Not an American user? His parents have a grand idea of sending him to Bullworth Academy which -- despite its grand name -- houses lots of other kids like Jimmy.
How can it be prevented? Here he reports on his findings A Bullying can take a variety of forms, from the verbal -being taunted or called hurtful names- to the physical- being kicked or shoved- as well as indirect forms, such as being excluded from social groups.
A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent.
There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant. B Bullying is clearly unpleasant and can make the child experiencing it feel unworthy and depressed.
In extreme cases, it can even lead to suicide, though this is thankfully rare. Victimised pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent, and convicted of anti-social offences.
C Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem.
Fortunately, more schools are now saying: There is not much bullying here, but when it occurs we have a clear policy for dealing with it.
First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Collllcil for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summerwith a second pack, Supporting Schools Against Bullying, produced the following year.
Third, there is evidence that these materials work, and that schools can achieve something. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved.
The Sheffield investigation, which involved sixteen primary schools and seven secondary schools, found that most schools succeeded in reducing bullying. E Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what record will be kept, who will be informed, what sanctions will be employed.
Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively. Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature.
These are useful for raising awareness, and can best be tied into early phases of development while the school is starting to discuss the issue of bullying.
They are also useful in renewing the policy for new pupils or revising it in the light of experience. But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute.
There are also ways of working with individual pupils, or in small groups. Work in the playground is important, too.
One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting and help them break up conflicts. Another possibility is to improve the playground environment so that pupils are less likely to be led into bullying from boredom or frustration.Answered Apr 3, · Author has k answers and k answer views The students who have witnessed it need to sign a petition, legibly.
And get it into the hands of one of your assistant principals. WonderHowTo PlayStation 2 WonderHowTo Gadget Hacks Next Reality Null Byte.
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Many main characters in children's shows (and in adult's shows featuring children) are explicitly shown as doing very badly in school, despite showing themselves to be of at least average intelligence in most other areas of life.