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MANAGING BULLYING IN PRIMARY SCHOOLS IN JOHANNESBURG
by
DESMOND GRANT ZEELIE
MINI-DISSERTATION
submitted in partial fulfillment of the requirements for the degree
MAGISTER EDUCATIONIS
in
EDUCATION MANAGEMENT
in the
FACULTY OF EDUCATION AND NURSING
at the
RAND AFRIKAANS UNIVERSITY
SUPERVISOR: Prof BR Grobler
NOVEMBER 2004
DEDICATION
This mini-dissertation is dedicated to Peta-Ann Zeelie, in the appreciation of her support
and incessant encouragement she gave me in studying for this degree.
ACKNOWLEDGEMENTS
In appreciation, I would like to extend a word thanks and sincere gratitude to the
following people for their invaluable contributions and support in my endeavours towards
the completion of this research study.
� My son William and daughter Victoria for understanding the importance of this
endeavour and for the precious time they sacrificed.
� Keith, Pat, Tina and Mary for their support and encouragement.
� Montrose Primary School for the support and the opportunity.
� The Johannesburg East D9, Far North Cluster Primary Schools for their
invaluable contributions and willingness to participate.
� The Gauteng Education Department for the permission to do this study
� My supervisor, Professor Grobler for his expertise in research and his patience
and support.
TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION, BACKGROUND, AIMS OF STUDY AND RESEARCH METHODOLOGY
PAGE 1.1 INTRODUCTION 1
1.2 BACKGROUND TO THE RESEARCH 3
1.3 RESEARCH QUESTIONS 5
1.4 AIMS OF THE RESEARCH 5
1.5.RESEARCH STRATEGY AND METHOD 5
1.5.1 Research strategy 5
1.5.2 Research method 6
1.5.3 Data analysis 6
1.5.4 Demarcation of research 7
1.6 CONCEPT CLARIFICATION 6
1.6.1 Bullying 6
1.6.2 Bullies 7
1.6.3 Victims 7
1.6.4 Strategy intervention 7
1.6.5 School Management Team 7
1.7 CONCLUSION 7
CHAPTER 2
LITERATURE STUDY ON BULLYING; EXTENT OF BULLYING; ANTI-
BULLYING POLICY FORMULATION AND IMPLEMENTATION; AND
EFFECTIVE STRATEGY INTERVENTION TO COMBAT BULLYING
2.1 INTRODUCTION 9
2.2 DEFINING BULLYING 10
2.3 FORMS OF BULLYING 12
2.4 PERCEPTIONS AND MISCONCEPTIONS 14
2.5 THE EXTENT OF THE BULLYING PROBLEM 16
2.6 FACTORS CAUSING BULLYING 17
2.7 CHARACTERISTICS OF BULLIES AND VICTIMS 18
2.8 CONSEQUENCES OF BULLYING 19
2.9 WHOLE SCHOOL OR SCHOOL WIDE INTERVENTION 22
2.9.1 Codes of conduct 24
2.9.2 Anti-bullying policies 29
2.9.3 Strategies and intervention 35
2.10 CONCLUSION 40
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 INTRODUCTION 41
3.2 RESEARCH DESIGN AND METHODOLOGY 41
3.2.1 Research design 41
3.2.2 Qualitative research 42
3.2.3 Sample 43
3.2.4 Data collection 44
3.2.5 Data analysis 44
3.3 RELIABILITY AND VALIDITY 45
3.3.1 Reliability 45
3.3.2.Validity 46
3.4 ETHICS OF RESEARCH 46
3.5 CONCLUSION 47
CHAPTER FOUR
PRESENTATION AND INTERPRETATION OF DATA
4.1 INTRODUCTION 48
4.2 FINDINGS 48
4.2.1 The nature and extent of bullying 49
4.2.1.1 Bullying behaviour 49
4.2.1.2 The profile of the bully 51
4.2.1.3 The profile of the victim 52
4.2.2 Implementation of anti-bullying policies 53
4.2.3 Strategies and interventions 55
4.3 CONCLUSION 57
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 INTRODUCTION 58
5.2 OVERVIEW OF THE INVESTIGATION 58
5.3 SUMMARY OF FINDINGS 59
5.3.1 Findings emerging from literature 59
5.3.2 Findings emerging from data analysis 59
5.3.2.1 Extent of bullying 59
5.3.2.2 Policy formulation and implementation 60
5.3.2.3 Strategy intervention 60
5.4 RECOMMENDATIONS 61
5.5 TOPICS FOR FURTHER RESEARCH 62
5.6 CONCLUSION 63
BIBLIOGRAPHY 64
APPENDIX A: Principal and learner interview schedule
APPENDIX B: Permission to conduct research
SINOPSIS Afknouery (bullying) is ’n wêreldwye verskynsel en die gevolge raak die afknouer, sy slagoffer en die hele gemeenskap. Hierdie navorsingstudie toon dat afknouery ’n werklikheid en ’n algemene verskynsel ook in óns skole is. Die insette van die skoolhoofde en leerlinge van die Verre Noord Laerskole, van Johannesburg-Oos D9, is gebruik om die omvang van afknouery in hierdie skole te bepaal asook die effektiwiteit van bestaande voorkomende maatreëls. Daar is gefokus op die verskillende vorms van afknouery, die oorsake en gevolge daarvan, die omvang van die probleem en die karaktereienskappe van “bullebakke”en hulle slagoffers. Skole se gedragskodes is onder die soeklig geplaas en voorkomende maatreëls en maniere van ingryping is bespreek. ’n Kwalitatiewe navorsingsmetode is gevolg om ’n diepgaande insig te kry in die skoolhoofde en leerders se menings en ervarings aangaande bogenoemde aspekte. Fokusgroep onderhoude is gebruik om inligting te bekom en die volgende kategorieë is geidentifiseer:
• Die omvang van afknouery • Die formulering en implementering van ’n beleid teen afknouery • Strategiese ingrypingsaksie
Die bevindings van die navorsing het aan die lig gebring dat die omvang van afknouery in Johannesburg-Oos D9, Verre Noord Laerskole, ernstige afmetings aanneem. Beleidsformulering teen afknouery en die implementering van sulke maatreëls is gebrekkig en te min ondersteuning bestaan vir die ontwikkeling van sodanige maatreëls en/of strategiese ingrypingsprogramme om die probleem aan te spreek. Daar word dus aanbeveel dat hierdie saak dringend en ernstig aandag ontvang en dat skole betrokke raak by voorkomende beleidsvorming en ingrypaksies. Die bekamping van hierdie euwel het ’n noodsaaklikheid geword wat nie langer verontagsaam durf word nie. Om die bestaan van afknouery te ignoreer, is om dit goed te keur!
CHAPTER 1
INTRODUCTION, BACKGROUND, AIMS OF THE STUDY AND RESEARCH METHODOLOGY
1.1 INTRODUCTION
Four o’ clock Friday Four o’ clock Friday, I am home at last,
Time to forget the week that is past.
On Monday in break they stole my ball
And threw it over the playground wall.
On Tuesday afternoon, in games
They threw mud at me and called me names.
On Wednesday, they trampled my books on the floor
So Miss kept me in because I swore.
On Thursday, they laughed after the test
“Cause my marks were lower than the rest.
Four o’ clock Friday, at last I am free,
For two whole days they can’t get at me.
John Foster The purpose of this study is to investigate the extent of bullying in the Johannesburg
East D9 District, Far North Cluster Primary Schools of Gauteng, South Africa and to
recommend a pro active management intervention to combat bullying.
Bullying is a reality and is a common feature of everyday life in schools today. It is
imperative that strategies, a support programme and anti-bullying policies, for all
learners, are in place in our schools and that they play an integral part in the daily
lives of all stakeholders alike. To ignore bullying is to approve bullying!
Bullying hurts and it keeps hurting. It has short and long term implications for both
victim and aggressor. “ The common trend among all of these children is that they
were bullied relentlessly. In all these tragedies the bullying went on without
1
substantial objections, indignation, adequate intervention, or outrage. We are
devastated by the final act of violence, but rarely outraged by the events that led to
that final act. Bullying is learned behaviour; if it can be learned it can be examined
and it can be changed” (Colorosso, 2002).
Head’s of primary schools, School Management Teams, Educators, Governors of
schools and parents have an obligation to every child to ensure that the learning
environment is both safe and happy. The school community has an immense role to
play in preventing incidents that could potentially develop into tragedy as indicated in
an article published in “The Star”, 7 June 2003 titled ‘Bullies drive teen to commit
suicide’. The boy’s mother commented, “ He got bullied at school. He got bullied on
the bus to school. He got bullied going to the shops. It was relentless. They had worn
him down so much. That poor boy! Karl just couldn’t take any more. I hate them for
that”.
Bullying is a reality and it cannot just be dismissed. Like Karl Peart, many other
children are being worn down and are experiencing a ‘loss experience’. The intensity
and severity of this experience is dependent on the extensiveness and duration of the
bullying. (Smit and Cronje, 1992) use Maslow’s Hierarchy of Needs to indicate that
bullying has a negative impact on an individual progressing through the hierarchy
towards reaching the point of self-actualisation.
Physiological Needs
Security Needs
Social Needs
Esteem Needs
Self-Actualisation Needs
Figure 1.1: Maslow’s hierarchy of needs (Smit and Cronje, 1992)
2
Being bullied makes it a difficult task for any young individual to successfully
work through the hierarchy of needs, considering that any person can only
progress to the next level if he/she has mastered the previous level. Thus, it is
relevant to state that bullying is a loss experience:
� Loss of safety
� Loss of self-esteem ‘they bully you, then you bully yourself’
� Loss of belonging
School communities should be committed to the youth and it is every
member’s responsibility to ensure that every individual has the opportunity to
develop and progress satisfactorily through the hierarchy of needs, in a safe,
secure and happy learning environment.
1.2 BACKGROUND TO THE RESEARCH
School Management Teams and Educators are faced with an increase in both
physical and emotional bullying forms among boys and girls. It has become
necessary for schools to formulate official anti-bullying policies which
emphasise the stance the school is taking regarding bullying in the school, but
more importantly, what strategies will be applied to various situations and
circumstances.
Interventions to combat bullying and to control the effects thereof need to be
suited to a particular school in accordance with that school’s needs. These
strategies must form an integral part of a policy that must be proactive and not
just a ‘rulebook’ that is removed from the policy shelf when an incident occurs.
“ The first duty to children is to make them happy. If you have not made them so, you
have wronged them. No other good they may get makes up for that.” (Charles Buxton-
2001).
It is the role of the school to create an environment that is secure and that makes the
children happy. Included in developing a safe and happy environment, needs to be a
plan that provides the children with strategies to deal with bullying.
3
Figure 1.2: Reporting bullying iceberg (Sullivan, 2000)
Level two of the bullying iceberg above indicates that over 50 percent of
students feel that bullying cannot be stopped and have no strategies for
dealing with it. This is compounded by the fact that Adair et al. (1999), points
out that 79 percent of bullying is not reported.
This research hopes to show that management structures of schools are
finding it difficult to keep up with bullying trends. It is vital that School
Managers attend in-service training to come to grips with materials made
available to schools for implementation. This will ensure that bullying is tamed
and a secure and productive learning climate prevails.
School Managers and Educators cannot work in isolation to eradicate the
bullying problem. Parents, children and members of the community need to
be just as prepared and trained. To combat bullying successfully, a team
effort is required.
In support of this statement, Mark Cleary (Principal, Colenso High, Napier)
says “When everyone in the whole school community has talked about
bullying, recognised it for what it is, and decided to work together to combat it,
you can start to deal with it properly”.
4
Dealing with the problem of bullying is an integral part of the research review
and it encompasses a school wide or whole school approach.
1.3 RESEARCH QUESTIONS
Bullying is on the increase in primary schools and it needs to be addressed
proactively by the School Management Team and School Community. The
formulation, implementation and application of intervention strategies to
combat bullying and control the effects thereof have an important role to play
in schools today.
The following research questions were formulated:
• What is the experience of school principals and learners regarding
incidents of bullying at school?
• What strategies have been formulated and implemented to reduce
bullying and control the effects thereof?
• What success have the schools experienced in implementing
strategies to reduce bullying in all forms and manage the effects
thereof?
1.4 AIMS OF THE RESEARCH
This research aims to address the following:
• To explore the principals experiences of bullying in the school.
• To describe the strategies that have been implemented to combat
bullying and manage the effects thereof.
• To discuss the success of intervention in reducing bullying in schools.
5
1.5 RESEARCH STRATEGY AND METHOD
1.5.1. Research strategy. This research will be conducted using a qualitative approach. The approach used as investigation is based on personal experience in a people intensive environment. Extensive work has gone into conducting interviews with principals and learners at primary schools to answer the research questions and support the research aims.
1.5.2 Research method.
Individual and focus group interviews will be conducted with principals
and learners of the primary schools in the Johannesburg East D9, Far
North Cluster, Gauteng. There are 10 primary schools in the Far North
Cluster. Of these 10 schools, eight responded positively to participate
in this study. One is a farm school, one is a township school, and six
are former model C schools and the other, a private school. However,
this research will be limited to 5 schools only.
Focus group interviews based on a set of questions supporting the
research aims will be conducted and recorded in writing.
1.5.3 Data analysis.
The data collected from the interviews at the various schools will be
recorded in writing. This data will be analysed according to Tesch
(1992) and the researcher will manage and identify themes. These
themes will be identified because inferences can be made from the
deductions. The views of the participants in the schools will be
compared and the extent of bullying in the respective schools and the
success of strategy intervention will be critically analysed.
1.5.4 Demarcation of the research.
Research will be conducted in 5 primary schools from the Johannesburg East
(D9) Far North Cluster. These schools include both private and public
schools, and all have a mixture of ethnic groups.
Having presented the research structure, attention will now be given to the
definitions that will appear in this research.
6
1.6 TERMINOLOGY (concept clarification)
1.6.2 Bullying – Bullying is a persistent behaviour or repeated attack which includes
physical, psychological, social or verbal abuse, by those in a position of power
(like physical appearance) on those who are powerless (because of the fear or
physically weak) to resist (Besag, 1994).
Bullying is long standing violence, physical or psychological, conducted by an
individual or a group and directed at an individual who is not able to defend
himself/herself (Roland, 1993).
Bullying is the wilful, conscious desire to hurt another and put him/her under stress
(Tattum, 1993).
1.6.2 Bullies – According to Hornby (1989), bullies are persons who use their
strength or power to frighten or hurt weaker people. For this research,
‘bullies’ refers to the pupils who are perpetuating the behaviour.
1.6.3 Victims- they tend to be weaker than their peers (Banks, 1997). Typical
characteristics of victims are anxiousness, insecurity, cautiousness and a
lack of self-esteem. They rarely retaliate and are often socially isolated and
lack social skills.
1.6.4 Strategy intervention – designing, formulating and implementing
campaigns, programmes and curriculum material to prevent or manage the
effects of bullying in schools ( Smith and Sharp, 1996)
1.6.5 School Management Team – includes the Head of the school , Deputy and
Head’s of Department. The role of this team is ensuring the functioning of
the school on a daily basis regarding curriculum, discipline and
administration (RSA, 1996).
1.7 CONCLUSION
7
This chapter has provided background knowledge of the nature of the research and its
purpose. The introduction outlines the importance of the research and the research
questions and aims are clearly defined. The research strategy and method have been
clarified and definitions of some key concepts have been listed.
“Our ultimate aim is to raise children who will neither be bullied – nor accept being
bullied” (Berne, 1996).
Before any strategy intervention can be implemented, an understanding of the concept
of bullying requires clarification; forms of bullying need to be highlighted and
consequences of actions need to be outlined; policy formulation needs to be initiated
and types of strategies to combat bullying need to be identified. This is discussed in
Chapter 2.
8
CHAPTER 2
LITERATURE STUDY ON BULLYING; EXTENT OF BULLYING; ANTIBULLYING POLICY FORMULATION AND IMPLEMENTATION; AND EFFECTIVE STRATEGY INTERVENTION TO COMBAT BULLYING
2.1 INTRODUCTION Bullying in schools is a worldwide problem that can have negative consequences for
the general school climate and for the right of learners to learn in a safe environment
without fear. Bullying can also have lifelong consequences, both for learners who
bully and for their victims. Although much of the formal research on bullying has
taken place in the Scandinavian countries, Australia, Great Britain and Japan, the
problems associated with bullying have been noted and discussed wherever formal
schooling environments exist.
Bullying is not a new phenomenon, but it is only recently that it has been recognised
as a major problem for schools in many countries around the world (Sullivan, 2000).
Fortunately, effective methods and approaches have been developed and are being
employed in schools.
Bullying is comprised of direct behaviours such as teasing, taunting, threatening,
hitting and stealing that are initiated by one or more students against a victim. In
addition to direct attacks, bullying may also be more indirect by causing a student to
be socially isolated through intentional exclusion. While boys typically engage in
direct bullying methods, girls who bully are more apt to utilise these more subtle
indirect strategies, such as spreading rumours and enforcing social isolation (Ahmed
and Smith, 1994; Smith and Sharp, 1994). Whether the bullying is direct or indirect,
the key component of bullying is that the physical and psychological intimidation
occurs repeatedly over time to create an ongoing pattern of harassment and abuse
(Batsche and Knoff, 1994; Olweus, 1993).
This chapter aims to provide a background on:
9
� defining bullying;
� four forms of bullying;
� perceptions of bullying;
� the extent of the bullying problem;
� factors causing bullying;
� characteristics of bullies and victims;
� short and long term consequences for bullies, victims and bystanders,
and provide assistance regarding a whole school or school-wide approach
towards combating bullying in the form of:
� a code of conduct;
� increasing awareness and an effective anti-bullying policy; and
� strategy and programme intervention.
The above listed areas will be thoroughly researched and discussed in depth. This will
allow the researcher to have more scope regarding the extent of bullying in general;
on the content of anti-bullying policy and insight into the application of effective
intervention programmes.
It is imperative, however, that the concept of bullying is clearly understood
before further research occurs.
2.2 DEFINING BULLYING Charles Andrew Williams, a 15 year-old high school freshman, brought a gun to
school. He shot and killed two classmates and wounded 13 more as well as several
adults.
Friends said he was constantly picked on. “ He was so skinny that some people called
him ‘ Anorexic Andy’.”
“ He was always getting picked on. He’s scrawny, he’s little” said a friend.
“People think he is dumb and we abused him verbally”, another teen admitted.
(www.antibullying.net)
Distinguished researchers such as Olweus and Griffith, in the field of bullying
suggest that bullying involves the inappropriate use of power by one or more
10
persons over another less powerful person or group and is generally an act
that is repeated over time.
According to Griffiths (1997) it is “a repetitive attack which causes distress not
only at the time of attack, but also by the threat of future attack. It may be
verbal, physical, social or psychological.”
Olweus (1991) suggests, “ A person is bullied or victimised when he or she is
exposed, repeatedly and over time, to negative actions on the part of one or
more persons”.
Delwyn and Eva Tattum (1992) state, “When we talk about ‘bullying’ we do
not mean those casual occurrences in the corridor, or that sudden flare-up
and fight that suddenly happens. There is a premeditated element to it.
Bullying is about a planned assault, be it verbal or physical, upon another
person. For most cases of bullying the one word that you may wish to add to
the definition offered about is persistent.”
The researchers provide us with a clear indication of their interpretation of the
concept of bullying, and this is what the children have to say:
Grade 5 boy: when someone older picks on someone younger and beating
them up and taking their stuff….
Grade 7 girl: when people take advantage of you and always shove you
around for no reason at all. They start with you for no reason and they’ll take
your books and they’ll hit you and talk behind your back all the time.
This boy and girl are experiencing the same actions that Charles Williams,
mentioned at the start of this section, experienced in his life. Consequently, it
lead to him taking his life.
11
In short, bullying is a deliberate, conscious desire to hurt, threaten and frighten
someone. Bullying hurts and it will keep hurting if no intervention occurs.
2.3 FORMS OF BULLYING
It is important that schools are aware of the different forms of bullying and that all
stakeholders have an understanding of which actions fall into the bullying category
and which are part of play and growing up. This needs to be understood before
intervention to combat bullying is formulated.
Table 2.1 provides an indication of what can be mistaken for, but is not bullying; the
forms of bullying and what is criminal activity. Who should deal with each category
is also shown.
Rather than being able to identify clear categories of ‘bullies’; or ‘victims’ current
research suggests that bullying behaviour can be most usefully seen as a continuum of
mild to extreme behaviours which have involved most students at some time during
their schooling (Espelage, Bosworth and Simon, 2000).
12
Table 2.1: What Is and What Is Not Bullying
13
Can be mistaken for but is not bullying - playful teasing
- a one-off fight
- rough and tumble
or play fighting
with no intention
of causing damage
This should be handled by the school where appropriate, but not treated as bullying
(Sullivan, 2000)
Bullying
4 forms: Physical
� biting � hair pulling � hitting � kicking � locking in room � pinching � punching � pushing � scratching � spitting � damaging property � any other form of physical
attack Verbal � teasing, mocking, taunting � abusive appearance
comments � verbal threats � embarrassing gestures � insulting family members � name-calling � swearing
Social � ignoring � excluding � ostracising � alienating
Psychological � spreading rumours � intimidating someone � stalking � dirty looks � making a fool of someone � making a person feel scared
This should be handled by the school
Criminal Activity
- assault with a weapon
- grievous bodily harm
- seriously threatening to
cause harm or kill
- serious theft
- sexual abuse
This should be handled by the police or other appropriate authorities
14
However, there are also many perceptions and misconceptions of bullying.
2.4 PERCEPTIONS AND MISCONCEPTIONS OF BULLYING
Oliver, Hoover, and Hazler (1994) surveyed students in the USA and found that a
clear majority felt that victims were at least partially responsible for bringing the
bullying on themselves. Students surveyed tended to agree that bullying toughened a
weak person, and some felt that bullying “taught” victims appropriate behaviour.
To put some light on this issue of perceptions and misconceptions, Allan Beane
(2000) provided a ‘true or false checklist’ exposing some of these perceptions and
misconceptions that occur on a daily basis (see table 2.2).
Table 2.2: True or False Checklist
� Bullying is just teasing
False. While many bullies tease, others use violence, intimidation, and
other hostile tactics. Sometimes teasing can be fun; bullying really hurts.
� Some people deserve to be bullied
False. No one ever deserves to be bullied. No one ‘asks for it’. Most
bullies tease people who are ‘different’ in some way. Being different is not
a reason to be bullied.
� Only boys are bullies
False. Most bullies are boys, but girls can also be bullies.
� People who complain about bullies are babies
False. People who complain about bullies are standing up for their right
not to be bullied. They are more grown up than bullies are.
� Bullying is a normal part of growing up
15
False. If you think bullying is normal, you’re less likely to do anything
about it. Getting teased, picked on, pushed around, threatened, harassed,
insulted, hurt, or abused is not normal.
� Bullies will go away if you ignore them
True and False. Some bullies may go away, but others will get angry and
keep bullying until they get a reaction.
� All bullies have a low self-esteem. That’s why they pick on other
people
False. Some bullies have high self-esteem. They feel good about
themselves, and picking on people makes them feel even better. Most of
the time, bullying is about self-esteem, it is about having power.
� It’s tattling to tell an adult when you’re being bullied
False. It’s smart to tell an adult who can help you to do something about
bullying. It is also smart to tell an adult if you see someone else being
bullied.
� The best way to deal with a bully is by fighting or trying to get even
False. If you fight with a bully, someone might get hurt. Plus, you might
get into trouble for fighting. If you want to get even, you are behaving in
the same way as the bully.
� People who are bullied might hurt for a while, but they will get over it
True and False. It really depends on the person and how severe or
prolonged the bullying is, but bullying can hurt for a long time.
Being aware of the perceptions and misconceptions of bullying in schools will assist
in communicating to all stakeholders of the school the concept of bullying in its true
sense. The checklist can be used as a tool to assess the level of understanding of what
bullying means to the stakeholders in your environment – bullying is not normal,
natural or acceptable.
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2.5 THE EXTENT OF THE BULLYING PROBLEM
The misconceptions and perceptions of bullying have been dealt with, but what is the
extent of this problem that is surfacing more and more in schools today?
Various reports and studies have consistently shown that approximately 15 percent of
students in schools are either bullied regularly or are initiators of bullying behaviour
(Olweus, 1993). Of this 15 percent, 9 percent are victims and about 7 percent bully
others regularly.
Direct bullying seems to increase in the junior primary years, peak in the senior
primary and junior secondary years, and then decline during senior secondary years.
Most students in the younger years are victimised. However, while direct physical
assault seems to decrease with age, verbal abuse appears to remain constant. School
size, racial composition and school setting (rural, suburban, urban) do not seem to be
distinguishing factors in predicting the occurrence of bullying.
Another important finding from research studies done by Pepler et al. (1994) is that
most students that are bullied either do not report the bullying to adults, or they wait
for a very long time before doing so. The reasons include feelings of shame, fear of
retaliation for reporting, and a fear that adults cannot or will not protect the victim in
the settings where bullying usually takes place: the playground, the corridors or on the
way to and from school.
Reporting bullying and creating awareness is a key issue in curtailing the extent of
bullying and establishing this understanding will be dealt with later in the chapter.
17
2.6 FACTORS CAUSING BULLYING
Having the knowledge of the extent of bullying is one thing, but understanding the
factors that can cause this problem is as important and will impact largely on the type
of intervention that will be applied to combat different situations.
These factors are:
� Family Factors: A number of child-rearing styles have been found to
predict whether children grow up to be aggressive bullies. A lack of
attention and warmth toward the child, together with modelling of
aggressive behaviour at home, and poor supervision of the child, provide
the perfect opportunity for aggressive and bullying behaviour to occur
( Loeber and Stouthamer-Loeber, 1986; Olweus, 1993). Modelling of
aggressive behaviour may include use of physical and verbal aggression
toward the child by parents, or use of physical and verbal aggression by
parents toward each other.
� Individual Factors: The best-documented individual child factor in
bullying is temperament. Temperament refers to basic tendencies by
children to develop certain personality styles and interpersonal behaviours.
Children who are active and impulsive in temperament may be more
inclined to develop into bullies. With boys, physical strength compare to
age of peers also seems to be a characteristic which is associated with
bullying, although of course there are many strong, physical adept boys
who never bully (Olweus,1993).
� School Factors: The social context and supervision at school have been
shown to play a major part in the frequency and severity of bullying
problems. While teachers and administrators do not have control over
individual and family factors, bullying problems can be greatly reduced in
severity by appropriate supervision, intervention and climate of the school
(Olweus,1993).
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Squelch et al. (2000) mentions that schools that ignore bullying and even
condone bullying in any form, actually contribute to bullying behaviour.
At the same time, schools that adopt a no-bullying strategy and help
personnel to recognise and deal with bullying are more likely to reduce the
incidence of bullying by creating a safe environment.
� The community: Community conditions and attitudes can also serve to
promote or discourage bullying. Children, who grow up in a community
where violence is common, and are exposed to and witness aggressive
behaviour, are subjected to the abuse of power and learn to settle
differences by violent and aggressive means. They are also likely to
develop patterns of bullying behaviour that are carried into the school and
onto the playground (Fried and Fried, 1996).
� Culture: The larger cultural factor is also an important factor. Cultural
attitudes that are indifferent to violence, sexism and racism also influence
a child’s behaviour and attitude towards others. For instance, some people
have the attitude that “only sissies run away from bullies” and that the only
way to solve conflict is by means of violence – “if he hits you, hit him
back” (Fried and Fried 1996).
Knowledge of these factors is vital when formulating a no-bully policy for a school.
The policy has to take into account the community and cultural factors or else it will
not be effective. This is why a policy and programme designed specifically for school
‘A’ may not be effective in school ‘B’.
2.7 CHARACTERISTICS OF BULLIES AND VICTIMS
The format of a no-bullying policy should include and outline the characteristics of
bullies and victims. Thus, knowledge of these characteristics is essential.
Squelch et al. (2000), indicates that bullies and victims display the following typical
characteristics.
19
In the case of bullies, they:
� need to feel powerful and in control;
� derive satisfaction from inflicting injury on others;
� lack parental support and guidance;
� are generally defiant and more inclined to break school rules;
� are often physically stronger and bigger than the children they bully;
� are manipulative and intimidating; and
� are aggressive towards adults and authority.
On the other hand, the victims of bullying are typically:
� anxious;
� shy;
� insecure;
� physically smaller and/or weaker than their peers;
� loners; and
� lacking in confidence and self-esteem
It is unfortunate and beyond their control, but many victims also have characteristics
that other children see as weaknesses. For example, a child who is over weight or
wears glasses. Children who excel academically and/or on the sports field also often
become the victims of bullying because they are successful. They are teased, ridiculed
and shunned for being clever and talented.
Being aware of and monitoring these characteristics plays an important role in the
success of a no-bullying campaign in a school. These characteristics need to be
integrated into the whole school plan that will be discussed later in the chapter.
2.8 CONSEQUENCES OF BULLYING
“What children do and what is done to them, they will do to society.” (Karl
Menninger – Quotes on children, 2001) As this quote indicates, telling consequences
are the inevitable.
20
Bullying can impact on a number of parties. Those affected are the victims of
bullying, the bully, family and friends, and the school environment.
Children who are bullied have to endure a great deal of misery and they often suffer
from one or more of the following physical, emotional, social and educational short
term consequences (Squelch et al, 2000)
� Physical consequences
- headaches
- bedwetting
- loss of appetite
- poor posture
- stomach ailments.
� Emotional consequences
- depression
- suicidal
- anxious
- fearful.
� Social consequences
- isolated and lonely
- no friends
- difficulty mixing with others
- become very shy.
� Educational consequences
- withdrawal from school activities
- afraid to ask questions
- cannot concentrate on work
- hide lack of understanding for fear of being teased
- underachieve so they do not appear to be too clever.
21
In the long term, having been bullied at school could lead to a continued feeling of no
self-worth, depression and relationship and social problems for the victim (Olweus,
1993; Batsche &Knoff, 1994).
There are also telling consequences for the bully:
- Bullies often turn into anti-social adults.
- Bullies are more likely to abuse their children and
spouses or partners.
- Bullies often involve themselves in criminal activity
In support of this, in one study conducted by Olweus (1993), 60% of those
characterised as bullies in grades 6-9 had at least one criminal conviction by the age
of 24. Chronic bullies seem to maintain their behaviours into adulthood with telling
consequences.
‘ I believe that schools and other institutions, where they stand in the place of parents
of young people, do have a positive duty to be vigilant, to put in place programmes to
guard against bullying, whether it is physical or emotional, and to deal firmly with it
and stamp it out if it occurs.’ (Coroner’s report on the death of Matt Ruddenklau,
Dominion, 30 August 1997)
Having read the contents of this chapter thus far, it is apparent that the act of bullying
and the consequences thereof is an important issue in schools and it requires serious
intervention.
Associate Professor Micheal Carr-Greg, the head of the education and training unit at
the Centre for Adolescent Health in New Zealand, believes that their is a great need
for school intervention programmes and increased community awareness concerning
bullying.
“ Our society is one in which we glorify the strong and ridicule the weak, and I think
that kids tend to very much take this on. In order to get these interventions to work,
you must involve the whole community” (Gibson, 1998).
Discussion on this intervention, in the form of codes of conduct, school policies and
effective strategies and programmes follows the poem below.
22
Victim
I have to go to school tomorrow I know what to expect.
My teachers don’t listen, My parents just say,
‘Fight back!’ But I am not the type to fight
Back again and again I’m sad to think of school and
Happy to feel safe at home. Sometimes I don’t want to go so
I make an excuse to my mum And dad.
I feel trapped inside the school And someone else is in control
Of my life. Why should I put up with this
And the other Because I’ll get battered or
Cussed in front of my friends? If it happens again I’ll kill
Myself
As I can’t face it any more. At least the shame and pain
Will be over Once and for
All. (Rajinder Pal) (Tattum and Herbert,1993)
Both the bully and the victim need intervention and support. It is the school
community’s responsibility to ensure that support is offered to each individual.
2.9 WHOLE SCHOOL OR SCHOOL WIDE INTERVENTION
When a school community has decided to deal with bullying, it needs to be clear
about its foundations – the values or beliefs of the school, its academic and
educational aspirations, the nature of the personal relationships it fosters, and the
societal attitudes and responsibilities modelled and taught at the school.
23
Recent bullying research has made an explicit link between the adoption of a whole
school policy, the school’s attitude towards bullying and the successful
implementation of effective bullying programmes. The schools philosophy together
with the before listed elements determine the ethos of the school. The ethos is the
schools sense of itself as a community of educators, learners, and parents. Figure 2.1
shows the relationship between a School’s Philosophy, its Anti-bullying Policy and
Programmes, and the School Environment. It also gives an indication that a positive
relationship between these spheres will enhance the ethos of the school.
Figure 2.1: The relationship between a School’s Philosophy, its Anti-Bullying Policy
and Programmes, and the School Environment (Sullivan, 2000)
A school’s environment is a fundamental determinant for the rate of bullying, truancy,
and general disruptive behaviour. It is made explicit most clearly in the adoption of a
whole school policy.
To maintain a quality school environment that is safe and bully free, a code of
conduct is an important instrument.
24
2.9.1 Codes of conduct
A code of conduct is essential in managing the legal aspects of discipline and the
intervention thereof. It also outlines procedures for maintaining supportive and safe
environments that cater for all students without discrimination. The school’s code of
conduct should include and mention anti- harassment and bullying principles and
procedures (Pepler et al, 1994).
All policies involving discipline need to be formulated in accordance with the
school’s code of conduct, which is compliant with national legislation and the
Constitution.
In Tattum and Herbert’s (1993), ‘ Initiatives by schools and local authorities’, it is
pointed out what a code of conduct should contain, namely:
� It should promote the general aims of the school
� It should identify management tasks
� It should have a clear system of affirmation so that positive approval and
praise are more in evidence than a system of sanctions
� It should have a clear system of sanctions, outlining roles and responsibilities
where necessary and indicating the legal requirements
� It should outline a code for pupils
� It should outline helpful classroom management strategies
� It should provide guidance for all adults who interact with children at school
School codes of conduct do not need to be complicated and negative. There are many
interpretations and approaches regarding codes of conduct for primary schools. The
tone of the code of conduct for Newham Primary School in Victoria, Australia
(presented below) is one of understanding, tolerance and support. It is based on a set
of rights and their related responsibilities. A code of conduct of this nature will
provide a positive foundation for a successful anti-bullying campaign.
Code of Conduct
Newham Primary School
Victoria, Australia
25
(a shortened version and guideline)
All students have the right to:
• be treated with courtesy, kindness and respect
• express feelings and opinions assertively
• work and play in an atmosphere of harmony and cooperation
• expect that school rules are fair, consistently implemented and
respect the rights of all involved
• be valued for their individuality, including that of race, gender,
cultural, physical or intellectual diversity
• learn in a supportive atmosphere.
The following responsibilities support these rights:
• treat others with courtesy, kindness and respect
• listen to others with mutual respect
• maintain a safe and secure school environment
• model and support school rules
• develop responsibility for their own actions
• value others, for their individual differences
• work to achieve personal best whilst allowing others to do the
same.
School rules
All school rules at Newham Primary School are developed in consultation
with students, stated in the positive and are linked to the principles and
practices of the schools support and discipline programme. To ensure that
all students understand and follow rules, all teachers are expected to
26
reinforce the rules through appropriate strategies that teach the
necessary skills and processes.
Communication (how students speak and listen)
• We use “I” statements.
• We listen to others and try to empathise with them.
• We talk and discuss instead of yelling.
• We make our words and body language match in an assertive way.
Settling Conflicts (how conflicts are to be resolved)
• We try to solve our problems so that everyone wins.
• We let people know how we feel about things.
• We apologise if we hurt someone’s feelings.
• We can make up the rules for the game before we start, to make it
fair for everybody.
Movement (how movement occurs within the classroom and around the
school)
• We walk in the classroom and around the school.
• We respect people’s personal space when we move around the the
school.
Safety and Security
• We stay inside the school boundaries during school hours.
• We are careful when we play on the equipment.
Learning (how students are actively involved in their learning)
• We help each other in the classroom and on the playground.
27
• We stay on task and concentrate on our own work.
• We work to achieve our personal best.
Treatment (how all community members will be treated)
• We make people feel welcome.
• We stay calm and rational when solving problems.
• We cooperate when we play and we are sharing of each other.
• We respect each other and each other’s property.
• We have responsibilities that are linked to our rights.
Logical consequences of unacceptable behaviour
A key component of the schools positive discipline programme is teaching
about and using logical consequences to address behavioural problems. A
logical consequence is based on goodwill and not retaliation. It is
concerned with present and future behaviour and differs from
punishment in that logical consequences are:
• Related to behaviour
• Respectful of all parties
• Reasonable expectations
• Relationship building
Ongoing behaviour of a more serious nature will involve the use of a
range of strategies, as set out in the schools programme. These may
include:
• discussing the behaviour problem with the student and reaching
an agreement for future behaviour
• monitoring and providing feedback to students on their
behaviour
28
• allowing the student a “cooling off” period using a non-
judgemental approach
• providing counselling and training sessions for individuals to
modify inappropriate behaviour
• involving parents/caregivers to assist with modifying behaviour
• seeking support and guidance from relevant support groups
• implementing procedures set out in state procedures.
A code of conduct of this nature is an effective and very supportive instrument to
successfully launch and implement bullying policies and intervention strategies.
The successful implementation of a code of conduct is dependent on the level of
involvement of its stakeholders. Tattum and Herbert (1993) mention that the
involvement of the staff, support staff, school governors, auxiliary staff, children and
parents is critical in formulating, implementing and evaluating the code of conduct.
Ownership is an important ingredient in this process of transforming a school into a
safe and happy environment.
When bullying is taking place at school, students, parents, community members and
school staff must collaborate to develop a comprehensive intervention plan that will
ensure a safe school environment that is free of fear for all children (Gibson, 1998).
Figure 2.2: Slogan in support of a bullying campaign
29
Referring to figure 2.2, advocacy in promoting a bully free and safe school
environment is imperative and it plays an important role in the implementation of
anti-bullying policies.
2.9.2 Anti-bullying policy
Children have the right to learn in a safe, secure environment; one that is free
of fear, intimidation, violence and abuse. To combat bullying, schools need to
create a climate that recognises and protects children’s rights. Developing
and implementing a no-bullying policy, that sends out a loud and clear
message that bullying will not be tolerated and that the school is a bully-free
zone, will go a long way to establishing a safe environment and a climate
conducive to learning. The purpose of an anti-bullying policy is to provide for
an integrated and positive response to bullying. It helps to establish a safe
environment by providing clear rules and procedures for dealing with bullying
on a regular, consistent and ongoing basis (Squelch et.al, 2000).
Developing a policy does not happen overnight. Policy development is a
process and it involves collaboration with the broader school community. The
following process for developing a policy is suggested by;
Step 1: Awareness raising
Step 2: Gathering information and consultation
Step 3: Preparing a draft policy
Step 4: Circulating the draft for comments
Step 5: Revise the draft
Step 6: Adopt the policy
Step 7: Implement the policy
A specific bullying policy, which is supported by the code of conduct, is
needed if a school is to significantly reduce bullying. Research carried out by
The Scottish Council for Research in Education (SCRE) has shown that
having a policy helps to combat bullying if:
• everyone knows what the policy is;
30
• the policy is applied consistently; and
• everyone believes in the policy.
Before designing a policy on bullying, all stakeholders need to be in
agreement and aware of the aims of the policy. The SCRE recommend that
thought be given to the following areas regarding the aims of the policy:
• preventing bullying
• dealing with bullying if it occurs
• building on the school discipline policy
• fitting in with the social education policy.
With a clear understanding of the aims, direction is given for the formulation of
the rest of the policy.
Elements that are commonly included in anti-bullying policies are:
� A statement of the school policy which is to promote positive
interpersonal relations between members of the school
community and specifically to prevent bullying and
harassment at school, which is seen as unacceptable. The
policy must be seen as applying not only between students,
but as involving school staff as well.
� A clear definition of bullying with examples.
� A description of how the school proposes to deal bully/victim
problems.
� Encouragement for both students and parents with concerns
about bullying to speak with school personnel about them
(Smith and Sharp, 1994).
In addition to the above listed points, thought also needs to be given to the
following areas when designing a policy:
� raising awareness through the curriculum
� giving pupils opportunities to talk about bullying in general
31
� supervision of key areas of the school
� guidelines for listening to victims, witnesses and bullies
(SCRE,1992)
A framework for a no-bully policy has been provided and an example of a
school bullying policy is also included.
32
33
(Squelch et al, 2000)
34
35
(with permission from Pridwin Prep)
A policy is an effective document when it is applied and utilised correctly. For
this to happen, strategies and interventions need to be designed and
implemented to support the policy and ensure that it is effective.
2.9.3 Strategies and interventions
Realising that there is a bullying issue in your school, developing a code of
conduct and formulating a no-bullying policy forms part of the whole school or
school-wide intervention programmes researched and prescribed by
researchers like Olweus (1993), Sullivan (2000), Rigby (1993), Smith & Sharp
(1996) and Pepler et al. (1994).
Bullying is a problem that occurs in the social environment as a whole. The
bully’s aggression occurs in social contexts in which teacher and parents are
generally unaware of the extent of the problem and other children are either
reluctant to get involved or simply do not know how to help (Charach et al.,
1995). Given this situation, effective interventions must involve the entire
school community rather than focus on the perpetrators and victims alone.
Olweus, in his comprehensive and large-scale school-based programme
evaluation in Norway, found a reduction of 50 percent in direct bullying two
years after the start of implementation. In addition, both teachers and students
reported very positive changes in school climate: improved order and
discipline, more positive social relationships, greater satisfaction on the part of
the students, and reduced vandalism (Olweus, 1991).
Olweus (1993) provides an approach that involves interventions at the school,
in class and at individual levels. This approach includes the following
components:
36
• An initial questionnaire can be distributed to students and adults
involved with the school. This questionnaire helps both adults and
students become aware of the extent of the problem, helps justify
intervention efforts, and serves as a benchmark to measure
improvements in school climate once other intervention components
are in place.
• A parental awareness campaign can be conducted during parent-
teacher conference days, through parent newsletters, and at PTA
meetings. The goal is to increase parental awareness of the problem,
point out the importance of parental involvement for the programmes
success, and encourage parental support of the programme goals.
Questionnaire results are also publicised.
• Teacher in-service training is an important aspect.
• Teachers can work with students at class level to develop class rules
against bullying. Many programmes engage students in a series of
formal role-playing exercises and related assignments that can teach
those students directly involved in bullying alternative methods of
interaction. These programmes can also show other students how they
can assist victims and how everyone can work together to create a
school climate where bullying is not tolerated (Sjostrom & Stein, 1996).
• Other components of anti-bullying programs include individualised
interventions with the bullies and victims, the implementation of
cooperative learning activities (teaching social skills) to reduce social
isolation, and increasing supervision at key times and places.
In support of Olweus (1993), Pepler and Craig (1993), who have done
considerable research about bullying and aggression in Toronto schools,
suggest the following measures to take in formulating a whole-school anti-
bullying programme:
• Develop a curriculum that promotes communication, friendship, and
assertive skills.
• Improve communication between school administrators, teachers,
parents and school staff.
37
• Avoid sex-role stereotyping (for example males need to be strong and
tough).
• Avoid emphasis on competitiveness at school.
• Enlist classmates to help alleviate the plight of victims and include
them in group activities.
Furthermore, following extensive research, Clark and Kiselica (1997) describe
a systematic approach to school-wide intervention and they list several
components that play an integral part in making a success of a whole school
programme.
* The philosophical component says that bullying will persist in schools until
there is a philosophical shift in school personnel so that they will no longer
tolerate such activity among students. This would lead to school developing
policies prohibiting bullying and having a code of conduct for all school
members that is concerned with human rights of each person in school.
* The educational component says that all students, school personnel,
parents and members of the local education authority, need to be educated
about bullying behaviour, about bullies and victims, and how to respond to
bullying.
* There is a consistency component that mentions that anti-bullying policies
must be consistently enforced, or the school interventions will be undermined.
* The adult supervision takes into consideration an awareness that much
bullying is secretive and will not occur in the presence of an adult. However,
increasing supervision in strategic positions and at important times will assist
in decreasing the number of incidents.
* The primary prevention component is awareness that that self-enhancing
social skills need to be taught at primary level in order to prevent children from
becoming victims or bullies.
* The assessment component is designed to examine the school for the
current situation regarding bullying. An important point here is to be sure that
what constitutes bullying is explained to everyone so that subtle instances of
bullying can be discerned and defused.
38
* Finally, there is the supportive counselling and training component. Both the
bully and victim may experience adjustment difficulties, which could be eased
and corrected by supportive counselling and training to teach good coping
skills.
Adding to Clark and Kiselica’s whole school approach, Barone (1997)
mentions ten brief strategies that schools can use to combat bullying. These
are briefly listed as: use a questionnaire to assess the problem; communicate
clear standards of behaviour and consistently enforce them; monitor
playgrounds closely; establish a way to document incidents of bullying;
provide children opportunity to discuss bullying; never overlook intentionally
abusive acts; contact parents of both the victim and bully when the problem
occurs; establish intervention programmes; encourage parent participation;
and provide support and protection for victims.
Following the various researchers views on what constitutes a whole school
programme, intervention programmes surfaced as a common denominator.
There are many intervention strategies that can be applied by schools to
combat bullying or reduce the effects thereof. The designing and application
of these interventions is largely dependent on the ethos of the school and the
policy that has been formulated in accordance with the schools philosophy in
general.
However, interventions or support programmes such as circle of friends (circle
time), buddy system, assertiveness training, peer mediation, counselling,
parent circles, bullying support teams, no-blame approach and method of
shared concern are commonly used and have proven to be successful
(Squelch et al, 2000).
For the purpose of this research, three interventions suggested by
(Pikas,1989), (1) the method of shared concern, (2) circle time and (3) the
no-blame approach will be highlighted.
39
2.9.3.1 Method of shared concern
This method is the brainchild of Anatol Pikas (1989) and it involves
preliminary talks, first with students who have engaged in bullying, then with
their victims; subsequently, if more than one person has participated in the
bullying, the entire group is brought together for final mediation and resolution
with the person who has been victimised.
2.9.3.2 Circle time
Circle time is a regular activity in which students and their teacher spend from
15 to 30 minutes a week sitting in a circle participating in games and dealing
with more serious issues, such as bullying. Its major purpose is to encourage
the class to work as a team rather than being only an alliance of cliques. It
means that a teacher and a class of students can share time together and get
to know individuals they may not normally have contact with. It is also a way
of having fun together as a group and of increasing mutual support, breaking
down barriers, and encouraging the group to deal with difficult issues.
Students have the opportunity to develop and practise relationship and
communication skills (Bliss et al., 1999).
2.9.3.3 No-blame approach
The no-blame approach is a feelings approach to bullying. It is a seven-step
process that focuses on addressing the problem and not apportioning blame
(Maines and Robinson, 1997).
Step 1- Interview the bullied learner
Talk to the learner about his or her feelings. Without making any accusations,
try and establish what happened and who was involved.
Step 2 - Arrange a meeting for all learners who are involved
40
Set up a meeting for all the children who were involved (bullies and
bystanders), whether directly or indirectly. Do not send the victim out as this
merely victimises the person even more.
Step 3 – Explain the problem
Tell the children how the bullied child is feeling. Make use of a poem or piece
of writing written by the child to illustrate this. Do not discuss the details of the
incident or allocate blame to any of the bullies or participants.
Step 4 – Share responsibility
State clearly that you know the group is responsible and can do something
about it. Focus on resolving the problem and not on allocating blame.
Step 5 – Identify solutions
Ask each learner to suggest a way in which he or she could help the bullied
child to feel happier in school. Show approval for suggestions, but do not go
into detail about how they should implement the suggestions.
Step 6 – Let the learners take action themselves
End the meeting by giving responsibility to the group to solve the problem.
Arrange a time and a place to meet again to find out how successful they
have been.
Step 7 – Meet them again
After a week, see each learner and ask how things have been going. It is
usually better to see them on their own to avoid any new group accusations
about who helped and who did not (Squelch et al, 2001).
2.10 CONCLUSION
In conclusion, bullying has been defined; forms of bullying discussed;
characteristics of bullies and victims have been identified and short and long
41
term consequences were highlighted. Strategies and interventions,
encompassing a whole school approach, that were described focussed on
combating bullying and creating a climate of respect and learning in schools.
Creating a climate of respect and learning takes effort on the part of the
whole-school community. However, research has shown that it’s worth it.
Schoolwide intervention programmes can reduce bullying in general (Olweus,
1993; Cummings and Haggerty 1997; Grossman et al., 1997).
Educator’s, parents and the school community, play an important role in
changing the school environment so that bullying incidents are not so
prevalent. By taking a proactive approach, educators and schools have the
opportunity to create a more pro-social climate in general. The resulting
environment fosters respect and potential friendships among children who
might otherwise remain apart.
In chapter 3,the method and the research plan are explained and the specific
tools and techniques used are described extensively.
CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY
3.1. INTRODUCTION
Bullying is a matter of increasing concern in schools. Being bullied is neither “ a part
of growing up” nor a “rite of passage”; it is simply not acceptable and it destroys
learners. The literature review presented in the previous chapter indicates that
bullying is practised in every school and that it is a worldwide phenomenon that
requires whole school or school-wide intervention.
42
In this chapter, the researcher explains the research design, the methods used to gather
data from principals and learners regarding the extent of bullying, knowledge and
implementation of anti-bullying policies and the effectiveness of the intervention to
combat bullying. It also includes data analysis and issues of validity, reliability and
ethics.
3.2 RESEARCH DESIGN AND METHODOLOGY
This section provides the researcher with the guidelines that are going to give
direction and order to the project. It also assists to keep focus on the research
outcomes.
3.2.1 The research design
According to Mouton (1996), a research design is a set of guidelines and instructions
to be followed in addressing a research problem. In support of the before mentioned
definition, Babbie (1998) mentions that a research design addresses planning of
scientific inquiry, designing a strategy to explore, describe and explain phenomena.
Qualitative research and quantitative research are two broad approaches that are used
by researchers to gather data. In this research, a descriptive qualitative approach will
be used to investigate the principal’s and learner’s views and perceptions on the
extent of bullying, knowledge of the implementation of the anti-bullying policy and
the effectiveness of the intervention programmes.
3.2.2 Qualitative research
According to Strauss and Corbin (1990), qualitative research, broadly defined,
means “ any kind of research that produces findings not arrived at by means
of statistical procedures or other means of quantification”.
In support of the above mentioned definition, Hitchcock and Hughes (1995)
describe qualitative research as an approach that enables researchers to
learn first-hand about the social world they are investigating by means of
43
involvement and participation in that world through a focus upon what
individual actors say and do.
Qualitative research is also defined as a multi-perspective approach to social
interaction aimed at describing, making sense of, interpreting or
reconstructing this interaction in terms of the meanings that the subjects
attach to it (De Vos, 1998).
This study is based on a qualitative approach because the researcher is directly
involved with the situation and was in constant contact with the participating schools
and its managers and learners. The researcher, principal’s of schools and learners
were involved in discussions and activities so that qualitative data could be obtained
regarding the extent of bullying, policy implementation to combat bullying and
effectiveness of intervention programmes.
3.2.2.1 Characteristics of qualitative research
The purpose of qualitative research is to describe, interpret and evaluate
(Wolcott, 1990). The researcher explains these concepts to show how they
are relevant in this study.
(i) Describe
The researcher gathered data on the school principal and learner’s
perceptions of bullying, knowledge of policy implementation and
effectiveness of intervention programmes. The purpose is to design a
framework to understand what is happening in the Johannesburg East D9
Primary Schools regarding effective combating of bullying.
(ii) Interpret
The researcher provides input and insight that might lead to primary
schools changing their views and attitudes towards formulating and
implementing anti- bullying policies and school wide intervention
programmes, to decrease the extent of bullying.
44
(iii) Evaluate
The researcher provides relevant and purposeful judgements about
policies and intervention strategies that will decrease the extent of bullying
in primary schools. For example, the introduction of a safe school
programme.
3.2.3 Sample
Sampling is a process of selecting a portion of the population to represent the
entire population (Polit and Hungler, 1995). Furthermore, a sample is a
smaller number of people drawn from the population and used in a specific
study as if the sample adequately represents the target population (Graziano
and Raulin, 1993).
The selection of a sampling strategy depends on the focus of inquiry,
selection and the researcher’s judgement as to which approach will yield the
clearest understanding of the phenomenon.
� The researcher in this study used a purposive sample. Shaughnessy
and Zechmeister (1997), mentions that purposive sampling is where
the investigator selects the elements to be included in the sample on
the basis of their special characteristics. The individuals selected are
commonly those who have an expertise or experiences related to the
purpose of the study. McMillan and Schumacher (2001), view
purposive sampling as a strategy to choose small groups or individuals
likely to be knowledgeable and informative about the phenomenon of
interest. Therefore, for the purpose of this research participants were
chosen to enrich the study by giving invaluable information from their
experiences, regarding the extent of bullying; policy formulation and
implementation; and effectiveness of school interventions.
3.2.4 Data collection
45
In this research data was collected by way of focus group interviews
conducted with primary school principals and learners in Grades 5 to 7, of the
Johannesburg East D9 primary schools. The contents of Appendix A provide
an outline of the interview.
A natural setting is the place where the researcher is most likely to discover
or uncover what is to be known about the phenomenon of interest. Qualitative
researchers are interested in understanding people’s experience in context
(Maykut and Morehouse, 1994). In this study, personal meaning is tied to
context by the researcher because interviews were conducted with principals
and learners to understand more about the perceptions on the extent of
bullying; policy implementation and intervention strategies.
The interviews were recorded directly onto the schedule.
Documents such as school policies and intervention strategies were collected
and integrated with the data obtained in an attempt to add more needed
information and support for the study.
3.2.5 Data analysis
Maykut and Morehouse (1994) mention that data analysis is the process
through which one understands more about the phenomenon one is
investigating and to describe what one has learnt with a minimum of
interpretation.
In qualitative research, researchers have a number of analytic options.
According to Maxwell (1996), these fall into three main groups namely
memos, categorising strategies (such as coding and thematic analysis), and
contextualising strategies (such as narrative analysis, individual case studies).
For the purpose of this study, the researcher has chosen to use the
categorising strategy to assist with data analysis. This strategy involves the
coding of the data or in layman’s terms, to “fracture” (Strauss, 1987) the data
46
and rearrange it into categories that facilitate the comparison of data within
and between these categories.
Maykut and Morehouse (1994) call this approach the constant comparative
method to analysing data and mention that this method combines inductive
category coding with a simultaneous comparison of all units of meaning
obtained across categories.
3.3 VALIDITY AND RELIABILITY
Gorman and Clayton (1997) briefly define reliability and validity as follows:
• ‘reliability’ is the extent to which a measurement procedure yields the
same answer however and whenever it is carried out (same answer
time after time); and
• ‘validity’ is the extent to which it gives the correct answer.
For the purpose of this research, the brief definitions of reliability and validity,
mentioned previously, are not sufficient. Clarity on these two aspects follows.
3.3.1 Reliability
Kirk and Miller (1986), distinguish three kinds of reliability:
• Quixotic reliability refers to circumstances in which a single method of
observation yields an unvarying measurement.
• Diachronic reliability refers to the stability of an observation through
time.
• Synchronic reliability refers to similarity of observations within the
same time period.
In the realm of reliability, similarity of responses is taken to be the same
accuracy of responses (Wolcott, 1990). This will be evident when the data is
interpreted and presented in chapter 4.
47
3.3.2 Validity
As reliability is linked to repeatability, so the concept of validity is linked to
‘truth’. Validity pertains to truth or the degree to which the researcher is given
a true picture of the phenomenon being studied (Wolcott, 1990).
There are three basic components of validity (Gorman and Clayton,1997):
• Face validity – When observations in an investigation fit into an
expected pattern or frame of reference and therefore make sense to
the researcher.
• Criterion validity – This occurs ‘when the research establishes the
accuracy of findings by employing an additional method of inquiry.
• Construct validity – This type of validity refers to the analysis stage of
fieldwork, in which the phenomenon has meaning in light of the
conceptual framework guiding the study.
Both face validity and construct validity are relevant in this research.
Validity and reliability in qualitative research can be applied in aspects that are
relevant to that research. Trustworthiness of the research is the extent of the
confidence in the outcomes of the study and believing what the researcher
has reported (McMillan and Schumacher, 2001).
For this research, truth-value, applicability, consistency and neutrality have
been used to promote validity and reliability.
3.4 ETHICS OF RESEARCH
Tuckman (1978), mentions that the matter of ethics is an important one for
educational researchers because their subject of study is the learning and
behaviour of human beings and the nature of such research may embarrass,
hurt, frighten, impose on or otherwise negatively affect the lives of people who
are making the research possible by the participation.
48
To deal with the issue of ethics, the researcher considered the following
resume of a professional code of ethics (Leedy, 1985):
� Researchers must maintain scientific objectivity.
� Researchers should recognise their limitations of their competence and
not attempt to engage in research beyond such competence.
� Every person is entitled to the right of privacy and dignity of treatment.
� All research should avoid causing personal harm to subjects used in
the research.
� Confidential information provided by the subject must be held in strict
confidentiality by the researcher.
� Research findings should be presented honestly, without distortion.
� The researcher must not use his prerogative as a researcher to obtain
information other than for professional purposes.
� The researcher must acknowledge all assistance, collaboration of
others, or sources from which information was borrowed from others.
3.5 CONCLUSION
This chapter focused on research design and methodology. Data collection
was discussed to give a clear understanding of the manner in which data for
the study was analysed. Reliability and validity of the research was pointed
out and ethical processes highlighted. Chapter 4 focuses on the analysis and
interpretation of the data.
49
50
CHAPTER 4
PRESENTATION AND INTERPRETATION OF DATA 4.1 INTRODUCTION
In chapter 1, the background of the problem and the purpose of the study were
explained. The researcher conducted a literature study in chapter 2 and information
was gathered on the nature of bullying; the extent of bullying in schools and strategies
to combat bullying through policies and programme implementation. The method
used to collect the data was described in chapter 3. This data was collected through
interviews and analysed using the categorising strategy (see 3.2.5) or according to
Maykut and Morehouse (1994), the constant comparative method. With this method
data was grouped (themes) according to their similarities to obtain an understanding
of the participants regarding the nature of bullying; the extent of bullying in schools
and the effectiveness of policy implementation and strategy intervention.
The data that has been collected and analysed was obtained from interviews with
primary school principals and learners from 5 primary schools in the Johannesburg
East D9, Far North Cluster Primary Schools. These schools responded to an invitation
to be part of the research. The schools include three former model C schools, a private
school and a farm school.
This chapter presents the findings and provides a discussion on the perceptions of
principals and learners regarding the nature of bullying in primary schools; the extent
of bullying at this level; the implementation of anti-bullying policies; and the
effectiveness of intervention strategies.
4.2 FINDINGS
Based on the purpose and aims of this study, perceptions of principals and learners on
the nature and extent of bullying, policy implementation and programme intervention
was explored and the following findings emerged from the collected data. Namely:
• principal and learner’s views of the nature and extent of bullying in schools ;
51
• effectiveness of policy formulation and implementation;
• strategies and intervention programmes to combat bullying.
A detailed discussion of each finding follows.
4.2.1 The nature and extent of bullying – What do principals and learners think?
The following sub categories came to the fore:
� Bullying as hurtful behaviour.
� Profile of the bully.
� Profile of the victim.
4.2.1.1 Bullying behaviour
“A student is being bullied or picked on when another student says nasty and
unpleasant things to him or her. It is also bullying when a student is hit, kicked,
threatened, locked inside a room, sent nasty notes, and when no one ever talks to him”
(Smith and Sharp, 1996). “A person is bullied when he or she is exposed, repeatedly
over time, to negative actions on the part of one or more other students” (Olweus,
1993). Similar definitions were discussed in chapter two (see 2.2). Ken Rigby (1993)
defines bullying as the “repeated oppression, psychological or physical, of a less
powerful person by a more powerful person or group of persons.”
Principals and learners that were interviewed expressed similar views and confirmed
bullying as hurtful behaviour on a weaker person by one who is stronger.
The Principal in School C described bullying as “… when a stronger child hurts or
frightens a smaller or weaker child on purpose again and again.”
Learner A from School A mentioned bullying as “…a boy hurting your body and
leaving marks”. On the same line of thought, child C from School B, viewed
bullying as “… the bigger children throwing their weight around by teasing and
making life unpleasant for the ‘nerds’ of the school.”
52
The Principal in School E describes bullying as “…acts of physical, psychological
and verbal behaviour by bigger, stronger and superior children, that
intentionally hurt and negatively effect the smaller, weaker and inferior child”.
Learner E in School C mentioned “… some children want to look good in front of
their friends, so they pick on the ‘easy’ child to look in control. They bully the
child by saying ugly things to him, teasing him and often they hurt him by
tripping and hitting him.”
Learner G in School D views bullying as “… a person who has problems with
himself, hurting somebody else to get attention or a reaction”.
The Principal in School A elaborated on this and described bullying as “… cruel,
repeated and unacceptable behaviour, which is intentional and deliberate. The
purpose is to hurt or distress the other person and is often an abuse of power.”
Learner I in School E emphasised that “ bullying by girls is by words and the boys
use their fists to show power and hurt others.”
Boys bullying is easy to identify since boys are mostly involved with physical
bullying where the victim may sustain visible injuries unlike girls bullying which is
mostly verbal like name calling and teasing.
The Principal in School A highlighted that bullying among boys “ is mainly physical
i.e. punching, kicking, hitting and very little psychological while the girls use
words which often do more damage in the long run.”
Learner F in School C reacted “… boys hit and push each other around and its
over quickly, but the girls are nastier. They say ugly things all the time and make
you feel really unhappy.” Bullying is therefore not limited and any gender can be
involved. Establishing that both boys and girls bully has been determined, but when
and where does this bullying occur?
Krige et al (2000) stated, “Bullying is a problem that often goes unnoticed because it
is not highly visible”. Both Principals and learners indicated that bullying is a
53
common occurrence and it happens out of sight or at times of the day when there is
little supervision. Principal in School B mentioned, “he deals with 2 to 3 incidents of
bullying a week”.
Learner B in School A describes the occurrence of bullying “ I am not joking, I
think bullying happens everyday”.
Learner D in School B says, “bullying happens when there are no teachers or
prefects, often before school or after school. I know of bullying incidents every
week.”
The Principal in School D highlighted “… before and after school is a big problem
for us. The children know when the supervision is around or not. I deal with
bullying incidents weekly and I am sure there are many incidents I am not aware
of.”
The comments and opinions of both the principal’s and the learners of the schools
indicate that they know what bullying behaviour is, aware of its impact and have
identified when and where it happens. Thus, a summary of the responses is as follows:
Boys or girls, before school or after school, bullying affects both bullies and victims
(see 2.7). Victims have to endure pains and scars of bullying which are sometimes not
visible. Bullies also turn into anti-social adults and are even likely to bully their own
children and partners (see 2.8).
4.2.1.2 The profile of the bully
Batsche and Knoff (1994) says that bullies are thought to be lacking attention, power,
love and competence, and by bullying they try to obtain these missing parts in their
lives. In Khosropour and Walsh’s study, students listed personality characteristics
they considered bullies to have as ‘mean’, having ‘poor emotional control’, and being
‘crowd pleasers’. Many students in this study said that bullies came from ‘troubled
homes’ and were not treated well by their parents. These accounts match what other
researchers have found. Parents of bullies tend to use an authoritarian style of
parenting and are hostile and non-permissive, and even teach their children to strike
back.
54
The Principal in School E indicated “ … most of the time, the parent of the bully is
one of our difficult parents at school.”
Learner H in School D described the bully as “… the child that is always in trouble
at home. He gets hit a lot and thinks that that is the only way to deal with
things.”
Learner J in school E says, “bullies need attention. They bully to be noticed.”
The Principal in School B mentioned “bullies are usually strong physically, but are
under achievers. Many experience unstable home conditions and this impacts on
there behaviour at school. Due to the under achievement, they choose to bully to
gain recognition from their peers.”
Learner A in School A contributed by commenting that “X in my class is not treated
well at home. X is an unhappy person who does not have friends at school. The
only way for X to have friends is to bully and impress the other “bad children”.
Learner C in School B expressed “ the way you are brought up, paves the way for
how you behave and react.”
Taking note of the responses of the participants, a bully might be a very unhappy
person, somebody who is angry about his or her own life and taking this anger out on
others, someone who lacks the attention and seek it in an unacceptable way. The bully
needs help! The root of the cause for the bullying needs to be established and this
needs professional intervention (see 2.9.3).
4.2.1.3 The profile of the victim
In Batsche and Knoff (1994) the following two types of victims are indentified:
� Passive victims are those who are anxious and do not seem to do anything to
bring about attacks.
� Provocative victims are characterised as ‘hot-tempered’, restless, anxious.
55
Victims also seem to have a low self-esteem, are smaller and tend to be weaker
physically (see 2.7).
The Principal in School C viewed a victim of bullying as “ quiet, self-centered,
reserved and often small physically in comparison to the bully.”
Learner E in School C responded, “ the victim often unintentionally encourages
bullying by being a loner. Often, the new child in the school becomes victim to
bullying because of this.”
Learner G in School D said, “ children who are bullied are often mommies
children. Always being protected and pampered. This is not a good thing and the
bullies enjoy children like this.”
The Principal in School D never hesitated to say, “many of the victims are children
of parents that are over protective. These parents are always at school and over
involved. It is not healthy for the child.”
Learner I in School E pointed out that “children who are timid and soft natured
become victims of bullying more easily than children who speak out and stand
up for themselves.”
According to the responses, both the victim and the bully have problems and the
bullying behaviour impacts negatively on all concerned. Both parties need assistance
in addressing their individual problems. Intervention needs to happen in the form of
support.
4.2.2 Implementation of anti-bullying policies
The first level of support that schools need to give their pupils is in the form of an anti
bullying policy. Children have the right to learn in a safe, secure environment; one
that is free of fear, intimidation, violence and abuse. To combat bullying, schools
need to create a climate that recognises and protects children’s rights. The purpose of
56
this policy is not only to curb bullying, but it is to enforce respect for others because
“everybody has the right to enjoy his or her time at school” (Krige et al, 2000).
The responses from the schools surveyed indicated that in general, these schools do
not have separate anti-bullying policies to combat this serious problem that is present
in each of the schools. Some of these responses are provided:
“We mention bullying in the schools code of conduct” (Principal in School C)
“ Our school deals with bullying in the newsletter and it is written in the rules”
(Learner B in School A)
“… formulating a separate bullying policy to stop bullying has not been
discussed” (Principal in School E)
“ I am not sure. I think there is some sort of policy, I don’t really know.” (Learner
D in School B)
“Yes, we do have one, but is very brief” (Principal in School D)
“We were told at assembly that bullying will not be tolerated and it is one the
most serious offences” (Learner F in School C)
“ My school follows the code of conduct that is set up in accordance with
Government laws that regulate discipline” (Principal in School B)
Considering the above responses, some participating schools rely on their code of
conduct to assist them to deal with bullying. Another participant indicated that a
policy to combat bullying has never been discussed, while others use newsletters and
assemblies to get the message across.
“ No, No I am certain, I have never seen an anti-bullying policy, but it is
discussed” (Learner J in School E)
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“A policy of this nature is not necessary because my pupils know what the
expected behaviour is and what the consequences are” (Principal in School A)
The quotes above indicate that the schools do deal with bullying, however, they
suggest that the behaviour is dealt with seriously and it is not tolerated, but little
attention is given to guidelines as to how they can deal with bullying. An anti-
bullying policy would offer these guidelines. “It would be great to know what to do
and who to go to if I am being bullied” (Learner E in School C)
Developing and implementing a no-bullying policy, that sends out a clear message
that bullying will not be tolerated and that the school is a bully-free zone, will go a
long way to establishing a safe environment and a climate conducive to effective
learning. As mentioned (see 2.9.2) the purpose of an anti-bullying policy is to provide
for an integrated and positive response to bullying. It helps to establish a safe
environment by providing clear rules and procedures for dealing with bullying on a
regular, consistent and ongoing basis (Squelch et al, 2000). This policy is part and
parcel of the whole school intervention programme to combat bullying.
4.2.3 Effectiveness of whole school intervention strategies
According to Tattum (1993), a whole school approach to bullying opens up
discussions at all levels, is collaborative in identifying and condemning bullying,
moves beyond a crisis management approach that only reacts to critical cases, creates
a supportive ethos, and breaks down the culture of secrecy. A whole school approach
develops a set of procedures for staff, parents and pupils alike to follow when
inquiring about bullying cases and creates a safe and secure learning environment for
learners (Krige et al, 2000).
In order to reduce bullying in schools, it is important for the school to provide various
support structures and to develop strategies that will assist both bullies and victims to
cope with bullying. Everybody needs to know these structures and strategies. The
following transpired from interviews held with the schools regarding these support
structures and strategies.
58
The Principal in School B indicated “there is not enough bullying in the school to
warrant spending time on structures and strategies”
Learner H in School D mentioned, “ We have been told to go to the teachers and
tell them if there is bullying or if we have been bullied, that’s all”
The Principal in School C stated, “ I expect my staff to know what to do if a
bullying incident occurs. They discipline at the chalk face.”
Learner C in School B claimed, “ We don’t really know what to do. There is no
guidelines or advice that we can follow.
The Principal in School A indicated, “ We need to put these support structures in
place but have never knuckled down to it. It is important that we do it soon for
the benefit of everybody.”
Learner G in School D says, “ I wish there were structures in place. We need them
badly!”
According to the responses from the principals and learners, support structures and
strategies to combat bullying are very important. These strategies and support
structures appear not to be formulated and implemented in most of the schools. This is
serious and needs to be addressed as a matter of urgency.
Other responses to support structures and intervention strategies were, Principal in
School E, “ I don’t think that anything can be done because bullying is human
nature, there is always bullying wherever”.
Learner J in School E also said that, “A lot of the children are scared to tell on and
report bullying or report having been being bullied. They are scared that they
won’t have protection”.
It is evident from the responses during the interviews that support structures and
intervention strategies are lacking in these schools despite the presence of bullying.
59
There is however evidence that principals and learners realise that there is a need for
these support structures and strategies. Schools need to realise that a whole school
approach to support and intervention will not only alleviate bullying, but it will
enhance the school environment. According to Randall (1996), a whole-school
approach implies raising awareness about bullying, increasing the knowledge about
bullying, developing methods of reducing bullying, identifying bullying areas,
forming anti-bullying partnerships with all stakeholders and creating informative
contacts with support agencies.
4.3 CONCLUSION
Reflecting back on the responses from the interviews with principals and learners, it is
evident that bullying is a matter of concern and cannot be neglected. As a result, the
Primary Schools in the Johannesburg East D9 District, Far North Cluster need to
engage in serious anti-bullying policy formulation and implementation, as well as
putting in place strategies and support programmes, to combat bullying and decrease
the extent of the occurrence of bullying. “When everyone in the whole school
community has talked about bullying, recognised it for what it is, and decided to work
together to combat it, you can start to deal with it properly (Mark Cleary, Principal,
Colenso High, Napier).
Whilst the analysis of the data, obtained from the research, has been interpreted in
chapter 4, chapter 5 seeks to offer recommendations as possible solutions to the
perceived problems of the extent of bullying, and the lack of policy implementation
and intervention strategies.
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CHAPTER 5 SUMMARY AND RECOMMENDATIONS
5.1 INTRODUCTION
Bullying is present in our Johannesburg East D9, Far North Cluster Primary
Schools as discovered on completion of the interpretation of the data in the
previous chapter. The results of the data collection and interpretation of the
study has direct bearing on the initial problem, research aims and research
questions that were put to the fore in chapter1. Key issues like understanding
bullying, extent of bullying, anti bullying policies and strategy intervention
programmes, to combat bullying, were addressed in chapter 2. Chapter 3
provides detail regarding the research design and methodology that enabled
the researcher to collect, analyse and interpret the data that formed the body
of chapter 4.
Our ultimate aim is to raise children who will neither be bullied – nor accept
bullying” (Berne, 1996). This chapter gives a brief summary of the findings
discussed in chapter 2 and chapter 4 and it provides recommendations that
will assist in decreasing the extent of bullying in the Johannesburg East D9,
Far North Cluster Primary Schools by using a whole school or school-wide
approach in combating bullying.
5.2 OVERVIEW OF THE INVESTIGATION
Chapter 1 introduced the purpose of the research. The aims of the research
and the research methodology were described and key concepts and
definitions that were used in the study were clarified too. Chapter 2 provided a
literature study on bullying that included the extent of bullying, policy
formulation and implementation of anti-bullying policies and strategy
intervention to combat bullying.
In Chapter 3, the researcher presented and discussed the research strategy
to give an overview as to how the data was collected, and which instruments
61
were used to collect the data. Chapter 4 dealt with the analysing of the data
using the constant comparative method and categorizing the identified
themes.
5.3 SUMMARY OF THE FINDINGS
5.3.1 Emerging from the literature, the following aspects need to be
highlighted:
• Bullying is not a new phenomena and it is emerging as a major
problem in schools (see par 2.1).
• Bullies are persons who use their strength or power to frighten or hurt
weaker people.
• Perceptions and misconceptions of bullying provide an unrealistic
impression of the acts of bullying (see table 2.2).
• A number of factors contribute to the incidence of bullying by children.
These factors being family; individual; school; community and culture
(see par 2.6).
• Bullying has short and long term consequences in the form of physical;
emotional; social and educational consequences (see par 2.8).
• Whole school intervention is an effective strategy to include the entire
school community to work together to combat bullying. This strategy
includes anti-bullying policies and programmes to assist all
stakeholders (see par 2.9).
5.3.2 Emerging from the research, the following findings were identified from
the data analysis and categorized under the nature and extent of bullying;
implementation of anti-bullying policies and effectiveness of whole school
intervention strategies:
5.3.2.1 Extent of bullying
• Bullying in the Johannesburg East D9, Far North Cluster Primary
Schools is present and occurs on a daily basis (paragraph 4.2.1.1.).
62
• The main culprits of the bullying incidents are the boys and these
bullying incidents occur mainly on the playground and during playtime.
• Girls did feature but to a lesser extent. Their bullying is in the form of
verbal and psychological bullying.
• Verbal and physical bullying were identified as the most serious forms
that take place in these schools (paragraph 4.2.1.1).
• Identifying when and where bullying occurs is not always an easy task,
but from the research (paragraph 4.2.1.1) school managers and pupils
indicated that before and after school is when it happens most and in
particular, when there is awareness that supervision is lacking.
Policy formulation and implementation to reduce the extent of bullying is
essential. A summary of the findings in this category follows:
5.3.2.2 Policy formulation and implementation
• Many of the principals indicated that they had some form of bullying
policy (many included in their codes of conduct of the school),
however, they were generally not confident about its formulation and
implementation.
• The learners of these schools confirmed this uncertainty in their
responses during the interviews. A learner in one of the schools
responded, “ I am not sure. I think there is some sort of policy, I don’t
really know.”
• Not all stakeholders are involved in the policy formulation.
Policy formulation and implementation is an important part of strategy
intervention to combat bullying. A brief summary of the findings in this
category follows:
5.3.2.3 Strategy intervention
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• The lack of policy implementation in these schools has a direct bearing
on the uncertainty of learners regarding what to do when being bullied
or when bullying is witnessed.
• A mention or two during the term, concerning procedures, is not going
to be enough to decrease the extent of bullying. One learner
responded, “I wish there were structures in place. We need them
badly!”
• There is clearly a lack of urgency and a casual approach towards
bullying in these schools. A Principal indicated that bullying is human
nature and nothing can be done about it. Another principal indicated
that educators are equipped to deal with these incidents and they do
not need another policy to direct them.
Bullying cannot be ignored. It can change the lives of our children.
Recommendations to assist principals and school communities follow:
5.4 RECOMMENDATIONS
All the aspects that will be covered in this section form part of a school-wide
or whole school approach to combating bullying. The following
recommendations are made:
The school should be a safe and positive learning environment for ALL pupils.
In order to achieve this, schools should strive to:
• Achieve better peer relations at school and create conditions that allow
in particular, victims and bullies to get along and function better in and
outside the school setting.
• Schools and classrooms need to establish and stick to rules to prevent
bullying. Adults must clearly and consistently communicate that
bullying is not acceptable behaviour. The following rules will assist in
this and the rules target all learners:
a) We will not bully other children.
64
b) We will try to help children that are bullied.
c) We will make it a point to include all children who are easily left out.
d) When we know someone is being bullied, we will tell a teacher, parent
or adult we trust. Pupils should be assured that telling an adult is not
“tattling”, but instead, showing compassion.
• Teachers play an important role in reducing the extent of bullying.
Teachers should establish a positive, friendly and trusting relationship
with the class and each individual child.
• Ensure that bullying is mentioned in the school of conduct (refer to
2.8.2).
• Formulate and implement an anti-bullying policy (refer to 2.8.2).
• Improve supervision and outdoor environment – Provide an adequate
number of adults (‘teacher density’) during breaks and playtime in an
effort to intervene quickly in student conflicts.
• Links with the curriculum – Links with the curriculum can strongly
reinforce the bullying policy. Content relevant to problems of abuses of
power can be included in a variety of learning areas including Social
Sciences, English and Life Orientation. Questions focussing upon
aspects of interpersonal behaviour such as prejudice, discrimination
and violence can be examined.
• Involve parents – Conduct meetings with and share information with
parents at the school to make them aware of the school’s anti-bullying
plan of action.
• Utilise support programmes based on the school’s specific needs and
resources available. These programmes need to be age appropriate
and content needs to be relevant to the situations and circumstances.
The success of these support programmes does not need money; it
needs initiative, drive and passion.
Support programmes can take the following forms:
• Buddy system
• Assertiveness training
• Life skills development
65
• Peer mediation
• Counselling
• Parent circles and workshops
• Anti-bullying campaign
• No blame approach (pg38)
• Method of shared concern (pg27)
• Circle time (pg 27)
5.5 TOPICS FOR FURTHER RESEARCH
In completing this research, the following topics for further study emerged:
• The school and the community are actively involved in developing a
school wide or whole school policy to combat bullying. No emphasis
was placed on the role that the district office can play in decreasing the
extent of bullying. This is an area that can be investigated further.
• While this study included both the principals and learners on the extent
of bullying, policy implementation and intervention strategies, it will be
valuable to get the educator’s and parents input on these issues, as
they are involved in the lives of the children too.
5.6 CONCLUSION
The purpose of the study was to investigate and understand the perceptions
of the principals and learners in the Johannesburg East D9, Far North Cluster
Primary Schools, regarding the extent of the bullying, anti bullying policy
formulation and implementation and the effectiveness of the strategy
interventions in the form of support programmes to combat the bullying.
The learners and principals provided different views and perceptions based
on the aims of this research. In response, recommendations regarding policy
formulation and implementation have been provided to assist these schools.
Guidance relating to a school wide or whole school approach to combat
66
bullying was also presented and strategy intervention programmes were also
made available to assist schools to introduce effective support programmes.
The management structures of schools need to refrain from turning a blind
eye and take bullying seriously. Schools are accountable and they need to be
proactive in bully policy and support programme formulation and
implementation. This will ensure that the extent of the bullying problem will be
minimised and a more confident, self-assured and less aggressive youth will
emerge in the future for the benefit of our country.
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Websites:
http://scre.ac.uk/bully/policy
http://www.bullybeware.com
http://www.antibullying.net
http://www.eduweb.vic.gov.au/bullying/
http://www.dmode.ndirect.co.uk/bully.htm
http://www.1fcc.on.ca.bully.htm
