BULLYING, AGGRESSIVE BEHAVIOUR AND HARASSMENT AMONGST YOUNG PEOPLE IN SCHOOLS: WHAT SCHOOL MANAGEMENT STAFF NEED TO KNOW

Topics of Discussion 1 - What is School Bullying? 2 - Types of Bullying 3A - Formulating Effective Anti-Bullying Policy in Schools (1): Issues to be Aware of 3B - Formulating Effective Anti-Bullying Policy in Schools (2): Consultation and Collaboration with the School Community 3C – Formulating Effective Anti-Bullying Policy in Schools (3): Establishing Measures for Dissemination, Promotion and Evaluation 4A – Formulating Effective Anti-Bullying Strategies in Schools: Countering Strategies (1): Specifying how incidents of alleged bullying behaviour are to be reported, investigated and recorded (1) 4B - Formulating Effective Anti-Bullying Strategies in Schools: Countering Strategies (2): Specifying how incidents of alleged bullying behaviour are to be reported, investigated and recorded (2) 4C - Formulating Effective Anti-Bullying Strategies in Schools (3): Countering Strategies (3): Specifying how incidents of alleged bullying behaviour are to be reported, investigated and recorded (3) 4D - Formulating Effective Anti-Bullying Strategies in Schools (4): Preventative Strategies 5 – Questions and Answers

1 - What is School Bullying? ‘…. the systematic abuse of power’ (Smith and Sharp, 1994). ‘Bullying is long-standing violence, mental or physical, conducted by an individual or a group against an individual who is not able to defend himself or herself in that actual situation’ (Roland, 1989, in Mellor, 1999).

2 - Types of Bullying Direct Bullying  Verbal Bullying  Physical Bullying  Gesture Bullying  Extortion  E-Bullying Indirect Bullying Girls and boys tend to be involved to differing extents in the various types of bullying behaviour. Labelling someone as a ‘bully’ is not helpful. Instead of using the ‘blame / punishment’ approach, we advocate the ‘no blame’ approach: challenging and changing the inappropriate behaviour. Young people who are involved in bullying, aggressive behaviour and harassment as either victims or perpetrators (or in some cases, both), need the help and intervention of both parents and school personnel. Bullying is best viewed as a community issue – don’t focu exclusively on the student-student dyad, but consider also teacher-on-student, student-on- teacher, and parent-on-teacher (etc).

3A – Formulating Effective Anti- Bullying Policy in Schools (1) Issues to be aware of  Who will take the responsibility for the formation and implementation of anti-bullying policy and strategies?  What are the overall goals for the anti-bullying policy?  Should we focus exclusively on bullying, or cover related issues such as aggressive behaviour, harassment, or indiscipline?  Who should this policy serve? Students? Teachers? Everyone?  How can we find practical ways of involving classroom staff, parents and students in the policy formation process?  What are the relevant legal, curricular and policy issues to be aware of?

3B – Formulating Effective Anti- Bullying Policy in Schools (2) Consultation and Collaboration with the School Community  In order for people to feel ownership over a policy directive, they need to have been consulted  To be arranged: classroom staff in-service training; evening talks / open days with parents / community members; classroom work with students  All groups need input on: what bullying is, and the forms it takes; the ‘no blame’ philosophy and approach; conceptualising bullying behaviour as a community issue ideas around investigating, recording, countering and preventing bullying behaviour  Note – these groups will have different levels of knowledge, beliefs, feelings and concerns about bullying behaviour

3C – Formulating Effective Anti- Bullying Policy in Schools (3) Establishing Measures for Dissemination, Promotion and Evaluation  A school should be proud of its pro-active stance against bullying  The written anti-bullying statement should be: Construed as a matter of public record Displayed on school notice boards as a permanent poster Available to all school students in a language they can understand Given to all members of staff, especially new and non- permanent members Given to all parents, especially those ‘new’ to the school Distributed to all relevant groups in the school community Evaluation and review measures should be ‘built in’ – reviews must be made at least annually

4A – Formulating Effective Anti- Bullying Strategies in Schools (1) Countering Strategies (1)  Specifying how incidents of alleged bullying behaviour are to be reported, investigated and recorded (1) Can be enormous social pressure against reporting Co-ordination of anti-bullying countering strategies Talks to the whole student body The essentials of reporting procedures Attend to the person’s safety needs; the victim needs to be safeguarded from future incidents of bullying behaviour, esp. acts of retribution Communicate acceptance of what the person says Listen actively, don’t interpret, record specific grievances (esp. re: concrete events) Consider use of standardised reporting forms

4B – Formulating Effective Anti- Bullying Strategies in Schools (2) Countering Strategies (2)  Specifying how incidents of alleged bullying behaviour are to be reported, investigated and recorded (2) Talks / interviews with those involved in bullying Alleged perpetrators and victims to be interviewed separately Where a gang is involved, interview members separately in the first instance It is advisable to investigate as soon as is possible It is extremely helpful to talk to witnesses to the event An accusatory tone is not helpful: assure alleged perpetrator that his or her side will be heard before a decision is made It is not necessary to tell the alleged perpetrator who has reported the incident – only that the incident has come to the attention of the school authorities, and that bullying behaviour is not tolerated in the school

4C – Formulating Effective Anti- Bullying Strategies in Schools (3) Countering Strategies (3)  Specifying how incidents of alleged bullying behaviour are to be reported, investigated and recorded (3) After investigation, perpetrators of bullying should be informed (in good faith): That his or her behaviour constituted an unambiguous incident of bullying behaviour, and that this contravenes school policy; He or she must refrain from bullying, and the particular forms of bullying behaviour experienced by the victim, in future; That specified sanction, in line with the anti-bullying policy, will be implemented if future instances occur; That acts of retribution against the victim will be dealt with by the severest possible applications of these sanctions  The Role of Parents  Specifying Sanctions for those Involved as Perpetrators Consider use of standardised written behavioural contracts

4D – Formulating Effective Anti- Bullying Strategies in Schools (4) Preventative Strategies  Specifying Support Systems for those Involved Consider use of mediation, mentorship schemes, social skills training, counselling services and:  Classroom Awareness Work with Students Can be promoted to teachers through classroom staff in-service training May include creative work (art, drama, sculpture, etc.), analysis of books and poetry, structured discussion, ‘circle time’, and (esp.) the use of class charters Important to put students’ work on public display Important to students’ input apropos all aspects of school anti- bullying policy and strategy  Peer Mediation and Peer Mentorship and their Role

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