School bullying is one of the most predominant problems facing schools everywhere in the world. How to better deal with the problem is of great concern for every school principal, every teacher, every parent and children themselves.
Therefore, this discussion aims at collecting all existing effective preventive or interventive programs, projects, or effort in any format that effectively dealing with school bullying across different cultures.
I want to initiate a conversations among different stakeholders in order to better prepare the schools, the teachers, parents as well as children to tackle bullying on different levels.
Dear Run,
There are different preventive and intervention programs and projects. Anyway, I think one of the problems is an accurate evaluation of its effectiveness. We can comment.
The book of Olweus, D (1983). Bullying at school: What we know and what we can do. Osford: Blackwell Publishing, seems to me a very good series of suggestions about How to tackel school bullying. Best regards.
The family is essential
The school has no value if the family does not cooperate, both the family of the victim and the family of the person causing the damage.
In the end both are victims.
There are more arguments in:
https://www.researchgate.net/profile/Reinaldo_Requeiro2/research
It may be useful to look at some articles about the efectiveness of the intervention programs:
Cantone E. et al., Interventions on Bullying and Cyberbullying in Schools: A Systematic Review. Clinical Practice & Epidemiology in Mental Health, 2015, 11 (Suppl 1:M4) 58-76
Temko E., Missing Structure: A Critical Content Analyisis of the Olweus Bullying Prevention Program. Children & Society, 2018 DOI:10.21111/chso.12280
Dear Run,
Intervention programs with a systemic approach (Bullying within the peer group, whole-school approaches) seem to be the most effective ones (e.g. KiVa, ZERO).
Next to the systematic review Jordi mentioned I can recommend the following articles:
Roland, E., Bru, E., Midthassel, U. V. & Vaaland, G. S. (2010). The Zero programme against bullying: effects of the programme in the context of the Norwegian manifesto against bullying. Social Psychology of Education, 13 (1), 41--55. 10.1007/s11218-009-9096-0.
Kärnä, A., Voeten, M., Little, T. D., Poskiparta, E., Kaljonen, A. & Salmivalli, C. (2011). A large-scale evaluation of the KiVa antibullying program: grades 4-6. Child development, 82 (1), 311--330. 10.1111/j.1467-8624.2010.01557.x.
Dear Run.
As you say, bullying is a serious problem in many schools all over the world. How can we cope with this sad reality?
As I see it, cooperation between schools and families and between teachers and parents should lie at the heart of any preventive and interventive program.
To my understanding, styles of parenting and teaching may have a deep impact on bullying at schools. As you certainly know, there are three main styles of parenting and teaching: authoritative, authoritarian and permissive. Authoritative teachers and parents are demanding in cognitive terms, but warm in their social interactions with their respective students and children: Auhoritarian parents and teachers are demanding in cognitive terms, but cold in their social interactions with their respective children and students. Permissive parents or teachers are guided, say, by the French slogan "Laissez faire, laissez passer, laissez aller" (i.e.,Let it go"). There is accumulated evidence that shows that, in contrast to authoritarian and permissive parenting and teaching, authoritative parenting and teaching fosters the child's cognitive, social, moral, emotional and even asthetical development. As is kown, the more students are developed the more likely they are able to put on others' shoes. Note that, after all, bullying is a clear manisfestation of one's inability to take into account another's view of the world.
I hope this helps.
Kind regards,
Orlando
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