Interrupting the cycle of bullying: perspectives of parents, students and teachers

Bullying is described as a repetitive aggressive behaviour by a more powerful individual. For the purpose of this thesis the repetitive action of bullying has been interpreted as a cycle, that needs to be broken before bullying is effectively reduced or managed. To date the majority of research has been quantitative, and few studies have reported views of all stakeholders on bullying prevention and intervention strategies to interrupt the cycle of bullying. The research is conducted at three urban schools in Melbourne, Australia and varied in size ranging from 60 to over 1,400 students. The objective of the current study is to examine the perspectives of parents, students and teachers on effective anti-bullying strategies. An extensive literature review is presented across three chapters to ensure that all levels of bullying are presented. Before effective anti-bullying strategies are discussed the issue of bullying is first defined. Hence, the first literature chapter outlines the different types of bullying and all individuals (bullies, victims, bystanders, parents and teachers) involved in bullying situations. Once all the different forms of bullying are outlined, it is important to explore the relevant theoretical perspectives that explain bullying behaviour. Therefore, the second literature chapter reviews different theoretical frameworks to understand the development of bullying and includes: social ecological framework, Bourdieu’s theoretical framework, othering theory, labelling theory, social learning theory, banking versus problem-posing education and restorative justice framework. After defining and explaining the causes of bullying, the final literature chapter examines various international and Australian bullying interventions, to establish the strengths and limitations of each program. The programs are presented in the following order: the Friendly Schools Project, STAC Program, KiVA, Safe School Coalition, Bully Busters, Expect Respect, Olweus Bullying Prevention Program, No Blame Approach, Cyber Friendly Schools and Bully Stoppers. Presenting all three aspects of bullying (definitions, theories and interventions) provides a sound platform to incorporate the perspectives of parents, students and teachers on bullying interventions. A combination of qualitative methods including: a document study (bullying policy from each school), focus groups, individual interviews and a combination of demographic and open-ended confidential questionnaires are utilised. An interpretivist and phenomenological approach are used to analyse the responses of the participants. The research data reveals various issues and challenges with the schools’ current bullying intervention strategies, but more importantly the different perspectives of the parents, students and teachers highlights a range of future opportunities to successfully interrupt the cycle of bullying. The significance that social ecological framework has on reducing bullying is emphasised on numerous occasions throughout the research, especially in relation to the schools’ policy document, which has many discrepancies and issues. The research also shows that bullying policies need to be continuously updated, acknowledge the perspectives of parents, students and teachers on effective anti-bullying strategies and be specific to each school environment. The research also highlights how power and biases towards minority groups influence bullying situations. Bias-based bullying towards the LGBTQI community, different cultures and/or religions and individuals with special needs must be included in bullying policies and education programs. Bullying information sessions need to be interactive, involve parents, students and teachers and include strategies and positive modelling for victims and bystanders to use in bullying situations. Parents also need to be provided appropriate skills and information to support their children (including the bully, victim and bystanders). The student participants also believe that each bullying interaction is unique, and the reasons behind the bully’s actions and victim’s feelings need to be explored in more detail, and dealt with individually. This view contradicts the three research schools current ‘quick fix’ approach of detention and/or suspension for both the bully and victim involved in a bullying situation. The perspectives of the parents, students and teachers on effective anti-bullying strategies were insightful and provide valuable information and opportunities to consider when moving forward. The research provides a number of theoretical and practical approaches to interrupting the cycle of bullying, and establishes a solid foundation for future policy development, an adapted bullying intervention program and a number of recommendations for future research.