The Use and Effects of Anti-Bullying and Anti-Harassment Policies in Australian Schools

Soutter, Alison; McKenzie, Anne

doi:10.1177/0143034300211007

Cited by 28 publications

(29 citation statements)

References 6 publications

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“…Research suggests that bullying behavior is frequently followed by and reinforced by peer attention or tangibles (Salmivalli, 2002;Soutter & McKenzie, 2000). Through the implementation BP-PBS, students and staff learn to eliminate the reinforcement for bullying.…”

Section: Bp-pbs With Regard To Bystandersmentioning

confidence: 99%

Bully Prevention in Positive Behavior Support

Ross

Horner

2013

Journal of Emotional and Behavioral Disorders

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Bullying behaviors are a growing concern in U.S. schools, and are documented to have detrimental effects for victims, perpetrators, and bystanders. Most interventions focused on bully prevention either have limited empirical support, or focus primarily on the behavior of the bully. We present here an alternative approach to bully prevention based on the growing recognition that interventions should be function-based. Bully Prevention in Positive Behavior Support (BP-PBS) gives students the tools necessary to remove the social rewards maintaining bullying behavior through a strong link to schoolwide positive behavior support, a discrimination between "being respectful" versus "not being respectful" in unstructured settings, and the explicit teaching of a simple, schoolv wide response to bullying effective for victims, bystanders, and perpetrators of bullying. This is coupled with an efficient strategy for school staff to use when dealing with reports of bullying including a sequence of questioning and practice. A single-subject, multiplebaseline design across six students and three elementary schools was implemented in an empirical evaluation of the effectiveness ofBP-PBS. Results indicated that implementation of the program not only significantly decreased incidents of bullying behavior for all six students observed, but also increased the likelihood of appropriate victim responses and bystander responses, indicating a substantial decrease in the social rewards that served to maintain bullying behavior. In addition, through a pre-post survey, students also reported improved perceptions of the bullying and safety at their schools.Finally, school staff members were able to implement the program with a high degree of fidelity and regarded the program as effective and easy to implement. These findings have major implications for the design and support of effective social culture in schools.Limitations of the research and future efforts are suggested to encourage the field in a new direction with bully prevention efforts, away from overly complicated definitions and interventions, toward a school-wide approach including specific strategies and a reconceptualization of the bullying construct.CURRlCULUM VITAE

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Section: Bp-pbs With Regard To Bystandersmentioning

confidence: 99%

Bully Prevention in Positive Behavior Support

Ross

Horner

2013

Journal of Emotional and Behavioral Disorders

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“…Many schools have been trying to combat violence and harassing behaviours by implementing blanket bullying policies that do little to address the underlying issues of the school climate and culture that allow these behaviours to persist (Shariff, 2003;Soutter & McKenzie, 2000;Walton, 2004). The long term impact on individuals targeted for harassment is well-documented and severe: lower academic performance, absenteeism, drug and alcohol abuse, and suicidal behaviours have all been linked to schoolyard bullying (Bond, Carlin, Thomas, Rubin, & Patton, 2001;Rigby & Slee, 1999;Sharp, 1995 Elizabeth J. Meyer of sexual and homophobic harassment have been identified as being at even greater risk for these harmful behaviours and leaving school (California Safe Schools Coalition, 2004;Kosciw & Diaz, 2006;Reis & Saewyc, 1999;Williams, Connolly, Pepler, & Craig, 2005).…”

Section: Une Reformulation Féministe Des Notions D'intimidation Et Dementioning

confidence: 99%

A Feminist Reframing of Bullying and Harassment: Transforming schools through critical pedagogy

Meyer

2008

mje

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AbstractThis article aims to reformulate existing understandings of bullying behaviours in secondary schools, by applying a critical feminist lens to patterns of verbal and psychological harassment among students. Through this understanding, educators may better understand the causes of (hetero)sexist, transphobic, and homophobic behaviours. With a more complex awareness of these power relations, teachers, teacher educators, and educational leadership scholars will be offered critical approaches to help them transform the oppressive cultures of schools.

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“…An inconsistency in de®nitions of bullying behaviours may help to explain the discrepancy between research ®ndings regarding females' self-reports of the levels of bullying. Cowie and Sharp (1994) found the use of anti-bullying videos, such as Sticks and Stones (Central Television, 1990) and the drama Only Playing, Miss (Casdagli & Gobey, 1990), to be bene®cial in enhancing children's awareness of the variety of bullying behaviours, as well as displaying lists in classrooms classifying the different types of bullying (Soutter & McKenzie, 2000). Rivers and Soutter (1996) emphasise that perceived low levels of female bullying does not necessarily indicate that girls are less aggressive, but suggests that teachers should be looking for different, less overt and obvious signs of bullying behaviour.…”

Section: Gender Differencesmentioning

confidence: 99%