Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Preventing and Tackling Bullying - UK Government Policy

No description
by

Chelsea Hopson

on 13 August 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Preventing and Tackling Bullying - UK Government Policy

Improvement
Department of education - Preventing and
tackling bullying (Behavioural Policy) - March 2014
Jess fuzzey - 244544, Chelsea hopson - 242441, stephanie rhodes - 240036
rebecca roper - 242195, lucy tanner - 253008 .

Background of the policy
The policy will act on two levels: preventative, and curative
What is bullying?
Olewus (1995: 197)
Bullying Project (2010)

The way policy has shaped/been shaped by the identified issue

The theoretical ideas that underpin the relevant policies
Widespread issue
Concept of power
'Whereas some bullying children are popular, victims may have few friends, or friends who can not be trusted or who are of low status' (Hodges, Malone & Perry, 1997)
Study carried out by the Thomas Coram research unit
Gender differences
The way that language is used to represent, foreground and background ideas and people
Preventing and Tackling Bullying - UK Government Policy
Preventing and Tackling Bullying is a policy written by the Department of Education in March 2014.
The validity of the claims made
in the documentation

Fairness within social structures
This policy looks into the different types of discrimination that are used against people within society as, this has become something regular within schools as our population has an increasing number of ethnic minorities and individuals continuously having various ways of showing their identities, which in some eyes of people is not seen as ‘socially acceptable’ across the class system. This is where children see an opportunity to express their views through physical or emotional ways of bullying.
Types of Discrimination
It is against the law to be discriminated against because of:
-> Age
-> Being or becoming a transsexual person
->Being married or in a civil partnership
-> Being pregnant or having a child
-> Having a disability
-> Race including colour, nationality, ethnic or national origin
-> Religion, belief or lack of religion/belief
-> Sex
-> Sexual orientation

(Equalty Act, 2010)

These are called ‘protected characteristics’ – as well as education you are also protected from discrimination in these situations:
-> Work
-> As a consumer
-> When using public services
-> When buying or renting property
-> As a member or guest of a private club or association
“This document has been produced to help schools prevent and respond to bullying as part of their overall behaviour policy. It outlines, in one place, the Government’s approach to bullying, legal obligations and the powers schools have to tackle bullying, and the principles which underpin the most effective anti-bullying strategies in schools. It also lists further resources through which school staff can access specialist information on the specific issues that they face.”
The Education and Inspections Act 2006, Independent School Standard Regulations 2010, and The Equality Act 2010
Specialist Organisations

“Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally. Bullying can take many forms, and is often motivated by prejudice against particular groups, for example on grounds of race, religion, gender, sexual orientation, or because a child is adopted or has caring responsibilities. It might be motivated by actual differences between children, or perceived differences. Stopping violence and ensuring immediate physical safety is obviously a school’s first priority but emotional bullying can be more damaging than physical; teachers and schools have to make their own judgements about each specific case.”
Successful schools
should:

Specialist organisations have been set up through the influence of this policy to help the various individuals who are seen to be discriminated against frequently.



By introducing the policy, special organisations have been set up to help the large number of discrimination types across the UK
These organisations are formed around LGBT (Lesbian, Gay, Bisexual and Transgender), SEND (Special Educational Needs and Disabilities) and Racism

-55% of lesbian, gay
and bisexual young people
experience homophobic
bullying at school (NSPCC, 2013)


Involve parents to ensure that they are clear that the school does not tolerate bullying and are aware of the procedures to follow if they believe that their child is being bullied. Parents feel confident that the school will take any complaint about bullying seriously and resolve the issue in a way that protects the child, and they reinforce the value of good behaviour at home.


- Mencap
- Changing Faces
- Cyberbullying and children
and young people with
SEN and disabilities
- 38% of disabled children worry about being bullied (NSPCC, 2013)

- Show Racism the Red Card
- 88,000 racist incidents occur within schools every year (NSPCC, 2013)
Implement disciplinary sanctions. The consequences of bullying reflect the seriousness of the incident so that others see that bullying is unacceptable.
Openly discuss differences between people that could motivate bullying, such as religion, ethnicity, disability, gender or sexuality. Also children with different family situations, such as looked after children or those with caring responsibilities. Schools can also teach children that using any prejudice based language is unacceptable.
Make it easy for pupils to report bullying so that they are assured that they will be listened to and incidents acted on. Pupils should feel that they can report bullying which may have occurred outside school including cyber-bullying.
Celebrate success. Celebrating success is an important way of creating a positive school ethos around the issue.
Racism
SEND
LGBT
"Teachers have the power to discipline pupils for misbehaving outside the school premises to such an extent as is reasonable” (Department of Education, 2014:5).

The validity of claims made in the documentation
"Anti-bullying policies are most effective when all school staff understand the principles and purpose of the school’s policy, its legal responsibilities regarding bullying, how to resolve problems, and where to seek support." (Department of Education, 2014:8)
But do teachers actually feel comfortable intervening outside of school?
Some schools have better prevention strategies in place than others
Interventions
Peer support - seen as being caring and concerned about well-being
references
Department of Education (2010). The Importance of Teaching: The Schools White Paper 2010. [Online] Available from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/175429/CM-7980.pdf [Accessed 31.03.2014]
Department for Education (2013) The Equality Act 2010: Departmental advice for school leaders, school staff and governing bodies in maintained schools and academies. [Online] Available from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/269341/Equality_Act_2010_-_advice.pdf [Accessed 2nd April 2014]
Department for Education (2014) Preventing and Tackling Bullying: Advice for Headteachers, Staff, and Governing Bodies. London: UK Gov. Available from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/288444/preventing_and_tackling_bullying_march14.pdf [Accessed 19 March 2014]

Kennedy T.D., Russom S.G. & Kevorkian, M. (2012) ‘Teacher and Administrator Perceptions of Bullying in Schools’. International Journal of Education Policy & Leadership, 7 (5), pp. 1-12 [Online] Available from: http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=976450b3-9318-4754-a98f-3d25fd496adf%40sessionmgr4002&vid=2&hid=4210 [Accessed 01.04.2014]
LGBT Helpline [Online] Available from: http://www.lgbt.ie/about-us.aspx [Accessed 26.03.14]
NSPCC (2014) Anti-Bullying Checklist. [online] London: NSPCC. Available from: https://www.nspcc.org.uk/Inform/resourcesforteachers/classroomresources/bullyingresources/schoolantibullyingchecklist_wdf85620.pdf [Accessed 25 March 2014]
NSPCC (2008) 'Children talking to ChildLine about bullying' [Online] Available from: https://www.nspcc.org.uk/Inform/publications/casenotes/clcasenotesbullying_wdf61703.pdf [Accessed 29/03/2014]
NSPCC (2013) ‘Statistics on Bullying’ [Online]Available from: www.nspcc.org.uk [Accessed 27.03.14]
Olewus, D. (1995) Bullying or Peer Abuse at School: Facts and Intervention. Current Directions in Psychological Science. 4 (6) 197
Oliver, C; Candappa, M. (Undated) 'Tackling Bullying: Listening to the views of children and young people' [Online] Available from: http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/RR400.pdf [Accessed 01/04/2014]
Smith, P., Kupferberg, A., Mora-Merchan, J., Samara M., Bosley, S. & Osborn, R. (2012) ‘A content analysis of school anti-bullying policies: a follow up after six years.' Educational Psychology in Practice, 28 (1), pp. 47-70. [Online] Available from: http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=c2d2f82d-21e3-4aeb-bc10-c7dc981f9337%40sessionmgr111&vid=4&hid=101 [Accessed 31.03.2014]
Thompson, F; Smith, P. (2010) 'Anti-bullying strategies in school - What is done and what works', pp. 1-14. [Online] Available from: http://www.bullyingandcyber.net/media/cms_page_media/55/Thompson-Smith2.pdf [Accessed 01/04/2014]
TrueChild (2014) 'School Bullying and Homophobic Harrassment' [Online] Available from: http://truechild.org/PageDisplay.asp?p1=6280#SoGay [Accessed 28/03/2014]
Violence Prevention Works (2014) ' Youth Who Are Bullied Based upon Perceptions
About Their Sexual Orientation' [Online] Available from: http://www.violencepreventionworks.org/public/bullying_sexual_orientation.page [Accessed 28.03.14]

Childline
31,599 children called childline in 2011/12 with main issue being bullying
Bullying was the main reason for boys to call childline
Nov 2008 - 18% of calls to childline relate to bullying.
Since 2008, bullying is no longer main reason for people contacting childline.
Positive effects of the preventing and tackling bullying policy for children and young people?
Bullying policy has been shaped by various acts of legislation to prevent bullying e.g. harassment and threatening behaviour
The main act of legislation for shaping bullying policy is the Equality Act 2010 to prevent unlawful treatment and discrimination that could lead to bullying
By creating the document of preventing and tackling bullying it can be a main guideline in schools for the best and appropriate way to deal with bullying which is a big issue within school and academies
Smith
et al
(2012) ‘A content analysis of school anti-bullying policies: a follow up after six years’. Educational Psychology in Practice, 28 (1), pp. 47-70.
Source: NSPCC
National policy rather than guidelines would be more suitable to avoid confusion throughout schools.
We would like to suggest:
However:
The Importance of Teaching White Paper of 2010 did recognise how their existing anti-bullying guidance was too long and fragmented.
Full transcript