Effective Anti-Bullying Strategies and Components

Vargas 1

Gabriela Vargas

English 433

Professor Balen

15 May 2011

Effective Anti-Bullying Strategies and Components

Abstract:

Anti-bullying methods such as peer mediation, conflict resolution, and attempts to decrease emotional and physical abuse in scholastic environments have proven to be unsuccessful. Statistics regarding forms of bullying in schools, prevalence rates, and the consequences of bullying for the bully, the victim, and the school community are analyzed in this paper. The most effective bullying prevention strategies are those that target multiple levels (that is, individual, classroom, and school), and establish long-term multi-component structures

(Farrington et al). Multi-component and multi-level prevention systems have shown to provide the best practice guidelines for implementing bullying prevention programs in schools. Studies have shown that programs that were influenced and/or formatted based on the Olweus Bullying

Prevention Program were more likely to be successful and essential in schools (Farrington et al).

Research Methods:

Research for my section began with inputting “key terms” in the CSUCI database. With these terms, my group and I could use the information to further narrow our findings to locate appropriate articles for our topic. These key terms consisted of “PFLAG,” “HRC”, and

“GLAAD,” which lead us to major gay, lesbian, bisexual, and transgender advocacy Vargas 2 organizations. Next, I searched for the various types of bullying, including verbal, physical, and emotional abuse, and the ways to prevent these from occurring on school campuses.

Using the CSUCI Library page, under the “Find” heading, we began our search by selecting the “Articles & Data Bases” category, and clicked on “CI’s Electronic Journals.” Since

Professor Balen made it clear that we would have avid member of the religious community present during our Bullying Seminar, I searched “bullying,” “prevention,” and “religion” within the three search boxes. I found an article entitled "Pastoral Care to Regulate School Bullying:

Shame Management among Bystanders” by Eliza Ahmed, which analyzed the effects of youth involvement in religious, as well as community, organizations. This article correlated that involvement and inclusion in community and religious groups positively affected youth and adolescents, where as decreased (or no) involvement in these organizations negatively affected those individuals.

After reviewing several articles, including those on preventing emotional and physical violence on school campuses, I continued to search for programs and youth support groups with statistics regarding their efficacy of preventing incidents of bullying. However, the sear returned far too broad, and inconsistent, since most non-profit organizations have not been studied as extensively as I would have hoped. I refined my search criteria so that it only included scholarly research articles (as opposed to review articles) with key terms like “most effective” and “bullying programs.” Narrowing this search produced several articles, including those written by Ph.D.’s Wilson & Lipsey, and Farrington &Ttofi. Many of these articles support that programs based on the Olweus Bullying Prevention Program, and a multi-level (or three tier system) are the only effective means of prevention, and decreasing, incidents of bullying. Vargas 3

Literary Overview:

Although collectively we found extensive research on a particular type of program (such as the Olweus Program), I was unable to find data to support low (to no) cost programs with significant success rates or statistics. I sought supplemental information regarding “Programs” in order to complement the findings provided by the “Programs Group” on the CSUCI database, or even Google Scholarly. However, I could only speculate the effectiveness of the programs because there wasn’t sufficient research performed on these non-profit organizations.

While reviewing more far-reaching articles (that were too narrow for our particular presentation) I came across data that discussed the efficacy of the Olweus Bullying Prevention

Program. In the article “Teachers' perceptions of the effectiveness of the Olweus bullying prevention program in hindering bullying behaviors,” written by Leslie Isaac, highlights that the

Olweus Bullying Prevention Program is very effective in combating the prevalence of bullying in elementary schools. However, the various studies that I analyzed regarding the efficacy of the

Olweus Bullying Prevention Program are underdeveloped, and require further investigation.

Even though our presentations at the anti-bullying summit covered a vary large portion of the cause, effects, resources, and programs available to prevent/decrease the effects of bullying in our community, we must acknowledge that our research only extends to the very apex of what we call “bullying.” More extensive research must be performed on regulating incidence of bullying, and particularly, in the “what’s effective” component of this topic.

Conclusion:

Reducing violence in schools has become a major concern of parents, educators, and administrators. Substantial evidence shows that low-level forms of violence (such as bullying), Vargas 4 when left unaddressed, have profound effects on the learning environment and climate of the school (Whitted). Therefore, the need for the identification and implementation of interventions and strategies designed to prevent or reduce bullying in schools are essential components of conserving the safety of schools and students (Whitted).

Extensive research on “what’s effective” in combating bullying in schools strongly supports that only a multi-component that is structured to improve the overall school climate can successfully decrease bullying by 50%. However, a multi-component program can only function with adequate support and participation from students (including “victims,” “bullies,” and

“bystanders”), administrators, teachers, and parents alike. Finally, Johns Hopkins Center for the

Prevention of Youth Violence supports that programs like the Olweus Bullying Prevention

Program (and programs with similar structures) have proven to open the discussion of bullying prevention between teachers, parents, bullies, and victims.

Annotated Bibliograghy:

Isaacs, Leslie Karen Anger. "Teachers' perceptions of the effectiveness of the Olweus bullying

prevention program in hindering bullying behaviors." Dissertation Abstracts International

Section A 70. (2010). PsycINFO. EBSCO. Web. 6 March 2011.

This scholarly article provides evidence from a study conducted by the University of

Pennsylvania regarding teacher’s perception of the effectiveness of the Olweus Bullying

Prevention Program. Data proved that teachers were in favor of the Olweus Bullying Prevention

Program because it “hindered bullying” in schools.

Lee, Chris. "Preventing Bullying in Schools: A Guide for Teachers and Other Professionals." Vargas 5

Http://content.ebscohost.com.summit.csuci.edu. Paul Chapman Publishing, 2004. Web. 8

Mar. 2011.

This excerpt from the book Preventing Bullying in Schools: A Guide for Teachers and

Other Professionals is designed to help all staff in schools prevent one of the major challenges in their attempts to raise standards and improve schools, and that is the issue of bullying amongst pupils. This book provides a list of useful resources, contacts, and an index as well. Lee provides evidence that bullying can only be prevented and/or decreased by applying a multi-component system that is designed to be long-term. Lee also outlines that one-day assemblies, peer- mediation, and conflict resolution are ineffective at combating bullying because they increase bullies self-esteem.

Roland, Erling, and David Galloway. "Classroom influences on bullying." Educational Research

44.3 (2002): 299-312. PsycINFO. EBSCO. Web. 6 March 2011.

This scholarly article discussed the relationship between teachers' classroom management, the social structure of the classroom, and bullying. Researchers conducted their investigation by administering questionnaires answered by 2,002 pupils and 99 teachers in

Norwegian primary schools. Researchers concluded that classroom management had a direct impact on the prevalence of bullying other children, and an indirect impact on prevalence via the social structure. Implications for preventing bullying by general management of the class are discussed in this article.

Whitted, Kathryn S., and David R. Dupper. "Best Practices for Preventing or Reducing Bullying

in Schools." Children & Schools 27.3 (2005): 167-75. ERIC Worlds Largest Digital Vargas 6

Library of Education Literature. National Association of Social Workers (NASW). Web.

11 Mar. 2011.

nfpb=tru

Violence manifests itself in numerous ways, and there is substantial evidence that supports that low-level forms of violence (such as bullying) have a profound effect on the learning environment and climate of the school. Bullying is the most prevalent form of underlying violence in schools today and, if left uncontrolled, can lead to more serious forms of violence. Therefore, the need for the identification and implementation of interventions and strategies designed to prevent or reduce bullying in schools are essential components of conserving the safety of schools and students.

“Benefits of Reducing School Bullying: Olweus Bullying Prevention Program." Olweus Bullying

Prevention Program from Hazelden & Clemson University. N.p., n.d. Web. 5 Apr. 2011.

http://www.olweus.org/

This online resource for the Olweus Bullying Prevention Program provides statistics

for schools and institutions around the world who have successfully implemented the

Olweus Bullying Prevention Program. These bullying case studies and bullying prevention

testimonials illustrate how the program can reduce existing bullying programs among

students, prevent the development of new bullying problems, achieve better peer relations at

school, and subsequently help create safer, more effective learning environments.

Sandra Jo, Wilson, and Lipsey Mark E. "School-Based Interventions for Aggressive and

Disruptive Behavior." American Journal of Preventative Medicine 33. (2007): 130-144.

Web. 8 Apr 2011. Vargas 7

In this scholarly article, Wilson and Lipsey collected data from 249 school-based programs with outcomes that resulted in aggressive and/or disruptive behavior. The most common and most effective approaches were universal programs, as well as targeted programs, for selected/indicated children. Different treatment modalities (e.g., behavioral, cognitive, social skills) produced largely similar effects. Effects were larger for better-implemented programs and those involving students at higher risk for aggressive behavior.

David P. Farrington, and Ttofi, M. Maria. "Understanding and Preventing Bullying." Crime

and Justice Vol. 17, (1993), pp. 381-458 Published by: The University of Chicago

Press Stable URL: http://www.jstor.org/stable/1147555

This scholarly article from the journal Crime and Justice presents a systematic review and analysis of the effectiveness of programs designed to reduce school bullying perpetration and victimization. The authors indicate the flaws of previous reviews and explain in detail how the present systematic review and meta-analysis addresses the gaps in the existing literature on bullying prevention. The authors also discuss the efficacy of various programs, all of which have been based on the structure of the Olweus Bullying Prevention Program.

Ahmed, Eliza. "Pastoral Care to Regulate School Bullying: Shame Management among

Bystanders." Pastoral Care in Education 23.2 (2005): 23-29. Print.

This scholarly article sought to investigate the importance of adaptive shame management in encouraging bystanders to prevent bullying. Ahmed’s research suggests that a stable (or maintained) community and religious involvement had a positive effect in youth.

Similarly, youth who maintained involved in the community or religious organizations are more likely to develop a healthy identity. The inclusion of youth in religious or community youth Vargas 8 groups is key to identity formation. Isolation and segregation due to "differences" in youth can foster a negative sense of self-identity, and therefore cause child to fall into “bully” or “victim” roles.

Benefits of Reducing School Bullying: Olweus Bullying Prevention Program." Olweus Bullying

Prevention Program from Hazelden & Clemson University. Web. 5 Apr. 2011.

This scholarly article provides evidence from a study conducted by Pennsylvania State

University regarding the effectiveness of the Olweus Bullying Prevention Program. Pennsylvania

State University conducted a survey on a total of 700 5th and 6th graders from a local elementary school. Before the elementary school incorporated the Olweus Bullying Prevention Program, only 18% of bystanders would report incidence of bullying. One year after the program was implemented, 70% of bystanders would report incidents of bullying! Also, 90.8% of students reported that they had not been bullied with “mean names or comments.” Overall, the data supported that the Olweus Bullying Prevention Program decreased the incidence of bullying by at least 50%.