Six methods of intervention

1. Direct sanctions: the traditional approach 2. Strengthening the victim 3. Mediation 4. Restorative practice 5. Support group method 6. Method of shared concern

Traditional disciplinary approach

This will teach you not to hit people.

Direct sanctions: the modern way

There are consequences for students who bully at this school.

Consequences
Verbal reprimands; meetings with parents; temporary removals from class; withdrawal of privileges; school community service; detentions and internal exclusion in a special room; short-term exclusion; and permanent exclusion.
(Thompson and Smith, 2011)

Direct sanctions - applications

Why might direct sanctions be applied in cases of bullying?
Children who bully deserve to experience negative consequences Children who bully (and others) will be deterred from such behaviour Bullying behaviour can be effectively monitored so that any recurrence can be followed by more sanctions

Applying direct sanctions

When and how direct sanctions should be used In cases of extreme or criminal forms of bullying In cases of repeated offending after warning and/or counselling In accordance with school rules

Applying direct sanctions

Without vindictiveness With a readiness to identify and reinforce subsequent positive behaviour Involving discussion with parents or guardians at which the seriousness of the offence is made clear

Strengthening the target

Seeks to stop cases of bullying by teaching or training the target how to discourage attempted bullying Through the use of appropriate social skills, such as assertiveness and the technique of fogging

Fogging
A technique to discourage verbal bullying. The target:
Acts in an unconcerned manner when negative things are said Observes that the potential bully may indeed see things that way and that is of little or no concern to you

Fogging
Before this can be applied, be prepared to:
Invest time in understanding the victims situation Appraise his/her potential for acquiring and applying the technique Carefully monitor the outcomes of using this technique and continue to support the person using it

Mediation
A means by which disputes can be resolved peaceably by those in conflict being helped to reach an agreed solution by a mediator
Note: Mediation can only occur when both parties actively seek the help of a mediator without any external constraint and are free to leave when either party wishes to do so.

Mediation

Strengths and limitations

If both parties agree to a solution it is more likely to be enduring than one that is imposed
Often the bully is not interested in mediation Most cases of bullying do not lend themselves to mediation

Mediation can be very effective if a resolvable dispute is actually fuelling the bullying

Restorative practices
The person or persons identified as the perpetrator/s: Reflect on their unacceptable behaviour and the harm it has been doing Experience remorse Restore a relationship with both the target and the school community

Three applications
1. A meeting with just the bully and the victim 2. A meeting involving a group or a class of students who are involved in the bullying 3. A Community Conference attended by those directly involved in the bullying PLUS significant others such as parents and other adults

Meeting: bully and target

Each is interviewed before the meeting At the meeting the bully is asked to reflect upon what happened and the harm that has been done and to apologise and act to restore a damaged relationship The target may be asked to say how he/she was affected and the bully to reply appropriately

Example
I didnt realise that

What are you going to do about it now?

Jenny, you made me really miserable, everyday insulting me and calling me names

Cautions
The offender must experience genuine remorse and there needs to be an acceptance of a restorative offer by the offended person
The offender may successfully fake remorse and continue to bully covertly

Cautions
To be effective it requires: Training and good judgement Support from the whole school community For some practitioners this approach is compatible with the use of punishment

Recapitulation
For the most part the four previous methods apply to one-on-one forms of bullying The following two methods are seen as most relevant to bullying when groups are perpetrators

The nature of bullying groups

The members may constitute a gang They may be closely associated and may engage in highly delinquent activities

The nature of bullying groups

The group may be loosely and temporarily associated They generally engage in non-criminal activities aimed at annoying or upsetting students they target

The nature of bullying groups

Groups often consist of a number of students - a ring leader, followers (active and passive) Members may act jointly to bully someone or simply give support to whoever is carrying it out

Group members: what they are like

Typically members gain a sense of power through identifying with the success of their group

Group members: what they are like

Some may be particularly aggressive children and enjoy the opportunity to act aggressively as group members Some think what they are doing is fun

Group members: what they are like

Some may strongly dislike their target because of a social prejudice or personal reasons (e.g. to avenge a real or perceived insult) Some may go along with the group because they fear the group may turn on them!

The Support Group Method

This approach pioneered by Barbara Maines and George Robinson The first stage begins with an interview with a person identified as the target of the bullying

Interviewing the victim

Offer support Find out how he/she has been affected Discover who the bullies are

Support Group: Stage Two

S1 B1

B2
S2 Practitioner

S3
B3

B1, B2, B3: Students identified as involved in the bullying

S1, S2, S3: Students who have been selected as likely to be supportive of the target

Support Group: Procedure

1. Thank the students for coming 2. Share what has been learned about the targets distress 3. Emphasise that no-one will be punished 4. Assert that all present have a responsibility to help

Support Group: Procedure

5. Ask each what they are prepared to do 6. Tell them that there will be a further meeting to check on progress 7. Leave them to talk among themselves about what they will do 8. Carefully monitor what ensues

When to use the Support Group

When: A child is identified as being bullied by a group of students and is consequently distressed There are some students who know the child and can be relied upon to be helpful

When to use the Support Group

When: You dont wish to bring the target and the bullies together at a meeting You wish to monitor the situation after the intervention by talking further with those involved

Method of Shared Concern

Addresses group bullying
May begin when a number of students are suspected of bullying Each in turn is invited to meet with the practitioner

Method of Shared Concern: Step 1

The practitioner: Explains their role in the school

Shares a concern about the wellbeing of the bullied student without any accusation!

Step 1
It looks like Edward is having a hard time at school

Once the suspected bully has acknowledged Edwards distress he is invited to suggest how he can help to improve the situation A further meeting is then arranged to check on progress

Step 2
After each of the suspected bullies has been interviewed the practitioner meets with the targeted student
The student is offered support and told about the progress that is being made The practitioner sensitively explores whether the student could possibly have provoked any of the bullying

Step 2
Edward, I wonder if there is anything you might have done to cause them to treat you so badly

Step 3
A further meeting is conducted with each of the suspected bullies:
This can be quite brief. Its purpose is to discover whether the suspected bully has actually done what he/she had promised to do to help Only when there is reasonable evidence of positive action can a further meeting take place

Step 4
A meeting with the group of suspected bullies
I would like us to make a plan for when we meet Edward

Step 5a
A meeting which now includes the targeted child (who has not acted provocatively), and an apology is forthcoming.
Dont worry mate. We will make sure it doesnt happen again.

Procedure
Step 5(b): A meeting which includes a victim who has been provocative
Were sorry, Edwina, but you havent been very nice to us you know.

Philosophy of the Method of Shared Concern All children between

the ages of 1 and 100 years adopt an idea when they discover it as their own.
Russian proverb, from Anatol Pikas (right) originator of the method

When to use the Method of Shared Concern

In cases of group bullying which are not unduly violent or criminal When the practitioner is well trained