Transcript Discuss the Relative Effectiveness of Two Strategies for

Discuss the Relative
Effectiveness of Two Strategies
for Reducing Violence
We will focus on Bullying as
the example of violence
Questions for Discussion
1. List all possible sociocultural factors
for violence.
1. Consider ways to reduce violence
1. Is there any bullying at our school?
What is Violence?
The intentional use of physical force
or power, threatened or actual,
against oneself, another person, or
against a group or community, that
either results in or has a high
likelihood of resulting in injury, death,
psychological harm, maldevelopment
or deprivation. (WHO, 2002)
What is Bullying?
Bullying: When a person is exposed
repeatedly over time to negative actions on
the part of one or more people
Cyber bullying: The use of information
and communication technologies to
support deliberate, repeated, and hostile
behavior by an individual or group that is
intended to harm others
Happy slapping: Using physical violence
against a person while a third person
videotapes the event
Strategies for reducing bullying
Teaching social skills
Anti bullying programs
Teaching social skills: Study 1
Feschbach (1982): Trained junior
school children to imagine how they
would feel in other children’s
circumstances, to recognize the
feelings of others, and to share their
emotions.
Children who engaged in empathy
training were less aggressive in
everyday playground activities
Teaching Social Skills: Study 2
Aronson (1979): The use of
cooperative learning/jigsaw
classroom; a technique that works on
the idea that everyone works together
to a common goal and that everyone
has something to contribute to the
learning process; lowers the rate of
bullying in schools and increases
positive interaction between
outgroups
Evaluation: Teaching Social Skills
Feschbach (1982): Has a proven effect of
increasing empathy and thus reduce may reduce
bullying
Aronson (1979): Emphasize cooperation and
collective norms, thus reducing bullying.
Research is qualitative, therefore there are
possible researcher biases or Hawthorne effects.
Research cannot measure whether the methods
are effective outside of school
Research is about 20 years old. Newer research,
e.g. Figueireido et al. (2007) with computer
training shows similar effects
Other factors, such as policies and monitoring of
students are also important
It is more effective to teach social in earlier grade
levels
Conclusion: The method is probably quite effective. School
should emphasize training of social skills
Antibullying Programmes: Study 1
Vreeman (2006): Classroom
discussions, role-playing or detention
are ineffective.
Whole school interventions that
involve teachers, administrators and
social workers committed to change,
are the most effective, especially
throughout high school.
Anti-Bullying Programmes: Study 2
Olweus (1972): Developed a wholeschool programme for schools in
Norway. This programme uses
cooperative learning, teachers are
trained to recognize and deal with
bullying, lunchrooms and playgrounds
are supervised, and counsellors
conduct therapy with bullies and their
parents.
The programme has reduced bullying
by 50 %.
Evaluation
Generalisability problem. Olweus’ research was
only conducted in Norway, a country that already
emphasizes communitarian norms. It is possible
that other, less communitarian or individualistic
cultures also require a change in cultural norms
Policies and programmes may only be effective if
everyone is aware of them and committed to
change, including parents
Research is qualitative, therefore there are
possible researcher biases or Hawthorne effects.
Research cannot measure whether the methods
are effective outside of school
Conclusion: Antibullying programmes have been
shown to be effective and are important at all
grade levels.