criti about bullying

Margaret Welch Fall EL 352 Article 1, Bullying Article Critique: Bullying Margaret Welch Fall Dr. Davenport EL 352 Fall 2016 Vector from all-free-download.com; www.pawtucketpolice.com/community/bully.htm Margaret Welch Fall EL 352 Article 1, Bullying Article Critique 1, Bullying Swearer , S., & Hymel, S. (2015). Bullying and Discrimination in Schools: Exploring Variations Across Student Subgroups. School Psychology Review, 44(4), 504–509.

In their article, Bullying and Discrimination in Schools: Exploring Variations Across Student Subgroups, authors Susan Swearer and Shelley Hymel assert that although the phenomena of bullying and discrimination have been studied extensively, we, the educators, are failing to defeat these societal ills. Swearer and Hymel state “…why bullying and discrimination happen is no longer a mystery. However, translating research knowledge to real solutions is proving to be more mysterious than researchers could have predicted.” 1 I found it disappointing that after starting their article in this manner, the authors shied away from any meaningful attempt to address the issue they just identified, and instead chose to simply document some of the complexities that continue to contribute to the disturbing practices of bullying and/or discrimination. Although logically presented and persuasively argued, this article simply added to the body of research (that the authors already found to be sufficient) and fell short of providing actionable solutions (which the authors found to be lacking). Swearer and Hymel cite numerous research studies, and the article does support their early, framing claim that “Results of these studies underscore how peers matter, individual differences matter (race, sexual orientation, and disability), educational context matters, and measurement matters.” 2 The article then goes on to discuss each Margaret Welch Fall EL 352 Article 1, Bullying of these four main bullying/discrimination dynamics (peer interactions, individual identity/perceived differences, educational placement, and methods/limitations of measurement) contribute to these two vexing behavioral problems. I found the authors’ argument to be well-presented and compelling. It was equally and readily apparent that the subject of their article, bullying and discrimination, is unfortunately every bit as relevant to today’s classroom as these disruptive behaviors have ever been. Bullying and discrimination have plagued our educational systems for a long time, and they continue to do so today. Most regrettably for me personally, was that the authors come dangerously close to refuting their own thesis when, in the article’s final paragraph, they state “Not surprisingly, reviews and meta-analyses regarding the impact of antibullying efforts over the past few years have shown some reductions in overall rates of bullying…”3 I have difficulty reconciling this assertion that there have been demonstrable reductions in bullying rates, with the authors’ earlier lament about how mysterious “translating research knowledge to real solutions” 4 was proving to be. The article’s final statement, while perhaps trite, is certainly inarguable: “It is only when we fully understand the complex nature of bullying and discrimination, and work collectively and compassionately to create a culture of acceptance of all individuals and groups, that such interpersonal violence might cease to exist.” 5

Susan M. Swearer, Ph.D.WILLA CATHER PROFESSOR OF EDUCATIONAL PSYCHOLOGYPROFESSOR OF SCHOOL PSYCHOLOGY, DEPARTMENT OF EDUCATIONAL PSYCHOLOGYDIRECTOR, EMPOWERMENT INITIATIVECO-DIRECTOR, BULLYING RESEARCH NETWORK

Over the past decade, Susan Swearer has developed and implemented a data-based decision-making model for responding to bullying among school-aged youth and has conducted school staff trainings to establish cost-effective and data-based strategies to reduce bullying behaviors. She is the co-author of “Bullying Prevention and Intervention: Realistic Strategies for Schools” (2009) and co-editor of the books “Handbook of Bullying in Schools: An International Perspective” (2010) and “Bullying in North American Schools, 2nd edition” (2011). She has also authored over 100 book chapters and articles on the topics of bullying, depression and anxiety in school-aged youth.

Swearer's research interests include bullying prevention and intervention; the comorbidity of psychological disorders in children and adolescents; developmental issues in psychopathology; the relationship between internalizing psychopathology and externalizing behavior; and cognitive-behavioral interventions with youth and their families. Her current research projects include the development of a cognitive-behavioral intervention for youth who bully others; factors that influence the development of kindness and bravery; using participatory action research to change local norms related to bullying; and other studies that can be found at the Empowerment Initiative.

Since coming to UNL, Swearer has taught the following graduate courses: Developmental Psychopathology, Small N Research Design, Cognitive and Behavioral Interventions with Children and Adolescents, Child and Adolescent Therapy Doctoral Practicum, Advanced Doctoral Practicum in Child and Adolescent Therapy, Doctoral Externship in School Psychology, Community Practice in School Psychology, Ethical and Professional Practice in School Psychology, and Doctoral Research Seminar. Swearer is a licensed psychologist in the state of Nebraska, the director of the Empowerment Initiative, co-director of the Bullying Research Network, chair of the research advisory board for the Born This Way Foundation and is a supervising psychologist in the Counseling and School Psychology Clinic.

Swearer’s “Target Bullying Intervention Program” was featured on CBS Sunday Morning in February 2011; she was an invited presenter at the White House Bullying Prevention Conference in March 2011; and she was a panel member at Harvard University for the launch of the Born This Way Foundation, along with Lady Gaga, Oprah, Deepak Chopra and Secretary of HHS Kathleen Sebelieus in February 2012. In March 2012, Swearer was a featured bullying expert on Anderson Cooper’s daytime show, “Anderson.” From January to March 2013, she toured with Lady Gaga and the Born This Way Foundation on the Born Brave Bus, a youth empowerment experience that has reached over 70,000 participants.

Swearer received her bachelor’s degree in psychology from Swarthmore College in 1987, her master’s degree in special education from The Pennsylvania State University in 1989 and her doctorate in school psychology from The University of Texas at Austin in 1997. She has been a high school special education teacher for students with emotional and behavioral disorders and has worked as a licensed professional counselor with children, adolescents, and families in residential treatment, inpatient, and outpatient settings. She completed her pre-doctoral internship with the Nebraska Internship Consortium in Professional Psychology at Boys Town (APA approved) in Omaha, Nebraska. Swearer joined the faculty in the school psychology program at UNL in 1997.