Bullying in School Setting

Solution-Focused Brief Therapy Burns, K.M., Hulusi, H.M. (2005). Bridging the Gap Between a Learning Support Centre and School: A solution-focused group approach. Educational Psychology in Practice, Vol 21, No. 2, pp. 123 -- 130. The study undertaken encompasses solution-focused brief therapy (SFBT), which was used in tandem with social skills training in a secondary school environment. In this adjusted version of SFBT, the students, together with the psychologist, form a vision of how their future would appear in school devoid of the issues and problems that they are facing.

The therapy assisted the pupils to focus on solutions, and in time their expressions start to change into an empowering form. The pupils are deemed to be specialists over their own life, giving them possession of their formed solutions which increases the chances for effective implementation of these solutions in the long run. The article can be deemed to be a helpful resource in the topic of bullied children as it covers students who bring out their issues and problems.

In comparison with other articles, this particular article took into consideration issues brought forth by the clients, unlike the rest where there was a key focus on a certain issue. The goal of the article is to show the significance of peer support, and the involvement of the teacher, in working towards the enhancement of positive behavior by linking the learning support centre and the extensive school system. The article information does not appear to be biased in any way or manner.

This article would indeed be helpful in the development of a SFBT group for bullied middle school children as the children can be empowered towards more constructive outcomes. The main objective of the study was to institute a center for social as well as emotional learning using SFBT; the participants showed positive outcomes of the group and advancement towards their goals. This implies that this article can be used in the development of a SFBT group in that manner.

In addition, the intervention undertaken in the study is group work with students. Young, S., Holdorf, G. (2003). Using Solution Focused Brief Therapy in Individual Referrals for Bullying. Educational Psychology in Practice, Vol. 19, No. 4. The main arguments of the article state that SFBT can be employed in an extensive number of ways in schools to assist students make modifications for the better. Through this approach the students benefit a lot further than just the issue at hand.

The outcomes from the article show that SFBT is an effective method in Individual Referrals for Bullying. However the authors are quick to point out that the personnel in schools will require training to employ this method. The article is a useful resource with regards to the specific topic identified as it reveals that SFBT offers another effective approach to help pupils susceptible to bullying in both primary and secondary schools.

The goal of this resource is to demonstrate that SFBT for individuals, as well as solution focused support groups, can be considered reliable in terms of effective approaches. These approaches function swiftly when a student is in need of help in the course of a bullying circumstance. The article is not biased or non-objective because the strategies employed do not assume any conclusion about the cause of the problems or take any particular sides. The information can be considered to be reliable.

However, it is pointed out that there has been limited research on the success of anti-bullying approaches to assist individual pupils. The information can only be considered reliable on an experimental basis; it can only be recommended once more assessments, such as phone help lines and also old-fashioned counseling have been considered. This article would be helpful in the development of a SFBT group for bullied middle school children.

This is because it demonstrated that SFBT offers another effective approach to help pupils susceptible to bullying in both primary and secondary schools. This article can be used in the development of a SFBT group, as the support group method established within this project is regarded as key strategy in the government's anti-bullying package. Newsome, W.S. (2015). Solution-Focused Brief Therapy Group work With At-Risk Junior High School Students: Enhancing the Bottom Line. Research on Social Work Practice, Vol. 14 No. 5.

The main arguments of the article are that educational underachievement and student absenteeism are two of the most common contemporary problems facing elementary and secondary public education. It makes an assessment of the impact of the solution-focused brief therapy model on students attending school, and on their grade-point average results. The topics covered are at-risk populations in the school or scholarly setting, solution-focused brief therapy as a method of intervention, use of group work rather than individual intervention, and finally the aspect of school failure linked to student non-attendance.

Different from other article(s), this study does not consider the particular issue of bullied students in the school setting. However, it does consider the impact of SFBT on at-risk populations, which can be considered to be the bullied students. The information cannot be considered to be completely reliable because there is limited research and therefore not much evidence.

The article information is not biased, so is objective, because the quasi-experiment used for the evaluation in the study considers an equal number (twenty six) of the students who receive the intervention and those who do not receive the intervention. This shows that the method is not biased or leaning towards any side. The objective of this research study was to assess the impact of the solution-focused brief therapy model on students attending school and the grade point average results.

This article would be helpful in the development of a SFBT group for bullied middle school children only in the sense that it shows the effectiveness of SFBT with regards to at-risk populations, which encompasses the bullied children. However, the article would not be comprehensive in its assistance. This article could be used in the development of a SFBT group as it encompasses the impact of the SFBT model through group work, as it evaluated both students in the treatment, and those who did not receive any intervention.

Newsome, W.S. (2005). The Impact of Solution-Focused Brief Therapy with At-Risk Junior High School Students. In the past twenty years or so, the term "at-risk" has been a point of fairly extensive focus. For most of the authors previously reviewed, 'at-risk' means the increased probability over base rate that an adolescent would take part in a certain behavior that brings about mental, social, or intellectual impairment.

On the other hand, some authors consider this term to refer to extent of exposure to socio-economic and/or environmental issues: poverty, family dysfunction, and also homelessness. Together with the intricacies linked with being at-risk, the term also defines children and youths facing an unclear future in K-12 learning environments. Therefore, the need for discovery of interventions and support services that augment the general school success with at-risk adolescents in K-12 education comes to be of primary importance.

In general, K-12 professionals, for instance school social workers, strive to offer the utmost optimal level of growth for at-risk adolescents by concentrating on the advancement, progress, and assessment of interventions. Solution-focused brief therapy (SPBT) has attained attention in taking into account at-risk youths in school surroundings. The topics discussed in this article include solution focused brief therapy and at-risk students, school underachievement, and the outcome research. The article is a useful resource with subject to the topic being discussed.

The information in the article is reliable as it could be applied for bullied children as at-risk populations, and addresses the application of SFBT for better results. The article is not biased as it makes comparison of results from both pre-assessments and post-assessments. The main goal of this resource is to show that SFBT has a positive impact on group of at-risk students in a junior high school. This article would be helpful in the development of a SFBT group for bullied middle school children.

This is because the article studies twenty six high school children and shows that students who take part in SFBT produced better results after the intervention compared to the evaluations made before the assessments. This article could be used in the development of a SFBT group as it encompasses impact of the SFBT model through group work as it evaluated both students in the treatment and those who did not receive any intervention. Brasher, K.L. (2009). Solution-Focused Brief Therapy: Overview and Implications for School Counselors.

The Alabama Counseling Association Journal, Volume 34, Number 2. The arguments made by the author in the article are that solution-focused brief therapy (SFBT) is a comparatively new method of counseling that has been established to be beneficial in different environments. The approach's effectiveness and limitations in a school setting are examined. The topics covered in the article include questions important to solution focused therapy. Some of these questions include scaling questions, coping questions, 'miracle questions', and task development questions.

Another topic covered is that of compliments being employed as instruments for therapy, with the use of solution focused brief therapy. The article covers the basic constituents of the solution-focused method, questions substantial to the approach, explanations concerning the five constituents of compliments, and suggestions for counselors in schools. The article cannot be considered to be a useful resource in regards to the topic of bullied children. This is because the time -frame of the article is old, and offers a past account of research.

Since then, numerous research studies have been undertaken and profound outcomes considered with regards to the effectiveness of SFBT in the school setting. In comparison with other articles, the information in the article is written at a time when SFBT was a newly established method and therefore was not yet considered to be an effective method. It is for this particular reason that the information conveyed in the article may not be reliable. However, the article is not biased as it does not give any inclined conclusion or perspective.

The goal of this research is to show the effectiveness and limitation of SFBT in a school setting. This article would not be largely helpful in the development of a SFBT group for bullied middle school children as it does not offer any at-risk populations. It also does not show any particular strategy or approach employed. The same case can be said for using this article in the development of a SFBT group.

However it is important to note that the article does point out alternative approaches such as substantial questions, use of compliments, and also addresses the impacts of the counselor which can be helpful on both of these aspects. Carney, J.V. (2008). Perceptions of Bullying and Associated Trauma During Adolescence. ASCA 11: 3. The main argument in the article is that bullying has an impact on every individual that is exposed to it; not just students.

In addition, it is argued that this bullying behavior can have mental, social, biological, and physical effects as a result. The topics covered are the different perceptions of bullying, the frequency of exposure to bullying and the levels of trauma not just on children but also on adults. The most important results perceived in the research study are that the regularity of exposure to bullying incidents was the ultimate factor in forecasting the level of trauma.

The information from the article is similar and comparable to the other studies undertaken previously, and indicates the traumatic effect on every individual irrespective of their roles. The information provided by the study is reliable for the reason that the hypothetical scenario employed in the study signifies the different kinds of bulling among middle-aged students in the school setting that researchers have employed for more than ten years.

The main objective of the article is to examine probable connections or associations between bullying and traumatic extents involved with adolescents in a school setting. This is deemed to be of great importance to counselors in schools who constantly face the outcomes of bullying taking place among pupils on an everyday basis. The information is not biased as it considered both male and female adults who had been bullied in school and does not just assume it would be either men or women.

This article would be helpful in the development of a SFBT group for bullied middle school children as it indicates the occurrence exposure to bullying in this school setting. It also shows the need for a school counselor and the targeted intervention strategies that be employed. This article could be used in the development of a SFBT group as it also shows the way a student who is being bullied can benefit from being referred to a community resource that could be the need in developing a SFBT group.

Gingerich, W.J., Wabeke, T. (2001). A Solution- Focused Approach to mental health Intervention in School Settings. National Association of Social Workers. The main arguments of this article illustrate that regardless of the great endeavors made to integrate a 'strengths-based empowerment perspective' in mental health work in the school setting; the main perspective that continues to dominate the field is the pathology-based medical model. The topics covered in the article include the increased extent of mental health as an issue in the school setting, with examples such as ADHD among children.

In addition, it encompasses solution-focused brief therapy as an effective method of intervention. In particular, the article is a helpful resource in the topic of bullying as it can be perceived as a mental-health issue, and more so, issues in the school setting. It places emphasis on the strengths of the children, and how they can employ such strengths and focus on change. The information in particular is reliable and can be beneficial for future research studies.

However, the study is biased, as it solely focuses on mental disorders and mental issues such as attention deficit disorder. The goal of this resource is to show the use of SFBT for coping with children who have mental health issues in the school environment. This article would be helpful in the development of a SFBT group for bullied middle school children. The article discusses SFBT with children who have mental issues.

Bullying is a mindset and a mentality in which children are brought up and therefore it can be of help. This article could be used in the development of a SFBT group as it also shows how with the use of solution-focused methods in their groups, the members of such groups gain from the therapeutic elements characteristic in group work. These individuals also gain from the positive solution-focused direction. Young, S. (2009). Solution-Focused Schools: Anti-bullying and beyond. London: BT Press.

Bullying is a matter of concern as it continually arises in children's and parents' concerns, as being a critical negative aspect in schooling. The adverse impact of bullying is that it can bring about severe mental health problems. The values and principles taught and nurtured in school are of great significance for the reason that they impact the kind of society that will be inherited by our children. Letting bullying continue simply makes allowances for the exploitation of frailer school members by those who are physically or psychosomatically stronger.

This gives the bullying children an inappropriate sense of authorization which they may not want to take into their adulthood. The purpose of this article is to indicate that solution-focused approaches can bring a new outlook to stimulating change, and making anti-bullying in schools to be more effective. The information provided in the article is accurate and is not leaning to any single aspect, therefore cannot be considered biased. The article information is particularly resourceful in tackling bullying among teenagers and children.

This article would be helpful in the development of a SFBT group for bullied middle school children, as it indicates the school setting that is solution-focused on dealing with bullying.