An example of good practice

Juliet PrescottChild and Educational Psychologist

KiVa – Is a Finnish anti-bullying programme.

• “Influencing the behaviours of classmates can reduce social rewards that the bullies gain.” (Salmivalli and Poskipart, 2012 p.46)

• Skills to be targeted are bystander “empathy” for victims and “self-efficacy” to defend victims. KiVa also appears to have had impact upon “less internalising of the problem by the victim” (Salmivalli and Poskipart 2012, p.50).

Look at sheet in packs

• http://www.antibullyinghalton.co.uk/index.php/adviceforschools/

OFSTED Criteria / Descriptors Within the section on Behaviour and Safety. To get outstanding:

instances of bullying are extremely rare. Pupils understand different forms of bullying and are instrumental in preventing its occurrence. The school has a proactive approach to the identification of any bullying and this prevents it from happening.

Video

Resilience: the ability to bounce back from adversities

• A resilient child is one who exhibits positive adaptation in circumstances where one would expect a significant de-gradation of coping skills to take place.

Friendships&

belonging

Caring&

Support

MeaningfulParticipation

PossibilitiesThrough

Characterstrengths

Clear &

Consistent expectations

Skills for A fulfilling

life

From Cheshire Educational Psychology team.

Confidence• “This project has made me feel more confident

about myself.” • 9 out of 10 said they did feel more confident• “I feel more confident. Being around people I have

got to know them more.”• “I have new friends and this has made me more

confident with each other. It wasn’t as embarrassing as we were all doing it.”

• “I feel like I’ve done well with the acting and this has brought confidence on.”

• “Usually I don’t like being with people. I don’t know, but in this group, I have gained confidence.”

• “I have discovered a talent and passion for acting.”

• “I have gained confidence• This is the first time I have ever been on film. I

would like to do more of it.”

• “Other young people should have an opportunity to engage in a project like this?” 8 out of 10 agreed. (The other 2 said that they would not put their hand up because they wanted to do it again instead of other people.)

• 10 out of 10 would like to do the project again

Juliet.prescott@halton.gov.uk

Good practice advice to head teachers, staff and governing bodies (DFE, 2012) suggests that:• “Schools should : Have positive behaviour policies –

based on respect; Involve pupils; Openly discuss difference between people and value diversity; Work with the wider community (Let’s show other good practice at the anti-bullying conference 2015);

• Create an inclusive environment; Celebrate success”

• Frisen et al. (2013), in their research found that bystander interventions were not as successful as other interventions. They wonder the extent that fear of loss of status by the bystander, them being selected as the next victim, leads them not to intervene. Group pressures and the ability to rationalise when in a group, rather than to separate from the group are factors that seem to make bystander intervention difficult.