Formation of protagonist adolescents to prevent bullying in school contexts

ABSTRACT Objective: to develop a participative strategy of health education in the formative process of protagonist adolescents aimed at preventing school bullying. Method: qualitative interventive-participatory research, based on the Community-Based Participatory Research and in the Culture Circles of Paulo Freire. The sample was intentional, with the participation of 12 adolescents who were considered leaders. For data production at the moment of educational intervention, observation techniques were employed with note-taking in a field diary, plus photographic and video records. Results: the pedagogical intervention model raised the opportunity for the adolescents’ active participation, aiming at the development of skills that create pro-social behaviors, empathetic and assertive relations, which are able to face bullying and transform the school environment. Final considerations: the use of participative methodologies, in the youth protagonism perspective, has the potential to support educational practices of school nurses in collaboration and leadership of antibullying programs.

Should I Defend or Should I Go? An Adaptive, Qualitative Examination of the Personal Costs and Benefits Associated With Bullying Intervention

Bystanders play a crucial role in encouraging or preventing bullying situations and feature prominently in several international antibullying programs (e.g., KiVa). Despite a surge of recent interest in bystanders, relatively little is known about the functional reasons why individuals choose to engage with or ignore bullying incidents. Given the importance of bystanders’ influence on bullying, we argue that further consideration needs to be given to the individual costs and benefits of bystanders’ intervention. Adolescents in our study ( N = 101, M = 15.37 years) read different bullying scenarios and were then asked to respond with how the bystander would react in each scenario while considering and explaining potential personal costs and benefits. We focused on the cognitive reasoning of important factors adolescents may consider when faced with the decision of whether to intervene or not in a bullying situation. Our study provides novel evidence that adolescents engage in quite explicit cost–benefit decisions regarding their decisions of whether or not they would intervene in bullying. The content and structure of these cost–benefit decisions support an adaptive model of bullying behavior and may be helpful in developing more targeted peer-based antibullying programs.

Tier 1 and Tier 3 Strategies for Problematic Absenteeism

This chapter begins by covering Tier 1 strategies that refer to school-wide practices designed to reduce overall levels of absenteeism and improve attendance rates. These practices could be implemented in conjunction with existing programs, such as academic or antibullying programs, or they could be implemented as stand-alone techniques to specifically focus on school attendance. Important Tier 1 strategies can focus on improving school climate, enhancing parental involvement, implementing health-based and mental health-based strategies, promoting safety and social-emotional learning, and re-examining district-wide policies. The chapter also covers Tier 3 strategies that are designed to address severe and chronic cases of school refusal behavior. Important Tier 3 strategies can focus on alternative educational programs and schools, mentors, early education, family, and health services, court referral and community services, and a team approach.

Beyond Bullying: Consideration of Additional Research for the Assessment and Prevention of Potential Rampage School Violence in the United States

For approximately 15 years there have been a number of episodes of rampage school violence in elementary/high school and higher education in the United States. Initial responses included implementation of antibullying programs, disciplinary measures, and increased law security measures. As the incidences have continued, it has become apparent that a more collaborative and interdisciplinary approach is needed for prevention. This paper offers a review of research literature as it applies to proposed innovative strategies for collaborative research, prevention, and intervention in the school setting.