By Yipling C. Sherer and Amanda B. Nickerson A review by Tommy Coleman and Sherry Saunders ANTI-BULLYING PRACTICES IN AMERICAN SCHOOLS: PERSPECTIVES OF SCHOOL PSYCHOLOGISTS

Bullying “… a specific form of aggressive behavior that is characterized by an intention to harm, repeated occurrence, and an imbalance of power between the bully and the victim.” Two types -Aggressive -Indirect

Prevention Strategies System-level interventions School staff and parents Education approaches with students Student involvement Interventions with bullies and victims

Leadership Frames Structural - schedules, increasing supervision Human Resources - training, teaming Political - legal topic, public concern Symbolic - climate/culture, public image

Questions Addressed What anti-bullying strategies are most/least frequently implemented? What anti-bullying strategies do school psychologists perceive as most or least effective? What areas do school psychologists perceive as most in need of improvement? What barriers make improvement difficult?

The Study 213 school psychologists were surveyed about their school’s anti- bullying strategies. 43 anti-bullying strategies were included. Respondents reported on the use of strategies and their opinion of effectiveness. Similar strategies were grouped into 20 reporting areas.

Findings Most frequently used strategies -School staff talk with bullies following incident -Disciplinary consequences -Increase supervision in less structured areas Least frequently used strategies -Peer juries to “try” bullies -Anti-bullying committee -Student peer counseling for victims

Findings Continued - Perceived Most Effective Strategies -School-wide positive behavior support plan -Modified space and schedule for less structured activities -Immediate response to bullying incident - Perceived Least Effective - Avoid contact between bullies and victims -Zero tolerance policy for bullies -Written anti-bullying policy

Strategies Most in Need of Improvement Staff education and training Bullying reporting procedure School-wide positive behavior support plan

Barriers -Priorities focused on other issues - Underestimation of the severity of bullying problems -Lack of trained staff -Quality of available training material

Rigor of the Article The sample was random but small. The results were consistent with other studies noted in the article. 65% of the sample worked in elementary schools. Responses were based on perception. Some respondents endorsed strategies not present in their schools.

Type of Policy Bullying policy is largely regulatory: -Involves rules to govern behavior -Typically are generalized terms applied to large groups -Can imply enforced penalties -Can include licensing requirements

Useful Strategies for Policy Support -Schedule Meetings with Parents -School-Wide Intervention Policy -Increased Supervision -School Assemblies -Teacher In-Service Training -Classroom Interventions -Develop Teaching Modules

Benefits of the Policy Incidences of bullying are reduced Students improve interpersonal relationship skills School safety is enhanced Positive community perception

Unintended Consequences -Over reporting -False reporting -Time consuming -Personnel requirements -Resistance

Implications for School Leaders Examine present practices Measure effectiveness Research Build support Implement changes Re-evaluate

Sources Bolman, L. G., & Deal, T. G (2003). Reframing organizations: Artistry, choice, and leadership. San Francisco: Jossey-Bass. Sherer, Y. C., & Nickerson, A. B. (2010). Anti- bullying practices in American schools: Perspectives of school psychologists. Psychology In The Schools, 47(3), nte-y-Blogs/99156/Extremely-Powerful-Anti- Bullying-Video/ nte-y-Blogs/99156/Extremely-Powerful-Anti- Bullying-Video/

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