Bullying at School E-Book

Dan Olweus

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Serie: Understanding Children's Worlds
• Sprache: Englisch

Seitenzahl: 171

Veröffentlichungsjahr: 2013

Beschreibung

Bullying at School is the definitive book on bullying/victim problems in school and on effective ways of counteracting and preventing such problems.

Leseprobe

Contents

Foreword

Acknowledgments

Introduction

Part I What We Know About Bullying

What We Know About Bullying

What is Meant by Bullying?

Some Information About the Recent Studies

One Student out of Seven

Bully/Victim Problems in Different Grades

Have Bully/Victim Problems Increased?

Bullying Among Boys and Girls

How Much Do the Teachers Do? How Much Do the Parents Know?

Bullying at School and on the Way to and from School

Comparison between Norway and Sweden

Is Bullying Primarily a Big-City Problem?

The Size of the School and the Class

Supervision during Recess and Lunch Time

On Analyses at Different Levels

Stability of Bully/Victim Problems over Time

Is Bullying a Consequence of Competition at School?

What Role do External Deviations Play?

What Characterizes the Typical Victims?

What Characterizes the Typical Bullies?

Physical Weakness and Strength

What Kind of Rearing Conditions Create Aggressive Children?

Group Mechanisms

Other Factors

A Wider Perspective on Bully/Victim Problems

A Question of Fundamental Democratic Rights

Guide for the Identification of Possible Victims and Bullies

Being a Victim - Possible Signs

Being a Bully - Possible Signs

Part II What We Can Do About Bullying

What We Can Do About Bullying

Goals

Awareness and Involvement

Measures at the School Level

A School Conference Day

Supervision and Outdoor Environment

Contact Telephone

A General PTA Meeting

Teacher Groups for the Development of the Social Milieu of the School

Study Groups in Parent-Teacher Associations (Parent Circles)

Measures at the Class Level

Class Rules about Bullying

Praise

Sanctions

Class Meetings

Cooperative Learning

Common Positive Activities

Class FT A Meetings

Measures at the Individual Level

Serious Talks with the Bully

Talks with the Victim

Talks with the Parents

What Can the Parents of the Bully Do?

What Can the Parents of the Victim Do?

Use of Imagination

Discussion Groups for Parents of Bullied or Bullying Students

Change of Class or School

Part III Effects of the Intervention Program

Effects of the Intervention Program

Main Findings

Brief Comments

Basic Principles

Additional Characteristics

Part IV Additional Practical Advice and a Core Program

Additional Practical Advice and a Core Program

Support from the Principal and Formation of a Coordinating Group

Awareness and Involvement

Adequate Supervision During Recess and Lunch Time

Class Rules and Class Meetings

Talks with Involved Students and Their Parents

Final words

References

Index

Understanding Children’s Worlds

Series Editor: Judy Dunn

The study of children’s development can have a profound influence on how children are brought up, cared for and educated. Many psychologists argue that, even if our knowledge is incomplete, we have a responsibility to attempt to help those concerned with the care, education and study of children by making what we know available to them. The central aim of this series is to encourage developmental psychologists to set out the findings and the implications of their research for others - teachers, doctors, social workers, students and fellow researchers – whose work involves the care, education and study of young children and their families. The information and the ideas that have grown from recent research form an important resource which should be available to them. This series provides an opportunity for psychologists to present their work in a way that is interesting, intelligible and substantial, and to discuss what its consequences may be for those who care for, and teach children: not to offer simple prescriptive advice to other professionals, but to make important and innovative research accessible to them.

Children doing Mathematics

Terezhina Nunes and Peter Bryant

Children and Emotion

Paul L. Harris

Bullying at School

Dan Olweus

How Children Think and Learn, 2e

David Wood

Making Decisions about Children, 2e

H. Rudolph Schaffer

Children’s Talk in Communities and Classrooms

Lynne Vernon-Feagans

Children and Political Violence

Ed Cairns

The Work of the Imagination

Paul Harris

Changing Families

Jan Pryor and Bryan Rodgers

© 1993 by Dan Olweus

BLACKWELL PUBLISHING350 Main Street, Maiden, MA 02148-5020, USA108 Cowley Road, Oxford OX4 1JF, UK550 Swanston Street, Carlton, Victoria 3053, Australia

The right of Dan Olweus to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and Patents Act 1988, without the prior permission of the publisher.

First published 1993Reprinted 1994, 1995 (twice), 1996, 1999 (twice), 2000 (three times),2001 (twice), 2002 (four times), 2003 (twice), 2004 (three times)

Library of Congress Cataloging-in-Publication Data

Olweus, Dan, 1931–Bullying at school: what we know and what we can do/Dan Olweus.p. cm. —(Understanding children’s worlds)Includes bibliographical references and index.ISBN 0-631-19241-7 (pbk)1. Behavioural assessment of children. 2. Bullying. 3. Aggressiveness (Psychology) in children. I. Title. II. Series.LB1124.048   1993          93–23994371.5’8–dc20                      CIP

A catalogue record for this title is available from the British Library.

The publisher’s policy is to use permanent paper from mills that operate a sustainable forestry policy, and which has been manufactured from pulp processed using acid-free and elementary chlorine-free practices. Furthermore, the publisher ensures that the text paper and cover board used have met acceptable environmental accreditation standards.

For further information onBlackwell Publishing, visit our website:www.blackwellpublishing.com

Foreword

Bullying is not a new problem – nor is it unique to Scandinavia. That said, comparatively little has been known about the incidence of bullying, whether it is increasing or decreasing; whether it is more common in urban as opposed to rural areas, in large as opposed to small schools, between boys rather than girls; whether potential victims and aggressors can be identified, and – most important of all – whether anything can be done about it. All of these issues – and many more – are addressed in this scholarly yet readable book by Professor Olweus.

The author presents in detail the surveys and intervention program he conducted as part of a government-led nationwide campaign over the past decade. The large numbers involved in his samples (including almost one in four of an age cohort in Norway) provide a substantial base from which to draw conclusions about the nature and incidence of bullying and to make recommendations for its amelioration. The rich data provide support for some of the conventional wisdoms, but also destroy many long-held myths and assumptions about bullies and victims. Moreover, they enable Olweus to provide guidance on recognizing patterns of behavior or other characteristics which facilitate the identification of potential victims and of their aggressors.

The core of the book is the author’s account of the intervention program – “What We Can Do About Bullying.” The goals of the program were:

to reduce (or eliminate) both direct bullying (open physical or verbal attacks) and indirect bullying (social isolation, confidence reduction)

to achieve better peer relations at school

to create conditions that enabled victims and bullies to function better in and out of the school setting.

The outcome of this intervention program not only makes fascinating reading but also provides valuable suggestions for action and evidence of encouraging results.

The preventative measures Olweus describes operate on several levels – the school, the class, the individual bully or victim, and the parents. Many of the strategies suggested relate to research on school effectiveness and improvement which has stressed the importance of a shared school ethos, a consistency of approach, an agreed set of policies, a long-term action plan, and the involvement of parents.

The results are very encouraging. The intervention led to marked reductions in both direct and indirect bullying. That in itself is to be welcomed. Also important, however, is the finding that the program not only protected children in school, but also did not lead to antisocial activities being displaced to beyond the school premises. There were also benefits for parents in the form of a reduction in pupils’ associated antisocial behavior (such as vandalism) and, for teachers, a marked improvement in the school climate. Moreover, these benefits were sustained and, indeed, increased over time. The empirical findings of this meticulous work, together with the book’s final section of advice, provide a valuable source of ideas for those attempting to reduce the incidence of bullying or to cope with its effects.

Professor Olweus has been involved for many years in detailed longitudinal work on bullying in Scandinavia. This book provides an excellent opportunity for English-speaking policymakers and practitioners to share the fruits of his careful scholarship. As he points out in his concluding words, we now have the knowledge -what is needed is the will to do something about a problem which causes so much pain and misery (and even, in extreme cases, suicide) for too many of our young people. For their sakes this book deserves to be read widely.

Professor Peter MortimoreInstitute of Education, University of London