Bullying Prevention Programs

Source: McNamee, Abigail, and Mia Mercurio. "School-Wide Intervention in the Childhood Bullying Triangle." Childhood Education 5(2008):370. eLibrary. Web. 02 Feb. 2016.

Bullying among school-aged children is regarded as a widespread problem in the United States and there is no one-size-fits-all solution to the problem. According to the National Center for Educational Statistics (NCES), over one third of students in elementary and middle schools are impacted by bullying (Klein, 2012). Bullying is defined as “unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time” (Klein,2012). Studies show that the consequences of bullying not only include students who are bullied, but the effects extend to those who bully and

Bullying has engrained in American society since the country’s founding. Bred from a capitalistic economy and competitive social hierarchy, bullying has remained a relevant issue through the years. School age children are learning skills and lessons from their teachers as well as through peer interactions. Although schools are great tools that children benefit from, there are some bad experiences, such as bullying, that may negatively affect and remain with these children for the rest of their lives. Some

The final article that I have chosen in discussing the topic of bullying in American Schools speaks on preventing bullying through positive behavioral interventions. The article addresses how bullying continues to be a growing public health concern in schools across the United States. It addresses how there are considerable gaps in the American understanding of effective approaches for addressing this seemingly intractable issue. It is important that we do not ignore the fact that bullying is a dangerous act that affects young individuals on a daily basis and there needs to be some form of action towards helping others that are experiencing any form of bullying. Through this article, it applies a public health approach to addressing bullying through the multitiered positive behavioral interventions and supports framework.

What is bullying? Is it when someone singles you out because of how you look? When a bigger person throws you against the lockers? When a group of kids makes fun of you? Turns out, it’s all of these, and numbers are rising fast. In recent years, the effects of bullying have been studied, and researchers have found bullying can cause depression, anxiety, alcohol and drug abuse, and suicide. Bullying is a global problem and happens all around us every day. Even though bullying is a problem, there are solutions that can help.

“You may have noticed that this years’ trendy trauma is bullying, which replaces last years’ obesity.” (Nachman, 2011). In his article Gerald Nachman recounts how years ago it was a part of being a kid in school to be teased at some point and it made you a stronger person to come through school surviving the process. There has been an increase in the sensational media coverage of violence attributed to bullying. Almost weekly, there are headline news items concerning acts of violence committed on school grounds, which involve shootings of innocent students by disgruntled gunmen. The underlying cause is portrayed to be a result of some sort of bullying at

Concentrated media attention to mass school shootings also shed the light at the bigger picture of students feeling unsafe and unprotected at schools. The research revealed that about 40 percent of the students go through humiliation or bullying in their school years despite school administration efforts to council bullies and victims (Dewey, 2013). Therefore there is a high demand for the anti-bullying program. Olweus Bullying Prevention Program (OBPP) is one of them and focused on creating anti-bullying support, which includes: work and counseling bullies; psychological support and coaching for the victims; special seminars and coaching for the teachers; education for the school administration; community events addressing the issue.

Cunningham and Whitten (2007) discussed the Olweus Bullying Prevention Program, a whole-school prevention program widely implemented and researched. Encompassing the whole school, the program contains school-wide, classroom, and individualized components. The program’s objectives include increasing awareness and problem assessment, environmental/ school climate strategies, classroom-focused strategies, and individual interventions. Extensive research indicates positive results in decreasing bullying and victimization. The authors also mention the importance of program monitoring and assessment to ensure thorough and comprehensive implementation. Comprehensive approaches, like the Olweus Bullying Prevention Program, are foundational to ensuring the protection and safety of students to facilitate academic, social, and career development.

Again, the basic message should be that bullying is not tolerated in the school and that it must stop.” Once bullying is not tolerated in a school, the school atmosphere would change upon all the students because they know that there is not acceptable to bully their peers and would know the consequences. For parents we would see their involvement in this matter because once the bully or the victim has been identified then the school faculty or teacher will notify the parent and have a meeting about resolving the bullying issue. Olweus (1997) talked about developing clear rules against bullying and he said “These include rules such as "We shall not bully other students"; "We shall try to help students who are bullied"; "We shall make it a point to include students who become easily left

Bullying is a typical common topic among schools. What has changed is the academic perception of bullying. What was once seen as a common process of growth for students is now seen as a detrimental process that can have lasting negative effects on all parties involved. This essay briefly examines the history of research on the effects of bullying, it then identifies the current state of research as well as public perception. I conclude with intervention strategies that are suggested with this context in mind.

It is no secret that children begin to absorb what they are presented with very early on in their childhood. Any form of abuse during the elementary school years can be particularly harmful to a child’s confidence and outlook on life because it is when they are learning and growing their social circles the most. This is a serious matter and can result in the dropping of grades, long-term withdrawal from relationships and self hatred. The question we are presented with here is “What can be done to mitigate bullying in elementary schools?” There are a number of things that can be done to reduce the social problem of bullying early on, but to do this we need to be

For over the last decade, bullying has quickly become a serious problem in schools worldwide. From the United States to China, bullying has become a disease that has spread throughout the education system. From Primary to the Secondary level, bullying has turned teenagers into afraid, uncertain, worried, and depressed young individuals. In 2012, one in three Canadian students reported that they had experienced bullying in their life (Government of Canada, 2012). In the United States, one in four high school students indicated that they had been bullied at least once in their life. (Cidade, Lessne, 2015). The core of the problem is that when schools are not successful in preventing bullying, they become very toxic learning environments for students. Therefore, asking the question on whether the psychological implications of bullying have a strong effect a student 's ability to be successful academically could be important in combating this epidemic.

A common occurrence for many attending schools for what has been a considerably long amount of time is bullying, a venomous word associated with anguish and misery. It is quite unnerving when considering the vast amount of negatively that occurs in our network of school systems. For the most part, many people, both students and teachers, try their best to put an end to this problem, but it always has the ability to stick around and haunt yet more and more students. There are many preventative measures to end this plague, and there are fortunately many ways to initiate these methods to get rid of bullies.

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.