Peer-led intervention campaign against school bullying: who considered it useful, who benefited? (Updated)

This digest found in

What were the main anti-bullying activities?

The core activities of the intervention campaign were carried out during the school's 'Happy Face Week' - although it is not clear if this was a specific anti-bullying week or not - and continued for the following month. They included the following:

a whole school meeting during 'Happy Face Week' which included a presentation by the counsellors. They described the campaign and its objectives and told students about types of bullying, group mechanisms and participant roles and other relevant issues;
peer-led discussions in which teams of three counsellors visited each class and facilitated small group discussion about the central issues presented in the lecture. A particular focus of the activity was what each student could do to stop bullying;
information about bullying became part of school news broadcasts to each class;
seventh-grade students designed posters about bullying which were hung around the school; and
a contest was run in which students were asked to complete an open-ended comic-strip describing a bullying situation.

During the campaign students were encouraged to mix with others outside their usual cliques, during the activity sessions. The peer counsellors played a major role in the campaign, using overhead transparencies developed by the author and other supplementary materials in their work in the classrooms. They focused other pupils' attention on key issues presented in the whole-school lecture such as the group mechanism in bullying situations and how bystanders became participants. Core features of the messages sent out by the peer counsellors were not only that all students had a responsibility to do something but also that they could be effective in combating bullying.

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Inclusion > Peer-led intervention campaign against school bullying: who considered it useful, who benefited?WedMar171608022004 > What were the main anti-bullying activities?
Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction Why was the study carried out? What do we know about previous attempts to stop bullying? Targeting the bystanders? What were the main anti-bullying activities? What effects did the intervention have? What data were collected? Implications Where might I find more information? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Peer-led intervention campaign against school bullying: who considered it useful, who benefited? (Updated) This digest found in Gender Inclusion Send to a friend Word doc 80KB Printer friendly Collate for later What were the main anti-bullying activities? The core activities of the intervention campaign were carried out during the school's 'Happy Face Week' - although it is not clear if this was a specific anti-bullying week or not - and continued for the following month. They included the following: a whole school meeting during 'Happy Face Week' which included a presentation by the counsellors. They described the campaign and its objectives and told students about types of bullying, group mechanisms and participant roles and other relevant issues; peer-led discussions in which teams of three counsellors visited each class and facilitated small group discussion about the central issues presented in the lecture. A particular focus of the activity was what each student could do to stop bullying; information about bullying became part of school news broadcasts to each class; seventh-grade students designed posters about bullying which were hung around the school; and a contest was run in which students were asked to complete an open-ended comic-strip describing a bullying situation. During the campaign students were encouraged to mix with others outside their usual cliques, during the activity sessions. The peer counsellors played a major role in the campaign, using overhead transparencies developed by the author and other supplementary materials in their work in the classrooms. They focused other pupils' attention on key issues presented in the whole-school lecture such as the group mechanism in bullying situations and how bystanders became participants. Core features of the messages sent out by the peer counsellors were not only that all students had a responsibility to do something but also that they could be effective in combating bullying.