Bullying prevention and prosocial skill development in school settings

Bullying is one of the most prevalent forms of violence against young people. Whereas aggression may involve a 'one-off' or single event set of actions, bullying is characterised by experiencing repeated acts of aggression or intimidation, such as name calling, physical threats, social exclusion, and verbal/physical assault. These acts can occur between individuals or groups of individuals, and are in the context of an imbalance of power between the bully and their victim. A substantial body of Australian and international research indicates that bullying has significant negative implications. Despite numerous worldwide efforts, bullying in schools has either remained steady or is on the rise. School-wide Positive Behaviour Support (SWPBS) focuses on teaching and acknowledging positive behaviour and highlighting environmental conditions that reduce problem behaviours. This has included specific recommendations on its use to reduce bullying and increase prosocial behaviours. The author highlights how SWPBS systematic strategies such as whole-school expectation setting, a multi-tiered approach to intervention, and continuous, positive, and active supervision are utilised in anti-bullying intervention. A social-ecological systems lens is applied in reviewing the SWPBS approach to bullying intervention. In conjunction, these models have as their premise that students need access to preventative supports which encourage prosocial development while intervention strategies at multiple levels (e.g., students, parents, and school culture) should be simultaneously targeted. Specific examples of creating a school environment that encourages prosocial behaviour through an SWPBS approach are provided, as well as advice for evaluating intervention efforts.