Preventing School Bullying: Identification and Intervention Strategies Involving Bystanders

Abstract

An effective prevention strategy must start with a clear understanding of the behaviour involved; in the case of bullying some of the latest research provides a good starting point. Recent studies have demonstrated that bullying or "the abuse of physical and psychological power for the purpose of intentionally and repeatedly creating a negative atmosphere of severe anxiety, intimidation and chronic fear in victims" (Marini, Spear & Bombay, 1999, p. 33) is one of the most pervasive and serious socioeducational problems facing students (Juvonen & Graham, 2001; Olweus, 2001; Rigby, 2002). Studies suggest that bullying behaviours have a much earlier onset than previously thought, the number of students affected is rather high (10% to 15% report being often victimized), the range of behaviours involved can be quite severe, and the consequences are long lasting (Craig, Pepler & Atlas, 2000; Kochenderfer & Ladd, 1996; Loeber & Hay, 1997; Olweus, 2001; Smith, Cowie, Olafsson & Liefooghe, 2002). With the acknowledgement that bullying is "commonplace" in school settings and a serious problem for many students, issues related to possible prevention, have become the focus of attention.