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BULLYING INTERVENTION AND PREVENTION PROGRAMME

Nur Batrisya Nadhirah binti Fakhrurazi TP069041

ABSTRACT
Bullying happening amongst students is recognised as a ubiquitous problem that still seems to be
occurring tremendously. Despite the severity of both bullying and cyberbullying, there has not
been successful or effective prevention programmes that aim to educate young people specifically
students and create awareness to parents and teachers, regarding the importance of tackling this
issue. In this paper, it explores the implementation of a bullying programme intended for students,
teachers, and parents with the use of roleplaying or theatrical acting that can be conducted in
schools, colleges, or universities where a group of “actors” portray bullying scenarios, and the
audience would voice out their opinions on the problem, whether they have been a perpetrator or
a victim of bullying and how they can tackle these problems based on real-life experiences. It is
crucial that more prevention programmes are implemented everywhere to protect the well-being
of adolescents by providing a safe environment where every individual can get along with each
other and reduce the negative outcomes of bullying.

1.0 INTRODUCTION
School violence such as bullying and cyberbullying has been identified as a serious worldwide
phenomenon amongst the youth that has yet been tackled. Bullying has been recognised as any
type of physical, verbal, emotional or psychological aggression that occurs to any victims
repeatedly and undoubtedly leaves impact on victims’ mental, physical, and emotional well-being.
According to Olweus (1994), bullying can be direct and indirect such as open attacks and social
isolation. Kowalski et al. (2018) acknowledged that bullying not only occurs between students but
also between adults, especially in the workplace. Although now in this present time, there are more
instances of cyberbullying amongst young adults instead of traditional bullying, both are still often
linked together.

Cyberbullying is described as intentional harm that is perpetrated on someone repeatedly using

computers, mobile phones, or other electronic devices (Hinduja & Patchin, 2008). Cyberbullying
is becoming more common due to rapid technological advancements of digital appliances, the
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development of the Internet and social media platforms and more. Adolescents and young adults
are more socially connected and familiar with digital technology, and this has become their
medium for cyberbullying. Such examples of cyberbullying include harassment (sending threats
or insults), impersonation, spreading rumours or exclusion (Pieschl et al., 2013). School violence
has always been a concern for parents and teachers and so, there have been many violence
prevention programmes that aim to increase awareness, alter attitudes, beliefs, motivation, and
behavioural responses (Kovalenko et al., 2020). According to Ttofi, Farrington & Lösel (2012),
although interventions are still being conducted and implemented all over the world, not all of
them are effective and hence, the problem still prevails until today. Since its prevention is rarely
tackled with the level of commitment and focus necessary for long-term success, violence is often
perceived as intractable. However, it can be prevented but it does require a huge amount of
dedication, resources, and resilience.

2.0 LITERATURE REVIEW

Gaffney et al. (2019) discovered that school-based anti-bullying interventions are effective in
reducing victimisation and perpetration of school-bullying. This section discusses on previous
existing anti-bullying programmes that in the end influence a future possible prevention
programme.

2.1 KiVa Anti-bullying Programme

KiVa is a research and evidence-based anti-bullying programme that provides schools with
adoptable tools to reduce bullying proposed back in 2007. The cornerstones of KiVa include
prevention, intervention, and monitoring. KiVa’s main objectives are to lessen the frequency of
bullying, counteract new cases as well as to reduce its negative consequences. (Persson et al.,
2018). The concept is that altering the actions of bystanders will lessen the benefits received by
bullies and, as a result, their incentive to bully in the first place. As bystanders, KiVa emphasises
on developing empathy, self-efficacy, and antibullying attitudes of these individuals. The lessons
last for the whole comprehensive education and covers topics related to respectful communication
and group interaction. Teachers would implement the KiVa intervention programme which
includes activities such as group discussions and short anti-bullying videos.
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2.2 STOMP Out Bullying

The charity STOMP Out Bullying, established in 2005, works to stop the scourge of bullying while
teaching children, teenagers, and adults about homophobia, sexual discrimination, racism, and
violence in schools and communities. Peer mentorship in schools, public services announcements
(PSAs), and social media initiatives are used to increase awareness.

2.3 Olweus Programme

Olweus Bullying Prevention Programme (OBPP), a school-based initiative like STOMP Out
Bullying, involves every member of the school community working together to improve peer
relationships and reduce and prevent pre-existing bullying issues as well as the emergence of new
bullying cases among students (Olweus & Limber, 2010; Olweus, 1993a; Olweus, Limber &
Mihalic, 1999; Olweus et al., 2007). This is done in the form of interventions, classroom activities,
and individual interventions.

3.0 PREVENTION PROGRAMME METHODOLOGY

This new programme was inspired by the combination of several pre-existing programmes, each
of which has demonstrated success. By incorporating some similar aspects of these programmes,
this new approach can be effective and comprehensive to solve bullying issues in schools.

3.1 Purpose of programme

In this newly developed school violence programme, the intentions are mainly to reduce
cyberbullying or bullying cases amongst students, made to fit in any grade level from elementary
to university. The core of this programme involves students identifying bullying case scenarios
based on real-life experiences. In the end of each scenario, students are encouraged to pick out
what they understood, whether it has happened to them or to others, find out what is the main issue
and how to avoid them in future time. The consequences of bullying reflect the seriousness of the
problem so that others see that bullying is inappropriate and intolerable.

3.2 Target audience & Message

The target audience is most importantly students. Parents, teachers, and school staff may also
attend this programme to become more aware and provide more insight into helping their children
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or students overcome bullying. This programme should create a safe environment where pupils
can openly discuss the problem without fear of further bullying.

The programme aims to use Social Emotional Learning (SEL) theory as a way for students to
understand and manage their emotions, becoming more self-aware of what is going on present
time and show empathy for others, and to make responsible decisions (Schonert-Reichl, 2017).
The message should be educating and motivating students to acknowledge that perhaps their
normal behaviours or treatments to their peers are seen as bullying or hurtful to others. Some
students may see their behaviours as teasing or light-hearted, but others would find them as
insulting and consider them as bullying. If students realise that their behaviours are seen as
negative by others, they will then try to change their attitudes as well.

3.3 How the message is communicated

The primary communicator would be a group of actors (could be students or teachers) acting out
bullying or cyberbullying scenarios by either being the bully or the victim, in front of the audience.
The secondary communicator could be a teacher who would transmit stimuli (verbal message) by
asking the audience what the main problem in the scenario is. The message will use a two-side
communication where it offers arguments or discussion on both the persuader’s position and the
audience.

By using this type of persuasion, it seeks to change both attitudes and behaviours. The goal of
persuasion is to alter views, attitudes, and behaviours of others. The persuasive impact of a
message is the result of five processes, according to McGuire's (1968, 1969) Persuasion Model:
attention, comprehension, yielding, retention, and behaviour. In short, by using this model and
applying it to the context of this anti-bullying programme, it can produce an effective outcome.

In the first step of the Persuasion Model, the message needs to grab the attention of the target
audience. In this case, the message is to get the audience address bullying issues within and outside
the school premises. To achieve this, the anti-bullying programme includes the narratives or
personal experiences from other students that are indeed likely to resonate with the audience. The
secondary communicator could then explain the benefits of stopping bullying and how it can
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improve the well-being of victims. By further providing clear and concise recommendations on
what to do if they were the victim and how to stop if they were the bully, the audience are provided
such successful outcomes of pre-existing anti-bullying campaigns such as mentioned above (KiVa,
STOMP Out and Olweus programmes).

If the audience are motivated to change their behaviours and attitudes at the end of the programme,
this model and concept would be deemed as successful. They would take action to solve this
bullying epidemic, for example, for the victims, if they are provided with clear instructions on how
to report bullying, they would feel more comfortable opening to their teachers. For the perpetrators,
they would see that their behaviours can be seen as disrespectful and hurtful to others (seeing from
other perspectives) so they would try to tone and control their behaviours. Parents and educators
will be able to determine what will they work on depending on the issues they need to address to
create a safe learning environment.

3.4 Duration of programme

The duration of the programme would ideally be within 1 to 2 hours, depending on the bullying
scenarios shown on that day and how long the discussions would take place. It could take place
within any days of the week and could be conducted every 2 to 3 weeks.

3.5 Location
Although there are several obstacles in the way of implementing universal school-based
interventions, which includes getting access to and permission from schools that are frequently
overloaded with other academic and policy-related concerns, the negative consequences of school-
bullying alone underline the need for effective intervention and prevention programmes.

Schools or universities are likely to be ideal settings to offer programmes because they provide
more access to the public and make it possible to reach large numbers of people in a cost and time
efficient manner (Asawa et al., 2008). So, this event would take place in school premises such as
in auditoriums or gymnasiums where they can fit a huge audience and where the role-playing can
easily take place (happening on a stage or platforms with space).
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3.6 Communicator
The relationship between power and persuasion depends on the psychological power of the speaker
and the audience (Dubois et al, 2016). People with higher authority, who generate important
messages, is more persuasive to audiences compared to low-power communicators. Other
incidental cues of the communicator will be beneficial which includes biological attributes such
as sex, race, age, behavioural features like mannerisms, facial expressions, speaking style, and
social and personality traits like trustworthiness, expertise, status, likeability, and self-confidence.
The most frequently used factors, however, are the credibility and attractiveness and like
mentioned, the first communicator will be the educators or school staff who undoubtedly has
authority, credibility, and attractiveness or likeliness in terms of social distance. Thus, this
programme uses peripheral route persuasion.

Students prefer voicing out their problems to teachers or other school staffs compared to their
parents because they tend to listen more and hence, students feel more connected and understood
by them (Gilson and Sauder, 2021). So, students may feel more comfortable reporting their own
personal experiences and lead open discussions if their teacher were to deliver the prevention
programme, proving that they can easily influence the audience. Thus, students are more likely to
listen and to cooperate if their teachers were to deliver valuable information.

Evidence is persuasive when attributed to a highly credible source. The use of evidence produces
more behavioural changes than without any credible evidence. So, by using evidence of real
bullying experiences or narratives from students, people exert on persuasion.

3.7 Scenario
The primary communicator (the group of actors) would perform in front of an audience by
roleplaying. They are given scenarios based on real-life cyberbullying or bullying experiences in
which they have to act out. These scenarios can be taken from anonymous confessions or from
existing bullying cases. Actors could either choose to be the bully or the victim. For example, the
bully can act by being aggressive like picking on the victim’s clothes, throwing their books on the
floor, and saying derogatory slurs. The victim then acts as if they are already used to it and proceeds
to keep quiet. In the end, the secondary communicator (teacher) would stop the scene and ask the
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audience to address what happened and provide suggestions on how they can solve the issue. The
audience is then encouraged to voice out their opinions, for instance, by saying “the victim should
tell an authoritative figure and report the incident” or “the bully should be reported, taken
disciplinary charges and be suspended for 2 weeks”.

Another example would be a person texting racial slurs to their friends as a joke. After the
performance, the audience might say that the behaviour is inappropriate and disrespectful to certain
cultures, race, or ethnicities. This enables students to openly discuss factors and differences
between people that could motivate bullying such as race, gender, ethnicity, religion and more.

These problems are then acknowledged by the audience, showing that they are aware that this
problem is unacceptable and that the programme is teaching them that by using real events, they
could develop more empathy and understanding.

4.0 CONCLUSION
Bullying is still a serious and complex problem that affects everyone especially the victims. The
negative consequences of bullying can be long-lasting and leave an impact on an individual’s
mental, social, and physical well-being. Therefore, it is vital that people implement more anti-
bullying school violence programmes to prevent and reduce bullying in schools. This paper has
reviewed several pre-existing anti-bullying programmes and has presented a new possible
integrated bullying prevention programme where students use theatrical acting or role-playing as
the main idea to identify bullying scenarios. While implementing school violence prevention
programmes are essential, there are still other improvements and efforts to be done. Through
continuous approaches and contributions, we can create a safe society where bullying is no longer
tolerated.
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5.0 REFERENCES
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