This article reviews Swearer, Espelage, and Napolitano's 2009 book, Bullying Prevention and Intervention: Realistic Strategies for Schools. The Safe and Caring Schools Committee meets 10-12 times per year and has continued its work on bullying. School districts and higher-education institutions must establish comprehensive policies and procedures for identifying, reporting, investigating and responding to incidents of bullying and harassment.
In fact, bullying victims may feel the mental health effects well into adulthood. Children and youth were the only participants in 17% of these initiatives. If adults in school settings expect students to act according to a code of conduct, they need to ensure that their attitudes and behaviour are consistent with those in the anti-bullying policy (Pepler & Craig, 2000).
Agreeing, in advance, on how any students doing the bullying will be treated. Many bullying prevention programs available to schools and communities are not evidence-based. It can be subtle and many children don't tell their parents or teachers about it out of fear of shame or retribution.
Bullying is identified by the Centers of Disease Control and Prevention as a form of youth violence (CDC, 2011b). Approximately 160,000 children stay home from school each day because they are being bullied. Programs may find that only some of their mentees are experiencing bullying or that the bullying is centered on one school or part of the community, or that it consists of a bullying particular behavior or focus.
Parents can also contribute to bullying prevention by instilling certain values in their children, such as kindness and empathy. It may be necessary to utilize a variety of mechanisms for identifying projects (e.g. administrative database, discussions with staff, other project lists), and this may require more time and resources.
Special activities, interests, and hobbies can boost confidence, help kids make friends, and protect them from bullying behavior. Students learn to define and recognize bullying, and are given tips for how to respond if they see someone being bullied or if they, themselves, experience bullying.
Typically, approaches include both situational elements (e.g., better supervision, physical security, safety plans) and social development elements (e.g., conflict resolution, awareness programs, and coping strategies). Use the BullyingfreeNZ resources and the resources listed below to develop a whole-school approach to bullying prevention.
Also, setting up a system for reporting bullying makes it easier for victims and witnesses to do something about the bullies in their school. Develop plans to implement specific bullying prevention strategies. Ask if the school has a written policy on bullying and harassment.
Being bullied can lead to withdrawal, lack of energy, decreased motivation to attend school, anxiety and fatigue (Pepler & Craig, 2000; Royal College of Psychiatrists, 2003). Prior to implementation of bullying prevention initiatives, a detailed plan of the solutions that will be used to address the risk factors or enhance the protective factors identified should be developed.
Cherry Creek School District No. 5 does not discriminate on the basis of race, color, national origin, sex, age or disability in admission to its programs, services or activities, in access to them, in treatment of individuals, or in any aspect of their operations.
Learn more about cyberbullying and how to protect your child. Only a small percentage of projects (6%) indicated they went beyond involvement of youth in program delivery to allow for control or decision-making throughout all phases of the intervention. The way parents respond to bullying can go a long way toward helping a child get through the experience.