handling a class pretty good. program, but also indicates a demand for Teachers still choose to use the old way to improvements to be ready to be applied solve problems or conflicts between widely.
children by separating them with no further Limitation
Community Theme can improve that have been determined. Thus, the study teacher competence, but this training needs put quality above results generalize the to develop more programs for teachers are r e s u l t s o f t h e s t u d y . able to do more independently. The focus of
this module is to equip teachers with CONCLUSION AND SUGGESTION
knowledge of bullying-related knowledge
and treatment that have been outlined in the Conclusion book The Anti-Bullying and Teasing Book
for Preschool Classroom, but has not equips The Anti-Bullying and Teasing Program teachers with adequate skills to skillfully for Preschool Classroom Community implement these strategies and activities in theme is effective to increase the teacher's the program. This module is not equipped competence in implementing program. with a roleplay or simulation, so the
inclusion of both the module is an important Suggestion
suggestion for future development As for suggestions for program
programs, for teachers not only equipped development and research, are as follows: with knowledge of the program but also the 1. For further research, need to be tighter skills for fulfilling their program. However, c o n t r o l i n t h e p r o c e s s o f a good indication that shown by the implementation, such as variations in discovery of the effect of the program on the implementation of activities
teacher competence, although based on 2. Debriefing module need to be modules that have not been equipped with complemented with role-play to the skills of knowing at least indicates that enhance skills in fulfilling their the recommendations outlined in The Anti- program. It is expected that debriefing Bullying and Teasing Book for Preschool programs can be expected to give better Classroom effective enough to improve the results in improved teacher competence competence of teachers in implementing the in implementing program.
program , especially in kindergarten venue for research. In terms of benefits, the results
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