By George Robinson
Formerly known as The No Blame technique, the paintings of George and Barbara has been renowned among practitioners yet criticised through politicians. This book accommodates an up-to-date variation in their most sensible promoting Crying For support and charts the hot controversy which bring about the elimination of the strategy as a suggested intervention from the DfES site. if you have an interest in knowing, utilizing and comparing the strategy, this may offer a transparent useful advisor and a proof of the speculation underpinning the paintings.
Read Online or Download Bullying: A Complete Guide to the Support Group Method (Lucky Duck Books) PDF
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Additional info for Bullying: A Complete Guide to the Support Group Method (Lucky Duck Books)
We have been to several workshops and heard accounts of incidents that have served to confirm our worry about t he s cale and s eriousness of bullying at a gr oup and institutional level. This book sets a challenge to its readers. We believe that effective interventions, which really combat bullying in schools, demand much more from us than just trying to convey to bullies that their behaviour is unacceptable. Defining the terms Our definitions are: Bully – a p erson or group behaving in a wa y which meets needs f or excitement, status or material gain and which does not recognise or meet the needs and rights of the others who are harmed by the behaviour.
He gave me a list o f individuals and the year head and tutor added to it. As part of the PSE programme, I always ask students to complete an evaluation sheet. This checks up on their understanding and helps me to gauge how confident they are with the No Blame Approach. The questions are str uctured t o ena ble me t o t alk t o indi viduals o r gr oups a nd dis cuss t heir responses. By referring to the students’ replies I was able to start the group off by recalling t heir a nswers, in g eneral t erms, no t sp ecifically.
It is cases like this that contradict the stereotypical view of ‘victims’ and ‘bullies’. The ideas were spontaneous and easy to implement, and other suggestions were put forward to help Nadine. Within a few weeks, she had a large circle of friends. Hint: Do not assume that the confident students, who may appear not to want friends, are happy with their situations. Some students do not show their unhappiness at school but it manifests itself in different behaviours at home. If parents contact you about uncharacteristic behaviour that they are seeing, speak to the student and establish whether bullying could be the problem.
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