Bullying has become a focus in American society over the past several decades due to publicized bullying cases and the impact bullying has on victims. Researchers have conducted studies to determine the definitions, causes, and results of bullying. This phenomenological qualitative study examined the experiences of elementary school counselors (Pre-Kâ5th grade) who have implemented antibullying programs. Using distributive leadership theory as a lens, purposeful sampling was used to recruit 8 elementary school counselors from a targeted East Texas area of similar populations and enrollment numbers. Interview data was analyzed using NVivo software and thematic analysis, which revealed 5 major themes: differing bully definitions, available options for possible bully interventions, specific school policies for intervening in bullying incidents, the diversity of role of the school counselor, and suggested improvements needed. The emerging themes from this study highlight areas of importance to create a positive impact on change that will provide elementary school counselors and administrators insight to motivate increasing antibullying programs, and hence, lessen elementary school bullying.
| Identifer | oai:union.ndltd.org:waldenu.edu/oai:scholarworks.waldenu.edu:dissertations-8760 |
| Date | 01 January 2019 |
| Creators | Matthews, Shannon |
| Publisher | ScholarWorks |
| Source Sets | Walden University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Walden Dissertations and Doctoral Studies |
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