The long‐term effectiveness of anti‐bullying work in primary schools

Eslea, Mike; Smith, Peter K.

doi:10.1080/0013188980400208

Cited by 135 publications

(112 citation statements)

References 8 publications

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“…They found that not only were bullying behaviours prevalent, but that participating children reported bullying both at home and prior to entering a compulsory school environment. Gillies-Rezo & Bosacki (2003) identified that the majority of incidents shared were not reported to adults, thus reinforcing the research finding that a considerable number of bullying victims do not report the bullying behaviours, as mentioned previously (BRIS, 2012;Elsea & Smith, 1998). Kyratzis (2004) found that conflicts among pre-school children serve also to construct identities, cultivate friendships while maintaining and transforming the social order within the peer culture; arguing that peer-talk is essential for the maintaining of peer culture and the negotiation of children's status within the group (Evaldsson, 1993(Evaldsson, , 2005Goodwin, 1990;.…”

Section: Previous Research On Bullying In Schools and Preschoolssupporting

confidence: 57%

Research Expanding Current Understandings of Bullying in Sweden

Cederborg¹,

Sylwander²,

Blom³

2015

Pensam. psicol.

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This paper discusses the on-going research on the phenomenon of bullying in the Department of Child and Youth Studies at Stockholm University. The paper describes the reasons, and how to contribute with an understanding of bullying as a social group phenomenon, and specifically focuses on inductive ethnographic and cyberethnographic approaches toward peer-to-peer interactions in schools, preschools and on the Internet. The understanding of this phenomenon is based on a Swedish interdisciplinary approach which includes children's perspectives. The objective is to explore bullying as a complex social group phenomenon which allows for a focus on the process of bullying, thus creating an opportunity for the enhancement of the understanding of inter-and intra-connected actions and perspectives. This article is intended to contribute to a discussion on a broadening of the conceptualization of the phenomenon of bullying.Keywords. Bullying, social group phenomenon, schools, preschools, the Internet. Investigación para ampliar el entendimiento del matoneo en Suecia ResumenEste documento plantea la investigación permanente sobre el fenómeno de matoneo en el Departamento de Estudios de Niñez y Juventud de la Universidad de Estocolmo. El documento describe las razones, y cómo contribuir con el entendimiento del matoneo como un fenómeno de un grupo social, y específicamente se enfoca en el empleo de etnografía inductiva y ciber-etnografía hacia las interacciones entre pares en los colegios, preescolar y en Internet. La comprensión de este fenómeno se basa en un enfoque interdisciplinario sueco que incluye las perspectivas de los niños. El objetivo es explorar el matoneo como un fenómeno de grupo social complejo, que permite un enfoque en el proceso de matoneo, y por tanto creando una oportunidad de ampliar el entendimiento de acciones y perspectivas inter e intra-conectadas. La intensión de este artículo es contribuir a la discusión de ampliar la conceptualización del fenómeno del bullying.Palabras clave. Matoneo, fenómeno de grupo social, colegios, preescolar, Internet. ARTÍCULO DE REFLEXIÓN ANN-CHRISTIN CEDERBORG, KIM RINGMAR SYLWANDER Y KAREN ANN BLOM 132 Pesquisa sobre a expansão do conhecimento atual do bullying na Suécia ResumoEste artigo discute a pesquisa em curso sobre o fenômeno do bullying no Departamento de Estudos da Criança e da Juventude na Universidade de Estocolmo. O documento descreve as razões, e como contribuir com a compreensão do bullying como um fenômeno social de grupo e, especificamente, enfoca-se em abordagens etnográficas e cyber-etnográficas indutivas sobre interações entre pares em escolas, pré-escolas e internet. A compreensão deste fenômeno está baseado numa abordagem interdisciplinar sueca que inclui a perspectiva das crianças. O objetivo é explorar o bullying como um fenômeno social complexo de grupo que permite enfocar o processo de bullying criando, assim, uma oportunidade para melhorar o conhecimento das ações e perspectivas inter e intra-conectadas. Este artigo tem a intenção de ...

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Section: Previous Research On Bullying In Schools and Preschoolssupporting

confidence: 57%

Research Expanding Current Understandings of Bullying in Sweden

Cederborg¹,

Sylwander²,

Blom³

2015

Pensam. psicol.

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“…Boys and girls use and experience different types of bullying: boys' bullying is more physical; girls' bullying is more indirect or relational and includes social exclusion. The Sheffield project follow-up concluded that girls' bullying, while less frequent than boys', may be more difficult to tackle: boys' bullying continued to fall in all 4 schools surveyed, but girls' bullying only in 1 (46). There are difficulties in tackling relational bullying among adolescent girls (55).…”

Section: Sex and Types Of Bullyingmentioning

confidence: 99%

“…There is no clear evidence as to which components have been most important. The Sheffield study attempted to assess program components independently but emerged with a general factor, "amount of total intervention" (18); a follow-up of primary schools 1 year later did suggest that keeping the whole-school policy active was important for continuing positive outcomes (46). The Seville project attempted some pupil assessment of program component effectiveness.…”

Section: Type Of Interventionmentioning

confidence: 99%

Interventions to Reduce School Bullying

2003

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Bullying is a form of aggressive behaviour characterized by repeated acts against victims who cannot easily defend themselves (1,2). It can have severe negative consequences, especially for those victimized over a period of time. In the last 2 decades, research and action on school bullying have expanded worldwide (3); there has been widespread circulation of antibullying materials, and some countries legally require schools to have an antibullying policy (4). We review first a range of school-based intervention components to reduce school bullying. Second, we review the outcomes of large-scale intervention projects. Whole-School PolicyA whole-school policy is a written document that sets out the school's aims in relation to bullying behaviour, together with a set of strategies to be followed. The document is supported by systems and procedures within the school to ensure that its aims and strategies are effectively implemented, monitored, maintained, and reviewed. The whole-school approach usually emphasizes the democratic involvement of all school members in devising and maintaining the policy and has the advantage of potentially integrating numerous components of an antibullying strategy (5,6). It is usually a core component of the large-scale intervention programs reviewed later in this paper and is best evaluated in that context. Classroom ClimateOne area of debate is the extent to which school antibullying policies and efforts should target bullying directly or focus more generally on improving relationships within the school. Recent work in Norway and Spain has followed the latter approach. A study in Norway found that the quality of classroom management (that is, teacher-pupil relationships) and the social structure of the class (that is, pupil-pupil relationships) substantially predicted rates of reported victimization (7). Peer-Support SystemsWays of involving pupils themselves in tackling bullying generally aim to encourage action by the majority of pupils who do not like bullying. Peer-support methods include the following: cooperative group work in the classroom (8) In the last 2 decades, school bullying has become a topic of public concern and research around the world. This has led to action to reduce the problem. We review interventions targeted at the school level (for example, whole school policy, classroom climate, peer support, school tribunal, and playground improvement), at the class level (for example, curriculum work), and at the individual level (for example, working with specific pupils). Effectiveness of interventions has been sporadically assessed. We review several systematically evaluated, large-scale, school-based intervention programs. Their effectiveness has varied, and we consider reasons for this. We suggest ways to improve the evaluation and comparability of studies, as well as the effectiveness of future interventions.(Can J Psychiatry 2003;48:591-599)Information on funding and support and author affiliations appears at the end of the article.Highlights · Many school-based in...

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“…For adolescent males and females, positive social network skills training has been shown to decrease internalising symptoms (Mason, Schmidt, Abraham, Walker, & Tercyak, 2009). Interventions to build resilience, coping mechanisms and that target selfesteem in adolescent boys have been shown to reduce the incidence and impact of victimisation and help them to remain calm during peer conflict (Berry & Hunt, 2009) whereas interventions that target indirect bullying (Eslea & Smith, 1998), build social skills and peer support (Salmivalli, 2001), focus on conflict resolution (Letendre, 2007) and group acceptance (Adler & Adler, 1995) have been found to prevent or reduce the harm from victimisation for females. Environmental changes are needed to support interventions along with training for counsellors, providing links to external service providers, and considering families as partners to address the needs in students.…”

Section: Figurementioning

confidence: 99%

Internalising Symptoms: An Antecedent or Precedent in Adolescent Peer Victimisation

Lester

Dooley

Cross

et al. 2012

Aust. j. guid. couns.

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The transition period from primary to secondary school is a critical time in adolescent development. The high prevalence of adolescent mental health problems makes understanding the causal pathways between peer victimisation and internalising symptoms an important priority during this time. This article utilises data collected from self-completion questionnaires four times over 3 years from 3,459 students’ aged 11–14 to examine directional relationships among adolescents as they transition from primary to secondary school, and investigates gender differences in these associations. The findings suggest depression in males is both a precedent and antecedent for victimisation over the transition period, whereas for females depression is an antecedent only. Anxiety is a both a precedent and antecedent for victimisation for males and females. To maintain emotional wellbeing and prevent peer victimisation, interventions prior to and during this transition period are critical, especially among adolescents experiencing symptoms of depression and anxiety.

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The long‐term effectiveness of anti‐bullying work in primary schools

Cited by 135 publications

References 8 publications

Research Expanding Current Understandings of Bullying in Sweden

Research Expanding Current Understandings of Bullying in Sweden

Interventions to Reduce School Bullying

Internalising Symptoms: An Antecedent or Precedent in Adolescent Peer Victimisation

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