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Bullying: Effective Strategies for Long-term Change (School Concerns) PDF

230 Pages·2001·0.66 MB·English
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Bullying Bullying: effective strategies for long-term improvementtackles the sensitive issue of bullying in schools and offers practical guidance on how to successfully deal with the issue in the long-term. The authors examine how bullying begins, the impact of bullying on the victimised child, and how the extent of bullying in schools can be reliably measured and assessed. They go on to explain how to set up anti-bullying initiatives which will maintain their effective- ness over the years. The complexity of the bullying process is emphasised throughout, but care is also taken to clearly outline which actions can be taken to substantially reduce bullying in the long-term. This book is the outcome of over 10 years’ research into bullying. The authors draw on their own major studies and international research to provide real workable solutions to the problem of bullying, which are illustrated by case study examples throughout. The book is essential reading for school managers, teachers, student teachers and researchers determined to tackle the issue of bullying head on, and would also be of use to school governors. David Thompsonis a Senior Lecturer in Education at the University of Sheffield. Tiny Arorais an Honorary Lecturer in Education at the University of Sheffield, and Specialist Senior Educational Psychologist at Kirklees Metropolitan District Council. Sonia Sharp is Assistant Director of Special Educational Needs at Birmingham City Council. School Concerns series Edited by Peter Blatchford Institute of Education, University of London This topical new series addresses key issues that are causing concern in schools. Each book is based around a case-study school, which is used to illustrate and contextualise best practice whilst showing the real implications of current research on the everyday classroom. The books provide an innovative and accessible approach to dealing with the inclusive classroom and are written by leading names in their respective fields. They will be essential reading for teachers, heads of department, headteachers and policy-makers determined to address the key concerns in education today. Supporting Inclusive Education Jenny Corbett Educating Children with Emotional and Behavioural Difficulties John Thacker, Dave Strudwick and Elly Babbedge Bullying David Thompson, Tiny Arora and Sonia Sharp Enhancing PSHE Sally Inman, Martin Buck and Miles Tandy Underachievement in Schools Anne West Bullying Effective strategies for long-term improvement David Thompson, Tiny Arora and Sonia Sharp London and New York First published 2002 by RoutledgeFalmer 11 New Fetter Lane, London EC4P 4EE Simultaneously published in the USA and Canada by RoutledgeFalmer 29 West 35th Street, New York, NY 10001 This edition published in the Taylor and Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” RoutledgeFalmer is an imprint of the Taylor & Francis Group © 2002 David Thompson, Tiny Arora and Sonia Sharp All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data A catalog record for this book has been requested ISBN 0-203-99482-5 Master e-book ISBN ISBN 0–415–23092–6 (hbk) ISBN 0–415–23093–4 (pbk) Contents Tables vi Preface: series introduction vii Introduction: an overview 1 PART 1 Understanding bullying 15 1 The emergence of bullying 17 2 The social basis of bullying 29 3 How much bullying? Assessment and measurement 49 4 The experiences of those who are bullied 71 PART 2 Towards effective intervention 89 5 Changing cultures 91 6 Managing the anti-bullying project in school 108 7 Preventing and responding to bullying behaviour 127 8 Researching bullying: where are we now? 156 9 Conclusions: the limits of current knowledge 176 Appendix: measuring bullying with the Life in School checklist 184 References 195 Index 208 Tables 2.1 The distribution of pupils across the different participant roles in relation to the four status groups: popular, rejected, controversial and average 35 3.1 Frequency of elements included in the definition of bullying provided by 13 to 14-year-olds 56 3.2 Items from the Life in School checklist identified as bullying by 12 to 14-year-old respondents 57 4.1 Results from an international study of stressful life events for ‘being ridiculed in class’ 75 6.1 Bullying indices in subsequent years at Underham Junior School (illustrating use of Life in School checklist to monitor levels of bullying yearly) 125 A.1 Bullying indices on the Life in School checklist in the three phases of education in Britain 193 Preface: series introduction School staff face many challenges today. Recently they have had to respond to a plethora of curriculum and assessment reforms, Literacy and Numeracy Strategies, Government-led moves towards perfor- mance indicators, regular OFSTED inspections, and a general push towards accountability and raising achievement levels of pupils. But there are other, possibly more enduring, concerns that also affect the day-to-day functioning of schools. I get insight into these concerns in the course of one of my professional responsibilities – supervising teachers who are under- taking research for dissertations, as part of MA-level courses. When choosing a topic I encourage them to reflect on their own professional concerns and ways in which they can shed light on them. The range of topics is rich and varied and in recent years has included under- achievement of particular groups in school, student motivation and attitudes, bullying, effective approaches to inclusion in classrooms, and pupils’ emotional and social difficulties. Some issues are made particularly pressing because of recent events in their own or neigh- bouring schools, and are high on agendas of current educational and political discussion, as well as at staff meetings. However, too often the information teachers and others need on these topics is not available in a form that they find helpful or accessible. Sometimes the topic is addressed in a way that is too academic and removed from the practical concerns of everyday school life. But there is a converse problem that seems to have become more obvious recently – a tendency to oversimplify and trivialise what is likely to be a complex issue, and offer packaged solutions instead of a full analysis. This book series – School Concerns – has been set up to bridge the gap between these two types of approach. It was designed to viii Preface address contemporary issues, usually related to behaviour in schools, that are cause for concern. The aim of each book in the series is to summarise and evaluate relevant research evidence and theory, and to seek to provide insights, conclusions and suggestions of value to readers, and to relate research findings and theory to classroom concerns. The series is designed to be helpful but to avoid a ‘cook- book’ approach, to do justice to the complexity of a topic while avoiding dense argument and jargon. This is a difficult balance to achieve, but each author has been chosen because it was felt that not only was he or she a leading authority on a particular topic, but he or she would also be able to make the topic accessible to a wide audience. The publishers were keen to start the series because, as far as they knew, there has not been an attempt to cover these kinds of issues in a unified and accessible fashion. The series covers both primary and secondary sectors. Each author has been asked to think carefully about the potential readers of the book. We have asked each author to include, as an integral part of the book, a case study of a class or school and to use this to illustrate and exemplify key ideas and conclusions. The books should be of interest to all in schools, to tutors and students on Initial Teacher Training and Professional Development Courses, as well as to researchers and lecturers, LEA and government staff. The books will also be of interest to a wider and more general audience – for example, parents. Some issues are of obvious international interest and authors have been encouraged, where appropriate, to draw out conclusions of relevance overseas. This is a timely and exciting series, and I expect the books to provide a significant contribution to educational debate. Introduction to this book This is a timely book. There has been a lot of concern about bullying in schools, which has been inflamed by high-profile cases of children who have suffered, with sometimes tragic consequences. Past research has shown that bullying in schools has been underestimated and not always taken seriously enough. This has put staff in schools in a difficult position, with understandable cries that more could have been done to help. But this raises questions about what staff cando about bullying, and this book by David Thompson, Tiny Arora and Sonia Sharp is an important contribution. Preface ix There are dangers in oversimplifying the causes of bullying and the ways of dealing with it; there are also dangers in overcomplicating the issue or conducting research that has limited relevance in practice. I feel that this book succeeds in avoiding both extremes. It is a careful coverage of the main issues involved in understanding what bullying is and the ways of intervening effectively. It is particularly timely in addressing long-term issues connected to bullying – in terms of the origins of bullying and also the need for a long-term perspective on interventions. The authors have been working on this topic for a number of years, and in this book they put together their findings and conclusions. There is a thorough review of what we know from research, but also sound advice on what to do. It is grounded in the school experience of bullying, with particular cases being highlighted. This is a book that manages the difficult trick of being relevant to all concerned with this issue: to teachers, policy-makers, school managers, parents, and also researchers and academics. Professor Peter Blatchford Institute of Education, University of London

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Bullying: Effective Strategies for Long Term Improvement tackles the sensitive issue of bullying in schools and offers practical guidance on how to deal successfully with the issue in the long term.The authors examine how bullying begins, the impact of bullying on the victimised child, and how the e
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