Managing Violence in Schools: A Whole-School Approach to Best Practice

Cowie, Helen; Jennifer, Dawn

doi:10.4135/9781446214558

Cited by 35 publications

(13 citation statements)

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“…The ability of the bystander to help the victim in cases of bullying has been widely discussed in the literature (Boulton & Underwood, 1992;Gini et al, 2008;Rigby & Johnson, 2006). So has the effectiveness of Support Systems in combating this form of violence (Avilés, 2006;Cowie & Fernández, 2006;Cowie & Jennifer, 2007;Smith & Sharp, 1994). However, correlating the aspects of how much SAI interferes with the ability of those witnessing the bullying to intervene in ways that help the victim overcome this problem is not something that has been empirically tested.…”

Section: Results Discussionmentioning

confidence: 99%

Bystanders and their beliefs to help victims in situations of bullying

Souza

Tognetta

2022

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Bullying is a type of violence that manifests itself as unwanted and aggressive, intentional behavior among peers that is repeated over time. The Help Teams (EA’s) are groups of students prepared to offer strategies and solutions to the problems that afflict the daily coexistence of children and adolescents in schools. The present research is exploratory, quantitative in nature, and sought to compare the differences perceived in self-efficacy beliefs for helping in bullying situations among adolescents in schools that have implemented the EA's and those that do not. It also compared the self-efficacy beliefs to help between participants of EA's and non-participants. The study had 2,403 students distributed in two groups: 1,301 students from private schools that have the EA's and 1,102 students from schools that do not have such a proposal. The results show that the beliefs to help reached lower rates in schools that have the SAI implemented. This fact is due to the increased perception of the complexity of the phenomenon, which does not exist in schools that do not have the work developed.

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Section: Results Discussionmentioning

confidence: 99%

Bystanders and their beliefs to help victims in situations of bullying

Souza

Tognetta

2022

revtee

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“…Sistem vršnjačke podrške, organizovan u školskom okruženju, obuhvata četiri ključna aspekta kroz koje se ostvaruju pozitivni efekti na kvalitet školske klime (Cowie, Jennifer, 2007). Prvi aspekt tiče se učenika koji su izabrani da pružaju vršnjačku podršku.…”

Section: Aspekti Vršnjačke Podrškeunclassified

“…sprijateljivača, da namerno pokušaju da uspostave prijateljske odnose sa školskim vršnjacima koji su doživeli neprijatna iskustva ili se nalaze u situaciji koja za njih može biti teška. Korisnici sprijateljivanja mogu biti učenici koji se suočavaju sa bulingom, posledicama traumatskih događaja ili gubitkom, ali i oni koji pronalaženje školskih prijatelja smatraju teškim ili imaju emocionalne ili socijalne teškoće koje se negativno odražavaju na uspostavljanje vršnjačkih relacija u školskom okruženju (Cowie, Jennifer, 2007). Sprijateljivači su volonteri, istog ili starijeg uzrasta od učenika kojima se pruža podrška, izabrani od strane nastavnika na temelju njihovih prijateljski orijentisanih ličnih kvaliteta, mada je moguće da i aktuelni sprijateljivači budu angažovani da učestvuju u selekciji i intervjuisanju novih volontera.…”

Section: Sprijateljivanjeunclassified

Pozitivna Školska Klima: Elementi, Principi I Modeli Dobre Prakse

2020

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“…Peer support in schools is more effective when it is integrated into a whole school supportive ethos or policy (Cowie and Jennifer, 2007 ; Cowie and Smith, 2010 ). This means that it is an integrated element among practices and attitudes related to the improvement of relationships and the well-being of the entire educational community.…”

Section: Introductionmentioning

confidence: 99%

Emotional Peer Support Interventions for Students With SEND: A Systematic Review

2021

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Emotional peer support systems have benefits for student-student relationships and allow for children and adolescents' participation in schools. For students with specific educational needs and disabilities (SEND), positive relationships seem to be more difficult to attain and these students are more vulnerable to suffer negative peer experiences such as bullying and social exclusion. Systems in which peers can show helpful behavior are beneficial for schools in order to create a positive, supportive climate. Emotional peer support entails social interaction through emotional or practical help based on what these peers have in common and many times with benefits for both. This systematic review identified interventions of emotional peer support in schools for students with SEND. Twenty-three studies were identified that involved four types of befriending: circle of friends, peer buddying, peer networks, and social lunch clubs. Studies reported mainly positive outcomes for both focus students and peer supporters in terms of increased social interaction and social acceptance, as well as enhanced self-esteem and empathy on the individual level. Further bonding of the students by friendship was also perceived, but more precise data is required to draw further conclusions. Support by the school as an institution, the specific role of the teacher, and family participation are important factors related to the impact of peer support systems. Information on these aspects was scarce, and it is recommended to include variables of this nature in future research. Intervention descriptions revealed students' active participation through suggestions for activities, however their involvement in organizing the systems was limited. More research is needed to learn about the opportunities of emotional peer support to improve student-student relationships including the active involvement of the peers themselves in this support.

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Managing Violence in Schools: A Whole-School Approach to Best Practice

Cited by 35 publications

References 0 publications

Bystanders and their beliefs to help victims in situations of bullying

Bystanders and their beliefs to help victims in situations of bullying

Pozitivna Školska Klima: Elementi, Principi I Modeli Dobre Prakse

Emotional Peer Support Interventions for Students With SEND: A Systematic Review

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