Intervention programmes to control bullying

Field et al. (2009:55) describe an intervention programme on bullying as any individual, group or systematic efforts and processes geared towards the control of bullying at school. Varnava (2002:14) suggests that the main objectives of an intervention programme should be to raise the awareness of the entire school community about the occurrence of bullying and to provide guidance for both bullies and victims. In line with the latter view, McEwan and Damer (2000:151) propose that an intervention programme should promote safety and an appropriate learning environment for all learners. Field et al. (2009:57) also caution scholars and school authorities that the selection of an intervention programme at a school should be based on the specific needs of learners. Hence an intervention policy on bullying can enable a development of context-appropriate curriculum programmes that will assist learners to modify their behaviour.

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Consistent with the above discussion, O’Moore and Minton (2004:8) caution school authorities and teachers that punishment meted out to perpetrators of bullying at school is reactive to bullying and does not satisfy the victim’s needs. The traditional approach whereby punishment is meted out for school bullies is an ineffective means to control bullying at school because its aim is to apportion blame since it is an execution of legitimate power by the school authority over illegitimate power of the learners. With punishment meted out to bullies, victims of bullying still live in fear, resentment or guilt hence the problem is unresolved (Mahaffey & Newton, 2008:11). In addition, O’Moore and Minton (2004:10) state that a punishment system excludes bullying on the part of teachers towards learners, and on the part of learners towards teachers, which is also problematic in schools. Thus the caution on the use of punishment to address bullying is quite relevant in the South African context because most school policies are reactive to bullying.

a) A whole school approach: The development of an anti-bullying policy

The development of a whole school policy on bullying has been suggested by most scholars as a proactive means to control bullying at school (Lee, 2004:53; Sullivan et al., 2004:93; Rigby, 1996:115; Sharp & Thompson, 1994:66). A whole school approach should address the main goals, plans and practices which a school envisages to pursue (Rogers, 2007:6). However, Rogers (2007:6) cautions that with a whole school approach a school has to identify the weaknesses of a practice and state clearly how that practice would change. Rigby (1996:129-131) identifies the different stages involved in the development of a whole school anti-bullying policy as follows:

 identification of the need for an anti-bullying policy at a school based on the causes, forms and adverse consequences of bullying identified at a school;

 consultation with all stakeholders of a school;

 the development and implementation of the policy; and

 The evaluation and monitoring of the policy.

The different phases of a whole school policy are examined below.

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b) Phases in the development of an anti-bullying policy

The different phases of an anti-bullying policy at a school include: an assessment of the level of bullying; consultation with all stakeholders of a school; implementation of the policy; and a periodic evaluation of the success of the policy as described below.

i) Assessment of bullying at a school

Roberts (2006:67), Sullivan et al. (2004:93) and Rigby (1996:115) declare that the first step in developing an anti-bullying policy is to conduct research to assess the level of bullying at a school. Roberts (2006:67) and Rigby (1996:115) state that after the assessment, the whole school should be educated on the bullying going on at the particular school in order to create awareness. Hence, Rigby (1996:130) and Trolley and Hanel (2010:66) state that a definition of bullying at a school should be developed and made known to all parents, teachers, community members, classrooms and individuals.

ii) General Consultation

After identifying the need for an anti-bullying policy at a school, the next step should be to consult all relevant stakeholders of a school community to suggest ideas to be included in the school policy (Sharp & Smith, 1994:32). Previous findings have established that consultation encourage commitment in the development and implementation of policies at school (Lee, 2004:55; Sharp & Thompson, 1994:65; Olweus, 1993:66). The level of commitment of relevant stakeholders of a school when consulted to contribute to the development of an anti- bullying policy is illustrated in the quotation below:

All the kids were consulted. They felt really good about that. We actually talked about the fact that this identified it as a really important document for the school. They took it as a really important task and came up with all sorts of comments … this has been different and good. I am really pleased that the parents are now going to be drawn in on this (Sharp & Thompson, 1994:65).

The quotation above illustrates the excitement of a school teacher who was consulted for suggestions to be included in a school policy on bullying. The teacher also expressed the cheerful feelings of the learners who were consulted and the significance the learners

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attached to the document due to their participation. In addition, the school teacher also indicated his enthusiasm for parents to be involved in the development of the school policy.

iii) Implementation of an anti-bullying policy

The third phase in the development of an anti-bullying policy is the implementation phase. Sullivan et al. (2004:93) mention that a whole school community works together to arrive at a shared understanding of bullying and use the shared knowledge to develop and implement strategies to prevent bullying. Trolley and Hanel (2010:66) and Field et al. (2009:55) add that responsibilities for all the different roles players should be clearly defined in the policy. Thus the implementation process would be a joint and consistent effort of the different role players which will ensure effectiveness.

iv) Evaluation phase of an anti-bullying policy

Rigby (1996:134) states that it is essential to evaluate an anti-bullying policy because ideas and activities do change over time and may also affect the success of a policy. Consistent with the latter, O’Moore and Minton (2002:20) and, Sharp and Smith (1994:39) also suggest that a review process should include formal research processes and informal feedback from parents, teachers and learners on the success of the policy in practice. Some authors such as Sullivan et al. (2004:93), O’Moore and Minton (2002:20), Suckling and Temple (2002:38) and Rigby (1996:134) mention the significance of a periodic evaluation or revision of an intervention policy to enable its effectiveness. Hence, strategic management should be used to monitor an existing programme on bullying.