“Bullying and Anti-Bullying Strategies in Schools

Download file to see previous pagesAn interview questionnaire design was employed followed by concept analysis which would intend to establish the conceptual background of the problem. Teachers and mental health professionals hold important positions in the implementation and strategizing of such an intervention, and one such project has been presented here that can be implemented.Most likely bullying is inbred in schools for perhaps as long as schools have existed. Recently, the systematic investigation has been confirmed to be a pervasive phenomenon.

However, in her discussion, Arehart-Treichel (2004) comments that parents and teachers have become more determined to have actions taken to stop severe bullying. Clearly, bullying can blight the lives of many pupils experiencing it, while those “who get away with bullying others” are learning values at odds without improper preparation for citizenship (Ross, 2002, 105-135). Looking back, educators have seriously tried to eradicate bullying in schools, but one will have to confess that there had only been really minimal success if any.

There have only been about a dozen carefully conducted interventional studies done, and they claim a meager 15% reduction in the incidence of bullying in a school (Arehart-Treichel, 2004, 44). Pujazon-Zazik (2008) studies and comments that bullying is an undesirable form of behavior, which is widely prevalent in our schools, and it can be greatly reduced, if not possibly eliminated, principally by actions taken by schools and also, to a lesser degree, by the active involvement of parents (Pujazon-Zazik, 2008).