Attidues+and+Policies+on+Bullying

Hirschstein, M., Van Schoiack Edstrom, L., Frey, K., Snell, J., & MacKenzie, E. (2007). Walking the Talk in Bullying Prevention: Teacher Implementation Variables Related to Initial Impact of the Steps to Respect Program. School Psychology Review, 36(1), 3-21. Retrieved from Academic Search Complete database.

 The purpose of those who designed this study and wrote this article is to test the hypothesis that the levels of teacher implementation of an anti-bullying program directly affect the levels of bullying amongst students who take part in the program. There has been minimal research done on this topic at the time of the study, so researchers asked Elementary teachers from two school districts in the Pacific Northwest to receive training on, and implement in the classroom, the anti-bullying program Steps to Respect. 61% of parents gave permission for their child to participate in the study, as parental permission was required. The results of the study show that teachers who support bullying prevention skills tend to have students in their classrooms who show less playground aggression. Teachers who show the highest levels of adherence to the program also report that their students show better interpersonal skills. Perhaps most importantly, after one year of participation in Steps to Respect, students are less likely to encourage bullies while acting as bystanders.

This article goes far to illustrate the fact that teachers are perhaps the most important agents of change when dealing with bullying. This article confirms and supports my own views on the teacher’s role in the classroom while dealing with bullying. If there is to be a meaningful reduction in bullying behavior, teachers must be totally committed to implementing programs that will not only encourage students to not participate in bullying behavior, but to also be agents of change themselves by aiding their peers who are being victimized by bullying behavior.

Herrenkohl, T. (2010, June 11). Stop school bullying by attacking underlying causes. The Seattle Times, Retrieved from []

 The author of this article is arguing that adults, especially school teachers and administrators, need to do more to eliminate bullying in schools. He describes various types of bullying and the harmful effects that bullying has on children and young adults. Herrenkohl brings light to the fact that students are more likely to report that bullying is a problem in their school than their teachers. This is due to the fact that teachers are often unaware and are further removed from the problems bullying cause. The author also states that bullies, as opposed to other students, regularly have records of violent, anti-social behavior and are more likely to commit serious acts of violence. As a positive starting point in building diverse and tolerant schools, Herrenkohl suggests the formation of school committees focused on changing the norms of violence and gender stereotypes, and the implementation of programs focusing on problem solving and conflict resolution. A final suggestion the author makes is encouraging parents to take classes on setting and managing rules for behavior at home. In order for these suggestions to make a meaningful impact, the author states that anti-bullying measures be implemented in the schools on an everyday basis, and that students, teachers, and administrators must whole-heartedly support these programs.

The author of this article seems to be genuinely concerned about the impact bullying has on the well being of children and young adults. He also presents solid suggestions on how adults can make a serious impact on reducing bullying in schools. I especially thought the classes for parents about how to regulate their children’s behavior would be helpful in reducing bullying, however, I highly doubt parents would possess enough self-motivation to attend these classes, as well as be receptive to someone telling them the way they are raising their children is wrong. The author makes a serious mistake when he neglects to mention that, even though many bullies have records of violent behavior, there are also many bullies in schools that do not; a result of their ability to bully students while keeping their activities hidden from teachers and staff. Many of the bullies I remember during my school career fit this example, as they were “popular kids” who generally were well liked by teachers, administrators, and the community as a whole, yet committed many of the bullying acts that occurred.

Flaspohler, P., Elfstrom, J., Vanderzee, K., Sink, H., & Birchmeier, Z. (2009). Stand by me: The effects of peer and teacher support in mitigating the impact of bullying on quality of life. Psychology in the Schools, 46(7), 636-649. Retrieved from Academic Search Complete database.

 This article puts its focus on how being bullied affects the well being and the quality of life of a child, and how support from peers and teachers can affect the bullying victim’s well being in a positive manner. The study also includes the effects being a bully and being a victim of bullying have on their individual quality of life. The study finds that bullying has a definite negative effect on the quality of life for the victim. Bullying behavior is also found to have a negative effect on the quality of life for the bully. The study finds that neither bullies nor their victims believe that they are supported by their peers or teachers. Those students who are neither bullies nor victims have a perceived higher quality of life and feel they are supported by their peers and teachers. The study also shows that the effects of bullying on the quality of one’s life are somewhat lessened if the bullying victim has a large amount of peer support and a low amount of teacher support. Bullying victims that have a large amount of teacher support but low peer support show that their quality of life is still negatively affected by bullying. Those victims who have both strong peer and teacher support reported the least negative effects on the quality of their life.

I found this article helpful to my research due to the fact that, even though bullying exists, the positive support networks of both teachers and students can help negate the effects bullying has on its victims. Programs that raise awareness of bullying and the effects it has on children are absolutely necessary for instilling the empathy and compassion needed to help prevent students from bullying.

Greenya, J. (2005, February 4). Bullying. CQ Researcher, 15, 101-124. Retrieved November 23, 2010, from CQ Researcher Online, http://library.cqpress.com/cqresearcher/cqresrre2005020400.

This report analyses the problem of bullying in schools and questions if schools are doing enough about it. In a thorough yet concise manner, it describes specific cases of bullying and the effects they have on the individuals being bullied. These cases highlighted in the report also illustrate the outrage that parents of bullied children have towards seemingly indifferent administrators, as well as show how this outrage often turns to lawsuits against schools whose administrators do not take meaningful action against bullies. The report then turns its attention to whether or not anti-bullying programs are effective. An important point made in this portion of the report is that research has found that anti-bullying programs are much more effective when presented for younger students. Another strong point made was the fact that legislation and programs are only as effective as teachers and administrators are willing to make them. The rest of the report goes on to talk about bullying throughout history, opposition to anti-bullying legislation, and what Federal laws exist in relation to bullying in schools.

I found this report on bullying and measures to prevent it to be the most helpful of the articles and reports I analyzed. This report is full of information on the subject and is not overloaded with academic jargon that can make information presented in other articles less accessible. It also presents both sides of the anti-bullying debate well and presented viewpoints and ideas that I was not familiar with. Overall, this was an extremely helpful report.

Terry, T. (2010). Blocking the Bullies: Has South Carolina's Safe School Climate Act Made Public Schools Safer?. Clearing House, 83(3), 96-100. doi:10.1080/00098651003655902.

 This short article is an examination of South Carolina’s Safe School and Climate Act. It discusses why this Act has been largely ineffective in changing rates of bullying in South Carolina’s schools. This piece of legislation mandates that all school districts in South Carolina develop policies that prohibit bullying and harassment. However, when teachers and educators were surveyed on whether or not these policies were effective three years after the legislation was passed, 79% of those surveyed reported that bullying was still a problem in their schools. When asked why this was so, those surveyed responded that “theory isn’t put into practice on an ongoing basis” and “State mandates are not sufficient nor are policies if not implemented.” The state of South Carolina has passed anti-bullying legislation without taking steps later on to make sure the legislation was effective.

I found this report helpful because it illustrated the fact that legislation alone is not enough to stop bullying in our schools. If legislation is passed, the state must work with administrators and teachers to make sure policies are being implemented. We will not see reductions in bullying unless all parties work together to put a stop to it.

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