Recommended Organization-wide Approach to Address Bullying
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v2i5.486
Abstract
Bullying is becoming more and more recognised as a wellbeing concern in Australia and throughout the world. It has a significant detrimental influence on kids, according to research. The purpose of this study is to look into the prevalence of bullying, its effects, and possible coping strategies. The topic of bullying was addressed based on a study of the literature and prevalence statistics. The results revealed that bullying may be addressed through a variety of approaches, including the introduction of SEL programs and the employment of a whole-school approach. To cope with bullying, it is advised that a SEL team be formed, the schoolhouse be assessed, good school values be instilled, and staff preparedness be increased.
Keywords
student wellbeing, bullying, SEL, whole-school approach
Full Text
PDF - Viewed/Downloaded: 27 TimesIndexation
Download Index RecordReferences
[2] Cahill, H., Meakin, C., Smith, K., Beadle, S., Farrelly, A., Higham, L., & Crofts, J. (2018). Resilience Rights and Respectful Relationships. Melbourne: Department of Education and Training.
[3] Cross, D., Shaw, T., Hearn, L., Epstein, M., Monks, H., Lester, L., & Thomas, L. (2009). Australian covert bullying prevalence study.
[4] Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
[5] Elias, M.J., Leverett, L., Duffell, J.C., Humphrey, N., Stepney, C., & Ferrito, J. (2015). Integrating SEL with related prevention and youth development approaches.
[6] Nickerson, A. (2019). Preventing and intervening with bullying in schools: a framework for evidence-based practice. School Mental Health, 11(1), 15-28.
[7] Nickerson, A., Fredrick, S., Allen, K., & Jenkins, L. (2019). Social emotional learning (SEL) practices in schools: Effects on perceptions of bullying victimization. Journal of School Psychology, 73, 74-88.
[8] Olweus, D. (2005). A useful evaluation design, and effects of the Olweus Bullying Prevention Program. Psychology, Crime & Law, 11(4), 389-402.
[9] Pearce, N., Cross, D., Monks, H., Waters, S., & Falconer, S. (2011). Current evidence of best practice in whole-school bullying intervention and its potential to inform cyberbullying interventions. Australian Journal of Guidance and Counselling, 21(1), 1-21.
[10] Rigby, K., & Johnson, K. (2016). The prevalence and effectiveness of anti-bullying strategies employed in Australian schools. Adelaide: University of South Australia.
[11] Rigby, K., & Smith, P. (2011). Is school bullying really on the rise? Social Psychology of Education, 14(4), 441-455.
[12] Smith, B., & Low, S. (2013). The role of social-emotional learning in bullying prevention efforts. Theory into Practice, 52(4), 280-287.
[13] Smith, J., Schneider, B., Smith, P., & Ananiadou, K. (2004). The effectiveness of whole school antibullying programs: A synthesis of evaluation research. School Psychology Review, 33(4), 547-560.
[14] Sugai, G., & Horner, R. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17(4), 223-237.
[15] Ttofi, M., & Farrington, D. (2011). Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27-56.
[16] Wang, J., Iannotti, R., & Nansel, T. (2009). School bullying among adolescents in the united states: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45(4), 368-375.
Copyright © 2021 Yuchen Zhang, Yihan Yang, Yunhan Ma
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License