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Positive Behavior Support: Bully Prevention In Elementary Schools

674 Words3 Pages

Ross, S. and Horner, R. (2013). Bully Prevention in Positive Behavior Support. Journal of Emotional and Behavioral Disorders, 22(4), 225-236 doi:10.1177/1063426613491429
In their examination of past efforts implemented by elementary schools to prevent bullying, Ross and Horner (2013) concluded they were not effective. They created a pilot study fostering the strategy Positive Behavior Support with third, fourth, and fifth graders. (BP-PBIS) Which was a three-step process beginning with a problem-solving team, which collected data for best practices for the students. After creating the problem-solving team, the staff defines and instructs the student body on positive behavior expectations instead of rules. Lastly, the school’s plan for reinforcement …show more content…

By creating a culture of respect and character education, students are informed of what is inappropriate behavior. This method embodies a strategy mentioned by John C. Maxwell in his book, The Power of Influence, (2000) which is “The behavior that is rewarded is the behavior that is repeated.” While there were limitations to the research, overall teachers and staff stated the intervention made significant improvements on perceptions of problematic behavior. “The ease of implementation was worth the effort”, stated by …show more content…

The author examines peer group bullying intervention, by highlighting that defending amongst peers works. When bullying occurs in a group of students, the "Defenders" are encouraged to stand up to the bully and dismiss the behavior. While there are many barriers to defending victims, peer to peer defense was proven to work. Parents was the second group that was considered, when discussing bully prevention. In a study created, parents were provided skills to assist their child in improving peer relationships in elementary school; victimization decreased. The third group is schools. Schools are encouraged to employ the theory of Olewus (2013) Bullying Prevention Program, which speaks to bullying from a social contextual view. Creating the culture of Positive Behavior and no tolerance for disrespect. Schools are also encouraged in this article to pursue training in the community that offers parenting skills and other tools to provide guidance. While media was one area of bullying making mention of cyber bullying, Amy Bellmore (2013) stresses the importance on our vigilance of being gate keepers of social media. Amy Bellmore (2016) summarizes that all forms of bullying are harmful to students there are many channels of intervention and prevention, however to fully eradicate bullying will take many acts on many

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Added to its many awful qualities, Catherine Bradshaw writes in her article, that bullying should be viewed as a public health concern. She highlights the use of PBIS or Positive Behavioral Interventions and Supports to apply in schoolwide intervention programs. This is a three-tiered program focusing on three elements: academics, behavioral, and environmental conditions where problems can occur. Schools teach “Be respectful, responsible, and ready to learn”, rewarding those who demonstrate these qualities. Bradshaw also states that PBIS can and should be integrated to support existing anti-bullying

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Hornby (2016) article discusses a need for an ecological approach to bullying intervention in schools. I think this intervention is good because it provides steps schools should take and provide detail on the importance of each step and how it affects bullying. The ecological looks as everyone that can be affected by bullying and implements prevention strategies so that students can be better protected. The author states that in order for schools to practice an ecological approach to bullying prevention they to follow the eight necessary steps to bring change. The first step is making a case for change.

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The idea of co-operation and group work can be seen within the classroom. According to Wilson and Hopkins (1973) cited in Woolfolk et al (2013) the concept of group consequences can be used to reinforce behaviours on the entire class group. By incorporating reinforcement in the form of tokens for positive classroom behaviour (Alberto and Troutman 2006), students will experience the positive or indeed negative consequences as a group allowing for the establishment of powerful antecedents on the students behalf to enhance the collective well-being of the class group. One such way of that co-operation can be seen within the classroom environment is outlined in an experiment outlined by Theodore et al (2001) cited in Woolfolk et al (2013). This experiment examined the effect of the establishment of classroom rules for a group of adolescent males with emotional disorders.

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Bullying is an undesirable, aggressive behavior among school aged children that involves actual disparity of power. According to Megan Brooks bullying is a serious public health problems, with significant short-and long-term psychological consequences for the child who is bullied and the child who is the bully. This only tells us that bullying can lead to difficulty that a certain children may experience and will have either short or long term problem. “Bullying has long been tolerated as a rite of passage among children and adolescents, but it has lasting, negative consequences and cannot simply be ignored.” Committee chair Frederick Rivera, MD.

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Bullying has been named an “emerging public health issue requiring intervention” (Ansary, Elias, Greene, & Green, 2015, p. 27). As a major problem in schools around the world, the issue of bullying must be addressed in order to keep students physically and emotionally safe. The act of bullying not only affects the well-being of the person being targeted, but it also affects the rest of the school community too. It can be difficult for teachers, principals, and superintendents to make an ethical decision about what to do when bullying occurs because there are misunderstandings about what bullying is, leading to the improper identification of situations.

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