Abstract
In a diverse cultural South Africa (SA) there is a broad variety of communities with different bullying intervention needs, since different communities in SA face different challenges, which could be linked to their socio-economic status. A lack of school safety is frequently a major impediment to learning. Children that bully at school frequently also bully at home. Bullying can be examined through the social-ecological system, the systems theory and eco-systemic perspective and the social-construction theoretical perspective theory. It has been found that bullying is equally prevalent and pervasive among primary school leaners in SA, which later results in negative short- and long-term effects. National and international research studies that involve parents and educators for obtaining their insight on content of school bullying prevention programmes are minimal. The purpose was to conduct a needs assessment to obtain parents’ and educators’ preferences in terms of the content that are to be included or addressed in a potential three dimensional-bullying programme (3D-bullying programme) for parents, educators, and learners in a SA context. The researchers used a self-developed questionnaire and a cross-sectional survey at five schools with varying socio-economic circumstances. The methodology followed a quantitative research approach and a quantitative-descriptive survey design. The findings could be useful for developing a three-dimensional social group work school bullying programme to address bullying in primary schools.
Presenters
Marie UbbinkAssociate Professor, School of Psychosocial Health, North-West University (NWU), North-West, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Civic, Political, and Community Studies
KEYWORDS
NEEDS ASSESSMENT, BULLYING, PARENT AND EDUCATOR INVOLVEMENT, SOCIO-ECONOMIC STATUS, THREE DIMENSIONAL INTERVENTIONS, PRIMARY SCHOOLS
