The approach I suggest here for schools eager to reduce bullying on the system level constitutes a whole-school approach. Such an approach should inform, obligate and mobilise. In order to reach out to all sections composing the school life that is, students, parents and all staff, and involve those into the approach a school wide policy is needed to proclaim the schools stand on the problem and provide principles and guidelines about how to address the problem. Rigby (2003) suggests that the policy should be “widely disseminated” (p. 28) in order to reach at best everyone involved with the school. Furthermore, parents who are not that fluent in speaking the English language should have access to translated versions of the policy (p. 28). This whole school approach, furthermore, has to be acted out on the group and individual level in order to fulfil its purpose. Teachers can use cooperative learning as a means to reduce bullying by building interpersonal relationships in everyday class. This approach to learning supports the idea of students working together on a shared task in small groups. In contrast to normal group work cooperative learning binds the members of a group together through the task solving process which can only be maintained as a team. This shared responsibility between the team members should be understood as “positive interdependence” (Gillies, 2003, p. 37). To continue the whole school approach on the individual level there are several options for teachers and staff. It should be the main aim to help victims as well as bullies. The “No-Blame Approach” suggested by Rigby and Thomas (2003) can be used to mediate between the two parties by interviewing them separately.
Table of Contents
System Level
Information
Obligation
Mobilisation
Evaluation
Class Level
Evaluation
Individual Level
Evaluation
Objectives and Key Themes
This work examines the implementation of a comprehensive whole-school approach to combat bullying by integrating systemic, classroom-based, and individual intervention strategies to foster a safe educational environment.
- Systemic policy development and school-wide commitment
- Classroom strategies including cooperative learning and anti-bullying activities
- Individual interventions such as the No-Blame Approach and Method of Shared Concern
- Evaluation methods for monitoring school climate and intervention effectiveness
- The crucial role of staff, students, and parents in proactive violence prevention
Excerpt from the Book
System Level
The approach I suggest here for schools eager to reduce bullying on the system level constitutes a whole-school approach. Such an approach should inform, obligate and mobilise. In order to reach out to all sections composing the school life that is, students, parents and all staff, and involve those into the approach a school wide policy is needed to proclaim the schools stand on the problem and provide principles and guidelines about how to address the problem. Rigby (2003) suggests that the policy should be “widely disseminated” (p. 28) in order to reach at best everyone involved with the school. Furthermore, parents who are not that fluent in speaking the English language should have access to translated versions of the policy (p. 28).
The Anti-Bullying policy should make the following very clear: This school believes that you and every school member has a fundamental right to “a safe, supportive and caring environment free from intimidation of any kind, the right not to be hurt, scared, made fun of or saddened in any particular way” (Rigby & Thomas 2003), no matter your age, gender, ethnicity, religious believe or sexual orientation.
Chapter Summaries
System Level: This chapter outlines the necessity of a school-wide policy that informs, obligates, and mobilizes all stakeholders to create a secure, bullying-free environment through clear guidelines and expectations.
Information: This section details the importance of providing transparent definitions and educational resources regarding bullying to ensure students and staff understand the scope of the behavior.
Obligation: This part defines the shared responsibilities of students, teachers, and parents in maintaining a positive school atmosphere and intervening actively when bullying occurs.
Mobilisation: This section discusses providing teachers with up-to-date tools, counseling, and mechanisms like anonymous reporting to mobilize the school community against bullying.
Evaluation: This chapter introduces methods for assessing the effectiveness of the anti-bullying approach, including observations, surveys, and analysis of school atmosphere.
Class Level: This chapter focuses on classroom dynamics, utilizing cooperative learning and specific activities like "Circle Time" to build trust and empathy among students.
Individual Level: This chapter explores targeted interventions for bullies and victims, specifically examining the No-Blame Approach and the Method of Shared Concern to resolve incidents and foster behavioral change.
Keywords
Bullying, whole-school approach, anti-bullying policy, violence prevention, school safety, student wellbeing, cooperative learning, No-Blame Approach, Method of Shared Concern, empathy, student behavior, bystander intervention, school atmosphere, counseling, education.
Frequently Asked Questions
What is the primary focus of this work?
The work focuses on implementing a whole-school approach to bullying prevention, covering systemic policies, classroom strategies, and individual interventions.
What are the core themes addressed?
Key themes include policy dissemination, teacher obligations, student responsibility, parental involvement, and the psychological impacts of bullying.
What is the main goal of the research?
The primary goal is to provide a comprehensive framework for schools to effectively reduce bullying at all levels of school life.
Which scientific methods are utilized?
The work synthesizes existing literature and educational theories to propose actionable strategies and evaluation techniques, such as questionnaires and behavioral observation.
What does the main body cover?
It covers organizational strategies at the system level, pedagogical activities at the class level, and restorative justice-oriented interventions at the individual level.
Which keywords define this study?
Essential keywords include bullying, whole-school approach, No-Blame Approach, school safety, and empathy.
How does the "No-Blame Approach" work in practice?
It involves separate interviews with the bully and the victim to promote empathy and find solutions without resorting to direct accusations.
What role do bystanders play in the suggested approach?
The text argues that bystanders have a responsibility to act, as passive acceptance of bullying perpetuates the problem.
Why is teacher supervision considered vital?
Supervision is essential because most bullying occurrences happen during unstructured times, such as breaks, where adult presence can deter harmful behavior.
How should schools handle cyberbullying?
The work suggests informing the school community about the specific risks of cyberbullying and mobile phone harassment, noting that it often creates an environment where bullies remain anonymous.
- Quote paper
- Annika Onken (Author), 2009, Behavioural Support in Schools: Approach for Schools Eager to Reduce Bullying, Munich, GRIN Verlag, https://www.grin.com/document/137955
