Hey, Ali

Thanks for being the first one to participate :)

I am interested in all kinds of school bullying.So looking forward to your answer.

Cheers

Run

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.

Dear Jordi,

Yes, what you mentioned is of key to this discussion. Is there any article you know that deals with this issue: how to evaluate the effectiveness of the programs?

Moreover, do you know any concrete programs?

Best

Run

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.

Dear Carlos,

Thanks for the recommendation of the book

Best

Run

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

Thank you so mcuh , Jordi

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.

Thank you so much Adrien for the literature here.

Yes, both preventive and interventive programs are in great need to implemented in school context.

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

Dear \ Run

In order to overcome bullying of students in schools, in the strategic planning of educational policies, the good preparation of special activities for such students should be used in the case of their appearance, which should include more psychological rehabilitation activities than educational rehabilitation