A Comparison Of Five Reactive Approaches

Teacher and parent awareness is one of main obstacles in preventing bullying prevention. Teachers and parents do not take bullying as being serious and underestimate the effects it has on children (Cohen, 2008). It is reported that 85% of teachers think they intervene to stop bullying, however only 35% of students feel that teachers do (Cohen, 2008). Many parents and teachers do not have the proper knowledge on what establishes bullying. They see bullying as only being violence and ignore the verbal assaults that are occurring (Cohen, 2008). They do not know the signs to look for and have not been properly trained on how to resolve the issue (Cohen, 2008).

As more and more children go to school, the rates of bullying go up as time goes by. there are many times at which students suffer all the bullying that occurs within their lives. As more schools become aware of the magnitude of the bullying occurring right under their noses, there are rules created to aid the victim. There are various types of bullying and these are created to do one thing, instill superiority among the “stronger” and place a feeling of inferiority. Bullies are the ones who are detrimental to a child’s development.

Issue: If you or your child have ever been a victim of bullying then you know how horrible one can feel. There are many emotions and fears associated with bullying, and no one should have to be subjected to it. Bullying can have a lasting effect not only in one’s present life but their future as well. Bullying is very prominent in schools today, and there has been an increase in school shootings, which is the extreme reaction to being bullied. Children need to consider each other’s feelings before they decide to bully or pick on each other.

These skills and behaviors can be introduced to students in lessons and classroom discussions. Some of the intensive interventions consist of support to both victims and bullies through group therapy and individual counseling. Obtaining parent support for these children is a important component of intervention initiatives. The goals of these programs are to empower adults and children to take the appropriate steps to stop bulling when and where it occurs and to teach children positive behaviors and interpersonal skills. “Effective prevention efforts mobilize a school’s most vital resource- the students- to be a school’s most powerful force in fostering a caring culture in which all students can grow and learn”( Feinberg,2003).

Experts say that the old methods that were once used to help bring down the rate of bullying are now no longer effective because they are out-of-date. Ortiz states, “In the past, administrators often relied on individual conversations, sporadic motivational speakers and other piecemeal attempts focused on telling students not to be mean”. It is quite obvious as to why these methods are now considered to be very elementary and inefficient. As our society advances, our methods of coping with complexities need to advance as well. Luckily, school districts will implement ideas of having more in-depth approaches that stress on the importance of respect and peer-to-peer remediation. Schools all across the United States are taking a stand against bullying by focusing on crucial campaigns that strive on more inclusive approaches such as the “No One Eats Alone” campaign and the “Stop, Walk and Talk

Bullying is bound to happen anywhere at any time but occurs mostly within school limits. Kathleen Winkler defines bulling in her book, Bullying, as “...any kind of ongoing physical or verbal mistreatment, done with the intent to harm, where there is an imbalance of power between bully and victim” (Winkler 14). Bullying has an extremely important impact on one’s everyday life and can affect their life negatively getting to the point where they can no longer take the blow. To try and prevent bullying from taking place in schools, one needs to know how bullying effects a person, what the role of each person involved in the situation is, and have knowledge of specific methods on how to prevent it. Bullying in schools is a serious problem and a handful of school do their part to prevent it; others, not as much, which means there is room for improvements.

Bullying is an undesirable form of aggression that is mostly seen in kids of school ages in which one of the parties is less powerful. The aggressive behavior is normally repeated over a period of time. It has the power to have devastating, lasting problems. The purpose of this article is to provide a coherent analysis of the most recent research on bullying and to address the issues that still exist even when school-based programs have been implemented in schools since the 1980s.

One of the easiest ways in order to eliminate the frequency of bullying would be to implement very strong anti-bullying programs in schools, this is the place where many children spend most of their days aside from home, these programs should be effective on a various amount of cases. Michael Morrow did research on elementary school anti-bullying programs and wrote the article “Consultation in Bullying Prevention: An Elementary School Case Study.” This article looked at the various research that has been done on anti-bullying programs and the papers that have been written about it. “Multiple prevention programs have been developed and utilized around the world to address bullying in schools and many employ a schoolwide or whole-community approach. While these programs share similar features, they also vary in numerous ways, most notably in their specific components” (Morrow, 2015, p. 87). There are programs that are implemented that may

The Method of Shared Concern and the Support Group Approach are two similar school preventions that have had success. The Method of Shared Concern focuses on children being bullied and acting as bullies. The children being bullied can share their experiences in a comfortable and safe environment while the children who act as bullies are encouraged to recognize the suffering that they have inflicted upon their victims. Similar is the Support Group Approach, which focuses on bystanders and children involved in bullying. The purpose of this group is to work together to examine and determine a solution to end the victimization of an individual. A progress report, conducted within two years, concluded that almost 80 percent had immediate success and 14 percent had later success (Smith, Ananiadou, and Cowie 592). By using supportive approaches such as these, bullying can be reduced, and the effects of bullying limited. Criminal behavior, for instance, can be reduced by allowing students to express feelings and emotions, thus, preventing violent

Article overview: In their article, "School Leadership And Counselors Working Together To Address Bullying" (Austin, Reynolds, Barnes, 2012), argues that school policies concerning bullying must be implemented by school administration in order to eliminate the effects that bullying has on students in a learning environment. Since school counselors have the professional skills and knowledge developed from their college training, they should apply these skills by taking a leadership role in implementing intervention bullying programs, and work together with school administrators, teachers,

One of every five students is bullied each year (Bullying Basics,2017). Knowing that the problem of bullying is a large possibility in their classrooms, administrators’ and teachers’ main goal must be to offer a safe classroom and a positive, supportive learning environment to their students. If they work together to reach this goal, bullying can be

The Method of Shared Concern is a non-punitive method of dealing with bully/victim incidents aimed at empowering students who have contributed to the bullying or become aware of the bullying to act so as to resolve the problem. It involves a multistage process, beginning with individual interviews leading on to group meetings. It is assumed that the bullying is strongly influenced by the relationships the students have with each other. According to Pikas, the originator of the Method, this intervention process can cause a shift in the group dynamics, and provide an environment in which the parties may engage in a negotiation process to bring about a peaceful and sustainable outcome.

Bullying is a big issue in the world these days. It is our job as teachers to address this issue in our classroom and teach children that bullying is not ok.

School bullying and bullying as a whole has become a growing concern. The need for more intervention is more recognized, as incidents of bullying and inappropriate acts towards others occur in places outside of the classroom. This literature takes a closer look at bullying in schools. Olwesus (2013) states “the field of bullying research is to some extent plagued by problems, disagreements, and unresolved issues” (p.752). Whether if anyone will agree on the root of bullying, the fact remains that bullying has to be examined at its very core to remedy the matter before it becomes a bigger concern. There is a dire need for intervention based programs to be set in place to address the fact the act of bullying has lasting effects on the bully and the victim. When intervention programs are put into place to address bullying, the act of bullying decreases due to the gained understanding of the effects.

It is only in the recent years that attention has turned toward the widespread problem of bullying, especially in schools, and that bullying is identified as a serious problem that merits intervention and research (Coy). Therefore, relatively little effort has been made to overcome or address the problem, which still remains a widespread social vice. This paper purports to illustrate how, despite efforts made to rectify the situation, bullying still remains rampant, and is getting worse.