scholarly journals Is There a Hole in the Whole-School Approach? A Critical Review of Curriculum Understanding in Bullying Research

2020 ◽  
Vol 40 (4) ◽  
pp. 362-386
Author(s):  
Frode Restad
Keyword(s):  
Critical Review ◽  
Bullying Prevention ◽  
Pedagogical Knowledge ◽  
Whole School ◽  
Whole School Approach ◽  
Prevention In Schools ◽  
Innovative Approaches ◽  
Bullying In Schools

This article investigates curriculum understanding in bullying research and discusses how such an understanding can contribute to bullying prevention in schools. So far, no studies have systematically investigated an understanding of curriculum in research on bullying prevention. Building on a critical review of 29 studies, the article identifies curriculum as a broadly understood concept constricted in different categories of bullying research. Such compartmentalization, the article argues, may contribute to the underutilization of curriculum knowledge in bullying research and obstruct the development of new and innovative approaches to prevent bullying in schools. The study concludes that curriculum knowledge should be more explicitly addressed in bullying research, and that more collaboration is needed. Emphasizing a whole-school approach, without a broader understanding of curriculum, risks constraining the application of pedagogical knowledge in bullying prevention.

scholarly journals Bullying prevention in a Swedish municipality: Supported decentralised reasoning

2018 ◽  
Vol 01 (02) ◽  
pp. 69-90
Author(s):  
Paula Larsson
Keyword(s):  
Bullying Prevention ◽  
Research Approach ◽  
National Context ◽  
Contextual Knowledge ◽  
Whole School ◽  
Action Research Approach ◽  
Prevention Model ◽  
Degrading Treatment ◽  
Whole School Approach ◽  
Different Levels

The national context of Sweden is particularly illustrative for international research, in that bullying and degrading treatment have been a central aspect of policy-making for some time. In Sweden, schools and municipalities are obliged to produce detailed action plans to counteract bullying. The aim of this study is to describe and analyse how practitioners in schools, during implementation of the Municipality Bullying Prevention Model (MBPM), change the way they work and apply decentralised reasoning to prevent bullying. This study makes use of an action-research approach. In the project, bullying prevention is addressed by the participating schools. The findings indicate that practitioners introduced various measures in different places and at different levels during implementation of the MBPM. It also became apparent that bullying prevention work needs to build on a school’s contextual knowledge and have a whole-school approach.

The Role of Social, Emotional and Mental Wellbeing on Bullying Victimisation and Perpetration of Secondary School Boarders

2015 ◽  
Vol 25 (2) ◽  
pp. 152-169 ◽  
Author(s):  
Leanne Lester ◽  
David Mander
Keyword(s):  
Secondary School ◽  
Boarding School ◽  
Bullying Prevention ◽  
Mental Wellbeing ◽  
Positive Interactions ◽  
Social Emotional ◽  
Bullying Perpetration ◽  
Whole School ◽  
Whole School Approach ◽  
Bullying Victimisation

This study investigated the social, emotional and mental wellbeing predictors of bullying victimisation and perpetration for boarding students following the transition from primary school to secondary boarding school. Longitudinal data on 76 male and 74 female boarding students in Grades 7, 8 and 9 was used from a larger longitudinal study of 3,462 students. A spike in frequency of bullying perpetration occurred immediately after the transition to secondary school and boarding school, with an increase in bullying perpetration continuing to occur throughout the following 2 years. Those boarding students reporting higher levels of depression, anxiety, and stress symptoms were significantly more at risk of frequent bullying victimisation at the beginning of Grade 8, while boarding students experiencing conduct problems and emotional difficulties were more likely to engage in frequent bullying perpetration. Peer support and feeling safe were found to be factors most likely to decrease frequent bullying victimisation. The sustained nature of bullying behaviour highlights the importance of addressing attitudes towards bullying both prior to and immediately after the commencement of boarding school. It is recommended that boarding schools adopt a targeted and systematic whole school approach to bullying prevention, while promoting positive interactions and relationships with peers.

國際反校園欺凌之適切性

2005 ◽  
Vol 39 (01n02) ◽  
pp. 105-117
Author(s):  
炳傑 秦 ◽  
之灝 鄭 ◽  
沃聰 陳
Keyword(s):  
Hong Kong ◽  
Restorative Justice ◽  
Safe School ◽  
Successful Intervention ◽  
Whole School ◽  
Local Reference ◽  
Whole School Approach ◽  
Mixed Approach ◽  
Bullying In Schools

Both local and overseas studies affirm that bullying in schools is very prevalent. The overseas experiences in response to bullying are invaluable for local reference. There is a consensus that a whole-school approach and a live policy against bullying are essential for successful intervention. There are different strategies in responses to cases of bullying including the No Blame Approach, the Method of Shared Concern, the Restorative Justice Approach and the Use of Logical Consequences. The authors argue for a mixed approach. Special issues in tackling bullying in Hong Kong are raised. Finally, it is advocated that a safe school is a prerequisite for a harmonious school. 海外和香港的調查研究都說明校園欺凌是一個十分普遍的問題。海外回應欺凌的經驗極具參考價值。“全校參與方法”和反欺凌政策的貫徹和執行是有效介入的必要條件。根據海外的經驗，處理欺凌個案策略有“不責難方法”，“共同關注方法”，“復和公義方式”和“邏輯後果方法”。作者支持使用“混合方法”，認爲更可因時制宜，取長補短。本文同時提出在香港處理欺凌時所需要注意的地方。最後，並認爲建立安全校園是達到和諧校園的先決條件。.

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.

Friendly schools’ bullying prevention research: Implications for school counsellors

2021 ◽  
pp. 1-13
Author(s):  
Donna Cross ◽  
Kevin C. Runions ◽  
Natasha Pearce
Keyword(s):  
Early Intervention ◽  
Mental Health Problems ◽  
Bullying Prevention ◽  
Unique Contribution ◽  
Whole School ◽  
School Counsellors ◽  
Randomised Control Trials ◽  
Research Findings ◽  
Being Bullied ◽  
Whole School Approach

Abstract Bullying varies in frequency, intensity, duration and hence severity, and contributes uniquely and directly to mental health problems, with severe and long-lasting consequences. Almost a half of school-age students report being bullied in the past year. All school staff, especially school counsellors, are uniquely positioned to reduce student bullying through proactive primary prevention, early intervention, and treatment. However, given the intensity of schools, and counsellors’ limited time and resources, robust evidence is needed to guide their unique contribution to a whole-school approach to reducing bullying behaviour. Since 1999, a pipeline of 18 Friendly Schools studies, including seven randomised control trials, have developed and tested ways to build all school staff’s capacity to effectively target and deliver evidence-based strategies across the prevention, early intervention and treatment continuum to reduce harm from all forms of bullying behaviour. This article describes the implications of Friendly Schools’ research findings relevant and applicable to the work of school counsellors, as part of a whole-school approach to bullying prevention. These implications demonstrate the interconnectedness of actions of all members of the school community, and the need for a whole-school commitment to preventing and reducing bullying, to realise the important synergistic contribution of school counsellors.

Management of indiscipline among secondary school students in Ilembe District, KwaZulu-Natal, South Africa

2020 ◽  
Vol 9 (4) ◽  
pp. 139-156
Author(s):  
Ntombizandile Gcelu ◽  
◽  
Amy Sarah Padayachee ◽  
Sekitla Daniel Makhasane
Keyword(s):  
Secondary Schools ◽  
South African ◽  
School Administrators ◽  
Code Of Conduct ◽  
Structured Interview ◽  
School Students ◽  
Whole School ◽  
Kwazulu Natal ◽  
Whole School Approach ◽  
Meaningful Relationships

South African schools are faced with a serious problem of indiscipline. The available literature reveals that despite the efforts of school administrators and teachers to instil discipline among learners, indiscipline still abounds to the extent of getting out of hand. Based on the intention of this study, a qualitative study was adopted. A qualitative-based study underpinned by the interpretive research paradigm was employed to explore the perspectives of educators in their collaborative roles in managing discipline. The sample comprised twelve educators who were purposively selected from four secondary schools in the Ilembe District, KwaZulu-Natal. A semi-structured interview schedule was used to collect the data. The findings revealed that educators should apply the school code of conduct as a whole-school approach to managing discipline to create meaningful relationships with parents as stakeholders and communicate expected behaviours with learners. It is recommended that in implementing strategies to manage discipline, learners, educators, school managers and the school governing boards of all schools should take a collaborative approach to the management of discipline in secondary schools

scholarly journals Schooled in democracy? Promoting democratic values as a whole-school approach to violence prevention

2011 ◽  
Vol 13 (3) ◽  
pp. 205-217 ◽  
Author(s):  
Amanda Holt ◽  
Denise Martin ◽  
Carol Hayden ◽  
Claire Nee
Keyword(s):  
Violence Prevention ◽  
Democratic Values ◽  
Whole School ◽  
Whole School Approach
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