The Contemporary Issue Of Bullying Education Essay

The Contemporary Issue Of browbeat Education examineThe contemporary issue I admit everyplace focused upon in this appointment is browbeat. This is a prevalent issue in todays society. I smell fall come out this is of colossal importance especi altogethery with the concerns arising from recent search into the transactions of blustery. This look indicates that blusterous can ingest social, sensible and psychological effects on students as well as on their academic success.What is strong-armBullying is a social phenomenon that is not easy to define. It is a behaviour that can be wholly be physical/verbal or direct/indirect. A bully is defined in the dictionary as a individual, who hurts, intimidates or persecutes some whiz who is perceived to be different or weaker.The brass defines blustering(a) as Behaviour by an individual or assemblage, usually repeat over time, that intentionally hurts anformer(a) individual or group either physically or emotionally. Dan Olweus a leading expert in this region has a similar definition to the regimes and he asserts that A student is organism bullied or victimized when he or she is exposed, repeatedly and over time, to detrimental action on the part of hotshot or more opposite student (Olweus, 1993 p.9)The most widely used definition however is one that is developed by Olweus ( 993) and extended by Whitney and Smith (1993, p.7)We say a child or puppylike person is be bullied, or picked on when some other child or young person, or a group of children or young people, say nasty and unpleasant things to him or her. It is excessively ballyrag when a child or a young person is hit, kicked, threatened, locked inside a room, sent nasty notes, when no- one ever talks to them and things like that. These things can happen frequently and it is difficult for the child or the young person being bullied to defend himself or herself. It is as well as bully when a child or young person is teased repeatedl y in a nasty way. But it is not strong-arm when ii children or young people of round the alike(p) strength stick out the odd fight or quarrel.Different type of intimidationThe enunciate push around is used to describe m whatsoever diffident types of violent or intimidating behaviour. Bullying is certainly not easy to classify simply here argon the main types that adopt been determine. The runner is verbal determent which is the most common bullyrag according to research. Childline reported that 56 pct of children that rang close to intimidation called rough verbal determent. This type of push around includes fix calling and gossiping. Name calling is the most prevalent form of blustering(a) according to most studies. One child in the Childline research for 2007/08 state I am being bullied at naturalize and feel no one likes me. I am always running to hide or cry on my own because Im called names and am pulled at. I feel self-destructive only if I wont do it. The second is physical bullying which involves the use of physical force such as impinging and pushing. This type of bullying is considered to be direct because it is intentionally focussed at the victim. In 2007/08 Childline reported that 53 percent of children and young people that called about bullying reported physical bullying. It can be set through and through physical signs such as bodily harm although physical bullying does not always mean injury. Physical bullying can be a way of trying to humiliate the victim and register condition over them.The third is indirect verbal bullying and this kind of bullying involves hurtful and untruthful comments behind the victims back. It can include spreading of rumours, garner or notes or even graffiti. The buy the farm is Cyber-bullying which is the newest form of bullying identified and has be get it on a concern in recent old age. This is a technology-enabled bullying and involves bullying by meaning of chat rooms, instant mes sing, mobile phones or even emails. Research initiated as a part of the DCSF cyber-bullying campaign highlighted that cardinal four percent of 12-15 course of study olds reported being opened to cyber-bullying. too research carried out by Goldsmiths College for the Anti-bullying Alliance found that twenty dickens percent of 11-16 year olds had fallen victims to cyber-bullying.PrevalenceVarious studies turn out been undertaken on this subject but because of the subjects sensitive nature it is hard to determine solid, sound and reliable statistics. The research being completed however does highlight the neat extent of the bullying line of work in the classroom setting. Bullying is a contemporary issue with the first national survey on this subject being conducted relatively recently. Kidscapes conducted the national survey between the years of 1984 and 1986 utilize a sample of 4000 children ages 5 to 12. The survey revealed the extent of the problem. The survey showed that 68% of the children had been bullied at least once, 39 percent had been bullied at least double and 0.5% of those children felt it had affected their lives that substantially that they tried to commit suicide. Recent research also suggests that the problem is quench prominent in the aim setting. gibe to one recent study, one-fifth of primary crop pupils and a billet of pupils in Year 8 perceived bullying as a big problem in their school.A later report by ChildLine showed that 15 per cent of primary school children and 12 per cent of tributary school children said they had bullied in the last year (ChildLine2004). In another study, 50 per cent of severely bullied boys said that they bully others, as did 33 per cent of severely bullied girls. Childline the national admirerline for children received between the months of April 2000 to march 2001 closely 20,300 calls from children and young people concerned about bullying. Kidscape another helpline believes it receives more tha t 16,000 calls from p bents apiece year concerned about their children getting bullied.Research has also suggested that Cyber-bullying which is the newest identified form of bullying is becoming a major problem. The number of Cyber-bullying events is on the rise (Noret and Rivers, 2006). A study by internal Centre for kindly Research released to coincide with November 2009 Anti-bullying workweek revealed that Cyber-bullying is now one of the commonest forms of bullying in school. The longitudinal study tracked 15,000 pupils who had their 14th birthday in 2004. The research also pointed out that 47% of 14-year-olds, 41% of 15-year-olds and 29% of 16-year-olds reported being bullied. Disabled children and children with special teachingal needs were also found to be more liable(predicate) targets. This coincides with other such research that shows SEN children or children with disabilities be 2 to 3 times more likely to be bullied (Smith, 2007) The Longitudinal study also showe d that children who reported being bullied went on to attain on average 2 GCSE grades lower then children who were not bullied and were more likely to drop out of education at 16. This research is worrying and countenances differentiate of the detrimental effects bullying can have.Effects of BullyingBullying can have all sorts of effects on children so it is all important(p) that bullying is equipaged decimal point on. The DfEE states that The emotional distress caused by bullying in whatever form be it racial, or as a endpoint of a childs appearance, behaviour or special educational needs, or tie in to sexual orientation, can prejudice school achievement, lead to lateness or truancy, and in extreme cases, end with suicide.(DfEE, 1999 24-25). Vernon Coaker the schools minister also asserted at the occurrence for Anti-Bullying Week that Bullying, in any form, should not be tolerated. It can abate lives and have a lasting impact on young peoples confidence, self-consciousn ess and emotional development.Research has indicated that bullying can not only effect academic achievement, it has also been linked with low self-esteem, anxiety, impaired concentration, truancy, depression and suicidal thoughts. Kidscape performed the first ever survey of adults with the aim of line uping out if bullying had any lasting effects. The survey which was funded by the national lottery and be that being badly bullied as a child had knock on affects. 46% nearly half of the survey population contemplated suicide compargond with 7% of those who were not bullied. Most of the adults surveyed had little or no help at the time of the incidents.Tackling school bullyingThe presidential term in recent years has emphasised that tackling the problem of bullying is a main priority of theirs. The Government in 1999 said it was a legal pact for all schools to have an anti bullying insurance in fundament. Legislation places a occupation on the head teacher to enforce an anti bu llying insurance and states that schools must encourage respect for others and prevent all forms of bullying among pupils.Government counselor-at-law gainally states that the policy should be canvassed annually and that every fragment of the school community (including children, young people, c atomic number 18rs and pargonnts) should be involved in this review. individually school is in charge of designing their own policy with the help from Department for Children, inculcates and Families (DCSF). The DCSF help schools to design strategies and effective anti -bullying policy to take bullying head on. They do this by providing very comprehensive guidance documents and have regional advisers on hand who have expertise in this area to help implement their guidance. naturalizes have a legal obligation to ensure measures are in place to extendress bullying transfer teachers must enforce a policy as a contraceptive measure over against bullying in accordance with the Human Rig hts come 1998.The Standards Frameworks Acts (1998) states that all schools are required by law to have an anti-bullying policy. Schools have statutory liability regarding behaviour of pupils under the School Standards and Framework Act 1998 the head teacher shall determine measures to be taken with a view to be support good behaviour and respect for others on the part of pupils and, in particular, preventing all forms of bullying among pupils.Article 28 of the United Nations Convention on the Rights of the Child states that bullying policy should be in place in each school and every child should be what to do if they find them self in the situation where they are being bullied.Section clxxv of the Education Act 2002 states what is required of the governing bodies in similarity to the social public assistance of the pupils in their school The governing body of a maintained school shall make arrangements for ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school.The Education Act 2002 lays down out two aims for the national curriculum, whereby schools must make sure that it provides opportunities for all pupils to learn and achieve and promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.The DfES circular, Social Inclusion Pupil Support Circular outlines governance expectations and the legal duty of head teachers with regard to bullyingThe National wellness School Guidance asserts that it is necessary that schools have a policy and compute of perpetrate for tackling bullying, which is owned, understood and implemented by all members of the school community and includes contact with external support agencies.Under the Race Relations (Amendment) Act 2000 schools are requi red to promote race equality.Childrens Act (2004) sets out louvre outcomes that professionals should work towards. These are to Be Healthy Stay Safe sleep together and achieve Make a positive contribution and Achieve stinting well-being.Safe to Learn embedding anti-bullying work in schools is the new overarching anti-bullying guidance for schools which was introduced in September 2007. The safe to learn guidance includes advice on bullying.In addition to this Ofsteds good example for inspecting schools states that inspectors must assess and give an account on the magnitude and degree of bullying, racism and other forms of harassment. They must also report on the schools successfulness at dealing with bullying incidents and look at the schools dealings with parents.Schools are not immediately responsible for bullying that takes place away of the educational setting but their anti-bullying policy should make it known that locomote are in effect to respond to such incidents. The Government denote two anti-bullying guidance documents on 15 April 2009. These documents gave advice on how to tackle bullying immaterial of the classroom setting. Versions of the guidance documents were also for local authorities, youth workers, college staff, typify workers, transport providers and childrens homes.Despite all of this in that respect is no law which states that Scottish schools must have a specific anti-bullying policy. However there have been documents such as Action Against Bullying distributed to Scottish schools in 1992 that cheer that they should implement a policy. Scottish local authorities have approve of this recommendation but it isnt substantially sufficient.Other available helpAs well as the legislation and guidance documents there are other avenues of support and guidance. Schools for one can pledge their allegiance to tackling bullying by signing up to the Anti-bullying charter whereby there can self-assess their bullying policy.An anti-bull ying week is also held every year by the Anti-bullying Alliance The anti bullying Alliance was established in July 2002 by NSPCC and NCB, it has combined 68 organisations into one association. Their aim is to reduce bullying and create a safe surround for which children can study. Anti bullying weeks aim is to raise awareness of bullying and the issues that surround it. This years Anti-Bullying Week was focused on tackling cyber-bullying. Sue Steel, National Manager of the Anti-Bullying Alliance , said on the 2009 anti-bullying week that It is very encouraging that the Government is doing so much to make Anti-Bullying Week a real success. We all need to work in partnership to ensure children, young people and their parents are aware of the risks of cyber bullying and know how to prevent it at that place are also various websites to help both parents and adults such as the DirectGovwebsite which has plenty of advice for young people concerned about bullying. Parentline Plus has a hel pline for parents, provides support through the Be Someone to Tell webpage and a website for maternal(p) advice on dealing with bullying of their child. A comprehensive list of organisations that provide both help and support concerning bullying is available in assumeI of the overarching Safe to learn guidance.Developing a all in all-school b state onThe alone school approach is recommended by the DfES and works by engaging involving the complete school community from pupils and teachers to staff, carers and parents. This approach works by involving everyone and creating a manakin that endorses dual-lane beliefs and values that help to counteract and reduce bullying effectively. The framework sets out steps to advise and manage incidents of bullying. The DfES recommends launching this unanimous-school policy in four phases awareness and consultation, implementation, monitoring and evaluation. The policy should aim toEnsure that the whole school community understands bullyin g and what is meant by bullying.Make it understandable that bullying impart not be accepted inside or outside of the school setting.Create an effective system to deal with bullying incidents that enables children to well report bullying occurrences.Ensure that all incidents reported are investigated gravely and the measures in place are acted upon in response.That sortly defined procedures are in place.Provide a systematic method of recording incidents that take place this in gambling can help in evaluating and reviewing policy. sacrifice a accomplice support programme in place.Continually review procedures and policy and keep the whole school community informed of any changes or revamps.Anti-bullying constitution Case StudyIn my small case study I looked at 3 anti-bullying policys for schools in the Surrey area. I would first like to note that out of the 5 websites I viewed, two did not have any anti-bullying policy online. Anti- bullying policy should be promptly available for the school community and should be online for easy access for the whole school community. I will address the schools as A, B and C.School A had a very comprehensive Anti-bullying strategy in place victimisation the whole school approach. It clearly defined anti-bullying procedure in place for children staff and parents apply headings such as guidance for children. The Policy included an effectives system clearly stating each stage of procedure and using the no blame approach. School A also asserted that all incidents would be recorded and used in further cases if needed. The use of a peer support strategy was also in place which seems to add to the policies effectiveness as these systems have been found to be effective in reducing the negative effects of bullying for victims. This policy was said to have been reviewed in 2009 and was to be reviewed on a regular instauration which again seemed excellent practice. School As policy was seemed precise and effective using the who le school community and in doing so promoting a shared set of values and beliefs. The fact it is reviewed on a regular basis makes sure the policy is fresh and effective. This school also had regular newsletters with any new updates on anti-bullying strategies or changes in policy these were in turn clearly published online.School Bs policy had a clear precise definition of bullying but however it was not as comprehensive as School A. The policy did show the procedure in place and stated the support in place for children it however was aimed at staff and parents only and did not involve the whole school community. The policy had clearly not been reviewed in some time as it was go out May 2005 which is nearly 5 years ago and seemed outdated and forgotten. School Cs policy was just appalling it consisted of a paragraph about the definition of bullying and a list of behaviour codes. It did promote a shared value on the expected codes of behaviour but no set clear process in place for dealing of bullying for staff, children or parents.Is the governments strategy working?There is not much in the way of research into this field and whether anti- bullying policy is effective or not. Bullying has decreased slightly since the previous year which could be a reflection of the change in government policy and promotion of peer support but really it is not a decrease in incidents. I conducted a small scale survey of 8 direction assistants and teachers in schools around the UK to find out whether they felt the government were doing enough in relation to bullying.U.Kgovernment is doing enough for schools inrelation to bullyingHow do you feel about this statement?Strongly Agree00%Agree18%Neutral217%Disagree542%Strongly Disagree00%The results show that 42% disagreed with the statement that the government was doing enough in relation to bullying, 17% were neutral and 8% agreed. This survey just indicates that people deep down the school context feel more can be do to stop bu llying. One participant even stated There are anti bullying programs in place at schools but the children practically do not come forward. The Government could work with the schools to make it easier for children to come forward.Bullying UKS CEO, John Carnell was reported saying These figures are disgraceful and show that the government and schools are just not getting to grips with this problem.Bullying UK was founded 10 years ago and the problems we are seeing now are the equivalent ones we saw 10 years ago. Day in, day out, year in, year out, we are receiving exactly the same complaints from desperate parents and children and its a scandal that there is no government funding for the vital work we do which we know saves suicidal childrens lives.In the Childline case notes one counsellor asserts I dont count on things have changed, and when you ask the children whether there are anti-bullying policies the children say yes, but it still makes you powerless. The frustrating thing is that we still receive so many calls about bullyingWhat can schools do to tackle bullying?Research has be that the whole school approach is the most effective strategy and recommended by the DfES. The whole school community should be involved in excogitate and implementing an anti-bullying policy. It requires everyone to maintain and advocate the standards in the policy and act promptly when incidents occur. This approach promotes shared values and beliefs and enables a clear understanding of the acceptable standards of behaviour. In Wales, Lambert, Scourfield, Smalley and Jones (in press) found a significant association between lower levels of bullying, and pupils account that the school had clear rules on bullying. The law does state that behaviour policy should be publicised to the school community once a year although really it should be communicated a lot more then this to refreshen minds.Research has indicated that just having an anti-bullying policy alone is not enough . In order for a policy to be effective it needs to be expeditiously implemented, reviewed and evaluated constantly. As for instance one study found that school-wide policies decline in effectiveness over a 2-3 year period, after which time bullying increases (Sharp et al, 2002). Smith states Bullying is an ongoing problem, so a one-off effort over a term or a year without continuation will have little or no lasting impact (Smith, 2004, p101). Bullying policy should be reviewed regularly and the whole school community should be involved in and notified of changes.Children should have a say in the policy as suggested by the DCSF. There are guidance documents such as the Anti-Bullying Alliance resource Are you talking to me? Young Peoples Participation in Anti-Bullying. It is important to engage children and incorporate their ideas in the anti-bullying policy allowing them to be an ready part of school life. There are a range of suggested classroom activities to encourage pupils to d iscuss anti-bullying policy. The Government has recently made PSHE lessons compulsory and these are a perfect platform for discussing bullying and anti-bullying policy.The need is to have a comprehensive anti-bullying policy and strategies in place. Not every school has a policy that is comprehensive and covers the extensive bullying types. For example, Adams, Cox Dunstan (2004) reported that out of 19 schools surveyed in the UK none of them specifically mentioned sexual orientation in the anti-bullying policies.What can the government do to tackle bullying?There are a range of things the government can still do to tackle bullying. A statuary duty should be made on schools and education authorities in Scotland to have anti-bullying policy in place. Scottish Schools are not legally obliged to have any policy or strategy in place to counteract bullying. Wales should also have regional advisors like England to advise schools about the effective strategies against bullying including be st practice and how to create all an effective anti-bullying policy. The government should also find a way of assessing anti-bullying policy in each school as having this policy in place does not mean it is being implemented properly or carried out in the School context.Finally awareness should be raised on the newest forms of bullying such as cyber-bullying this should also be reflected in relevant policy. PSHE lessons can help raise this awareness and I feel bullying should make out a compulsory topic allowing the school to discuss not only bullying in general but their own anti-bullying policy and practice.ConclusionAfter examining the research, articles, statistics and other information it does become apparent bullying has ever so slightly demised in the last few years but not really enough. This tells me that the government initiatives and policies have had a small effect in reducing bullying. The big problem with the anti-bullying policy is that each school has to devise the policy and implement it, which means the policys effectiveness can range dramatically between each school. If the government is to succeed at cracking down on bullying significantly I feel it is necessary to do the research and implement the same effective policy in each school. It may be serviceable for the Government to examine leading countries in the fight against bullying. The government also needs to listen to the people that this problem effects and find out their views on the policy that stands.