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Bullying interventions in schools : six basic approaches by Ken Rigby

By Ken Rigby

Dealing successfully with the matter of bullying in faculties is now recognized as an important problem for educators of youth. winning interventions to forestall, or perhaps lessen, bullying in colleges are tough to accomplish; in spite of the fact that, the case for making improvements to the effectiveness of faculty interventions in instances of bullying is overwhelming. extra consciousness should be paid to what should be performed in addressing real circumstances of  Read more...

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If we infer severity objectively from the intensity or frequency of the negative treatment as judged by an outsider or by how the average targeted person feels about it, we may fail to see how a given student is being affected by a particular insult. In general, sympathy for the victim may incline us to judge severity according to subjective criteria. On the other hand, we may want to take into account the nature of the act as distinct from its effects; for instance, whether it is violent as in frequent physical beatings, or relatively mild as in an occasional slight.

18 A brief background to school bullying The targets Distinctions should also be made between types of targets. 6 Many of these may be described as ‘provocative victims’. As noted earlier, some chil- dren actually provoke the bullying by behaving in ways that antagonise others. But for the most part children who are targeted are ‘innocent’, in the sense that they are not doing anything that can reasonably be called provocative. It is sometimes apparent that a child is being targeted because of a social prejudice that exists in the community and/or among a group of students.

Thus the person administering the punishment becomes someone to be feared. The student who has been punished will not want to come before him or her again, and will subsequently be compliant and desist from bullying. In future, the appearance of the child whom the bully had targeted may also evoke feelings of anxiety in the bully. The very thought of bullying that person or, perhaps more generally, any other person, becomes painful. 10 38 The traditional disciplinary approach In practice, conditioning a child in this way to put a stop to bullying may require very powerful and almost certainly unethical forms of treatment.

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