Thus, it is important that anti-bullying policies include clear information about how parents can contact the school, and when and how teachers will communicate with them. Crucially, both parties need to endeavour to meet their responsibilities stated in the policy. This is likely to be more feasible for parents if they have had an opportunity to contribute to the content of the anti-bullying policy including what they see as their responsibilities, their preferred method s of communication and advice for how to help their child.
We would like to thank all of the parents and carers who took part in this study and shared their experiences. We would also like to thank the schools and parenting centres that facilitated this work. Informed consent was obtained from all individual participants included in the study.
This article does not contain any studies with animals performed by any of the authors. National Center for Biotechnology Information , U.
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Journal of Child and Family Studies. J Child Fam Stud. Published online Apr Rebecca Hale , 1 Claire L. Fox , 2 and Michael Murray 2. Claire L. Author information Copyright and License information Disclaimer.www.cantinesanpancrazio.it/components/fituwivo/629-come-vedere.php
Kids With Phones More Likely To Be Bullies -- Or Get Bullied. Here’s What Parents Can Do About It.
Corresponding author. This article is distributed under the terms of the Creative Commons Attribution 4. Abstract Bullying at school can be a distressing experience for children. Introduction In bullying research, the lived experiences of parents have typically been overlooked.
Method Participants Secondary schools and community centres which had parenting groups in the North West of England were approached by letter to explain the research and request permission to contact parents about the study. Table 1 Overview of participants. The group leader invited parents who she knew had experiences of their child being bullied Lucy Female, adolescent; Male, adolescent Olivia Female, adolescent Ruby Female, adolescent Focus group 2 Community centre, parenting group.
The group leader invited parents who she knew had experiences of their child being bullied Anna Female, adolescent Dee Male, adolescent Ellie Male, pre-school Hollie Male, child Sarah Male, adolescent Focus group 3 School 1. Non-teaching staff at the school e. Using university mailing lists, an email was sent to staff and students at the university Heidi Female, adolescent Miriam Female, adolescent Paired interview 2 School 2.
Teaching staff at the school identified and invited the parents to participate Honor Male, adolescent Kendra Male, adolescent Individual interview 1 School 3. Teaching staff at the school identified and invited Amara to participate Amara Male, adolescent Individual interview 2 School 3. Teaching staff at the school identified and invited Diane to participate Diane Male, adolescent; Female, adolescent Individual interview 3 Keele University. Using university mailing lists, an email was sent to staff and students at the university Lily Female, child Individual interview 4 Keele University.
Using university mailing lists, an email was sent to staff and students at the university Lorraine Male, adolescent Individual interview 5 School 3. Teaching staff at the school identified and invited Martha to participate Martha Male, adolescent Individual interview 6 Keele University. Using university mailing lists, an email was sent to staff and students at the university Phoebe Male, adolescent; Female, adolescent. Open in a separate window. Procedure A qualitative design was used involving a combination of focus groups and interviews.
Data Analyses The focus groups and interviews were transcribed by the first author of this paper. School policies Some parents did not believe teachers when they said they did not know about the bullying problem and suspected that the teacher had not attempted to tackle the problem because of other priorities. Parent-teacher communication Experiences of parent—teacher communication were frequently discussed by parents.
Researcher: why do you feel like that? Individual interview 1. Summary All of the parents contacted the school believing the teacher would address the peer victimisation problem. Being a Good Parent The parents in this study endeavoured to help their children. Protecting their child The focus groups and interviews showed that the aim of the parent, in whatever action they took to tackle the bullying, was to protect their child.
Appraising self and others Parents indicated that their endeavours to protect their child were embedded in a broader context of what it meant to be a good parent. Summary For these parents, protecting their child was instinctual and fundamental to the parental role.
Discussion The focus groups and interviews revealed the complex experiences of parents when their children are bullied. Limitations According to Treharne and Riggs , p. Acknowledgements We would like to thank all of the parents and carers who took part in this study and shared their experiences. Notes Conflict of Interest The authors declare that they have no competing interests.
STOMP Out Bullying :: What To Do If Your Child Is Being Bullied And Resources
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