One cartoon relating to sexual orientation was not used in several countries. Smith et al. report Olweus to assert bullying to be characterized by the following three criteria:
1. It is aggressive behavior or intentional "harmdoing"
2. which carried out repeatedly and over time
3. In an interpersonal relationship characterized by an imbalance of power. (Smith et al., 2002, p. 1120)
In their study, Smith et al. (2002), participating researchers in the 14 countries to completed the following
1. Listed and selected bullying terms as well as social exclusion in the applicable language.
2. Used fundamental focus groups with participating children to confirm usage and extensive comprehensive of terms.
3. Using cartoons, sorted tasks to describe ways terms relating to bullying are used.
Figure 1 depicts four samples of the 25 cartoons Smith et al. (2002) used in their study.
Figure 1: Four Sample Study Cartoons (Smith et al., 2002, 1123).
In Figure 1, cartoons 3 and 10 depict cartoons from the boy's set. Numbers 14 and 21 reflect cartoons from the girl's set.
Findings they retrieved from their study, Smith et al. (2002) assert, depict a" historical snapshot." They conclude that no significant gender differences exist in the participants' perceptions of the types of social situations the cartoon sets depicted. This suggests that even though boys and girls may differ in the varieties of bullying they implement or acquire at a particular age, they do, albeit, allocate common perceptions as to what bullying actually means.
Even though considerable overlap exists in results, boys, according to the study by Smith et al. (2002) may directly experience more physical bullying, while girls on the other hand, may experience less direct bullying. Both boys and girls likely to observe significant bullying that involves both same-sex and opposite-sex children.
Smith et al. (2002) also report that their study results indicate that 8-year-olds possessed a less discriminating perception than the 14-year-olds. The English term "bullying," which participating school children understood, does not completely match the definitional concept many researchers ascribe to the term; the meaning researchers in the scientific community also generally accept. This, according to Smith et al., may be attributed to the fact that in England during the late 1990s, the term "bullying," did not yet wholly include social exclusion.
Historically,-word meanings frequently change. The "core concept of the term bully has changed dramatically over several centuries. More subtle changes have taken place in the past 5 years with the incorporation of more indirect and relational forms of bullying into current definitions" (Smith et al., 2002). Additionally, the term "bullying" currently commonly arises in the adult workplace, where in the past it was exclusively confined to the school context. Ultimately, Smith et al. purport, their findings confirmed their expectations; confirming that concerning the greater discrimination of criteria at 14 years than 8 years, and the lack of gender the students' differences in understanding and applications of bullying terms; despite differences in gender and variations in bullying behaviors, over time and in different countries may be of significant generalizability.
Olweus Bullying Prevention Program (BPP)
The Olweus' Bullying Prevention Program (2010) entails four basic strategies to deal with and deter bullying in the classroom. The four strategies include:
1. Developing a discipline program,
2. informing parents of behavior,
3. teaching prosocial values and
4. training school staff members (Olweus' Bullying Prevention Program, 2010, Abstract section, ¶ 8).
Beran, Tutty, and Steinrath (2004) note that anti-violence prevention programs like the Olweus' Bullying Prevention Program that do more than merely teach children specific skills are rare. Programs needed to focus "on changing the school system's response by including staff and parents in examining policies and procedures are relatively rare, yet more likely to achieve lasting change" (Beran, Tutty, & Steinrath, Abstract section, ¶ 8). The Olweus program comprises a universal intervention program effectively aims not only to reduce but to also prevent bullying incidents in school.
The Olweus program targets bullying in elementary, middle and junior high schools throughout the country. The article, "Olweus Bullying Prevention Program (BPP)" (2010), explains that "all students within a school participate in most aspects of the program. Additional individual interventions are targeted at students who are identified as bullies or victims of bullying" (Olweus Bullying Prevention…, 2010, ¶ 2). Facilitators in this program implement a number of key components of this program at each school and at each level. These components include:
Giving each student an anonymous questionnaire to access the occurrence and nature of bullying at each school. Facilitators schedule a school conference day...
" (Mattaini and McGuire, 2006) Results reported on the Olweus program for Scandinavia are as follows: (1) impressive: reductions of 50% or more in bullying problems, with reductions increasing over time -- at least for 2 years; (2) reductions in other forms of antisocial behavior; and reported improvements in school climate. Several replications support the utility of the approach (U.S. Surgeon General, 2001 in: Mattaini and McGuire, 2006). Summary and Conclusion The Olweus program is
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