Description
Book SynopsisOffers advice to school principals, teachers, and parents on how to implement a "whole school approach to bullying". This book provides guidance to help teachers and parents recognize if a child is being victimized or bullies others. It is suitable for those who are involved with children and young people.
Trade Review"The problem of school bullying is one of growing dimensions and is of tremendous concern to teachers, parents, and many of the children themselves. Professor Olweus is without question the world's leading authority on the topic. His book is a succinct yet accurate and thorough statement of the problem and what educators and parents can do to alleviate it. It will be invaluable to its intended readership."
Professor David G. Perry, Florida Atlantic University. "Olweus's book provides evidence that his programme of intervention has encouraging results where it has been applied, leading to significant and sustained reductions in direct and indirect bullying. This should encourage schools and authorities to study the method described and the valuable suggestions made. There is a useful and wide-ranging reference list of works on bullying and aggression." Criminal Behaviour and Mental Health
"Dr Olweus' program, which is in place at 42 Norwegian schools, is the first program against bully/victim problems to be scrutinized by scientific research... The program has been so successful that it is now being set up in several other countries including the United Kingdom, Italy, Germany, and the United States. For Dr Olweus... has studied the problem of bullying for 20 years... Dr Olweus' intervention program is described in detail in his book Bullying at School." Pediatric News
"Share it with other parents." Kentucky Enquirer
Table of ContentsForeword ix
Acknowledgments xl
Introduction 1
Part I What We Know About Bullying 5
Stories from the Press 7
What is Meant by Bullying? 8
Some Information About the Recent Studies 10
One Student out of Seven 13
Bully/Victim Problems in Different Grades 14
Have Bully/Victim Problems Increased? 17
Bullying Among Boys and Girls 18
How Much Do the Teachers Do? How Much Do the Parents Know? 20
Bullying at School and on the Way to and from School 21
Comparison between Norway and Sweden 21
Is Bullying Primarily a Big-City Problem? 23
The Size of the School and the Class 23
Supervision during Recess and Lunch Time 25
On Analyses at Different Levels 26
Stability of Bully/Victim Problems over Time 27
Is Bullying a Consequence of Competition at School? 28
What Role do External Deviations Play? 30
What Characterizes the Typical Victims? 31
What Characterizes the Typical Bullies? 34
Physical Weakness and Strength 36
A Concrete Picture 37
What Kind of Rearing Conditions Create Aggressive Children? 39
Group Mechanisms 43
Other Factors 45
A Wider Perspective on Bully/Victim Problems 45
A Question of Fundamental Democratic Rights 48
Portrait Sketches of Henry and Roger, a Victim and a Bully 49
Guide for the Identification of Possible Victims and Bullies 53
Being a Victim - Possible Signs 54
Being a Bully - Possible Signs 58
Part II What We Can Do About Bullying 61
Overview of Intervention Program 64
Goals 65
Awareness and Involvement 66
Measures at the School Level 69
A School Conference Day 69
Supervision and Outdoor Environment 70
Contact Telephone 74
A General PTA Meeting 75
Teacher Groups for the Development of the Social Milieu of the School 77
Study Groups in Parent-Teacher Associations (Parent Circles) 79
Measures at the Class Level 81
Class Rules about Bullying 81
Praise 85
Sanctions 86
Class Meetings 88
Cooperative Learning 89
Common Positive Activities 92
Class PTA Meetings 93
Measures at the Individual Level 97
Serious Talks with the Bully 97
Talks with the Victim 97
Talks with the Parents 100
What Can the Parents of the Bully Do? 101
What Can the Parents of the Victim Do? 103
Use of Imagination 105
Discussion Groups for Parents of Bullied or Bullying Students 106
Change of Class or School 107
Part III Effects of the Intervention Program 109
Main Findings 113
Brief Comments 114
Basic Principles 115
Additional Characteristics 116
Part IV Additional Practical Advice and a Core Program 119
Support from the Principal and Formation of a Coordinating Group 122
Awareness and Involvement 123
Adequate Supervision During Recess and Lunch Time 124
Class Rules and Class Meetings 124
Talks with Involved Students and Their Parents 125
Overview of Core Program 127
Final words 128
References 129
Index 137
