UK Observatory for the Promotion of Non-Violence - Working with Children and Young People


How can we prevent and reduce bullying amongst university students

How can we prevent and reduce bullying amongst university students? (PDF - 901kB)

Myers,C. & Cowie, H (2016) International Journal of Emotional Education, Sp.Ed.Vol.8 No.1 April 2016.

Who cares about the bullies? (PDF - 901kB)

Cowie, H & Colliety,P (2016) Pastoral Care in Education.

El Acoso Escolar y Su Prevencion: Perspectivas internacionales (PDF - 1514kB)

Ovejero, A, Smith, P.K. & Yubero S (2012) Biblioteca Nueva (2012).

Cyberbullying amongst university students (PDF - 179kB)

Cowie,H.; Bauman, S.; Coyne,I.; Myers,C.; Porhola, M.; Almeida, A. Cyberbullying through the New Media (2013).

The Use of Participatory Methods in Researching the Experiences of Children and Young People (PDF - 1,785kB)

Cowie, H.; Huser, C.; Myers, C.A. Croatian Journal of Education (2014) Vol.16, SP.Ed.No.2, ENSEC 2013 - Social and Emotional Competence in a Changing World.

Cyberbullying and its impact on young people's emotional health and well-being (PDF - 258kB)

Cowie, H. The Psychiatrist (online) 2013, 37:167-170.

Vulnerable Selves, Disciplining Others (PDF - 298kB)

ESRC Seminar Series Launch 6.30pm, 18 May 2011.

Cyberbullying: Understand the online threat (PDF - 299kB)

Cowie, H (2011), "Cyberbullying: Understand the online threat". Young Minds magazine, 110, 28-29.

Children and Society (PDF - 84kB)

Cowie, H (2011), Bullying: The Moral and Social Orders at Play, Special Issue, Children and Society.

Coping with Musculoskeletal Pain: Implications for Office Workers (PDF - 210kB)

Cowie, H & Oztug, O (2011), The Turkish Online Journal of Educational Technology, 10(1):81-88.

Making school a safer place: What the Children Say (PDF - 235kB)

Cowie, H & Oztug, O (2010), Bogaziçi University Journal of Education, 26 (1):49-56.

Perspectives on emotional labour and bullying: reviewing the role of emotions in nursing and healthcare (PDF - 196kB)

Cowie, H & Smith, P. (2010), Int. J. Work Organisation and Emotion, 3(3):227-236.

Bullying of secondary school pupils with Special Educational Needs (SEN) (DOCX - 20kB)

Naylor et al. (2011), ESRC.

Peer Support as a Means of Improving School Safety and Reducing Bullying and Violence (PDF - 196kB)

Cowie, H & Smith, Peter K (2010), In B. Doll, W. Pfohl & J. Yoon (Eds.) Handbook of Youth Prevention Science. New York: Routledge, pp. 177-193.

Low peer acceptance and emotional/behavioural maladjustment in schoolchildren (PDF - 206kB)

Espejo et al. (2011).

Understanding Why Children and Young People Engage in Bullying at School (PDF - 79kB)

Cowie, H (2011),C. Barter & D. Berridge (Eds.) Children Behaving Badly? Peer violence between children and young people, Chichester: John Wiley, pp. 33-46.

Bullying Today (PDF - 792kB)

A Report by the Office of the Children’s Commissioner, with Recommendations and Links to Practitioner Tools, Office of the Children's Commissioner 2006

la actuación ante el maltrato entre iguales en el centro educativo ((PDF - 666kB)

Andrés, S. y Barrios, A. (2007),Folleto Maltrato iguales

Guía de actuación para el profesorado ante el maltrato entre iguales. (DOC - 27kB)

Andrés, S. y Barrios, A. (2007),Protocolos de respuesta para equipos directivos y profesorado

Cover of Bullying Among University Students

Bullying Among University Students: Cross-National Perspectives.

Cowie, H. & Myers, C-A. (2016)

This is a pioneering collection of knowledge and evidence exploring the under-researched phenomenon of bullying in universities. Abusive behaviour amongst young people is a serious and pervasive problem that is exacerbated by the rapid advances in electronic communication, and in this book the authors highlight the problem and proceed to facilitate new practices and policies to address it.

This book brings together an international team of authors from a range of disciplines, encompassing education, psychology, criminology, law and counselling, who have carried out research in the area of university bullying. Addressing critical dialogues and debates, the authors explore peer on peer violence, intimidation and social exclusion before considering its effects on students and making recommendations for action and further research. Key topics include:

  • Cyberbullying and cyber aggression
  • Rape culture across the university
  • Homophobic and transphobic bullying
  • The impact of bullying on mental health
  • The role of bully and victim across the lifespan
  • Policies and procedures to address bullying
  • International in authorship and scope, this book will be an invaluable resource for students and researchers in fields such as education, psychology, sociology, health studies and criminology. It is also essential reading for university policy-makers and union representatives responsible for the emotional and physical well-being of students.

    Cover of New Perspectives on Bullying by Helen Cowie and Dawn Jennifer

    New Perspectives on Bullying

    Cowie, H. & Jennifer, D. (2008)

    This book provides a valuable resource for anyone responsible for the emotional health and well-being of children and young people. The authors focus on the importance of fostering positive relationships in the school community as a whole, so that young people and adults feel empowered to challenge bullying when they encounter it and protect those involved.

    Using case studies of real experiences, innovative practice, key research findings and perspectives from children and young people themselves, the authors provide perceptive insights into the positive ways of relating to others that are essential if we are to address the issue of bullying successfully.

    The material outlined in the book is directly linked to the new agenda for change in meeting the needs of the child, empowering children to be consulted and to take responsibility for issues that affect them. It explores a range of effective interventions that can counteract bullying - including restorative approaches; peer mediation; narrative approaches; and cyber support.

    Cover of Violence in Schools: a Whole-School Approach to Best Practice

    Violence in Schools: a Whole-School Approach to Best Practice

    Cowie, H. & Jennifer, D. (2007)

    Violence at school isn't just a school problem. The whole-school approach involves not only teachers and pupils in tackling violence in schools, but engages everyone from senior management and governors, to caretakers, lunchtime supervisors and parents, to those in the community: local businesses, other schools, the education authority, nurses, police, voluntary agencies and child services such as Child and Adolescent Mental Health Service.

    The method focuses on encouraging peer-group support. From setting up an email peer-support service to running a lunchtime club or offering one-to-one support, the authors suggest this approach can result in a more caring school environment, reducing bullying, offering peaceful resolutions in place of violence, and improving the reputation of a school more widely in the community. The book offers practical exercises, case studies and checklists for practitioners, trainee teachers, school managers and local authority advisors engaged in managing school relationships. There is also detailed guidance on how to conduct a needs analysis to address the issues raised, and to train pupils in effective communication.

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    School Bullying and Violence: Taking Action

    Cowie, H. & Jennifer, D. (Co-ordinating team, UK), Chankova, D. & Poshtova, T. (Bulgaria), Deklerck, J. & Deboutte, G. (Belgium), ErtesvÅg, S. K. & Samuelsen, A. S. (Norway), O'Moore, M. & Minton, S. J. (Ireland) and Ortega, R. & Sanchez, V. (Spain) (2006) London: Paul Chapman

    A training resource that addresses the issues of school bullying and violence through a whole school approach (WSA), aimed at educators, non-teaching staff, parents and policy-makers.

    Cover of Emotional Health and Well-Being

    Emotional Health and Well-Being: A Practical Guide for Schools

    Helen Cowie, Chrissy Boardman, Judith Dawkins and Dawn Jennifer

    This accessible book describes behaviours, both disruptive and secretive, which indicate emotional distress. It tackles both the risk factors and the protective factors involved in emotional health and addresses the impact of issues such as bullying, social exclusion, loss and bereavement.

    The authors present a range of strategies demonstrating how schools can develop practices grounded in knowledge about the mental health issues that relate to young people. They focus on methods and policies that have been scientifically evaluated or that are considered best practice.

    Issues and interventions are illustrated throughout with case studies drawn from the authors' own experience. Each author has a longstanding interest in ways of creating supportive environments to prevent distress and to facilitate resilience in the young.

    Emotional Health and Well-Being is essential reading for secondary school teachers, educational psychologists, education welfare officers and all those with pastoral care responsibilities.

    Cover of Bullying - towards a non-violent school

    Bullying - Towards a Non-Violent School

    George Varnava

    By providing teachers with a practical intervention programme to prevent bullying in their schools, this book gives the reader tried and tested strategies to tackle a very challenging problem. Creating a safe school environment where pupils feel secure is increasingly difficult, but this book shows how to devise a strategy, put it into practice, measure its effectiveness and extend good practice out into the wider community. The involvement of young people is a key element of this process. With its roots firmly in practice, the book is based on a study of: common characteristics of schools that have successfully reduced bullying; case studies that show how change can be achieved; raising whole-school awareness of the problem; how to address bullying as a whole-school issue; involving the School Council; and delivering in-service training to colleagues. Primary and secondary school teachers, the school management team, learning mentors, teaching assistants and governors should find the guidance clear and suggested approaches helpful.

    Cover of Understanding Children's Development

    Understanding Children's Development

    Peter K. Smith, Helen Cowie and Mark Blades

    This textbook provides a discussion of child development for beginning psychology students. Revised and updated to take account of developments in the field, it includes a new discussion of the major issues in current UK and European research as well as expanded coverage of the practical applications of this research.

    Cover of Peer Support in Action

    Peer Support In Action: From Bystanding to Standing By

    Helen Cowie and Patti Wallace

    Peer support systems are increasingly being used in schools and other youth settings to tackle problems such as bullying, rejection, social exclusion, sexual identity, self-esteem and loneliness. This practical guide, grounded in theory, aims to give adults working with children and young people the knowledge, understanding and practical tools to provide effective and appropriate systems of peer support.

    The authors combine insights drawn from practice with up-to-date research findings to give a sound basis for peer-based interventions. They encourage readers to build on the potential that many young people have for offering help and give practical guidance on how to train, guide and supervise them in supporting their peers.

    Peer Support In Action is a useful and insightful aid for teachers, educational psychologists, social workers, education welfare officers, counsellors, counselling psychologists and all professionals involved in the pastoral care and guidance of children and young people.

    Cover of Counselling and Supporting Children in Distress

    Counselling and Supporting Children in Distress

    Sharp, S. & Cowie, H (1998). London: Sage.

    Cover of Checkpoints for Schools

    Checkpoints for Schools (PDF - 1.9MB)

    George Varnava (2000)

    Checkpoints for Schools is the first in a series of publications designed to promote non-violence in society. Its aims are to raise awareness, to enable schools to add a specific violence-prevention perspective to all aspects of their work, and to evaluate their progress. The process supports the overall aims of schools as a community within a wider community, working with appropriate partners towards the common goal of a non-violent society.

    Checkpoint derives from the work of the Forum on Children and Violence. The Forum is developing other Checkpoints for parenting, early years care and education, sport and leisure and the media. Throughout this document violence is defined as behaviour which causes physical or psychological harm.

    Cover of Checkpoints for Young People

    Checkpoints for Young People (PDF - 531kB)

    George Varnava (2002)

    Checkpoints for Young People is a complimentary guide accompanying Checkpoints for Schools (Varnava 2000). It provides a program for use by school children who have undertaken the Checkpoint program.

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