Guiding Framework for
Policy Approaches to
School Bullying and
Violence
Mona 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
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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
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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:
Canada:
England:
Finland:
Germany:
Ireland:
Spain:
Switzerland:
Sweden:
U.S.A:
Stevens & Van Oost, 1995 – 1997
Pepler & Craig, 1991 -1993
Smith, Sharp, Cowie, Boulton, Thompson, 1991 -1993.
Salmivalli, 1999
Hanewinkel, 1994 -1996
O’Moore, 1999; Lawlor, 2003
Ortega, Lera, Del Ray, Mora-Merchan, 1995 – 2004
Alasker & Volkanover, 1998
Svenson, 2001
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
Non-Government
Agencies
Organisations
Independent Researchers
In relevant disciplines
Key Elements of a National Plan to
Prevent & Reduce School Bullying and
Violence {World Health Organisation, 2002}
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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. :
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Education
Labour
Health
Social Welfare
Criminal Justice
2. Enhance the capacity to collect data on
school bullying and violence
Why?
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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.
Mobbing
Bullying
Ijime
Faits de
Violence
Violenca na
escola
Il bullismo
Victimisation
Towards a New Definition
The 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 are
abused, 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-National
Perspective. 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 reducing
Bullying At School In The E.U. Member States – Report to
the 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, parentteacher abuse.
• Systematic and rigorous evaluations of initiatives to
prevent and reduce school bullying and violence
• Sports and violence.
Who Undertakes The Research?
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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:
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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 –
Survey, prepare policies or code of discipline reduce
risk factors, establish student council, peer support,
reducing
the risk
of bullying
violence.
mediation,
counselling,
schooland
home
liaison
• Secondary –
Method of shared concern, No Blame approach,
responding
to incidents
of of
bullying
and
Restorative
Justice, Denial
Privileges,
Suspension, Expulsion
violence
• Tertiary –
Child – focused
Monitoring
incidents,
Counselling,
to
Teacher
– those
focused
treatment
and
rehabilitation
forreferral
specialistsFamily – focused
involved in incidents. Community - focused
Therapeutic Approaches require
Multi-disciplinary teams
Health
School psychological service
Education
Social Welfare
Juvenile Justice
Probation
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
National
Curriculum
Development Unit
Student Council
Teacher Unions
Education
Parent Councils
Ombudsman
Voluntary Sector
Police
Juvenile
Justice
Victim Support Groups
Crime Prevention
Community Safety
The Design
Team
Probation
Social Welfare
Training Institutions
& Services for Children
Corporate
School
Psychological
Service
Researchers
Health
Mass Media
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 Campaign
An 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 InService Levels
Rationale
• The commitment of teachers is critical to the
effectiveness of intervention programmes
[Roland 2000]
Aim
• To enhance competence
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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
Use the curriculum to promote pro-social
attitudes; Enhance self-esteem
• Preventative strategies
• Strategies to deal with incidents, inclusive of teachers and parents
• Developing a school policy.
In-Service Training
Rationale
To improve quality and efficiency by learning about the scientific
advances in the field of school bullying and violence.
Successful Experience of In-Service (O’Moore & Minton, 2003)
ABC Model adapted from Roland, 1997
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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 intervention
strategies and research.
Example:
Anti-Bullying Centre
Research & Resource Centre
Education Department
Trinity College, Dublin, Ireland
ABC Provides:
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If the Centre cannot provide the
Advice and guidance [website, helpline, drop in centre]
necessary therapeutic help it refers
Professional Counselling
on to experts in the field
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
The Centre refers on to legal firms if the
Expert Witness
clients are considering litigation
Legal Advice
Reference library
Conducts research
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 information
To 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
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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
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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)
Go Raibh Mile Maith Agat
Thank You