Frequently Asked Questions Violence Prevention Works. Find the answers to the most frequently asked questions about bullying and the Olweus Bullying Prevention Program. You also may download this printer friendly Olweus Bullying Prevention Program PDF. Background Information on Bullying. What Is Bullying What Are the Different Forms or Kinds of Bullying How Does Bullying Differ from Other Types of Aggression between StudentsWhy Shouldnt We Use a Conflict Resolution or Peer Mediation Program to Address Bullying Issues What Causes Bullying Why Do Some Students Bully How Common Is Bullying Is Bullying All That Harmful Olweus Bullying Prevention Program. What Is the Olweus Bullying Prevention ProgramWhat Are the Goals of the Program What Are the Components of the ProgramConflict And Resolution In Literature Activities For High SchoolWhat Are the Effects of the Olweus Bullying Prevention Program For Whom Is the Olweus Bullying Prevention Program Designed Program Materials and Cost. What Are the Olweus Bullying Prevention Program MaterialsConflict And Resolution In Literature Activities For First GradeHow Much Will Materials Cost for Our School How Much Do the Materials Cost per Student Do We Have to Purchase New Materials Each Year What Other Related Costs Are There in Implementing This Program Is Training Recommended for the ProgramUse the following to cite this article Vonhm, Mainlehwon Ebenezer, The Role of Education to Build Peace and Reconciliation in Post Conflict Settings, Beyond. Reading Interactive Notebooks Literature Literary Elements for Common Core. This Reading Interactive Notebook is the true original over 45,000 copies sold After. Electronic Literature What is it v1. 0 January 2, 2007 By N. Katherine Hayles. N. Katherine Hayles UCLA Contents. Abstract Preface 1 A Context For Electronic. Who Should Attend the Bullying Prevention Coordinating Committee BPCC Training Where Should This Training Take Place What Is Involved in the Ongoing Consultation by a Certified Olweus TrainerCan We Opt Out of the Consultation and Just Participate in the Training What Are the TrainingConsultation Costs How Many School Committees Can Be Trained at One Time Whom Can I Talk to about Our Schools Specific Training Needs What If Our School District Wants to Have a Certified Olweus Trainer Who Can Train Committees rather than Bringing In an Outside TrainerHow Often Are the Training of Trainers TOTs Sessions Held How Can We Apply for a Training Seat at the Next Training of Trainers How Much Does It Cost to Become a Certified Olweus Trainer for the Olweus Bullying Prevention ProgramCan We Host a Training of Trainers in Our Own State How Many Schools Have Used the Olweus Bullying Prevention Program Can We Talk to Personnel in Schools That Have Used the ProgramFunding for the Program. Where Can We Find Funding for the Olweus Bullying Prevention Program Background Information on Bullying Questions and Answers. Question What Is Bullying In order to address the issue of bullying, it is important to clearly understand how bullying is defined. A commonly used definition developed by Dr. Olweus is. A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself. Expressed in more everyday language one might say Bullying is when someone repeatedly and on purpose says or does mean or hurtful things to another person who has a hard time defending himself or herself. Question What Are the Different Forms or Kinds of BullyingThere are several different forms of bullying. The Olweus Bullying Questionnaire asks specific questions about the following forms of bullying. Internet. It is possible to divide the different types of bullying into direct and indirect forms. In direct forms, bullying involves relatively open attacks, usually in a face to face confrontation. Typical examples of direct bullying include verbal bullying with derogatory comments and nasty names, and physical bullying with hitting, kicking, shoving, and spitting. In indirect bullying, the aggressive acts are more concealed and subtle, and it may be more difficult for the bullied student to know who is responsible for the bullying. Typical examples include social isolationthat is, intentionally excluding someone from a group or activityand spreading lies and nasty rumors. Several forms of cyber bullying may also be considered indirect in the sense that nasty messages are delivered from a distance, not in a face to face way, and from anonymous sources. And in some cases, it may be difficult or almost impossible to find out who originally sent the message. Question How Does Bullying Differ from Other Types of Aggression between Students Bullying can be distinguished from other kinds of aggression between students in a number of ways, but most obviously by the following 1 the negative behaviors are intentionally targeted at a specific individual it isnt an accident that this incident happened 2 the repetitive nature of bullying it isnt usually a onetime event and 3 the power imbalance between the students. Question Why Shouldnt We Use a Conflict Resolution or Peer Mediation Program to Address Bullying Issues One of the main characteristics of bullying is an imbalance of power therefore, it cannot be considered normal relational conflict between two students. Bullying is a form of peer abuse. The student who is being bullied needs to be protected from such victimization. The student or students who bullying others must be helped to stop their destructive behavior. It is clear that conflict resolution andor peer mediation strategies can serve a positive role in building a safe school climate when used with conflict situations. Conflict resolution or peer mediation strategies, however, should not be used to address bullying problems because. Peer mediationconflict resolution programs assume there is a bit of both right and wrong on both sides. Such programs may place some blame on the student who is being bullied and free the student or students who are bullying from some responsibility. These programs work toward a compromise that, in the case of bullying, could mean further victimization of the student who has been bullied. Another common assumption in such programs is that both parties have about the same negotiating power. This is usually not the case in bullying situations where there is an imbalance in power in favor of the student or students who bully. Chances are the bullied student will be the loser in such negotiations. In peer mediationconflict resolution programs, the mediator is told not to take a moral stand on the issue at hand. In the case of bullying, it is very important that the adults take a moral stand and clearly communicate that bullying is not acceptable. Conflict resolutionpeer mediation programs leave most of the responsibility for solving bullying problems to the students. However, bullying problems are often complex and difficult to handle, even for trained school staff. To defer these problems to the students is giving them too much responsibility. By using peer mediators, staff may also think that bullying is not their problem to solve. Question What Causes Bullying There is no single or simple cause of bullying behavior. Research clearly suggests that personality characteristics and a students tendency toward aggressive behaviors, combined with physical strength or weakness in the case of boys are important risk factors for bullying in individual students. In addition, environmental factors such as the attitudes, routines, and behaviors of important adults in particular teachers and administrators play a major role in determining whether bullying will appear in a classroom or a school. The attitudes and behavior of peers also play critical roles. Question Why Do Some Students Bully Research suggests there are several partly interrelated motives for bullying. Students who bully have strong needs for power and negative dominance they seem to enjoy being in control and subduing others. Students who bully find satisfaction in causing injury and suffering to other students. This may be at least partly due to the environment at home, which may have caused hostility within the student. Students who bully are often rewarded in some way for their behavior. This could be material or psychological rewards, such as forcing the student who is bullied to give them money or enjoying the attention, status, and prestige they are granted from other students because of their behavior. Students who bully others may have some common family characteristics, such as parents who are not very involved in their childrens lives, who lack warmth and positive involvement. Some parents may not have set clear limits on their childrens aggressive behavior and may have allowed them to act out aggressively toward their siblings and other children. Organisational Conflict and its Effects on Organisational Performance. INTRODUCTIONBusinesses nowadays are operating in a turbulent environment where organisations. Dodd, 2. 00. 3. Conflict is generally. Esquivel. and Kleiner, 1. In addition organisational conflict is regarded as the. Conflict are inevitable. Jones et al. 2. 00. In addition, Loomis and Loomis 1. Conflict is an ever present process in human relations. That is why various. Conflict is a fact of life in any. In addition, dealing with conflicts is a great challenge to management. Adomi and Anie, 2. Conflicts commonly arise when. Employees. in various organisations are organized into manageable groups in order to achieve. Nowadays, most serious conflicts make headlines in the newspapers, which might. Conflicts have both negative and positive. There is. no one source of conflicts which occurs in organisations at all levels of management. Barker et al., 1. In social life, conflicts. The. same case applies to organisations, when conflicts arise it needs to be resolved. However, conflicts are rarely resolved easily, to a certain extend. Barker. et al., 1. Conflict can occur within groups intra group conflict. Therefore, the main aim of this study is to examine the sources of organizational. It specifically. tries to examine in detail, the causes, types, effects and recommend various. In any organisation, there are many causes of conflicts however conflicts. Furthermore, if the tasks of individuals working as a group are not. Conflict. between individuals may result from role related pressures. Conflicts would. arise between individuals and groups if the goals are not specified for individuals. Duke, 1. 99. 9. Additionally, the following. Resources are very scarce, people will always have to compete for them and the. Interdependent may also lead to conflict. The management might blame all units involved at each process. Incompatible personalities, which are psychological. Robbins, 1. 98. 7. Three basic types of conflict are task conflict, interpersonal conflict. Group members may disagree about facts or opinions. The interpretation of evidence may be questioned. Disagreement. about the substance of the discussion is called task conflict. Task conflict. can be productive by improving the quality of decisions and critical thinking. Another potential area for conflict is the interpersonal relationships. The term interpersonal conflict is used to indicate. This clash. may take place in the form of antagonistic remarks that relate to the. Conflict of this type is. There may be icy stares. Interpersonal conflict. Procedural conflict exists when group members disagree about the procedures. New procedures may be formulated. Even the group goal may be modified. Procedural. conflict, like task conflict, may be productive Barker et. Not all conflicts are bad and not all conflicts are good, according to Hocker. Wilmot 1. 99. 5. People tend to view conflict as a negative force operating. Conflict can create. The positive effects of conflict are improving. In addition conflict also will be potentially destructive in. However, conflict can interfere. Unresolved conflicts tends to grow into bigger conflicts, the more. Knippen. and Green, 1. Similarly, some of these problems, which might arise due. Management should resolve conflicts properly in their organisation for. The outcome of resolving. If conflicts are managed properly by applying the best course of action. Conflict improves decision making outcomes, especially on task related conflict. Amason. 1. 99. 6 Schwenk and Cosier, 1. Research has also. Jehn, 1. 99. 5. Other benefits include improved. Fiol. 1. 99. 4, promoted the development of new ideas and approaches Baron. Schwenk and Valacich, 1. Conflict is seen as a productive. Strategies development is necessary in any organisations to curb or reduce. These strategies will resolve an existing. Knippen and Green. Robinson et al. 1. When conflict arises, we need to be able to manage them properly, so that it. Parker 1. 97. 4 argued that if conflicts. Unmanaged conflict may result in withdrawal of individuals and. Hocker and Wilmot 1. Avoidance of. conflict often leads to intensified hostility and may later cause greater problems. Therefore, one of the first steps in conflict management is to. Boulding 1. 96. 2, states that the. Conflict situations are frequently allowed to develop to almost unmanageable. Knippen and Green 1. Jointly, deciding how to resolve the conflict and making a commitment to resolve. Communication strategy has been used to resolve conflicts in many organisations. Graham and Le. Bron, 1. In addition. when a group is achieving a goal, there are internal and external problems and. Appelbaum. et al., 1. Conflict Management theory state that a healthy conflict management systems. The conflict management systems should. The process starts with assessment and inquiry, addresses the design. Ford, 2. 00. 7. This indicates. MATERIALS AND METHODS Research Design. To achieve the objectives of the study, survey research design was adopted and. The survey approach was used, because. Babbie, 1. 99. 0 Fowler. Floyd, 1. 99. 5. In addition it will greatly increase our knowledge about. Saunders et al., 2. Sampling Plan. The total number of sample selected for the study consisted of one hundred. Gaborone. The convenience sampling was used to get the views of the managers. The overall response rate was 6. This sample is deemed. Nelson, 1. 98. 8 Spiro. Data Collection. In pursuit of this study and achieve its objectives, the research instrument. The questionnaire was pre tested with ten managers. Their. suggestions were incorporated. The use of questionnaire was considered most. The. research instrument was divided into two sections. Part I comprised of demographic. Part II, comprised of open ended questions like what causes conflicts. This was done to get perceptions from managers on issues of. In the previous research it clearly demonstrates that the questionnaire is the. Suliman and. Abdulla, 2. Adomi and Anie, 2. RESULTS The analysis of data was made by using quantitative approach. This. study is more quantitative, therefore other methods were ruled out from. The data was analyzed by using descriptive method that is the tabular. One hundred and thirty questionnaires were distributed to managers in. Gaborone. Only 8. The remaining were not returned or were misplaced by the respondents. The questions were grouped into six variables with. Table 1. These variables. In Table 1, 9. 4 of managers agree that employees have. This reflects in. However, the major cause of organisation conflict is limited resource. In addition. employees compete in organisation because of limited resources. Competition. among the employees might take place in the form of promotion, financial. It also reflects that managers. Either plans are in place or they are not interpreted and communication. In the variables of types of conflicts which are very common. Also the results shows that other types of conflicts do exist in organisation. Table 1. On the issue of effects of conflict to organisational performance variable. This reflects that if conflicts. In addition conflict has positive effect to the organisation especially. Therefore, its the duty of the management and employees. In resolving conflicts, results indicate that most conflicts in organisation. However, in other situations mediation approach is used to resolve. In addition other approaches are also supplemented in resolving conflicts. The respondents agree that more than one approach is used in their organisation. This reflects that management applies more than. Although the respondents. This result indicates that the. Therefore, its the prerogative duty of the management. CONCLUSIONS AND IMPLICATIONSResults from the study indicate that organisational conflicts do. The major causes of organisational conflicts is. Employees always compete for the scarce. Therefore its the prime responsibility of the management to. This approach to a. Employees performance evaluation criteria should be clearly spelled out. Employees should be evaluated impartially. Therefore, to avoid the situation. SMART. In addition the employees. This will make employees. Empirical findings show that organisations are adversely affected by. Similarly. organisational conflicts do have positive effects to the organisation. In addition conflicts build. This occurs especially when they come together to resolve the conflict. Although conflicts have both negative and positive effects, the management.
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