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1.
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
2.
Sam Bishop 《Pastoral Care in Education》2003,21(2):27-34
There is now a heightened awareness of the need for schools to provide a safe environment in which children can learn. However, issues and incidents of bullying are still high on most school agendas. The pastoral care of children during school hours includes an emphasis on loco parentis and within this brief anti-bullying strategies have to be seen to work. Peer support is one such strategy that is becoming increasingly prevalent as schools attempt to create a safer and supportive environment for their pupils. This paper records the development and progress of this type of peer intervention scheme. 相似文献
3.
Claire Knowler 《教育心理学》2013,33(7):862-883
The effectiveness of a 12-week, small group emotional literacy (EL) intervention in reducing bullying behaviour in school was evaluated. Participants were 50 primary school pupils identified through peer nomination as engaging in bullying behaviours. The intervention was implemented in schools already engaged with a universal social and emotional learning initiative, including an anti-bullying component. Within schools, participants were randomly assigned to an intervention or a wait-list comparison group. Response to the intervention was found to be dependent on baseline levels of EL. Only children whose baseline level was low showed a significant reduction in peer-rated bullying behaviour. No effect of the intervention was detected on victimisation or adjustment scores, although positive changes in adjustment were associated with increased EL. 相似文献
4.
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
5.
Peter K. Smith Allison Kupferberg Joaquin A. Mora-Merchan Muthanna Samara Sue Bosley Rob Osborn 《Educational Psychology in Practice》2012,28(1):47-70
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
6.
Mairéad Foody Helena Murphy Paul Downes James O’Higgins Norman 《Pastoral Care in Education》2018,36(2):126-140
The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013. 相似文献
7.
Abstract The phenomenon that around ten percent of schoolchildren are bullied regularly in Hong Kong has attracted much scholarly attention in anti-bullying research. Current literature suggests taking into consideration the contextual features and socioeconomic factors in anti-bullying research, instead of applying identical intervention/prevention measures across cultures. Therefore, this article examines the role of school-family linkage as a mirror of the wide social-culture context, and analyzes the functions of such linkage in anti-bullying practice in Hong Kong. This study was conducted following a film approach in 2015. That is, a group of middle school teachers in Hong Kong were invited to watch small films showing typical bullying and anti-bullying episodes, followed by semi-structured interviews. The article demonstrates a list of good practices representing the functioning of a positive family-school linkage in bullying addressing. However, parental involvement does not always facilitate and can hinder bullying addressing on campuses. This study implies that efficient bullying addressing aligns with parental involvement in the intervention process, suggesting more parental involvement and more collaboration between family and school in anti-bullying. It also raises an urgent question in regards to balancing the various opinions between parents and teachers in child-raising and bullying addressing. This article suggests further and more investigations examining anti-bullying from a socioeconomic perspective. 相似文献
8.
Anti-bullying commitment across school communities is seen as crucial to the effectiveness of interventions. This exploratory study used a mixed-methods design to investigate bullying behaviour, intentions and aspects of the classroom ecology within the context of an anti-bullying initiative that was launched with a declaration of commitment. Across the sample of 14 primary school classes, containing 338 children aged 8–11 years, changes over time in peer-assessed and self-reported bullying and victimisation were found to be associated with changes in pupils’ sense of school belonging and perceptions of their classroom climate. Using a newly-developed theory of planned behaviour measure, changes in bullying were found to be associated with pupils’ intentions and perceived control with regard to engagement in bullying behaviour. No differences were found between intervention and comparison classes on any of the pupil outcome measures. However teachers of intervention classes reported a relative increase in perceived control over undertaking anti-bullying work with their class. The role of the class as a meaningful unit of analysis in the investigation of ecological-systemic bullying interventions in primary schools is highlighted. 相似文献
9.
Julia R. Badger Lucy Bowes Christina Salmivalli Richard P. Hastings 《Support for Learning》2023,38(4):178-182
Bullying is a public health priority but to date, there is a lack of evidence-based anti-bullying programmes or interventions designed for use in special schools. KiVa is a successful anti-bullying programme for mainstream schools currently used in 23 countries. This brief paper outlines the co-development and adaptation of two KiVa lessons into KiVa-SEND lessons and their implementation in two special schools in the UK. One school supports pupils with a primary need of Autism, the other supports pupils with severe and complex learning disabilities. Engagement with the lessons was high from both pupils and staff; the content was perceived as acceptable by staff, complementing the curriculum and perceived as suitable for their pupils. Minor adjustments need to be made to ensure all pupils can comprehend and access the concepts. Further development of the KiVa-SEND programme and testing its potential effectiveness to reduce bullying and associated negative outcomes in special schools is now warranted.
Key Points
- There is a lack of evidence-based anti-bullying programmes for use in special schools. This paper details the piloting of an adaptation of KiVa (a successful, evidence-based anti-bullying programme for mainstream schools) for use in special schools.
- The adaption (KiVa-SEND) was a co-design between a couple of special school teachers, and educational and psychological researchers to ensure the materials and approach were in line with school requirements and teaching practices.
- The KiVa-SEND lesson engagement was excellent from the 12 staff and 62 learners involved and the materials were deemed acceptable via direct feedback and researcher observations. Suggestions were provided on how to make the materials even more suitable for diverse learning needs.
- KiVa-SEND has the potential to be embedded within the special school curriculum and then be tested for its effectiveness at reducing bullying and associated negative outcomes of bullying amongst the special school population.
10.
Suzanne Carrington Marilyn Campbell Beth Saggers Jill Ashburner Fiona Vicig Julie Dillon-Wallace 《International Journal of Inclusive Education》2017,21(10):1045-1064
Accumulating evidence suggests that the prevalence of bullying is significantly higher for students with Autism Spectrum Disorder (ASD) than for typically developing students. Additionally, the prominence and growth of social networking and resultant focus on cyberbullying in the last 10 years has added a new dimension to the traditional definitions, environments and experiences of bullying. This paper describes current anti-bullying strategies and the legal climate in regard to bullying in Australia. It then reports on interviews with 10 students with ASD and their parents, and discusses recommendations based on their perceptions for dealing with bullying in schools. Data analysis indicated that both students and parents made a range of recommendations to increase awareness of bullying; improve policies and procedures that can be more clearly communicated to students, teachers and parents; and support programmes that develop communication and relationship building within families and in schools to both prevent bullying and provide coping strategies to deal with bullying if it occurs. Parents also called for schools to give harsher penalties for offenders, particularly repeat offenders. These student and parent recommendations may contribute to the development of school and government policy and practice to help reduce the incidence of all forms of bullying in schools. 相似文献
11.
Paul Horton 《Educational Philosophy and Theory》2013,45(14):1444-1453
Despite a vast amount of research into school bullying and the widespread implementation of anti-bullying policies and programs, large numbers of students continue to report that they are routinely subjected to bullying by their peers. In this theoretical article, I argue that part of the problem is that there has been a lack of critical discussion of the theoretical foundations upon which such studies are based. Drawing on recent theoretical contributions within the field of school bullying, the work of anthropologist James C. Scott, and the work of philosophers Michel Foucault and Giorgio Agamben, I take particular issue with the notion of power that has long been a foundational pillar of bullying definitions. Utilizing a Foucauldian understanding of power, I argue that rather than focusing on the power imbalance involved in bullying relations, focus instead needs to shift onto the role that bullying plays in power relations. Reimagining Agamben’s figure of homo sacer as a victim of school bullying, I consider the ways in which some individuals are reduced to bare life and forced into a state of exception whereby social laws are no longer deemed applicable. The article concludes with a discussion of how this state of exception might be challenged. 相似文献
12.
Norah Frederickson Elizabeth Simmonds Lynda Evans Chris Soulsby 《British Journal of Special Education》2007,34(2):105-115
The systematic assessment of the social and affective outcomes of inclusion has been lagging behind the assessment of academic outcomes. This is particularly problematic in view of research evidence supporting concerns about peer rejection and bullying. In this article, Norah Frederickson and Elizabeth Simmonds, of University College London, and Lynda Evans and Chris Soulsby, from Foxwood Special School, report their evaluation of the social and affective outcomes of a special- mainstream school inclusion initiative that places particular emphasis on peer preparation. Measures completed by pupils were used to assess peer group inclusion, social behaviour, bullying and feelings of belonging at school. Results showed that pupils who had transferred from special to mainstream schools experienced positive social outcomes and none experienced peer group rejection. However, results were less positive for mainstream pupils with special educational needs and the authors discuss possibilities for development. Trends in peer reports of bullying suggest that there is no room for complacency and that ongoing monitoring is required. 相似文献
13.
Tiny Arora 《Pastoral Care in Education》1999,17(1):17-22
This paper considers data obtained in thirty-one schools by using the 'Life in School' checklist. It discusses the issues arising from using the Bullying Index as a measurement of bullying. These include the extent of the variation found between schools and the much-reduced range found on follow-up in the same school. The possible use of the checklist for benchmarking within groups of similar schools is discussed as well as its prime use: self-monitoring by schools over successive years of the effectiveness of anti-bullying policies. Criteria for success are suggested, which emphasize a focus on groups within the school as a prime target for intervention. 相似文献
14.
Separate lines of research find that proaggressive attitudes promote peer aggression and that bystanders play a pivotal role in deterring or facilitating bullying behavior. The current study hypothesized that proaggressive attitudes in middle school would deter students from standing up to bullying and encourage them to reinforce bullying behavior. Middle school students (n = 28,765) in 423 schools completed a statewide school climate survey that included an aggressive attitudes scale and their bystander response to a recent episode of bullying, which was categorized as upstanding, reinforcing, or passive. Multilevel logistic regressions indicated that higher aggressive attitudes were associated with less upstanding behavior at the school level and less upstanding behavior and more reinforcing behavior at the individual level, while controlling for other school and student demographic variables. These findings suggest that antibullying programs might address student attitudes toward aggression as a means of boosting positive bystander intervention. 相似文献
15.
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
16.
In 2002 the Prime Minister of Norway initiated a central Manifesto against bullying and invited all schools to participate
in anti-bullying programs. Two programs were supported by the central authorities. This paper draws on a Norwegian project
where six compulsory schools participated in one of those programs. Our focus was on the implementation process in the schools.
We wanted to see how the schools’ readiness for the program influenced the implementation. Group interviews with the project
groups at the schools and telephone interviews with the headteachers were used to collect data. Results indicate that the
headteacher’s role is important, during both initiation and implementation of the program. The schools that were familiar
with anti-bullying work and had firm leadership seem to have implemented the program most successfully. One lesson from this
study is the need to investigate differentiated implementation support for different schools depending on their readiness. 相似文献
17.
Bullying in schools is recognised as a global problem. In the USA, school shootings and increasing school aggression focused research on the causes of bullying and interventions that could reduce or eliminate bullying behaviours. A variety of bullying programs have generated mixed results with some actually increasing bullying behaviours. There are consistent limitations on the research, including problems of definition, scope, generalisability, complexity and philosophy and model, but slowly, consensus on these issues is being reached. Positive behaviour supports (PBIS) in schools provides a framework for comprehensive behavioural management. PBIS is being implemented across the USA as part of a national response to intervention (RTI) model. PBIS might offer an opportunity to address some of these persistent problems and to avoid others altogether. This literature review considers the nature of the problems limiting success of bullying prevention programs and will offer recommendations for potential solutions within a PBIS framework. 相似文献
18.
The authors work in a city local education authority Special Educational Needs Support Service with an Anti-Bullying Project that continues to develop effective approaches to dealing with bullying in schools. This paper describes the project's use of Solution Focused Brief Therapy (SFBT) and reports on the outcomes of a large number of interventions, particularly with pupils of secondary school age. The support group approach, developed within this project and published in Educational Psychology in Practice, is referred to in the government's anti-bullying pack as a key strategy. The authors show that SFBT provides another effective strategy to support pupils vulnerable to bullying in both primary and secondary schools. 相似文献
19.
DEBORAH J. JAMES MARIA LAWLOR ANN FLYNN NIAMH MURPHY PAT COURTNEY BERNIE HENRY 《Pastoral Care in Education》2006,24(4):39-48
In this article, the authors report on the evaluation of an anti-bullying programme, the cool school programme (CSP), conducted in a secondary school in Ireland. The study explored how participation in the anti-bullying programme affected students and teachers in one second-level school. The programme focused on students' faith in the teachers' ability to deal with bullying effectively, their willingness and confidence in telling a teacher about bullying and whether they felt safe in school. Teacher confidence and behaviour with regard to bullying were also explored. The study found that 91 per cent of students felt that teachers took bullying seriously. Eighty-nine per cent thought that teachers knew how to deal with bullying and 75 per cent felt able to tell a teacher if they were bullied. Eighty-seven per cent said there was a better atmosphere in their class. Ninety-three per cent of students felt safe in school. Seventy-two per cent of teachers reported greater confidence in their ability to manage bullying and 84% reported increased vigilance. Ninety-four per cent thought that students felt safer in the school. Sixty-nine per cent said there was a better atmosphere in the school. Most felt that the programme was now part of the school culture (94%) and would continue in the school (97%). The authors acknowledge that relying on reported levels of bullying may not give a complete picture of the impact of an anti-bullying intervention. They argue that researchers may need to take into consideration teacher approachability, challenging the culture of silence, responding appropriately and ensuring student safety in school when evaluating programmes. 相似文献
20.
Caitlin Chalmers Barbara A Spears Des Butler Donna Cross Phillip Slee 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):91-109
Background: Despite decades of research, bullying in all its forms is still a significant problem within schools in Australia, as it is internationally. Anti-bullying policies and guidelines are thought to be one strategy as part of a whole school approach to reduce bullying. However, although Australian schools are required to have these policies, their effectiveness is not clear. As policies and guidelines about bullying and cyberbullying are developed within education departments, this paper explores the perspectives of those who are involved in their construction. Purpose: This study examined the perspectives of professionals involved in policy construction, across three different Australian states. The aim was to determine how their relative jurisdictions define bullying and cyberbullying, the processes for developing policy, the bullying prevention and intervention recommendations given to schools and the content considered essential in current policies. Sample: Eleven key stakeholders from three Australian states with similar education systems were invited to participate. The sample selection criteria included professionals with experience and training in education, cyber-safety and the responsibility to contribute to or make decisions which inform policy in this area for schools in their state. Design and methods: Participants were interviewed about the definitions of bullying they used in their state policy frameworks; the extent to which cyberbullying was included; and the content they considered essential for schools to include in anti-bullying policies. Data were collected through in-depth, semi-structured interviews and analysed thematically. Findings: Seven themes were identified in the data: (1) Definition of bullying and cyberbullying; (2) Existence of a policy template; (3) Policy location; (4) Adding cyberbullying; (5) Distinguishing between bullying and cyberbullying; (6) Effective policy; and (7) Policy as a prevention or intervention tool. The results were similar both across state boundaries and also across different disciplines. Conclusion: Analysis of the data suggested that, across the themes, there was some lack of information about bullying and cyberbullying. This limitation could affect the subsequent development, dissemination and sustainability of school anti-bullying policies, which have implications for the translation of research to inform better student outcomes. 相似文献