week 4 discussion

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Great Valley Hs *

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RESEARCH P

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Psychology

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Nov 24, 2024

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docx

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3

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A school is experiencing high levels of teasing and bullying in the cafeteria. This setting is supervised by paraprofessionals since state law permits teachers a “duty-free” lunch. Contribute to the Discussion by responding to the guiding questions. Discuss some ways to analyze and alter this situation, focusing on both the students and the paraprofessionals. Knowing that the peer group often significantly influences the behavior of students who tease, bully, or harass others, what can be done to increase the probability that the peer group will either denounce the bully and/or support or protect the “victim?” In order to prevent and stop bullying, all members of the school community must commit to creating a safe environment where children can thrive, socially and academically, without being afraid. If a teacher, paraprofessional or other adult in the school observes bullying, he/she needs to immediately intervene to stop it. They should then inform the appropriate school administrators so the incident can be investigated. All members of the school community should be trained on the behavior matrix so that they know the proper chain of action for how bullying incidents are to be handled. Students and parents also need to be a part of the solution. They should be informed as to how the behavior matrix is utilized in the school. All members of the school community should be involved in safety teams and antibullying task forces. Parents, teachers, and school administrators can help students engage in positive behavior and teach them skills so that they know how to intervene when bullying occurs. Schools and classrooms must offer students a safe learning environment. Positive expectations about behavior for students and adults should be clear, discussed frequently and explicitly taught to all students. When teachers, administrators and paraprofessionals have clear expectations for behavior that is clearly communicated and modeled, the desired behaviors are more likely to occur. We need to explicitly remind students that bullying is not accepted in
school and such behaviors will have consequences. The use of the behavior matrix is beneficial to help students understand the seriousness of bullying. “...the peer group many times contributes to the success of the special situation or its failure,” (Knoff, 2021) At my elementary school, we devote one morning a week to the anti bullying curriculum Olweus. Through this curriculum we discuss, act out and practice ways to handle bullying situations. We provide the language for students to use when they are bullied, or if they see bullying happening. We explicitly teach students what to do in varied situations whether they are the one being bullied, or simply a bystander. We know that individual behavior is influenced by the groups they're part of, and even when individual students engaged in little or no bullying, they often stand on the sidelines and rarely intervene. Bullying-prevention programs really need to consider the tendency of kids to go along with the group, even when they know it's very hurtful behavior. References ACE Production (2021, February 22). The Behavioral Matrix. (m3) [Video]. Canvas. https://ace.instructure.com/courses/1804733/external_tools/118428 ACE Production (2021, February 22). Special Situations Analysis. (m4) [Video]. Canvas. https://ace.instructure.com/courses/1804733/external_tools/118428 ACE Production (2021, February 22). Special Situations Interventions. (m4) [Video]. Canvas. https://ace.instructure.com/courses/1804733/external_tools/118428 Chu, X. W., Fan, C. Y., Liu, Q. Q., & Zhou, Z. K. (2018). Stability and Change of Bullying Roles in the Traditional and Virtual Contexts: A Three-Wave Longitudinal Study in Chinese Early Adolescents. Journal of youth and adolescence , 47 (11), 2384– 2400. https://doi.org/10.1007/s10964-018-0908-4 Rose, C., David, R. M., Fettig, K., Hayner, A., Slavin, C., & Preast, J. (2016). Peer reactions to early childhood aggression in a preschool setting: Defenders, encouragers, or neutral
bystander . Developmental Neurorehabilitation . 19(4 ) 246-254. http://dx.doi.org/10.3109/17518423.2014.979955
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