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1.
The DFE Sheffield Anti‐Bullying Project showed that schools can reduce the problem of bullying through the use of whole‐school anti‐bullying policies, curriculum exercises, environmental improvements and individual work with bullies and victims. However, the length of time necessary to plan these interventions meant that, in many cases, the work was not completed when the project evaluations ended. This study investigates the continuing progress made in primary schools in the year after the end of the project. Eleven heads took part in interviews; all schools had made some progress with policy development, and all used some curriculum resources. Most had continued with environmental improvements, but few had used the methods for dealing with bullies and victims. Four schools then administered the Olweus bullying questionnaire to all pupils between ages seven and eleven, 657 children taking part. Two schools had a consistent decline in reported bullying, one experienced a consistent rise and the other an initial fall and subsequent rise. Important factors influencing success appeared to be the extent of the consultation exercise and the date of implementation of the anti‐bullying policy. All four schools had reduced bullying among boys, but three experienced a rise in bullying among girls. Anti‐bullying work may have been influenced by a male stereotype of bullying behaviour: efforts are necessary to raise awareness and promote honesty among girls. No school had raised the proportion of victims who had told staff about being bullied.  相似文献   

2.
Schools in England are legally required to have an anti‐bullying policy, but the little research so far suggests that they may lack coverage in important areas. An analysis of 142 school anti‐bullying policies, from 115 primary schools and 27 secondary schools in one county was undertaken. A 31‐item scoring scheme was devised to assess policy. Overall, schools had about 40% of the items in their policies. Most included improving school climate, a definition of bullying including reference to physical, verbal and relational forms, and a statement regarding contact with parents when bullying incidents occurred. But many schools did not mention other important aspects, and there was low coverage of responsibilities beyond those of teaching staff; following up of incidents; management and use of records; and specific preventative measures such as playground work and peer support. There was infrequent mention of homophobic bullying, and of cyberbullying. There was little difference between policies from primary and secondary schools. Findings are discussed in terms of national policy, and ways to support schools in maximising the potential of their policies for reducing bullying.  相似文献   

3.
Efforts to prevent and curb school bullying have resulted in a proliferation of anti‐school‐bullying programmes, many based on intuitive appeal rather than systematic evidence. This article presents a comparative analysis of two Norwegian programmes whose developers have demonstrated the effectiveness of their interventions: the Olweus Programme and the Zero Programme. By probing the key components of these programmes, the article provides schools with information about two prominent anti‐school‐bullying programmes that, to varying degrees, and mainly based on quantitative evaluations, have been found to work. In weighing up the potential of lesson drawing (both nationally and cross‐nationally), schools will attach significance to the probability of positive effects, to issues concerning intensity of implementation, and to the prospect of adapting programme content to school culture and school‐specific problems. It is important too that schools keep up to date with current research in the field, including studies that offer qualitative insights.  相似文献   

4.
The present study reports the short‐ and long‐term effects of an anti‐bullying intervention program based on a particular set of curricular activities that aimed to create classroom opportunities for awareness raising, self‐reflection, and problem‐solving situations relevant to bullying. The core of the intervention was a four‐week period during which a series of activities were organised in each individual class. An experimental pre‐test/post‐test design with a control group was used. The sample consisted of 454 pupils (206 control: 123 boys and 83 girls; and 248 experimental: 126 boys and 122 girls) drawn from the fourth‐ to sixth‐grade classrooms of 10 primary schools in central Greece (mean age = 10.23, SD = .84). Data were collected using self‐report measures, before the intervention (December 2003), immediately after the intervention, at the end of the same school year (May 2004), and six months afterwards (November 2004). The results indicated that the program contributed to a positive reduction in outsider behaviour (children remaining uninvolved and thus silently allowing bullying to continue) and enhanced students’ self‐efficacy beliefs for both assertion and intervening in bully/victim incidents. However, the long‐term effectiveness of the program was limited. These findings have important implications for interventions to tackle the negative effects associated with bullying in schools.  相似文献   

5.
The present paper explores the conceptual limitations of the bully discourses that ground UK anti‐bullying policy frameworks and psychological research literatures on school bullying, suggesting they largely ignore gender, (hetero)sexuality and the social, cultural and subjective dynamics of conflict and aggression among teen‐aged girls. To explore the limitations of bully discourses in practice, the paper draws on a pilot, interview‐based study of girls’ experiences of aggression and bullying, illustrating how friendships and conflicts among the girls are thoroughly heterosexualized, en‐cultured and classed. Drawing on girls and parent interview narratives, I also trace some of the effects of bully discourses set in motion in schools to intervene into conflicts among girls. I suggest these practices miss the complexity of the dynamics at play among girls and also neglect the power relations of parenting, ethnicity, class and school choice, which can inform how, why and when bullying discourses are mobilized.  相似文献   

6.
The central purpose of this study is to examine approaches for dealing with the problem of bullying (wangtta in Korean) in schools from the Christian educational perspective. There has been much development in both research and practice in the 1990s and 2000s relating to bullying in Korean schools. Most Korean research on bullying, however, has almost exclusively focussed on verification of the facts that bullying or peer rejection is a widespread phenomenon in schools. This study, however, is mainly concerned with how to tackle effectively the bullying problem on the basis of Christian educational philosophy. To do this, this paper suggests a four stage approach to dealing with bullying: namely, clarifying the Christian school ethos, leading to determine the school’s bullying policy. With the bullying policy, school anti-bullying programs could be developed in order to create a bullyingfree school environment.  相似文献   

7.
This paper investigates the extent to which psychological theory and research has contributed to how bullying is managed within schools. Teachers' awareness of the behaviours that constitute bullying, gender differences leading to identification difficulties, and low levels of reporting are discussed as plausible reasons for teachers' low intervention rates. Pupils' attitudes towards and responses to bullying are examined within the contexts of self‐efficacy, self‐acceptance and level of problem‐solving skill. Subsequent anti‐bullying interventions focusing on these aspects are explored and the importance of a whole‐school approach emphasised.  相似文献   

8.
An analysis was undertaken of 217 English school anti-bullying policies, from 169 primary schools and 48 secondary schools, using a 34-item scoring scheme. Findings were compared with an analysis of 142 schools six years earlier. Overall schools in the current analysis had about 49% of the items in their policies, a modest increase over the previous study. Most included a definition of bullying and statements about improving school climate but many schools did not mention other important aspects, and there was low coverage of cyberbullying, homophobic bullying, bullying based on disabilities, or faith; teacher–pupil bullying; responsibilities beyond those of teaching staff; following up of incidents; and specific preventative measures such as playground work, peer support, inclusiveness issues, and bullying to and from school. Several improvements in policies, significant for 20 out of 34 criteria were noted. Findings are discussed in terms of national policy, and ways to support schools in maximising the potential of their policies for reducing bullying.  相似文献   

9.
This paper investigates changes in bullying behaviour among pupils in 72 Norwegian compulsory schools two years after the schools completed an anti‐bullying program. A sample of 22 schools received eight lesson plans with material for staff to use to focus on the challenges of anti‐bullying during this period of two years. Another sample of 22 schools received the same lessons, and also received regular phone calls from a researcher between the lessons. A sample of 28 schools received no other attention than the surveys. We assumed that bullying would be lower in the schools which received follow‐up procedures than in the control schools. Results showed no overall change in mean victimisation scores (i.e., being the victim of bullying), although there was a slight but significant overall decrease in bullying scores (i.e., bullying others) (F = 12.58, p < .001). Our predictions of differences between the samples were not supported. One possible conclusion is that the follow‐up procedures offered were not sufficient to decrease bullying any further. Further research is needed to determine whether the lack of effect is due to the type of follow‐up measure or to implementation within schools.  相似文献   

10.
A random sample of 213 school psychologists working in a school setting completed a survey on their schools' current anti‐bullying practices. Talking with bullies following bullying incidents, disciplinary consequences for bullies, and increasing adult supervision were the three most frequently used strategies. Peer juries/court, an anti‐bullying committee, and peer counselors were least frequently used, according to respondents. School‐wide positive behavior support, modifying space and schedule, and immediate responses to bullying incidents were perceived as most effective, whereas avoiding contact between bullies and victims, a zero‐tolerance policy with bullies, and a written anti‐bullying policy were least effective. Results and implications are discussed within the context of empirically supported practices. © 2010 Wiley Periodicals, Inc.  相似文献   

11.
Background The evidence is now quite clear that bullying in schools is an international problem. Bullying is widely regarded as a particularly destructive form of aggression, with harmful physical, social and emotional outcomes for all involved (bullies, victims and bystanders), and with particular risks for children with special needs. The research of the past 25 years confirms its widespread nature where it is most likely in groups from which the potential victim cannot escape—e.g. schools. In 1994 an Australian Commonwealth Government inquiry, following on from the pioneering work of research documented by Smith and co-workers, heralded a growing awareness of the need to address the issue of school violence, particularly bullying. Internationally, researchers have identified the impact of intervention programmes to reduce school bullying. In Australia a nationally and internationally used, systemically based intervention programme called the PEACE Pack, has previously been shown to be effective in reducing bullying in primary schools.

Purpose The purpose of the present study was to provide further supporting longitudinal evidence regarding the efficacy of the PEACE Pack in markedly reducing bullying among young children of junior primary and primary school age. Further, the study also identified the characteristics of a small group of children who do not appear to benefit from intervention efforts. Finally, in this paper, a computer-based innovation for collecting school-based data regarding student perceptions of bullying is described.

Sample The sample of 954 pupils comprised 458 males and 496 females from four Australian primary schools in Adelaide, a large metropolitan city in Australia. The pupils ranged in age from 5.4 to 13.5 years.

Design and methods The study involved a pre- and post-test design and the administration of a questionnaire to evaluate the effectiveness of the implementation of the PEACE Pack programme to address the issue of school bullying.

Results The interventions were effective in reducing the level of school bullying in the junior primary and primary schools, although there were variations in the gains achieved across the age range and across the four schools.

Conclusions In the present study the systemic PEACE Pack interventions resulted in approximately one-fifth of pupils in the overall sample reporting that they were being bullied ‘less’ as a result of year-long interventions. This effect was greatest in the primary schools, particularly for boys. Consideration was given to a small group of students who reported being bullied ‘more’ after the interventions, and to the development of a computer-based assessment procedure for assessing the extent of bullying in schools.  相似文献   

12.
Promoting interventive action on the part of student bystanders witnessing peer victimisation is currently seen as a promising way of reducing bullying in schools. A video depicting bullying in the presence of bystanders was viewed by late primary (n = 200) and early secondary school students (n = 200). Some 43% of the students indicated that they were likely to help the victim. Questionnaires were employed to assess student attitudes towards victims, beliefs about the expectations of parents, friends, and teachers, perceived self‐efficacy, and social desirability response set. Multiple regression analysis identified as significant predictors of expressed intention to intervene: attending primary school, having rarely or never bullied others, having (reportedly) previously intervened, positive attitude to victims, and believing that parents and friends (but not teachers) expected them to act to support victims. Implications for action to reduce bullying in schools are discussed.  相似文献   

13.
A sample of 735 US teachers and school counsellors completed an online survey asking how likely they would be to use various strategies to respond to a hypothetical bullying incident. Analyses examined their use of five strategies: Ignoring the incident, Working with the bully, Working with the victim, Enlisting other adults, and Disciplining the bully. Differences in mean scores based on these strategies were found by gender of participant, the presence or absence of school anti‐bullying policies and programmes, and previous anti‐bullying training. Teachers and school counsellors differed on four of the five scale scores. Qualitative comment data add to the findings. Implications of the findings are discussed.  相似文献   

14.
This paper focuses on the impact of peer mediation as a strategy for promoting social inclusion in primary school settings. Peer mediation constituted one of the interventions in the UK Government‐sponsored On Track programme and evaluative data from this project are reported. The paper reports on trends in bullying and anti‐social behaviour in nine schools where peer mediation was deployed. Quantitative results from ‘My life in School’ checklists and a questionnaire measuring teacher perceptions are reported. Qualitative evidence is also reported from focus groups undertaken with pupils. The benefits of mainstreaming and further dissemination of the approach are discussed.  相似文献   

15.
This study examined the views of 101 boys and girls aged 10–11 and 13–14 with statements of special educational needs for moderate learning difficulties. Questions centred on their experiences of school, teaching and learning in mainstream and special schools. The study is set in the context of the international move towards more inclusion of children with disabilities into mainstream schools and the greater importance attached to the child's voice in decision‐making in education. Most children expressed positive evaluations of their schools and the teaching they received, while a significant minority expressed mixed views. A significant proportion in the mainstream preferred learning support in withdrawal settings. While the majority in both settings preferred their current school, a significant minority in special school preferred to be in a mainstream setting. A notable emergent theme from the study was the high incidence of ‘bullying’ that was experienced. Though experienced in both settings, those in special schools experienced far more ‘bullying’ by children from other mainstream schools and from peers and outsiders in their neighbourhood. These findings are discussed in terms of the tensions or dilemmas about difference that were experienced and their implications for the move towards greater inclusion.  相似文献   

16.
Through collaborative consultation with school staff, school psychologists have increasingly helped schools add bullying prevention and intervention programming to their service delivery systems. As schools search for ways to lessen the impact of bullying on the social-emotional health and academic achievement of students, forgiveness education is an area that may offer another perspective to bullying prevention and intervention. In order to infuse forgiveness education into schools' current tiered-service delivery systems, school psychologists and their district partners can use the frameworks of collaborative strategic planning (CSP) and the concerns-based adoption model (CBAM) in tandem to guide the development and implementation of forgiveness-focused bullying interventions at the core, supplementary, and intensive levels of a multitiered system of service delivery.  相似文献   

17.
In countries such as the UK, schools have a responsibility to prevent all forms of bullying, including those related to sexual orientation. However, relatively little is known about how schools go about this work successfully. This study aimed to identify how three secondary schools in south London, England, were addressing homophobia. Three different kinds of schools – a co-educational, boys' and girls' school – were selected, each known to have conducted work to counter homophobic bullying. In each school, interviews were conducted with staff and pupils. Work on homophobia and homophobic bullying was said by most staff respondents to be part of a general commitment to countering bullying. Pupils stated that they were keen that homophobic bullying should be tackled – and distinguished bullying from ‘cussing’, ‘taking the mick’ and ‘mucking about’. Work carried out in schools had influenced pupils to consider homophobia and its effects – although the media as well as personal and family relationships were also important in this respect. Findings are discussed with regard to ways in which schools might better align what they do with regard to pupils' own values and understandings about how best to address homophobia and bullying.  相似文献   

18.
This original study presents a content analysis of 100 primary and post-primary school anti-bullying policies in Northern Ireland using a 36-item scoring scheme. Overall schools had 52% of the items in their policies. Most schools included reference to physical, verbal, relational, material and cyberbullying but a minority mentioned racist, homophobic, sexual, adult/teacher–pupil bullying or bullying related to disability or religion. There was considerable variation in the source and quality of the definitions of bullying. Overall the policy scores compared favourably with earlier studies carried out in England, however a low percentage of Northern Ireland policies gave detailed information about how incidents of bullying would be recorded, who would coordinate this, and how the data would be used to evaluate the effectiveness of the policy. Findings are discussed in relation to the proposed new anti-bullying legislation currently being brought before the Northern Ireland Assembly.  相似文献   

19.
The current study investigated whether the quality of school anti-bullying policies allows the drawing of any conclusions about the extent of bullying problems in schools. That is, do schools with a more detailed anti-bullying policy have lower rates of bullying? A total of 2377 children in primary schools (six year olds/year two: 1072; eight year olds/year four: 1305) were individually interviewed using a standard interview about bullying experiences. A detailed content analysis scheme that closely followed the core whole-school intervention approach was carried out on a total of 34 schools: 24.5% of the children reported being directly victimised very frequently and 45.9% reported being relationally victimised frequently or very frequently. No correlation between the content and quality of anti-bullying policies and the prevalence of direct bullying behaviour was found. Conversely, an inverse relationship was found for relational bullying behaviour: schools with the most detailed and comprehensive anti-bullying policies had a higher incidence of relational bullying and victimisation behaviour. Inspection of school anti-bullying policies per se provides little guide to the actual amount of direct bullying behaviour in schools.  相似文献   

20.
Fifty‐one teachers completed a questionnaire and 20 teachers were interviewed about bullying. The teachers taught at two Outer London schools with high proportions of ethnic minority pupils where pupils had previously reported significantly different incidences of bullying. Analyses of the teachers’ responses indicated that at the school where pupils had reported a higher incidence of bullying, teachers were significantly more likely to perceive behaviour as bullying, observe bullying and have pupils report bullying to them. The majority of teachers interviewed endorsed gender differences in type of bullying. Only a minority of teachers believed that there were clear‐cut bully typologies but most believed that there were typical victim personalities. These results are discussed within a phenomenological approach to bullying.  相似文献   

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