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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000010252205 | BF637.B85 S85 2011 | Open Access Book | Book | Searching... |
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Summary
Summary
This fully revised edition sets out what we know about bullying and harassment in schools, and combines this with proven practical and effective resources to prevent, address and deal with bullying and harassment.
The author provides a guide for the development, implementation and evaluation of effective anti-bullying philosophies, policies and programmes. He sets out guidelines for creating and clarifying school policy and practice to provide a strong foundation for the establishment of a whole-school approach to bullying. The author shows how to support a culture of problem-solving that is soundly based on research but also draws on the knowledge and experience of teaching and administrative staff, students and the wider community in developing and implementing anti-bullying programmes.
This book is a useful resource for all schools, from those just starting to consider setting up an anti-bullying initiative, to those with well-established programmes that wish to consider anti-bullying best practice.
New material in this edition includes:
- What we know and can do about cyberbullying
- Teaching the very young and children aged 5-12 about bullying
- Confronting issues through collaborative and restorative justice techniques
- Social Action Drama
This book is a key resource for teachers, administrators, counsellors, therapists, psychologists, teacher trainers, students and parents.
Keith Sullivan is a widely published author and professor of Education at the National University of Ireland, Galway.
Author Notes
Keith Sullivan is a widely published author and Professor of Education at the National University of Ireland, Galway.
Table of Contents
List of figures | p. xi |
About the author | p. xii |
Acknowledgements | p. xiii |
Foreword | p. xvi |
Part 1 Defining and Describing Bullying | p. 1 |
1 Introduction | p. 3 |
The purpose of this book | p. 4 |
What is the viewpoint of this book? | p. 5 |
Who has this book been written for? | p. 5 |
The structure of the book | p. 8 |
2 What We Know about Bullying | p. 10 |
What is bullying? | p. 10 |
What are some common myths, misrepresentations and misunderstandings about bullying? | p. 14 |
Are schools safe? | p. 17 |
Are there gender and age differences in bullying patterns? | p. 21 |
How is it possible to tell if someone is being bullied? | p. 23 |
Can school bullying be stopped? | p. 24 |
3 The Bullying Triangle and the Bullying Dynamic | p. 29 |
Introduction: identifying the protagonists and placing them in context | p. 29 |
Those who bully | p. 29 |
The victims of bullying | p. 33 |
The third parties to bullying | p. 35 |
What are the dynamics of bullying? | p. 38 |
4 Types of Bullying 1: Racist Bullying, Bullying of Special Educational Needs Children, Homophobic Bullying and Sexual Bullying | p. 48 |
Introduction: when bullying finds a target | p. 48 |
Racist bullying | p. 49 |
Bullying of special educational needs children | p. 50 |
Homophobic bullying | p. 51 |
Sexual bullying | p. 53 |
5 Types of Bullying 2: Cyberbullying | p. 57 |
Introduction: the complexion of bullying in cyberspace | p. 57 |
What we know about cyberbullying | p. 57 |
How to deal with cyberbullying | p. 67 |
Part 2 Philosophy, Planning and Policy | p. 73 |
6 How to Create an Anti-Bullying Initiative | p. 75 |
Introduction: adopting a whole-school approach | p. 75 |
The six-step anti-bullying plan | p. 76 |
7 Developing a Philosophy about Bullying | p. 85 |
Introduction: making the ethos explicit | p. 85 |
The school ethos: identifying and developing the school's philosophy | p. 86 |
Looking inwards: the school ethos and its relationship to bullying | p. 87 |
Looking outwards: what approaches to bullying have been developed? | p. 94 |
8 Planning and Information Gathering | p. 98 |
Introduction: expediting development and planning | p. 98 |
Adapting the SWOT analysis for planning and policy in schools | p. 98 |
Survey and questionnaire | p. 102 |
9 Creating a School Anti-Bullying Policy | p. 106 |
Introduction: focusing on policy | p. 106 |
The stages: writing policy, putting it in place and maintaining it | p. 106 |
Part 3 Preventative Strategies | p. 113 |
10 Strategies for Teachers: Practice, Pedagogy and Learning | p. 115 |
Introduction: how teachers can help or hinder a bullying culture | p. 115 |
Ineffective practitioner/reflective practitioner | p. 115 |
Authoritative teaching | p. 118 |
Cooperative learning | p. 120 |
11 Strategies for Teachers: Understanding Social Relationships, Creating Safe Classrooms | p. 123 |
Introduction: what teachers can do | p. 123 |
Interactive Puppet Theatre | p. 123 |
Circle Time | p. 126 |
Sociometry | p. 128 |
12 Interactive and Experiential Strategies | p. 135 |
Introduction: understanding the dynamics of bullying | p. 135 |
'On the bus' | p. 135 |
Social action drama | p. 141 |
13 Harnessing the Power of the Peer Group | p. 153 |
Introduction: bridging the two worlds | p. 153 |
Student leadership | p. 154 |
Peer partnering | p. 161 |
14 The School Environment | p. 164 |
Introduction: making safe spaces | p. 164 |
Extending control and reclaiming the school | p. 165 |
Creating a stimulating and enjoyable environment | p. 169 |
Part 4 Interventions | p. 173 |
15 Peer Mentoring and Peer Mediation | p. 175 |
Introduction: defusing conflict and restoring balance | p. 175 |
Peer mentoring | p. 175 |
Peer mediation | p. 184 |
16 The Support Group Method | p. 188 |
Introduction: from blame to empathy | p. 188 |
How the Support Group Method works | p. 190 |
Effectiveness of the Support Group Method | p. 198 |
17 A Circle of Friends | p. 200 |
Introduction: modifying behaviour and supporting change | p. 200 |
How Circle of Friends works | p. 200 |
18 The Pikas Method of Shared Concern | p. 207 |
Introduction: tackling the hard with the soft | p. 207 |
The foundations of the Method of Shared Concern | p. 208 |
How it works | p. 208 |
Two case studies | p. 212 |
19 CPR: Collaborative Problem-solving and Resolution | p. 217 |
Introduction: foundations of the CPR process | p. 217 |
Participants and their roles | p. 219 |
A case study using the seven steps of CPR: Belinda is bullying Alicia | p. 221 |
Part 5 Follow-Up and Conclusion | p. 233 |
20 Follow-up and Conclusion | p. 235 |
Assertiveness training | p. 235 |
Anger management | p. 238 |
Self-defence and martial arts training | p. 240 |
Conclusion | p. 241 |
Appendices | p. 243 |
Appendix 1 A School Anti-Bullying Policy | p. 245 |
Appendix 2 Using Bullying Scenarios | p. 248 |
Appendix 3 Ethics and Confidentiality | p. 255 |
Appendix 4 Ice Breakers | p. 257 |
Index | p. 258 |