Research on Bullying Behavior: How Safe & Civil Schools Strategies Align

Research conducted over the past 30 years in the causes, effects, and prevention of bullying has identified successful strategies. As the following points indicate, Safe & Civil Schools materials are strongly aligned with the strategies that work to curtail bullying.

• To combat bullying, it is necessary to refocus the school climate—change it from one where fear reigns to one where respect and positive regard for all individuals on campus is expected.
  —Garity, C., Jens, K., Porter, W., Sager, N., & Short-Camilli, C. (1994, October). Bully-proofing your school: A comprehensive elementary curriculum. Paper presented at the "Safe Schools, Safe Students: A Collaborative Approach to Achieving Safe, Disciplined and Drug-Free Schools Conducive to Learning" conference, Washington, D.C.
  
  All Safe & Civil Schools materials emphasize the explicit teaching of respectful and responsible behavior. We believe that it is fundamental to creating a change in school climate.
  
  
• Classroom rules, consistent with schoolwide policies, should be established, explicitly taught, and consistently reinforced. Effective classroom management is an effective component of a schoolwide effort.
  —Olweus, D. (1991). Bully/victim problems among schoolchildren: Basic facts and effects of a school based intervention program. In D.J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411-448). Hillsdale, NJ: Lawrence Erlbaum Associates.
  —Olweus, D. (1999). Bullying prevention program. Boulder, CO: Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of Colorado at Boulder.
  
  Using Foundations (schoolwide) and CHAMPs (classroom) together to implement positive behavior support can help prevent bullying. Both programs emphasize the importance of establishing consistent policies that are explicitly taught and positively reinforced.
  
  
• Effective bully prevention programs work when schools have clear and consistent policies and rules.
  —Clarke, E. A., & Kiselica, M. S. (1997). A systemic counseling approach to the problem of bullying. Elementary School Guidance and Counseling, 31, 310-326.
  
  In all of our materials, we stress that all policies, procedures, and directions should always be clear and consistent. Without a clear and consistent approach, you cannot effect change in behavior.
  
  
• Policies and practices for dealing with bullying and school violence should be systematic and proactive.
  —Griffiths, C. (1995, September). Battler, helper, or strategist...School psychologists' responses to bullying and violence in schools. Paper presented at the Annual Meeting of the Australian Guidance and Counselling Association, Hobart, Tasmania.
  
  All Safe & Civil Schools materials and programs stress the implementation of positive, proactive, comprehensive, and systematic behavior support plans.
  
  
• Assessing the situation with quantifiable measures (questionnaires, surveys, observations, teacher ratings, self-reports) directed at all stakeholders (staff, students, parents) is crucial to establishing the prevalence of bullying in the school and convincing staff that steps should be taken.
  —Crothers, L. M., & Levinson, E. M. (2004). Assessment of bullying: A review of methods and instruments. Journal of Counseling & Development, 82(4), 496-503.
  
  All Safe & Civil Schools programs provide a variety of sample measurement instruments (surveys, observation forms, self-assessment checklists, etc.) that staffs can use to determine a course of action and to evaluate and revise policies.
  
  
• Evaluations of bully prevention policies should be conducted annually. In this way, revisions and modifications can be made to those polices to increase their effectiveness.
  —Rigby, K. (2002). New perspectives on bullying. London: Jessica Kingsley Publishers.
  
  An annual re-survey and evaluation is built into Foundations and CHAMPs.
  
  
• Effective bullying policies should be developed with input from administrators, teachers, student representatives, parents, and community members.
  —Sullivan, K. (2000). The anti-bullying handbook. New York: Oxford University Press.
  
  In all of our materials, we advocate a collaborative approach.
  
  
• It may be necessary to change the attitudes of staff. Administrators and teachers will continue to tolerate bullying until they realize that coercive behavior is non-productive—even when it is directed at a student from a teacher.
  —Clarke, E. A., & Kiselica, M. S. (1997). A systemic counseling approach to the problem of bullying. Elementary School Guidance and Counseling, 31, 310-326.
  
  One of the first things we teach in our seminars and workshops on positive schoolwide behavior support is that the traditional forms of behavior management, like punishment and exclusion, do not work—and this is why. Coercive behavior only engenders more coercive behavior. To create a climate of tolerance, respect, and civility, staff must internalize and reflect these values. Respect your students if you want to earn respect from them.
  
  
• Schools that want to prevent bullying behavior from occurring should collaboratively (including all stakeholders) develop a clear, comprehensive code of conduct. That code of conduct should be frequently and clearly communicated to everyone and must be enforced explicitly and consistently.
  —Ross, D. M. (1996). Childhood bullying and teasing. Alexandria, VA: American Counseling Association.
  
  Sounds like we could have written this book!