Abstract
Combat school bullying effectively with the Shared Concern Method and pHARe Protocol. Discover how these innovative approaches address the complex issue of bullying, affecting 15-20% of school-age children across OECD nations. Learn about the links between self-esteem, depression, and bullying, and explore a non-punitive, collaborative method to resolve bullying cases. The Shared Concern Method, adapted from Anatol Pikas' work, focuses on peer pressure and encourages aggressors to help resolve the issue. The pHARe program develops a protocol to manage incidents and protect students' well-being. Understand how these methods can be applied in various educational settings to reduce bullying and promote a safer, more supportive environment.
Extract
[...] Finally, The consequences of bullying can persist and alter the psychological well-being and quality of life of individuals until adulthood, showing a correlation with higher levels of psychological distress, mental health disorders and negative perceptions of life. Created in Sweden by psychologist Anatol Pikas during the 1980s, this method has been internationally adopted, including Sweden, Finland, England, Scotland, Spain, Canada, and Australia. Pikas considers bullying as a group phenomenon, linked to pressure and fear among members. According to Delbeke (s.d.), the goal is to transform this dynamic so that the intimidators actively participate in finding solutions. The Pikas method process unfolds in several steps. [...]
[...] (s.d.). The shared concern method. Grenoble : AC Grenoble. Menoud, L., Rossel, C., Soylemez, N., Tréand, B., & Rigby, J. (2022). The shared concern method: a more effective care for young targets of 'bullying-intimidation'? Lausanne: Prim Hosp Care 2023;23(9):271-273 10.4414/phc-f.2023.10677. Olweus, D. (2002). Bullying at School. Oxford: Blackwell; Kowalski R.M., Limber S.P. (2013). [...]
[...] To observe an improvement, a waiting period to 3 weeks) is provided. Additionally, it promotes an educational atmosphere conducive to learning, eliminating fear among students, whether they are authors, witnesses, or victims. It avoids aggressive or anxious reactions from parents by establishing a positive feedback loop of trust with the institution. It starts from the hypothesis that : Bullying stems more from peer pressure than from individual malicious intent ; Unlike perceptions, intimidators often find themselves in uncomfortable positions ; Many want to get out of the bullying cycle. [...]
[...] Rouen: AC Rouen. Destiné, J. (2020). Comparison of the effectiveness of the systemic and strategic approach developed by the Chagrin Scolaire centers with the current approaches carried out by schools and their support network. Liège: Liège University. Egan, S. K., & Perry, D. G. (1998). Does low self-regard invite victimization? Developmental Psychology, 299-309. DOI: 10.1037/0012-1649.34.2.299. [...]
[...] According to the same report, the pHARe protocol in colleges and high schools is divided into 3 main phases. The identification of a possible case of harassment is the first step in this protocol. When a school official, an anti-bullying coordinator, or a staff member is made aware of behaviors that could be considered harassment, this can come from the affected student, their family, a witness classmate, a student delegate, or another staff member, and the department's anti-bullying advisor if the family reported the incident via the 3018 number or any other official means of communication (dedicated line, etc.). [...]
