scholarly journals School-based interventions to address bullying

2016 ◽  
Vol 4 (2) ◽  
pp. 142-164 ◽  
Author(s):  
Peter K. Smith
Keyword(s):  
Bullying Prevention ◽  
School Bullying ◽  
Negative Consequences ◽  
School Based ◽  
History Of ◽  
School Based Interventions ◽  
Role Of Parents ◽  
Bullying Interventions ◽  
Meta Analyses

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 underpinnings to interventions, and in tackling cyberbullying.

Current Evidence of Best Practice in Whole-School Bullying Intervention and Its Potential to Inform Cyberbullying Interventions

2011 ◽  
Vol 21 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Natasha Pearce ◽  
Donna Cross ◽  
Helen Monks ◽  
Stacey Waters ◽  
Sarah Falconer
Keyword(s):  
Best Practice ◽  
Bullying Prevention ◽  
School Bullying ◽  
Research Centre ◽  
Current Evidence ◽  
Whole School ◽  
School Based ◽  
Whole School Approach ◽  
Bullying Interventions ◽  
Meta Analyses

AbstractIn 2004, a set of validated guidelines for school bullying prevention and management was released by the Child Health Promotion Research Centre in Australia to guide schools' action to prevent and manage bullying behaviours. At this time little was known about cyber and other forms of covert bullying behaviours. These guidelines were updated in 2010 to include current research that provides a greater understanding of all forms of bullying behaviour. This article describes a summary of the current empirical evidence used to update these guidelines particularly related to relatively new and emergent forms of bullying, such as cyberbullying. Meta-analyses and reviews that assessed the effectiveness of school-based bullying interventions were examined to inform the relevance of the previously validated guidelines and to identify potential intervention strategies to reduce cyberbullying. This review confirmed the importance of a systematic whole-school approach to effectively prevent and manage all forms of bullying behaviours in schools (including cyberbullying) and the need to strengthen capacity supports to enable schools to put evidence into informed practice.

Why interventions to reduce bullying and violence in schools may (or may not) succeed: Comments on this Special Section

2011 ◽  
Vol 35 (5) ◽  
pp. 419-423 ◽  
Author(s):  
Peter K. Smith
Keyword(s):  
Special Section ◽  
Research Area ◽  
School Bullying ◽  
Intervention Programs ◽  
Negative Effects ◽  
Prevention And Intervention ◽  
School Based ◽  
Key Issues ◽  
School Based Interventions ◽  
Meta Analyses

The research area around aggression and violence in schools, and especially that on school bullying, has grown enormously in the last 30 years. There are good grounds for concern about these issues, given the negative effects of school bullying on mental health and in the more extreme cases, links to suicides. Intervention and prevention programs have grown since their origins in the 1980s, and are now quite varied and international. Recent meta-analyses suggest that on average, antibullying campaigns have had some modest success; but there is still much to understand about why programs vary in effectiveness, and much to learn about making prevention and intervention efforts more successful in the future. The five papers in this Special Section contribute to our knowledge in this respect. They are discussed in relation to some key issues, including: the nature of both prevention and intervention programs, school policies and implementation issues, importance of teacher training, extent of national support for school-based interventions, and sustainability of effects.

scholarly journals Considering Mindfulness Techniques in School-based Anti-bullying Programmes

2018 ◽  
Vol 7 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Mairead Foody ◽  
Muthanna Samara
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Perspective Taking ◽  
School Bullying ◽  
Duty Of Care ◽  
Whole School ◽  
School Based ◽  
Current Psychological ◽  
The Impact

Schools have a duty of care to all students and to directly prevent and intervene with bullying amongst children and adolescents. The emergence of cyberbullying escalates this responsibility as the strategies that have become appropriate at national levels for bullying do not always parallel over to online environments. The impact on mental health is the most obvious concern for those responsible for reducing bullying, however, input from psychologists and mental health professionals is scant and often limited on this topic. This paper outlines what bullying is and the devastating impact it can have on the mental health of those involved. It will outline the most common anti-bullying initiatives as well as the current psychological and educational techniques, which could also be used to alleviate distress associated with bullying involvement. We will focus specifically on the role of mindfulness techniques and argue for more of such exercises to be included in whole-school bullying programmes. We conclude by arguing the need to investigate components relevant to both mindfulness and anti-bullying programmes (e.g., empathy, perspective-taking) as active ingredients for reducing the impact of bullying on mental health.

From School Bullying to Dating Violence

2015 ◽  
Author(s):  
Ariel A. Williamson ◽  
Nancy G. Guerra ◽  
Noel L. Shadowen
Keyword(s):  
Dating Violence ◽  
Peer Group ◽  
School Setting ◽  
Bullying Prevention ◽  
School Bullying ◽  
Group Context ◽  
School Based ◽  
Bullying Prevention Programs ◽  
Peer Bullying ◽  
Multiple Levels

This chapter conceptualizes school-based, peer-to-peer bullying as a coercive relational process, in which bullies instrumentally use aggressive interpersonal tactics to influence, change, or dominate others in order to attain desired outcomes. We explain how this coercive process occurs on multiple levels, both within the bully-victim dyad and within the peer group context. We then discuss how the nature and desired outcomes of bullying change according to school setting and developmental period, drawing on empirical research that highlights the increasingly sexualized nature of bullying during early adolescence. Finally, we link sexual harassment and bullying behaviors during adolescence to risk for involvement in coercive relationships and processes in adulthood, and review the implications of this work for evidence-based bullying prevention programs.

Looking backwards to look forwards: the role of natural history in temperate reef ecology

2016 ◽  
Vol 67 (1) ◽  
pp. 1 ◽  
Author(s):  
S. J. Hawkins ◽  
N. Mieszkowska ◽  
L. B. Firth ◽  
K. Bohn ◽  
M. T. Burrows ◽  
...  
Keyword(s):  
Natural History ◽  
Evolutionary Biology ◽  
Temperate Reef ◽  
Molecular Approaches ◽  
Temperate Reefs ◽  
History Of Research ◽  
History Of ◽  
Meta Analyses ◽  
Rich History

Temperate reefs are superb tractable systems for testing hypotheses in ecology and evolutionary biology. Accordingly there is a rich history of research stretching back over 100 years, which has made major contributions to general ecological and evolutionary theory as well as providing better understanding of how littoral systems work by linking pattern with process. A brief resumé of the history of temperate reef ecology is provided to celebrate this rich heritage. As a community, temperate reef ecologists generally do well designed experiments and test well formulated hypotheses. Increasingly large datasets are being collected, collated and subjected to complex meta-analyses and used for modelling. These datasets do not happen spontaneously – the burgeoning subject of macroecology is possible only because of the efforts of dedicated natural historians whether it be observing birds, butterflies, or barnacles. High-quality natural history and old-fashioned field craft enable surveys or experiments to be stratified (i.e. replicates are replicates and not a random bit of rock) and lead to the generation of more insightful hypotheses. Modern molecular approaches have led to the discovery of cryptic species and provided phylogeographical insights, but natural history is still required to identify species in the field. We advocate a blend of modern approaches with old school skills and a fondness for temperate reefs in all their splendour.

The Role of Comprehensive School-Based Interventions.

1991 ◽  
Vol 623 (1 Hyperlipidemi) ◽  
pp. 285-298 ◽  
Author(s):  
KEN RESNICOW ◽  
DONNA CROSS ◽  
ERNST WYNDER
Keyword(s):  
Comprehensive School ◽  
School Based ◽  
School Based Interventions

scholarly journals Bullying Behaviour in Schools: Towards Better Understandings and Practice

2021 ◽  
Author(s):  
◽  
Mark Cleary
Keyword(s):  
New Zealand ◽  
School Community ◽  
School Bullying ◽  
Ministry Of Education ◽  
Effective School ◽  
School Based ◽  
Depth Analysis ◽  
Communication Difficulties ◽  
Bullying Interventions ◽  
The Impact

<p>This study of school bullying provides an overview of the development of international anti-bullying initiatives, an in-depth analysis of the state of antibullying approaches in New Zealand and a description of the impact of such approaches on the behaviour in one secondary school community. Its findings endorse the use of effective, school-based, anti-bullying interventions, in particular, those developed in Scandinavia and Britain during the last twenty years. The efforts to combat bullying in New Zealand are reviewed. While some New Zealand programmes are found to be effective, the anti-bullying initiatives of the Ministry of Education and the Education Review Office are found wanting, as is their failure to respond effectively to the growing public concern over bullying. A number of anti-bullying interventions undertaken within one school community are evaluated. While generally found to reduce bullying, the limitations of these interventions became evident when one class group was viewed in greater depth in a study which discovered an entrenched bullying ‘culture’ and provided insights into the bullying dynamic. The communication difficulties experienced when a small number of powerful individuals capture the dynamics of power and abuse, and in effect establish the relationship style for the whole group, are then highlighted. As a result of the understandings gained through this classroom-based study, a number of conclusions are developed about the importance of the role played by leaders, both teacher and pupil.</p>

scholarly journals School bullying

2013 ◽  
Author(s):  
Peter K. Smith
Keyword(s):  
Risk Factors ◽  
Research Program ◽  
Meta Analysis ◽  
School Bullying ◽  
Measurement Methods ◽  
Prevalence Rates ◽  
Research And Practice ◽  
School Based ◽  
School Based Interventions ◽  
Identity Based

Bullying is defined as a systematic abuse ofpower; the development of the research program on school bullying is outlined over four phases. The distinctive nature of cyberbullying, and also of identity-based bullying, is outlined. Measurement methods are discussed, and the kinds of prevalence rates obtained. Arange of risk factors for involvement as a bully, or victim, are ummarized. Arange of school-based interventions are described, together with discussion of a meta-analysis of their outcomes. In summary, research and practice have gone hand-in-hand in the researchreviewed, and have had some success in at least reducing what is a significant problem in the lives of many children.

scholarly journals Bullying Behaviour in Schools: Towards Better Understandings and Practice

2021 ◽  
Author(s):  
◽  
Mark Cleary
Keyword(s):  
New Zealand ◽  
School Community ◽  
School Bullying ◽  
Ministry Of Education ◽  
Effective School ◽  
School Based ◽  
Depth Analysis ◽  
Communication Difficulties ◽  
Bullying Interventions ◽  
The Impact

<p>This study of school bullying provides an overview of the development of international anti-bullying initiatives, an in-depth analysis of the state of antibullying approaches in New Zealand and a description of the impact of such approaches on the behaviour in one secondary school community. Its findings endorse the use of effective, school-based, anti-bullying interventions, in particular, those developed in Scandinavia and Britain during the last twenty years. The efforts to combat bullying in New Zealand are reviewed. While some New Zealand programmes are found to be effective, the anti-bullying initiatives of the Ministry of Education and the Education Review Office are found wanting, as is their failure to respond effectively to the growing public concern over bullying. A number of anti-bullying interventions undertaken within one school community are evaluated. While generally found to reduce bullying, the limitations of these interventions became evident when one class group was viewed in greater depth in a study which discovered an entrenched bullying ‘culture’ and provided insights into the bullying dynamic. The communication difficulties experienced when a small number of powerful individuals capture the dynamics of power and abuse, and in effect establish the relationship style for the whole group, are then highlighted. As a result of the understandings gained through this classroom-based study, a number of conclusions are developed about the importance of the role played by leaders, both teacher and pupil.</p>

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