Bullying Preventi`on and Intervention

Do not forget to be a child, being defeated at a playground, being selected at a junior high school, or being called a bad name at high school. These are just a few examples of people being bullied. In any case, it is bullying ("bullying" Article 1) that people torture or harass themselves physically or verbally. Unfortunately, it is almost everywhere. This was a big problem, I began to take over the school. It is when children are trying to be accepted, and junior high school is a particularly troubling period because they are the most vulnerable.

Each bullying article and each bullying prevention or intervention course has its own definition of bullying (see Appendix A for bullying definition examples). These definitions have many things in common, and bullying is always defined as repetitive intentional harm including the difference in power. For the purpose of this report, bullying is a pattern of harmful words, gestures, or behavior that consciously and over time, perceptual or actual forces are less perceived or have real power. Next fear of the target will happen next. Bullying is speech, emotion, social, physical or sexual.

One of the most prominent discoveries in bullying research is the use of bystanders as an effective intervention strategy to reduce bullying. In rare cases of witnesses against bullying, bullying may stop. In fact, researchers have reported that the bystanders' opposition effectively prevented bullying for at least half the period. The motivation to separate these kinds of behaviors is empathy. According to experiments, people are being asked to sympathize with problematic fictional figures. Even if they do not do without a bad result, they are likely to help this person. So if we are working hard to educate our children

Summary: Bullying is a social phenomenon. About 30% of school-aged children are involved in bullying, victims, bullying or bullying / victims. Victims of bullying are subject to various adverse effects such as social and academic adjustment, depression, anxiety and so on. This paper extends the meta-analysis of Farrington and Ttofi (2009) control trials on 44 bullying interventions, suggesting that bullying programs are effective in reducing bullying and damage. We reviewed a controlled trial of bullying intervention published between June 2009 and April 2013 and focused on the substantive results of 32 studies examining 24 bullying interventions. Of 32 articles, 17 evaluated bullying and abuse, 10 evaluated the damage, and 5 evaluated bullying. Of the 22 studies investigating bullying, 11 (50%) observed a significant impact and 18 (67%) of the 27 studies investigating bullied victims reported a serious effect .