Prevention At School



This article reviews Swearer, Espelage, and Napolitano's 2009 book, Bullying Prevention and Intervention: Realistic Strategies for Schools. At the same time, you may want to work with your child to understand some of the reasons behind the bullying. Continual promotion of the policy will also serve to increase its effectiveness within the school (Pepler & Craig, 2000; Shannon & McCall, n.d.; Smith, 2000).

Teach students to speak up and report bullying, if they do not feel comfortable reporting it in person they can anonymously report it online, or in a note. Parents reported that they felt better equipped to intervene if their children were victims or bullies and requested more supervision in the schoolyards and on buses.

While a large body of research has identified common characteristics of children who are victimized, such as anxiety, sensitivity, withdrawn behaviours, and low self-esteem (Batsche & Knoff, 1994; Goldbaum, Craig, Pepler & Connolly, 2003; Heinrichs, 2003; Olweus, 1993), not all children who fit this profile are victimized.

Research states that bystanders may actually encourage and perpetuate the bullying problem; this occurs either directly, through actively joining in the bullying, or indirectly, by not taking a stand against the bully (Olweus, 1993; Pepler and Craig, 2000; Salmivalli, Huttunen & Lagerspetz, 1997; Smith & Shu, 2000; Wright, 2004).

For example, poor family management (where discipline is lax or too punitive, parents provide ineffective supervision, or few limits on aggressive behaviour) has been identified as a risk factor for bullying and other delinquent actions (Craig, Peters & Konarski, 1998; Farrington, 1998; Hawkins et al., 1998; Olweus, 1993).

Written and designed by staff of PACER's National Bullying Prevention Center, the book was developed to help parents protect their child or someone they know from being bullied, and bullying story to help parents be proactive in their community in addressing bullying.

A good starting point is this article from a leading scholar in the field: Translating Research to Practice in Bullying Prevention It does a nice job of summarizing what is known about successful bullying prevention efforts and might give you some ideas about the role that your program and your mentors can play.

The CIPB's lead partners include researchers and practitioners in the field of child development at York University 's LaMarsh Centre for Research on Violence and Conflict Resolution; the Community Health Systems Resource Group at Toronto 's Hospital for Sick Children; Queen's University; and the Centre for Youth Social Development in the Faculty of Education at University of British Columbia.

"Theorizing Gender Differences in Receptivity to Violence Prevention Programming in Schools". Many psychologists agree that to design effective bullying-prevention and intervention programs, they need to understand that a child's tendency toward bullying is influenced by individual, familial and environmental factors.

HRSA engages with more than 270 national, state and local partners who provide expert review and support in developing and distributing bullying prevention resources. An annual conference was held for students in Grades 7 and 8 (with students involved in the planning), followed by the distribution of resource materials to schools.

If bullying is based on your child's TS or Tic Disorders, it may violate your child's federal legal rights under Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act, and the Individuals with Disabilities Education Act (IDEA).

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