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ERIC Number: EJ803388
Record Type: Journal
Publication Date: 2007-Jun
Pages: 10
Abstractor: As Provided
Reference Count: 10
ISSN: ISSN-0264-3944
Use of the Support Group Method to Tackle Bullying, and Evaluation from Schools and Local Authorities in England
Smith, Peter K.; Howard, Sharon; Thompson, Fran
Pastoral Care in Education: An International Journal for Pastoral Care & Personal-Social Education, v25 n2 p4-13 Jun 2007
The Support Group Method (SGM), formerly the No Blame Approach, is widely used as an anti-bullying intervention in schools, but has aroused some controversy. There is little evidence from users regarding its effectiveness. We aimed to ascertain the use of and support for the SGM in Local Authorities (LAs) and schools; and obtain ratings of satisfaction with its use; sources of evidence for such ratings; and comments on how it is used in practice. Questionnaires were sent to LAs and schools in England, and were available on a website; useful replies were obtained from 57 LAs and 59 schools. Some two-thirds of LAs were supportive of the SGM in general terms, although fewer said they had sufficient evidence to judge effectiveness. The modal rating when given was "satisfactory". Most schools had used SGM for 1-5 years, often across the whole school. Two-thirds received direct training in the method. Over one-half of schools gave a rating of effectiveness, based on teachers, pupils and parents; the modal rating was "very satisfactory". Responses and open-ended comments revealed that details of use varied considerably and that some schools had substantially modified the method. In summary, a majority of LAs and schools that responded were satisfied or very satisfied with SGM. However, some confusion about the ways of implementing SGM was evident; this might explain some hostile comments reported elsewhere. Issues of parental involvement, and backup availability of sanctions, were commonly mentioned. Further research based directly on pupils and parents would supplement the findings of this survey.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)