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PEACEBUILDERS®:
A PREVENTION PROCESS FOR
SCHOOLS AND THEIR COMMUNITIES
Lisa McKay-Brown & David Warner
In a world where workplace and home bullying, including violence still
occurs at significantly high levels, there is a need for the schooling
system to actually show that it can make a difference. Clearly, the
traditional intervention approaches common since the early sixties have
made little difference to the level of bullying in both schools and the
community generally. We still have a culture that accepts that bullying
will occur.
The approach we need to take depends on a positive belief system that
people can learn to work together and individuals and groups can learn
to solve life's problems. People, particularly young people, can develop
ownership and become much more self-directed. Schools need to recognise
that the culture of the school must change before any progress can be
made with harassment and bullying. It is about the total work place of
the school as well as about the students. We need a program that
supports us in developing a culture that is about harmony and
resilience. This points to a bottom line of the bullying issue in
schools being the behaviour of leadership. The program we have selected
is about leadership modelling and not accepting that adults have a right
to behave differently in dealing with each other or young people. When
we get it right in the school then we have the opportunity, through our
students and influence, to make a difference in the wider community and
the workplace.
This paper will outline recent research into bullying in schools and
what constitutes effective prevention. The PeaceBuilders® process will
be described, as well as its implementation at our school.
Bullying in Schools
The incidence of bulling is of widespread concern to schools and
communities (Smith, Madsen & Moody, 1999) with evidence showing that up
to seventy-five per cent of students are bullied occasionally (Glover,
Gough, Johnson & Cartwright, 2000). Rigby (1998) notes that in Australia
approximately one child in seven reports being bullied by peers on a
weekly basis. These figures demonstrate the need we have to find
programs that can address bullying in schools and in turn minimise the
frequency of bullying.
Researchers have reported a strong correlation between being a student
bully and later criminal convictions (Banks, 1997). Students who bully
others have also been found to have higher than average levels of
depression (Rigby, 1998) and children involved in bullying often show
more psychiatric symptoms than children who are not involved (Kumpulainen,
Räsänen & Henttonen, 1999). Interesting, however, is that children who
bully see themselves as likable by their peers and have a high
self-esteem, but generally have a generally below average self-concept
when judging their academic performance (Johnson & Lewis, 1999). This
lower than average academic performance can be related to findings by
Carroll, Durkin, Hattie & Houghton (1997:443) “that at-risk and
delinquent youths tend to have histories of school problems including
poor achievement records”. Prevention programs must therefore address
academic as well as social issues as part of their design.
Victims of bullies also have issues of depression and self-esteem, which
must be considered. Banks (1997:2) notes that “victims often fear school
and consider school to be an unsafe and unhappy place”. Rigby (1998)
states that students who reported being continually bullied are more
prone than others to thoughts of suicide. Given these results, it is
obvious that schools and communities must find appropriate programs that
are preventative and pro-active, and build resiliency and coping skills
for all adults and children involved.
Research into bullying has highlighted the need for effective prevention
programs, especially with the link between bullying at school and
aggressive behaviours in adulthood (Borg, 1999). To be effective,
prevention programs must start early, focus on the entire school
community (Banks, 1997; Glover, Gough, Johnson & Cartwright, 2000),
include strategies that enhance parenting competence (Johnson & Lewis,
1999) and build resiliency in all participants. The PeaceBuilders®
process does just this.
PeaceBuilders®
PeaceBuilders® began in the United States in 1995 as a response to
increasing violence in American schools. A scientifically researched
program, PeaceBuilders® aims to increase children’s “cognitive, social
and imitative competencies in a school-wide climate interaction” (Petrie
& Christie, 1998:8). PeaceBuilders® includes the best qualities of a
prevention program. The process works on the belief that resiliency and
coping skills can be taught by starting early, enhancing everyday
parenting competencies, increasing rewards and praise, reducing the use
of insults and other acts of aggression, increasing the modelling of
positive behaviours and using practical tools to improve the levels of
positive behaviours in families and schools. The tools which the process
uses are “a common structured language, symbolic and live models,
environmental cues and alterations, role plays, ‘new way’ replays, group
rewards and individual recognition, threat reduction, self-monitoring,
peer-monitoring and generalisation” (Petrie & Christie, 1998:8).
The PeaceBuilders® process is based on six messages.
1. Praise People
2. Give Up Put Downs
3. Seek Wise People
4. Notice Hurts
5. Right Wrongs
6. Help Others
PeaceBuilders® also ‘find better ways’, ‘get things done’ and ‘increase
the peace’. These messages are taught using the tools listed above and
become part of a school’s culture. The program is introduced in three
waves. The first wave sees the program established in a school. All
staff and students are trained. The second wave sees the program
extended into school families and the third wave sees the program reach
the wider community. PeaceBuilders® is designed to work alongside
programs already in place in schools. Each school adapts the program to
suit their needs.
PeaceBuilders® began in Australia in 1997 and at present there are
schools in Queensland, Victoria and Tasmania using the program
successfully. Recently a school in Edinburgh has also been introduced to
the process. The City of Toowoomba is so impressed with the program that
they are in the process of negotiating to have it introduced into all
state primary and secondary schools in their area. The Principal of one
of the first school’s to implement the program reported during the first
phase of the process that:
- The playground is a much happier place,
- Children are cooperating more with each other,
- The majority of the children know the main principles of
PeaceBuilders®,
- Children are seeing the support of adults to solve problems as
opposed to the traditional aggressive method of thump, kick or
hit,
- Referrals to the office are now more students seeking help to
solve a problem, rather than having a large group of children all
hot under the collar converging on the office blaming each other
and wanting to continue their argument,
- Students are developing the concept that seeking help is
different to dobbing and that individuals shouldn’t have to put up
with being harassed in any way. (Petrie, Christie & Christie,
1999:23)
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PeaceBuilders® also has an
anti-bullying component that is supported by the overall program and
provides schools with a preventative process which enhances a school’s
culture while addressing any problems which may be identified.
PeaceBuilders® focuses on all participants in the school community – it
does not just try to change the culture of the students. Adults are not
exempt from the process, they are an integral part it, and sometimes it
is the adults who also need to change.
Eltham College – A PeaceBuilders® School
Eltham College is an independent co-educational school which caters for
1225 students from 3 years of age (in our Early Learning Centre) through
to Year 12. Eltham College is the only independent school, as well as
the first secondary school in Australia using PeaceBuilders®. Eltham
College focuses on providing an environment of care that “directs
attention to the support, safety, security and nurture that are
essential to providing conditions in which students’ talents can be
released and enhanced”(Eltham College Strategic Directions, 2000:1). We
realise each and every one of our students is an individual with special
talents and it is our desire to provide them with the best education in
the most supportive environment.
Eltham College has chosen to implement the PeaceBuilders® process in
order to enhance our current culture and environment of care. We want
our students to be able to “become responsible for their own decisions
and actions, and resilient in their interaction with the school and
wider community” (Eltham College Strategic Directions, 2000:2). This
culture assists our students in becoming self-directed learners, who are
able to solve problems, work co-operatively with others, set goals and
become adaptable in responding to future social and workplace change. We
expect our adults to model these behaviours and the PeaceBuilders®
process also assists us to accomplish this aim.
In order to achieve these aims, we believe that we must be proactive in
our provision of care. As discussed earlier in this paper, the most
effective interactions are those which are community based and long term
in nature (Petrie, Christie & Christie, 1999). Changes in culture do not
happen overnight. The PeaceBuilders® process creates a positive climate
where all students and adults are encouraged to behave in pro-social and
non-violent ways. This process is community based and enhances community
development. Part of this process is to create a climate where all
members of our school and wider community deem school bullying as
unacceptable. Bullying will only be minimised when everyone involved in
a school and its community make it clear that bullying is not part of
the prevailing culture. As Glover et al (2000) notes, changes in
attitudes to bullying will not occur until the community adds its
support to the school’s effort to alter behaviour. At Eltham College we
believe that PeaceBuilders® will assist us to ensure that bullying is
seen as anti-social behaviour and not supportive of a culture of care.
The Implementation of PeaceBuilders® at Eltham College.
The PeaceBuilders® process began its implementation at Eltham College
earlier this year. Students from our ELC up to Year 9 are involved in
the process at present. Students in our Senior School will become part
of the process in 2001. Due to the large number of staff and students
involved, we have chosen to employ a full-time PeaceBuilders®
Coordinator during the implementation phase of the process. Our
coordinator works in a team-teaching situation with all classes involved
in the process. All staff who work with our students, including
administrative and ancillary staff are also trained in PeaceBuilders® so
they too can support and model the process.
In the Junior School (ELC-Year 6), each class has one forty-minute
PeaceBuilders® session each week, where children participate in
activities based on the program’s messages. The coordinator plans these
sessions and begins them with the class teacher. The class teacher
continues with the activities during the week. Class teachers are also
now finding ways to integrate PeaceBuilders® messages in all curriculum
areas. Teachers in the Junior School playground are always looking for
students behaving in pro-social ways and these children receive
playground PraiseNotes that are displayed publicly for all staff,
students and parents to see. PraiseNotes are notes that students and
staff write for one another to thank someone, congratulate someone or
acknowledge something that one does well. These are extremely popular
with adults and students alike.
In the Secondary School, the coordinator works with year level tutors in
sessions as part of the Personal Development curriculum. It is the
coordinator’s role to model ways that the PeaceBuilders® messages can be
included in the Personal Development curriculum. Issues that are
pertinent to junior secondary students are also included as the need
arises and PeaceBuilders® problem-solving strategies are discussed and
implemented. Our aim is to train all secondary staff to include
PeaceBuilders® in their subject areas.
In Year 9 we are implementing PeaceBuilders® as part of our students’
experience at our city campus. Part of their curriculum is a placement
with a local community service group and their induction to this
includes training in PeaceBuilders®. We expect our students to use the
strategies and messages they have been taught when interacting with
their placement group and we ask them to find similarities in the aims
of these groups to those of the PeaceBuilders® program. For example,
developing life skills and teaching coping and problem solving skills.
Our Year 9’s are also being trained as peer mentors who, as Year 10’s in
2001 will work with small groups of Year 7 students in a supportive and
caring role. They will be role models as senior students and will work
with year 7’s on activities that will further enhance the ethos of
PeaceBuilders® in our school. Peer modeling is also an important part of
this process.
PeaceBuilders® - Enhancing the Culture.
Already we are noticing changes in the culture at Eltham College through
the implementation of this process. Junior school students have made the
greatest change due to the consistency with which they are exposed to
PeaceBuilders®. Having their class teacher and specialist teachers who
are constantly reminding students about PeaceBuilders® assisting with
positive change. The secondary school is moving more slowly but progress
is also being made. As our students move through from primary to
secondary school the program will move with them, and become an
automatic part of the secondary school culture.
Junior school students have made changes regarding the way that they
solve problems in the playground – they discuss the problems and do
their best to reach solutions by themselves. Students try to be
cooperative and involve others in their games. One student recently said
how excited she was now that she no longer had to be a ‘wall’ during
make-believe games. She is now included and valued for the creativity
she brings to the group. Students are also using the language of
PeaceBuilders® - they notice if someone uses a ‘put down’, they speak up
about it and expect an apology. A favourite activity with junior school
students is a Peace Circle, where a class sits together and students
compliment one another for great PeaceBuilding. Bullying is much less
likely to occur in an environment where students and staff encourage and
support one another – an environment where power games are not accepted.
Parents are also commenting favourably about changes that they are
noticing. A parent of a child with social problems recently reported how
excited her child was when she received a PraiseNote from another child.
It gave the child, who felt she had no friends, a real boost in
self-esteem as she realised that there are others who appreciate her.
Another parent asked a class teacher to send some PraiseNotes home so
that he could give them to his child who had been particularly helpful
around the house. ELC staff have reported how parents have been framing
PraiseNotes students receive. As noted earlier, it is this parental
support which is another important aspect of successful prevention
programs.
Incidences of bullying are decreasing as students learn to speak up
about hurts and refuse to accept behaviour that does not fit into the
culture we are creating. A recent breakthrough with one student who had
been having difficulties changing their behaviour, was when they
received a PraiseNote from a staff member who noticed this child
inviting others to play. This student reported feeling great about being
recognised and has continued, with support from teachers and peers, to
work hard at giving up bullying behaviours.
Recently our Year 2 students wrote about PeaceBuilders®. Here are
some of their thoughts:
“In PeaceBuilders we do fun activities. I like it because everyone is
kind. When you are a PeaceBuilder you don’t bully. You keep tidy and
help other people. You don’t tease. You also be friends. When Mrs.
McKay-Brown comes into our classroom we draw and talk about it. At lunch
we can play games. It is fun!”
“When we were not doing PeaceBuilders, people sometimes got bullied. But
now it has changed. Everybody is spreading their wings and playing with
other people. If you see someone all alone you ask them if they want to
play. Sometimes I want to be on my own.”
“PeaceBuilders is a program that will stay at Eltham College for the
rest of its life. All people will enjoy it. PeaceBuilders play with each
other and say nice things and be happy.”
Conclusion
School bullying should be of great concern to all members of our
community. If we are to stop children from becoming at-risk adults then
we must incorporate programs into our schools and communities that are
positive and pro-active. Schools especially must be brave enough to
accept that change needs to be made, as school institutions behavior and
procedures often support bullying behaviour in both their adults and
students. Instilling in all members of a community the belief that
bullying is unacceptable is a start to us changing the way we relate to
one another. At Eltham College, through the PeaceBuilders® process, we
are acknowledging that we can do an even better job in preparing our
youth for the future. A future, we hope, where violence in whatever
shape or form is unacceptable. By starting now, and by using
PeaceBuilders® we can make a difference. Others too can make a
difference and together we can influence a more positive community
culture.
References
Banks, R. (1997) Bullying in Schools. Eric Clearinghouse.
Borg, M.G. (1999) The extent and nature of bullying among primary and
secondary schoolchildren. Educational Research, 41(2), 137-153.
Carroll, A., Durkin, K., Hattie, J. & Houghton, S. (1997) Goal Setting
Among Adolescents: A Comparison of Delinquent, At-Risk, and Not-At-Risk
Youth. Journal of Educational Psychology, 89(3), 441-450.
Eltham College, (2000) Eltham College Strategic Directions: 2000-2005.
Glover, D., Gough, G., Johnson, M. & Cartwright, N. (2000) Bullying in
25 secondary schools: incidence, impact and intervention. Educational
Research, 42(2), 141-156.
Johnson, D. & Lewis, G. (1999) Do You Like What You See?
Self-perceptions of Adolescent Bullies. British Educational Research
Journal, 25(5), 665-675.
Kumpulainen, K., Räsänen, E. & Henttonen, I. (1999). Children Involved
in Bullying: Psychological Disturbance and the Persistence of the
Involvement. Child Abuse and Neglect, 23(12), 1253-1262.
Petrie, S. & Christie G. (1998) Reducing Violence Through
Community-based Programs: A case for PeaceBuilders®. Australian
PeaceBuilders® Website.
Petrie, S., Christie G., & Christie, C. (1999) Reducing and Preventing
Violence in Schools. Paper presented at the Australian Institute of
Criminology Conference. “Children and Crime: Victims and Offenders”.
Brisbane
Rigby, K. (1998). Suicidal ideation and bullying among Australian
secondary school students. The Australian Educational and Developmental
Psychologist, 15(1) 45-60.
Shochet, I. & Osgarby, S. (1999). The Resourceful Adolescent Project:
Building psychological resilience in adolescents and their parents. The
Australian Educational and Developmental Psychologist, 16(1) 46-64.
Smith, P.K., Madsen, K.C. & Moody, J.C. (1999) What causes age decline
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Video presentation by Dr. David Warner