Book contents
- Frontmatter
- Contents
- Acknowledgements
- Introduction
- 1 Bullying in schools: the research background
- 2 Understanding schools as systems
- 3 Bullying in groups: ostracism and scapegoating
- 4 Developing an integrated, systemic model of school bullying
- 5 Building personal bodies of knowledge to support research and practice
- 6 Building a public body of knowledge to support research and practice
- 7 Conclusion
- References
- Index
6 - Building a public body of knowledge to support research and practice
Published online by Cambridge University Press: 28 April 2011
- Frontmatter
- Contents
- Acknowledgements
- Introduction
- 1 Bullying in schools: the research background
- 2 Understanding schools as systems
- 3 Bullying in groups: ostracism and scapegoating
- 4 Developing an integrated, systemic model of school bullying
- 5 Building personal bodies of knowledge to support research and practice
- 6 Building a public body of knowledge to support research and practice
- 7 Conclusion
- References
- Index
Summary
I think at one level the field … has come to a bit of a halt. It's not moving ahead. Or not moving … I don't know why that's happening … I think the field crested … and we're kind of sitting there and looking back and thinking, ‘Okay, we've got all that – how or where or what happens now?’… There are issues and questions out there that I think we're not asking or answering. And maybe we're not able to ask the right questions about it yet … My sense of it is there needs to be something to kind of give the field an impetus to move forward in some fashion or provide some new understanding and new insight into things.
(Frank)Introduction
One of the salient points in the research to date is that, despite the volume of studies undertaken, anti-bullying interventions are not yet as effective as might have been hoped. Indeed, Smith et al.'s (2004a, p. 2) review of 13 intervention programmes in 11 countries found that:
the evaluation of the national Norwegian programme in Stavanger produced near-zero results (Roland, 1989). Since then there have been numerous attempts in many countries to demonstrate that intervention programmes to counter bullying can result in significant reductions in bullying behaviour. On the whole, evaluative reports (written by researchers largely responsible for the anti-bullying programmes) have indicated some consequent improvement in children's peer relations, but generally much less than the 50% reduction in Bergen … this includes some programmes based on the Bergen project. […]
- Type
- Chapter
- Information
- Rethinking School BullyingTowards an Integrated Model, pp. 174 - 200Publisher: Cambridge University PressPrint publication year: 2011