Upload
joleen-lawson
View
220
Download
0
Tags:
Embed Size (px)
Citation preview
Guiding Framework for Policy Approaches to School Bullying and
ViolenceMona O’Moore
Education Department, Trinity College, Dublin
A joint OECD, Norwegian Ministry of Education and Stavanger University College Conference, Stavanger, Norway, September 5-8, 2004
School Bullying and Violence: Complex and Multi-faceted
Most powerful risk factors [Commission on Children & Violence Gulbenkian Foundation, 1995]
• Violent and humiliating forms of discipline• Attitudes that approve of violence in the home and world
outside » Adults behaving violently towards each other» Adults behaving violently towards children» Macho role models» Preferences for violent images on TV & Film» Racial Hatred» Violence in Sport
• Poverty & poor living conditions
Towards Making A Difference
Contributing Factors • Commitment of Government• Commitment of Stakeholders at all levels of decision
making: » Local» National» International
“Upstream investment brings downstream results” W.H.O, 2002
Example: National Intervention campaign against school bullying in Norway
[Olweus & Roland, 1983]
Inspired:
Belgium: Stevens & Van Oost, 1995 – 1997Canada: Pepler & Craig, 1991 -1993England: Smith, Sharp, Cowie, Boulton, Thompson, 1991 -1993. Finland: Salmivalli, 1999Germany: Hanewinkel, 1994 -1996Ireland: O’Moore, 1999; Lawlor, 2003Spain: Ortega, Lera, Del Ray, Mora-Merchan, 1995 – 2004Switzerland: Alasker & Volkanover, 1998Sweden: Svenson, 2001U.S.A: Limber, 1994 -1995
Recommendation for Action
Steps towards a Guiding Framework
1. Draw up, implement and monitor a National Plan of Action to prevent school bullying and violence.
2. Enhance the capacity to collect data on school bullying and violence. [To do this some discussion takes place in relation to definitional issues.]
3. Define priorities for and support research on the causes, consequences, costs and prevention of school bullying and violence.
4. Develop a national strategy to assist schools to prevent bullying and violence.
5. Create a media campaign to promote non-violent values, attitudes and behaviour.
6. Integrate School Bullying and Violence Prevention into Teacher Education at both Pre-Service and In-Service Levels.
7. Establish an Advisory Body (Centre of Excellence) for Partners in Education.
8. Contribute to an International Research Network.9. Promote legislation to deal effectively with school bullying and violence.
1. Draw up, implement and monitor a National action plan to prevent school bullying and violence.
Develop A Consensus Of Opinion
Government
Organisations
Independent Researchers In relevant disciplines
Agencies
Non-Government
Key Elements of a National Plan to Prevent & Reduce School Bullying and
Violence {World Health Organisation, 2002}
• Review and reform existing legislation and policy• Build data collection and capacity building• Strengthen services for victims• Develop and Evaluate prevention responses• Set a timetable• Develop a mechanism of evaluation• Establish an organisation to monitor and report on
progress
Role of Monitoring Authority
• To co-ordinate efforts at local, national and international levels
• To collaborate with sectors that have potential to contribute to the prevention of School Bullying & Violence e.g. :
» Education» Labour» Health» Social Welfare» Criminal Justice
2. Enhance the capacity to collect data on school bullying and violence
Why?
• To influence policy making• To set priorities• To guide programme design• To monitor progress
How can comprehensive and reliable data be secured?
Develop a universal accepted definition of school bullying and violence.
IjimeBullying
Mobbing
Faits de Violence
Il bullismoViolenca na escola Victimisation
Towards a New DefinitionThe Construct of Abuse would help…
• To overcome the theoretical and cultural diversities• To target more effectively the problem behaviour i.e. the process as well as
the product
• To avoid unnecessary policies and programmes. e.g. racial, sexual
A Proposed Definition:
School Bullying and Violence can be defined as:
“Incidents where an individual or a group areabused, threatened or assaulted. The abusive
behaviour involves an explicit or implicit challenge to their safety, well being and health.”
3. Define priorities for, and support research on, the causes, consequences, costs and prevention of school
bullying and violence.
Background:
The Nature of School Bullying : A Cross-NationalPerspective. Eds. Smith, Morita, Junger-Tas, Olweus, Catalona & Slee (1999)
Violence in Schools: The response in Europe. Ed.Smith, 2003.
Nordic Council: Research Conference, Stockholm ’03
Review of Good Practice in preventing and reducingBullying At School In The E.U. Member States – Report tothe European Commission (2003/S179-161416) - Eds. Minton & O’Moore,2004
Research Priorities
Needed is a greater understanding of:
• Contextual characteristics • The elements that are most desirable for inclusion in
programmes of prevention and intervention• The causes, consequences, costs and prevention of
teacher-teacher, pupil-teacher, teacher-pupil, parent-teacher abuse.
• Systematic and rigorous evaluations of initiatives to prevent and reduce school bullying and violence
• Sports and violence.
Who Undertakes The Research?
• Government Departments• Academic Institutions (inclusive of schools)• Individual researchers • Network of researchers [local, national,
international]
4. Develop a National Strategy to assist schools to prevent and reduce school
bullying and violence.
Criteria for success:
• Statutory requirement• Commitment of School Personnel• Commitment of School Community inclusive of Parents• Whole School Approach• Supplementary Therapeutic Services
Elements of a Whole School Approach
Evidence Based Policy Aims: (Department of Education & Science, Ireland, 1993)
1. To create a school ethos which encourages children to disclose and discuss incidents of bullying behaviour.
2. To raise awareness of bullying as a form unacceptable behaviour with school management, teachers, pupils, parents/guardians.
3. To ensure comprehensive supervision and monitoring measures through which all areas of school activity are kept under observation.
4. To develop procedures for noting and reporting incidents of bullying behaviour.
5. To develop a programme of support for those affected by bullying behaviour and for those involved in bullying behaviour.
6. To work with and through the various local agencies in countering all forms of bullying and anti-social behaviour.
7. To evaluate the effectiveness of school policy on anti-bullying behaviour.
Underpinning a School Policy to Prevent and Reduce School Bullying and Violence : 1
The Promotion of a co-operative school ethos
• respect
• trust
• caring
• consideration
• support
The Promotion of high standards of Behaviour
• pupil – pupil
• teacher – pupil
• teacher – teacher
• parent – teacher
Underpinning a School Policy to Prevent and Reduce School Bullying and Violence : 2
Promoting Confidence & Self Esteem• Pupils• School Personnel
Promoting Curricula to Foster• Respect for human dignity• Tolerance and respect for the values and beliefs
of others• Celebration of diversity
School Based Interventions
• Primary – reducing the risk of bullying and violence.
• Secondary – responding to incidents of bullying and
violence
• Tertiary – treatment and rehabilitation for those
involved in incidents.
Survey, prepare policies or code of discipline reduce risk factors, establish student council, peer support,
mediation, counselling, school home liaison
Method of shared concern, No Blame approach, Restorative Justice, Denial of Privileges,
Suspension, Expulsion
Monitoring incidents, Counselling, referral to specialists
Child – focusedTeacher – focusedFamily – focused
Community - focused
Therapeutic Approaches require
Multi-disciplinary teams
Health
Social Welfare
Probation
School psychological service
Juvenile Justice
Education
Whole School Approach – A Continuous Process
Self Audit. e.g. Varnava (2000)
• Regular Audit
Monitoring Authority e.g school inspectorate
• Regular Evaluation
• Expert Advisory Organisation
The Design Team
The DesignTeam
Student Council
Teacher Unions
Parent Councils
Voluntary SectorVictim Support Groups
Crime PreventionCommunity Safety
Corporate
Mass MediaResearchers
Education
Health
National Curriculum
Development Unit
Ombudsman
Police
Juvenile Justice Probation
Social Welfare
Training Institutions & Services for Children
SchoolPsychological
Service
5. Media campaign to change attitude, behaviour and social norms
Challenges to be tackled {Commission on Children & Violence, Gulbenkian Foundation}
• Gender Issue• Macho Male Images• Those at risk of violence
Infants; young people with a disability; minority ethnic groups
Design Team to Promote Media CampaignAn Inter-Departmental Ministerial Group
Besides a Media Campaign“Build values that make for a non-violent society into services that work with
and for children.”
6. Integrate School Bullying & Violence Prevention into Teacher Education at Pre-Service and In-
Service Levels
Rationale • The commitment of teachers is critical to the
effectiveness of intervention programmes [Roland 2000]
Aim• To enhance competence
» To detect» To intervene» To prevent» To understand the critical role of their own behaviour in
shaping attitudes and behaviour of their students
Key Elements in a Teacher Training Module on School Bullying & Violence
Elements proposed by O’Moore (2000); Nicolaides, Toda & Smith, (2002)
• What is bullying and violence?
• The extent of bullying and violence
• The signs of victimisation, bullying and violence.
• The ill-effects
• The causes
• Preventative strategies
• Strategies to deal with incidents, inclusive of teachers and parents
• Developing a school policy.
Use the curriculum to promote pro-social attitudes; Enhance self-esteem
In-Service Training
Rationale
To improve quality and efficiency by learning about the scientificadvances in the field of school bullying and violence.
Successful Experience of In-Service (O’Moore & Minton, 2003)
ABC Model adapted from Roland, 1997
• Develop a Network of Trainers• Provide Regional Training• Provide Local Support• Provide Professional Accreditation
Example:Diploma in Aggression Studies,
Trinity College Dublin
7.To Establish a National Advisory Unit for Partners in Education
Rationale:Need for evidence based advice and guidance to guide policies and interventionstrategies and research.
Example: Anti-Bullying CentreResearch & Resource CentreEducation DepartmentTrinity College, Dublin, Ireland
ABC Provides:• Advice and guidance [website, helpline, drop in centre]• Professional Counselling• Mediation• Resource Materials for parents, schools and organisations• In-service and staff development for schools and organisations• Day conferences and workshops for pupils, parents, teachers and adults in the
workplace• Investigations• Expert Witness• Legal Advice• Reference library• Conducts research
If the Centre cannot provide the necessary therapeutic help it refers
on to experts in the field
The Centre refers on to legal firms if the clients are considering litigation
To Ensure Comprehensive Service Of National Advisory Unit (Centre of
Excellence)
• Provide Government Funding
• Give An Official Status
• Establish International Links with Comparable Centres
• Establish an Alliance with Other Advocacy Groups
To share and exchange informationTo pool experiences
To increase collaboration
8. To Contribute to an International Research Network
Rationale:
• Identify and examine important issues on a global scale.• Facilitate the development of global preventative approaches
Potential Areas of Research: [Roland, personal communication]
• Conduct national baseline investigations using same definition and tools of measurement
• Analyse results according to defined standards• Conduct indepth case studies of national policies• Monitor and evaluate prevention and intervention approaches• Assist OECD and National Authorities in awareness raising and
National Research
Leadership of International Research Centres
Criteria:
That the Centre is located in a country that reflects the
highest political commitment to tackling school bullying and
violence. This will ensure the necessary funding and
support.
9. Promote Legislation to Deal Effectively With School Bullying & Violence
Article 19: Convention On The Rights of Children
State Parties shall take all appropriate legislative,
administrative, social and educational measures to protect
the child from all forms of physical or mental violence,
injury or abuse, neglect or negligent treatment,
maltreatment or exploitation, including sexual abuse, while
in the care of parent(s) legal guardian(s) or any other
person who has the care of the child.
The Way Forward – Legal Reforms
Examine with a view to adopt the recommendations of the Commission
on Children and Violence [Gulbenkian Foundation, 1995]
• Remove legal tolerance to any level of violence to children• Ensure that response to violent behaviour contribute to the solution
rather than the problem• Prohibit physical punishment and humiliation of children• Review criminal justice system for young offenders to ensure
rehabilitation and protection of public from serious harm.• Provide consistent obligations to act against bullying in all
institutions• Review and simplify the law on possession and use of firearms and
other offensive weapons.
Advantages of Legal Reform
• Create a climate of opinion that reinforces a zero tolerance to bullying and violence. [Ananiadou & Smith (2002)]
• Requires all schools to develop policies and to act on them.• Create a healthy and positive school climate.
Disadvantages
• Compensation Culture (Binchy, 2004)
Preventative Action
• Provide clear guidelines to schools to how litigation can be avoided.• Appoint an Ombudsman for Child & Labour Relations.
Office of Ombudsman
• To initiate investigations of Unresolved Complaints
• To refer to appropriate agencies, organisations for follow up, support and rehabilitation.
• To meet the requirements set out in the U.N Convention on the Rights of Children. [e.g. Norway]
Conclusions• School Bullying and Violence is a worldwide problem• Imposes mental and physical ill health• Undermines and dilutes the quality of education• Action needed at local, national, international level
• Framework for National Approach to Include– Data Collection and Research– Training of Professionals– Whole School Approach– Media Campaign– International Research Network– Legal Reform
Success will depend on strength of political will
“When planning for a year plant corn, when planning for a decade plant trees, when planning for life, train and educate people” (Yves Beernaert, Lisbon, 2001)
Thank You
Go Raibh Mile Maith Agat