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Dorte Marie Søndergaard

From technically standardized interventions to analytically informed multi-perspective intervention strategies

Publikation: Bidrag til bog/antologi/rapport/proceedingBidrag til bog/antologiForskningpeer review

In this article, I argue that a multi-perspective intervention strategy can be an important part of answering how the problem of bullying in schools can be diminished and perhaps even eliminated - because bullying is a complex social phenomenon that is inadequately addressed by one-size-fits-all interventions (Casebeer 2012; Donna Cross 2014). The ability to operate flexibly within shifting contexts is important to an intervention in relation to complex social phenomena. It is important to bear in mind that the contexts in which bullying takes place are characterised by ever-changing social conditions, shifting actors and continuously emerging dilemmas and social manoeuvrings. All of these shifting conditions impact the intervention in and/or prevention of destructive social practices – and I argue that a multi-perspective intervention capable of flexible implementation will prove to be more effective and helpful than standardised techniques and fixed sets of behavioural rules. Thus, the reader will not find any behavioural rules or suggestions about standardised intervention techniques in this article. Instead, I draw some overall lines along which it is possible to reflect upon the implications of the intervention and/or prevention strategies and initiatives that practitioners may plan or try to develop; these lines were inspired by the analyses and results included in this anthology as well as in some of the contributing authors’ other published work on bullying. Following the development of thinking technologies implied in this body of work, I here outline a set of strategies for reflection that are directed at practice.
OriginalsprogEngelsk
TitelSchool bullying : new theories in context
RedaktørerRobin May Schott, Dorte Marie Søndergaard
Antal sider15
UdgivelsesstedCambridge
ForlagCambridge University Press
Udgivelsesår2014
Sider389-404
Kapitel15
ISBN (trykt)9781107027763
ISBN (Elektronisk)9781139226707
DOI
StatusUdgivet - 2014

    Forskningsområder

  • Bullying, Children, School, Intervention, multi-perspective intervention strategies

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