By Dan Olweus
Offers an summary of what's recognized concerning the motives and outcomes of bullying in school, describes an intervention application designed to handle and counteract the matter, discusses the optimistic results of this system as evaluated over a two-year interval in forty-two colleges in Bergen, Norway, and provides functional suggestion on enforcing the intervention application.
Pt. I. What we all know approximately Bullying. tales from the clicking. what's intended via Bullying? a few information regarding the new reviews. One pupil out of 7. Bully/Victim difficulties in numerous Grades. Have Bully/Victim difficulties elevated? Bullying between girls and boys. How a lot Do the academics Do? How a lot Do the fogeys comprehend? Bullying in class and which will and from university. comparability among Norway and Sweden. Is Bullying basically a Big-City challenge? the scale of the college and the category. Supervision in the course of Recess and Lunch Time. On Analyses at varied degrees. balance of Bully/Victim difficulties over the years. Is Bullying a end result of festival in school? What function do exterior Deviations Play? What Characterizes the common sufferers? What Characterizes the common Bullies? actual weak point and power. A Concrete photo. what sort of Rearing stipulations Create competitive youngsters? team Mechanisms. different elements. a much wider point of view on Bully/Victim difficulties. a query of basic Democratic Rights. Portrait Sketches of Henry and Roger, a sufferer and a Bully. advisor for the identity of attainable sufferers and Bullies. Being a sufferer --
Possible symptoms. Being a Bully --
Possible symptoms --
Pt. II. What we will be able to Do approximately Bullying. evaluate of Intervention software. objectives. expertise and Involvement. Measures on the institution point. a college convention Day. Supervision and outside surroundings. touch phone. A common PTA assembly. instructor teams for the advance of the Social Milieu of the varsity. examine teams in Parent-Teacher institutions (Parent Circles). Measures on the type point. type principles approximately Bullying. compliment. Sanctions. type conferences. Cooperative studying. universal optimistic actions. type PTA conferences. Measures on the person point. severe Talks with the Bully. Talks with the sufferer. Talks with the oldsters. What Can the fogeys of the Bully Do? What Can the oldsters of the sufferer Do? Use of mind's eye. chat groups for folks of Bullied or Bullying scholars. swap of sophistication or university --
Pt. III. results of the Intervention software. major Findings. short reviews. easy ideas. extra features --
Pt. IV. extra functional suggestion and a middle application. help from the important and Formation of a Coordinating staff. expertise and Involvement. enough Supervision in the course of Recess and Lunch Time. classification principles and sophistication conferences. Talks with concerned scholars and Their mom and dad. evaluation of middle software. ultimate phrases.
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Extra resources for Bullying at school : what we know and what we can do
The protagonist is the person performing the psychodrama of his/her personal life situation. The group leader is the director and has the responsibilities of planning the session, warming up the group, and leading the summary discussion. Each group member becomes a protagonist who then acts out a scene or scenes from an important event or situation. The acting is present-centered and persons from the past are brought into the scene and interacted with as if they were present. The protagonist usually selects other group members to act as auxiliary egos.
Observable physical behaviors convey attending, and behaviors such as eye contact, body turned to the person, a slight forward lean are examples of physical attending. Observational Skills Observational skills take some time to develop in the group leader as there are several members in the group and it is certainly more difficult to observe several individuals adequately, but the ability to do so enhances tuning in to group process. The key parts of observational skills are becoming aware of and understanding nonverbal communication, as it is the major part of the message or messages.
They may also verbalize the feelings and emotions of the protago- 26 Group Counseling for Children nist that they perceive as important but are being ignored or suppressed. The audience observes and gives feedback during the discussion phase. They are encouraged to identify with the protagonist and, in so doing, work on their personal issues. There are three phases of a psychodrama, warm-up, action and discussion. The session is begun by having members identify and discuss briefly any relationships, conflicts, etc.