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putting a stop to bullying
putting a stop to bullying
the problem of bullying in schools
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Studies indicate that bullying is highly prevalent in classrooms today and that bullying has negative consequences on self-esteem, motivation and learning. Administrators understand the seriousness of bullying and agree that prevention programs should be implemented. Studies have been conducted on how to prevent bullying using school-wide inclusion programs but no studies have currently been conducted regarding one teacher’s attempt at providing a safe learning environment using these resources. As well, no current studies have confirmed which separate elements of these approaches can offer an educator success. Design The researcher will study this particular phenomenon by observing and reviewing all of the complexities of child behavior. A mixed methods study will be conducted that combines elements of qualitative and quantitative research that studies one teacher throughout the entire school year. The focus of this study will be on bullying as it occurs in a natural setting. A case study will be used in which implementation of structure and support and the Owleus Prevention Program will be reviewed. The information from this study will provide insights regarding how student’s behavior changes over time during and after the study. This research will seek to explore whether or not one teacher can make a difference and it will decipher which modifications decrease bullying in the classroom. All participants will be exposed to elements of structure, support and the Owleus Prevention program and the effects regarding whether or not bullying decreases will be reviewed. Students who fit certain criteria will be arranged in nominal groups. These clusters will include labels such as bullies, victims or bystanders. Eac... ... middle of paper ... ...e research question is specific to observing one teacher’s ability to prevent or decrease bullying in the classroom. Also, the study will not be conducted on a school-wide level because those studies have been replicated several times prior with the interpretation that these techniques are highly successful on a school-wide basis. The researcher will not use Lickert-scales for any surveys because the data would be too hard to interpret on a Lickert scale. The researcher is seeking to understand if bullying is prevalent and if it can be decreased; the researcher is not looking to know the various levels of bullying or the current levels of classroom concern. The researcher will not review literature on other aspects of bullying prevention because structure, support and the Owleus program have shown prior success and were chosen by the researcher for that reason.
Over the last decade, bullying has really been a worldwide issue. Bullying is affecting children all over the world and has grown into a huge epidemic. According to the National Education Association, “160,000 kids stay home from school each day to ...
The assessment is designed to identify the major issues, concerns and challenges facing students who are being bullied. Particular emphasis is being placed on how these students’ educational needs are being affected as a result of being bullied. The results will be used as follows: (1) to help guide the counseling programs towards developing effective intervention for bullying in schools (2) to examine the nature and causes of bullying (3) to implement bullying policies that outlines consequences and (4) to create a safe environment for students. Victims of bullying often benefit from interventions that are designed to increase their self-esteem which protects them from future bullying (Kaiser & Rasminsky, 2003). Bullying can take many shapes; it can be in the form of hurtful teasing, physical violence, threats, humiliation as well as destruction of student’s personal property. These things can cause students to be unhappy to the point where it affects their academic performance and interest in school. The most effective way of addressing bullying in schools is through a comprehensive school counseling program (Atlas & Pepler, 1998).
...ferent types, places it occurs, and the effects were reported. From the parents, the frequency of bullying, different types, and the effects were surveyed and reported. The frequency of bullying, different types of schools, and anti-bullying prevention methods were also reported from the teachers. The adults surveyed were asked if they were bullied as a child and the long-lasting effects were reported.
Schools need to provide their staff a training on their district’s bullying prevention policy. Without proper training, teachers may not recognize some behaviors as bullying and then ineffectively treating it with the traditional discipline system (Edutopia, Oct 20, 2013, para. 3)
The years students spend within the school environment can be some of the most exciting, enjoyable, rewarding, and memorable years of their lives; making new friends, attending dances, having parities, joining clubs. These years can also be memorable for another reason; bullying. No doubt the time spent in the educational environment can have a significant impact on not only the present quality of students’ lives but also on their future; into young adulthood and beyond. It is with this understanding that parents and educators wish to do what is within their power in order to prevent bullying, and assure a positive present and future for every student. But having the best interests of another at heart doesn’t excuse hasty or ill-conceived interventions; especially when they may lead to greater troubles for those who were meant to benefit from such interventions, and who could not act on their own behalf to implement or prevent such interventions. Though parents, educators, and adults desire the best for the nation’s youth and measures should be taken in order to ensure a healthy environment for students, the United States federal government should not enact laws to prevent bullying. Bullying behavior has been experienced by many over the course of human history, but, while this problem has become a prominent issue of recent time, there isn’t enough research that supports a single legislative solution that could be enforced with universal results.
(Swearer et al., 2010) One area of concern is the frequency and severity of school bullying can vary greatly depending how one defines bullying and who is asked to report on bullying. Another area is the possibility that students, teachers, and staff differ substantially with their perceptions of school bullying causing a negative school climate and its occurrence in their school. In an article published by the National Association of School Psychologist (NASP) it states, “25% of teachers see nothing wrong with bullying or putdowns and consequently intervene in only 4% of bullying incidents” (Cohn & Canter, Ph.D., 2003). Furthermore, it states, “Over two-thirds of students believe that schools respond poorly to bullying, with a high percentage of students believing that adult help is infrequent and ineffective” (Cohn & Canter, Ph.D., 2003). Schools, specifically the teachers, staff, and administration are responsible for keeping our schools safe and play a critical role in establishing a positive school climate. A sustainable, positive school
Bullying has been a part of schooling for as long as children have been congregating. To some it seems like a natural, though uncomfortable, part of life and school experience, while to others it can mean terrifying experiences which spoiled and characterized otherwise happy years in school. Dan Olweus, a pioneer in bully behavior research documented that 2.7 million children are affected as victims, and that 2.1 children act as bullies (Fried, 1997, as cited in Aluedse, 2006). With bullying cited as the reason for violent, gun-related crime in the past few years, school districts as well as national governments have put anti-bullying policies in place. Bullying is a complicated phenomenon, involving more than one child demanding lunch money from a smaller child. It is a worldwide epidemic hitting schools everywhere. Virtually everyone has seen or experienced bullying. With technological advances, bullying is even hitting the internet. Parents, teachers, students and governments agencies alike are attempting to put a stop to bullying practices.
Piotrowski, Debra, and James Hoot. "Bullying and Violence in Schools: What Teachers Should Know and Do." Childhood Education, 1 Jan. 2008. eLibrary. Web. 30 Oct. 2013.
Bullying is a growing concern in a society where status and exercising power over another human being are increasingly important in developing one’s social circles. Dan Olweus (Norwegian researcher and founder of the Olweus Bullying Prevention Program) defines it as an “aggressive behaviour that is intentional and that involves an imbalance of power. Most often, it is repeated over time” (Violencepreventionworks.org). School victimization is an especially delicate matter that has only really been in the public eye for the past half century, as more and more researchers and psychologists pointed out its short- and long-term negative effects on targeted individuals. It has since been widely investigated and numerous programs have been developed in an effort to address and prevent the many forms of bullying that exist today. The negative effects of such an abusive behaviour are various and can greatly differ from individual to individual. However, there are three main consequences that can be associated with school bullying, which are: school avoidance, depression/anxiety and even suicidal attempts.
Scarpaci, R. (2006). Bullying: Effective strategies for its prevention. Kappa Delta Pi Record, 42(4), 170-174. Retrieved April 8, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com.ezproxy.apollolibrary.com/login.aspx?direct=true&db=ehh&AN=21102965&site=ehost-live
Shootings and physical violence are only part of the problem in schools. More than twenty percent of students have encountered bullying whi...
“Researchers have conducted that at least 25% of all children will be affected by bullying at some point during their school years, and many of these children miss significant numbers of school days each year owing to fear of being bullied” (Bray, M., Kehle, T., Sassu, K. (2003). Bullying has become a major problem for our students and our schools. Children are missing educational time and are losing self-confidence because they are afraid or intimidated by other students. We, as teachers, need to reduce bullying in our schools and prevent bullying from being a reoccurring issue in the lives of our students in order for them to learn, grow and develop. Our goal as teachers should be “to reduce as much as possible-ideally to eliminate completely- existing bully/victim problems in and out of the school setting and to prevent the development of new problems” (Olweus, D. (1993).
Some children have normalized the bullying culture and can no longer recognize what is and isn’t bullying. By adding anti-bullying programs schools, including administration and parents, will be aware of all forms of bullying and what they could do to help the cause. There are many forms of anti-bullying programs said to be built for the many different forms of bullying. There are programs that find the parents to be the source of the solution. This includes schools sending guides to the parents homes to teach how to deal with bullying, and to begin a discussion on how to talk about bullying with their child, which often leads to therapeutic talks. Programs that only involve schools are filled with anti-bullying messages throughout the school year that reinforce positive behavior. There also are programs that include both forces, parents and schools. These programs according to Elizabeth Lawner and Mary Terzian in “What Works for Bullying Programs: lessons from experimental evaluations of programs and evaluation” say “Five of the six programs that involved parents and implemented a whole-school approach worked for at least
Bullying has become a serious problem in public schools systems. Being a victim of bullying is a daily struggle for some students. The issue continues to grow, but the question is how to stop bullying from occurring. Many ways have been attempted to stop bullying, but some are more effective than others. Having the students get involved seems to have the most positive effect on the bullying issue in public school systems.
In recent times bullying has become a national issue, notwithstanding the fact that it has been in existence for many years. Traditionally, bullying has been seen as horseplay, but with the increase of harassment in schools and suicides; parents and schools are now forced to take action to prevent bullying in schools. Bullying is an unwanted, aggressive behavior that involves a real or perceived power imbalance which has the potential to be repeated over time. Strategies to prevent bullying in schools are grouped into identifying the causes of bullying, creating policies and rules, building a safe environment and educating students and staff.