Bystander Behaviours Among Israeli Children Witnessing Bullying Behaviour In School Settings

As part of an international study that examined students' bystander behaviour when witnessing bullying in the school environment, we asked 216 junior high and 190 elementary Israeli school students to respond to a questionnaire addressing various issues related to bystander behaviours, following viewing a video showing various bullying incidents. Results showed that more than half of the students observed verbal and physical bullying and more than third of the students observed sexual coercion type of bullying on a weekly basis. Overall, most of the students reported that they would not support the bully when witnessing bullying and would support the victims and/or call a teacher. In other words, verbally they possess the right attitude towards bullying. Further analysis of students' responses, based on their status in relation to bullying, that is, reported being a victim, bully, bully/victim or neither, revealed that victims tend to report calling teachers more than students who reported being bullies and also bully/victims. Notably, bullies as bystanders were more likely to support bullies and not to get a teacher. Implications of these results for teachers who attempt to combat bullying in their schools are discussed.     

Teachers’ Responses to the Ecosystemic Approach to Changing Chronic Problem Behaviour in Schools

This paper discusses the responses of a group of thirty-three primary and two secondary teachers to a series of sessions in which the ecosystemic approach to changing chronic problem behaviour in schools was explained and then tried out in practice. Three case examples are presented, as well as related discussions, which illustrate the approach. This study follows on from the work reported in Pastoral Care, December 1998.     

Bystanders in Schools: What Do They Do and What Do They Think? Factors Influencing the Behaviour of English Students as Bystanders

This article reports on the English data from an international research project. Students' reports of being bullied are detailed but the main emphasis is on the role of the bystander, that is, what students did when they witnessed bullying in school and the reasons they gave for their actions. The study found that there were differences between students, in particular between primary and secondary phase students, and schools, in these areas. The responses are explored and the characteristics of those who intervened or did not. The implications for research and practice are debated.     

Stop,Think, Do! Treating and Preventing Social-Behavioural Problems in School

Most teachers will come into contact with pupils who are experiencing or have experienced a loss or bereavement and they often feel ill equipped to offer the kind of support they would like to. This paper offers insights into the nature of this area and a specific approach through which children may be supported. The writer discusses some research and thinking on loss and bereavement and the implications of this. She presents two case studies of work with individual students using the creative arts. She also discusses the connections between behavioural problems, loss and the use of the arts in supporting the students.     

美国中小学教师干预校园欺凌计划的分析与启示

教师是预防和干预校园欺凌工作的关键力量,研究其参与和干预校园欺凌治理具有重要意义。美国中小学教师干预校园欺凌计划研究结果发现"感知欺凌情境严重性"、"自我效能"、"同理心"是教师干预校园欺凌情境的三个显著因素,而大多数组织特征变量并未产生明显作用。该计划为防治和降低校园欺凌事件提供了可供借鉴的策略,即发挥教师旁观者正向作用,阻断欺凌情境的产生。     

The Tasks of the Class Teacher: Tradition and Renewal – An Evaluation of Development Projects Carried out in the Danish Folkeskole

This paper firstly outlines some of the problems children can experience as a result of transferring from primary to secondary school. It then goes on to describe an initiative by the West Midlands Quaker Peace Education Project, Blessed William Howard Roman Catholic School in Stafford and its feeder schools to coordinate a secondary school preparation project. This involved special training for all primary pupils about to enter the school and a group of sixth formers.     

'Bully Dance': Animation as a Tool for Conflict Resolution

This paper presents the outcomes of a 4-hour activity day centred upon a short film entitled Bully Dance , a non-verbal animation featuring a unique soundtrack that focuses on identifying bullying behaviours and coping strategies, and understanding the role of the bystander. Participants were 34 year 6 children, aged 10/11 years old, from one primary school in a London Local Education Authority. The activity day consisted of an initial brainstorming session, with the whole class, entitled 'what is bullying?' followed by a viewing of the film. In groups of five or six, subsequent structured activities (brainstorming, poster making, letter writing, role-play, worksheets) were facilitated with the aim of stimulating discussion. Using the Children's Attitudes to Bullying scale, data were collected both before and after the activity day. Overall, the results suggested that children mostly expressed anti-bullying attitudes about bullying in schools; however, a minority reported pro-bullying attitudes. Anti-bullying attitudes did not significantly increase and, in the case of males, anti-bullying attitudes actually decreased. Females expressed higher anti-bullying attitudes than males, both before and after the activity day. The authors suggest that participating in the activity day may have had an impact upon knowledge and understanding of bullying, rather than attitudes as such. Furthermore, the results indicate that further consideration of the design and delivery of structured activities is required so that boys can be reached as effectively as girls can.     

Reviews

Andrew Wright, Whitelands College, Another Step: Challenging Inequalities, by Margaret Robson, Andrew Gregory and Dawn Gill. Association for Curriculum Development, 1991, 297pp., ISBN 1 8540 1 045 X

Di Bentley, School of Education, Roehampton Institute, Skills for the Primary School Child: Personal and Social Education in the Primary School, a pack by the Teachers' Advisory Committee on Alcohol and Drug Education (TACADE) and the Society for the Prevention of Solvent and Volatile Substance Abuse (Re-Solv). Salford: TACADE, 1990, three booklets (57pp., 29pp., 60pp.) and thirty-three workcards, ISBN 0 905954 43 2 (set)

Brenda Hopper, Edge Hill College of Higher Education, Gender and Pastoral Care, edited by C. McLaughlin, C. Lodge and C. Watkins. Oxford: Basil Blackwell, 1991, 192pp., pb ISBN 0 63117177 0, £9.99

Shirley Lee, Roehampton Institute, Career Development for Teachers by Jim Donnelly, London: Rogan Page, 1992, 96pp., pb ISBN 0 7494 0645 3, £9.95     

Pastoral Care to Regulate School Bullying: Shame Management among Bystanders

Bystanders can reveal valuable information about bullying to school personnel to take action on it. If they remain reluctant, of course, they frustrate our efforts to stop bullying. But then, why would they get involved if doing so might make them victims of aggression too?
This paper investigates the importance of adaptive shame management in encouraging bystanders to prevent bullying. Data were collected through the Cross-national School Behaviour Research Project from 1452 secondary school students (49% girls) in grades 7–10 (mean=8.42) in Bangladesh. As predicted, students who scored higher on shame acknowledgement (admitting shame, accepting responsibility, making amends) were more likely to intervene to prevent bullying. Those with low shame displacement (blaming or hitting out at others) were also likely to intervene to stop bullying. Implications of these findings pertaining to pastoral staff, counsellors and school teachers working with students to encourage coming forward against bullying are discussed.     

A Mothers Thoughts on Bullying,Failure and One Special Needs Child

In Hong Kong the secondary school curriculum has long been criticized for its heavy emphasis on academic performance and examination-oriented approaches to subject learning. As a consequence, pupils in Hong Kong only possess knowledge and skills that could carry them through examinations. They lack qualities and dispositions as well as related skills and understandings which will help them to make sense of this complicated society. It is noted that time has come for a reflection of the secondary curriculum and this article argues for the introduction of Personal and Social Education in secondary schools in Hong Kong which can bring relevance, breath, and balance to the curriculum from three aspects – aims of education, change in society, and nature of work.     

A pilot evaluation of the social validity of a bullying bystander program adapted for high school students

Although school‐based programs are effective at decreasing bullying, the majority of studies have been conducted with elementary and middle school students. We conducted a pilot study using a randomized controlled design investigating the social validity of a brief, bullying bystander program adapted to be age‐appropriate for high school students (N = 65). Results indicated that high school students in the intervention group perceived the program to be acceptable and relevant and reported greater increases in knowledge ( = 0.27) and confidence to intervene ( = 0.27) in bullying situations compared to students in the control group. Despite being trained in the use of four intervention strategies, students reported using two of the strategies infrequently. Additionally, we found a significant difference between the intervention and control group for only one strategy (Φ = ?0.44). This study provides partial support for the social validity of the adapted program. Implications for implementing the program at the high school level are discussed.     

Theoretical Dimensions of Bullying and Inappropriate Behaviour among Faculty Members

The aim of this study is to determine the features of bullying in Estonian universities. In the spring of 2014, 864 faculty members answered our e-mail questionnaire. This questionnaire was based on the Negative Acts Questionnaire-Revised (NAQ-R22); eight additional items dealt with sexual harassment, cyberbullying, and work-related malpractice. Structural equation modelling was used to confirm a model composed of five first-order factors as well as a second-order model that encompassed these five first-order factors. According to these models, representative forms of bullying in Estonian universities included personal insults, work-related blame, professional understating, unreasonable work-related demands, and work-related malpractice. The Academic Bullying Inventory (ABI-10) that was developed is a reliable and valid instrument with which to measure workplace bullying in universities.     

Introduction to The International Bystander Project

Recent research into bullying in schools has focused upon the social context in which bullying commonly takes place and the roles taken by student bystanders observing the bullying. This article describes a methodology that has been developed, employing a video presentation and a related questionnaire, and applied in a number of countries, including Australia, Bangladesh, England, Israel, Italy and South Africa. This approach was utilized to examine reported bystander behaviour of schoolchildren witnessing bullying at school and to identify factors that may account for positive and negative responses of bystanders in both upper primary and lower secondary levels of schooling.     

Modes of Observing Behaviour Among Undergraduate Science Education Students

This study was based on the nature of the processes of science and the cognitive‐affective variables that often seem to influence the validity of scientific explanations. The perceptual behaviours of individual observers were chosen among the variables of affect, and using attentive responses as its construct, four modes of observing behaviours were theoretically identified. The purpose of the study was to estimate the proportions of science students using each of the identified modes and subsequently examine their performances on four cognitive variables. Thirty‐two freshmen and sophomore science education students of Hiroshima University were individually requested to observe a system, comprising a burning candle in a limited supply of air, over water, and write explanations for their observations. Each student had three observation sessions of the same system. Results indicate that 43.75% of the students used the fastest mode of Short Stimulation Time/Short Response Time (SST/SRT), but had the lowest mean score of 1‐64 on the cognitive variables 1 to 4. There was also a significant difference between the mean scores of all subjects using Long Response Time (LRT) and those using Short Response Time (SRT), t(30)>2#lb042, p<#lb05. With these results, an integrative approach to the teaching of science was suggested to encourage students in the use of reflective thinking behaviours.     

建构防治中学生问题行为的心理健康教育模式

为了预防和矫治中学生问题行为,建构了一个防治中学生问题行为的心理健康教育模式,分析模式建构的理论基础,介绍了模式建构的主导思想、目标、实施原则、实施途径与策略、实施效果与评价.     

中学德育中青少年非理性行为的诊断和预防

从社会心理学视角剖析学校德育中存在的青少年的非理性行为，旨在探索和构建一种较有效的心理防范机制，并据此思路提出一些针对性较强的预防措施，借以提高学校德育工作的针对性和实效性。     

Bystanders’ roles and children with special educational needs in bullying situations among preschool-aged children

Despite the growing body of evidence that the origins of bullying lie in early childhood, very little is known about the nature of the phenomenon in preschool groups. The current understanding among studies conducted in the school environment is that bullying prevention can only be effective if training with individual children takes place parallel to broader interventions in the classroom. The aim of this study was to examine how bullying prevention should be focused among under school-aged children. Since we know that children with special educational needs (SEN) have been found to be extremely vulnerable to bullying and victimization, we examined the role of three- to six-year olds with SEN in bullying situations. In addition, we examined whether the peripheral roles of other children in bullying situations can already be observed in preschool groups. The data were collected from a survey of day care staff in the city of Vantaa (n = 771). According to staff reports, 18% of bullying took place in situations in which children with SEN were present. Bullies with SEN used more physical forms of bullying and bullies without SEN used more psychological forms of bullying. The findings also showed that the multiple, peripheral roles of the bystanders in bullying situations are already occurring in preschool groups, especially among boys. It is important to target intervention programs in preschools both on individual children and at group level.     

Bullying and Victimisation among Taiwanese Students in Special Schools

This study examined the prevalence of bullying and victimisation among students in special schools in Taiwan. The sample included 140 students with various disabilities, aged 12–18, from 10 special schools throughout Taiwan. Trained interviewers conducted face-to-face surveys using structured questionnaires. Results show that 31.8% of students in special schools experienced peer victimisation within the past year, while 26.5% of students had bullied others during that period. While the findings did not yield gender differences, students in junior high grades tended to report more victimisation experiences than did their senior high counterparts. Severity of disability was positively associated with both bullying and being bullied; however, no difference was found regarding types of disability. Delinquency was positively associated with student bullying and victimisation. Students who suffered victimisation also reported a higher number of suicide attempts. Implications for policy and practice are discussed.     

以色列中小学反校园欺凌政策研究——基于《促进最佳学校环境和减少暴力计划》的解读

以色列中小学反校园欺凌政策的内容主要包括校园欺凌概念的界定、学校干预计划的制定、家长对话平台的建立、分层处理方式的运用、心理辅导的实施五个方面,具有政策内容灵活多样、多方合作共同治理、家长参与内外协同、处理方式以法为主以及心理辅导预防为主的特点。政策实施后成效显著,以色列国家教育测量与评估局的调查数据显示:以色列中小学校园欺凌行为明显下降。然而就反欺凌政策本身而言,仍然存在政策覆盖率低、部分学校执行力不足等问题。借鉴以色列经验,我国应通过健全法律体系、明确政府主导、加大处罚力度、注重学生心理健康等方式有效治理校园欺凌。