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Primary National Strategy Bullying: policy and practice © Crown copyright 2005 Crown copyright statement The content of this presentation may be reproduced free of charge by schools and local education authorities provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to HMSO for a core licence. The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party. Applications to reproduce the material from this publication should be addressed to: HMSO, The Licensing Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQ Fax: 01603 723000 e-mail: [email protected] © Crown copyright 2005 Objectives For participants to: • develop a clear understanding and working definition of bullying behaviour • be able to articulate the rationale underpinning the school’s approach to preventing and dealing with bullying • know how to conduct a survey about bullying in their school • be familiar with a range of proactive measures that reduce bullying behaviours • have a working knowledge of common strategies used to support bullied children and for changing bullying behaviour • be able to develop an effective anti-bullying school policy linked to government guidance • know where to find further information 1.1 © Crown copyright 2005 Principles • • • • • • • • Children’s behaviour is underpinned by the stage they have reached in social and emotional development, their skills and emotional well-being Children’s social, emotional and behavioural skills underpin the choices they make about bullying behaviour Bullying behaviours are made more or less likely by environmental factors An ethos in which diversity is valued and celebrated is important in reducing the likelihood of bullying behaviours Positive recognition and reinforcement of appropriate behaviour is likely to elicit continued positive behaviour Positive relationships with children are key to positive behaviour and regular attendance We need to draw on participants’ experiences and knowledge It is important to have a solution-focused approach 1.2 © Crown copyright 2005 Activity 1 • Read the extract from About a boy and use it to decide in pairs what makes bullying different from other forms of aggressive or unkind behaviour • Can you find three features that characterise bullying? 1.3 © Crown copyright 2005 Characteristics of bullying Bullying is: • ongoing • deliberate • unequal It involves: • target(s) • the person/people doing the bullying • witnesses 1.4 © Crown copyright 2005 Forms of bullying • Physical – hitting, kicking, taking belongings • Verbal – name-calling, insulting, making offensive remarks (also threatening behaviours) • Indirect – spreading malicious rumours, exclusion, text messaging and emailing Which is the most prevalent in your setting? How do you know? It is often said that people who use bullying behaviour will pick on someone who is ‘different’. What is defined as ‘different’ in your setting? (for example, ethnic origin; skin colour; disability; eye colour; presumed sexual orientation; religion; cultural conventions – food, dress and so on) 1.5 © Crown copyright 2005 The national policy framework • ‘Head teachers must by law have a policy to prevent all forms of bullying among pupils… Head teachers will need to satisfy themselves that their policies comply with the Human Rights Act 1998 and the Race Relations Amendment Act 2000. The latter requires schools to draw up a race equality policy and ensure that policies do not discriminate against racial groups’ (Don’t suffer in silence, DfES 0064-2004) • Charter for action • Ofsted self-evaluation and inspection frameworks Further information: www.dfes.gov.uk/bullying www.ncb.org.uk/aba 1.6 © Crown copyright 2005 Aims of an anti-bullying policy • To minimise incidents of bullying • To improve children’s safety and well-being • To change the behaviour of the person/people using bullying behaviours • To change the behaviour of witnesses • Other? 1.7 © Crown copyright 2005 Starting from a clear knowledge base Don’t suffer in silence suggests these possible measures: • the Olweus questionnaire (email: [email protected]) • the ‘My life in school’ questionnaire (email: [email protected]) • Bullying behaviour in schools, by Sonia Sharpe (NfER Nelson, telephone 01753-858961). Includes ‘My life in school’ (with pictorial version for KS1), and other surveys exploring participants’ roles, investigating attitudes and finding out how pupils define bullying The in-depth audit in the Primary National Strategy School selfevaluation: behaviour and attendance materials (1732-2005CD0-EN) also provides a range of tools for schools to explore experiences and attitudes of pupils, staff, and parents and carers (www. standards.dfes.gov.uk/primary) 1.8 © Crown copyright 2005 Issues to consider when using audits and surveys about bullying • Responses will not necessarily reflect the objective truth • Children’s understanding of what constitutes bullying can vary • The smaller the sample size the less robust and generalisable the data • The need to consider how to include children with SEN (e.g. through interviews or using photographs and symbols) • Confidentiality 1.9 © Crown copyright 2005 Good practice in proactive antibullying planning • Improving the environmental quality (especially the playground) • Playground policy and training for supervisors • Ensuring opportunities for children to be listened to and to listen to each other, through circle time, class and school councils • Peer mentoring schemes • Curricular approaches to bullying using different media that provide experiential and participative learning (video, theatre groups, interactive software) • Work to improve relationships between adults and children, and the role models offered by adults in school 1.10 © Crown copyright 2005 The importance of proactive curriculum measures Effective curriculum initiatives: • raise awareness about bullying and the school’s antibullying policy • increase children’s and adults’ understanding of how it feels to be bullied • help build an anti-bullying ethos • teach children how to manage constructively their relationships with others Don’t suffer in silence 1.11 © Crown copyright 2005 Examples of proactive strategies • • • • Cooperative group work Circle time PSHE and citizenship Structured curriculum input – e.g. Excellence and Enjoyment: social and emotional aspects of learning (DfES 0110-2005) or other commercially available schemes • Cross-curricular ‘themed’ approaches 1.12 © Crown copyright 2005 The impact of proactive measures After using selected materials, up to 60% of primary and secondary pupils said they were more careful in their behaviour towards their peers. Bullied pupils said they were less scared and more likely to tell someone. Others were more likely to support someone being bullied. Racially harassed pupils said that through studying ‘Heartstone Odyssey’, friends had begun to talk about their experiences. Bullying dropped by about 60% when such materials were used for 30–60 minutes each week for at least one term. However, without continued reinforcement it resumed within two weeks. Don’t suffer in silence 1.13 © Crown copyright 2005 Reactive approaches 1: The method of shared concern Quick, time-effective approach which research suggests works well. It involves the following steps. • Individual interviews with the target, the children doing the bullying and witnesses, lasting 5 minutes each. The aims are: – to let the children doing the bullying know that the school is aware – to gain personal commitment to an action. No blame is attached, and facts are not discussed. The focus is on the feelings of the target. • Follow-up individual interviews, lasting 5 minutes each, with the same group to see if progress has been made. • Follow-up interview with the target to check that all is well. For further information: Sharp, S. and Smith, P. K. (eds.) (1994) Tackling bullying in your school: a practical handbook for teachers. Routledge, London. 1.14 © Crown copyright 2005 Reactive approaches 2: The support group (e.g. ‘No blame’ approach) ‘No blame’ does not mean ‘no responsibility’ – each member of the group takes responsibility for changing their behaviour. ‘Over a two year period 80% of cases in primary schools were dealt with successfully without a delay by this method. In 14% of cases, three to five weekly reviews were needed before the bullying stopped. The victim continued to experience bullying only in 6% of cases.’ Don’t suffer in silence 1.15 © Crown copyright 2005 Reactive approaches 2: the support group (e.g. ‘No blame’ approach) • • • • • • • • • Talk with target. Focus is target’s feelings – they may write/draw something about how they have experienced the bullying behaviour. A ‘group’ is formed from those doing the bullying, witnesses and friends of target (6–8). Meeting with ‘the group’ (not including the target). Trained facilitator explains the problem. The target’s feelings are recounted (not facts which can be disputed) and their perspective presented. The group is reassured that no-one is in trouble and that everyone has a joint responsibility to help X be safe; the reason for convening the group is to help solve the problem. Group members are asked for their ideas to help. No pressure is put on them – at the end of the meeting the responsibility is placed upon them to solve the problem. After a week the facilitator meets with the target, then with each group member one at a time to find out how things are going, and what they personally have done. Follow-up sessions are held as appropriate. Robinson. G. and Maines, B. (1997) Crying for help: the no blame approach to bullying. Lucky Duck, Bristol 1.16 © Crown copyright 2005 Frequently asked questions • Why do children bully? • What if children’s parents or carers tell them to hit back or ‘stand up for themselves’ when they are bullied? What about the problem of racist, sexist, homophobic or other discriminatory attitudes that children may encounter in their communities or at home? • Shouldn’t we be ‘skilling up’ targets to be less vulnerable, by teaching them assertiveness and social skills? • How do I explain the difference between ‘telling tales’/‘grassing someone up’/‘dropping someone in it’ and ‘telling’ on bullying? • Why do targets and witnesses often not tell about bullying? © Crown copyright 2005 1.17 Summary The aim of this session was for participants to: • develop a clear understanding and working definition of bullying behaviour • be able to articulate the rationale underpinning the school’s approach to preventing and dealing with bullying • know how to conduct a survey about bullying in their school • be familiar with a range of proactive measures that reduce bullying behaviours • have a working knowledge of common strategies used to support bullied children and for changing bullying behaviour • be able to develop an effective anti-bullying school policy linked to government guidance • know where to find further information 1.18 © Crown copyright 2005