scholarly journals Bullying Behaviour in Schools: Towards Better Understandings and Practice

2021 ◽  
Author(s):  
◽  
Mark Cleary
Keyword(s):  
New Zealand ◽  
School Community ◽  
School Bullying ◽  
Ministry Of Education ◽  
Effective School ◽  
School Based ◽  
Depth Analysis ◽  
Communication Difficulties ◽  
Bullying Interventions ◽  
The Impact

<p>This study of school bullying provides an overview of the development of international anti-bullying initiatives, an in-depth analysis of the state of antibullying approaches in New Zealand and a description of the impact of such approaches on the behaviour in one secondary school community. Its findings endorse the use of effective, school-based, anti-bullying interventions, in particular, those developed in Scandinavia and Britain during the last twenty years. The efforts to combat bullying in New Zealand are reviewed. While some New Zealand programmes are found to be effective, the anti-bullying initiatives of the Ministry of Education and the Education Review Office are found wanting, as is their failure to respond effectively to the growing public concern over bullying. A number of anti-bullying interventions undertaken within one school community are evaluated. While generally found to reduce bullying, the limitations of these interventions became evident when one class group was viewed in greater depth in a study which discovered an entrenched bullying ‘culture’ and provided insights into the bullying dynamic. The communication difficulties experienced when a small number of powerful individuals capture the dynamics of power and abuse, and in effect establish the relationship style for the whole group, are then highlighted. As a result of the understandings gained through this classroom-based study, a number of conclusions are developed about the importance of the role played by leaders, both teacher and pupil.</p>

scholarly journals Bullying Behaviour in Schools: Towards Better Understandings and Practice

2021 ◽  
Author(s):  
◽  
Mark Cleary
Keyword(s):  
New Zealand ◽  
School Community ◽  
School Bullying ◽  
Ministry Of Education ◽  
Effective School ◽  
School Based ◽  
Depth Analysis ◽  
Communication Difficulties ◽  
Bullying Interventions ◽  
The Impact

<p>This study of school bullying provides an overview of the development of international anti-bullying initiatives, an in-depth analysis of the state of antibullying approaches in New Zealand and a description of the impact of such approaches on the behaviour in one secondary school community. Its findings endorse the use of effective, school-based, anti-bullying interventions, in particular, those developed in Scandinavia and Britain during the last twenty years. The efforts to combat bullying in New Zealand are reviewed. While some New Zealand programmes are found to be effective, the anti-bullying initiatives of the Ministry of Education and the Education Review Office are found wanting, as is their failure to respond effectively to the growing public concern over bullying. A number of anti-bullying interventions undertaken within one school community are evaluated. While generally found to reduce bullying, the limitations of these interventions became evident when one class group was viewed in greater depth in a study which discovered an entrenched bullying ‘culture’ and provided insights into the bullying dynamic. The communication difficulties experienced when a small number of powerful individuals capture the dynamics of power and abuse, and in effect establish the relationship style for the whole group, are then highlighted. As a result of the understandings gained through this classroom-based study, a number of conclusions are developed about the importance of the role played by leaders, both teacher and pupil.</p>

scholarly journals School-based interventions to address bullying

2016 ◽  
Vol 4 (2) ◽  
pp. 142-164 ◽  
Author(s):  
Peter K. Smith
Keyword(s):  
Bullying Prevention ◽  
School Bullying ◽  
Negative Consequences ◽  
School Based ◽  
History Of ◽  
School Based Interventions ◽  
Role Of Parents ◽  
Bullying Interventions ◽  
Meta Analyses

Following some background studies on the nature of school bullying, its prevalence, and the negative consequences it can have, this article reviews the history of anti-bullying interventions over the last 30 years. It considers several major programmes in detail, such as the Olweus Bullying Prevention Program, KiVa, Steps to Respect, and Friendly Schools. The nature and evaluation of the interventions is discussed, followed by a review of meta-analyses of the programmes effectiveness. Issues considered are the effect at different ages; components of interventions; work with peers; disciplinary methods, non-punitive and restorative approaches; challenges regarding cyberbullying; the role of parents; the role of teachers and teacher training; set menu versus à la carte approaches; sustainability of interventions and societal context. Conclusions show that interventions have had some success, with traditional bullying. However, further progress is needed in strengthening theoretical underpinnings to interventions, and in tackling cyberbullying.

scholarly journals Considering Mindfulness Techniques in School-based Anti-bullying Programmes

2018 ◽  
Vol 7 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Mairead Foody ◽  
Muthanna Samara
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Perspective Taking ◽  
School Bullying ◽  
Duty Of Care ◽  
Whole School ◽  
School Based ◽  
Current Psychological ◽  
The Impact

Schools have a duty of care to all students and to directly prevent and intervene with bullying amongst children and adolescents. The emergence of cyberbullying escalates this responsibility as the strategies that have become appropriate at national levels for bullying do not always parallel over to online environments. The impact on mental health is the most obvious concern for those responsible for reducing bullying, however, input from psychologists and mental health professionals is scant and often limited on this topic. This paper outlines what bullying is and the devastating impact it can have on the mental health of those involved. It will outline the most common anti-bullying initiatives as well as the current psychological and educational techniques, which could also be used to alleviate distress associated with bullying involvement. We will focus specifically on the role of mindfulness techniques and argue for more of such exercises to be included in whole-school bullying programmes. We conclude by arguing the need to investigate components relevant to both mindfulness and anti-bullying programmes (e.g., empathy, perspective-taking) as active ingredients for reducing the impact of bullying on mental health.

Bullying Victimization Among School-Going Adolescents in Malaysia: Prevalence and Associated Factors

2019 ◽  
Vol 31 (8_suppl) ◽  
pp. 18S-29S ◽  
Author(s):  
LeeAnn Tan ◽  
Shubash Shander Ganapathy ◽  
Rajini Sooryanarayana ◽  
Mohd Hazrin Hasim ◽  
Thamil Arasu Saminathan ◽  
...  
Keyword(s):  
Associated Factors ◽  
Multivariate Logistic Regression Analysis ◽  
Bullying Victimization ◽  
Stress Exposure ◽  
Effective School ◽  
Symptoms Of Depression ◽  
The Past ◽  
School Based ◽  
Bullying Interventions ◽  
Suicidal Plans

This study aimed to assess the prevalence and factors associated with bullying victimization from a nationwide school-based survey among 27 458 students aged 13 to 17 years. The overall prevalence of having been bullied in the past 30 days was 16.2%; this decreased with age. Multivariate logistic regression analysis revealed that factors most strongly associated with bullying victimization were exposure to physical attacks (adjusted odds ratio [aOR] = 2.46, 95% confidence interval [CI] = 2.17-2.79), illicit drug use (aOR = 2.44, 95% CI = 1.78-3.34), involvement in physical fights (aOR = 1.97, 95% CI = 1.74-2.23), being younger than 14 years (aOR =1.95, 95% CI = 1.59-2.38), and having ever attempted suicide (aOR = 1.83, 95% CI = 1.51-2.21). Other significantly associated factors include loneliness, truancy, making suicidal plans, and symptoms of depression, anxiety, and stress. Exposure to bullying victimization can result in negative lifelong sequelae and important associated factors should be considered in planning effective school-based anti-bullying interventions.

scholarly journals Secondary technology teachers’ perceptions and practice: Digital Technology and a future-focused curriculum in New Zealand.

2019 ◽  
Vol 23 (2) ◽  
Author(s):  
Elizabeth Reinsfield
Keyword(s):  
New Zealand ◽  
Professional Learning ◽  
Digital Technology ◽  
Recent Change ◽  
Ministry Of Education ◽  
Technology Learning ◽  
Teachers Perceptions ◽  
Technology Teachers ◽  
School Based ◽  
Learning Area

The Technology Learning Area statement in the New Zealand Curriculum has been recently reviewed to prioritise Digital Technology as a context for learning (Ministry of Education (MoE), 2007, 2017a). The emphasis provides the opportunity for teachers of technology education to guide learning in a future-focused manner, whilst also accommodating their students’ social and academic needs.Four potential school-based responses are proposed, which are asserted as being likely to emerge from this recent change. Findings from a qualitative research project inform discussion about how secondary technology teachers' pereceptions and interpretation of the Technology Learning Area curriculum statement can have an impact on their practices. The implications are discussed in relation to how teachers' practice can be affected by the discourse within which they teach, and to assert that a personalised approach to professional learning is necessary to enable a future-focused Technology Learning Area curriculum.

scholarly journals Unintended Consequences: the Montessori Story of the Early Childhood Education Qualification  Requirement - 2000-2007

2021 ◽  
Author(s):  
◽  
Sola Freeman
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Unintended Consequences ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Left Behind ◽  
Need For Support ◽  
Key Policy ◽  
The Impact

<p>In 2002, the Ministry of Education in New Zealand released Pathways to the Future: Nga Huarahi Arataki. This 10year strategic plan for early childhood education was the culmination of years of advocacy, research and consultation within the early childhood sector. A key component of the plan is a staged requirement for teachers in early childhood centres to have a Diploma of Teaching ECE or equivalent qualification. The study analyses the impact on the Montessori early childhood sector of the requirement that teachers in a centre be qualified with a Diploma or equivalent. This thesis draws on the results of a qualitative study involving interviews with key policy informants and focus groups of teachers and the story that emerges describes the complexities, frustrations and positive outcomes for centres and their teachers. The story points to a need for support, intervention and creative strategies to ensure no part of the early childhood sector is left behind, and diversity within early childhood education in New Zealand is maintained. The final outcome of the study raises the dilemma faced by the Montessori community; how can the approach accommodate the current ideas of early childhood education brought to centres through the policy requirement and remain identifiably Montessori?</p>

scholarly journals Unintended Consequences: the Montessori Story of the Early Childhood Education Qualification  Requirement - 2000-2007

2021 ◽  
Author(s):  
◽  
Sola Freeman
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Unintended Consequences ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Left Behind ◽  
Need For Support ◽  
Key Policy ◽  
The Impact

<p>In 2002, the Ministry of Education in New Zealand released Pathways to the Future: Nga Huarahi Arataki. This 10year strategic plan for early childhood education was the culmination of years of advocacy, research and consultation within the early childhood sector. A key component of the plan is a staged requirement for teachers in early childhood centres to have a Diploma of Teaching ECE or equivalent qualification. The study analyses the impact on the Montessori early childhood sector of the requirement that teachers in a centre be qualified with a Diploma or equivalent. This thesis draws on the results of a qualitative study involving interviews with key policy informants and focus groups of teachers and the story that emerges describes the complexities, frustrations and positive outcomes for centres and their teachers. The story points to a need for support, intervention and creative strategies to ensure no part of the early childhood sector is left behind, and diversity within early childhood education in New Zealand is maintained. The final outcome of the study raises the dilemma faced by the Montessori community; how can the approach accommodate the current ideas of early childhood education brought to centres through the policy requirement and remain identifiably Montessori?</p>

scholarly journals Analysing the Early Childhood Qualification Implementation: The Experience of Montessori Centres

2004 ◽  
Author(s):  
Sola Freeman
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Qualitative Study ◽  
Ministry Of Education ◽  
Support Intervention ◽  
Policy Issues ◽  
Childhood Education ◽  
Left Behind ◽  
The Impact

In 2002, the Ministry of Education in New Zealand released Pathways to the Future: Nga Huarahi Arataki. This 10-year strategic plan for early childhood education was the culmination of years of advocacy, research and consultation within the early childhood sector. A key component of the plan was a staged requirement for teachers in positions of “person responsible” in early childhood centres to have a Diploma of Teaching ECE or equivalent qualification. This article analyses the impact of the first stage of the qualification requirement, using the results of a small qualitative study of six Montessori early childhood centres in Wellington, and reviews the context, literature and policy issues that inspired and drove the policy requirement. It concludes that practical difficulties for centres and their teachers to upgrade means there is a need to supervise the support, intervention and creative strategies used to ensure no one is left behind, and diversity within early childhood education in New Zealand is maintained.

scholarly journals Freire’s Pedagogy of Freedom: Its Contribution to the Development of Ethical Teacher Professionality through the Implementation of the New Zealand Curriculum

Paideusis ◽  
2020 ◽  
Vol 19 (1) ◽  
pp. 5-15
Author(s):  
Leon Benadé
Keyword(s):  
New Zealand ◽  
Critical Pedagogy ◽  
Education Reform ◽  
National Curriculum ◽  
Effective Teacher ◽  
Ministry Of Education ◽  
New Approach ◽  
Early 21St Century ◽  
School Based

This paper takes lessons and directions from Paulo Freire’s Pedagogy of Freedom (1998) that both inform the theme of Dialogue and Difference and a particular conception of ethical teacher professionality. Freire’s vision of teachers and teaching challenges managerialist notions of teachers as dispassionate, data-driven objects of bureaucratic policy, aligned to a sanitised list of features that make up ‘the effective teacher’. This representation of teachers is unlikely to motivate or prepare teachers in the future to be critical thinking ethical professionals. An alternative conception of the teaching professional is required, and one is presented here which has strong links to Pedagogy of Freedom in particular, and critical pedagogy more generally. Expressed as ‘ethical teacher professionality’, this account suggests a broader approach to the role of teacher than provided by notions such as ‘satisfactory teacher dimensions’ or ‘characteristics of quality teaching’. The New Zealand Curriculum (Ministry of Education, 2007) is a policy text whose understanding of teachers is informed by such notions. New Zealand schools engaged in a process of preparation in 2008 and 2009 for full implementation of this revised national curriculum in 2010. The scope of these revisions, expectations of teachers, and the requirement that this implementation be school-based (rather than centrally prescribed) mean that in essence this curriculum goes well beyond a mere revision. Further, as a product of early-21st century education reform which seemingly gives schools, teachers and communities greater flexibility, there are lessons that could be relevant internationally. As a fundamentally new approach to policy, implementation of the New Zealand Curriculum could significantly alter how teachers see and approach their work.

Preventing and Responding to Bullying: An Elementary School's 4-Year Journey

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800
Author(s):  
Mary E. McCormac
Keyword(s):  
Action Research ◽  
School Counselors ◽  
Research Process ◽  
Bullying Prevention ◽  
School Bullying ◽  
Prevention And Intervention ◽  
Bullying Interventions ◽  
The Impact

Bullying continues to be a pervasive problem in schools and requires a schoolwide approach. This article describes the action research process used to examine the impact of a 4-year, K-5 school bullying prevention and intervention. The school counselors collaborated with students, staff, and parents to implement the program, and collected and analyzed data to improve the program. Results indicated that the program reduced bullying and increased students’ perception that adults listen to bullying reports. The author offers suggestions for improving bullying interventions.

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