Thesis Statement
To end bullying in school, students, teachers, parents, and administrators should follow the current situation and stay involved in the problems. Commitment to change, connect, and develop new skills can help eliminate obstacles such as poor awareness, ineffective policies, and bad reporting systems.
Annotated Bibliography
Rambaran, J. A., Dijkstra, J. K., & Veenstra, R. (2019). Bullying as a group process in childhood: A longitudinal social network analysis. Child development, 91(4), 1336-1352. Web.
The source is retrieved from a child development journal and shows the concept of bullying in groups using a graphical representation. All authors work in child psychology and currently practice their knowledge at the University of Groningen.
Bullying is one of the common problems at schools between children of every age. The figure shows the most common scheme of child bullying in friendship. The harm can be presented in different forms, and young people should be able to detect and protect themselves. In most cases, two bullies show an aggressive attitude toward the victim.
However, Rambaran et al. (2019) explained that there can be one friend to the bully who takes a neutral position in conflicts. It is also interesting that some bullies may not know each other, but the victim is suffering even more. Nevertheless, the combination of the a and b hypotheses in the graph creates a more serious type of bullying presented in picture c. Therefore, teachers should understand the schemes to prevent the development of aggression in the early stages.
Goodwin, J., Bradley, S. K., & Donohoe, P. (2019). Bullying in schools: An evaluation of the use of drama in bullying prevention. Journal of Creativity in Mental Health, 14(3), 329-342. Web.
The authors in this work, taken from a journal about mental health, express their knowledge in bullying prevention, which varies from school to school. Professionals obtain expert degrees in psychology and remain award-winning experts across the UK and Ireland.
The relevant information about the main barriers will be retrieved from the source. The problem of bullying remains massive around the world, and more new schemes appear, causing the problematic usage of the Internet. The issues influence many parties; only these people can solve the problem. For instance, students usually act as victims and bystanders (Goodwin et al., 2019). Those facing pressure can experience emotional and psychological harm. Moreover, there might be physical harm in some cases as students may stay very aggressive. Furthermore, those who observe the act of cyberbullying may remain passive or sometimes invited to join bullies.
Teachers interact with students daily and may observe abnormal behavior to prevent further bullying. Teachers can also prepare educational classes and cope with the issues after bullying. School counselors are also crucial to the fight against bullying between children as they provide emotional and academic support to those who cannot catch new information easily (Goodwin et al., 2019). The environment built at schools matters, and every worker must follow the performance of children.
Finally, parents play a massive role in the support system and are role models for their children. They can teach them to stand for personal thoughts and values or support emotions if the student is a victim. The retrieved attitude usually comes from the family, and upbringing differences can cause aggressive actions or make children less self-protective.
Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). What works in anti-bullying programs: Analysis of practical intervention components. Journal of Social Psychology, 85, 37-56. Web.
In this source, authors who obtained PhD degrees show their knowledge of anti-bullying programs. The paper was produced by experts in criminology from the University of Cambridge and remains relevant to the modern world.
Identifying board members is crucial to knowing more about the possible anti-bullying measures in schools, and this source will help achieve this goal. Candidates should obtain leadership skills to inspire, motivate, and guide followers. Leaders should be influential in building communities and ensuring people understand the anti-bullying initiatives. Individuals should also have a passion for education and a high skill of empathy for young people. Working with students can be psychologically complicated (Gaffney et al., 2021). Therefore, professional assistance should be provided to parents and their children regarding bullying. People who obtain increased teamwork skills can also be considered board members who foster a positive working environment and collaboration.
Effective board members should have problem-solving abilities to cover difficult questions and address the issue of bullying. They should be open to innovations and willing to prevent school troubles. Consequently, studying educational aspects, in this case, should be boosted to ensure that all candidates have an academic background and are ready to assist. By knowing about the challenges students, teachers, and parents face, better policy production can be ensured. Without proper communication, the goals cannot be achieved, and the dialogue should be set between all parties.
Herkama, S., Kontio, M., & Turunen, T. (2022). Facilitators and barriers to the sustainability of a school-based bullying prevention program. Prevention Science, 23, 954-968. Web.
The writers have applied their knowledge in real life, and the results are updated. The practical experience gained from scientific journals remains reliable in this century due to the continuous study of Finnish professionals.
Social media is not actively used to prevent the problem, but more cyberbullying appears (Herkama et al., 2022). Community organizations do not participate in research programs financially, and this problem stops the anti-bullying measurement development. One of the main obstacles is poor policy production, and administration offices in different schools should review their existing regulations to make adjustments and involve the group of stakeholders who can help adhere to these new rules.
Some educational centers may need proper reporting systems. Students should ensure that they can use a hotline or online forums to report the action and protect themselves in case of aggression or bullying. The number of barriers creates resistance to change as schools have many other problems that should be resolved. However, the development of bullying may double other existing issues (Herkama et al., 2022). Therefore, all barriers and obstacles should be detected, and every stakeholder must understand their role to ensure the effective development of solutions.
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