By Dan Olweus

Bullying in class is the definitive ebook on bullying/victim difficulties in class and on potent methods of counteracting and fighting such difficulties.

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Additional resources for Bullying at School: What We Know and What We Can Do

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34 Physical Weakness and Strength 36 A Concrete Picture 37 What Kind of Rearing Conditions Create Aggressive Children? 39 Group Mechanisms 43 Other Factors 45 A Wider Perspective on Bully/Victim Problems 45 A Question of Fundamental Democratic Rights 48 Portrait Sketches of Henry and Roger, a Victim and a Bully 49 Guide for the Identification of Possible Victims and Bullies 53 Being a Victim Possible Signs 54 Being a Bully Possible Signs 58 Part II What We Can Do about Bullying 61 Overview of Intervention Program 64 Goals 65 Awareness and Involvement 66 Measures at the School Level 69 A School Conference Day 69 Supervision and Outdoor Environment 70 Contact Telephone 74 A General PTA Meeting 75 Teacher Groups for the Development of the Social Milieu of the School 77 Study Groups in ParentTeacher Associations (Parent Circles) 79 Page vii Measures at the Class Level 81 Class Rules about Bullying 81 Praise 85 Sanctions 86 Class Meetings 88 Cooperative Learning 89 Common Positive Activities 92 Class PTA Meetings 93 Measures at the Individual Level 97 Serious Talks with the Bully 97 Talks with the Victim 98 Talks with the Parents 100 What Can the Parents of the Bully Do?

Moreover, they enable Olweus to provide guidance on recognizing patterns of behavior or other characteristics which facilitate the identification of potential victims and of their aggressors. " The goals of the program were: to reduce (or eliminate) both direct bullying (open physical or verbal attacks) and indirect bullying (social isolation, confidence reduction) Page x to achieve better peer relations at school to create conditions that enabled victims and bullies to function better in and out of the school setting.

Almost the same results were obtained for students who bullied others. It can thus be concluded that the teachers do (or did in 1983) relatively little to put a stop to bullying at school, according to both the bullied and bullying students. They also make only limited contact with the students involved in order to talk about the problems. This is particularly true in junior high school. Once again, it should be stressed that these results represent main trends in the data. Of course, there were great individual differences among schools (and among teachers): There were schools in which the teachers interfered with bullying and talked with the students involved much more often than the average.

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