No Place for Bullying
Leadership for Schools That Care for Every StudentBook - 2012
Discover the keys to successful bullying prevention!
This book describes the paradigm shifts a school leader needs to create in order to develop and lead a schoolwide bullying prevention program. Anti-bullying efforts often fail because they do not have full support from every school stakeholder, including parents. This accessible book makes it easy to implement the three critical components of effective leadership for bullying prevention:
- The WILL to address the problem
- The SKILL to lead others to help reduce and prevent bullying
- The FOLLOW-THROUGH for ensuring anti-bullying policies are established and sustained
Baker & Taylor
An activity and example filled title provides the tools needed by school leaders to inspire the cultural shift necessary to prevent and counteract bullying in schools and ensure that anti-bullying policies are established and sustained. Original.
Dillon, an educational consultant and former principal who developed a bullying prevention program for school buses, offers a guide for administrators to creating a schoolwide bullying prevention program based on strong leadership. He outlines three key elements: the commitment and determination to make school a safe place; the decisions, strategies, and processes to facilitate change for prevention; and the structures, routines, and protocols to sustain and enhance progress made in prevention. He explains the elusive nature of bullying and the difficulty adults have in seeing, hearing, and understanding it; how prevention requires a moral commitment from staff; how bullying is an adaptive problem requiring an alternative to traditional approaches to school problems; how the concept of mindset can be applied to prevention, and the difference between a criminal justice and educational mindset; and the need to examine how school leaders use their power and authority. He describes possible misdirections of prevention and how to guide the school in the right direction; working with small groups of members of the community; the role of data in decision making; understanding child and human development and how to work with students; an educational approach to empower bystanders; principles for creating the conditions for all members of the community to become leaders; requirements and mandates schools must follow; guidelines for supervising, responding, and intervening in incidents; prevention beyond the school building; and issues related to maintaining efforts. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com)