Speaker
Description
Experiencing bullying during the school years may produce lingering negative effects on peoples’ health, self-worth, and quality of life compared to those who were never bullied. These long-lasting consequences can perpetuate the impact of bullying on the individual. Further, ongoing bullying in a school classroom fosters social and mental dynamics that are likely to persist under the surface even after a successful intervention stops the manifest behavior, also for the whole school class. This not only suggests that anti-bullying initiatives alone may be inadequate in mitigating the potential consequences of bullying but also underscores the importance to follow-up students after bullying. Hence, some form of following-up actions is necessary, and these actions should take place in the class community.
The intervention carried out in this Single Case Experimental Designed study, focused on individual support for the previously bullied student in combination with actions taken to restructure negative social dynamics within the peer ecology, and reframing an inclusive class- culture to enable an appropriate re-socialization of the previously bullied student.
In this paper we will present results from systematic observation of quantitative and qualitative measures on interaction between the previous bullied child and the peers in five school classes (age 10-12 yo) in Norway. Preliminary analysis indicates promising results on the interaction between the previous bullied student and their peers. For practice this may have a great impact in the way we understand why and how we can take care of students and classrooms after bullying has been stopped.
Keywords
Following-up actions, Single case design, class community
| Please indicate what type of scientific contribution it is | Quantitative method study |
|---|---|
| Please also indicate what kind of contribution it is: | Scientific |
