Kids and pupils have always been teasing and huffing each other. Not every verbal or non verbal aggression is considered bullying though.We call it bullying when:<ul><li>Kids are harassed over a longer period of time</li><li>The same kids are always the victims</li><li>There is a difference in power between the bullying kids and the victims</li><li>The bullying attacks are usually performed in hidden environments (so that teachers and adults can't see it)</li></ul>

What is bullying?

Bullying one person can increase cohesion in the rest of the class, just like clarifying identity in a group. In addition, the bullied person serves as a lightning rod for displeasure and provides topics for conversation and entertainment for the class. Therefore, the whole class does not always want the harassment to stop. If the teaching staff underlines this with statements ("he or she is actually a bit weird"), the situation becomes more difficult for those concerned and seems unsolvable.

Bullying also brings benefits to the class 

For spotting a bullying case we need to focus on certain actions, signals and sources of information.<ol><li>Actions: physical attacks, non physical attacks, social blaming, vandalizing school tools, cyberbullying</li><li>Signals change of behavior like augmented aggressivity or pullback, worsened school grades, isolation, searching for safety</li><li>Sources of information: the victim itself, other pupils, parents and family members, colleagues</li></ol>

How to detect bullying

In the case of bullying, you can define 6 different typical roles in addition to those affected 1. Bullies2. Assistants 3. Amplifier 5. Defender 6. Spectators 7. Endurer (suffer because they see what is happening and feel like they can't do anything)

Roles in bullying

There are a number of mechanisms of action that enable the interaction of different people in the bullying system and even help to reinforce it. These factors are to blame: assignment, fear and threats, not intervention, school organizational framework

Factors that make bullying possible 

Contrary to normal bullying is cyberbullying a new phenomenon and foremost it can be performed 24/7 and even outside of the school yard.As there is no direct contact between the bullies and the victims there is little braveness needed and only a small barrier to start cyber bullying. In 80% of the cases cyberbullying is not happening as an isolated event but continues after school and classes.

Cyber bullying - a new phenomenon

In the early 1990s, the two authors were brought in on a special case of bullying and developed a 7-point plan. This has proven to be successful. In the years that followed, the concept was further developed and also transferred to many other countries (including Germany, Sweden, Austria)

The no blame approach was conceived in England

`I just wanted to tell you that we love the NO BLAME Approach! It has absolutely worked wonderfully' - Jennifer Thomas-Simmons, LCSW, Prevention Specialist, Office of Prevention Programs, Student Support Services 'The system is totally opposed to the traditional approach which looks to punishment to regulate pupils behaviour. As a systematic and rational approach to an ever pressing school problem, these materials are highly recommended and they deserve to succeed' - Education Review This video and accompanying INSET workbook have been developed from a successful, thought-provoking, school-based programme to deal with bullying. It asks staff to question existing practice, challenging the idea that support for victims or punishment of bullies will prevent future incidents. The video introduces a step-by-step, teacher-led initiative that we have found to be successful in many schools. Victims report that the bullying has stopped and the perpetrators, surprised that they are not being punished, express helpful attitudes and change their behaviour. The materials can be used for school-based in service training and development.

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Technology & The Future

`I just wanted to tell you that we love the NO BLAME Approach! It has absolutely worked wonderfully' - Jennifer Thomas-Simmons, LCSW, Prevention Specialist, Office of Prevention Programs, Student Support Services 'The system is totally opposed to the traditional approach which looks to punishment to regulate pupils behaviour. As a systematic and rational approach to an ever pressing school problem, these materials are highly recommended and they deserve to succeed' - Education Review This video and accompanying INSET workbook have been developed from a successful, thought-provoking, school-based programme to deal with bullying. It asks staff to question existing practice, challenging the idea that support for victims or punishment of bullies will prevent future incidents. The video introduces a step-by-step, teacher-led initiative that we have found to be successful in many schools. Victims report that the bullying has stopped and the perpetrators, surprised that they are not being punished, express helpful attitudes and change their behaviour. The materials can be used for school-based in service training and development.

Roles in bullying

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