Guiding Framework for Policy Approaches to School Bullying and

ViolenceMona O’Moore

Education Department, Trinity College, Dublin

A joint OECD, Norwegian Ministry of Education and Stavanger University College Conference, Stavanger, Norway, September 5-8, 2004

School Bullying and Violence: Complex and Multi-faceted

Most powerful risk factors [Commission on Children & Violence Gulbenkian Foundation, 1995]

• Violent and humiliating forms of discipline• Attitudes that approve of violence in the home and world

outside » Adults behaving violently towards each other» Adults behaving violently towards children» Macho role models» Preferences for violent images on TV & Film» Racial Hatred» Violence in Sport

• Poverty & poor living conditions

Towards Making A Difference

Contributing Factors • Commitment of Government• Commitment of Stakeholders at all levels of decision

making: » Local» National» International

“Upstream investment brings downstream results” W.H.O, 2002

Example: National Intervention campaign against school bullying in Norway

[Olweus & Roland, 1983]

Inspired:

Belgium: Stevens & Van Oost, 1995 – 1997Canada: Pepler & Craig, 1991 -1993England: Smith, Sharp, Cowie, Boulton, Thompson, 1991 -1993. Finland: Salmivalli, 1999Germany: Hanewinkel, 1994 -1996Ireland: O’Moore, 1999; Lawlor, 2003Spain: Ortega, Lera, Del Ray, Mora-Merchan, 1995 – 2004Switzerland: Alasker & Volkanover, 1998Sweden: Svenson, 2001U.S.A: Limber, 1994 -1995

Recommendation for Action

Steps towards a Guiding Framework

1. Draw up, implement and monitor a National Plan of Action to prevent school bullying and violence.

2. Enhance the capacity to collect data on school bullying and violence. [To do this some discussion takes place in relation to definitional issues.]

3. Define priorities for and support research on the causes, consequences, costs and prevention of school bullying and violence.

4. Develop a national strategy to assist schools to prevent bullying and violence.

5. Create a media campaign to promote non-violent values, attitudes and behaviour.

6. Integrate School Bullying and Violence Prevention into Teacher Education at both Pre-Service and In-Service Levels.

7. Establish an Advisory Body (Centre of Excellence) for Partners in Education.

8. Contribute to an International Research Network.9. Promote legislation to deal effectively with school bullying and violence.

1. Draw up, implement and monitor a National action plan to prevent school bullying and violence.

Develop A Consensus Of Opinion

Government

Organisations

Independent Researchers In relevant disciplines

Agencies

Non-Government

Key Elements of a National Plan to Prevent & Reduce School Bullying and

Violence {World Health Organisation, 2002}

• Review and reform existing legislation and policy• Build data collection and capacity building• Strengthen services for victims• Develop and Evaluate prevention responses• Set a timetable• Develop a mechanism of evaluation• Establish an organisation to monitor and report on

progress

Role of Monitoring Authority

• To co-ordinate efforts at local, national and international levels

• To collaborate with sectors that have potential to contribute to the prevention of School Bullying & Violence e.g. :

» Education» Labour» Health» Social Welfare» Criminal Justice

2. Enhance the capacity to collect data on school bullying and violence

Why?

• To influence policy making• To set priorities• To guide programme design• To monitor progress

How can comprehensive and reliable data be secured?

Develop a universal accepted definition of school bullying and violence.

IjimeBullying

Mobbing

Faits de Violence

Il bullismoViolenca na escola Victimisation

Towards a New DefinitionThe Construct of Abuse would help…

• To overcome the theoretical and cultural diversities• To target more effectively the problem behaviour i.e. the process as well as

the product

• To avoid unnecessary policies and programmes. e.g. racial, sexual

A Proposed Definition:

School Bullying and Violence can be defined as:

“Incidents where an individual or a group areabused, threatened or assaulted. The abusive

behaviour involves an explicit or implicit challenge to their safety, well being and health.”

3. Define priorities for, and support research on, the causes, consequences, costs and prevention of school

bullying and violence.

Background:

The Nature of School Bullying : A Cross-NationalPerspective. Eds. Smith, Morita, Junger-Tas, Olweus, Catalona & Slee (1999)

Violence in Schools: The response in Europe. Ed.Smith, 2003.

Nordic Council: Research Conference, Stockholm ’03

Review of Good Practice in preventing and reducingBullying At School In The E.U. Member States – Report tothe European Commission (2003/S179-161416) - Eds. Minton & O’Moore,2004

Research Priorities

Needed is a greater understanding of:

• Contextual characteristics • The elements that are most desirable for inclusion in

programmes of prevention and intervention• The causes, consequences, costs and prevention of

teacher-teacher, pupil-teacher, teacher-pupil, parent-teacher abuse.

• Systematic and rigorous evaluations of initiatives to prevent and reduce school bullying and violence

• Sports and violence.

Who Undertakes The Research?

• Government Departments• Academic Institutions (inclusive of schools)• Individual researchers • Network of researchers [local, national,

international]

4. Develop a National Strategy to assist schools to prevent and reduce school

bullying and violence.

Criteria for success:

• Statutory requirement• Commitment of School Personnel• Commitment of School Community inclusive of Parents• Whole School Approach• Supplementary Therapeutic Services

Elements of a Whole School Approach

Evidence Based Policy Aims: (Department of Education & Science, Ireland, 1993)

1. To create a school ethos which encourages children to disclose and discuss incidents of bullying behaviour.

2. To raise awareness of bullying as a form unacceptable behaviour with school management, teachers, pupils, parents/guardians.

3. To ensure comprehensive supervision and monitoring measures through which all areas of school activity are kept under observation.

4. To develop procedures for noting and reporting incidents of bullying behaviour.

5. To develop a programme of support for those affected by bullying behaviour and for those involved in bullying behaviour.

6. To work with and through the various local agencies in countering all forms of bullying and anti-social behaviour.

7. To evaluate the effectiveness of school policy on anti-bullying behaviour.

Underpinning a School Policy to Prevent and Reduce School Bullying and Violence : 1

The Promotion of a co-operative school ethos

• respect

• trust

• caring

• consideration

• support

The Promotion of high standards of Behaviour

• pupil – pupil

• teacher – pupil

• teacher – teacher

• parent – teacher

Underpinning a School Policy to Prevent and Reduce School Bullying and Violence : 2

Promoting Confidence & Self Esteem• Pupils• School Personnel

Promoting Curricula to Foster• Respect for human dignity• Tolerance and respect for the values and beliefs

of others• Celebration of diversity

School Based Interventions

• Primary – reducing the risk of bullying and violence.

• Secondary – responding to incidents of bullying and

violence

• Tertiary – treatment and rehabilitation for those

involved in incidents.

Survey, prepare policies or code of discipline reduce risk factors, establish student council, peer support,

mediation, counselling, school home liaison

Method of shared concern, No Blame approach, Restorative Justice, Denial of Privileges,

Suspension, Expulsion

Monitoring incidents, Counselling, referral to specialists

Child – focusedTeacher – focusedFamily – focused

Community - focused

Therapeutic Approaches require

Multi-disciplinary teams

Health

Social Welfare

Probation

School psychological service

Juvenile Justice

Education

Whole School Approach – A Continuous Process

Self Audit. e.g. Varnava (2000)

• Regular Audit

Monitoring Authority e.g school inspectorate

• Regular Evaluation

• Expert Advisory Organisation

The Design Team

The DesignTeam

Student Council

Teacher Unions

Parent Councils

Voluntary SectorVictim Support Groups

Crime PreventionCommunity Safety

Corporate

Mass MediaResearchers

Education

Health

National Curriculum

Development Unit

Ombudsman

Police

Juvenile Justice Probation

Social Welfare

Training Institutions & Services for Children

SchoolPsychological

Service

5. Media campaign to change attitude, behaviour and social norms

Challenges to be tackled {Commission on Children & Violence, Gulbenkian Foundation}

• Gender Issue• Macho Male Images• Those at risk of violence

Infants; young people with a disability; minority ethnic groups

Design Team to Promote Media CampaignAn Inter-Departmental Ministerial Group

Besides a Media Campaign“Build values that make for a non-violent society into services that work with

and for children.”

6. Integrate School Bullying & Violence Prevention into Teacher Education at Pre-Service and In-

Service Levels

Rationale • The commitment of teachers is critical to the

effectiveness of intervention programmes [Roland 2000]

Aim• To enhance competence

» To detect» To intervene» To prevent» To understand the critical role of their own behaviour in

shaping attitudes and behaviour of their students

Key Elements in a Teacher Training Module on School Bullying & Violence

Elements proposed by O’Moore (2000); Nicolaides, Toda & Smith, (2002)

• What is bullying and violence?

• The extent of bullying and violence

• The signs of victimisation, bullying and violence.

• The ill-effects

• The causes

• Preventative strategies

• Strategies to deal with incidents, inclusive of teachers and parents

• Developing a school policy.

Use the curriculum to promote pro-social attitudes; Enhance self-esteem

In-Service Training

Rationale

To improve quality and efficiency by learning about the scientificadvances in the field of school bullying and violence.

Successful Experience of In-Service (O’Moore & Minton, 2003)

ABC Model adapted from Roland, 1997

• Develop a Network of Trainers• Provide Regional Training• Provide Local Support• Provide Professional Accreditation

Example:Diploma in Aggression Studies,

Trinity College Dublin

7.To Establish a National Advisory Unit for Partners in Education

Rationale:Need for evidence based advice and guidance to guide policies and interventionstrategies and research.

Example: Anti-Bullying CentreResearch & Resource CentreEducation DepartmentTrinity College, Dublin, Ireland

ABC Provides:• Advice and guidance [website, helpline, drop in centre]• Professional Counselling• Mediation• Resource Materials for parents, schools and organisations• In-service and staff development for schools and organisations• Day conferences and workshops for pupils, parents, teachers and adults in the

workplace• Investigations• Expert Witness• Legal Advice• Reference library• Conducts research

If the Centre cannot provide the necessary therapeutic help it refers

on to experts in the field

The Centre refers on to legal firms if the clients are considering litigation

To Ensure Comprehensive Service Of National Advisory Unit (Centre of

Excellence)

• Provide Government Funding

• Give An Official Status

• Establish International Links with Comparable Centres

• Establish an Alliance with Other Advocacy Groups

To share and exchange informationTo pool experiences

To increase collaboration

8. To Contribute to an International Research Network

Rationale:

• Identify and examine important issues on a global scale.• Facilitate the development of global preventative approaches

Potential Areas of Research: [Roland, personal communication]

• Conduct national baseline investigations using same definition and tools of measurement

• Analyse results according to defined standards• Conduct indepth case studies of national policies• Monitor and evaluate prevention and intervention approaches• Assist OECD and National Authorities in awareness raising and

National Research

Leadership of International Research Centres

Criteria:

That the Centre is located in a country that reflects the

highest political commitment to tackling school bullying and

violence. This will ensure the necessary funding and

support.

9. Promote Legislation to Deal Effectively With School Bullying & Violence

Article 19: Convention On The Rights of Children

State Parties shall take all appropriate legislative,

administrative, social and educational measures to protect

the child from all forms of physical or mental violence,

injury or abuse, neglect or negligent treatment,

maltreatment or exploitation, including sexual abuse, while

in the care of parent(s) legal guardian(s) or any other

person who has the care of the child.

The Way Forward – Legal Reforms

Examine with a view to adopt the recommendations of the Commission

on Children and Violence [Gulbenkian Foundation, 1995]

• Remove legal tolerance to any level of violence to children• Ensure that response to violent behaviour contribute to the solution

rather than the problem• Prohibit physical punishment and humiliation of children• Review criminal justice system for young offenders to ensure

rehabilitation and protection of public from serious harm.• Provide consistent obligations to act against bullying in all

institutions• Review and simplify the law on possession and use of firearms and

other offensive weapons.

Advantages of Legal Reform

• Create a climate of opinion that reinforces a zero tolerance to bullying and violence. [Ananiadou & Smith (2002)]

• Requires all schools to develop policies and to act on them.• Create a healthy and positive school climate.

Disadvantages

• Compensation Culture (Binchy, 2004)

Preventative Action

• Provide clear guidelines to schools to how litigation can be avoided.• Appoint an Ombudsman for Child & Labour Relations.

Office of Ombudsman

• To initiate investigations of Unresolved Complaints

• To refer to appropriate agencies, organisations for follow up, support and rehabilitation.

• To meet the requirements set out in the U.N Convention on the Rights of Children. [e.g. Norway]

Conclusions• School Bullying and Violence is a worldwide problem• Imposes mental and physical ill health• Undermines and dilutes the quality of education• Action needed at local, national, international level

• Framework for National Approach to Include– Data Collection and Research– Training of Professionals– Whole School Approach– Media Campaign– International Research Network– Legal Reform

Success will depend on strength of political will

“When planning for a year plant corn, when planning for a decade plant trees, when planning for life, train and educate people” (Yves Beernaert, Lisbon, 2001)

Thank You

Go Raibh Mile Maith Agat