Anti-bullying interventions Sample Clauses

Anti-bullying interventions. The immediate and future adversities associated with children’s experiences of bullying, highlights the importance for those involved in the well being of youth to formulate successful ways in which involvement in bullying and the development of associated adversities can be minimised. A number of intervention and prevention schemes are being implemented across schools in the United Kingdom and worldwide. These vary in the types of anti-bullying strategies that are used and in their levels of success (Xxxxxxx, Xxxxxxxx, Xxxx, & Xxxxx, 2008; Xxxxx & Xxxxxxxxxx, 2011). Information collated from research investigating the antecedents of involvement in bullying has highlighted a number of child specific and environmental factors to be important for bullying intervention programs. For example there is evidence to suggest that rates of bullying and victimisation are increased in school environments where staff are more tolerant or ignore bully behaviours (Xxxxxxxx, Xxxxxxxxxx, & Xxxxxxxx, 2008; C Xxxxxxxxxx & Voeten, 2004). Furthermore, as children are exposed to interactions with their peers for the largest amounts of time within the school environment, a large proportion of anti-bullying programmes have focused on changes within the school and employed school-wide anti-bullying policies (Olweus & Limber, 2010). Schools are encouraged to increase the monitoring of children in areas where teacher supervision is limited and thus an increased risk of bullying to occur (i.e. playground or school locker room). Programmes are designed to promote positive school and classroom environments, by using counsellor led discussions, posters and other devices to encourage the use of positive language and thinking of students and school personnel. In addition, parents are also involved by being encouraged to join anti-bullying committees involved in implementing policy practices and are kept informed about the policies and their success through regular newsletters and meetings (Xxxxxx & Limber, 2010). Overall studies have found that school-based interventions are effective with on average, decreasing rates of bullying perpetration by 20-23% and victimisation by 17- 20% (Ttofi & Xxxxxxxxxx, 2011). Further to targeting the school environment, other programmes have targeted teachers specifically, as within the school environment teachers are the authoritarian adult figures towards whom victims, or the parents of victims may look to for help and intervention. However, research has...
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Related to Anti-bullying interventions

  • Interventions 1. Door to balloon time

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