Oct 13, · the impact of bullying prevention programs, a systematic review was conducted for this project to identify which programs have been found to be successful. A total of reports concerned with bullying prevention were found, and 33 were assessed for eligibility. Of these reports, fifteen were included in this review. All articles from Author: Ashley R. Lanigan A Literature Review of Bullying Characteristics and a Model Anti-bullying Program Abstract Bullying has quickly become a major issue in schools today. Bullying does not only impact the bullied, but also impacts the bully and individuals who observe the bullying (Coloroso, ). The bully, bullied, and bystander can each suffer from an array of Analysis Of How To Handle A Bully By Kathiann Kowalski. Words | 1 Pages. In “How to Handle a Bully,” by Kathiann Kowalski, an experienced journalist, Kowalski reports the different strategies to stop bullying. She informs that bullying is at its peak in the late teenage years, but can start in an early age
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Enter the email address you signed up with and we'll email you a reset link. Need an account? Click here to sign up. Download Free PDF. Literature Review on Bullying. Jerico Funcion. Download PDF Download Full Bullying prevention literature review Package This paper. A short summary of this paper. Frank J. Bolaños, Chair Dr. Robert B. Ingram, Vice Chair Mr. Agustin J. Barrera Ms. Evelyn Langlieb Greer Ms.
Perla Tabares Hantman Dr. Martin Karp Ms. Ana Rivas Logan Dr. Marta Pérez Dr. Solomon C. Stinson Dr. Rudolph F. Once thought of as a rite of passage or harmless behavior that helps build character, bullying is now known to have long-term academic, physical, and emotional effects on both the victim and the bully.
The bullying prevention literature review of the bully is to gain power bullying prevention literature review and dominate other individuals. There are three forms of bullying: physical including hitting, kicking, spitting, pushing, stealing, and destruction of propertyverbal such as taunting, bullying prevention literature review, malicious teasing, name calling, and making threatsand psychological including spreading rumors, manipulating social relationships, exclusion from a peer group, extortion, and intimidation Cohn and Canter, ; Office of Juvenile Justice and Delinquency Prevention, ; Koki, ; National Resource Center for Safe Schools, Bullying has two key components: physical or psychological intimidation occurring repeatedly over time and an imbalance of power.
Department of Justice, ; Northwest Regional Educational Laboratory, ; Olweus, FACTS ABOUT BULLYING Bullying is the most common form of violence in our society, bullying prevention literature review. Studies have found that approximately 30 percent of students in grades are involved in bullying, as a perpetrator, victim, or both Fight Crime: Invest in Kids, ; Harris and Willoughby, bullying prevention literature review, ; Cohn and Canter, ; Bowman, ; Northwest Regional Educational Laboratory, Eight percent of students say they are victimized at least once a week Northwest Regional Educational Laboratory, Bullying tends to increase through the elementary grades, peak in middle school, and drop off by grades 11 and 12 Northwest Regional Educational Laboratory, ; Olweus, The most common form of bullying is verbal abuse and harassment, followed by social isolation and derogatory comments about physical appearance Shellard, At the elementary grades, bullying is more likely to involve physical aggression, but is also characterized by teasing, intimidation, and social exclusion Banks, Bullying often bullying prevention literature review in areas with less adult supervision hallways, locker rooms, restrooms, cafeterias, and bus stopsalthough the classroom is not immune Shellard, Both boys and girls are involved in bullying.
Most research indicates that boys are more likely to be both bullies and victims Cohn and Canter, ; Nansel et al. The Indicators of School Crime and Safety: report found no significant difference in the percent of males and females that reported being bullied 8 percent of males versus 7 percent of females DeVoe et al. Bullying by boys uses more physical aggression, while bullying by girls is often more subtle and takes the form of teasing and social exclusion.
Girls are more likely to bully other girls and boys tend to bully both boys and girls Nansel et al. Few differences were found in involvement in bullying by race or bullying prevention literature review. The Indicators of School Crime and Safety: report found that white students were slightly more likely than Hispanic and Black students to report being bullied 8 percent of white students bullying prevention literature review 6 percent each of Hispanic and Black students and that rural students were more likely than urban or suburban students to report being bullied 10 percent of rural students versus 7 percent each of urban and suburban students DeVoe, bullying prevention literature review, They believe they are superior to other students, or blame others for being weak or different.
Bullies frequently fight with others as a way to assert dominance and may also enlist friends to bully for them Northwest Regional Educational Laboratory, Bullies exhibit aggressive behavior toward their peers and often toward adults. They tend to have positive attitudes toward violence, are impulsive, like to dominate others, have little empathy with their victims, and unusually low levels of anxiety or insecurity.
They may desire power and control and get satisfaction from inflicting suffering. Despite common perceptions of bullies, they generally have average to high levels of self-esteem, may be popular with both teachers and classmates, and may also do well in school Shellard, ; Northwest Regional Educational Laboratory, ; Olweus, Some peer groups support, or even promote, bullying Cohn and Canter, ; Shellard, Most bullying behavior develops in response to multiple factors at bullying prevention literature review, school, and within the peer group.
The frequency and severity of bullying is related to a lack of adult supervision received by a child in the home. Studies indicate that bullies often come from homes where physical punishment is used, where children are taught to strike back physically as a way to handle problems, and where parental involvement and warmth are lacking Cohn and Canter, The only physical characteristic that makes children more likely to be bullied is below average physical size and strength.
Most victims are passive and tend to be more anxious, insecure, cautious, quiet, and sensitive. They often appear weak or easily dominated Shellard, bullying prevention literature review, ; Banks, ; Kreidler, Consequently, bullies target those who appear physically or emotionally weak.
Studies show victims have a higher prevalence of overprotective parents or school personnel. As a result, they often fail to develop their own coping skills, bullying prevention literature review. They long for approval; even after bullying, some continue to make ineffective attempts to interact with their victimizer Cohn and Canter, Victims have few or no close friends at school and are socially isolated.
They may try to stay close to teachers or other adults during breaks, avoid restrooms and other isolated areas, or make excuses to stay home from school as much as possible Northwest Regional Educational Laboratory, ; Olweus, EFFECTS OF BULLYING Bullying can have long-term academic, physical, and emotion consequences on bullies, their victims, and bystanders. Victims often have difficulty concentrating on their schoolwork and may experience a decline in academic performance, bullying prevention literature review.
They have higher than normal absenteeism and dropout rates and may show signs of loneliness. They have trouble making social and emotional adjustments, difficulty making friends, and poor relationships with classmates. The impact of frequent bullying can accompany victims into adulthood, where they appear to be at greater risk of depression and other mental health problems Shellard, ; Office of Juvenile Justice and Delinquency Prevention, bullying prevention literature review, Twenty-two percent of grades students and 14 percent of grades students report having difficulties they attribute to mistreatment by their bullying prevention literature review and 10 percent of students who dropped out of school say they did so because of bullying Weinhold and Weinhold, ; Hoover and Oliver, Bullies also experience negative consequences.
They are often less popular when they get to high school, have few friends, and are more likely to engage in criminal activity. Bullying behavior has also been linked to other forms of antisocial behavior, such as vandalism, shoplifting, skipping and dropping out of school, fighting, and drug and alcohol use Office of Juvenile Justice and Delinquency Prevention, A strong correlation has been found between bullying other students during school years and experiencing legal or criminal troubles as adults.
Olweus found that 60 percent of boys characterized as bullies in grades had at least one criminal conviction by age 24, compared to 23 percent of boys not characterized as bullies.
Forty percent of boy bullies, compared to 10 percent of boys not classified as bullies, had three or more convictions by age 24 Olweus et al. As adults, bullies have increased rates of substance abuse, domestic violence, bullying prevention literature review, and other violent crime Ballard et al. They were also more likely to have been in a fight where they sustained an injury serious enough to require treatment by a nurse or doctor 46 percent versus 16 percent Nansel et al.
Bullying also has an effect on bystanders, bullying prevention literature review. Those who witness bullying are more likely to exhibit increased depression, anxiety, anger, posttraumatic stress, alcohol use, and low grades Shellard, With the incidence of school site bullying prevention literature review showing no signs of decline and the negative consequences of bullying on victims, bullies themselves, and bystanders well documented, schools are struggling to implement effective bullying prevention programs.
The need for these programs is further illustrated by research bullying prevention literature review points to a lack of communication between students and staff regarding bullying bullying prevention literature review. Harris and Willoughby found that only four percent of students told a teacher or school administrator when they had been bullied and only 25 percent of students perceived administrators as interested in stopping bullying.
In both studies, however, most staff reported that they regarded all forms of bullying as harmful. Olweus Bullying Prevention Program The Olweus Bullying Prevention Program, developed and refined in Norway in the s, is still the best known initiative for reducing bullying U. Department of Health and Human Services, ; American Federation of Teachers, ; Starr, ; Olweus and Limber, The program is designed to raise awareness, improve peer relations, intervene to stop intimidation, develop clear rules against bullying behavior, and support and protect victims.
School staff, teachers, parents, members of the community, bullies, victims, and the silent majority of students are all involved in the program. Supervision of students is increased during breaks, and school wide assemblies are conducted to discuss bullying issues.
A conference is held to educate teachers, administrators, students, bullying prevention literature review, parents, and community members about bullying, response strategies, and available resources. Teachers receive additional training on how to implement the program. A coordinating committee is formed to manage the program, typically comprised of an administrator, teacher from each grade level, guidance counselor, psychologist, and parent and student representatives. Bullying prevention literature review meetings and discussions about bullying issues take place at regularly scheduled staff meetings and between parents and school staff.
Teachers introduce and enforce classroom rules against bullying, hold regular classroom meetings with students to discuss bullying, and meet with parents to encourage their participation. There are immediate consequences for aggressive behavior and immediate rewards for inclusive behavior. School staff intervene with bullies, victims, and their parents to stop bullying through role-playing activities and serious discussions. Evaluations have found the program to be highly effective at the elementary and middle school levels, bullying prevention literature review, with bullying dropping by 50 percent or more during the first two years of program implementation although most applications of the program achieve improvements in the 20 to 30 percent range.
The program has been shown to improve school climate and lead to a decrease in the rate of antisocial behavior.
Bullying Prevention Program For Elementary Students
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test theories of how anti-bullying programs can work. That being said, a review of childhood bullying literature by Liu and Graves () resulted in the identification of four major frameworks for understanding bullying and its predictors. While other Literature Review of School Bullying 3 ten to fifteen years that researchers in North America have been actively studying the causes that lead to bullying, the long and short term effects it has on students, and how schools and communities can effectively reduce incidents from occurring as well as intervening and supporting students when it blogger.com Size: KB A Literature Review of Bullying Characteristics and a Model Anti-bullying Program Abstract Bullying has quickly become a major issue in schools today. Bullying does not only impact the bullied, but also impacts the bully and individuals who observe the bullying (Coloroso, ). The bully, bullied, and bystander can each suffer from an array of
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