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Bullying: A Practical Guide to Coping for Schools by Michele Elliott

By Michele Elliott

Each baby can be spared the pain and nervousness because of bullying. regrettably, it truly is an expanding challenge all through colleges, with a ways attaining harmful social results. colleges can't manage to pay for to disregard the consequences of bullying. With the advent of the anti-bullying coverage as a felony requirement, it really is extra very important than ever for faculties to deal successfully with this serious problem, making sure the security and safety of scholars. Bullying specializes in supplying academics with attempted and established tools which are used to deal with the growing to be challenge of bullying. utilizing the main up to date findings and learn into the matter, this functional publication allows bullying to be successfully addressed. Now in its 3rd version, Bullying has been absolutely revised and up to date to include new sections at the following components: * peer tracking * school room actions * tuition non-attendance * lecturers maintaining the most important to alter * young ones in care * the lengthy term-effects of bullying * functional methods for academics and employees to house bullying. Written by way of Michele Elliot, the Director of the kid's charity Kidscape which offers with the prevention of bullying and baby abuse, this useful e-book includes useful suggestion and counsel to make sure that you could deal successfully with the matter of bullying inside your university.

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Extra resources for Bullying: A Practical Guide to Coping for Schools

Example text

Eslea, M. and Smith, P. K. (1998) ‘The long-term effectiveness of anti-bullying work in primary schools’, Educational Research, 40, 203–18. La Fontaine, J. (1991) Bullying: The Child’s View. London: Calouste Gulbenkian Foundation. Madsen, K. C. (1996) ‘Differing perceptions of bullying and their practical implications’, Educational and Child Psychology, Vol 13, No 2. Olweus, D. (1978) Aggression in Schools: Bullies and Whipping Boys. Washington DC: Hemisphere. Pikas, A. (1989) ‘The common concern method for the treatment of mobbing’, in E.

Teachers must then follow their own advice and hope that there are no ongoing or major incidents happening about which they know nothing. They have got to make it worthwhile for children to bring the teachers in, so that they can solve what is possible, report and refer elsewhere what isn’t and never fear to admit that children are sometimes nasty to each other. Professional concerns I began this chapter by putting the teaching situation into an inner-city context. We conclude by putting the teacher and the bully into a teaching perspective.

There should be no agreed, clear and consistent way of recording incidents. Whether, and how, a bullying incident is reported or recorded should be a matter for the individual teacher to decide. When incidents are recorded they should not include details of the actions taken and outcomes. Teachers should not be told who to pass such records to. Teachers should feel free to adopt patterns of behaviour for themselves that they would not accept from pupils and should see no link between the ways in which they behave and the ways in which children behave.

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