Article of the Month
January 2005
Bullying and School Violence
Unfortunately, information on this
topic is always needed. Almost every week, a co-worker, a friend, or a teacher
shares a situation of bullying in school. Each time, this question is asked:
What can be done about it? My response is that nothing will be done until the
school, the school district and or the community acknowledges it is a problem.
My next response is that the problem can be significantly reduced with some
good planning and education. The January 2005 Article of the Month contains
several websites that can be useful in addressing bullying and school violence.
You might also refer to the February 2004 Article of the Month. A number of
resources are included there.
Teasing
and Bullying – No Laughing Matter – An article from msn
Family
Bullies:
More than Sticks, Stones and Name Calling - An
interview with Alice Pope, Ph.D., Associate Professor of
Psychology, St. John's University, who has authored numerous publications on
peer relations; Good basic information.
No
Name-Calling Week – A website dedicated eliminating harmful
name-calling, harassment and bullying in schools. It has a number of ideas on
recognizing No Name-Calling Week (January 24-28, 2005).
Stop Bullying Now! - A
website designed for students which is also very helpful to school personnel
and parents. Click on What Adults Can Do for great information.
Bullies:
More than Sticks, Stones and Name Calling - An
interview with Alice Pope, Ph.D., Associate Professor of
Psychology, St. John's University, who has authored numerous publications on
peer relations.
I decided to include an item from
MENTAL HEALTH IN SCHOOLS PRACTITIONER LISTSERV (1/10/05), a weekly
question/answer e-mail from the Center for Mental Health in Schools at UCLA. It
does not deal with bullying and harassment directly but the topic of gang violence
is related. The questioner presents the issue of the school administration
finally recognizing a problem and wanting to do something about it.
Request #2:
"A K-thru-8 Charter school is
having difficulty with its older students brining in "beefs" and
vendettas from their neighborhoods. There have been no serious
incidentsat present, but tensions are escalating in the school. The
principal, who has been resistant to mental health services in the past, is now
requesting assistance to provide immediate relief. My agency has one
school-based mental health clinician at the school, but he generally works with
the younger students. We have an early intervention team that has just
been developed within the past five months.
What are some best practice resources
for helping a school deal with the impact of 'neighborhood' violence that is
negatively impacting the school culture. I could use a range of models to
look at that would give the principal options for some immediate relief as well
as more long-term solutions."
Center Response:
Each of the resources on violence
and behavior concerns listed in the response above, include info and links to
model programs and best practices. To get you started, here are two model
programs you might want to look at:
· Productive Conflict Resolution
Program: A Whole School Approach
However, your focus on neighborhood
problems spilling into the school is a much broader perspective than most
school-based interventions take. Ultimately, the need usually is for systemic
changes that produce the type of climate in the school and classroom that
produces a sense of community among students and with the staff. And, this
requires engaging all students in creating a positive climate and problem
solving together to address problems. In this respect, you might look at the
Center's guidebook on "What
Schools Can Do to Welcome and Meet the Needs of All Students and Families"
.
One
specific approach in which we were involved was at a high school in a
neighborhood with a significant gang culture. The school effectively addressed
the "neighborhood" conflicts through a leadership team of students.
These were not the usual leaders chosen on the basis of good grades and good
behaviors, but the "informal" leaders who had a great deal of influence
with students and were directly involved in the neighborhood concerns. As
the group met, it was given support and guidance by the school psychologist,
counselors, and a dean. Among the actions the group sponsored was to
invite in community resources to assist in identifying and working out a plan
to reduce violence in their community and at the school. This included the
local police, gang unit, former gang bangers, and youth recreation folks.
Another action was to tap into the grapevine to increase sensitivity to rumors
or threats of retribution. On any day there was an indication that trouble was
brewing, the group met during the lunch hour to discuss what could be done to
mediate the problem. Obviously, this was only one approach, but it was offered
a good foundation upon which a safe, caring, and nurturing school environment
could be built.
As you identify programs you want
to introduce to reduce violence, a group such as this could be consulted in
deciding what might be most effective.
Listserv Participants: How does
your school address neighborhood problems that lead to school problems?
Let us hear so we can share. Contact: Ltaylor@ucla.edu