Utahloy Anti-Bullying Program
Guide to Tools for Dealing With Possible Bullying Incidents
While initial reports of possible bullying incidents may come from staff members, students or parents, an effective Anti-Bullying Program depends heavily on information being given by students as to what is really going on, how long it has been going on, who are involved and in what ways. The UISGZ Ant-Bullying Program is a "Counseling First" approach which is most effective when used in Y6 -Y12, although some of the tools and the overall theme of using a counseling approach can be adjusted and applied to various cases in lower grades as well.
When bullying happens there are almost always other students present. However, depending on how students see things this information may not be forthcoming, particularly if severe penalties are likely to follow for those involved. Students do not like to get others in trouble, to "rat" or 'tell" on them, for various reasons including friendship, loyalty or even fear of reprisals. In the past some schools have tried to overcome this problem by carrying out anonymous surveys but information got by this method can be unreliable and the information gathered cannot be used later, if need be, as effectively as signed statements. Furthermore, those giving good information cannot be identified from such surveys and interviewed quietly later seeking further information.
The solution, when a bullying incident is reported, is to deal with it as a situation where someone (the perpetrator) is doing something wrong by mistake and that this simply (but urgently) needs to be corrected. The exact details of the situation need to be established, with the help of other students and then, knowing "the game is up," with the full cooperation of the perpetrator.
Then, the perpetrator needs to be reminded about how damaging and hurtful the bullying behavior is, or could be, how unfair and unacceptable it is and asked to make a solemn promise to stop. If this promise is forthcoming and is honored the best possible outcome is achieved. The targeted student can look forward to a happier time knowing that the bullying is stopped. The perpetrator has learned an important lesson but is neither humiliated in the process nor blamed and punished - it was, after all, a mistake - and is given both a chance and the responsibility to deliver a positive outcome. In this context thoughts of revenge or retaliation are highly unlikely. The outcome is happy for all concerned, including the students who provided information during the investigation.
Crucially, the general body of students sees this approach as fair to all concerned. In this context, knowing that they are guaranteed confidentiality and recognizing the merits of the "no blame" approach some are therefore prepared to cooperate with this process by giving useful information in signed surveys. They do this knowing that they are not so much getting someone into trouble as getting both perpetrator and targeted student out of trouble - their information will be used to find a resolution, not to punish anyone involved. This allows them also, supported by the awareness-raising component of the Anti-Bullying Program, to identify themselves with the investigation process as well as with the school policy that bullying is unacceptable and that they have a responsibility to help combat it.
Below are descriptions of the four phases of the program.
Phase 1 - Establishing the Facts
Phase 2 - Interviewing an Alleged Perpetrator "A Counseling First Approach"
Phase 3 - Resolution
Phase 4 - Rehabilitation
When bullying happens there are almost always other students present. However, depending on how students see things this information may not be forthcoming, particularly if severe penalties are likely to follow for those involved. Students do not like to get others in trouble, to "rat" or 'tell" on them, for various reasons including friendship, loyalty or even fear of reprisals. In the past some schools have tried to overcome this problem by carrying out anonymous surveys but information got by this method can be unreliable and the information gathered cannot be used later, if need be, as effectively as signed statements. Furthermore, those giving good information cannot be identified from such surveys and interviewed quietly later seeking further information.
The solution, when a bullying incident is reported, is to deal with it as a situation where someone (the perpetrator) is doing something wrong by mistake and that this simply (but urgently) needs to be corrected. The exact details of the situation need to be established, with the help of other students and then, knowing "the game is up," with the full cooperation of the perpetrator.
Then, the perpetrator needs to be reminded about how damaging and hurtful the bullying behavior is, or could be, how unfair and unacceptable it is and asked to make a solemn promise to stop. If this promise is forthcoming and is honored the best possible outcome is achieved. The targeted student can look forward to a happier time knowing that the bullying is stopped. The perpetrator has learned an important lesson but is neither humiliated in the process nor blamed and punished - it was, after all, a mistake - and is given both a chance and the responsibility to deliver a positive outcome. In this context thoughts of revenge or retaliation are highly unlikely. The outcome is happy for all concerned, including the students who provided information during the investigation.
Crucially, the general body of students sees this approach as fair to all concerned. In this context, knowing that they are guaranteed confidentiality and recognizing the merits of the "no blame" approach some are therefore prepared to cooperate with this process by giving useful information in signed surveys. They do this knowing that they are not so much getting someone into trouble as getting both perpetrator and targeted student out of trouble - their information will be used to find a resolution, not to punish anyone involved. This allows them also, supported by the awareness-raising component of the Anti-Bullying Program, to identify themselves with the investigation process as well as with the school policy that bullying is unacceptable and that they have a responsibility to help combat it.
Below are descriptions of the four phases of the program.
Phase 1 - Establishing the Facts
Phase 2 - Interviewing an Alleged Perpetrator "A Counseling First Approach"
Phase 3 - Resolution
Phase 4 - Rehabilitation