By the end of the study all learner focus groups understood bullying as repeated aggression and reported being confident defenders¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? All focus groups reported understanding bullying as repeated aggression, indicating the definitional knowledge had been successfully communicated. → Peadar Donohoe and Carmel O’Sullivan 2015 q2 i? Learners reported overall confidence as defenders, whether by direct peer-to-peer intervention or reporting incidents to a trusted adult. → Peadar Donohoe and Carmel O’Sullivan 2015 (2)

Evidence¶

Peadar Donohoe and Carmel O’Sullivan 2015¶

Peadar Donohoe and Carmel O’Sullivan. (2015). The Bullying Prevention Pack: Fostering Vocabulary and Knowledge on the Topic of Bullying and Prevention using Role-Play and Discussion to Reduce Primary School Bullying. Scenario, Volume 2015 · Issue 1. https://doi.org/10.33178/scenario.9.1.6

q2 · i? · causal · r1

Learner focus groups with six learners from each participating third, fourth, fifth and sixth class, transcribed and analysed against three objectives including topic knowledge. The article states this supports that the repetitive-aggression definition "had been successfully communicated to them".

"By the end of the study , all focus groups reported that they understood bullying as repeated aggression."

Peadar Donohoe and Carmel O’Sullivan 2015 (2)¶

Peadar Donohoe and Carmel O’Sullivan. (2015). The Bullying Prevention Pack: Fostering Vocabulary and Knowledge on the Topic of Bullying and Prevention using Role-Play and Discussion to Reduce Primary School Bullying. Scenario, Volume 2015 · Issue 1. https://doi.org/10.33178/scenario.9.1.6

q2 · i? · causal · r1

Focus-group finding on the second objective, ability to defend. Learners commonly cited reporting to a teacher, with strengthened belief in teacher efficacy, e.g. "I know I can talk to the teacher who will do something about it".

"Learners reported that overall they were confident defenders whether it was by direct peer-to- peer intervention or reporting bullying incidents to a trusted adult."

Discussion¶

Related Claims¶

• School shooters are rarely the bullied loners of popular stereotype, and bullying prevention alone will not eliminate shootings — related
• District-community Core Team participants across four pilot districts perceived their co-designed solutions successfully met the team-defined intended outcomes — related
• During REMind, nearly all children reported feeling sad for the victim and attributed bystander inaction mainly to low confidence or fear of retaliation — related
• Children who chose to comfort the victim reported higher self-efficacy and victim-help expectations than those who chose to confront the bully (descriptive, imbalanced groups) — related
• REMind did not significantly change children's expectations that defending would help the victim feel better — related