OLWEUS BULLYING PREVENTION PROGRAM

Olweus Bullying Prevention Program

Olweus Bullying Prevention Program

Introduction

Bullying and informative environments can be glimpsed to proceed hand in hand. However, bullying and victimisation are not so profoundly embedded in our school scheme that they will not be stopped from occurrence and halted if they are currently taking place. In School A, a state prime school, there were schemes and programs in location that strove to eradicate bullying over all the grades. They taken up a entire school approach, which is "designed to encourage methodical alterations in school heritage against bullying demeanour or school violence" (Yoon & Kerber, 2003, p. 27). This approach to undertaking bullying and victimisation in schools is applied on all grades of school life and should be well integrated into the school ethos. The whole-school procedure of bullying intervention has been broadly acclaimed and appraised and is glimpsed as the most productive method to battle these matters in our school system.

 

Discussion

It has been methodically documented by the publications that there is definitive association between bullying behaviours and grave short and long period conclusions for both victims and perpetrators. This promise future for bullies and their victims is the integral cause that schools are now beginning to aim on defending their scholars against bullying (Gini, 2004, p.9). However, to competently apply schemes to battle bullying in the school scheme, it is imperative that a delineation of bullying be renowned and identified by all staff. Bullying has been recounted as a proactive kind of aggression, without any annoyance, in the direction of a victim.

Evaluation

Yoon and Kerber (2003) state that this aimed at aggression can take on three distinct forms- personal, verbal and digressive bullying or communal exclusion (p.28). There is furthermore a general agreement in the publications that bullying entails an imbalance in power, where the mighty and superior one-by-one on reason displays hard-hitting demeanour over a less superior and demoralised victim. Bullying can be competently summarized by Rigby's (2002) definition:         

Bullying engages a yearn to injure + hurtful activity + a power imbalance + (typically) repetition + an unjust use of power + apparent pleasure by the aggressor and usually a sense of being demoralised on the part of the victim.

Bullying in schools does not happen with the identical frequency and engrossment over all grades. In two investigations undertook by Rigby and Collins, McAleavy and Adamson (2004) it is clear-cut that the largest grades of victimization and bullying happen in prime schools, with a stepwise down turn in occurrence as scholars advancement through the degrees ). It was found out that 40% of prime students know-how bullying at school while only 30% of post-primary students described any bullying occurrences.

As described by Kallestad and Olweus (2003) the major advantages of bullying avoidance founded on a whole-school approach are decreases in general antisocial demeanour, improvements in the 'social climate' of the school room and a more affirmative mind-set in the direction of school work. Although, the most of the publications and study engages ...