Based on the given scenario provided by Anita’s situation there are several different considerations that need to be made in order to work to address the issue of peer violence in Anita’s school and towards Anita’s person. First, the individual, social, and environmental factors of the situation must be analyzed by the staff (Feigelman, et al., 2000). Next, the environmental alterations must be determined; in this case, it is recommended to put the two bullies in ISS, or in school suspension, in order to both ease Anita’s school career, stop the bullying, and work to punish those involved in the event.
The counselor must decide the best way to foster resiliency as a part of a community intervention within the school by providing not only information to the school in regards to bullying, but setting up a program that allows for the identification and resolution of such issues, including counseling on the part of the aggressor and the victim (Bernard, 2002). This will work to allow the children to obtain the necessary skills needed to bounce back. Information provided as a part of this community intervention should include anti-discrimination material, teaching children that it is wrong to discriminate against someone based on their gender, race, creed, or sexual orientation, and information should be provided to the students on moral and ethical values. Given the impossibility of keeping things secret between middle schoolers, it is likely that Anita’s privacy is already compromised within the student body, and given the fact that teachers talk amongst themselves, it is likely that the staff are already aware of the incident; however, attempts should still be made to keep Anita’s name out of the discussion, and when reporting it to the state provide the information directly to the state through the appropriate channels only. Finally, Anita’s parents should be called in to notify them of the situation and steps should be taken to keep them appraised of Anita’s progress on a weekly basis.
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- Bernard, B. (2002). Fostering resiliency in kids. Educational Leadership, 44-48. Retrieved from http://kaching.sw.hku.hk/Workshop Notes/Resiliency/Foster Resiliency.pdf
- Feigelman, S., Howard, D., Li, X., & Cross, S. (2000). Psychosocial and environmental correlates of violence perpetration among African-American urban youth. Journal of Adolescent Health, 27(3), 202-2009. Retrieved from http://www.jahonline.org/article/S1054-139X(99)00124-X/abstract
