This article reviews Swearer, Espelage, and Napolitano's 2009 book, Bullying Prevention and Intervention: Realistic Strategies for Schools. Bullying occurs at all age levels but starts to increase in late elementary school, peaks in middle school, and generally decreases in high school. It's important that rules for bullying are enforced consistently throughout the school. While it may seem like an uphill battle in some schools without anti-bullying policy and strategy in place, the effort to involve the entire school is ultimately worthwhile and more effective.
The programs aim to prevent bullying and violence in schools and communities through character building and conflict management. The roles and responsibilities of these groups may vary depending on factors such as the school culture, anti-bullying program parameters and age of the students.
The NCPC would like to thank all its community sponsors, academic partners, practitioners in the field of bullying, and NCPC staff who were involved in this study. 14 NCPC has developed a framework for youth-based program evaluation called You Can Do It which involves school staff, parents, and students in the process.
When reviewing the projects sponsored by the NCPC, this study found that most projects had multi-sectoral partnerships, addressed large groups of students or the whole school, rather than just the ones involved directly in bullying incidents (universal program), and attempted to address several risk factors at more than one level.
A second mentoring project in Woodstock, Ontario trained high school students to mentor younger children. It is also important for parents to educate themselves about what the school can do to help, and inform a teacher about the bullying behaviors their child is experiencing.
Whether kids bully each other in person or cyberbully using electronic technology, the results of this aggressive behavior have serious, lasting effects Preventing bullying in all its forms can improve the physical and mental health, and the safety and well-being of children and their families.
Projects funded under the Crime Prevention Investment Fund are designed as demonstration projects and include a rigorous evaluation; however, only two such projects are in the data set, and only one is completed. Difficulties arise when community-based projects are only able to tackle a limited number of the many risk factors involved (Ma, 2002; National Crime Prevention Centre, 2004).
In addition to the annual review, monitor bullying in the school community, and if necessary, review and modify the Policy accordingly. Bullying in schools has been recognised as a serious and pervasive problem now for at least two decades. The 87 school-based anti-bullying projects included in the study received funding bullying story between June 1, 1998 and March 31, 2003.
The Society for Safe and Caring Schools and Communities (SACSC) is a non-profit organization that seeks to educate children and youth, as well as the adults in their lives, in a way that promotes positive social interaction among all human beings. In addition, learning assertiveness can help bystanders use specific strategies to stop the bullying or ask adults for help.
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 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.
Susan M. Swearer, PhD, is Associate Professor of School Psychology at the University of Nebraska-Lincoln, Codirector of the Bullying Research Network, and Codirector of the Nebraska Internship Consortium in Professional Psychology. Schools can implement rules that stress treating peers and adults with respect, and establish consequences for those who engage in bullying.