Chapter 14- The Implications of Home-School Patnerships for School Violence and Bullying

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Chapter 14- The Implications of Home-School Patnerships for School Violence and Bullying

Implications for Understanding Parents' Role in Bullying

Working with parents: "An educaor armed with information about the relationship between parental attitudes and student behavior is much more prepared to work with parents on a strengths-based basis."

Encourage the monitoring of t.v., internet, and media use.

Provide parent training and support models.

Avoid blame and secondary victimization.

Understand cultural or linguistic backgrounds.

Make sure you acknowledge family strengths.

Family Interaction Patterns Affecting Bullying and Victimization in Children

There are 3 styles of parenting associated with the development of bullying: intrusive-overprotective parenting, parental psychological over control, and parental coercion.

Coercive Parenting: "Generally, students learn to be aggressive via coercive parenting styles, but occasionally a youngster will react to parental hostility by becoming shy and anxious and thus become prone to victimization."

Parental Overcontrol: Youngsters as a result of parental overcontrol "lose confidence in the validiry of their own emotions."

The overprotective parent or caregiver: primarily boys recieve so much protection at home that as they grow older they grow to be poor at tolerating other children's "rough-and-tumble ways." These children tend to resolve conflicts with arguments.

Cyberbullying

Sexting: where peers distribute phots or videos of young girls participating in sexual acts. Once the send button is hit, there is no ability to take back the damaging content.

Helpful websites: www.wiredsafety.org, http://us.mcafee.com/virusinfo/vil/parents/article_pcinternet.pdf, www.wiredkids.org

Risk factors: more time spent online the more likely a youngster will come across safety issues, manipulating identities can exacerbate harm associated with the internet, sending personal information generates hazards for risky exchanges, more harm is associated with cyber attacks when they combine with face-to-face conflicts, and females, on average, experience more cyberbullying incidents.

Despersonalization of cyberbullying: Two identity factors related to this increase the risk for harm online: masquerading and faking.

Cyberbullying: "repeated harassment of individuals utilizing indirect or electronic means."

Basic Bullying Information

"Nearly eight times as many girls as boys participate in what has been termed relational aggression. Relational aggression is defined as manipulating relationships in a manner purposely desgined to hurt others."

Bullying behaviors: largely verbal, social ostracism, friendship interference, mild physical attacks.

Definition: "Bullying is the purposeful infliction of psychological or physical pain on one individual by another or by a group."

Home-School Relations and Bullying: What Educators and Future Educators Should Know

Individual level: "The systemic model includes counseling and intensive social skills instruction for students who bully others and for some students at high risk for peer harassment."

Classroom level

Social skills should be taught.

Consequences for bullying should be a middle ground between overly permissive and overly authoritarian styles.

Rules against bullying must be spelled out! Teachers must communicate with students and parents the expectations.

School Level: In order to reduce bullying and violence, data needs to be collected such as surveys, observations, and interviews.

School mediation programs have been successful.

Large assembilies to encourage anti-bullying.

Conference days, more supervision during lunch, recess, and in-between classes.

Adjustment Problems Associated with Bullying

"Childhood bullies are four to five times as likely as nonbullies to experience mental health, legal, and job-related difficulties as they age into adulthood."

Victims tend to have trust and friendship issues.

Victims and bullies themselves have significant relational problems as they grow older.

Childhood experience of bullying tends to produce negative long-term adjustment effects.

There are three categories involved with bullying: bullies, passive victims, and provocative victims. Bullies tend to act out and direct their problems toward others. Passive victims tend to be overcontrolled. Chronic victims tend to become more anxiety-ridden as they suffer harassment.

Parent-School Partnership: Important in Violence Reduction

It is vital that family members and educators form strong and healthy working parternships in order to stop the bullying in schools.

"Families often set stage for school aggression by tolerating or encouraging domestic violence, by parenting in a cold or overly hostile manner, or through permissiveness for silbing attacks."

Factors predicting rates of school violence

The ready availability of weapons

Gang membership

Drug and alcohol abuse

Discipline problems, bullying and harrassment

Dropping out, literally and symbolically