Bullying as a school problem has now come center stage in the educational world. Too-long ignored recent events in American schools have turned educators to the importance of understanding bullying problems and the need to plan suitable intervention programs.Olweus'book of only 140 pages is a superb "read." That educators and psychologists have found it valuable can be seen from its publishing history. was reprinted three times, twice in 2001, and so far in 2002, three times. Obviously, many individuals have found it to be of value.Olweus is a professor of psychology at the University of Bergen, Norway, and has been involved in the "bullying/victim" problem since the early 1970s.The book is divided into four sections. In Part I, the author discusses what we know about bullying. The recent studies on the problem, the frequency of bullying, gender differences, and characteristics of the typical bully and victim are all considered. Olweus ends with a helpful nine pages that provide a guide for the identification of possible bullies and victims.In Part II, the author discusses what can be done to stop bullying. Measures to be taken include organizing a school conference day for teachers, providing better supervision of student's outdoor activities, establishing teacher groups to develop the "social milieu" of the school, and organizing study groups at the PTA. Detailed attention is given over to the importance of class meetings and counseling sessions with individual bullies.Part III reviews the major findings of the intervention program inaugurated by the author. Part IV provides more practical advice that is needed to successfully implement an intervention program in schools, and restates some of the important principles discussed in previous sections of the book.This reviewer is in agreement with the statement appearing on the back of the book cover. This is "the definitive book on bully/victim problems in school, and on effective ways of counteracting and preventing such problems." The intervention program reduced bully/victim problems by 50% or more, reduced antisocial behavior such as vandalism and truancy, and provided improvement in the "social climate" of the classroom.The implications of the book's message to school personnel are many, and include the following:1. School psychologists interested in implementing a program for reducing the incidence of bullying in the schools will need to read Olweus' book first. He provides an in-depth discussion of the necessary components of an intervention program. These components include providing a teacher booklet on bullying, a parent information folder, a videotape on bullying, and a bully/victim questionnaire. This material could probably be obtained from the author; elaborate assessment measures would not be needed. 2. Reading of this book will provide school psychologists with a thorough understanding of the bully/victim problem.
Increased interest in the child "not ready" for reading has led to the use of a number of instructional options, of which the transition class is one. Efficacy of transition room programs is reviewed and importance of teacher attitudes is discussed. Educators will need to examine current educational practices in order to reduce the school failure rate.
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