This article reviews Swearer, Espelage, and Napolitano's 2009 book, Bullying Prevention and Intervention: Realistic Strategies for Schools. While projects in the data set did not address all of these issues, certain projects focused on ethnocultural groups (4) and children and youth with learning disabilities (2). You can be a leader in preventing bullying in your community. These conferences demonstrated that youth have ideas about the causes of youth violence and bullying and about what interventions may be successful.
"Making a Difference in Bullying: Evaluation of a Systemic School-Based Programme in Canada". The sponsor reported that the youth developed a higher level of maturity and confidence as a result of participating in the project, and attained skills that would equip them to deal with the dynamics of bullying.
One third of the projects (33%) indicated their objectives were to engage and mobilize community groups to take action, a necessary first step before coordinated action can be undertaken. Everyone at school can work together to create a climate where bullying is not acceptable.
All students, not just those directly involved in the bullying can benefit from learning the appropriate social skills and effective ways to handle bullying incidents (Pepler & Craig, 2000). Physical bullying occurs more between boys and social bullying occurs more between girls (Olweus, 1993; Salmivalli, Kaukiainen & Lagerspetz, 2000; Smith, 2000).
All staff, students, parents and others associated with the school or community should share the responsibility for bullying prevention and intervention. Developmental research on bullying has found that schoolaged children use different types of aggression in primary, junior and secondary grade levels (Pepler & Craig, 2000).
Once it was determined that the focus would be on school-based anti-bullying, a subset of 62 files was identified through reading the project descriptions contained in the administrative database and selecting those which focused in major way on bullying, dealt with children or youth under 18 years of age, and either took place in a school or were connected directly to schools or school staff.
No child should have to experience bullying at school or at home. However, some projects involved community members. "The Introduction of Anti-Bullying Policies: Do Policies Help in the Management bullying prevention of Change". A study conducted by the World Health Organization, which surveyed the health behaviours of school-aged children around the world, found that Canada ranked in the middle of 35 countries studied for level of bullying Footnote 2 (Craig & Harel, 2004).
The policy lays out clearly, the definition of bullying and the steps required by schools to address it. The entire policy is available to download below. Table 6 shows the breakdown of groups of project participants, including children and youth, community members and partners, teachers and school staff, and parents.
Source: Bully-Proofing Your School: A Comprehensive Approach for Elementary Schools, Garrity et al, 2000. "We're doing good peer-reviewed research on bullying, and the only way to get the message out there is to go into the schools," says Espelage, who with colleagues has surveyed 20,000 Wisconsin second- through 12th-graders about the subject.
In 1999, the United States ' National Association of Attorneys General (NAAG) sponsored four "listening conferences," which involved discussions between students, teachers, administrators, parents and Attorneys General on the topic of youth violence.
In addition, there is information on the mental health industry's response to bullying and why psychologists are uniquely equipped to handle this issue. Positive evaluation results were reported, including a reduction in aggressive behaviour by the children, and lower stress levels by the parents.