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The power of peers: Why some students bully others to conform
- Qualitative Health Research
, 2008
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Bullying Prevention and Students with Disabilities
"... Over time, a growing body of literature has amassed pertaining to bullying and students with disabilities. The consensus is that this segment of the school population is particularly vulnerable to bullying (Hergert, 2004; Hoover & Stenhjem, 2003; PACER Center, 2007). The authors point out common ..."
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Over time, a growing body of literature has amassed pertaining to bullying and students with disabilities. The consensus is that this segment of the school population is particularly vulnerable to bullying (Hergert, 2004; Hoover & Stenhjem, 2003; PACER Center, 2007). The authors point out commonalities of bullying prevention programs and interventions cited in the literature. Concerns related to the credibility of utilizing current bullying prevention programs and interventions with students with a wide range of disabilities are discussed. The authors suggest that accommodations or modifications to the current bullying prevention programs are required for a student with disabilities to benefit from any bullying prevention program or intervention. Otherwise, the efforts of school administrators, staff, and parents may be unsuccessful in attempting to reduce or eliminate the instances of bullying in today’s schools for students with disabilities.
BULLYING AND THE INCLUSIVE SCHOOL ENVIRONMENT
"... As Australian education departments and teacher education institutions become aware of international trends, they are keen to implement quickly pedagogical and curriculum changes that are being promoted as best practice for schools of the twenty-first century. One such recent change has been the inc ..."
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As Australian education departments and teacher education institutions become aware of international trends, they are keen to implement quickly pedagogical and curriculum changes that are being promoted as best practice for schools of the twenty-first century. One such recent change has been the inclusivity movement. There remain, however, many unresolved issues for teachers that fall outside these new paradigm shifts but still require urgent attention. Bullying is one issue that needs to be addressed within the complex socioeconomic and political institutions we call schools. Addressing bullying in schools requires a multifaceted approach, involving not only appropriate interventions for the bullies but also consideration of the adequacy, form and manner of support available for the victims. With the current educational debate in Australia, as elsewhere, focusing on developing more inclusive schools, bullying is considered in this paper from two perspectives: firstly, consideration is given to the current situation in Australian schools and secondly, the incidence of bullying in some Western Australian schools engaged in reviewing their inclusive educational practices is described, based on data collected from 246 staff, 1 449 students and 654 parents and carers.
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"... How Australian schools are responding to the problem of peer victimisation in schools ..."
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How Australian schools are responding to the problem of peer victimisation in schools
PREFACE
"... Schools are often criticised for failing to do enough to prevent violence and bullying among students. Preventing violence at schools, however, is no easy task. Studies of self-reported and officially recorded offending consistently show that teenagers and young adults (especially males) are much mo ..."
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Schools are often criticised for failing to do enough to prevent violence and bullying among students. Preventing violence at schools, however, is no easy task. Studies of self-reported and officially recorded offending consistently show that teenagers and young adults (especially males) are much more prone to violent behaviour, both on and off school grounds, than older age groups. Schools trying to inculcate a culture of intolerance toward violence sometimes find themselves dealing with students whose parents condone violent behaviour. Even if they wanted to, it is impossible to place every student under close and continuous surveillance. Overseas research nonetheless suggests that schools can make a substantial contribution to violence prevention on school grounds. Research in the United States, for example, has shown that schools with a clear and consistently enforced school discipline policy are less prone to violence than schools without such a policy. Unfortunately there is no way of knowing whether this conclusion applies equally to Australian schools or whether there are other more important school-level factors which influence violence between students. Many studies of school violence are also
Guidance Officers,
"... Cyber bullying or bullying via information and communications technology toolssuch as the internet and mobile phones is a problem of growing con-cern with school-aged students. Cyber bullying actions may not takeplace on school premises, but detrimental effects are experienced by victims of cyber bu ..."
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Cyber bullying or bullying via information and communications technology toolssuch as the internet and mobile phones is a problem of growing con-cern with school-aged students. Cyber bullying actions may not takeplace on school premises, but detrimental effects are experienced by victims of cyber bullying in schools. Tools used by cyber bullies are presented and the impact on victims is discussed. Intervention strate-gies for school counsellors, guidance officers, and school personnel to adopt with students and parents are presented. ■ KEYWORDS: cyber bullying, electronic bullying, cyber bullies, school bully-ing, internet bullying Alex Teka of New Zealand ended her life in 2006 at age 12. Media reports indi-cated that in the year before she died, she was allegedly a victim of cyber bullying, and was sent abusive and threatening e-mails and text messages by fellow students at her school. The bullying allegedly escalated after her mother complained to school authorities (Tomazin & Smith, 2007). Chantell, age 15, was injured in a hit-and-run accident in Brisbane. She was allegedly the victim of cyber bullying via instant messaging and cell phones, initiated by a former friend after a feud over a boy. The online violence escalated into this seri-
unknown title
"... Most of us have always thought of recess as a time when we escaped from the classroom, from work and from the constant gaze of the teacher. It was a peaceful and joyous time when most children occupied themselves in active play and the odd incident was quickly resolved with the help of the teacher o ..."
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Most of us have always thought of recess as a time when we escaped from the classroom, from work and from the constant gaze of the teacher. It was a peaceful and joyous time when most children occupied themselves in active play and the odd incident was quickly resolved with the help of the teacher on 'yard duty'. Not so any more. The playground is now a 'problem ' in many schools largely because of the bullying behaviour occurring there. This paper discusses the relative merits of the strategies schools are implementing in an effort to deal with the bullying behaviour and suggests that more thought might be given to improving the playground environment itself as a way of addressing the problems.
Association Inc.
"... Many school children have been subjected to traumatic experiences in school that have significantly effected their social adjustment in the classroom setting and their overall psychological and emotional status. The literature generally considers school victims to be bullied by peers, however, it ha ..."
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Many school children have been subjected to traumatic experiences in school that have significantly effected their social adjustment in the classroom setting and their overall psychological and emotional status. The literature generally considers school victims to be bullied by peers, however, it has been demonstrated that some trauma to students in schools involves teachers and other school personnel (Hyman & Snook, 2000). Temple University, USA, have initiated a cross – national study to explore student victimization by educators and peers with emphasis on intra and inter-sample aspects of the types of traumatic stressors experienced by students. The goal of this study is to extend our knowledge of school trauma beyond a basic understanding of specific situations and locations to a more comprehensive and global view of the types of traumas experienced by children at school. Peer Bullying in Schools Bullying refers to the abusive treatment of a person by means of force or coercion. It is aggressive behaviour that is repeated over time, is intentionally harmful and occurs
Scenario
"... A 13-year-old comes to your office crying. She says she is feeling hopeless, that no-one likes her, that she can’t concentrate on her schoolwork and if this is what life is all about she wants to give up, she can’t handle it anymore. Eventually she mentions that her classmates have been awful to her ..."
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A 13-year-old comes to your office crying. She says she is feeling hopeless, that no-one likes her, that she can’t concentrate on her schoolwork and if this is what life is all about she wants to give up, she can’t handle it anymore. Eventually she mentions that her classmates have been awful to her, especially in their blogs and SMS’s to her. What is she talking about? When she sees them at school, they either taunt or ignore her. How do you help? What is Cyber bullying? The Internet has been described as transforming society by providing a new type of person-to-person communication and the mobile/cell phone has transformed the peer group into a truly networked society. These technologies however, are now being used by adolescents in ways that were unintended by their designers to bully their peers. Methods used to bully include texting derogatory messages on mobile phones with students showing text messages to other students before sending them to victims, by sending threatening e-
