Year P - 12

The P.E.A.C.E Pack - A program for reducing bullying in schools

  • Overview

    Author(s)
    Phillip T. Slee
    Year level(s)
    P - 12
    Who is this for?
    Students
    Who is this from?
    Primary teachers and staff,Secondary school teachers and staff,Allied health professionals,Other
    Domains
    Mentally Healthy Communities
    Settings
    Primary School, Secondary School
    Topics
    Bullying and cyber safety, Connectedness and relationships
    Aims
    The purpose of the P.E.A.C.E. Pack is to promote student wellbeing through reducing bullying through school-based strategies. The P.E.A.C.E. Pack provides a stand -alone systemic framework for schools to provide a safe learning and play environment for students.
    Cost
    The P.E.A.C.E. Pack costs $350 (plus $10 postage and handling).
    Location
    Victoria, New South Wales, Australian Capital Territory, Queensland, Northern Territory, South Australia, Western Australia, Tasmania
    Organisation
    Phillip T. Slee, School of Education, Flinders University
    Address
    GPO Box 2100 Adelaide, SA. 5001
    Phone number
    08 8201 3243
    Fax number
    08 8201 3184
    Email
    phillip.slee@flinders.edu.au
  • Implementation

    Detailed description

    The resource is intended for use by schools from Reception to Year 12 (R-12). It is particularly directed at teachers, school counsellors and school administrators interested in implementing or reviewing anti-bullying programs in their classroom or school. It could also be used in conjunction with associated resources by social welfare workers who are delivering programs in schools and communities. The P.E.A.C.E. Pack provides particular information regarding bullying in relation to children with special needs. The P.E.A.C.E. process, through which schools can promote wellbeing through adequately addressing school bullying and violence, is as follows: P - Preparation: preparation and consideration of the nature of bullying E - Education: education and understanding of the issues A - Action: action taken and strategies developed to reduce bullying C - Coping: coping strategies for staff, students and parents E - Evaluation: evaluation, review and celebration of the program

    Program structure & method delivery

    The P.E.A.C.E. pack comprises a 35-page booklet and 12 practical classroom focussed fact sheets including ideas for lesson plans. The booklet contains: * Information about the nature and effects of bullying in Australian and overseas schools * Details of the outcomes of intervention programs implemented in schools * A resource list and resources that can be copied for use in seminars, school meetings and conferences The worksheets provide: * Ideas for policy and grievance procedures * Examples of lesson plans addressing the issues of bullying * Details of interventions with bullies and victims * Ideas for involving parents in anti-bullying programs ; The program is particularly directed at teachers, school counsellors and school administrators interested in implementing or reviewing anti-bullying programs in their classroom or school. It could also be used in conjunction with associated resources by social welfare workers who are delivering programs in schools and communities. The P.E.A.C.E. Pack also provides specific bullying information in regards to youth with special needs.

    Student assessment measures

    No

    Professional learning compulsory

    No

    A short Professional Development PowerPoint presentation has been developed to assist the implementation of the program.

  • Evidence

    Identified theoretical framework

    The P.E.A.C.E. Pack is based on systems theory and constructivism, and is subsequently appropriate for school administrators, counsellors, teachers, parents and students.

    References

    Slee, P. T. (1996). The PEACE Pack: A programme for reducing bullying in our schools. Australian Journal of Guidance and Counselling, 5, 215-224. Slee, P. T. (2005). The P.E.A.C.E. Pack: A whole school program for reducing school bullying. In H. McGrath T. Noble (Eds.), Bullying solutions. Evidence-based approaches to bullying in Australian schools (pp. 85-99). Sydney, Australia: Pearson Longman. Slee, P. T (2005). The P.E.A.C.E. Pack. Evaluation of a program for the successful reduction of school bullying. In P. K. Smith N. Soeda (Eds.), School bullying around the world (pp. 58-72). Tokyo: Minerva Shobo Publishers. Slee, P. T. Mohyla, J. (2007). The PEACE Pack: An evaluation of interventions to reduce bullying in four Australian primary schools. Educational Research, 49, 103-115. Slee, P.T. Mohyla, J.; (2014). THE PEACE PACK: A computerised on-line assessment of school bullying.; Journal of Educational Computing Research. Special issue on Recommender Systems and Group Awareness in Collaborative Social Learning Environments. 50 (3), 431-447. Skrzypiec, G., Slee, P.T., Murray-Harvey, R., Pereira, B. (2011). School bullying by one or more ways: Does it matter and how do students cope? School Psychology International, 32, 288-312. Slee, P.T. (2013). Coping with School Bullying: Students and Expert s Views on Effective Strategies. INB. Gerrard M. Soriano. (Eds.) School Based family Counselling. Transforming Family-School Relationships. Create Space Independent Publishing Platform Ch. 37, pp, 615-634.
  • Authors

    Author(s)

    Phillip T. Slee

    About author(s)

    Phillip T. Slee is a Professor in Human Development in the School of Education at Flinders University of South Australia. Phillip is a trained teacher and registered psychologist. At Flinders University he co-ordinates major under-graduate programs in the Bachelor of Education, and has published extensively in the field of child development, bullying, school violence and stress, including books, book chapters and journal papers and produced educational resources in the form of videos and resource packages. Phillip s key areas of research and publications include: (i) school violence (ii) conduct or behaviour disorders amongst children and adolescents (iii) families and stress (iv) teacher education and (v) mental health and wellbeing. He also has a particular interest in the practical and policy implications of his research. Phillip has presented his work nationally and internationally in workshops and lectures, and has undertaken a number of consultancies for State and Commonwealth department over the years.