School Bullying and Violence: Taking Action
© Cowie, H., Jennifer, D., Chankova, D., Poshtova, T., Deklerck, J., Deboutte, G., Ertesvåg, S. K., Samuelsen, A. S., O'Moore, M., Minton, S. J., Ortega, R. & Sanchez, V. (2006)
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Chapter 5.1: Children Helping Children
Objectives of Chapter 5.1
Facilitation skills to be developed through this Chapter
Pre-chapter reading
Summary of current thinking and knowledge about peer support
Responsibilities of the Chapter facilitators
Sequence of activities for Chapter 5.1
Activity 1 Introduce yourself
Activity 2 Introduce your neighbour
Activity 3 Getting to know you
Activity 4 Think of a secret
Activity 5 Reflection
Activity 6 Roadblocks to communication
Activity 7 The conflict spiral
Activity 8 Conflict resolution
Activity 9 To advise or not to advise
Activity 10 The process of debriefing
References
Further reading and additional materials
Resource packs
Resource 1 Getting to Know You!
Resource 2 The Qualities of the Peer Supporter
Resource 3 Behaviour cards
Resource 4: Suggestions for the role cards
Resource 5: Observer's checklist
Resource 6: Five Steps to problem-solving
Chapter 5.2 : Co-operative Group Work (CGW)
Objectives of Chapter 5.2
Facilitation skills to be developed through this Chapter
Pre-chapter reading
Summary of current thinking and knowledge about CGW
Responsibilities of the Chapter facilitators
Sequence of activities for Chapter 5.2
Activity 1 Forming the groups
Activity 2 Getting to know the group
Activity 3 Perspectives on CGW
Activity 4 Planning CGW
References
Further reading and additional resources
Resource packs
Resource 1 A Quality Circle example
Resource 2 Case study of Sonia
Chapter 5.3: Emotional Literacy in Schools
Objectives of Chapter 5.3
Skills to be developed through Chapter 5.3
Pre-chapter reading
Summary of current thinking and knowledge about emotional literacy in schools
Responsibilities of the Chapter facilitators
Sequence of activities for Chapter 5.3
Activity 1 Introduce your neighbour
Activity 2 F count activity
Activity 3: What is the cost of emotional illiteracy?
Activity 4 Educator modelling: Considering others
Activity 5 Is your school a place where emotional literacy can flourish?
Activity 6 New skills and knowledge
Activity 7: Final Reflections
References
Further reading and additional materials
Resource packs
Resource 1 F Count activity
Resource 2 Competence stages in skill development
Resource 3 Behaviours
Resource 4 Recognising a young person who is emotionally illiterate
Resource 5 Educator modelling: Considering others
Resource 6 Audit of emotionally literate approaches to behaviour in school
Resource 7 A typical school poster
Chapter 5.4: Restorative Approaches in School: Towards a Restorative School
Objectives of Chapter 5.4
Facilitation skills to be developed through this Chapter
Pre-reading texts
Summary of current thinking and knowledge about restorative approaches in schools
Responsibilities of the Chapter facilitators
Sequence of activities for Chapter 5.4
Activity 1 Lecture: Background information about the context of restorative practices in school
Activity 2 Understand basic concepts
Activity 3 Brainstorming
Activity 4 Discussion
Activity 5 Role play
Activity 6 Individual study
References
Further reading and additional resources
Resource packs
Resource 1 Restorative Justice in Schools
Resource 2 Restorative Justice Consortium
Chapter 5.5: Creating a Shared Understanding of School Bullying and Violence
Objectives for 5.5
Facilitation skills to be developed through this Chapter
Pre-chapter reading
Summary of creating a shared understanding of school bullying and violence
Responsibilities for the Chapter facilitators
Sequence of activities for Chapter 5.5
Activity 1 Introduction
Activity 2 Presentation: A school plan of action
Activity 3 Working on a shared understanding of school violence
Activity 4 Plenary Session
Activity 5 Consolidating Meanings
References
Further reading and additional materials
Resource packs
Resource 1 Excerpt from Schools' Action Plan Against Bullying
Resource 2 Prevention: Teacher-pupil relationship
Resource 3 Prevention: Teacher 'class/group relationship
Download this chapter as PDF
Section 5: Preventative and Integrative Practice