Analysis of Anti-Bullying Strategies Social Term Paper (Term Paper Sample)

Analysis of Anti-Bullying Strategies
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Institutional Affiliation
Analysis of Anti-Bullying Strategies
Introduction
Bullying has largely been described as a major social problem that cuts across many countries. Bullying is defined as the intentional harming of an individual by another, using a relationship that is based on imbalanced power (Steer, 2009). The bullying act is usually persistent and repetitive, and in some cases, a single act of bullying may have a continuous effect on the victim. Some surveys have reported that one in every two children of between 8 and 16 years are bullied in the country. These values show a high rate of prevalence, and in some countries, the values are even higher. The psychological impacts of bullying are detrimental. Other than the immediate effects on health, the act of bullying usually leads to anxiety, depression and lowered self-esteem even after the victim has grown up. Some studies have been able to link bullying with suicidal ideations, truancy and eating disorders among the victims of the act. Such studies have been able to show that the act is a critical pathway through which social inequalities across different domains are created, highlighting the need for identification of individuals who experience the high risk of being bullied in childhood (Steer, 2009). These many negative impacts, as well as the high prevalence rates, have attracted a lot of attention that has led to the development of various reactive and proactive strategies aimed at addressing the issue. Some of these studies have worked while others have not performed as expected. The paper critically discusses these strategies by identifying the strengths and weaknesses in addressing the issue.
Anti-bullying strategies and their effectiveness
Anti-bullying policies
Most schools have tried to have shared visions on bullying to ensure that the whole community in the school knows various ways of responding to bullying cases. The drafting of the Anti-bullying policies has made this possible. Different schools have different anti-bullying policies (Steer, 2009). The policies are usually documents that are well understood and adhered to by the whole communities in the schools. The policies apply to students, teachers, parents, as well as the non-teaching staff (Sharp & Smith, 2002). These policies contain guidelines that describe how these individuals are supposed to associate with each other. The policies also provide various ways of dealing with those individuals who perform these acts. The policies outline various forms of punishment that are aimed at discouraging the acts (Sharp & Smith, 2002). Studies have shown that most cases of bullying occur in the playgrounds. As such, most schools have developed playground policies that describe appropriate behaviors during playtimes and breaks.
The Strengths
To a great extent, the policies have facilitated more openness about the issue and give more knowledge about how to tackle the issue. The policies provide reference points, not only to students but also to other players in the entire sector (Evans, Fraser & Cotter, 2014). Through the policies, the teachers can derive punishments. Studies have shown that schools that have strict policies have fewer cases compared to those schools lacking bullying policies (Sharp & Smith, 2002). The policies give a voice to the possible victims since it acknowledges the existence of the problem and give solutions as well as who to report to and ways of reporting. In some schools, new students are usually required to sign certain documents, like the policy documents. By agreeing to the terms of engagement the teachers are given the authority to punish the students who go against the clauses; the punishments may include suspensions and expulsions (Evans, Fraser & Cotter, 2014). Since the policies are often placed in strategic places such as notice boards, students who are likely to bullying other are reminded of the consequences of their actions.
Weaknesses
For policies to work, there is the need for systems to be in place. Some of the policies are very good on paper, but practically they are not feasible. For instance, there are cases where the anti-bullying policies require that the students report the cases of bullying to the authorities yet in most cases these authorities are not available or are engaged with many issues (Sharp & Smith, 2002). The management body of the school, for instance, is usually not easily accessible. As such reporting to the bullying cases may be difficult. In most cases, the policies only apply when students are in schools (Evans, Fraser & Cotter, 2014). There are many cases where students get bullied by their colleagues as they go home, outside the schools compound (Sharp & Smith, 2002). Most of these cases go unreported. Most of the anti-bullying policies are responses to bullying situations and do not usually focus on preventing the cases of bullying. Most policies do not outline ways of preventing bullying, but focus on the punishment one may be given if found to be bullying another student (Evans, Fraser & Cotter, 2014).
Peer Support
In this techniques, the student peer group is used to respond and prevent bullying. Peer support strategy involves peer mentoring, peer mediation, peer listening, and circle of friends as well as training of bystander (Anynsly-Green 2008). In this scheme, both the emotional and social support is provided to the vulnerable individuals. The vulnerable individuals involve the newcomers, individuals who are bullying others as well as those bullied. In this scheme, the older individuals may be selected to provide support to the younger vulnerable individuals. These individual are trained on ways to mediate and to listen. The peer support groups have in most cases been referred to as buddies. These individuals are often selected after considering their behaviors. In more formal schemes, they are trained and assigned supervisors (Anynsly-Green 2008).
Strengths
The use of peer support improve the conditions at the playground. As already discussed, most cases of bullying are reported in the playgrounds. Since teachers may not always be present in the playgrounds, the peer buddies would offer support to the vulnerable (Evans, Fraser & Cotter, 2014). There is a high possibility of the vulnerable students being open to their peers as opposed to their teachers (Sharp & Smith, 2002). The peer buddies are more approachable compared to their teachers. As such, these peer support groups have the advantage of fully understanding the needs of the vulnerable. The peer support members also stand to benefit from the exercise of supporting others. They can develop interpersonal skills which would help them later in life (Evans, Fraser & Cotter, 2014). This technique focusses more on preventing bullying as opposed to dealing with bullying cases.
Weaknesses
Even though the technique helps in improving conditions in playgrounds, it is always problematic to organize rotas and to maintain the involvement of support peers. Some peer support members may withdraw from the program. When they withdraw, the vulnerable victims will feel lonely, and the possibility of them being bullied also increases. The technique is based on the traits of the support peers. The peers are supposed to be individuals who can offer guidance and care to others (Evans, Fraser & Cotter, 2014). Some of these members may lack these traits despite undergoing training. As such, the program will be a flaw.
Involvement of parents and the community
Parents, just like teachers, have a role to play in the development of their children. Bullying has two sides, the victims, and the perpetrators. Dealing with bullying mainly involve the development of behavior of the individuals, both the victims and the perpetrators (Anynsly-Green 2008). In other words, bullying is dealt with by discouraging the behaviors that may make one bullying another or those that may make individuals susceptible to bullying. Since parents spend the most time with their children, their involvement is key in developing the desired behaviors that would discourage bullying (Evans, Fraser & Cotter, 2014). Some schools have often invited parent for training sessions where they are given guidance on ways to deal with their children when they are bullying others. The parents have often been involved in the drafting of the bullying policies as well as in the implementation of these policies. To reduce cases of bullying parents have often been advised to be more observant and notice any behavioral changes in their children.
The community has also been encouraged to notice and report any cases of bullying to the schools' authorities (Anynsly-Green 2008). Most children who bully others have often attributed it to the conditions at home or in the society, as such the society has often been advised to portray positive behaviors, which do not encourage violence. Both the parents and the community are also needed in providing funding to put in place systems that are crucial in dealing with bullying. Such systems include the establishment of guidance and counseling centers as well as recruitment of the necessary staff.
Strengths
Bringing on board the contribution of the parents addresses the different dynamics of bullying. The parents are the role models for their children. The children are likely to listen more to their parents. As such, such the parents can teach the children good manners, particularly those who bully others. The bond between parents are their children is often strong making it easy for the children to report cases of bullying. Therefore, when the parents are taught on ways of dealing with the situations the...