Bullying Intervention Strategies That Work



Bullying is a pervasive and multifaceted problem in our society as a whole. The majority of projects in the data set (78 of the 87 projects) were funded under the Community Mobilization Program (CMP), which provides grants of up to $50,000 to community organizations to develop strategies for crime prevention through social development.

"Making a Difference in Bullying: Evaluation of a Systemic School-Based Programme in Canada". The sponsor reported that the youth developed a higher level of maturity and confidence as a result of participating in the project, and attained skills that would equip them to deal with the dynamics of bullying.

For example, solutions that emphasize control over cooperation, such as school zero tolerance policies (e.g., calls for expulsion, metal detectors, and surveillance cameras) have been shown by research to be ineffective in reducing bullying (Fox et al., 2003; Pepler, Smith & Rigby, 2004; Shaw, 2001; Sampson, 2002; Skiba & Peterson, 1999).

In fact, bullying rates increase with age for boys and girls, reaching a peak in middle grades (11 to 14 year-old students) and then tapering off in high school (Craig, Peters & Konarski, 1998; Pellegrini, 2002; Smith & Madsen, 1999). The counsellor can also help to train other school personnel in addressing bullying appropriately and consistently (Ma, Stewin & Mah, 2001).

Their self-reported rates of bullying and victimization were similar to the reports they made to their parents (Craig, Peters & Konarski, 1998). There are important and unique considerations for strategies to prevent and address bullying of LGBT youth. To help integrate the policy into regular school activities and culture, the policy requires continued promotion, support and commitment from staff, students and their parents throughout the school year.

"Bullying in 25 secondary schools: incidence, impact and intervention". Staff also need ongoing training in intervention and regular auditing to measure the impact of anti-bullying work. 98% of the bullying projects in this sample involved children and youth as participants.

Contrary to popular opinion, bullying does not begin and end at school. Professional development will also address ways to prevent and respond to bullying or retaliation for students with disabilities that must be considered when developing students' Individualized Education Programs (IEPs).

Bettendorf High School addresses anti bullying with a policy in the student handbook that is reviewed with all students at beginning of the year. The purpose of this Bullying Prevention Toolkit is to provide information to aid efforts to prevent bullying. Canadian Initiative for the Prevention of Bullying (CIPB) Conference.

And don't forget about the subtopic of cyberbullying, in which bullying behavior is conducted online and is often focused on the humiliation and shaming of victims. Historically, bullying was seen as part of growing up” or a rite of passage,” but the prolonged and repeated exposure bullying to related stress is now understood to have negative consequences to health and wellbeing.

Unlike bullying that occurs at school, cyberbullying can be even more pervasive and difficult to avoid. TheOneSpy software should not be subjected to monitoring the cellphone of any other person in the end-user's social circle, including their children over 18 years without their express, on-paper permission.

The projects discussed in this section are a sub-set of a larger number of projects dealing with school-based anti-violence (SBAV). "An Evaluation of an Anti-Bullying Intervention in Toronto Schools". This project is a multi-year initiative to develop three public service announcements (PSAs) on the theme of bullying.

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