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dc.contributor.authorBussey, Jennifer Lena
dc.date.accessioned2016-02-02T05:30:39Z
dc.date.available2016-02-02T05:30:39Z
dc.date.issued2015-08
dc.identifier.otherbussey_jennifer_l_201508_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/bussey_jennifer_l_201508_phd
dc.identifier.urihttp://hdl.handle.net/10724/34073
dc.description.abstractThe purpose of this study was to analyze the cultural considerations and influences when teaching the radKIDS curriculum to diverse kindergarten students with the aim of increasing knowledge of safety and empowerment about bullying and abuse. The study used a case study methodology to explore the experiences of four teacher participants involved with the program, eight parent stakeholders affiliated with the program, and one hundred students participating in the program. The motivation for this study came from the lack of research available exploring child-focused programs developed for culturally diverse children. Participants in the study felt that the radKIDS program was appropriate for teaching diverse students safety concepts, however, cultural considerations should also be implemented into the curriculum of the program. These interventions included teaching the difference between corporal punishment and abuse, and having a bilingual co-facilitator, if needed, for students with intensive English language barriers.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectCulture
dc.subjectDiversity
dc.subjectSchool-Safety Programs
dc.titleCulture, diversity, and school-safety programs
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentCounseling and Human Development Services
dc.description.majorCounseling and Student Personnel Services
dc.description.advisorRosemary E. Phelps
dc.description.committeeRosemary E. Phelps
dc.description.committeeAnneliese Singh
dc.description.committeeNatoya Haskins


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