Description of the module

Transcription

1 Description of the module Module: Prevention and intervention of bullying in learning environments Start of the module: Autumn 2016 Code: ES597 Credits: 15 Faculty: Faculty of Art and Education Department: National Centre for Learning Environment and Behavioural Research in Education, University of Stavanger (Norway) and School of Education in cooperation with National Anti-Bullying Centre, Dublin City University (Ireland) Responsible for the module: Professor Hildegunn Fandrem (Norway) in cooperation with Dr. James O Higgins Norman (Ireland) Lecturers: Professor Hildegunn Fandrem, Professor Erling Roland, Professor Ella Cosmovici Idsøe, Professor Mona O Moore, Dr. James O Higgins Norman, Sinéad Kane LLM and Liam Challenor MSc. Introduction This internet based module is a joint master module (i.e. level 9) established through a professional cooperation between National Centre for Learning Environment and Behavioural Research in Education at the University of Stavanger (UiS) and National Anti- Bullying Research and Resource Centre at the Dublin City University (DCU). The module is placed at the National Centre for Learning Environment and Behavioural Research, UiS, and School of Education Studies, DCU. The focus of the module will be on prevention as well as intervention of bullying in educational settings from preschool to higher education and will have a school wide approach. The module aims to give students insight and knowledge on how teachers can prevent, identify and intervene towards bullying, using a system approach. The themes will be presented using theories of social psychology, learning theories, equality and diversity and school sociology. A broad range of international research will be presented. The module will be internet based offering two assemblies for the students during the module (one in Dublin and one in Stavanger). Completed module can be part of the master s in Education at both Department of Teacher education, special Education, UiS, and School of Education Studies, DCU.

2 Outcome A candidate who has completed this module should have the following learning- outcomes defined in terms of knowledge, skills and general competence. Knowledge The candidate: has advanced knowledge within the field of bullying research and specialized insight into bullying in learning environments in educational settings from pre-school to higher education. has thorough knowledge of theories of aggression and social behaviour to understand the dynamics of bullying has knowledge about special relevant measures for solving bullying situations, both on an individual and school level. Skills The candidate: can analyze and deal critically with various sources of information of prevention and intervention of bullying and use them to structure and formulate scholarly arguments. can analyze existing theories, methods and interpretation of bullying in educational environments and work independently on practical and theoretical problems. can identify and analyze a bullying situation and the role of peers, the teacher, parents and school leadership of the school in order to deal with it. can work independently regarding prevention and intervention both on an individual level and in accordance with a systemic approach. General competence The candidate: can analyze relevant academic, professional and research ethical problems. can apply his/her knowledge and skills in new areas in order to carry out advanced assignments and projects. can communicate about academic issues, analyses and conclusions in the field, both with specialists and the general public. can contribute to new thinking and innovation processes. can reflect critically regarding theories and empirical data in the field of bullying.

3 Content Themes 1. Bullying the concept, dynamics and impacts 2. A system approach to prevent, identify and deal with bullying in learning environments 3. Policy development and legislation at European, national and school level Admission requirements Bachelor s degree in teaching or pre-school teaching, social work or an equivalent qualification Good knowledge of English is required Assessment Three essays, 2000 words each. Each essay will count 1/3 towards the final grade. Compulsory tasks that need to be completed in order fulfil the module Completed all tasks given in the internet sessions. This will include multiple choice tasks and questions related to the online lectures, films and literature. No arrangements for external candidates Module evaluation A brief survey will be sent the candidates on quest back to get information for improvement of the module. External Examiner will also support the module. Way of working 12 internet based sessions with lectures and tasks to complete. There will be arranged for one assembly in Dublin and one in Stavanger with brief speeches and discussions drawn on cases.

4 The required module reading material (not complete, will be updated in August 2016!) Card, N. L. & Little, T. D. (2007). Differential Relations of Instrumental and Reactive Aggression With Maladjustment: Does Adaptivity Depend on Function? I: Patricia H. Hawley, Todd D. Little & Philip C. Rodkin: Aggression and Adaptation: The bright side to bad behavior. NJ: Lawrence Erlbaum Associates Inc., pp Fandrem, H. Strohmeier, D. & Roland, E. (2009). Bullying and Victimization among Native and Immigrant Adolescents in Norway: The Role of Proactive and Reactive Aggressiveness. Journal of Early Adolescence, 29(6), Idsoe, T. Dyregrov, A. & Idsoe, E. C. (2012). Bullying and PTSD symptoms. Journal of Abnormal Child Psychology, 40(6), O'Higgins Norman, J. (2008) Homophobic Bullying in Irish Secondary Education. ISBN O'Higgins Norman, J (ed). (2014). Education Matters: Readings in Pastoral Care for School Chaplains, Guidance Counsellors and Teachers. Dublin: Veritas. Olweus, D. (2005). An evidence-based anti-bullying program and a new national initiative in Norway. I: E. Munthe, E. Solli, E. Ytre-Arne & E. Roland (red.), Taking Fear out of Schools. Stavanger: University of Stavanger, Centre for Behavioural Research. O'Moore, M. (2010) Understanding Bullying in Schools. ISBN O'Moore, M. (2014) Cyberbullying. Dublin. Veritas. O Moore,M. & Stevens,P.(Eds.), (2013) Bullying in Irish Education: Perspectives in Research and Practice, Cork, Cork University Press. Roland, E. (2011). The broken curve: Effects of the Norwegian manifest against bullying. International Journal of Behavioral Psychology, 35, Roland, E. & Idsøe, T. (2001). Aggression and Bullying. Aggressive Behavior, 27, Roland, E., Bru, E., Midthassel, U. V. & Vaaland, G. S. (2010). The Zero programme against bullying: effects of the programme in the context of the Norwegian manifesto against bullying. Social Psychology of Education, 13 (1) Smith, P. (2005). Definition, types, and prevalence of school bullying and violence. I: E. Munthe, E. Solli, E. Ytre-Arne & E. Roland (red.), Taking Fear out of Schools. Stavanger. University of Stavanger. Centre for Behavioural Research. Spiel, C., Salmivalli, C. & Smith, P. K. (2011). Translational research: National strategies for violence prevention in school. International Journal of Behavioral Psychology, 35,

5 Stephens, P. (2011). Preventing and confronting school bullying: a comparative study of two national programmes in Norway. British Educational Research Journal, 37, Tolan, P. H. & Gorman-Smith, D. (1999). Development of Serious and Violent Offending Careers. In: R. Loeber, R. & D. P. Farrington (Eds), Serious & Violent Juvenile Offenders. Risk Factors and Successful Interventions. New York: Sage Publications (pp ). Tremblay, R. E. (2010). Developmental Origins of Disruptive Behavioral Problems: the Original Sin Hypothesis, Epigenetics and their consequences for prevention. Journal of Child Psychology and Psychiatry, 51, Vitaro, F. & Brendgen M. (2005): Proactive and reactive aggression. I: R. E. Tremblay m fl. (Eds.) Developmental origins of aggression. New York: Guilford Press. (pp ). Papers Corcoran, L., Connolly, I. & O Moore, M. (2012) Cyber-bullying in Irish Schools: An investigation of personality and self-concept. The Irish Journal of Psychology, 33, O'Higgins Norman, J., Connolly, J Mimetic Theory and Scapegoating in the Age of Cyberbullying: The Case of Phoebe Prince. Pastoral Care In Education, 29, 4, pp O'Higgins Norman, J Conflicts of Ethos: Issues of Equality in Faith Based Schools. Educational Management Administration And Leadership, 38,, pp O'Higgins-Norman, J., Goldrick, M., Harrison, K Pedagogy For Diversity: Mediating Between Tradition and Equality in Schools. International Journal Of Children's Spirituality, 14, pp O'Higgins-Norman, J Still Catching up: Schools, Sexual Orientation and Homophobia in Ireland. Sexuality And Culture, 13,, pp1-16. O'Higgins-Norman, J Equality in the Provision of Social Personal and Health Education in the Republic of Ireland: The Case of Homophobic Bullying?. Pastoral Care In Education, 26,, pp O'Higgins-Norman, J Homophobia: A Final Frontier for Tolerance in Religious Education. Journal Of Religious Education, 54, 3, pp O'Higgins Norman, James Editorial. Pastoral Care In Education, 30, 2, pp O Moore, M. (2013) Bullying of Young People in Ireland: what we know and what we can do, ChildLinks, The Journal of Barnardos Training and Resource Service, 1, 2-6. O Moore, M., Samnoen, O., Mc Guckin, C., Crowley, N., Corcoran, L., & Rasmussen, R. H. (2013) How can parents detect, intervene and prevent cyberbullying (Module 3). in,

6 editor(s)t. Jäger, New media and cyberbullying: An online course for parents., Landau, Germany, Verlag Emprische Pädagogik. O Moore, M. (2012) Cyber-bullying: The Situation in Ireland, Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 30, Reulbach,U.,Ladewig,E.L.,Nixon,E.,O Moore,M.,Williams,J.&O Dowd,T.C. (2013) Weight, bodyimage and bullying n 9-year-old children, Journal of Paediatrics and Child Health,49, E288-E Chapters O'Higgins Norman, James, Ging, Debbie Bullying and Harassment (cyber bullying and the new media). The Bloomsbury Guide to Pastoral Care, Bloomsbury O'Higgins Norman, James and Hall, Edward J Violence and Conflict in Schools: Negotiating Pathways to Wellbeing. The International Handbook on Education for Spirituality, Care and Wellbeing. Cyber-Bullying: The Irish Experience in, editor(s)quinn, Q. & Tawse, S., Handbook of Aggressive Behavior Research, Hauppauge, NY, Nova Science Publishers, Inc., 2009, [O' Moore, A.M. & Minton, S.J. ] 5