The Expect Respect Project

Abstract

The Expect Respect Project, a violence prevention program, was developed to reduce the incidence of bullying and sexual harassment by creating a positive school climate in which inappropriate behaviors are not tolerated and staff members respond consistently to incidents. The project implemented an educational intervention for students, parents, and staff members on expecting respect in student relationships and strategies for responding to inappropriate student behaviors. This article describes the educational intervention and evaluation of the project. Findings from the project showed a significant increase in awareness of bullying following the educational intervention. Bullying was reported to have occurred in areas with less adult supervision such as the playground, cafeteria, hallway, and buses. Students thought staff would respond to inappropriate behaviors by telling students to ignore verbal bullying or sexual harassment. In contrast, staff at the elementary schools thought adults would respond to inappropriate behaviors by telling the bully to stop, calling his or her parents, or giving a specific punishment.

Stigma-based bullying interventions: A systematic review

“…Of the five interventions that addressed disability bullying, three addressed bullying of students with autism spectrum disorder specifically; one addressed bullying of students with physical, emotional, and/or cognitive disabilities broadly; and one addressed bullying of students with physical disabilities specifically. Two interventions addressed bullying of female students, with one focused on bullying and sexual harassment (Meraviglia et al, 2003). One intervention addressed racial/ethnic bullying, specifically bullying of Arab-Muslim and Roma students in Spain.…”

“…Articles were excluded because they did not describe an intervention, described an intervention that did not address stigma and bullying, described an intervention targeting individuals beyond high school age, were an editorial or commentary, duplicated another article or intervention included in the search, or were otherwise irrelevant to the review. Several interventions were reported in multiple articles (e.g., one after the first year of intervention and another after multiple years of intervention; Meraviglia, Becker, Rosenbluth, Sanchez, & Robertson, 2003; Sanchez et al, 2001). In these cases, the article was included in the review that reported the most complete and rigorous results (i.e., more outcomes, after a longer follow-up period).…”

Media-Induced Sexual Harassment: The Routes from Sexually Objectifying Media to Sexual Harassment

“…However, sociodemographic characteristics, individual motivations, and personality traits alone cannot explain differences in the likelihood of sexual harassment. Prevalence rates indeed vary greatly across countries and professional settings (e.g., European Commission, Directorate-General for Justice and Consumers 2016), thus showing that harassing behaviors and the tolerance of sexual harassment by victims and observers/bystanders (who see sexual harassment occurring but are not directly involved in the incident) are primarily a function of the general culture of a country and of the specific climate within an organization (Ilies et al 2003;McMahon and Banyard 2012;Meraviglia et al 2003).…”

Bullying y Género. Prevención desde la Organización Escolar

“…Para poder llevar a cabo esta sensibilización y este acceso al conocimiento sobre la violencia escolar y de género, la formación del profesorado es clave (De Botton, Puigdellívol & de Vicente, 2012;Teixido & Capell, 2006), ya que la mejora educativa está relacionada con la calidad de la formación docente (Darling-Hammond, 2000;Darling-Hammond & Bransford, 2005). Por otra parte, es necesario que esta sensibilización y formación también se lleve a cabo con las familias (Díez, Gatt & Racionero, 2011;Driessen, Smith & Sleegers, 2005;Epstein, 2001;Flecha, 2015) y con el alumnado (Meraviglia et al, 2003). En ese sentido, la sensibilización y formación sobre la violencia escolar ha de realizarse a toda la comunidad y tiene que abordar específicamente el ámbito de la diversidad sexual y de género, una temática que según Leonardi y Staley (2015) es abordada de forma muy escasa.…”