Strategies to Tackle Bullying - Term Paper Example

Positive Relationships: Strategies to Tackle Bullying According to Ross (2002), bullying has been a significant social dilemma for centuries. This maladaptive behaviour is most predominantly displayed in schools and research suggests that there has been a steady increase in both frequency and severity since the 1990s (Beale & Scott, 2001). Positive relationships between children, and between children and adults, are necessary in the development of strategies to tackle bullying. In this paper, the researcher will discuss the concept of bullying in the context of relationships. In addition to this, the researcher will discuss several strategies to tackle bullying. In order to effectively connect with children, it is necessary to understand how and why they communicate and what affects such communication. When working with children, it is also necessary to form cohesive relationships with parents, caretakers, and other people who work with children (Foley & Leverett, 2008, p. 7). Effective communication is a complex process that is derived from theoretical knowledge, cultural understanding and experience. It involves touching, listening, tonal variation, gesture, playing, observing, reassuring, signing, conveying information, and interpreting and thinking (Foley & Leverett, 2008, p. 7). When conducted in a positive and constructive manner, communication may support a child’s learning, development, and positive relationships (Foley & Leverett, 2008, p. 7). In this section, the researcher will discuss why effective communication is essential to education and care. In addition to this, the researcher will discuss the factors that may affect communication as well as examine the different methods that children employ when communicating. Effective communication is fundamental in resolving difficulties and there are myriad reasons why it is necessary to cultivate communication skills when working with children. In their study, Moss et al. (2005) posited that making an extensive commitment to listening to children vital to the workplace environment means making it an aspect of the ethic of working, a method of working that pervades all working relationships. In their 2003 study, Davis et al. posited that improved communication might benefit children who have been ignored or neglected. There is still a necessity for vulnerable and neglected children to find proactive methods in identifying and developing solutions for their life problems through effective communication (Davis et al., 2003). In a 2006 study, Parton found that insufficient communication and engagement with children regarding their thoughts and feelings has been identified with a number of factors that contribute to the likelihood of child abuse and neglect. Valerie Daniel from Highfield Children’s Centre believes that if children are actively involved in the learning process, if they are interested in what occurs and if they can directly influence the outcomes of different scenarios, they will retain a significant portion of learned information. She explains that reflective groups are set up which include a number of cameras. In addition to this, the practitioners record observations of children. They formulate extensive profiles regarding the children’s behaviour and reactions to various situations and the children then have access to study these profiles. They can see where they made progress and this has been shown to increase their motivation for progressing in the program. She explains that this strategy promotes language development and effective communication. For example a child is given the task to construct a spiral out of pipe cleaners and Play Doh. The practitioner actively engages the child to explain their thoughts and feelings about making the spiral and after the child completes the task they may observe their own reactions and progress toward completing the spiral in the report. Valerie Daniel explains that the actions and reactions of the practitioner can influence the behaviour and reactions of the child. She describes this process as a means to cultivate effective communication (Connecting with children, dvd transcript). In a 2004 study, Gerhardt found that communication between an infant and their primary caretaker has a key role in the neural development of the infant’s brain. The first dyadic relationships are the fundamental constituents for connections in the brain (Gerhardt, 2004). Soothing communication helps the infant establish emotional regulation, and consistent reciprocal interactions establish the infant’s understanding of cause and effect (Gerhardt, 2004). Early language exposure allows the infant to establish a foundation for effective future communication (Gerhardt, 2004). Childhood is a formative period during which individuals internalize concepts of love, trust power, friendship, and self-worth through their relationships with others. Thus, positive relationships play a fundamental function in the social and emotional development of an individual. The ability to comprehend and control emotions is known as ‘emotional intelligence’ or ‘emotional literacy’ (Foley & Leverett, 2008, p. 17). In their study, Greenberg et al. (2003) posited that to be most effective, ideas need to be embedded in the culture of the setting. Practitioners, parents, and teachers should create an environment that respects and values relationships and which cultivates emotional literacy (Foley & Leverett, 2008, p. 17). In a 2004 study, Wear argues that this would require a coordinated and multifaceted approach that includes a whole school and community. Gilmour (2005) elaborates that this environment should capitalise on opportunities throughout and should be predicated upon a degree of interconnection and a sense of acceptance. Cultural understanding is rooted within communication (Foley & Leverett, 2008, p. 20). Constituents of cultural understanding include implicit and explicit expectations regarding the manner in which individuals will behave and relate to one another. This includes an individual’s attitudes toward authority, autonomy and responsibility as well as relationships between different genders and between generations (Foley & Leverett, 2008, p. 17). Practitioners play a crucial role in the way they communicate cultural understanding and they can help a child to broaden concepts of various cultural beliefs and values (Foley & Leverett, 2008, p. 17). In their study, Samovar et al. (1999) found significant cultural differences in the educational settings of the UK and Japan. A child from Japan may expect the British educational environment to mirror that of their own culture which includes quiet study, rote learning and a respectful distance from the teacher while the teacher may concurrently judge the student’s behaviour as socially withdrawn and uncooperative in group activities (Samovar et al., 1999). In a 2004 study, Christensen analyzed how communication is affected by experiences. Language is method that is used to express oneself through formulating opinions and describing experiences. In addition to this, it may provide a learning experience through constructive meetings involving the needs, values, rights and opinions of others (Christenson, 2004). Power dynamics including relations and inequalities are a fundamental aspect of communication (Christenson, 2004). The concept of power and powerlessness are not predicated upon notions of ‘child’ or ‘adult’ but instead are based upon the social representations of these that are formulated disputed, or negotiated (Christenson, 2004). The physical state of an individual directly affects how they communicate (Foley & Leverett, 2008, p. 23). Compared to adults, children are more vulnerable to physical states of fatigue, hunger, thirst, illness, and pain, and are often unable to effectively communicate with others when experiencing one or more of these states. (Foley & Leverett, 2008, p. 23). Understanding behaviour helps to ascertain effective communication patterns. Sadeh (2000) found that twenty per cent of children in primary school experience serious sleep problems. In addition to this, in their study, Owens et al. (2000) found that ten per cent of children consistently fell asleep at school. Physical, sensory, cognitive or social disability may affect a child’s communication. There are a number of vital themes that directly influence communication with disabled children. Understanding the communication of the child is important as difficulties in recognizing and comprehending communication may lead to avoidance behaviour (Foley & Leverett, 2008, p. 24). Using novel methods of communication is also important. A practitioner, parent, or teacher may develop such forms of communication through creativity, training, and resources (Foley & Leverett, 2008, p. 26). In addition to this, a child may choose materials that are appropriate for them (Foley & Leverett, 2008, p. 26). In their studies, Sigafoos et al. (2006) and Beukelman and Mirenda (2005) found that the most effective communication solution would depend on the specific impairment of the child. In addition to this, it is important that practitioners explore and discover methods in order to communicate with disabled children (Sigafoos et al., 2006; Beukelman and Mirenda, 2005). In their study, Pauley et al. (2002) found that the personality and temperament of a child affects their ability to communicate. It is necessary to assess these factors when formulating an effective communication strategy (Pauley et al., 2002). There may be significant disparities between children regarding levels of activity, sleeping and eating patterns, adaptability, emotional lability, attention, impulsiveness, and sensitivity (Foley & Leverett, 2008, p. 29). In their study, Greenspan and Wieder (2006) found that sensitivity to sensory stimuli are typically recognised in autistic children, though it may be more prevalent in other children than is generally thought. It is also necessary for the practitioners to understand their own personality and temperament and how this may affect communication. In order to prevent and properly respond to bullying behaviour, it is necessary to integrate a holistic intervention that covers multiple facets of a child’s life. Peer-led interventions that consider the social context of bullying are crucial when formulating anti-bullying strategies (Thompson, Arora & Sharp, 2002, p. 127). Children can be positively and actively involved in tackling bullying behaviour within the educational setting. Children may formulate their own solutions with the guidance of practitioners in order to formulate an effective anti-bullying strategy (Thompson, Arora & Sharp, 2002, p. 127). A communitywide awareness of active bystander behaviour may also help discourage this behaviour. Also, resources may be set up in which peers who are bullied may communicate their thoughts and feelings of their experiences to other peers (Thompson, Arora & Sharp, 2002, p. 127). Peer involvement is essential when integrating an effective anti-bullying strategy. Programs that cultivate communication techniques in children are essential when integrating a peer-group strategy. Children that are able to effectively communicate with their peers are likely to find solutions when being bullied (Thompson, Arora & Sharp, 2002, p. 128). Curriculum-based approaches may also be effective at developing strategies to tackle bullying. In their study, Fonzi et al. (1999) proposed a program to raise awareness during which children would use a story about bullying in order to stimulate communication about their thoughts and feelings of bullying. The story was shown to stimulate communication of children about their past experiences and children explored these aspects through role-playing. When utilizing this strategy for two hours a week over three months, children were shown to have an increased awareness on the impact of bullying behaviour (Fonzi et al., 1999). Encouraging positive social interaction with children is an essential component of formulating effective anti-bullying strategies. Recently, there has been an increasing awareness of the importance for pro-social behaviour and researchers in this field posit that these strategies should provide a theoretical and empirical account of how to encourage children to develop skills that will allow themselves to resist exploitation as victims (Thompson, Arora & Sharp, 2002, p. 163). Strategies involving pro-social behaviours should also educate teachers and parents in providing children skills regarding leadership and positive social interaction (Thompson, Arora & Sharp, 2002, p. 163). In their study, Cowie et al. (1994) enhanced the development of friendships between children in middle school. They found that these positive relationships had a significant impact on effectively formulating anti-bullying strategies. Conclusion: Effective communication is an essential component of conflict resolution for all ages. Bullying behaviour is often problematic for children due to the fact that those who are victimized are neither able to articulate their thoughts and feelings to themselves nor to others. Encouraging positive relationships in children allows them to renounce the victim role and take on a more proactive position. A child that formulates an effective anti-bullying strategy will be able to employ similar methods in future conflicts. Within the process of cultivating positive relationships, children are given the necessary tools to solve their own problems. References: Beal, A. & Scott P. “Bullybusters”: using drama to empower students to take a stand against bullying behaviour. Professional School Counseling, 4 (4) 300-05. Beukelman, D. & Mirenda, P. (2005) Augmentative and alternative communication: supporting children and adults with complex communication needs. Baltimore: Brookes Publishing Co. Christensen, P. (2004) Children’s participation in ethnographic research issues of power and representation. Children & Society, 18, 165-176. Connecting with children-video 1-dvd transcript-Saltley Cluster Birmingham Cowie, A., Fekkes, M., Pijpers F., & Verloove-Vanhorick, S. (1994) Bullying: whod does what, when and where? Involvement of children, teachers and parents in bullying. Oxford University Press. Davis, J., Watson, N., Corker, M. & Shakespeare, T. (2003) Hearing the voices of children: social policy for a new century. London: Routledge Falmer. Foley, P. & Leverett, S. (2008). Connecting with children: developing working relationships. Bristol: The Policy Press. Fonzi, A., Ortega, R. (2003) Moral emotions and bullying: a cross-national comparision of differences between bullies, victims and outsiders. Aggressive Behaviour, 29 (6), 515-530. Gerhardt, S. (2004) Why love matters. London: Brunner-Routledge. Gilmour, K. (2005) Emotional literacy and the case for a whole-school approach to promote sustainable educational change. Australian Educational Researcher. Retrieved on March 17, 2009 from http://www.aare.edu.au/05pap/nem05355.pdf Greenspan, S. & Wieder, S. (2006) Engaging autism: helping children relate, communicate and think with the DIR floortime approach. Cambridge: Da Capo. Moss, P., Clarck, A. & Kjorholt, A. (eds) (2005) Beyond listening: children’s perspectives on early childhood services, Bristol: The Policy Press. Owens, J., Spirito, A., McGuinn, M. & Nobile, C. (2000) Sleep habits and sleep disturbance in elementary school aged children. Journal of Developmental Behavioural Pediatrics. 21 (1), 27-36. Parton, N. (2006) Safeguarding childhood: early intervention and surveillance in a late modern society. Basingstok: Palgrave Macmillan. Pauley, J., Bradley, D. & Pauley, J. (2002) Here’s how to reach me-matching instruction to personality types in your classroom. Baltimore: Brookes Publishing Co. Ross, D. (2002). Bullying. Handbook of Crisis Counseling, Intervention and Prevention. Sadeh, A. (2000) Sleep patterns and sleep disruptions in school age children. Developmental Psychology, 36, 291-301. Samovar, L., Porter, R. & McDaniel, E. (1999) Communication between cultures (6th edn.). Belmont: Wadsworth Publishing. Sigafoos, J., Arthur-Kelly, M. & Butterfield, N. (eds) (2006) Enhancing everyday communication for children with disabilities. Baltimore: Brookes Publishing Co. Thompson, D., Arora, T. & Sharp, S. (2002) Bullying: effective strategies for long term improvement. London: Routledge. Weare, K. (2004) Developing the emotionally literate school. London: Sage. Read More