El valor de la comunicación en la empresa

Research has shown that anti-bullying programmes are not always as effective as previously thought.207 Certain general features are shared by successful anti-bullying

programmes, these features include the following:208

(1) The program’s central values and philosophy emphasize a positive school climate and strategies founded on social-emotional and character development;

202 Patchin and Hinduja (note 96) at 154; Vandebosch, H., Poels, K. and Deboutte, G. ‘Schools and cyberbullying: Problem perception, current actions and future needs’ 2014(7)(1) International

Journal of Cyber Society and Education 29 at 31–32.

203 Manuel (note 28) at 224. 204 Ibid.

205 Ibid. 206 Ibid.

207 Ansary, N.S., Elias, M.J., Greene, M. and Green, S. ‘Best practices to address (or reduce) Bullying in schools.’ 2015(97)(2) Phi Delta Kappan http://pdk.sagepub.com/content/97/2/30.full.pdf+html

(Last accessed on 1 December 2016) 30 at 31.

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(2) A long-term commitment to effective program implementation, assessment of program effectiveness, and sustainability; and

(3) Clear and consistent strategies outlining what to do when bullying occurs.

A positive school environment as mentioned above means that in a whole-school context, the policies of the school must be of such a nature, and implemented so consistently, that a school is made virtually bulletproof.209

The whole-school approach to the management of bullying is based on an assumption that bullying is a systemic problem and must thus not be directed at bullies and victims individually, but must be directed at the whole-school context.210 Swart and

Bredekamp support Olweus in arguing that the only way to reduce bullying in schools is to have interventions at individual, class and whole-school levels.211 Intervention

should thus not only focus on punishment and rehabilitation of the bully and victim, but also on other stakeholders and role-players in the prevention strategy. This is in line with the focus on the group dimensions of bullying. Protogerou and Fisher identify five types of bullying interventions namely: curriculum, multi-disciplinary or whole school, social skills training, mentoring and social worker support.212

Popovac et al advocate a whole-school approach for the prevention of cyber bullying, and summarise the elements of a successful whole-school approach to the prevention of cyber bullying in South African schools as awareness, policy and monitoring and accountability.213 Thus, any law and policy regulating cyber bullying in schools should

contain these elements.

2.4.1 Awareness

Awareness of cyber bullying includes educating learners, parents and other stakeholders such as educators and school counsellors about the nature as well as

209 Richard, F.J., Schneider, B.H. and Mallet, P. ‘Revisiting the whole-school approach to bullying: Really looking at the whole school’ 2011(33)(3) School Psychology International 263 at 266. 210 Id at 265.

211 Swart and Bredekamp (note 115) at 420.

212 Protogerou, C. and Flisher, A. ‘Bullying in schools’ http://www.mrc.ac.za/crime/Chapter9.pdf (Last accessed on 1 December, 2016) at 123.

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the dangers of cyber bullying.214 Awareness can include aspects such as the nature

and definition of cyber bullying,215 education in the safe use of IT, the negative

influences of online behaviour, preventative action against cyber bullying, how to report cyber bullying and online morals and ethics.216

Learners often do not know how to identify and deal with being cyber bullies, and thus do not report instances of cyber bullying.217 Once learners have more information on

cyber bullying, they might be more willing to report instances of cyber bullying. Aspects that should be included in this information are indicators for cyber bullying and support available for victims of cyber bullying.218 By creating awareness among cyber bullies

about the consequences of their actions, and by involving learners in program planning and evaluation,219 social skills and character traits such as kindness, respect

for others and empathy can be fostered in learners.220

2.4.2 Policy

In a whole-school approach to combatting cyber bullying, there is a need for a well- designed policy on cyber bullying. A clear policy on cyber bullying can guide schools on how to regulate cyber bullying,221 and create certainty regarding the definition of

cyber bullying. School policy and procedures are essential to assist schools to make good decisions and ensure the well-being of learners and staff members. Ideally all schools should have a policy in place to deal with cyber bullying,222 which should

describe the disciplinary measures for cyber bullying that is consistently implemented.223

214 Bhat, C.S. ‘Cyber bullying: Overview and strategies for school counsellors, guidance officers and all school personnel’ 2008(18)(1) Australian Journal of Guidance and Counselling 53 at 61.

215 Ansary, Elias, Greene and Green (note 207) at 31.

216 Cross, D., Monks, H., Campbell, M., Spears, B. and Slee, P. ‘School-based strategies to address cyber bullying’ Occasional Paper: Centre for strategic education February 2011 at 4.

217 Notar, C.E., Padgett, S. and Roden, J. ‘Cyberbullying: Resources for intervention and prevention 2013(1)(3) Universal Journal of Educational Research 133 at 134.

218 Id at 137.

219 Ansary, Elias, Greene and Green (note 207) at 32.

220 Bhat (note 214) at 62.

221 Notar, Padgett and Roden (note 217) at 138. 222 Ibid.

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2.4.3 Monitoring and accountability

Responsibility for the implementation of cyber bullying prevention strategies are shared between all stakeholders.224 Not only do parents have an obligation to monitor

their children’s online activities,225 but learners, and educators also have

responsibilities, rights and duties towards the prevention of cyber bullying.226

Research has shown that peers are witnesses in 85% of instances of bullying, and that intervention by peers is effective in stopping bullying.227 An argument can be made

that there is a moral responsibility on peers to prevent the cyber bullying, and learners should be encouraged to speak up against cyber bullying.

As cyber bullying is a relatively new phenomenon and South Africa has no education specific law and policy relating to cyber bullying, the existing cyber bullying legal framework in the United States of America was studied to identify guidelines to address the unique problems that schools face with relation to cyber bullying.