ACTION RESEARCH ON Implementation of an Antibullying Program to reduce Bullying in Alpha unior High!
by; Active Active Practitioners INTRODUCTION The word bullying should no longer long er mae you instantly thin o! !ights in the classroom or "ushing another in the hallway# The term has been broadly rede!ined to accommodate "hysical$ verbal$ emotional$ se%ual and cyber bullying$ all o! which are ever "resent in schools# &ullying in any !orm can threaten students' sa!ety at school$ on the way to or !rom school and can destructively in!luence their ability to learn# It is recommended that bullying is addressed be!ore it starts or be!ore it escalates# At any level$ it must be sto""ed# In order to combat this issue common in our schools$Active Practitioners ($ being teachers$ has stead!astly embared on the tas to im"lement an action "lan to reduce bullying in our schools# )e have taen a close loo at our reality with regards to school "revention " revention and intervention e!!orts around student behaviour and violence# )e were able to build u"on them or integrate realistic bullying "revention strategies# It is our goal to ultimately ultimately create a school culture o! acce"tance$ tolerance and res"ect by using sta!! meetings$ assemblies$ class and "arent meetings and man y more to establish a "ositive climate at school and to rein!orce " ositive social interactions and all* inclusiveness# Through the im"lementation o! bullying "revention material into the curriculum and school activities it should be understood that bullying is unacce"table and there is need !or trans!ormational change * T he he "rocess o! altering the basic elements o! an organi+ation's culture$ including the norms$ values$ and assum"tions under which the organi+ation !unctions# This change is necessary !or institution growth$ greater "roductivity$ sa!ety and most o! all the well being o! the students#
TOPIC STATE"ENT
,mith et al#- .//.0 de!ines bullying as intentional harm*doing which tae a number o! !orms including "hysical$ verbal$ and indirect victimi+ation and c yberbullying which are carried out re"eatedly over time# &ullying is e%"erienced in several ways which include1 Physical; hitting$ "ushing and shoving$ !ighting$ tri""ing$ yelling at someone$ maing rude gestures$ taing or breaing another "erson's things$ s"reading malicious rumours and gossi""ing# 2motional; name calling$ maing !un o! someone$ laughing at someone$ leaving someone out on "ur"ose$ starting rumors or telling lies about someone$ sending mean messages on a com"uter or cell "hone and trying to mae someone !eel bad about who they are$Technological;Cyber &ullying# These behaviours ha""en within social relationshi"s and stem !rom a misuse o! "ower# &ullying is a common e%"erience among a mong many individuals and is not only onl y characteristic o! low income grou"s# It is an issue given much concern as it is "revalent in many schools and a nd a""ears to be related to changes in social sills and social demands on students# The usual "atterns o! bullying which have been identi!ied indicate that younger children are more liely to engage in "hysical or verbal abuse and as they grow older resort to social bullying behaviours such as e%clusion and mani"ulation# Cyber bullying sets in whe n students gain access to online communication tools# In addition to the immediate harm!ul e!!ects$ bullying can have serious "sychological and emotional conse3uences on individuals# individuals# &ullying a!!ects a!!ects everyone who is involved and undermines the ey values o! res"ect$ trust and honesty which schools aim to !oster among students# It also negatively a!!ects how individuals "erceive and !eel about themselves# The bullied "erson may !eel miserable and "owerless# Research has shown that students' academic "er!ormance$ sel!*esteem and co"ing sills are a!!ected a!!ected by bullying# Additionally$ Additionally$ increased increased
an%iety and unha""iness are e%"erienced; e%"e rienced; in e%treme cases death can result -Collins$ 4cAleavy 5 Adamson$ .//60# It becomes necessary !or those around -students$ sta!!$ "arents$ community0 to res"ond a""ro"riately to initiate "ositive change# Individuals who bully others are also im"acted by their actions as they see it as a normal and acce"table acce"tab le !orm o! behaviour# These "ersons need su""ort in learning a""ro"riate behaviours to co"e in society# Dealing with bullying can be very challenging# Our schools need to be res"onsive to the needs o! students and "rovide a sa!e and su""ortive environment in which "ositive behaviours are "ractised and students are "rotected !rom deviant behaviours that a!!ects their well*being -,3uelch$ .///0# 2!!ective a""roaches to bullying include con!lict management and social sills develo"ment# The Anti*bullying Anti*bullying "rogram will be used by our school to "romote "romote a school culture and climate based on "ositive values and su""ort relationshi"s which !eature res"ect$ coo"eration$ belonging and inclusiveness -)hitted 5 Du""er$ .//(0#
AI" O# ST$%&
The "ur"ose o! this research research is to address the the issue o! bullying in in our school# &ullying can be seen in di!!erent !orms !orms in many schools and it is o!ten ignored or it goes unre"orted# Our research sees to identi!y the !orms o! bullying at our school and use an anti*bullying "rogramme to eradicate it !rom our school# The Princi"al$ De"uty Princi"al$ 7uidance Counsellor$ Teachers$ Teachers$ Parents and the Community Co mmunity will wor along with trained "ersonnel; the "olice to rid bullying !rom our school# The "olice however will be a""ro"riately attired so as not to reveal to the students that that they are o!!icers# o!!icers# The Anti*bullying Anti*bullying "rogram is the im"lementation im"lementation o! some "reventative measures to reduce bullying in the school; inclusive o! "lacement o! health and sa!ety o!!icers$ training o! school "ersonnel in alternative methods to settle dis"utes$ ensuring that the school has its !ull com"lement o! teacher so that students are always being
su"ervised; encouraging e%tra and co*curricular activities$ using CCT cameras to monitor halls$ ca!eterias$ etc# and bathroom attendants as we o!ten hear o! bullying taing "lace in bathroom and it is not a""ro"riate to "ut cameras in bathrooms# 8all "asses will also be used to control the movement o! students and they will be heavily monitored during during brea and lunch sessions$ Use o! motivational s"eaers$ ,igning o! &ehavioural Contracts would b e included in our "rogram# Other "reventative activities described by Rigby -.//. $ "# 690 activities that were undertaen as "art o! the "rogram are; im"roved su"ervision o! students during recess and lunch times$ times$ "rovision o! "layground e3ui"ment that would encourage students to become more engaged in "lay activities rather than bullying#
'ITERAT$RE RE(IE)
In the "ast !ew years$ we have heard lots o! tal !rom the media on bullying; "articularly the outcomes o! bullying# &ullying has become an issue that a!!ects :school achievement$ "ro* social sills$ and the "sychological well*being o! both bullies and their victims -Uba$
/0# Teachers$ administrators$ counsellors$ and even students have the greatest g reatest access to the most students through a school system# It is here that school sta!! can intervene$ su""ort and educate students about ending bullying behaviours directly and indirectly; breaing the bullying*cycle# This "a"er will address bullying in general at all grade level# This research is a result o! the increase o! school violence and the media coverage it has received# On one hand$ the sensationalism o! school violence has very much been needed to wae u" generations o! educators$ "arents$ and students to say ?the be haviours leading to this violence are not oay o ay in my school$ they are a "roblem and we need to !ind a way to !i% it'# 8owever$ on the other han d$ reacting out o! !ear !or the worst is not the best a""roach either$ because it gives a message o! !ear to sta!! and students that school violence will be the end result i! these behaviours are not
taen care o!# )hile this violence is a real threat that schools have been !acing and an d educators do need to be aware o! it$ "re"ared !or it$ and actively woring wo ring towards ending it; the !ear o! school violence should not be the sole reason that schools need to watch more closely !or bullying behaviours# In de!ining what bullying is$ many researchers have 3uoted Olweus' wor$ which de!ines bullying as occurring when a student is e%"osed to negative actions re"eatedly and over time by one or more students -Ross$ .//.$ "#>/@0# "#>/ @0# There can be direct behaviours such as :teasing and taunting$ racial$ ethnic$ and se%ual slurs or h arassment$ threatening$ hitting$ and stealing -8arris$ Petrie 5 )illoughby$ .//.$ "#60$ is what most "eo"le thin o! when bullying is mentioned and can be acted on immediately# &ut &ut indirect behaviours such as s"reading rumours$ socially e%cluding students$ and dirty loos in "assing are much harder to catch or "rove# &e!ore schools can e!!ectively "ut a whole*school "lan into "lace some groundwor must be securely laid down !irst# In this groundwor$ "rinci"als are vital vital in the success o! the "rogram they im"lement in their schools -&allard$ Argus 5 Remley$ >; 8arris 5 8athorn$ .//.0# Princi"als must hold students and sta!! accountable !or their roles in changing the climate o! the school and they must allow !or the time and man"ower im"lementing a new "rogram will tae$ this research lays the ground wor !or this# All sta!! must be on board$ su"ervising and monitoring their hallways and classrooms and acting on an y ina""ro"riate behaviours taing "lace# It also means that sta!! members have a res"onsibility and "rocedure in "lace i! a student re"orts an incident to them# 8arris$ Petrie 5 Biterature Review o! ,ch ool &ullying >6 )illoughby -.//.$ "# 90
RESEARCH *$ESTIONS
>#8ow e!!ective will the im"lementation o! an anti*bullying "rogram be in reducing the e!!ects o! bullying .# 8ow will an anti*bullying "rogram bene!it the students at Al"ha =unior 8igh # )hat im"act will an anti*bullying "rogram have on school culture !or the Al"ha =unior 8igh
"ETHO%O'O+& O# THE RESEARCH
The study conducted at Al"ha =unior 8igh $combines 3uantitative and 3ualitative methodology# )ith )ith a !ocus to develo" a dee"er awareness and understanding o! bullying that hel"s !oster "revention and 1 to !ind out the e%tent and the nature o! bullying "roblems in the school community through structured 3uestionnaires given to a sam"le o! students and teachers# At the same time !ocus grou" interviews were cond ucted both with students and teachers o! the school# In,trument,
The study !ocuses on the design o! an intervention model aiming at the indication o! e!!ective ways towards the management and "revention o! b ullying# According to 4c4urran 5 4c7uire -.//(0$ intervention aiming to "reventing deviant behaviour ?is easier' among "rimary school children# It is during childhood and "readolescence "eriod that attitudes are !ormed; values are sha"ed while children are in a level o! growth that "revention "rogrammes seem to be more e!!ective -4oon$ >E0# *ue,tionnaire
,tudents were instructed to com"lete the 3uestionnaire anon ymously# They were seated to avoid con!erring or co"ying# It was e%"lained to them that their views would contribute in the overall disci"line o! the school# The im"ortance o! answering sincerely was stressed to them# The 3uestionnaires were com"leted in the classroom within one ho ur with the teacher o! the class
"resent# The aim o! the 3uestionnaire is to assess1 assess1 >0 "eer victimisation$ .0 !re3uency$ !re3uency$ 0 !eelings "rovoed and 60 ways o! res"onse# Five 3uestions "rovide in!ormation on the "revalence o! di!!erent !orms o! bullying behaviour# It was based on the de!inition o! bullying$ "ro"osed by Olweus ->;0$ and consists o! ( other -( o! which are closed while the rest are o"en ended0 3uestions !or the measurement o! as"ects o! bullyGvictim "roblems1 "hysical$ verbal$ indirect$ indirect$ racial$ !orms o! bullying harassment; initiation initiation o! various !orms o! bullying other students; where the bullying occurs; "ro*bullying and "ro* victim attitudes; and the e%tent to which teachers$ "eers$ and "arents are in!ormed#
#ocu, +roup
Huestions mainly !ocused on the e%tent and the nature o! bullying "roblems in the school community through structured 3uestion com"leted by the teachers# There was an e%"loration o! their views and attitudes concerning the e%istence o! "articular school "olicy as a mean o! e!!ective management o! bullying# ,ee appendice, %E#INE% (ARIAB'ES Bullying * Tor!aen Tor!aen de!inition -.//E0 states that :&ullying behaviour abuses an imbalance o!
"ower to re"eatedly and intentionally cause emotional or "hysical harm to another "erson or grou" o! "eo"le# Isolated instances o! hurt!ul behav iour$teasing iour$teasing or arguments between individuals would not be seen as bullying#
Student beha-iou r* the way in which one acts or conducts onesel!$ es"ecially toward others
Prevention * To attem"t to sto" an event even t !rom occurring
Program Anti bullying * a cam"aign that hel"s to !ight and "revent bullying while raising
awareness o! its e%istence through education and discussion#
Inter-ention * To intervene intervene or ste" in when an act o! bullying is occurring and reduce the
im"lication o! an act occurring -8usbey$ .//@0#
Phy,ical abu,e * using !orce that may result in bodily inJury$bodily "ain$ or im"airment#
Emotional abu,e * any act including con!inement$ isolation$ verbal assault$ humiliation$
intimidation$ in!antili+ation$ or any other treatment which may diminish the sense o! identity$ iden tity$ dignity$ and sel!*worth#
harming or harassing via in!ormation in!ormation technology networs in a Cyberbullying * is an action o! harming re"eated and deliberate manner
INTER(ENTION
A good "lace to start is to recogni+e the !act that bullying is a serious "roblem -Adams$ .//>0# In the schoolroom setting bullying could be de!ined in the student handboo$ on hallway "osters$ in a !irst day studentGsta!! studentGsta!! assembly# assembly# It could be de!ined thoroughly enough in a discussion with students$ sta!!$ and "arents that everyone will understand what will or will not be tolerated -Thom"son 5 Cohen$ .//(0# Once bullying has been de!ined$ the ne%t ste" maybe to in!orm the "arents about bullying and what it actually is# Parents are their ch ild's role models# The "arents can demonstrate through their actions the co"ing sills necessary to gain something without bullying# These same "arents
can be instrumental in teaching their child how ho w to co"e or solve the "roblem o! victimi+ation -Rocs 5 O'4oore$ .//>0# ,ince school is a large "art o! their child's li!e the "arents should be involved with their child's education at all levels and "artici"ate in both social and educational ac tivities within the school -Rocs 5 O'4oore$ .//>0# They also need to tal to their child to ee" u" with their emotional level# &y having !re3uent conversations con versations with their child they can !ind out how they are treated at school by classmates and teachers# The schools could give "arents advice and "reventive measures that can be used to ee" their child !rom being a bully or being a victim -)iseman$ -)iseman$ .//.0# Parents can be encouraged to model anti*bullying behavior$ use "ositive "arenting sills$ enhance sel!*esteem in their children$ and hel" develo" em"athyGtolerance e m"athyGtolerance in their children -Rocs 5 O'4oore$ .//>0# It is im"ortant that all in!ormation given to "arents about bullyingGviolence that they become aware that their own behavior is a critical !actor in bullying a mong children -.//>0# The advice that adults adu lts give to children about dealing with bullying should b e sensible$ realistic and a""ro"riate# It has to be based on real e%"eriences rather than untried theories -4ellor$ >0# Parents should also learn that the more they become emotionally involved or react in a negative way the more they may in!late the "roblem or "revent their child's social develo"ment# Children need to learn "ositive li!e long sills to ee " an act o! bullying !rom becoming b ecoming a threat to their academics or mental health# Parents should teach their child social and co"ing sills to deal with those !orms o! bullying -Rocs 5 O'4oore$ .//>0# A !ew ways that "arents can teach these social sills are1 I! your child co n!ides in you that heGshe is being bullied$ actively listen to them and let them e%"lore ways they would lie to handle the situation -Dunning$ .//60# Teach your child that names do not have to hurt them# I! they com"lain about
being called a name the "arent can tell the child it is not true -Kalman$ .//@$ November0# Teach Teach your child to ignore the insults# This can be done with role*"laying# The child may be taught that the "erson teasing them may actually lie them$ but is too shy to tell them$ so they are Just trying to get their attention# The child should be taught e%it strategies$ both "hysical and verbal# Parental involvement can only go so !ar$ the teachers are the ones that deal !irst hand with bullying instances$ so it is Just as im"ortant$ im"ortant$ i! not more im"ortant that teachers learn how to deal with bullying# In the school setting the teacher s"ends s"end s more time with the student than any other sta!! member# Teachers Teachers need more e!!ective and continuous training on dealing d ealing with di!!icult students and bullying situations# In*service training alone is not the answer$ but combining it with !ollow* u" consultation has shown to be e!!ective in "roducing signi!icant changes in bullying behavior -Newman$ et al#$ .//60# A good relationshi" between teachers and students is another large !actor in reducing bullying# )hen teachers are better trained to gain this ra""ort with with students they will gain more con!idence in themselves to intervene during a bullying situation and not worry about maing the situation worse !or the victim because they !eel secure about what to do -Newman$ et al#$ .//60# On the same note$ teachers need nee d to intervene in bullying situations in order to gain the trust and im"rove their relationshi"s with students# Teachers Teachers and other adults have to thin be!ore they act Just as they e%"ect students to# The way that adults react and conduct communications with students$ !ellow teachers$ other adults$ or "arents will be "iced u" on by childrenGstudents very 3uicly -2s"elage$ et al#$ .///0# Teaching Teaching the students res"onsibility may be one o ! the !irst things that could be done# In an assembly$ or better yet$ a series or assemblies the students could be taught the "roblems that
can arise or grow by the lac o! re"orting the action or watching it occur with no assistants# In this assembly or assemblies students could be taught how to intervene without becoming a victim# Role "laying activities are a good "lace to start with this# Communication and "roblem solving sills along with "ositive thining ma y hel" students avoid the act o! bullying -Bodge 5 Frydenberg$ .//>0# Changing school "olicies or atmos"here along with teaching "ro*social sills has hel"ed many school districts lower their bullying rates -2s"elage 5 Asidao$ .//>0# As students learn more co"ing sills and social sills they can learn ways to "revent them !rom becoming a victim or learn di!!erent strategies strategies to "rotect them i! a bully tries to target them# them# Again role*"laying lessons can be used to hel" them learn the di!!erent tactics used by bullies# In the classroom setting with di!!erent scenarios set !orth students can brain storm di!!erent non* aggressive ways to deal with them# This will de!initely need guidance !rom the teacher# I! students !ind themselves using more aggressive res"onses in these situations; teachers can then remind them o! the "ossible conse3uences o! o ! their aggression$ such as !ighting bac -2s"elage$ et al#$ .///0# From the student's "ers"ective$ students !eel that su""ort grou"s$ individual counseling$ or "eer mediation would be hel"!ul h el"!ul !or students who bully -2s"elage 5 Asidao$ .//>0# Counseling can be very e!!ective i! "er!ormed "ro"erly# In bullying instances an outside !acilitator may be used# I! this !acilitator is neutral to the issue they can generally calm the bully and the situation -Caruso 5 Nicholas$ .//@0# In order to be success!ul$ it is im"ortant that counselors$ woring with students who bully their "eers$ must be nowledgeable about the environmental !actors that may be contributing to
bullying behavior so that "revention and intervention "rograms can be im"lemented -2s"elage$ et al#$ .///0# ,econdly$ counselors need to "ay "articular attention to "eer grou" interactions and e!!orts aimed at decreasing bullying behavior$ which are liely to bene!it !rom com"rehensive grou" norms -2s"elage$ et al#$ .///0# Finally$ guidance counselors need to include the reJected$ reJected$ most at ris students into these grou"s -Thom"son 5 Cohen$ .//(0# There is a need to raise the level o! bully awareness among whole school scho ol communities# This includes all "u"ils$ teachers$ "arents and non*teaching sta!! -Rocs 5 O' 4oore$ .//>0# It is im"erative !or teacher's to mae their class and schools a sa!e environment$ becau se this allows students to !eel more com!ortable and con!ident and as a result student learning and "ersonal com!ort increases -Newman*Carlson 5 8orne$ .//60# Part o! a "ositive school environment is !eeling com!ortable$ not only with going to school everyday$ but com!ortable being able to tal to "eers and sta!! nowing that what was said will not be e%"osed or violated in anyway# ,tudents o!ten !ail to re"ort being bullied -Unnever$ .//(0# In order to reduce bullying$ students need to be able to re"ort bullying and !eel sa!e about it -Adams$ .//@0# To accom"lish this$ it is im"ortant that all sta!! handle bully re"orts in the same manner; taing swi!t action and being consistent each time an incident occurs or is re"orted# From the "arent's "ers"ective it is necessary !or them to teach their child to s"ea u" i! another child is being bullied -Nudo$ .//60# Also$ "arents should em"ower their child to tal to their teacher or the school "rinci"al about the bullying and s"eci!ically the bullies who are bullying them -Dunning$ .//60# The single most e!!ective thing that any school school can do is to develo" a "olicy to which everybody is committed# One way o! getting commitment is to wor with "u"ils$ teachers and others to !ind out about abo ut the e%tent o! bullying -4ellor$ >0#
Another as"ect o! e!!ective anti*bullying e!!orts usually addresses the "roblems at many levels -Pacman$ et al#$ .//(0# ,chools need to incor"orate several ey com"onents commonly !ound in violence "revention "rograms such as teaching anger management and "romoting nonviolent a""roaches to con!lict -&osworth$ et al#$ > 0# Aggleton et al# -.///0$ thins that a no blame a""roach could wor to solve the "roblem# A whole school anti*bullying "olicy in which those students identi!ied as the bully is given the res"onsibility !or solving the "roblem rather than being blamed !or it -The bully as a victim$ .//(0# ,chools need to design "rograms to educate students about the harm!ul e!!ects o! teasing and harassment and give them the sills to manage$ and "otentially change$ the "ressure to hurt their classmates in order to :!it in -2s"elage 5 8olt$ .//>0# ,chool "olicies can be !urther established using using tactics and methods to strengthen their "ur"ose# ,ome methods that were !ound to be success!ul were "roviding better su"ervision in hallways and recess$ establishing classroom rules against bullying$ con!erencing between bullies and victims$ and with "arents o! involved students -Dae$ et al#$ .//0# The introduction o! random seating at lunch can greatly reduce the number o! bullying incidents -Roou$ .//60# Teachers can organi+e classroom grou"ing so that shy students can get to now other students and mae !riends -Thom"son 5 Cohen$ .//(0# The ey com"onents o! the bullying intervention "rogram are increased adult su"ervision in all areas o! the school$ increased conse3uences !or bullying behavior$ and clear message that bullying will not be tolerated -,tarr$ -,tarr$ .//(0# )hatever method schools use to !ind out about ab out bullying$ there is one ste" which should always be taen1 mae sure that the in!ormation collected !rom "u"ils$ "arents$ or teachers is !ed !ed bac to them and discussed with them#
,chool*based interventions interventions are more success!ul when they are built around the understanding o! children's "erce"tions o! and attitudes toward bullying in school and other environments-&rown$ et al#$ .//(0# Olweus ->60 !ound that a school*wide bullying "revention "rogram reduced antisocial activities such as vandalism$ !ighting$ the!t$ and truancy$ truancy$ as well as bullying -&osworth$ et al#$ >0# Another "olicy that is very common is the +ero*tolerance +ero*tolerance a""roach# Lero tolerance disci"linary guidelines are being im"lemented by administrators across the nation# The basic message is everyone needs to get involved$ es"ecially other students who "assively watch$ be!ore this "roblem will be solved -Oreclin 5 )inters$ )inters$ .///0# Lero tolerance is and has been very "o"ular; however$ when it is used alone it shows little evidence o! increasing school sa!ety -Pacman$ et al#$ .// (0# ,chool "olicies are not solely built on the reliability o! the sta!! to regulate and en!orce$ but they also are reliant on the strength o! students and the student body as a whole# :Peer grou" "ower is an im"ortant way to aid in sto""ing bullying -Pacman$ et al#$ .//(0# A student* initiated solution is the best way to sto" bullying -Roou$ . //60# I! students are incor"orated in the anti*bullying "lan$ then it is more liely the "rogram will ach ieve more e!!ective results -Pacman$ et al#$ .//(0# Also$ students "re!erred strategies that didn't involve teaching sta!! but only involved non*teaching sta!! -Crothers$ Kolbert$ 5 &arer$ .//@0# One student driven a""roach that had some success !ollowed the three A' A's o! the student driven intervention -Pacman$ et al#$ .//(0# M Awareness1 Awareness1 Develo"ing su""ort amongst !aculty and administration -.//(0# M Avenues1 Avenues1 ,maller grou"s are easy !or victims or bullies to e%"ress e% "ress thoughts or !eelings -.//(0#
M Assimilation1 Assimilation1 Kee" the "rogram on*going "rocess$ rotating student "ositions year a!ter year -.//(0# A curriculum based "reventative "rogram# There are three ste"s in curriculum based "reventative and intervention "rograms that have been shown to have some "ositive im"act -,almivalli$ Kauiainen$ 5 oeten$ oeten$ .//(0# The !irst ste" is awareness$ which is basically discussing bullying with entire class and let it be nown o! the "roblem# ,tart class with themes as to what bullying is and how it !eels to be the victim# Ne%t discuss the grou" mechanisms involved and "oint out how "eo"le behave di!!erently in a grou" dynamic -.//(0# The second ste" is to encourage sel! re!lection -.//(0# The !inal ste" is to commit to anti*bullying behaviors$ in other words$ "romote by hel"ing students create ways in which they could act ac t as individuals or in a grou" to try to end bullying# One way to do this is by role*"laying -.//(0# Another "rogram that that could be used is a Con!lict 4anagement Programs that include the !ollowing1 sel!*monitoring$ "ers"ective taing$ social*"roblem solving sills$ role*"laying on video and then discussed$ analy+ed$ and negotiated$ an anti*gang curriculum$ alternative community involvement$ an anti*biasGanti*hate curriculum that !ocuses on develo"ing sills o! understanding critical thining and "ers"ective taing$ and !inally$ an anti*drug and alcohol curriculum that !ocuses on sel!*esteem and sel! worth -Bae$ .//60#
Timelin e
Action to be taen
Res"onsibilities
Resources
)ee >
Crea Create te sub sub grou grou"s "s to rese resear arch ch$$ ,chool &ased design and develo" amend the 4anagement "lans so that they s"eci!ically Team ; all addresses the issues at the staeholders school# Discuss the cost associated with the im"lementation and the bene!its to be derived !rom its im"lementation# Identi!y the time !rames and the staeholders to be involved at each as"ect o! the "rogramme# 7ather data !rom the various staeholders# Assess the data and !urther amend the "rogramme as necessary# Formulate s"eci!ic "olicies to address the issue#
4inistry o! 2ducation Policies; ,chool Policies; Anti*bullying Programme;
)ee .
Inst Instal alla lati tion on o! Camer Cameras as$$ tra train inin ing g o! the relevant sa!ety "ersonnel inclusive o! all teachers$ "re!ects$ class monitors$ issuing o! hall "asses;
Training O!!icer; Resource Personnel; PTA;
Cameras; 4onitors; 8all Passes; All
)ee
2nga 2ngage ge in in mas masss awa aware rene ness ss o! the the issue and the "olicies that have been !ormulated to address the issue o! bullying# All additional staeholders will be educated at this time#
,chool &ased 4anagement Team ; all staeholders
4inistry o! 2ducation Policies; ,chool Policies; Anti*bullying Programme,tud ents
)ee 6
4oti 4otivat vatio ional nal s"ea s"eaer er at gener general al assembly addressing s"eci!ic issues as it relates to &ullying#
,tudent ,ervices$ Police$ PTA$ )el!are De"artment$ ,chool Personnel# Religious "ersonnel#
Fliers$ ProJector$ Ba"to" Assembly 8all; Classrooms
)ee (
4oti 4otivat vatio ional nal s"ea s"eaer er at gener general al assembly addressing s"eci!ic issues as it relates to &ullying#
,tudent ,ervices$ Police$ PTA$ )el!are De"artment$ ,chool Personnel$ Religious "ersonnel#
Fliers$ ProJector$ Ba"to" Assembly 8all; Classrooms
)ee @
4oti 4otivat vatio ional nal s"ea s"eaer er at gener general al assembly addressing s"eci!ic issues as it relates to &ullying#
,tudent ,ervices$ Police$ PTA$ )el!are De"artment$ ,chool
Fliers$ ProJector$ Ba"to" Assembly 8all;
Personnel$Religious "ersonnel#
Classrooms
)ee 9
4oti 4otivat vatio ional nal s"ea s"eaer er at gener general al assembly addressing s"eci!ic issues as it relates to &ullying#
,tudent ,ervices$ Police$ PTA$ )el!are De"artment$ ,chool Personnel$ Religious "ersonnel#
Fliers$ ProJector$ Ba"to" Assembly 8all; Classrooms
)ee E
2val 2valua uate te "rog "rogre ress ss and and ma maee recommendations#
,chool &ased 4anagement Team ; all staeholders
,tudents$ ,chool Climate
Analy,i,
)ithin )ithin the "rocedure o! the "rogramme im"lementation im"lementation to grou"s$ slight elements revealed changes occurring slowly but visibly# All "arties too advantage !rom the o""ortunities to mae dialogue and interact with each other in alternative ways using the various interventions "rovided !or school$home $community# Full use o! these strategies allowed "artici"ants to to discovered new ways o! sel!*e%"ression and interaction# They too e%tremely seriously the conversations about rights$ they also wonder o"enly about the contem"orary trends in out!its out!its and behaviour o! "eers -trendy emo0# They are aware o! the current social conditions and "roblems$ they see !or s"ace and o""ortunity to share concerns$ doubts$ and conce"ts# They show resistance$ hence$ they mae an e!!ort to listen$ interact$ e%"ress !ears$ anger$ and they try to attach -relate0 taing shy ste"s towards the others by showing res"ect and acce"tance# ,tudents described their own view about themselves and how the "rogramme a!!ected them1 ?)e learnt not to call teasing ?names and coo"erate' ? Our goal is not to !ight with each other$ we want to be united$ be together' ? )e )e need to love our !riend$ res"ect the others and tal "olitely' ?)e want the rules' ?)e learnt not to hit each other' ?)e want to have !un and co o"erate' ?)e want to love without hurting hu rting others !eelings' ?)e ?)e !eel ?changed' -that we have changed0'
Teachers e%"ressed "ositive !eedbac towards the intervention "rogramme and its in!luence to the school community# Furthermore$ the relationshi" and co*o"eration between "arents and teachers were viewed !rom a di!!erent "ers"ective# The The teachers who were "resent in the classroom during the sessions were actually trained in dealing with matters within the classroom with alternative ways# They even attem"ted to continue the wor with children even a!ter the end o! the "rogramme# The school scho ol teachers a""reciated the "resence o! a social worer at school; they eventually showed much less resistance by identi!ying the "ositive e!!ects o! the co*o"eration#
CONC'$SION
Active Practitioners ( were able to wor together to discuss the 3uestion !or this assignment$ to inter"ret and "lan the way wa y !orward# It was a laborious tas but we were a ble to "ersevere as we encouraged and su""orted each other and learnt !rom each other as we went along# )e learnt how to utili+e various !orms o! technology to enhance our wor and our "ersonal lives# There were moments o! grie! when our members were ill or stressed but this strengthened the team as we su""orted and an d encouraged each other# )e )e also used the com"etences gained !rom the course activities activities to mould our readiness !or the tas# 4ost o! all we a""lied theory into "ractice# From our inter"retation we decided that &ullying is a serious "roblem within our schools which a!!ects the ability o! students to achieve academically and socially# An An Antibullying "rogram was "ro"osed by the team and then each member "resented it at the school where it was acce"ted !or im"lementation## 2ach member had di!!erent e%"eriences in relation to the im"lementation o! the intervention "lan at their institution# This is ca"tured in our re"ort
discussed via Faceboo# It is envisaged tha t through continued im"lementation o! this anti* bullying "rogram$ all members will achieve the desired goal to curb bullying and ensure that all students can o"erate in a sa!e and com!ortable environment#
RE#ERENCES
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