Bullying and the nature of problems : implications of structured vs. ill-structured problems for the development of bullying interventions in schools

![CDATA[Attempts to reduce bullying in schools over the last two decades have produced, on average, modest results. Bullying has been linked to numerous ill - effects for individuals and communities as a whole, it is therefore vital that the effectiveness of future interventions are maximised. This paper critically examines recent interventions efforts from a Problem Solving perspective. Research in this area shows that how problems are perceived greatly influences our ability to develop effective interventions. Pr oblems can be defined as an unknown that is generate d in the pursuit of a need that is considered of value (e.g., reducing bullying). Problems can further be classified in at least two types. Well - structured (also known as well - defined) problems which have a known correct solution are largely domain independent, and the elements required for the solutions are known. Ill - structured (also known as ill - defined) problems are context dependent, one or more aspects of the problem situation may be unknown, and th e problem may have an infinite number of solutions. Little overt attention has been given by bullying intervention designers to the type of problem bullying represents; however, analysis undertaken for the purpose of this paper suggests that bullying is b eing approached as a well - structured problem. That is, there is a clearly known goal - to reduce bullying - with a procedure for obtaining the goal - invariably community re - education via a whole school approach. Close analysis of the available definitions of bullying and research on its probable influences or causes clearly articulate that bullying is an ill - structured problem which may explain the lack of progress and variety in bullying interventions. This paper contributes to anti - bullying efforts by ou tlining the implications of bullying being an ill - structured problem to anti - bullying intervention efforts. It highlights how the applications of existing models for solving ill - structured problems can assist intervention design by reducing the likelihood of creating unnecessary boundaries (e.g., such as beginning with the premise that only whole school approaches should be used); making it easier to recognise information relevancy (e.g., which contextual factors are most relevant); seeing bullying as embed ded in context rather than a separate discrete behaviour; promoting a variety of approaches to intervention; and contribute to evaluation design by increasing how bullying is represented and therefore identifying multi - level sources of efficacy in relatio n to intervention effectiveness.]]