Reflections on Anti-Bullying Peer Counselling in a Comprehensive School

Price, Siwan; Jones, Raya A.

doi:10.1080/02667360120039960

Cited by 19 publications

(12 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One common approach is anti-bullying peer-counselling schemes. There is enthusiastic support from some for these schemes (e.g., Hurst, 2001;Naylor & Cowie, 1999) but problems with this approach can include low take-up for boys in particular and fear of stigma from "asking for help" (e.g., Naylor & Cowie, 1999;Price & Jones, 2001). These factors might be even more evident for children with speech and language difficulties where boys often outnumber girls (Bishop, 1997) and where fear of stigma might perhaps be even more greatly developed and willingness to seek help less developed (Geisthardt & Munsch, 1996).…”

Section: Bullying Risks That Might Results Directly From Speech and Lamentioning

confidence: 98%

Friendship and bullying patterns in children attending a language base in a mainstream school

Savage

2005

Educational Psychology in Practice

View full text Add to dashboard Cite

This study involved perceptions of bullying in six Year 7 children attending a speech and language base part-time and the perceptions of their mainstream peers without speech and language problems. Base-taught children and mainstreamed peers completed a bullying questionnaire and a social inclusion survey. Base-taught children with language difficulties rated themselves three times more likely to be bullied than mainstream peers. Half of these base children, however, rated bullying as rare. These two sub-groups differed on the number of peers willing to "hang out" with them, suggesting language difficulties and attendance at a segregated language base together are a "risk factor" for bullying whereas peer-acceptance may be a "protecting factor". An intervention helping children to use a "fogging" technique did not reduce bullying perceptions. It is suggested that inclusion-oriented ecological interventions are more likely to encourage friendships and social acceptance among the wider peer group and thus may be the most effective interventions to prevent bullying.

show abstract

Section: Bullying Risks That Might Results Directly From Speech and Lamentioning

confidence: 98%

Friendship and bullying patterns in children attending a language base in a mainstream school

Savage

2005

Educational Psychology in Practice

View full text Add to dashboard Cite

show abstract

“…Peer support generally involves enlisting the help of youth themselves in addressing interpersonal problems among their peer group and training them in areas of empathy, conflict resolution, and nonviolent problem solving 57 . Overall and over time, this tends to promote a protective network where students are willing to help each other out 56, 58‐60 —which seems especially important in a tenuous developmental stage where peer perceptions often dictate self‐worth to a large degree 32,61‐63 …”

Section: Implications For School Health Professionalsmentioning

confidence: 99%

Cyberbullying and Self-Esteem*

Patchin¹,

Hinduja²

2010

Journal of School Health

545

301

View full text Add to dashboard Cite

A moderate and statistically significant relationship exists between low self-esteem and experiences with cyberbullying. As such, bullying prevention programs incorporated in school curricula should also include substantive instruction on cyberbullying. Moreover, educators need to intervene in cyberbullying incidents, as failure to do so may impact the ability of students to be successful at school.

show abstract

“…Therefore, bullying interventions that focus on mobilising peer responsibility and supporting victims may have utility in preventing bullying in schools (Field, 1999). The self-help approaches of peer counselling and befriending schemes (Cowie, 1995(Cowie, , 1999Price & Jones, 2001;Salmivalli, 1999) that teach students to work together to overcome conflict when it arises have particular relevance to the findings of the present research. The outcomes of a study by Price and Jones (2001) revealed that peer counsellors had increased self-confidence, a sense of responsibility, and improved efficacy about contributions to their schools when provided with specific training in dealing with classroom bullying incidents.…”

Section: Implications For Educational Practicementioning

confidence: 89%

Dynamics within the Bully/Victim Paradigm: A qualitative analysis

Cranham

Carroll

2003

Educational Psychology in Practice

View full text Add to dashboard Cite

The present research examined whether high school students ethically justify bullying behaviour within a school context. Ten students, purposefully selected because of their specific roles within the bully/victim paradigm, participated in semi-structured interviews. Data analysis using the constant comparative method associated with grounded theory revealed complex social structures that existed within the purposefully selected sample. These structures are dynamic and demand compliance by students. The consequences for dissent are social isolation and exclusion. A student's categorisation within the bully/victim paradigm may be determined by their ability to comply with the requirements of the complex constructs in the school social environment.

show abstract

Reflections on Anti-Bullying Peer Counselling in a Comprehensive School

Cited by 19 publications

References 7 publications

Friendship and bullying patterns in children attending a language base in a mainstream school

Friendship and bullying patterns in children attending a language base in a mainstream school

Cyberbullying and Self-Esteem*

Dynamics within the Bully/Victim Paradigm: A qualitative analysis

Contact Info

Product

Resources

About