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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
The Anti-Bullying Handbook is an essential source of information which provides a clear overview of what we understand about bullying. This fully revised second edition of Keith Sullivan's very popular book is an ideal resource to increase knowledge on a difficult subject. It covers a vast range of issues with clarity and precision. It has been updated and expanded to include: What we know and can do about cyber bullying Using puppet theatre to teach Early Childhood and Primary Children about bullyingConfronting issues through using a collaborative and restorative justice techniquesSocial Action DramaThis book is for parents, teachers, administrators, counselors, therapists, psychologists, teacher trainers and students.Keith Sullivan is a widely published author. He is 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 |