The anti-bullying handbook

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.

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

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Author Notes

Table of Contents