PROTOCOL: Effectiveness of Programs to Prevent School Bullying (original) (raw)
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Eesti Haridusteaduste Ajakiri. Estonian Journal of Education
Following some background studies on the nature of school bullying, its prevalence, and the negative consequences it can have, this article reviews the history of anti-bullying interventions over the last 30 years. It considers several major programmes in detail, such as the Olweus Bullying Prevention Program, KiVa, Steps to Respect, and Friendly Schools. The nature and evaluation of the interventions is discussed, followed by a review of meta-analyses of the programmes effectiveness. Issues considered are the effect at different ages; components of interventions; work with peers; disciplinary methods, non-punitive and restorative approaches; challenges regarding cyberbullying; the role of parents; the role of teachers and teacher training; set menu versus à la carte approaches; sustainability of interventions and societal context. Conclusions show that interventions have had some success, with traditional bullying. However, further progress is needed in strengthening theoretical un...
Literature Review of School Bullying 1 Literature Review of Bullying at Schools
EDUA 7740: School Bullying Literature Review of School Bullying 2 Bullying and Harassment at Schools Bullying and harassment are not new issues that students and schools face. In fact, over the years, it has been viewed as being so commonplace in schools that it has been overlooked as a threat to students and reduced to a belief that bullying is a developmental stage that most youth will experience then get over (Ross, 2002, p. 107). But not everyone gets over the personal trauma that can come with bullying both for the victim and the bully. This is why it is seen happening by adults in work places, in homes, and in the community. Therefore, this harassment is not isolated to schools alone. But schools are the best place to actively intervene. Teachers, administrators, counsellors, and even students have the greatest access to the most students through a school system. It is here that school staff can intervene, support and educate students about ending bullying behaviours directly and indirectly; breaking the bullying-cycle. This paper will address bullying in general at all grade levels, but its intervention focus will be at the high school level. Harris & Hathorn, (2006, p. 50) state:
Interventions to Reduce School Bullying
2003
B ullying is a form of aggressive behaviour characterized by repeated acts against victims who cannot easily defend themselves (1,2). It can have severe negative consequences, especially for those victimized over a period of time. In the last 2 decades, research and action on school bullying have expanded worldwide (3); there has been widespread circulation of antibullying materials, and some countries legally require schools to have an antibullying policy (4). We review first a range of school-based intervention components to reduce school bullying. Second, we review the outcomes of large-scale intervention projects.
Procedia - Social and Behavioral Sciences, 2014
ABSTRACT Bullying and cyberbullying (the use of information and communication technologies to support deliberate behavior to harm others) are usually considered as the most prevalent types of school violence. In the literature, aggression is often conceptualized as emerging, being maintained, and modified by child's personality characteristics and the interactions between these and the social contexts (e.g., peers, family). The available research has certainly helped to improve the anti-bullying intervention programs and to predict models of victimization and perpetration, nevertheless there are still several difficulties in the management of specific prevaricating situations, due to the tendency to: (1) do not consider the subjective point of view of children and their definition of aggression, often different from the one proposed by adults (2) underestimate the role of adults and their relationships with the victims in modifying or exacerbating hostilities between peers (3) conceptualize bullying as an individual phenomenon (the characteristics of the bully and the victim) rather than interpersonal and socially constructed. The bullying phenomenon will be discuss departing from the critical analysis of different conceptualizations and introducing a relational perspective deriving from the labelling theory and Interactionism. Operational suggestions and strategies for teachers and families dealing with deviant minors will be presented.
The school bully: Assessing the problem, developing interventions, and future research directions
Journal of Behavioral …, 1998
A growing concern exists among educators regarding the prevalence and impact of bullying behavior in the public schools. This behavior has serious repercussions for school climate and school safety in general. In addition, strong indicators suggest bullying behavior appears to be a precursor for community violence. Studies indicate that educators are not fully aware of the prevalence or the seriousness of bullying behavior in schools. A need exists to assess systematically the extent to which bullying behavior may be present in a given school. The critical features of several bullying assessment instruments were examined. In response to the growing concern regarding bullying, a large number of programs designed to address bullying are emerging. However, it is recommended that before selecting a program three criteria should be considered: the program (a) is supported by research; (b) is based on sound behavioral principles; and (c) emphasizes teaching prosocial behavior to replace bullying behavior. KEY WORDS: bullying; elementary schools; violence; prosocial; prevention; behavior analysis.
Bullying in schools: the state of knowledge and effective interventions
Psychology, Health & Medicine
During the school years, bullying is one of the most common expressions of violence in the peer context. Research on bullying started more than forty years ago, when the phenomenon was defined as 'aggressive, intentional acts carried out by a group or an individual repeatedly and over time against a victim who cannot easily defend him-or herself'. Three criteria are relevant in order to define aggressive behaviour as bullying: (1) repetition, (2) intentionality and (3) an imbalance of power. Given these characteristics, bullying is often defined as systematic abuse of power by peers. It is recognised globally as a complex and serious problem. In the present paper, we discuss the prevalence, age and gender differences, and various types of bullying, as well as why it happens and how long it lasts, starting from the large surveys carried out in western countries and to a lower extent in low-and middle-income countries. The prevalence rates vary widely across studies; therefore, specific attention will be devoted to the definition, time reference period and frequency criterion. We will also focus on risk factors as well as short-and long-term outcomes of bullying and victimisation. Finally, a section will be dedicated to review what is known about effective prevention of bullying.
School bullying: definition, characteristics, and intervention strategies
Revista de Cercetare şi Intervenţie Socială, 2009
The bullying is one of the most frequent forms of school violence which affects about one third of the students' population. Within the present paper, we wanted to present a short synthesis regarding the stage of the researches from the area by first analyzing the prevalence of the school violence and the existing differences according to variables like age and sex. Then, we proposed a conceptual clarification starting from the most well-known definitions and we described the main forms of bullying: physical, verbal and relational. ...
Bullying in Schools: How Successful Can Interventions Be?
2004
List of figures List of tables Notes on contributors Preface 1. Working to prevent school bullying: key issues Ken Rigby, Peter K. Smith and Debra Pepler 2. The Olweus Bullying Prevention Programme: design and implementation issues and a new national initiative in Norway Dan Olweus 3. Is the direct approach to reducing bullying always the best? David Galloway and Erling Roland 4. Implementation of the Olweus Bullying Prevention programme in the South-eastern United States Susan P. Limber, Maury Nation, Allison J. Tracy, Gary B. Melton and Vicki Flerx 5. Prevention of bullying in German schools: an evaluation of an anti-bullying approach Reiner Hanewinkel 6. England: the Sheffield project Peter K. Smith, Sonia Sharp, Mike Eslea and David Thompson 7. Making a difference in bullying: evaluation of a systemic school-based programme in Canada Debra J. Pepler, Wendy M. Craig, Paul O'Connell, Rona Atlas and Alice Charach 8. Interventions against bullying in Flemish schools: programme d...