An earlier study reported the use of Quality Circles (QC) in a UK school in the context of understanding and reducing bullying and cyberbullying. Here, we report further work in the same school setting. The QC approach allows explorative analysis of problems in school settings, whereby students embark on a problem-solving exercise over a period of time. The process involves identifying key issues and prioritizing concerns, analysing problems and generating solutions, through participation in a series of workshops. The purpose of this research was to explore further the use of QCs as an effective means of gathering information on bullying and cyberbullying in school, and how these might have changed over one academic year; as well as to examine the use of QCs in empowering pupils and in producing pupil-led solutions. This study validated the use of QCs as an engaging process for pupils (N ¼ 30) which encourages a range of suggested solutions to problems. The information gained from the QCs supported a transitory notion of bullying behaviour, whereby forms of bullying and cyberbullying continue to alter over time, thus prevention programmes must adapt to the changeable nature of this behaviour to remain effective.Social researchers and education practitioners are struggling to keep up with the changing nature of bullying, and especially aspects of cyberbullying. Advances in technology are causing methods of cyberbullying to evolve at a considerable rate as young people utilize media communication tools to adopt new forms of cyberbullying behaviour. This ultimately impacts on the ability of school personnel to
C yberbullying has become a significant area of concern, yet research is still at an early stage. The Quality Circle approach allows explorative analysis of cyberbullying in school settings by identifying issues for further consideration. In this study of cyberbullying in one UK secondary school, Quality Circle participants were required to establish a small anti-bullying taskforce, and then with the guidance of a facilitator, embark on a problem-solving exercise over a period of time. The process involves identifying key issues and prioritising concerns, analysing problems and generating solutions, through participation in a series of themed workshops. Six Quality Circle groups were formed, and the work produced during practical activities was documented and discussions recorded as evidence of emerging themes. The areas of interest regarding cyberbullying were the differing perceptions reported by each representative group, and collectively the range of problems and solutions identified. ■
Objective -This study addresses the need for effective reporting of bullying in education, whereby a standardised peer nomination measure can reveal the extent of the problem on a class basis. Methods -Three Inner London secondary schools were included in the study: a boys' school (WES), a girls' school (PHS), and a mixed school (WA). Peer nominations of specified participant roles indicated the extent to which the student population was involved in bullying problems at class level. Results -Contingency tables of participant roles (Bully, Victim, Bully/Victim, and No Role) and school sample year groups (Year 7; Year 8; Year 9) are reported with chi square analysis of frequency distributions. The proportion of peer nominations and the number of students identified as a bully, victim or bully/victim varied in each class differed in each school. WA had the highest percentage of role nominations overall, WES had the highest percentage of nominations for the role of bully. A reduced number of nominations were also noted in consecutive year groups, particularly for the role of bully. The numbers of victims per class varied widely, but was seldom one victim, as postulated by the scapegoating hypothesis. Conclusions -A peer nomination measure can identify the extent of bullying and offer an opportunity to evaluate the impact of interventions by measuring change in a school and class. This can help education practitioners, and support service professionals tailor the provision available to students in school.
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