Investigation into bullying and harassment policy
Issue of bullying in light of adolescent development
According to the Australian human rights commission (n.d.) 20% of males and 15% of females, aged between 8 and 18, reported being bullied at least once a week. It is important it to consider that these figure only account for bullying offences reported, many students do not report bullying. Bullying has many short term and long term effects. Victims often experience anxiety and depression problems, loss of motivation and isolation. Persistent bullying may lead to victims’ self harming, contemplate or commit suicide. Physical bullying can leave victims with lifelong scars. Furthermore, victims face long term psychological and health problems. …show more content…
The first level of actions involve teacher implementing an anti-bullying practice such as restorative questioning or think time detention. If bullying or harassment continues the matter is passed on to the student welfare coordinator. The student welfare coordinator creates a behaviour contract, provides structured learning activities or conduct a restorative conference separately with victim and offender. For serves case, when a student maybe at ‘risk’ or students who persist in their behaviour the school can implement level 3 of the policy. At level 3 the student welfare coordinator collaboratively works with the student, parents and teachers to develop an individual ‘strength building’ plan. This programs main goal is to help in the student social and emotional development. Moreover, it allows them to connect with the community and other people in a positive manner. The last and final level involves referring the student to community agencies, which can provide intensive services for reoffending students and their families (Hampton park, …show more content…
Social, emotional, behavioral and cognitive are essential in the development of adolescents. Furthermore, schools are like micro-societies, students may exhibit the same ‘bully’ or ‘victim’ behaviour outside in the workplace or, generally, in society. Schools need to encourage and assist students in developing prosocial behaviour rather than anti-social behaviour. The curriculum designed by schools needs to be more extensive and catered according to the cohort acknowledging their stage of development and social behaviour (victim, bully, non -bully/non -victim or bully/victim), and should actively involve students, rather than just
Issue of bullying in light of adolescent development
According to the Australian human rights commission (n.d.) 20% of males and 15% of females, aged between 8 and 18, reported being bullied at least once a week. It is important it to consider that these figure only account for bullying offences reported, many students do not report bullying. Bullying has many short term and long term effects. Victims often experience anxiety and depression problems, loss of motivation and isolation. Persistent bullying may lead to victims’ self harming, contemplate or commit suicide. Physical bullying can leave victims with lifelong scars. Furthermore, victims face long term psychological and health problems. …show more content…
The first level of actions involve teacher implementing an anti-bullying practice such as restorative questioning or think time detention. If bullying or harassment continues the matter is passed on to the student welfare coordinator. The student welfare coordinator creates a behaviour contract, provides structured learning activities or conduct a restorative conference separately with victim and offender. For serves case, when a student maybe at ‘risk’ or students who persist in their behaviour the school can implement level 3 of the policy. At level 3 the student welfare coordinator collaboratively works with the student, parents and teachers to develop an individual ‘strength building’ plan. This programs main goal is to help in the student social and emotional development. Moreover, it allows them to connect with the community and other people in a positive manner. The last and final level involves referring the student to community agencies, which can provide intensive services for reoffending students and their families (Hampton park, …show more content…
Social, emotional, behavioral and cognitive are essential in the development of adolescents. Furthermore, schools are like micro-societies, students may exhibit the same ‘bully’ or ‘victim’ behaviour outside in the workplace or, generally, in society. Schools need to encourage and assist students in developing prosocial behaviour rather than anti-social behaviour. The curriculum designed by schools needs to be more extensive and catered according to the cohort acknowledging their stage of development and social behaviour (victim, bully, non -bully/non -victim or bully/victim), and should actively involve students, rather than just