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lkjlkj Faculty of Education
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J. David Smith, PhD Faculty of Education Email: David.Smith@uottawa.ca Tel: 613-562-5800 x4344 |
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Biography Dr. David Smith is an Associate Professor of Educational Counselling at the University of Ottawa. He received his PhD in counselling psychology from McGill University in 1998. His primary research interests centre on school-based bullying prevention programs, with a particular emphasis on understanding how they can be made to be more effective. His current program of research, funded by the Social Sciences and Humanities Research Council of Canada through 2011, is designed to study the links among school climate, children’s attachment to school, and bullying. The study shines light on the larger issue of how the school context influences children’s learning and social development. It will examine the proposition that schools with positive climates in which students and teachers have mutually warm and caring relationships have lower rates of bullying and victimization. Dr. Smith is a member of PREVNet (www.prevnet.ca), a national network of researchers, educators, and community-based organizations committed to the prevention of bullying and promotion of healthy relationships among children. He speaks often in the news media about bullying issues in schools, and he is frequently invited to address educational and counselling professionals across Canada about bullying prevention.
Selected Publications Smith, J. D. (2008). Wanted: Teachers and Parents to Evaluate Antibullying Programs. In S. Hymel & S. Swearer (Eds.), Education.com: Special Edition on Bullying at School and Online. (http://www.education.com/reference/article/evaluate-anti-bullying-programs/) Smith, J. D., Cousins, J. B., & Stewart, R. (2005). Anti-Bullying interventions in schools: Ingredients of effective programs. Canadian Journal of Education, 28, 583-615. Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programs: A synthesis of evaluation research. School Psychology Review, 33, 548-561. |
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