School Anti-Bullying Programs Ineffective: Article Analysis

The topic of bullies is one that has concerned parents and schools for almost as long as schools have been around, but the real question is who should dispense with this serious dilemma of our children getting harassed the school or the parents? It is time for schools to step up to the bat and dispense of this serious problem of our children getting tormented in and out of class by other pupil. It is time for schools to step up to the bat and dispense of this serious problem of our children getting tormented in and out of class by other pupil. Learning institutes should be cutting the problem of bullying down from the roots instead of deserting it and letting this mess appear into the bullied child’s personal live at home. Not letting the

One important cause for the state or federal government to put laws in school to prevent bullying is make children safer in school. Temkin (2003) writes about the intention of the Senator Bob Casey want to introduce the Safe Schools Improvement Act. The time to pass this bill is now for making children feel safe and empowered in school. The U.S Department of Education showed that shown to be effective in reducing bullying. It is known that the horrible effects child abuse can have on a child’s current and future well

To expect greatness in any field of life, it all starts from a place of quality education and that's what America has constantly strived for. School is the place where everyone is given equal opportunity to learn and shape himself or herself into contributing members of society. At the same time each individual’s academic success defines what it means to have a good life. Unfortunately, schools face lots of problems trying to do the right thing. Among major challenges that schools face, bullying has a strong attribution to the poor academic experience among student victims. Today, students still risk being bullied everyday. This paper studies bullying in secondary school with

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 in the United States has become epidemic, but some schools are resistant to instill anti-bullying programs, because they fear the program will be ineffective. The article, Creating An Anti-Bullying Culture In Secondary Schools: Characterists to Consider When Constructing Appropriate Anti-Bullying Programs, researchers Joseph R. Jones, and Sharon Murphy Augustine address the issue of bullying head on. Research indicates that students who are from a low socioeconomic background, students who are racially diverse, students who have a learning disability, and student’s sexual orientation has the largest effect on bullying rates in the United States (Jones &Augustine, pp. 74-76). In a recent survey, twenty five percent of students reported that they are bullied on a daily basis and that cyber bullying is at an all time high (Jones &Augustine, p. 74). Due to the increased rates of bullying, there is an increase on teen suicide and school shootings. (Jones

When discussing our prevention project my group thought that we should look for other effective bullying programs and see how they achieved success. That is when I came across and article on the Great Schools website. This article explained that a group from the University of Kansas was looking in to implementing an anti-bullying program at the local elementary schools. The program, KiVa, was very successful in Finland and these college students wanted to see if it would work in schools here in the United States. The article only explained that they planned to implement this program and did not provide any follow up on if it was implemented and if it was successful. While the article was, short and didn't give a lot of information to go on, it did give me a starting point to look for the research on the KiVa program to see if

The July 23,2010 New York Times article “There’s Only One Way to Stop a Bully” by Susan Engel and Marlene Sandstrom (2010), reveals that laws do not stop bullying, only teaching the values of human life can make a difference . In Massachusetts, a recent state law is about anti-bullying. According to Engel and Sandstorm (2010), “schools are required to institute anti-bullying curriculum, investigate acts of bullying and report the most serious cases to law enforcement officers”. Research shows Children have been always been mean to one another. The desire and ability to protect and tolerate are not natural instinct in children.

This study was designed to address the few existing evaluations of anti-bullying program effectiveness following the mandate of No Child Left Behind to address bullying in public schools within the United States. The targeted prevention program in this particular study was known as Bullyproof. Moreover, this study focused on three hypotheses including the prediction that, after Bullyproof was implemented, the occurrence of bullying (as reported via observation) would decline, there would be an increase in attitudes against bullying and feelings of being responsible for bullying, and attitudes in favor of bullying would decline.

One limitation of incorporating high intervention programs in school systems are lack of funding for intervention programs. Ttofi and Farrington (2012) asserts a great deal of money and energy has been invested in intervention efforts aiming to reduce school bullying. (Ttofi and Farrington, 2012, p.444)

Some people in this world consider bullying a normal and a regular thing that kids go through however; according to NoBullying.com, "7 percent of students in the United States have attempted to commit suicide because they have been bullied." Is that normal too? The society that we live in sometimes tries to cover or look the other way when it comes to the topic of bullying however this needs to change quickly. A solution must be found that could help prevent bullying and make every student feel safe and happy.

All across the United States children in schools are going through an unescapable problem presented as bullying found in elementary, middle, and high schools. This issue can affect everyone, those who are bullied, those who bully, and those who witness bullying. School bullying can be taken in two different ways direct and indirect; including name-calling, teasing, malicious rumor spreading, and physical violence. Once thought of a normal part of growing up is now recognized as a serious problem that must be stop at an early age. Among all age groups children between 7 and 12 most often are the main target. Sadly most every kid experiences bullying and as children mature the types of bullies tends to change into more physical aggression. In order to reduce bullying knowing the signs such as torn cloths, missing possessions, requests for extra lunch money, dropping grades, and refusing to go to school can all be indications that a child is being bullied. To prevent children from being harmed by school bullying, professional educators and parents have a duty to understand the complexity of bullying in U.S. schools and take action. Besides disrupting classroom activities, school bullying generally harms children 's ability to learn at school, and has been shown to contribute to truancy and dropout rates. As I look at resources pertaining to this issue the only way to improve bullying is to successfully use a method to form a bullying prevention program. The planning model that

Anti-bullying strategies used by school are not successful because there always bullying in schools due to responsibility. Each day in U.S. thousands of childrens from K-12 grades leave the comfort of their home to attend school based program, and each day unfortunately, thousand of students are ridiculed, teased or bullied during a typical school day while trying to gain education they so rightfully deserve (Bukowski 1). This shows that students due bullying

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.

In Introduction to Psychology we watched the powerful documentary “Bully” directed by Lee Hirsch. In this 2011 documentary it examined five different bullying scenarios and how the constant -everyday- bullying shaped their lives. Bullying has been an ongoing issue; an issue that cannot seem to be resolved. Although this has been an escalating subject it seems as though bullying is still oblivious to many people despite age, gender, ethnicity, and line of work. As revealed in the documentary, bullying effects the lives of many students. These students are mocked, physically and verbally abused, made fun of. Regardless of tangible evidence, school faculty and staff still cannot believe bullying is happening in their schools. This however,

Initially we thought we were going to be able to conduct an evaluation, but with lack of time, we realized that was no longer feasible. Instead, we decided to take the idea of focusing on the evaluation tools and develop an evaluation how-to of Rachel’s challenge. Our goal was to have a manual to present to UVMC and allow them to continue the evaluation further with our guided manual. During our evaluation of Rachel’s Challenge, it became a concern to us that this program wasn’t really a bullying prevention program, but more a program focused on character building. After a lack of communication between the UVMC and Rachel’s Challenge connections we decided to shift our focus. We still wanted our final product to be a manual, but decided to focus on presenting it to a broader audience. What we went forward with was developing a how-to manual for evaluating an anti-bullying program. As I had already done some background research, getting started went smoothly.