What is important is ensuring the material and your efforts are clearly documented. Proper training can minimize exposure to liability, but only through proper documentation can you take full advantage of that protection in a court of law. This article is by no means the last word on building, implementing, and maintaining an in-service training program. I am simply drawing on my experience and a lot of knowledge gleaned from conversations with my fellow trainers over the years.
I hope that by sharing this information with you and outlining what I have been able to do to meet the requirements of my own department, I have provided you with a good foundation on which to build. John is a year veteran police officer and a patrol lieutenant from Charleston, IL.
A member of the International Law Enforcement Educators and Trainers Association, John has trained officers both in and outside his agency for more than 20 years; both nationally and abroad. He continues to teach and learn at the street-patrol level with the primary emphasis on officer-safety tactics, risk management, leadership and a philosophy of proactive police service, individual readiness and professionalism.
He has dedicated himself to awareness, education, research, training and motivation specifically tailored at saving officers lives, families and careers. John continues his mission after his tour via his work as a trainer, consultant, subject-matter expert and author, and core instructor for the nationally recognized Below officer-safety initiative. More Police1 Articles.
More Police Trainers News. More Product Listings. More Product news. More Police Trainers Videos. Make Police1 your homepage. Falsified facts by any other name are still false. Download a brochure now! Contamination control starts with your feet. Policing 2. Essential safety tactics for the four primary phases of a traffic stop. Topics Police Trainers. Email Print. John Bennett Walking the Walk. Hint, none of them ever really does, so what will you use to fill the gaps?
About the author John is a year veteran police officer and a patrol lieutenant from Charleston, IL. Tags Police Trainers Police Training. Take your law enforcement training to the next level. Is it time for your agency to move to red dot sights? Similarly, Yoon and Bauman state that teachers have an important responsibility in the management of classroom bullying.
Teachers do not know the methods of coping with bullying, and even if they do, they have problems applying these methods.
The fact that bystanders as well as the bullies and the victims in the bullying cases make these events even more complicated. Han and Weiss state that teachers' self-efficacy, the level and type of education they receive, and their perceived efficacy beliefs affect their adoption and use of intervention methods aimed at behavioral and emotional change of students. Teachers become more effective and confident in dealing with victimization issues, especially if they deal with bullying issues and actively participate in prevention projects.
In this respect, the study aims to introduce the bullying prevention in-service teacher training program, developed to support teachers and school staff who want to uncover the frequency, type, and causes of bullying in schools, seeking ways to create a peaceful classroom and school atmosphere to enhance a safer learning and teaching process.
In-Service Teacher Training Program to Prevent Peer Bullying Teachers should consider themselves competent to determine the frequency and types of peer bullying events in schools and intervene in peer bullying. When teachers feel knowledgable and competent about bullying, they are more likely to intervene in situations of bullying and victimization situations.
The program development process is described in detail below: Method Development Process of In-service Teacher Training Program to Prevent Peer Bullying The development process of In-service Teacher Training Program to Prevent Peer Bullying involves the selection of objectives outcomes , content, learning, and teaching experiences e.
As this program aims to provide teachers with knowledge and experience on dealing with and solving peer bullying, care has been taken to make it a flexible and inclusive program that emphasizes social justice, democratic lifestyle, equality, and social peace, and is open to change.
Problem-centered curriculum design was used in the development of the in-service teacher training program. While determining the components of the in-service teacher training curriculum for the prevention of peer bullying, the social processes and social relations that have the potential to affect peer bullying were examined by making use of the findings of both sociology, psychology and educational sciences. In this context, theories about child development, violence and peer bullying from sociological perspective, school climate and exposure to bullying are discussed.
In addition, current research on the relationship between staying together, developing a peaceful, safe and meaningful society, inclusive education, democratic education, effective learning-teaching principles, behavior and classroom management, conflict resolution methods, and effective bullying intervention programs is reviewed.
This training program aims to help teachers develop skills that can be transferred to the natural classroom environment, take the initiative to prevent bullying, and become a part of the solution. In this respect, while designing the learning and teaching component of the curriculum, the training needs of teachers were taken into account.
Teachers need a new political and pedagogical language to address the problems facing schools. In this respect, this training program has been designed with the critical perspective defined by Giroux In other words, this training program aims to provide teachers with the skills, knowledge, and competencies they need to create a peaceful environment at school, recognize exclusionary and discriminatory behavior patterns, and fight bullying in school and the classroom, and act accordingly.
In-Service Teacher Training Program to Prevent Peer Bullying is expected to help teachers accept their responsibilities in reducing and preventing bullying and how the methods used in responding to cases of bullying affect the course of bullying. The curriculum development process took about three years. It includes one year of preparation and literature review, one year of needs analysis, development and determination of teaching materials, and one year of implementation and evaluation of the program's impact.
The steps of the development process of the In-Service Teacher Training Program to Prevent Peer Bullying shown in Figure 1 are explained in detail below: Planning the curriculum Rearrangement Preparation of of the curriculum the curriculum Evaluation of the Implementation of curriculum the curriculum Figure 1.
The literature on the increase in peer bullying incidents and intervention studies in Turkey and the world was reviewed, and it was seen that the role of adults, especially teachers, was emphasized in the success of intervention programs. In order to determine the need for a teacher training program for the prevention of peer bullying, participants of this study were determined by the convenience sampling method.
In convenience sampling, members of the universe are sampled because they are "convenient" data sources for researchers. In other saying, convenience sampling is a non-random or nonprobability sampling in which the members of the population planned to be reached are selected as suitable for the study if they meet predetermined criteria such as convenience at a specific place, a particular time, easy accessibility, geographical closeness, or eagerness to volunteer Lavrakas, In this study, schools close to the institution where the second researcher works were selected.
So as to increase the generalizability of the research findings, the only private school in the province was included in the study. The participants consist of 99 classroom teachers, 14 school counselors, and two school administrators. A work schedule was developed by establishing a program development team for preventing peer bullying.
The planning stage is shown in Figure 2. Conducting need assessment and Identifying the issue Forming curriculum analysis literature review development team interviews, observations, etc Figure 2. The Planning Stage of Curriculum development process In order to establish the objectives of the in-service teacher training program realistically, a needs analysis was conducted through interviews with teachers, school administrators, and school counselors, unstructured observations, document analysis, informal discussions, and conversations.
In addition, the current situation regarding the handling of the issue of peer bullying has been examined. Then, peer bullying intervention programs were examined, and the characteristics of successful programs were reviewed. As a result of the literature review, it was seen that the programs in the fight against bullying, which focused on a single actor of bullying, were unsuccessful.
As a result of the literature review, it has been revealed that the characteristics of successful intervention programs are as follows: having a school-wide approach, evaluating bullying frequently e.
Philosophy is the beginning of the decision-making process regarding the curriculum and is the basis for all subsequent decisions regarding the curriculum Goodlad, In this respect, the values emphasized, the tools and methods proposed, and the outcomes of the curriculum were determined to reflect the progressive and existential perspective.
In this curriculum developed with a thematic approach, emphasis is placed on the importance of change, individual differences, learning by doing-living and lifelong learning, critical thinking, group work, collaborative learning, development of social skills, adoption of democratic values, and the emancipation of individuals. However, the freedom mentioned here focuses not only on the free choices of the individual but also on being an individual who feels competent and autonomous in the face of social problems.
Since the target audience of the training program is teachers, care has been taken to ensure that it is a curriculum that can respond to individual differences, needs, attitudes, values, beliefs, and interests of the teachers are connected with real-life experiences.
They are consistent and compatible with working conditions. In line with the needs determined in the planning phase of the curriculum, it was foreseen which issues should be included in the in-service training program. In the In-Service Training Program, which is planned to last for three days, 26 outcomes are planned to be achieved in 6 lesson hours per day 18 lesson hours in total Table 1. The content of the training program includes 1 raising awareness about peer bullying, 2 types of peer bullying, 3 national and international statistics on peer bullying, 4 definition of peer bullying, 5 well-known mistakes about peer bullying, 6 introduction of bibliotherapy as an intervention method with peer bullying, 7 sample bibliotherapy applications, 8 integration of bibliotherapy method with the official curricula of the Ministry of Education, 9 introduction and design of teaching materials to be used in the classroom to recognize and prevent peer bullying, and 10 introducing the primary school education program to prevent peer bullying.
In the literature examined while preparing the learning-teaching activities of the curriculum, it was seen that the widely used approaches in adult education programs are self-directed learning Tough, , andragogy Knowles, , perspective transformation theory Mezirow, ; and experiential learning Candy, Considering that each of the teachers participating in the training program has different learning styles, the focus has been on providing various ways to ensure that all teachers achieve the program's goals.
The curriculum included creative drama and bibliotherapy activities that allow participants to choose activities according to their learning styles and preferences, share and provide mutual assistance, require active participation such as creating and producing ideas and behaviors and provide feedback. In this respect, besides traditional teaching methods like a lecture, question, and answer , creative drama techniques such as warm-up games, still images, creative writing, animation, painting, and group work were frequently included in this curriculum.
Although the most valuable teaching material used in the activities is the imagination and creativity of the participants, background cardboard, crayons, different sized papers, scissors, videos on peer bullying, picture books, and PowerPoint presentations were also used. Explains the basic concepts of peer bullying.
Identifies three essential elements willfulness, power imbalance, and persistence that determine a behavior as bullying. Defines the actors involved in peer bullying bully, victim, audience. Defines the types of peer bullying. Realizes the frequency of peer bullying. Gives examples from his own life about peer bullying.
Discusses the well-known mistakes of peer bullying. Explains the difference between peer bullying and violence. Discusses the reasons for peer bullying. Realizes the behavioral, psychological, and physiological effects of peer bullying.
Realizes the victimization of students who are exposed to peer bullying and watching. Explains the ways of compensating students who are exposed to peer bullying 2 Six and watching. Discusses the features of peer bullying prevention programs. Defines the stages of the bibliotherapy method. Realizes how to use the bibliotherapy method to prevent peer bullying in the classroom. Discusses the ways of integrating the bibliotherapy method with the official curricula of the Ministry of Education. Defines the teacher's responsibilities in dealing with peer bullying.
Plans activities that will develop conscious awareness of peer bullying in students. Prepare activities for selected storybooks using the bibliotherapy method to prevent peer bullying. Designs materials to increase awareness of peer bullying various poetry, poster, slogan, billboard.
Compares the physical and emotional characteristics of the actors involved in peer bullying. This curriculum's measurement and evaluation dimension, which was prepared with a problem- centered approach, was inclusive.
During the evaluation of the teachers' level of reaching outcomes determined in the curriculum, the focus was on the process rather than the product. This in-service training program, which aims to support teachers' professional development, aims to create a flexible and sensitive space of trust and respect that encourages participants to think about, assimilate, practice, and try out strategies where they can explore and share. The theoretical and application-based content of the training program has been arranged in a balanced way.
The program's theoretical parts were carried out using traditional teaching methods with the joint participation of all participants, and the application parts were carried out in different sessions by dividing the participants into two groups. The program was implemented between Interactive lessons include bibliotherapy, creative drama, group discussions, and practice opportunities.
The knowledge and skills obtained from the sessions were reviewed by discussing the experiences of the participants. In the last session, participants were asked how they plan to integrate peer bullying intervention strategies into their curriculum in the in-service training program.
Stage IV: Impact Evaluation of the Curriculum In the evaluation of the curriculum, it was focused on whether there was a change in teachers' conceptualization of peer bullying and their strategies to prevent bullying, their views on the content of the in-service training program, how they experienced the implementation of the curriculum, changes they made in classroom practices, changes in student experiences and changes in the school.
After the curriculum was implemented, individual and small group interviews were done with the participants, and their opinions about the program were determined.
In addition, art-based data such as poetry, painting, story, and animation were collected to determine participants' awareness of peer bullying during creative drama activities. In addition, the participants were asked to write the most liked, disliked, and most curious aspects of the program. Participants were asked for their opinions on the prevention of peer bullying in the arts-based activities implemented during and after the program was completed.
It was observed that the training program increased teachers' awareness of bullying and their self-confidence in organizing classroom activities to prevent bullying. Bad words hurt more than slaps and kicks, Wounds are invisible from the soul of the kids, It was a child fight that that was over. This site uses Akismet to reduce spam.
Learn how your comment data is processed. Next call the grade 1 Grade Leader until the Grade 6 Grade Leader to the the same Our outputs only show of how cooperative and productive we were during our training. Thank you dear speakers and congratulations to all the teachers! However, POSTC does not provide legal advice, and does not endorse the accuracy or completeness of specific in-service training programs provided by each of its many contractors and training providers.
The materials and opinions of individual providers offered during the course of in-service training are those of the instructor alone, and do not necessarily represent the position of the Police Officer Standards and Training Council or the State of Connecticut.
Given the multitude of disparate factual scenarios with which law enforcement personnel are presented in the discharge of their official duties, students and sponsoring agencies are strongly advised and encouraged to seek the advice and counsel of their own legal advisors before implementing concepts or adopting specific measures discussed or recommended during in-service training sessions. In-Service Training Courses These courses are offered for Connecticut certified police officers only.
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