1 Danish School of Education - Research Programme for Diversity, Culture and Change, Danish School of Education, Arts, Aarhus University2 Danish School of Education - Pædagogisk Psykologi, Emdrup, Danish School of Education, Arts, Aarhus University3 Danish School of Education - Pædagogisk Psykologi, Emdrup, Danish School of Education, Arts, Aarhus University
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.
School Bullying: New Theories in Context, 2014, p. 389-404