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How can we approach

bullying in more proactive


and effective ways?

Anti-bullying campaigns are harmful than helpfu


-Public awareness has been escalating by news medias
sensationalizing coverages such as through "Schoolboy Stabbing
Arrest", "Bullies, Bullied: Armed and Dangerous" and "Tip Foils
High School Massacre in Maritimes.
-Also figures and statics on being bullied has been released
through the media shows that students having experience of
Two
beingdifferent
bullied keep increasing.
opinions
-Some critics say that bullying is becoming an epidemic:
It creates fear, make kids and parents overly paranoid and
active.
Real cruel cases of bullying can be watered down when we
include every social sight or quarrel under the bullying rubric

typical childhood aggression as bullying can be


-TheLabeling
other says:
harmful felt
as well.
Concern
by parents as a result of tragic media reports can
have positive effects in that it can encourage members of the
community to work together to find solutions.
-The point is:
As an educator, it is essential to understand that the issue of
bullying has become a major concern in the education sector.
Teachers are expected to intervene effectively to prevent and
respond to many types of bullying behaviours

What is bullying?/The importance of


definition
Common, clearly understood definitions
enable not only teachers but also students to
recognize problems; recognizing is the first
step to prevent bullying.
The Assessment Toolkit of Canadian Public
Health Associations Safe School Study
elaborates the definitions of bullying, racial
discrimination, and sexual harassment.
The experts agree that bullying involves three
elements: the intent to harm, a power
imbalance, and repeated act or treats of an
aggressive nature.

Traditional Approaches
Reactive rather than proactive
Consequences for bullying
Community service
Wearing something for public shame
Suspension or expulsion from school

Apologies
Letter of apology to student, parent, etc.
Public apology (in front of class, school, etc.)

What Doesnt Work


according to the CPHA finding
Inflexible zero tolerance policies which dont consider intensity and
context (also metal detectors, and surveillance cameras are proven
to be no help)
Suspension/expulsion of students without school re-entry plan or
daytime structure.
In-school suspensions are best way to ensure participation in
academic, therapeutic programming. This strategy requires
additional school resources.
Segregation of students with emotional/behavioural difficulties.
Sports, arts, or recreational activities that exclude those who want
to participate.

Then What works?


Hate to give you theoretical
answers

Strong teacher/adult leadership, student-teacher bonding . Building


community of learner and a good relationship throughout a school year is vital.
Clear, consistent and fair behavioural norms : There should be clear policies
and guidelines posted in the school and sent out to parents
Cognitive-behavioural instruction : A cognitive-behavioural approach is rooted
in the belief that thoughts, feelings and actions are connected. Teachers can teach
classes to help students learn how thinking influences their behaviours and feelings
Through those lessons, students :
-can identify dysfunctional thoughts and beliefs (e.g., victims deserve to be
bullied;
gays are unnatural)
- and replace them with more realistic and positive ones (e.g., I can control my
behaviour; I can stand up to a bully; I know where I can get help).
-**Safe@School led by the Ontario Teachers Federation provides many practical
bullying intervention lessons plan from K to 12, video clips, and book lists
Ongoing teacher/administrator training (it says that teachers are most likely
to respond to physical bullying compared to verbal and social).
Effective supervision and playground design .
Restorative Justice interventions which prioritize victim safety and are
led by trained facilitators .
Parent training (Safe@School also provides parent training resource)

Conclusions
Every child has the right to feel safe at home, at school and in the
community (UN Convention on the Rights of the Child, 1990). Research
indicates that bullying behaviour doesn't usually go away on its own and
often gets worse with time. Thus, it needs to be dealt with directly and
immediately. Also preventative steps need to be taken as well
The project undertaken by Canadian Public Health Assosiation shows
that most students did not intervene or get help for the victim. When
asked why, students reported that they did not want to get involved,
were afraid, or didnt know what to do
Very few parents of bullies reported having any knowledge of their
childs harmful behaviour, and just over one-half of the victims had a
parent who knew about it.
It shows that there are large gaps in knowledge and perceptions
between parents, students and teachers.
The project emphasizes that a warm and caring school culture develops
a strong personal sense of school membership. Feelings of membership
in turn improve academic and behavioural functioning.
Thus, building a relationship with students, co-constructing fair
behavioral norms with students, and planning lessons through engaging
activities such as reading related books, writing, and role-plays would be
proactive ways, as a teacher, to prevent bullying.

Sources

https://www.kidscape.org.uk/media/77832/preventingracistbullying-website
pdf.pdf
https://www.bctf.ca/uploadedFiles/Public/SocialJustice/Issues/Antiracism/R
acismInCanadaElem.pdf
http://www.cpha.ca/uploads/progs/_/safeschools/assessment_toolkit_e.pdf
http://www.cpha.ca/uploads/progs/_/safeschools/safe_school_study_e.pdf
http://www.safeatschool.ca/about-safeschool (lesson plans, video clips,
book lists, working with parents resources)
http://
www.publicsafety.gc.ca/cnt/rsrcs/pblctns/bllng-prvntn-schls/index-en.aspx#
a04

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