مداخلات قلدری در مدارس: شش رویکرد اساسی

Dealing effectively with the problem of bullying in schools is now recognised as a major challenge for educators of young people. Successful interventions to stop, or even reduce, bullying in schools are difficult to achieve; however, the case for improving the effectiveness of school interventions in cases of bullying is overwhelming. More attention needs to be paid to what can be done in addressing actual cases of bullying, as well as seeking to create a school environment in which the task may be more manageable. Schools need to be aware of the range of approaches that may be adopte. Read more... After many years of neglect, there has recently been a flood of articles and books on bullying in schools. This is to be welcomed in that it recognises the importance of this topic, not merely from an academic perspective, but also from a social and humane point of view. It is difficult - if not impossible - to assess the amount of serious harm that is being done daily to millions of children throughout the world who are continually being victimised by their peers at school. But we do know that the effects of bullying are enormously damaging to the physical and mental health of many of these children and that the effects can persist into adult years. 1 Many people never recover from the bullying they experience at school. Over the last 10 years or so we have entered a phase in which researchers have begun to ask whether the increased focus on school bullying has made any difference. Longitudinal studies have suggested that in many countries progress has been made, albeit small. In an examination of trends in levels of peer victimisation in North America and Europe, significant reductions in reported peer victimisation were indicated in 19 of the 27 schools from which data were obtained between 1997 and 2006. The researchers point out, however, that the problem still remains a very serious one. A third of all the children in the overall sample reported occasional bullying or victimisation and around 1 in 10 children reported chronic involvement, either as perpetrator or victim. In general, efforts to reduce bullying in schools have involved two complementary approaches. One is to direct attention to improving the attitudes and interpersonal behaviour of all children in a school. This has been called the universal approach. Its aim is to prevent cases of bullying from ever occurring. It is thought that this may be done by Dealing effectively with the problem of bullying in schools is now recognised as a major challenge for educators of young people. Successful interventions to stop, or even reduce, bullying in schools are difficult to achieve; however, the case for improving the effectiveness of school interventions in cases of bullying is overwhelming. Bullying Interventions in Schools examines in detail the six major intervention methods: the traditional disciplinary approach; strengthening the victim; mediation; restorative practice; the support group method; the method of shared concern.