Building Capacity to Reduce Bullying Workshop in Brief (2014) / Chapter Skim
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Building Capacity to Reduce Bullying - Workshop in Brief
Building Capacity to Reduce Bullying - Workshop in Brief
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Susan Limber, the Dan Olweus Distinguished Professor at the Institute on Family and Neighborhood Life at Clemson University, noted that although prevalence rates vary with the time frame examined, the measurement approach used, and the informant and geographic location studied, more than 10 percent of children report being bullied two to three times per month or more, and 20 to 30 percent report being bullied in the past year. Bullying is preventable.
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Dorothy Espelage, Edward William Gutgsell and Jane Marr Gutgsell Endowed Professor in the Department of Educational Psychology at the University of Illinois, Urbana-Champaign, added that bullying others was associated with later sexual harassment of others among middle school students, as well as dating violence during early adolescence. "Bullying is a community event, and it takes a community to deal with it." That's what Mike Donlin, program supervisor for the School Safety Center of the Office of the Washington State Superintendent of Public Instruction, said of his experience working on bullying prevention in districts and schools with families and parents.
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Contexts for Prevention and Intervention Interventions to prevent bullying can adopt many different strategies and occur in many different contexts, reflecting the complex and multifaceted nature of bullying. Schools Research has identified several key elements of effective bullying prevention programs, noted Catherine Bradshaw, professor at the University of Virginia's Curry School of Education, including the use of parent training activities, meetings, and information; high levels of playground supervision; the use of consistent disciplinary methods; classroom management strategies; classroom and school-wide rules related to bullying; training of teachers (including aspects of that training and the amount of time and intensity of training)
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Michele Ybarra, president and research director of the Center for Innovative Public Health Research, described several text-messaging-based prevention programs in other areas that could be applied to bullying prevention, including an HIV prevention program for adolescents in Uganda and a smoking cessation program in Turkey and the United States. Both have yielded public health benefits and could be adapted to provide useful tools as part of an overall approach to bullying prevention, she said.
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Individual interventions using cognitive behavioral therapies, cognitive behavioral skills building, social-skills building, and social problem-solving training would be more effective and cost beneficial, he said. Laws and Public Policies Though virtually all of the states have anti-bullying laws, little is known about the extent to which these laws and policies actually decrease bullying behaviors, said Mark Hatzenbuehler, assistant professor of sociomedical sciences at Columbia University's Mailman School of Public Health.
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School Personnel Perspectives A particularly intriguing aspect of the workshop was a set of concluding panels in which school personnel and students reflected on the main messages they heard in the workshop, on topics or participants missing from the discussion, and on possible directions for future discussion and action. Creating social norms for peer groups within the schoolhouse is extremely important, said William Myers, principal at South River High School in Anne Arundel County, Maryland, but schools exist within a much broader context.
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He also urged that schools teach children beginning in elementary school to empathize with others to prevent bullying. Finally, Shaw, the New York City high school senior, emphasized the importance of examples set by teachers, administrators, and student leaders.
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Rivara (Chair) , Seattle Children's Guild Endowed Chair in Pediatrics, Professor of Pediatrics, University of Washington School of Medicine; Catherine Bradshaw, Professor, Associate Dean for Research and Faculty Development, Curry School of Education, University of Virginia; Nina Fredland, Associate Professor, Texas Woman's University College of Nursing; Nancy Guerra, Professor of Psychology, Associate Provost for International Programs and Director, University of Delaware; Denise Gottfredson, Professor at the University of Maryland Department of Criminal Justice and Criminology; Megan A
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