Bullying at School

Dan Olweus is Professor of Psychology at the University of Bergen, Norway, and it is acknowledged as a leading world authority on problems of bullying and victimization. He has conducted research in this area for over 20 years and is regarded as the "Founding Father" of research on bully/victim problems. He has published many books and articles on the topic.

"The problem of school bullying is one of growing dimensions and is of tremendous concern to teachers, parents, and many of the children themselves. Professor Olweus is without question the world's leading authority on the topic. His book is a succinct yet accurate and thorough statement of the problem and what educators and parents can do to alleviate it. It will be invaluable to its intended readership." Professor David G. Perry, Florida Atlantic University. "Olweus's book provides evidence that his programme of intervention has encouraging results where it has been applied, leading to significant and sustained reductions in direct and indirect bullying. This should encourage schools and authorities to study the method described and the valuable suggestions made. There is a useful and wide-ranging reference list of works on bullying and aggression." Criminal Behaviour and Mental Health"Dr Olweus' program, which is in place at 42 Norwegian schools, is the first program against bully/victim problems to be scrutinized by scientific research... The program has been so successful that it is now being set up in several other countries including the United Kingdom, Italy, Germany, and the United States. For Dr Olweus... has studied the problem of bullying for 20 years... Dr Olweus' intervention program is described in detail in his book Bullying at School." Pediatric News"Share it with other parents." Kentucky Enquirer

• Foreword ixAcknowledgments xlIntroduction 1Part I What We Know About Bullying 5Stories from the Press 7What is Meant by Bullying? 8Some Information About the Recent Studies 10One Student out of Seven 13Bully/Victim Problems in Different Grades 14Have Bully/Victim Problems Increased? 17Bullying Among Boys and Girls 18How Much Do the Teachers Do? How Much Do the Parents Know? 20Bullying at School and on the Way to and from School 21Comparison between Norway and Sweden 21Is Bullying Primarily a Big-City Problem? 23The Size of the School and the Class 23Supervision during Recess and Lunch Time 25On Analyses at Different Levels 26Stability of Bully/Victim Problems over Time 27Is Bullying a Consequence of Competition at School? 28What Role do External Deviations Play? 30What Characterizes the Typical Victims? 31What Characterizes the Typical Bullies? 34Physical Weakness and Strength 36A Concrete Picture 37What Kind of Rearing Conditions Create Aggressive Children? 39Group Mechanisms 43Other Factors 45A Wider Perspective on Bully/Victim Problems 45A Question of Fundamental Democratic Rights 48Portrait Sketches of Henry and Roger, a Victim and a Bully 49Guide for the Identification of Possible Victims and Bullies 53Being a Victim - Possible Signs 54Being a Bully - Possible Signs 58Part II What We Can Do About Bullying 61Overview of Intervention Program 64Goals 65Awareness and Involvement 66Measures at the School Level 69A School Conference Day 69Supervision and Outdoor Environment 70Contact Telephone 74A General PTA Meeting 75Teacher Groups for the Development of the Social Milieu of the School 77Study Groups in Parent-Teacher Associations (Parent Circles) 79Measures at the Class Level 81Class Rules about Bullying 81Praise 85Sanctions 86Class Meetings 88Cooperative Learning 89Common Positive Activities 92Class PTA Meetings 93Measures at the Individual Level 97Serious Talks with the Bully 97Talks with the Victim 97Talks with the Parents 100What Can the Parents of the Bully Do? 101What Can the Parents of the Victim Do? 103Use of Imagination 105Discussion Groups for Parents of Bullied or Bullying Students 106Change of Class or School 107Part III Effects of the Intervention Program 109Main Findings 113Brief Comments 114Basic Principles 115Additional Characteristics 116Part IV Additional Practical Advice and a Core Program 119Support from the Principal and Formation of a Coordinating Group 122Awareness and Involvement 123Adequate Supervision During Recess and Lunch Time 124Class Rules and Class Meetings 124Talks with Involved Students and Their Parents 125Overview of Core Program 127Final words 128References 129Index 137