The Issue of School Bullying - Essay Example

?Case Study: School Bullying Introduction It is widely acknowledged by parents and educators that bullying in schools is a primary concern since it can undermine the academic climate (Whitted and Dupper 2005, p. 167). A nationwide survey conducted in the US indicates that at least 29.9% of US students in grades 6-10 are involved in some degree of bullying (Allen 2010, p. 199). School intervention systems typically involve heightening the awareness of teachers, parents and children, publishing anti-bullying policies and ensuring that bully is presented as a serious matter and as such incorporated into the school’s curriculum (Woods and Wolke 2003, p. 382). All indications are therefore that bullying in schools is a serious issue and the professional counselor has a role to play in responding to the issue of bullying. The professional counselor’s role is best suited to addressing the underlying causes of bullying. Smith and Schneider (2004) present a useful profile of both victims and aggressors involved in bullying. These profiles are useful guidance for the professional counselor in addressing the underlying factors that contribute to bullying. According to Smith and Schneider (2004) the aggressor is typically involved in substance abuse, has a poor academic performance, has a need to be dominant and is not empathetic to victims. Bullying can also be a means of achieving or elevating the aggressor’s “social status and access to valued resources” (Smith and Schneider 2004, p. 547). Victims are usually those who suffer from social isolation, low self-esteem and can also be more prone to anxiety, depression and suicide (Smith and Schneider 2004, p. 547). Guided by Smith and Schneider’s (2004) profile the professional counselor can take a proactive and preventative approach to anti-bullying that is designed to address the underlying causes of bullying. A. Proactive and Preventative Interventions The Standards for School Counseling Programs in Virginia Public Schools provide the authority and rationale for a proactive and preventative intervention approach to the underlying issues contributing to bullying. The relevant guide is contained in the personal/social counseling criterion which is designed to help students “develop an understanding of themselves, the rights and needs of others” and how to deal with conflicts (Standards for School Counseling Programs in Virginia Public Schools, n.d.). The Standards for Personal/Social Development counseling are set out to prevent bulling and other forms of anti-social behavior. These standards call for a proactive and preventative approach to counseling that are by design intended to address the underlying issues and are consistent with the profiles designed by Smith and Schneider (2004). For instance the Standards for Personal/Social Development counseling provide a step by step approach which leads the counselor through the child’s social development beginning with K-3 and ending with Grades 9-12. At the K-3 level, the counselor should ensure that the student develops respect for himself and others and gains an understanding of unity and community with fellow students. The emphasis is on cooperation and empathy (Standards for School Counseling Programs in Virginia Public Schools, n.d.). These standards are obviously designed to address the underlying issues that contribute to the aggressor’s behavior. EP7 if the K-3 Counseling Standards for Personal/Social development targets the victim by guiding counselors to help the student learn to identify and seek resources in the school and the wider community (Standards for School Counseling Programs in Virginia Public Schools, n.d.). As the student moves up in school the counseling program standards for Personal/Social development require a proactive and preventative approach relative to peer influences and continued emphasis on self-respect and respect for others. The students are also counseled on the dangers of substance abuse. Both aggressors and victims should be counseled on making decisions and solving problems. Ultimately, by Grades 9-12, student counseling should equip the student with the tools to make decisions and solve problems in a manner that reflects healthy choices (Standards for School Counseling Programs in Virginia Public Schools, n.d.). B. Counselor’s Posture Guided by the ASCA National Model the professional counselor takes a “collaborative” approach to school counseling so that students, parents, administrators and educators are benefited (ASCA National Model, n.d.). In this regard, the professional counselor will engage the delivery system modeled by the ASCA National Model. The delivery system is divided into four categories: guidance curriculum; individual student planning; responsive services; and systems support. Following this four-step delivery system will establish a posture conducive to taking a proactive and preventative approach to the underlying issues attending bullying. The guidance curriculum will set out a systematic structure for lessons designed to student social and personal development from K-3 to K-12. Individual student planning will take a more individualistic approach to counseling and will help the student set and work toward achieving individual goals and work toward future goals. Responsive services will focus on responding to an individual student’s urgent needs and this will be useful for dealing with both bullies and their victims. Responsive services will reach out to the aggressor and the victim by virtue of awareness, conventional counseling, “consultation”, “referral” where appropriate, and “peer mediation” (ASCA National Model, n.d.). Systems supports ensures that the counseling program is supported, managed and administered effectively and in such a way as to improve the counseling program (ASCA National Model, n.d.). C. Counseling Theories In incorporating the ASCA National Model’s delivery system of student counseling, Alder’s theory of counseling, the humanistic, person-centered approaches and the Gestalt therapy techniques will be employed. Alderian therapy is useful for anti-bullying counseling in the school setting because Alder’s approach is based on the assumption that individuals operate in a system of other people. Alber believed in a realistic approach to social constructs (Day 2008, p. 194). To this end, Alder’s customary techniques permit the counselor to select an approach that encourages and revitalizes the student. This could include techniques known as reframing, behavior experiments and resource development (Day 2008, pp. 190-194). Cumulatively, reframing, behavior experiments and resource development are designed to build character, stamina and empathy. These techniques help the student to learn to see things from the perspective of others and to understand how their behavior impacts others. It also helps the student to look for alternative responses to situations (Day 2008, 190-194). Essentially, Alder’s approach ensures that the victim and the bully will gain confidence in a healthier way as a means of reducing the incidents of victimization and victimizing. By taking this approach, the student learns to cooperate and exist in a system or within an institutional setting. Carl Rogers’ humanistic person-centered approach to therapy is also useful for counseling both aggressors and victims of bullying. This is because the person-centered approach is non-judgmental and focuses on congruence, empathy and positive regard and is all the while non-directive (Day 2008). The non-directive technique avoids evaluation and does not “interpret for clients”, avoid questioning the client “in a probing manner” and avoids criticizing and reassuring the client (Day 2008, p. 218). The experimental focus technique is also useful because it directs the counselor to identify expressions of emotions and finds solutions that corresponds with that expression and the end goal (Day 2008, p. 220). The Self disclosure technique which involves the counselor’s input on a limited level (Day 2008, pp220-221) is also useful for gaining the client’s confidence. The Enlistment of Parents and Teachers and Play therapy however is perhaps the most conducive to the school setting as it promotes the collaborative efforts of the ASCA National Model’s delivery system. The Enlistment of Parents and Teachers and Play therapy techniques engages and informs parents, teachers and students (Day 2008, pp. 218-222). The Gestalt therapy can be very useful for countering school bullying in line with the ASCA National Model’s delivery system. The Gestalt therapy theory is based on Polster’s model: discovery (learning about the self and situations); accommodation (learning about new choices and possibilities); and assimilation (changing one’s environment as the self and situations are discovered anew), (Day 2008, p. 278). Discovery, accommodation and assimilation are supported by techniques known as body awareness which encourages discovery by assimilating physical expressions with emotions, experimentation which assists in the discovery of new and healthier choices. Other techniques are Role Playing and Empty-Chair techniques help the student client to step into the shoes of others and to gain a new perspective and respect for the feelings and views of others. Dream work techniques will also be useful for helping the student to realize dreams or to make them a reality. Group plan techniques will help the student, particularly the bully to work with and cooperate with other students (Day 2008, pp. 278-284). Bibliography Allen, K. P. (2010) “A Bullying Intervention System: Reducing Risk and Creating Support for Aggressive Students.” Preventing School Failure, Vol. 54(3): 199-209. ASCA National Model (n.d.) “Delivery System”. http://www.ascanationalmodel.org/content.asp?contentid=28 (Retrieved March 21, 2011). Day, S. X, (2008). Theory and design in counseling and psychotherapy. (2nd ed). Boston, Houghton Miffon. Smith, J. and Schneider, B. (2004) “The Effectiveness of Whole-School Antibullying Programs: A Synthesis of Evaluation Research.” School Psychology Review,Vol. 33(4): 547-560. Standards for School Counseling Programs in Virginia Public Schools, (n.d.). http://www.academia-research.com/filecache/instr/c/o/513331_counselingstandardsforvirginia.pdf (Retrieved March 20, 2011). Whitted, K. and Dupper, D. (July 2005) “Best Practices for Preventing or Reducing Bullying in Schools”. Children and Schools, Vol. 27(3): 167-175. Woods, S. and Wolke, D. (September 2003) “Does the Content of Anti-Bullying Policies Inform us About the Prevalence of Direct and Relational Bullying Behavior in Primary Schools?” Educational Psychology, Vol. 23(4): 381-401. Read More