the crux of the matter, the reason why families and institutions are constantly clashing over school bullying
Madrid regional authorities claim that cases of school harassment are going down, but that is because it rejects most complaints: in the 2015-2016 academic school year, there were 573 complaints, of which only 179 were accepted.
In 2015, an 11-year-old boy named Diego killed himself and left a suicide note behind: “I can’t stand going to school anymore, and there’s no other way to stop going.” The child had been attending a religious school in Villaverde, in the Madrid region. The courts twice dismissed an investigation into his death, ruling out harassment of any kind.
“We are flooded with complaints, but school bullying is not listed in the criminal code. So other crimes have to be proven: physical injuries, crimes against moral integrity…,” says a spokesperson at the Madrid Juvenile Prosecution Service. In 2017 this department received 192 complaints and dismissed 81 because the individuals involved were under 14 and could not be held criminally liable.
Bullying in the workplace has been defined as:
The repeated actions and practices (of a perpetrator) that are directed to one or more
workers, which are unwanted by the victim, which may be done deliberately, or
unconsciously, but clearly cause humiliation, offense, distress, may interfere with job
performance, and/or cause an unpleasant working environment.
Bullying most often occurs within an organization where negative aspects of that
organizations’ culture aggregate.
The challenge for the library administrator is to identify where these accumulations are, and take steps to re-create the culture of that area and change the systems that allow bullying to occur. This is an essential function of an effective administraton
Bullies will almost always deny that what they are doing is bullying, particularly when the stated goal – or directive sent down from higher administrators – is to
move the organization “forward.”
Bullying includes but is not limited to unreasonable criticism of job performance, attempts to
control workplace interactions between peers, and creating unwritten policies. Other bullying
behaviors include assigning unrealistic workloads, ignoring and ridiculing suggestions about
library operations, and excessive monitoring that leaves employees excluded and isolated, not to mention exhausted.
Librarians would do well to honestly reflect and determine if they are participating in
bullying behaviors, and/or are watching it happen without attempting to take steps to call it out
for what it is.
Library administrators should be vigilant about identifying bullying and addressing it before it becomes ingrained in the institutional culture.
As Reed notes, “Toxic leadership, like leadership in general, is more easily described then
defined, but terms like self-aggrandizing, petty, abusive, indifferent to unit climate, and
interpersonally malicious seem to capture the concept.” 17 Distressingly, a library with a culture of bullying corrupts those who serve it, marginalizing those with initiative and new ideas and rewarding the sycophants. Ultimately, bullying creates a continuous fear of failure, so people work to avoid being bullied instead of attending to their assigned tasks. The result is an ineffective library that falls well short of its intended mission
Instead, he argues that schools should combine consequences for bullies with mediation, counseling or a learning experience.
School shootings and violence have prompted schools to take an even more punitive stance against student misbehavior, experts I talked to said.
the higher a school’s climate rating — that is, the more that students, parents and teachers think their school is a safe place where people are respected — the lower the bullying rates. Similarly, the higher the social-emotional skills, such as the ability to wait and not react impulsively, the lower the bullying rates. But what hasn’t been clearly proven is that improvements in school climate or social-emotional skills will necessarily lead to a reduction in bullying.
Just as in the 1970s, when antidrug campaigns were scoffed at by the very people they were targeting, anti-bullying campaigns are also losing their effectiveness. I got a taste of this firsthand last year when I spoke about sexting, online safety and cyberbullying at an all-school assembly. When a student blurted out an obscenity during the sexting portion, the students went wild and didn’t listen to a thing I said. I was frustrated and discouraged. Later, I offered an iPad mini to the student who produced the best video and poster. Even that got little response.
The fact is, anti-bullying clichés have become a shut-off switch. What we really need to be doing is giving students actual skills to prevent bullying. To get that conversation going, I pose this question to students: “Will you accept the identity that others give you?”
The study also found that girls were more likely to experience verbal and cyberbullying while boys were more likely to experience physical bullying. my note: No news here.
“School-based interventions need to address the differences in perpetrator and victim experiences,” she said. “The key is to use individualized specific interventions for bullying, not a one-size-fits-all approach.”
Bullying is still a prevalent issue, although it has taken a new form by moving online. The two kinds of bullying are different in many ways. However, interventions can often be difficult, since many think cyberbullying is less harmful than traditional bullying, and therefore don’t report it.
The survey found that 70 percent of teenagers saw mental health as a big issue. Fewer teenagers cited bullying, drug addiction or gangs as major problems; those from low-income households were more likely to do so.
A study released in 2017 found that the number of children and adolescents admitted to children’s hospitals for thoughts of self-harm or suicide had more than doubled from 2008 to 2015, echoing trends in federal data.
CALL FOR CHAPTER PROPOSALS Proposal Submission Deadline: February 12, 2019 Leveraging Technology for the Improvement of School Safety and Student Wellbeing
A book edited by Dr. Stephanie Huffman, Dr. Stacey Loyless, Dr. Shelly Allbritton, and Dr. Charlotte Green (University of Central Arkansas)
Technology permeates all aspects of today’s school systems. An Internet search on technology in schools can generate millions of website results. The vast majority of these websites (well over 8,000,000 results for one simple search) focuses on advice, activities, and uses of technology in the classroom. Clearly teaching and learning with technology dominates the literature and conversations on how technology should or could be used in classroom settings. A search on school safety and technology can produce more than 3,000,000 results with many addressing technological tools such as video cameras, entry control devices, weapon detectors, and other such hardware. However, in recent times, cyberbullying appears to dominate the Internet conversations in references to school safety. With an increase in school violence in the past two decades, school safety is a fundamental concern in our nation’s schools. Policy makers, educators, parents, and students are seeking answers in how best to protect the physical, emotional, and social well-being of all children.
Objective of the Book
The proposed edited book covers the primary topic of P-12 school safety and the use of technology and technology used for fostering an environment in which all students can be academically successful and thrive as global citizens. School safety is defined as the physical, social, and emotional well-being of children. The book will comprise empirical, conceptual and case based (practical application) research that craft an overall understanding of the issues in creating a “safe” learning environment and the role technology can and should play; where a student’s well-being is valued and protected from external and internal entities, equitable access is treasured as a means for facilitating the growth of the whole student, and policy, practices, and procedures are implemented to build a foundation to transform the culture and climate of the school into an inclusive nurturing environment.
The target audience is leadership and education scholars, leadership practitioners, and technology coordinators. This book will be used as a collective body of work for the improvement of K-12 schools and as a tool for improving leadership and teacher preparation programs. School safety is a major concern for educators. Technology has played a role in creating unsafe environments for children; however it also is an avenue for addressing the challenges of school safety
Recommended topics include, but are not limited to, the following:
Section I – Digital Leadership
Technology as a Climate and Cultural Transformation Tool
School Leadership in the Digital Age: Building a Shared Vision for all Aspects of Learning and Teaching
Ensuring Equity within a “One to One” Technology Framework
Infrastructure within Communities
Accessible WiFi for Low SES Students
Developing Culturally Responsive Pedagogy
Professional Development for School Leaders
Section II – Well Being
Social Media and School Safety: Inputs and Outputs
Tip lines: Crime, Bullying, Threats
Communication and Transparency
Platform for Social Justice
Teaching Strategies to Promote Healthy Student Interactions in Cyberspace (Digital Citizenship?)
Building Capacity and Efficacy, Platform to lower incidence of Cyber-Bullying, Boosting Instructional Engagement
Literacy and Preparedness for the Influence and Consequence of Digital Media Marketing Campaigns directed toward Children, Adolescents, and Teens.
Pioneering Innovative Technology Program in Curriculum: Fostering “Belonging” beyond Athletics & Arts.
Competence in the Blended/Hybrid/Flipped Classroom
Technology to enhance learning for all
Internet access for Low SES Students in the Blended/Hybrid/Flipped Classroom
Personal Learning Design
Differentiation for Student Efficacy
Strategies for Increasing Depth of Knowledge
Design Qualities for Enhanced Engagement
Researchers and practitioners are invited to submit on or before February 12, 2019, a chapter proposal of 1,000 to 2,000 words clearly explaining the purpose, methodology, and a brief summary findings of his or her proposed chapter. Authors will be notified by March 12, 2019 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by June 12, 2019, and all interested authors must consult the guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. See Edited Chapter Template. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Leveraging Technology for the Improvement of School Safety and Student Wellbeing. All manuscripts are accepted based on a double-blind peer review editorial process.
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit http://www.igi-global.com. This publication is anticipated to be released in 2020.
Important Dates February 12, 2019: Proposal Submission Deadline March 12, 2019: Notification of Acceptance June 12, 2019: Full Chapter Submission August 10, 2019: Review Results Returned August 10, 2019: Final Acceptance Notification September 7, 2019: Final Chapter Submission
Inquiries can be forwarded to
Dr. Stephanie Huffman
University of Central Arkansas firstname.lastname@example.org or 501-450-5430