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School bullying


Vodcast Six: Issues with parents and evaluating anti-bullying work School Bullying Dr Ken Rigby Consultant Developed for The concerns of parents Increasingly parents ... – PowerPoint PPT presentation

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Title: School bullying

Vodcast Six Issues with parents and evaluating
anti-bullying work
School Bullying
Dr Ken RigbyConsultant
Developed for
The concerns of parents
  • Increasingly parents have become concerned about
    the problem of bullying, especially when it
    involves their own child
  • Many want to be assured that the school is taking
    the matter seriously and there are effective
    procedures to deal with cases of bullying

Developed for
Proactive work with parents
  • As far as possible involve parents in the
    development of anti-bullying policy
  • Enable them to make a contribution for example
    through answering questionnaires about bullying
  • Ensure that each parent has a copy of the
    schools anti-bullying policy, and relevant
    information on bullying appears on the schools
  • Inform them through newsletters of relevant
    developments in the school, especially actions
    being taken to educate students about bullying
  • Invite parents to meetings to discuss issues of
    esteem, eg, problems associated with cyber

Developed for
Involving parents in addressing bullying
  • Not all bullying need involve parents. With low
    level bullying the school is in loco parentis.
  • With serious cases of bullying normally parents
    need to be involved.
  • Parents of children suspected of bullying and
    parents whose children have been bullied raise
    different issues.

Developed for
Working with parents of children who have engaged
in bullying
  • Contact the parents and arrange a meeting
  • View the matter as a problem over which close
    collaboration is needed
  • Avoid any suggestion that questions their childs
  • Explain how the school is handling the matter and
    seek the parents support
  • Emphasise that the schools action is in accord
    with agreed school rules

Developed for
Working with parents whose child has been bullied
  • Recognise that the anger and (often) critical
    tone of the parent is understandable and avoid
    being counter-aggressive
  • Listen carefully and supportively and obtain
    as much information about the bullying as the
    parent can provide
  • Explain that the school will need time to
    investigate the matter further but that the
    parent will be informed of what happens
  • Although the parent may insist upon a particular
    course of action, make it clear that the school
    will act in accordance with its publicised
    anti-bullying policy (as endorsed by the parent)

Developed for
Common mistakes
  • Suggesting that the parent of the victim
    discusses the matter with the parent of the
    bully. Usually disastrous.
  • Not contacting the parent of the victim to check
    on the outcomes of the intervention
  • Not recognising the possibility that the victim
    may have been provocative and the bullys
    parents may have some reasonable concerns.

Developed for
For parents wanting help
  • Recommend literature or courses that are helpful
    in promoting the kind of parenting that makes
    bullying less likely

Developed for
  • There are two matters that may concern a school
    wanting to evaluate its work to counter bullying
  • (i) Whether the policy or program has led to a
    reduction in bullying
  • (ii) Whether actual interventions with cases of
    bullying have been effective

Developed for
Evaluating policies/programs
  • First seek to discover how well the policy or
    program was implemented
  • This means systematically asking questions of
    staff members
  • Decide whether the implementation was
  • (i) really thorough
  • (ii) only partly implemented
  • (iii) implemented hardly at all

Developed for
Assessing the nature and degree of change brought
about by the policy/program
  • This can only be done validly by obtaining
    estimates of the prevalence of the bullying
    before and after the implementation and comparing
    the changes with that found in a control group
  • Often it is best to invite an external person or
    organisation with appropriate skills and
    objectivity, eg., a University looking for a
    project to evaluate

Developed for
Evaluating interventions with cases
  • For each case addressed, record its nature
  • eg. how severe mode of bullying
  • eg. verbal, physical, indirect, cyber, some or
    all of these.
  • How prolonged?
  • Whether there was group involvement age, gender,
  • Describe the method or methods of intervention
    actually used
  • Rate the success of the outcome as
  • (i) the bullying stopped
  • (ii) the bullying got less severe
  • (iii) there was no change
  • (iv) things got worse for the victim

Developed for
Evaluating interventions with cases continued
  • In rating the outcome, obtain data from
    interviews with the victim and with the bully or
    bullies, and then, if practicable, from
    bystanders, teachers and parents
  • Repeat the inquiry a month or so later to see
    whether the situation has altered
  • Make a recommendation as to the effectiveness of
    the intervention as carried out in relation to
    the kind of case and factors involved

Developed for
  • What level of collaboration exists at your school
    between parents and staff in preventing and
    addressing problems of bullying? Suggest ways it
    could be improved.
  • What do you think your school could do
    realistically to evaluate efforts to reduce

Developed for