Previously referred to as the No Blame Approach, the pioneering work of George and Barbara has been popular amongst practitioners seeking an alternative method to punishment for dealing with bullying in their setting. This publication incorporates an updated edition of their best selling ′Crying for Help′ and provides a clear practical guide and an explanation of the theory and values underpinning the work. For those who are interested in understanding, using and evaluating the method this book: - Explains how the Support Group Method began - Charts the recent controversy over the approach - Gives step by step guidance on using the SGM - Includes real life accounts from a practitioner using the method - Answers frequently asked questions. The publication includes George and Barbara′s submission to the House of Commons Education Select Committee and a research report provided by Professor Peter K Smith who was commissioned to evaluate the use of the method. Also available: The Support Group Method Training Pack by Barbara Maines and George Robinson

Click here to download a video clip from the DVD This new book and cd-rom provides a comprehensive training course which follows the structure of the hundreds of training days that Barbara and George have run around the world since 1991. The programme includes: - clarification of the terms 'bully' and 'victim' - a challenge to traditional practices - the steps of the support group method - what makes it work, including the voices of young people - research findings. The pack contains full facilitator notes with a PowerPoint presentation, video excerpts and all activity pages. It provides a challenging course which helps participants to learn and understand effective responses to bullying. By the end of the presentation the participants will have the opportunity to consider aspects of the programme and place it into the context of the current emphasis on restorative methodology, peer support and the social and emotional aspects of behavioural learning.

The Method of Shared Concern describes the multi-stage process in which suspected bullies and their victims are individually interviewed, and eventually brought together in an effort to reach resolution.

This fully revised edition sets out what we know about bullying and harassment in schools, and combines this with proven practical and effective resources to prevent, address and deal with bullying and harassment. The author provides a guide for the development, implementation and evaluation of effective anti-bullying philosophies, policies and programmes. He sets out guidelines for creating and clarifying school policy and practice to provide a strong foundation for the establishment of a whole-school approach to bullying. The author shows how to support a culture of problem-solving that is soundly based on research but also draws on the knowledge and experience of teaching and administrative staff, students and the wider community in developing and implementing anti-bullying programmes. This book is a useful resource for all schools, from those just starting to consider setting up an anti-bullying initiative, to those with well-established programmes that wish to consider anti-bullying best practice. New material in this edition includes: - What we know and can do about cyberbullying - Teaching the very young and children aged 5-12 about bullying - Confronting issues through collaborative and restorative justice techniques - Social Action Drama This book is a key resource for teachers, administrators, counsellors, therapists, psychologists, teacher trainers, students and parents. Keith Sullivan is a widely published author and professor of Education at the National University of Ireland, Galway.

School bullying and cyberbullying are widely recognized as an international problem, but publications have focused on the western tradition of research. In India, recognition of these issues and research on the topics have been emerging in recent years. Beginning with cross-cultural differences across Indian, European and Australian contexts, this volume provides direct empirical comparisons between western and Indian situations. It then discusses innovative ways of hearing the views of students, pre-service teachers and teachers, featuring a range of qualitative and quantitative methodologies. The concluding commentaries from North American investigators provide a further international perspective from another region where much progress in researching these areas has been made. Together this ground-breaking collection comprises contributions from four continents on the prevalent issues of bullying, cyberbullying and student well-being.

Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.