What is Bullying ? and the need for Discipline Masters in Schools 'Ki ete sa Bullying ? e bizin Bullying Masters dan bann lekol'

What is Bullying ? and the need for Discipline Masters in Schools 'Ki ete sa Bullying ? e bizin Bullying Masters dan bann lekol'

What is Bullying ? and the need for Discipline Masters in Schools 'Ki ete sa Bullying ? e bizin Bullying Masters dan bann lekol'

Prof Yudhistir Jugessur PhD SAY NO TO UNPROVOKED ATTACK

Prof Yudhistir Jugessur PhD SAY NO TO UNPROVOKED ATTACK

EL, CTL, BSC Hon Physics , PGCE, PGDELM, PGDEM, MBA, CM, PhD, CJM, LMC, WRA, Crt KM, PDL, LCP-F, Crt Cambridge PDC IE, Crt KM Administrasion , Crt Addressing Bullying

Part of Document : Bad Leadership by Kellerman B (Prof) and 30 Case Studies of Failed Leadership

1. Understanding the Problem

Bullying is a form of aggressive behavior that involves an imbalance of power, intent to harm, and repetition (Olweus, 1993). It manifests in physical, verbal, relational, and cyber forms. Victims often experience anxiety, depression, absenteeism, and low academic achievement (Rigby, 2003).

1. Konpran problem-la

Bullying se enn form konportman agresif ki inplik enn dezekilib pouvwar, lintansion pou fer ditor, ek repetision (Olweus, 1993). Li manifeste dan bann form fizik, verbal, relasionel, ek par internet/rezo sosio. Bann viktim souvan konn traka, depresion, absans, ek enn feb rezilta akademik (Rigby, 2003).

Dan Olweus (1993)

“A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students.”

  • Key elements: Repetition, intention to harm, power imbalance.
  • Source: Olweus, D. (1993). Bullying at school: What we know and what we can do.

“Enn zelev pe gagn intimidasion ouswa viktimizasion kan li expoze, plizir fwa ek avek letan, a bann aksion negatif depi enn ouswa plizier lezot zelev.”

  • Bann eleman kle: Repetision, lintansion pou fer ditor, dezekilib pouvwar.

Barbara Coloroso (2003)

“Bullying is a conscious, willful, and deliberate hostile activity intended to harm, induce fear through the threat of further aggression, and create terror.”

  • Key elements: Intentionality, fear, harm.
  • Source: Coloroso, B. (2003). The Bully, the Bullied, and the Bystander. HarperCollins.

“Intimidasion se enn aktivite ostil konsian, volonter, ek delibere ki ena pou obzektif fer ditor, insit laper atraver menas plis agresion, ek kree laterer.”

  • Bann eleman kle: Intansionalite, laper, ditor.

Ken Rigby (2002)

“Bullying involves a desire to hurt + hurtful action + a power imbalance + repetition + evident enjoyment by the aggressor + a sense of being oppressed on the part of the victim.”

  • Key elements: Multi-component view (motivation, impact, dynamics).
  • Source: Rigby, K. (2002). New perspectives on bullying. Jessica Kingsley Publishers.

“Intimidasion inplik enn dezir pou bles + aksion blesan + enn dezekilib pouvwar + repetision + lazwa evidan par agreser, li gagn bon fer sa + enn santiman ki viktim-la pe oprime.”

  • Bann eleman kle: Vi milti-konpozan (motivasion, linpak, dinamik).

Peter K. Smith et al. (2008)

“Bullying is intentional repeated aggression, verbal, physical or psychological, conducted by an individual or group against a victim who cannot easily defend him- or herself.”

  • Key elements: Powerlessness of the victim, intent, repetition.
  • Source: Smith, P. K., Pepler, D., & Rigby, K. (2008). Bullying in schools: How successful can interventions be? Cambridge University Press.

“Bullying se enn agresion repete par expre, verbal, fizik ou sikolozik, ki enn individi ou enn group fer kont enn viktim ki pa kapav defann limem fasilman."

  • Bann eleman kle: Viktim-la pena pouvwar, lintansion, repetision.

Cowie & Jennifer (2008)

“Bullying is the systematic abuse of power in interpersonal relationships.”

  • Key elements: Abuse of power, interpersonal.
  • Source: Cowie, H., & Jennifer, D. (2008). New perspectives on bullying. Open University Press.

“Bullying se abi sistematik pouvwar dan bann relasion ant bann dimounn.”

  • Bann eleman kle: Labi pouvwar, interpersonel.

Sandra Graham (2006)

“Bullying is a form of goal-directed behavior that is proactive and instrumental in nature, often used to attain social dominance or control.”

  • Key elements: Strategic aggression, social dominance.
  • Source: Graham, S. (2006). Peer victimization in school: Exploring the ethnic context. Current Directions in Psychological Science, 15(6), 317–321.

“Bullying se enn form konportman ki dirize ver enn lobzektif ki proaktif ek instrimantal dan so natir, souvan servi pou gagn dominans ouswa kontrol sosial.”

  • Bann eleman kle: Agresion stratezik, dominans sosial.

Espelage & Swearer (2004)

“Bullying is a subtype of aggressive behavior characterized by an imbalance of power, intent to harm, and repeated incidents.”

  • Key elements: Aggression, repetition, imbalance.
  • Source: Espelage, D. L., & Swearer, S. M. (2004). Bullying in American schools: A social-ecological perspective on prevention and intervention. Lawrence Erlbaum Associates.

“Bullying se enn sou-tip konportman agresif ki karakterize par enn dezekilib pouvwar, lintansion pou fer ditor, ek bann insidan repete.”

  • Bann eleman kle: Agresion, repetision, dezekilib.

Farrington (1993)

“Bullying is repeated oppression, psychological or physical, of a less powerful person by a more powerful one.”

  • Key elements: Oppression, repetition, power.
  • Source: Farrington, D. P. (1993). Understanding and preventing bullying. In M. Tonry (Ed.), Crime and justice: A review of research, Vol. 17. University of Chicago Press.

“Bullying se opresion repete, sikolozik ou fizik, enn dimounn mwin pwisan par enn dimounn pli pwisan, enn feb ek enn for.”

  • Bann eleman kle: Opresion, repetision, pouvwar.

Nansel et al. (2001)

“Bullying is defined as repeated hurtful behaviors, such as teasing, threatening, or physical attacks, carried out by one or more youths against another.”

  • Key elements: Teasing, threats, physical violence.
  • Source: Nansel, T. R., et al. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment. JAMA, 285(16), 2094–2100.

“Bullying li definir kouma bann konportman blesan ki repete, kouma takine, menas, ouswa atak fizik, ki enn ouswa plizir zenn fer kont enn lot.”

  • Bann eleman kle: Takinn, menas, violans fizik.

Hazler (1996)

“Bullying is an act of repeated aggressive behavior that is intentional and involves an imbalance of power or strength.”

  • Key elements: Power imbalance, intentionality, aggression.
  • Source: Hazler, R. J. (1996). Breaking the cycle of violence: Interventions for bullying and victimization. Accelerated Development.

“Intimidasion se enn aksion konportman agresif repete ki intansionel e ki inplik enn dezekilib pouvwar ouswa lafors.”

  • Bann eleman kle: Dezekilib pouvwar, lintansion, agresion.

2. School-Wide Anti-Bullying Strategies

To address bullying comprehensively, schools can implement the following strategies:

a. Policy and Awareness

  • Establish a clear anti-bullying policy.
  • Conduct awareness campaigns for students, teachers, and parents.
  • Promote a culture of respect and inclusion.

b. Student Engagement

  • Empower students to report bullying.
  • Encourage peer support systems like “buddy programs.”
  • Facilitate student councils to voice concerns.

c. Teacher and Staff Training

  • Train teachers to identify early signs of bullying.
  • Equip staff with conflict resolution and intervention skills.
  • Encourage consistent enforcement of behavioral standards.

2. Bann stratezi anti-intimidasion dan lekol antie

Pou adres bullying dan enn fason konpreansif, bann lekol kapav inplimant sa bann stratezi-la:

a. Bann lalwa ek konsiantizasion

  • Etablir enn lalwa kler kont bullying.
  • Fer bann kanpagn sansibilizasion pou bann zelev, profeser, ek paran.
  • Promouvwar enn kiltir respe ek inklizion.

b. Angazman etidian

  • Donn bann zelev pouvwar pou raport bann bullying.
  • Ankouraz bann sistem soutien par kamarad kouma “buddy programs.”
  • Fasilit bann konsey etidian pou exprim zot bann problem.

c. Formasion pou profeser ek staf

  • Form bann profeser pou idantifie bann premie sign bullying.
  • Ekip bann staf avek bann konpetans pou rezolision konfli ek intervansion.
  • Ankouraz enn ranforsman konsistan bann standar konportman.

3. The Need for Discipline Masters

The Discipline Master (sometimes called a Dean of Discipline or Student Welfare Officer) plays a crucial role in maintaining school order and addressing bullying behavior directly.

a. Roles and Responsibilities of a Discipline Master:

  1. Develop and Enforce School Rules: Create, review, and implement the school’s code of conduct. Ensure rules are fair, clear, and consistently applied across the school.
  2. Manage Student Behavior: Monitor student conduct in classrooms, hallways, assemblies, playgrounds, and during extracurricular activities. Investigate incidents of misconduct, including bullying, fighting, truancy, or disrespect.
  3. Disciplinary Actions: Apply appropriate corrective measures (warnings, detentions, suspensions, referrals to counselors). Maintain documentation of offenses and actions taken.
  4. Guidance and Support: Counsel students on behavior improvement. Work with at-risk students to prevent further behavioral issues.
  5. Collaboration: Work closely with teachers, parents, school counselors, and administrators. Communicate regularly with parents about discipline-related issues.
  6. Training and Awareness: Conduct sessions on behavior management for staff. Promote student awareness of acceptable behavior and school values.
  7. Conflict Resolution: Mediate conflicts among students and sometimes between students and staff. Promote restorative practices when appropriate.
  8. Data and Reporting: Keep records of disciplinary incidents and generate reports for school administration. Analyze trends to inform policy and intervention strategies.

3. Nesesite pou ena bann met disiplinn

Met Disiplinn (parfwa apel enn Dean Disiplinn ou Ofisie Bienet Etidian) zwe enn rol krisial dan mintenir lord lekol ek adres konportman 'Bullying' direkteman.

Rol ek Responsabilite enn Met Disiplinn:

  1. Devlop ek aplik bann regleman lekol: Kree, reviz, ek inplimant kod kondwit lekol. Fer sir ki bann regleman zis, kler, ek aplike dan enn fason konsistan dan lekol.
  2. Zer konportman bann zelev: Sirvey kondwit bann zelev dan bann klas, dan bann koulwar, dan bann lasanble, dan bann laplenn zwe, ek pandan bann aktivite 'extra-curricular'. Fer lanket lor bann insidan move kondwit, inklir bullying , lager, absans, ouswa mank respe.
  3. Bann Aksion Disipliner: Aplik bann mezir korektif apropriye (bann avertisman, detansion, sispansion, referans a bann konseye). Mintenir dokimantasion bann ofans ek bann aksion ki finn pran.
  4. Gid ek Soutien: Konsey bann zelev lor ameliorasion konportman. Travay avek bann zelev a risk pou anpes bann lezot problem konportman.
  5. Kolaborasion: Travay pros avek bann profeser, paran, konseye lekol, ek administrater. Kominik regilierman avek bann paran lor bann size ki ena enn lien avek disiplinn.
  6. Formasion ek Sansibilizasion: Fer bann sesion lor zestyon konportman pou bann staf. Promouvwar konsians zelev lor konportman akseptab ek bann valer lekol.
  7. Rezolision Konfli: Medye bann konfli ant bann zelev e parfwa ant bann zelev ek staf. Promouvwar bann pratik restorasyon kan li apropriye.
  8. Bann done ek rapor: Gard bann rezis bann insidan disipliner ek zener bann rapor pou administrasion lekol. Analiz bann tandans pou inform bann stratezi politik ek intervansion.

b. Why Discipline Masters Are Essential ?

  • Focused Expertise: Unlike regular teachers, Discipline Masters specialize in behavioral management.
  • Authority and Visibility: Their presence deters misbehavior and reassures victims.
  • Consistency: They ensure consistent enforcement of rules across the school.
  • Early Intervention: They track patterns and address emerging issues before they escalate.

b. Kifer bann met disiplinn zot esansiel ?

  • Expertiz Konsantre: Kontrerman a bann profeser ordiner, bann Met Disiplinn spesialize dan zestyon konportman.
  • Lotorite ek Vizibilite: Zot prezans anpes bann move konportman ek rasir bann viktim.
  • Konsistans: Zot asir enn ranforsman konsistan bann regleman dan lekol.
  • Intervansion boner: Zot swiv bann model ek adres bann problem ki pe emerze avan ki zot vinn pli for.

c. Supporting Research

  • Espelage and Swearer (2004) highlight the importance of adult authority in reducing bullying through consistent discipline.
  • The Positive Behavior Interventions and Supports (PBIS) framework emphasizes structured discipline as a core component of safe school environments (Sugai & Horner, 2006).

c. Soutenir bann resers

  • Espelage ek Swearer (2004) soulign linportans lotorite adilt pou diminie bullying atraver enn disiplinn konstan.
  • Kad 'Positive Behavior Interventions and Supports (PBIS)' met lanfaz lor disiplinn striktire kouma enn konpozan prinsipal bann lanvironnman lekol ki an sekirite (Sugai & Horner, 2006).

4. Integrating Discipline with Positive Development

It is important that discipline does not equate to punitive measures only. Effective Discipline Masters:

  • Use restorative justice approaches to promote accountability.
  • Collaborate with school psychologists and counselors.
  • Guide students in developing emotional and social competencies.

4. Integre Disiplinn avek Devlopman Pozitif

Li inportan ki disiplinn pa egal zis bann mezir pinitif. Bann met disiplinn efikas:

  • Servi bann lapros lazistis restoratif pou promouvwar 'accountability'.
  • Kolabore avek bann psikolog ek 'counselors'
  • Gid bann zelev dan devlopman bann konpetans emosionel ek sosial.

5. Conclusion

Bullying is a multifaceted issue that demands a systemic response. While policies, education, and student engagement are vital, the appointment of a Discipline Master ensures dedicated attention to behavioral issues. When supported with appropriate training and authority, this role can significantly reduce bullying and promote a safe, respectful school culture. There is a need to Create that Position.

Konklizion

Bullying se enn size milti-faset ki demann enn repons sistemik. Mem si bann lalwa, ledikasion, ek langazman etidian zot vital, nominasion enn Met Disiplinn asir enn latansion dedie a bann problem konportman. Kan li gagn enn formasion ek lotorite apropriye, sa rol-la kapav redwir boukou intimidasion e promouvwar enn kiltir lekol ki an sekirite ek respektab. Bizin kree sa pozision-la

References / Referans

  • Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Blackwell.
  • Rigby, K. (2003). Bullying among young children: A guide for parents and professionals. Routledge.
  • Espelage, D. L., & Swearer, S. M. (2004). Bullying in American Schools: A Social-Ecological Perspective on Prevention and Intervention. Lawrence Erlbaum Associates.
  • Sugai, G., & Horner, R. H. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35(2), 245–259.