The Introduction of Anti-bullying Policies: Do policies help in the management of change?

Glover, Derek; Cartwright, Netta; Gough, Gerry; Johnson, Michael C.

doi:10.1080/13632439869790

Cited by 15 publications

(7 citation statements)

References 8 publications

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“…Schools that work to develop clear rules that are consistently implemented by all members of the community do see a decrease in the incidences of social exclusion and bullying (Glover et al, 1998). Having a clear sense of standards or consequences of treating each other in certain ways is important to students' thinking about participating in exclusion or not.…”

Section: Moral Choices 175mentioning

confidence: 98%

Belonging to and exclusion from the peer group in schools: influences on adolescents' moral choices

Feigenberg

King

Barr

et al. 2008

Journal of Moral Education

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This paper reports on a mixed methods study of adolescents' responses to case material about social exclusion. First, a qualitative coding method is presented that describes the way adolescents choose and justify strategies to negotiate such situations. The responses were then analysed quantitatively using chi square tests and multinomial logistic regression. Findings indicate that adolescents' interpretation of their social context was a significant factor in their choice of strategy. Those adolescents who invoked normative rules and conventions as the most salient justifications were more likely to recommend bystanding rather than joining in the exclusion. However, adolescents who viewed the protagonist's own choice as an opportunity for making long-lasting positive changes in the social environment were more likely to recommend helping the victim. Gender and school context also were associated with adolescents' choice of strategy. Implications for research in moral development as well as practical implications for school-based programming are discussed.

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Section: Moral Choices 175mentioning

confidence: 98%

Belonging to and exclusion from the peer group in schools: influences on adolescents' moral choices

Feigenberg

King

Barr

et al. 2008

Journal of Moral Education

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“…There may be a vast gap between written policies and their daily integration into the school's agenda (Glover et al 1998;Midthassel and Ertesvag 2008;Woods and Wolke 2003). It has been suggested that anti-bullying policies are not adequately monitored within schools (Glover et al 1998;Midthassel and Ertesvag 2008;Woods and Wolke 2003).…”

Section: Discussionmentioning

confidence: 99%

Monitoring bullying behaviours may not enhance principal's awareness of the prevalence

Fröjd

Saaristo

Ståhl

2013

School Leadership & Management

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“…To assess the preventative effects of anti-bullying policies, the outcome is reduced bullying after the policy has been implemented. One of the first studies was conducted in England in 1998 where it was found in 25 secondary schools there was less than a ten percent reduction of bullying incidents in schools with a policy compared to those without policies (Glover, Cartwright, Gough, & Johnson, 1998). Again in England in 2003, Woods and Wolke examined 34 anti-bullying policies in primary schools.…”

Section: Policy As Preventionmentioning

confidence: 99%

Preventing Bullying in School and Work Contexts

Coyne¹,

Campbell²

2017

Oxford Research Encyclopedia of Criminology and Criminal Justice

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The knowledge base on bullying within school and working contexts has matured to the extent that researchers and practitioners are developing a deeper understanding of this complex social relationship problem. Although controversies still exist, evidence to date provides estimates of the prevalence of bullying, risk factors for bullying, antecedents of bullying, and theoretical models explaining bullying behavior and experience. There is little doubt that bullying in all its forms can have severe negative impacts on those involved in the bullying situation. As a result, it is important to establish coherent and evidence-based approaches to preventing bullying behavior in schools and workplaces. In contrast, the development and evaluation of bullying interventions has not received the same level of support. Both in school and working contexts, there are examples of preventative approaches, but either these are espoused and not directly evaluated, or, where evaluations exist, data is limited in providing definitive answers to the success of an approach. An increasingly dominant voice advocates the creation of policies and laws for preventing workplace bullying. However, the usefulness of policies and laws on their own in reducing bullying is questionable—especially if they are developed with a quick-fix mentality. Trying to prevent such a complex social phenomenon requires an integrated program of actions necessitating significant investment over a prolonged period of time. Stakeholder engagement is paramount to any intervention. Ultimately, schools and workplaces need to try to develop a culture of dignity, fairness, respect, and conflict management which pervades the institution. Challenges remain on how to create such interventions, whether they are effective, and what impact societal values will have on the success of bullying prevention strategies.

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The Introduction of Anti-bullying Policies: Do policies help in the management of change?

Cited by 15 publications

References 8 publications

Belonging to and exclusion from the peer group in schools: influences on adolescents' moral choices

Belonging to and exclusion from the peer group in schools: influences on adolescents' moral choices

Monitoring bullying behaviours may not enhance principal's awareness of the prevalence

Preventing Bullying in School and Work Contexts

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