Management of bullying in Northern Ireland schools: a pre-legislative survey
Management of bullying in Northern Ireland schools: a pre-legislative survey
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北爱尔兰学校欺凌行为的管理：立法前调查
DOI：
10.1080/00131880801920361
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发表时间：
2008
影响因子：
3.5
通讯作者：
C. Lewis
中科院分区：
文献类型：
--
作者：
C. Mcguckin;C. Lewis
背景：与联合王国其他地区不同，北方爱尔兰直到最近（2003年）才实施了关于该省学校系统中反欺凌政策要求的立法。 目的：这项研究的目的是确定整个北方爱尔兰学校的欺凌/受害者问题的管理的性质立法之前。 样本： 来自北方爱尔兰所有1329所学校的详尽抽样框架（幼儿园96所，小学910所，中学167所，文法学校73所，特殊学校54所，进修学校29所），共有285所学校回答了问卷（幼儿园20所、小学181所、中学41所、文法学校26所、特殊学校13所、进修学校3所、非指定学校1所），回报率为23.11%。设计和方法： 在北方爱尔兰与教育专家的文献和咨询的审查导致了一个“审计”问卷的发展，旨在检查传播和实施（或不）教育部，或定制，纪律和反欺凌政策，反欺凌计划的组成部分，反欺凌政策的沟通，学校社区，工作人员培训;报告和管理工作人员被开除的申诉;对欺凌者的制裁;以及仇视同性恋的欺凌行为。结果：研究发现，在立法真空中，北方爱尔兰的学校一直在积极主动地管理这种欺凌/受害者问题（例如， 制定和实施政策、有效的沟通策略）。结论：这些结果提供了一个基线，随后在北方爱尔兰立法的效力可以进行评估。 利用本研究中采用的方法将有利于在其他司法管辖区的评估知识，态度和欺凌/受害者问题的管理，无论是前或后的立法实施。
Background: Unlike the rest of the UK, Northern Ireland has only recently (2003) implemented legislation regarding the requirement for anti-bullying policies in the province's school system. Purpose: The purpose of the study was to ascertain the nature of the management of bully/victim problems across Northern Ireland schools prior to the enactment of legislation. Sample: From an exhaustive sampling frame of all 1329 schools in Northern Ireland (96 nursery, 910 primary, 167 secondary, 73 grammar, 54 special, 29 further education), a total of 285 schools replied to a questionnaire (20 nursery, 181 primary, 41 secondary, 26 grammar, 13 special, 3 further education, 1 non-specified), a return rate of 23.11%. Design and methods: A review of the literature and consultation with educational experts in Northern Ireland resulted in the development of an ‘Audit’ questionnaire designed to examine dissemination and implementation (or not) of Department of Education, or bespoke, discipline and anti-bullying policies; components of anti-bullying programmes; the communication of anti-bullying policies to the school community; staff training; reporting and management of claims of staff victimisation; sanctions against bullies; and homophobic bullying. Results: It was found that, in a legislative vacuum, the schools in Northern Ireland had been acting in a proactive manner regarding the management of such bully/victim problems (e.g., development and implementation of policies, effective communication strategies). Conclusions: These results provide a baseline from which the efficacy of subsequent legislation in Northern Ireland can be evaluated. Utilisation of the methodology adopted in this study would be beneficial in other jurisdictions in evaluations of knowledge, attitudes and management of bully/victim problems, either pre- or post-implementation of legislation.