By Dan Olweus
Offers an summary of what's identified in regards to the factors and results of bullying in class, describes an intervention software designed to handle and counteract the matter, discusses the optimistic results of this system as evaluated over a two-year interval in forty-two faculties in Bergen, Norway, and gives sensible suggestion on enforcing the intervention software.
Pt. I. What we all know approximately Bullying. tales from the clicking. what's intended through Bullying? a few information regarding the new reports. One scholar out of 7. Bully/Victim difficulties in several Grades. Have Bully/Victim difficulties elevated? Bullying between girls and boys. How a lot Do the academics Do? How a lot Do the fogeys comprehend? Bullying in class and that allows you to and from college. comparability among Norway and Sweden. Is Bullying basically a Big-City challenge? the scale of the college and the category. Supervision in the course of Recess and Lunch Time. On Analyses at diversified degrees. balance of Bully/Victim difficulties over the years. Is Bullying a outcome of pageant in class? What position do exterior Deviations Play? What Characterizes the common sufferers? What Characterizes the common Bullies? actual weak point and power. A Concrete photograph. what sort of Rearing stipulations Create competitive young ones? workforce Mechanisms. different components. a much wider point of view on Bully/Victim difficulties. a query of primary Democratic Rights. Portrait Sketches of Henry and Roger, a sufferer and a Bully. advisor for the identity of attainable sufferers and Bullies. Being a sufferer --
Possible symptoms. Being a Bully --
Possible symptoms --
Pt. II. What we will Do approximately Bullying. evaluate of Intervention software. targets. understanding and Involvement. Measures on the tuition point. a college convention Day. Supervision and outdoors surroundings. touch mobile. A normal PTA assembly. instructor teams for the improvement of the Social Milieu of the college. research teams in Parent-Teacher institutions (Parent Circles). Measures on the category point. category ideas approximately Bullying. compliment. Sanctions. category conferences. Cooperative studying. universal optimistic actions. classification PTA conferences. Measures on the person point. severe Talks with the Bully. Talks with the sufferer. Talks with the oldsters. What Can the fogeys of the Bully Do? What Can the fogeys of the sufferer Do? Use of mind's eye. chat groups for folks of Bullied or Bullying scholars. switch of sophistication or university --
Pt. III. results of the Intervention software. major Findings. short reviews. simple rules. extra features --
Pt. IV. extra functional recommendation and a center software. aid from the imperative and Formation of a Coordinating staff. expertise and Involvement. enough Supervision in the course of Recess and Lunch Time. classification ideas and sophistication conferences. Talks with concerned scholars and Their mom and dad. review of middle software. ultimate phrases.
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Extra resources for Bullying at school : what we know and what we can do
Both approaches have their disadvantages and strengths. ”) and insufficient help given to students (they are not given the means and methods of overcoming difficulties that they experience). With remediation using the intact links approach the student is being adapted to the defect (an advantage), but the development of the weak link is neglected (a disadvantage). In the mixed approach it is clear how to unite the first two approaches to cure some specific problems, but not clear how to do so in general.
The presence of the relatively independent subsystems in the genetic program (evident in the uneven development) creates a more stable system as a whole (Marr, 1976). When the environment (the social environment in particular) places demands on the person that are within his or her adaptive capabilities, unevenness in the development of HMFs does not have negative consequences for the individual or the society. However, in industrial societies with their rapid development of new technologies, demands on the quality of education and learning consistently increase.
1997 R, p. 21). As described in Chapter 1, the methodology of remedial-developmental interventions is based on the principle of the social genesis of mental functions, their systemic structure, and dynamic organization and localization (Luria, 1980; Vygotsky, 1997a). L. S. Tsvetkova (1972b R, 2001 R) has also made a significant contribution to the theories and methods of neuropsychological rehabilitation and remediation. Two main approaches have emerged in remedial work with children: 1. development of basic foundations: “prerequisites” of cognitive functions 2.
Bullying at school : what we know and what we can do by Dan Olweus