A Bullying Prevention Strategy
Bullying is a pervasive and multifaceted problem in our society as a whole. They implemented demonstration projects designed to develop knowledge of what works (CPIF), produce tools, products and resources for the use of communities (CPPP) or involved the private sector in community based crime prevention through social development (BAP).
The Model Policy to Address Bullying in Virginia's Public Schools , adopted by the Board of Education in October 2013, provides information to assist local school boards in formulating policies to help prevent bullying and procedures to report, investigate and intervene when bullying behavior occurs.
For example, solutions that emphasize control over cooperation, such as school zero tolerance policies (e.g., calls for expulsion, metal detectors, and surveillance cameras) have been shown by research to be ineffective in reducing bullying (Fox et al., 2003; Pepler, Smith & Rigby, 2004; Shaw, 2001; Sampson, 2002; Skiba & Peterson, 1999).
Schools may choose any combination of these training options based on available funding, staff resources, and time. That students participate in the planning, development and delivery of anti-bullying policies and programs to ensure the activities address the most urgent issues they are facing.
For both support-group and Pikas methods, teachers and school staff need both specific training and other back-up strategies. Bullying in Schools: Problem-Oriented Guides for Police Series No. 12. U.S. Department of Justice, Office of Community Oriented Policing Services.
Training school staff and students to prevent and address bullying can help sustain bullying prevention efforts over time. This website provides free information to help teachers, school staff, parents, students, and members of the community to build safe, caring and inclusive schools and communities.
The program restructures the learning environment to create a social climate characterized by supportive adult involvement, positive adult role models, firm limits, and consistent, noncorporal sanctions for bullying behavior. Students don't report bullying for many reasons: they may fear retaliation from a bully; they may feel the reports will be ignored or that the bullying will become even worse; and often, students don't know where to turn.
Police forces around the country have developed school-based programs to address violence in schools. When bullying occurs, teachers can use intervention techniques that can help both the victims and the bullies. As such, (nurses, mental health care workers) the health and human services (social worker) can assist in the treatment of victims and the prevention of further bullying (Health Canada, 2002).
In an analysis of Youth Risk Behavior Survey data, the CDC found that middle school students who bully were more likely to report recent use of alcohol and drugs (CDC, 2011a). Community-based programs are not addressed here, but can also include multiple stakeholders including the two groups indicated below.
Students, usually youth, often get involved in role playing or creating a theatre piece for presentation to other students; however, it is also important to provide students with opportunities to play a more bullying story active role in developing approaches to address bullying in schools (Pepler & Craig, 2000; Shannon & McCall, n.d.). Including children and youth in the development and delivery of anti-bullying interventions is a recent, although less common, trend.
After all, that's usually what happens with schoolyard bullying: Loners and oddballs” are far more likely to be bullied than the popular kids. If your school is already implementing a whole-school approach to student behaviour, e.g. PB4L, review your approach to determine how bullying prevention can be incorporated into your policies, procedures and student management approaches.