Anti-Bullying and Anti-Violence School Programs

Characteristic

Explanation

Prevention-based

This program is a prevention program. It is not a crisis-reaction or a treatment or therapy program. Rather, it is designed to help schools change their culture to discourage incidents of bullying and violence.

Research-based

Comprehensive

The program presumes that any attempt to change the culture of a school will only succeed if all persons in the school have heightened awareness and education about the problem of violence and bullying in schools. Therefore, MARC offers:

• student programming emphasizing raising awareness & education (a variety of approaches; see below)
• teacher/faculty/support staff training on a variety of topics (see below)
• engaging parents/community (a variety of approaches; see below)
• for administration, help developing effective policy & administrative procedure

Developmentally-appropriate student programming

The program presumes that student education must take different forms for children of different ages. Younger children learn best from teachers with whom they have a positive emotional relationship, and older children (preteens and teens) learn best from high-status peers.  Approaches and procedures should be ongoing, although one-time assemblies may be useful for “kicking off” a new anti-bullying effort.  Therefore, we have developed:

• in-class procedures for teachers of grades K-1, 2-3, 4-5
• help from MARC Student Associates (see below) in forming student-led efforts to change school culture in Middle and High Schools
• student assemblies for different age groups
• student contests, a Youth Summit, and other positive pro-active events designed to encourage and support student-led anti-violence efforts 
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Click HERE to see details about our student programs and assemblies.

Click HERE to see details about our contests and the Youth Summit.

Parental Involvement

Parental involvement and improved parent-school interactions around bullying incidences are a critical part of a successful community effort, but they also represent a significant challenge.  MARC offers traditional evening parent (e.g., PTO) presentations, but we go beyond these when discussing how to engage parents in the program.  Some other, innovative methods we engage parents are through:

• parent-child school breakfasts, coffee hours, etc.
• parent-engaging curriculum-based homework assignments for children in different grades
• parental handouts and educational flyers
• MARC Award Ceremonies & Exhibits for parents of students recognized for their anti-violence efforts
• MARC workshops for administrators focusing on parent-school problems and solutions

Reducing burden on K-12 Educators

The philosophy at MARC is that K-12 educators should benefit from personal attention and the actual help and presence of psychologists and graduate students in the Center.  We generally do not furnish materials only, but emphasize personal help and assistance in implementing school change.  Recognizing the burdens that K-12 educators struggle with in our society, we seek to make the program as little a burden as possible – our goal is to reduce workloads, not increase them.  Schools may be given services by the Center’s Director, by other faculty, by graduate students, or by supervised undergraduates (only in connection with K-12 students).   No school is guaranteed that Dr. Englander will personally train their faculty, although she does conduct the majority of these trainings. You may specifically request Dr. Englander or any other faculty member or graduate student for any particular service.

MARC’s services to schools are generally free of charge.  If schools have grant funding that would be appropriate, we ask that they contribute some of it to MARC.  If a school asks for a disproportionate amount of MARC’s resources (e.g., repeated trainings, or servicing all schools within a district), they will be asked to contribute some funding to MARC.  Any contributions are typically below market rates.

MARC Student Associates

MARC is a teaching Center, meaning that we instruct up to 20 graduate and advanced undergraduate students. These students are powerful tools in any bullying prevention effort, as they are high-status peers and role models to teenage children.  They are trained, among other things, to facilitate with groups of teenagers on changing their school climate. They also develop assembly programs.  The purpose is dual: (a) to promote the training of students in this area; and (b) to help schools deliver this program without increasing the teaching burden on classroom teachers and guidance counselors.

Click HERE to read more about how Student Facilitators deliver programming to schools.

Tailoring services to individual schools

When a school contacts MARC with interest in its anti-bullying program, we take the time to discuss each school's unique needs and resources; this enables us to tailor the program to make full use of resources and to address each school's particular needs.

Some schools utilize the entire program; others, only parts (such as only the faculty training).  The more schools devote to programs such as this one, the more success they will enjoy.

It is important to note that MARC does not displace other programs, especially curriculum-based bullying-prevention programs.  These can (and should) be used in conjunction with MARC’s services.  We can assist schools in integrating the programs if necessary, but this is seldom necessary.

REQUESTING MARC’S SERVICES

Please click here to put in an online request.

**OUR GOAL IS TO ASSIST AS MANY SCHOOLS AS POSSIBLE**