Abstract
With concerted efforts being made into preventing and addressing the problem of bullying in schools worldwide, one needs to understand that there is no one-size-that-fits-all answer to the same. Considering the varied and diverse population of elementary, middle, and high schools, there has never really been a simple solution to the issue. The challenge that most schools face is in the way programs are strategized to control and evaluate problems of bullying amongst different age groups. Strategies need to be implemented based on a number of factors, including the school environment, training of teachers, administrators and staff, students’ cognitive development and behavior, making it difficult to implement one strategy that can control and curb the aggressive behavior of bullying amongst all school levels.
This paper will discuss the different evidence-based anti-bullying programs and their successful and/or prospective outcomes that can be evaluated and analyzing the one that has proven to be the most effective at the elementary, middle, and high school levels. This paper will further discuss how such anti-bullying programs can be implemented in a multi-tiered framework and how a school can evaluate the outcomes of such programs for better control of bullying problems, ragging issues and the overall behavioral pattern of students.
Introduction
Over the years, a number of anti-bullying programs have been practiced at schools around the world. With the first large-scale anti-bullying programs invented in Norway back in 1983, profound efforts have been put into addressing the challenge of bullying, which is considered to have both short and long-term effects on the physical and mental health of children. (Maria M. Tofi, David P. Farrington. 2011) There is a need to maintain an educational culture, while at the same time establish a multi-tiered behavioral framework that can monitor, prevent and address the problem of bullying at the elementary, middle, and high school levels.
Evidence-based anti-bullying programs
Research demonstrates that the (a) the Olweus Bullying Prevention Program (OBPP) program is the most effective anti-bullying measure, post-implementation at the elementary, middle, and high school levels. (The Campbell Collaboration Crime and Justice Group.
2009) The reason for this programs being so effective is because the program’s implementation has three levels of intervention – school-wide, classroom-level, and individual-level. This paper will further discuss on how OBPP is the best anti-bullying school-based program that can be implemented and strategically evaluated for better behavior control. (b) The Steps to Respect program that is primarily designed for students from grade three to six. This intervention program aims to address school bullying problems by raising awareness amongst students and staff, inculcating a socially responsible attitude, and promote healthy relationships by imparting social-emotional skills to students. (Committee for Children) (c) The KiVa program is tailored for students from grade four to six. This is a more interactive form of an intervention program that includes discussions, group work, role-plays, and short films to increase empathy amongst students, teach students to stand up for the victims, and spread awareness amongst peer groups on the negative impacts of bullying. (Effectiveness and Micro-costing of the KiVa school-based bullying prevention programme;
BMC Public Health. 2016; pp 104)
Discussion on the Olweus Bullying Prevention ProgramAn Overview
As per a research analysis, the OBPP is not a classroom-curriculum, and therefore, focuses on a whole-school development with regards to addressing the challenge of bullying and also sparking empathy through improved behavioral patterns amongst students. The program consists of four main components that make the OBPP the best anti-bullying program by far- school-level, individual-level, classroom-level, and community-level. (https://olweus.sites.clemson.edu/).
The main strength of this intervention program is the statistical evidence that shows a reduction by at least 50 percent in self-reported bullying problems in schools that implemented this program, decreased rates of vandalism, significant improvements in classroom behavior and the social relationship amongst students. (Michelle M. Kendrick, Evaluating the Effects of the Olweus Bullying Prevention Program on Middle School Bullying. 2015) However, the challenge that most schools face with implementing this program at all school levels is the consistency that is required to manage and strategize a multi-tiered behavioral framework such as this. Not many significant changes have been observed in implementing the OBPP, with minor improvements that do not really impact the overall change-system of the school. (Maria M. Tofi, David P. Farrington. 2011)
One of the main reasons why the OBPP is a preferred program over the rest is due to its efficacy to be implemented and gauged at the elementary, middle, and high schools levels, and the expected outcomes of the program. Statistics have shown how the Olweus Bullying Prevention Program can reduce bullying problems drastically at schools. Some outcomes observed in the program are:
More than 50 percent reduction in bullying reports and self-reporting of bullying issues at varied school levels.
A drastic reduction in aggressive, violent and unfavorable social behavior such as theft, vandalism, and violent fights.
Improve order and discipline in classrooms, along with improved social acceptance and behaviors amongst students.
Improved levels of empathy and support for students victimized by bullying and greater awareness to establish assertiveness in the problem.
Implementation of the OBPP program
With the aim of the intervention program addressing the challenge of bullying at a school-wide level-
(a) Establish an OBPP body in the school community: Select committee members, train committee members on the facets of OBPP. Administer the Olweus Bullying Questionnaire school-wide to help assess the severity and status of bullying issues in the school. Review the questionnaire with the OBPP board and make specific plans for further implementations. Regular kick-off meetings can be held to consistently monitor the success of the program. Introduce rules against bullying and spread awareness with parent groups to get them involved in behavioral supervision of students.
(b) Establish classroom-level components: Enforce anti-bullying rules and hold regular class meetings to engage students in understanding the nature and impact of bullying (role-playing, discussions, and writing). Hold parent-teacher discussions and counseling with parent groups to strengthen their involvement along with the school staff.
(c) Establish a supervisory structure for victims at risk-spots: Identify the sports where bullying is observed the most and station supervisory staff to minatory student behavior at vulnerable timings and spots in the school. All student activities must be kept under supervision, as much as possible, in order to strategize and develop stronger intervention plans for students at risk of bullying.
(d) Incorporate community-level components: Partner with communities involved in bullying prevention. Bring in community partner to spread anti-bullying messages and best behavioral principles through proper training to staff by trainers.
Evaluating the Effectiveness of the program
School staff members will be provided with pre and post-program questionnaires in order to evaluate changes in knowledge, awareness, attitudes, and behaviors with regards to bullying prevention and response. During the early fall of the school, the Olweus Bullying Questionnaire will be administered to the staff and next again at the close of the next spring year, to analyze the difference and changes better, with an adequate spacing of time for behavioral development. More classroom-discussions and public events on the short and long-term effects of bullying with periodical surveys by trainers for staff, administrators, and students will focus on ideating an assertiveness against bullying and help improve behavioral issues amongst students at the root as well as advanced levels.
References
1. Maria M. Tofi, David P. Farrington. The effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review. 2011. pp: 27-56
2. The Campbell Collaboration Crime and Justice Group. 2009
3. Committee for Children- http://www.cfchildren.org/resources/bullying-prevention-resources/
4. Effectiveness and Micro-costing of the KiVa school-based bullying prevention programme; BMC Public Health. 2016; pp 104
5. Available online on https://olweus.sites.clemson.edu/
6. Michelle M. Kendrick, Evaluating the Effects of the Olweus Bullying Prevention Program on Middle School Bullying. 2015
