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Gayle Cole

Educational Leadership:Promoting Respectful Schools:Bullying-And the Power of Peers - 0 views

www.ascd.org/...%94And-the-Power-of-Peers.aspx

bullying

shared by Gayle Cole on 18 May 13 - No Cached
  • In a disturbing number of cases, aggressive boys harass girls (Berger & Rodkin, 2009; Rodkin & Berger, 2008; Veenstra et al., 2007). Sixty percent of 5th to 7th grade girls whom Olweus (1993) reported as being harassed said that they were bullied by boys
  • A colleague and I have referred to socially connected bullies as "hidden in plain sight" (Rodkin & Karimpour, 2008) because they are more socially prominent than marginalized bullies, yet less likely to be recognized as bullies or at risk. Because socially connected bullies affiliate with a wide variety of peers, there is an unhealthy potential for widespread acceptance of bullying in some classrooms and schools. This is what Debra Pepler and colleagues call the theater of bullying (Pepler, Craig, & O'Connell, 2010), which encompasses not only the bully-victim dyad, but also children who encourage and reinforce bullies (or become bullies themselves); others who silently witness harassment and abuse; and still others who intervene to support children being harassed (see also Salmivalli et al., 2010).
  • One good friend can make a crucial difference to children who are harassed. Victims who are friends with a nonvictimized peer are less likely to internalize problems as a result of the victimization—for example, being sad, depressed, or anxious
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  • . Peers who do intervene in bullying can make a real difference. These defenders may be successful in more than 50 percent of such attempts, but unfortunately they stand up in fewer than 20 percent of bullying incidents
  • Victimization was lowest in groups with a democratic atmosphere, where relationships with group leaders were more egalitarian and cohesive.
  • interventions that involve peers, such as using students as peer mediators or engaging bystanders to disapprove of bullying and support victims of harassment, were associated with increases in victimization!
  • Some of the most innovative, intensive, grassroots uses of peer relationships to reduce bullying, such as the You Have the Power! program in Montgomery County, Maryland, have not been scientifically evaluated. The final verdict awaits on some promising programs that take advantage of peer relationships to combat bullying, such as the Finnish program KiVa (Salmivalli et al., 2010), which has a strong emphasis on influencing onlookers to support the victim rather than encourage the bully, and the Steps to Respect program (Frey et al., 2010), which works at the elementary school level.
  • . A strong step educators could take would be to periodically ask students about bullying and their social relationships. (See "What Teachers Can Do")
  • Consider what bullying accomplishes for a bully. Does the bully want to gain status? Does the bully use aggression to control others?
  • School staff members vary widely in their knowledge of students' relationships and tend to undere
  • Antibullying interventions can be successful, but there are significant caveats.1  Some bullies would benefit from services that go beyond bullying-reduction programs. Some programs work well in Europe, but not as well in the United States.2  Most antibullying programs have not been rigorously evaluated, so be an informed consumer when investigating claims of success. Even with a well-developed antibullying curriculum, understanding students' relationships at your school is crucial.
  • Implement an intellectually challenging character education or socioemotional learning curriculum. Teach students how to achieve their goals by being assertive rather than aggressive. Always resolve conflicts with civility among and between staff and students. Involve families.
Gayle Cole

Psychologist Offers Insight on Bullying and How to Prevent It - 0 views

www.apa.org/...prevent-bullying.aspx

bullying

shared by Gayle Cole on 08 Oct 14 - No Cached
  • October is National Bullying Prevention Month, an annual campaign launched in 2006 by the Parent Advocacy Coalition for Educational Rights to raise awareness of and prevent bullying. Bullying is aggressive, repeated and intentional behavior designed to show an imbalance of power.
  • In elementary school, children who bully others often have difficulty regulating their emotions and do so in reaction to peer rejection or peer exclusion.
  • To prevent youth bullying, prevention efforts must teach children and adolescents individual emotion regulation skills, how to foster peer acceptance and ways to counter any detrimental effects of exposure to violence in their homes and communities. We must recognize that schools play a critical role in reducing these behaviors.
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  • Research published in the September issue of APA’s School Psychology Quarterly found that bullying and peer victimization can be reduced through programs and approaches that focus on improving school climate.  
  • “A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more students.” More recent definitions emphasize observable or non-observable aggressive behaviors, the repetitive nature of these behaviors, and the imbalance of power between the individual or group perpetrator and the victim.
  • An imbalance of power exists when the perpetrator or group of perpetrators has more physical, social or intellectual power than the victim.
  • Educators and scholars should also comply with clear and accepted distinctions of “bullying,” “aggression” and “harassment.”
  • Only when we create safe spaces for youth who engage in these behaviors to learn more prosocial ways of managing conflicts among peers and at the same time create school environments that are not tolerant of mean and cruel behavior will we witness reductions in bullying. This problem is bigger than an individual child or adolescent who engages in bullying.
Jill Bergeron

Punitive Damages - 0 views

www.alfiekohn.org/...punishment.htm

parenting punishment consequences

shared by Jill Bergeron on 26 Mar 15 - No Cached
  • Punishment proved to be counterproductive regardless of whether the parents were using it to stop aggression, excessive dependence, bed-wetting, or something else.  The researchers consistently found that punishment was “ineffectual over the long term as a technique for eliminating the kind of behavior toward which it is directed.”
  • parents who “punish[ed] rule-breaking behavior in their children at home often had children who demonstrated higher levels of rule-breaking when away from home.”[3]
  • Hitting children clearly “teaches them a lesson” – and the lesson is that you can get your way with people who are weaker than you are by hurting them. 
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  • Announcing how we plan to punish children (“Remember:  if you do x, then I’ll do y to you”) may salve our conscience because we gave them fair warning, but all we’ve really done is threaten them.
  • This communicates a message of distrust (“I don’t think you’ll do the right thing without the fear of punishment”), leads kids to think of themselves as complying for extrinsic reasons, and emphasizes their powerlessness.
  • Sometimes parents are advised to use a time-out instead of spanking their kids -- as though these were the only two options available.  The reality, as we saw in an earlier chapter, is that both of these tactics are punitive.  They differ only with respect to whether children will be made to suffer by physical or emotional means. 
  • “When you stand by and let bad things happen, your child experiences the twin disappointments that something went wrong and you did not seem to care enough about her to lift a finger to help prevent the mishap.  The ‘natural consequences’ approach is really a form of punishment.”[7]
  • Jill Bergeron on 26 Mar 15
     
    This book excerpt puts an interesting spin on punishing children.
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