'Performativity, Identity and Teacher Mental Health

Since NAPLAN was introduced ten years ago reading and numeracy have improved slightly and writing skills have gone down and despite all the resources that have been invested in our system of education we haven’t hit the lofty heights of excellence we were hoping for. School performance in NAPLAN it is accepted, reflects best teaching practise so teachers and students are under considerable pressure to perform.

NAPLAN was the solution to a declared ‘crisis’ in education so we wouldn’t be ‘left behind’ our international peers. Educational discourse centred on concepts of ‘failure’, ‘crisis’, ‘measurement’, ‘benchmarks’, ‘assessment’, ‘reporting’, ‘good/bad teacher/student.’ Teacher’s professional worth was and continues to be questioned and discussed in the public arena. What makes a ‘good’ teacher? If teachers aren’t ‘good’ then are they ‘bad?’ ‘Bad’ teachers are the cause of falling standards etc. Greg Thompson asserts in The International Education Journal: Comparative Perspectives:

‘In Australia, one of the key motivations for a national testing regime has been the various discourses surrounding the “quality” of teachers in Australian schools, and a sense of some real or imagined crisis impacting on Australian education.’

Continued and persistent focus on what a ‘good’ teacher is and how can we lift ‘teacher capability’ to teach will weigh heavily on the minds of teachers in every school and in every classroom. An established regime of accountability has promoted what Susan E. Noffke describes ‘a culture of performativity’ in education driven by neo- liberal policies:

‘… the widespread influence of neo-liberal policies which have resulted in a culture of ‘performativity’ (Ball, 2003). One prominent example is the attempt to reduce the parameters of educational work to doing only that which results in gains in the narrow band of standardised achievement test, and the ‘mapping’ of curriculum and instructional strategies against that which is tested.’

Teachers are under pressure to perform according to set guidelines and this can be confirmed in casual conversation with educators in any school setting. I won't expand on the link between neo liberal policies and its effects but suffice it to say I do believe that the work of the teacher is very much linked to an agenda that is far removed from the classroom and the experience of the teacher and learner in the school setting.

How does this continued spotlight on the teacher effect general health and wellbeing? I would like to consider this in the light of the REBT (Rational Emotive Behaviour Therapy) counselling model. Albert Ellis’ ABC Theory of Emotional Disturbance embodies the wisdom of many thinkers over the millennia e.g. The Stoic Philosophers, Karen Horney, Alfred Koryzybski and others. 

 

The ABC Theory is a philosophy based counselling model which posits that when something happens (A) there is a behavioural and emotional consequence (C). The children I work with often have an A=C philosophy which says ‘I am angry (C) because she said I couldn’t join in (A)! Ellis said that how we feel and act at (C) can be regulated by how we interpret/perceive/estimate what has happened at (A). This part of the equation (B) alerts us to the cognitive component which drives the strength of the emotion we feel and the kinds of behavioural choices we make.

Dr Albert Ellis, creator of REBT

In the counselling situation we want to help the student move form an A = C philosophy to an A x B = C philosophy or way of thinking. This helps the child/adult understand that he/she is an active agent in making feelings and choosing behaviours.

If a person’s worth is challenged and questioned incessantly either explicitly or by implication this can begin to unsettle a person’s view of self. This in turn will affect how the person deals with difficult and challenging situations, the (A) part of the equation.

Confidence is an essential personal quality that is a buffer, a protective factor against the adversities that we all inevitably are called on to deal with. It is constructed over time and like a wall which is well constructed it will be tested by all manner of assault and if it’s strong it will prevail. However even the strongest of walls can be breached and compromised to the point of failing.

What is confidence? It’s a way of behaving, a projection of a certain sense of comfort with oneself that allows for healthy risk taking to work towards set personal and professional goals. She who feels confident will also deal with adversities constructively. What we see behaviourally and emotionally and which we call confidence is underwritten by an internal, deeply placed habit of thinking/believing. It is what Ellis calls ‘unconditional self-acceptance’ a steadfast belief that one cannot be defined by the opinion of others or how one performs in a general sense. In other words someone’s idea about you does not and cannot define the essence of who you are. Nor can failing at a task define you as a failure. This is the ‘psychological wall’ of self-acceptance constructed over time.

Unconditional Self Acceptance - Albert Ellis

However the foundations of this belief can be rattled under the weight of persistent judgement and appraisal based on ‘key performance indicators’ in a regime of testing and accountability which is so much the reality of the teaching and learning experience according to many.

Can someone’s idea of self-worth be rearranged, reconfigured under such relentless pressure? It seems this can be the case according to many who feel they are performing to the beat of someone else’s drum. They do not feel in control, they lack autonomy in what they do.  Stephen J Ball in The teacher's soul and the terrors of performativity says that the teacher is left to question her worth as a teacher experiencing:

‘…. guilt, uncertainty, instability and the emergence of a new subjectivity. What Bernstein (2000: 1942) calls ‘mechanisms of introjection’ whereby ‘the identity finds its core in its place in an organisation of knowledge and practice’ are here being threatened by or replaced by ‘mechanisms of projection’, that is an ‘identity is a reflection of external contingencies’ (Bernstein 2000: 1942).’

 

I regard this ‘new subjectivity’ to mean a shift in the foundation belief of unconditional self-acceptance to a new and shaky assessment of self to be a conditional one. This habit of thinking /believing i.e. ‘I am only OK if … my kids perform well, if my line manager thinks I’m going OK, if the regional director is happy with how the schools heading etc. Self-doubt may creep into her mind about her ability to ‘be’ a ‘good’ teacher. What do her colleagues think of her? Will she be asked to enter into some capability building exercise to bring her up to standard? And how will others view this?

Albert Ellis would say that the teacher has shifted from a position of strong self-worth to one of conditional self-worth where she only feels validated when she meets the expectations of a teaching regime that is laid out before her. What can she do? She can challenge the status quo and articulate her concerns about how things are going and how she feels about things. But how will this be received? She may think that she will be regarded as ‘the problem’ and that she will have to lift her game. She will have to lift her level of expertise to that of the ‘good,’ the ‘quality’ teacher. Is there a place for constructive criticism to be expressed without fear of judgement? Is there a sense that what people have to say is valued?

Teacher mental and overall health and well-being is challenged in the present climate of teaching and learning. The culture of performativity can for some, undermine their sense of confidence where their view of self is challenged because the system says they’re in effect no good!

In conclusion concerns are held for personnel at every level who suffer under the weight of the ‘reform solutions’ that have been determined for them in response to the ‘crisis’ we have in education. The Conversation reminds us that:

‘Over the past decade, the policy landscape has become riddled with reform “solutions”. These subject students, teachers, administrators and policymakers to mounting levels of pressure and stress. The short-term cyclical churn of today’s politics and media clearly exacerbates these problems.’

Doormat Syndrome – the need to be needed and self hatred!

People will sometimes present with the ‘people treat me like a doormat’ syndrome. Doormats are used to wipe dirt from the soles of shoes. Not a very attractive analogy but this image of self, engenders strong feelings of anger and sadness in the sufferer.

The client will talk of feeling angry towards the other (s), of extreme sadness because of feeling ‘not wanted.’ Why is this the case? What can she do?

Talking to a trusted other is always a good start as she acknowledges that she doesn’t feel OK and wants to feel better but this is only the beginning of her journey of healing.

As counsellor I am interested in her story her. What are the significant events in her life and what hurdles have been placed before her and how did she deal with those challenges?

It will become evident as her story unfolds that she has developed some destructive, self-defeating personal philosophies (habits of believing) that she is not aware of at this point. My job is to help her become aware of these beliefs and how they drive her intense destructive feelings and behaviours. 

I will explain Albert Ellis’ ABC Theory of Emotional Disturbance and use it to:

•           Identify what her constructed beliefs are
•           Explain  how they have been constructed
•           Parse out significant self-defeating and irrational beliefs she holds and maintains are true
•           Help challenge and change those errant beliefs
•           Set goals and teach tools that will help her onwards

It will not be easy to change habits of thinking feeling and behaving that have been practised over a lifetime and deeply embedded in the subconscious but it is possible; with hard work and application!

Albert Ellis said the job of therapist was to ‘cherchez le should,’ look for the implied or articulated should in counselling discourse. Our client has developed a few should beliefs that need urgent attention.

We agree that she has a firm conviction that she should always minister to others (I need to be needed) that she is a good person in doing good and that others should recognise that she is a good person for doing good. When she doesn’t get her just rewards she feels bad (they should acknowledge me!)

In a nutshell Ellis would say in his inimitable way that she is a love slob where the need to be needed reigns supreme over rational thought.

And so the work begins:

•      Challenge her ‘need to be needed’ philosophy (where’s the evidence that supports this? Do you need an ambulance if someone takes umbrage if you assert want you want/prefer/say no?)
•      Work on unconditionally accepting herself (I affirm of myself). Don’t give others consent to diminish you!
•      Practise, practise, practise thinking rational self (and other) helpful thinking until they become automatic habits, characteristic of her new and confident self.

I am always aware that my interactions with others help me to hone my own counselling skills and I am grateful for these opportunities. It takes courage to reach out to another for assistance and I value that privilege. My clients are my teachers and they gift me the chance to become better at what I do. I’m getting closer to where Einstein says I can be, explaining in simple terms what I know!

 Isn’t that what teaching’s all about?

Screwballs, Nutters and Faulty Bits

'There's enough there for an entire conference!' the psychiatrist guest was heard to say to another on witnessing the behaviour of hapless Basil of Fawlty Towers fame (BBC TV UK).

'There's enough there for an entire conference.'

This quote comes to mind whenever I experience behaviour that is beyond the generally agreed norm of what constitutes civility in the workplace. A persons general demeanour and actions can have a positive effect on others; encouraging, supportive and respectful or they can have an otherwise entirely negative effect on them!

Basil's behaviour invoked feelings of frustration and anger from others (how can anyone be so inept) but it was counter balanced by other more 'reasonable' characters like Sybil and Polly who would challenge Basil who it seemed was incapable of any insight in to how his behaviour effected work colleagues! Poor Manuel would cop it mercilessly from Basil who always remained loyal and respectful of his malevolent boss.

Please don't hurt me!

An REBT perspective on Basil's emotional and behavioural status would (and probably has already!) take up 'an entire conference!' What are his 'mustabatory' demands on others and the world? What is he getting (or not getting) that he must not get. And why is it so awful when the world doesn't deliver what he must have and why is it never his fault (Faulty) when things go awry?

Have you ever worked in a situation that would provide 'enough material for an entire conference?' Do you work in an environment bordering on the toxic where a particular individual has hijacked what would otherwise be a pleasant and cordial and more productive workplace? Do you find it difficult to be in the same proximity of this individual (s)? How do you manage yourself and how do you maintain your own sense of worth and dignity?

Any ideas would be most welcome!

Basil and his counterfoils Sybil and Polly

Bully for You! REBT and Self Acceptance - a protective factor against bullying

Rational Emotive Behaviour Education is taught at Para Hills School P-7. REBE helps students to develop a strong and healthy sense of self worth i.e. a confidence that is hard to shake especially when others disapprove of them/bully them. This a way to 'psychologically immunise' students against bullying. 

Bully for You!

Do you think you have nothing to offer

Use self-talk which is negative and untrue

And you don’t think you amount to much?

Then I have just the thing for you!

Bully for you, bully for you

I have a bully for you!

I look for people to victimise

My admiring buddies think I’m great

I like to see fear in your eyes

You deserve to suffer mate!

Bully for you, bully for you

I’m the bully for you.

I will persist, never let up

I don’t consider how you feel

My life’s work is to see you suffer

You don’t matter; you’re no big deal!

Bully for you, bully for you

I’m the bully for you!

We control our thoughts

We are what we perceive

We can choose to be powerless victims

Until we change what we believe

Victim for you, victim for you

Will I be the victim for you?

I’m a worthwhile person

I have qualities unique to me

We are all different from each other

That makes us the same you see?

No, I will not allow you to bully

You don’t have my permission you see

I will not be your sporting obsession

You are not the bully for me!

Bully for me, bully for me.

You are not the bully for me.

The cloak of silence

Is the bully’s best friend

So speak out, everybody

It’s the cloak that’s specially tailored
For you and for me!

Giulio Bortolozzo

Approvalism - the need to be needed

The professional victim is adept at deflecting blame, using hard luck stories to win sympathy, making herself ‘indispensible’ to influential others. This all feeds her need to be needed. She has low self worth and has such a poor opinion of herself that she relies on the approval of others to feel good about herself, an approval addiction/dependence. In previous posts we have discussed Serious Approval Dependence (SAD) where the individual needs to be noticed and esteemed by others. When this is taken away, the individual can be left with feelings of inadequacy, self-doubt and self-loathing. She may also resent those who don’t acknowledge her talents and capabilities (as they absolutely should! – see Albert Ellis’ ABC Theory of Emotional Disturbance). She is often left feeling angry, anxious and depressed.

Approval needy people are worthy of understanding and respect but at the same time those around her would be wise to protect themselves from her manipulative behaviour.

1. Be aware of she who sits on every or most committees

2. Don’t feed her need to be needed – she needs your approval, don’t give it!

3. Be prepared to become a target of her anger/resentment if you are strong enough not to be drawn into her web of lies and deceit.

4. Tears and claims of victimhood will be the strategy of choice used when there is any sense that she has been caught out (‘My integrity is at stake here! This is so unfair.’)

5. She will put others down strategically when others who are ‘on side’ are around.

6. She will delegate difficult jobs to others (that she can’t do herself) and criticize them when they fail (as they will do).

7. She will withhold important information from colleagues.

8. She will deny professional learning opportunities to her 'underlings' and then criticize them when they don’t perform as well as they ‘should’.

9. She will tell her line manager that so and so is lazy, inefficient (who will believe her as she is his confidante at his disposal 24/7 and therefore must be right)

10. The above strategies will be used to her advantage e.g. engineer the employment of people she knows to positions on staff (to replace those inefficient others who ‘don’t do a good job’) who she can control.

11. She will tell lies to get what she wants.

12. She will be aided and abetted by line managers who wouldn’t want to get her offside as she is greatly needed (just as she likes to be).

Whyalla News - supporting mental health promotion in schools

Whyalla News has supported the promotion of innovative mental health programs in schools over the years. Senior editor Kayleigh Bruce has written about the continuing journey of the Rational Emotive Behaviour Education in Schools Program. Though The Albert Ellis Centre has closed in Whyalla it continues to thrive at Para Hills School P-7 where teachers work hard to help students to develop positive habits of believing. As Kayleigh says in her article the REBE story began in Whyalla not too long ago and its momentum continues to grow. Thanks Whyalla. Thanks Kayleigh. Thanks whyalla News! http://ow.ly/JTInK Kayleighs article appears below.

Whyalla the platform for program’s success

By KAYLEIGH BRUCE

An innovative behavioural education program piloted in Whyalla has been gaining recognition in the wider public eye.

Former local Giulio Bortlozzo’s work in delivering Rational Emotive Behaviour Therapy (REBT) in schools has been adopted by a number of schools in Adelaide, and featured in CBT Magazine, the official magazine of British Association for Behavioural and Cognitive Psychotherapies, last month as well as Psychology Today in America.

The Rational Emotive Behaviour Education (REBE) in Schools program was written by Mr Bortolozzo based on the work of acclaimed American psychologist Doctor Albert Ellis.

Described as the greatest living psychologist before his death in 2007, Dr Ellis was the creator of REBT and REBE.

Mr Bortolozzo regularly corresponded with Dr Ellis before his death on his works and shared his passion for the principles of REBT and REBE and the desire to share them with others.

This passion saw Mr Bortolozzo champion the idea of setting up a training centre that taught a program based on REBE principles and practice.

The Albert Ellis Learning Centre opened at Stuart High School in 2012 with a program of professional learning providing training for educators, counsellors and allied professionals in Whyalla and the Eyre and Western region.

More than 300 people attended workshops over the following two years and teachers took their learning back to their schools.

The Albert Ellis Professional Learning Centre

The program was successfully run at Stuart High School, Whyalla Stuart Campus R-7, Hincks Avenue Primary School, Long Street Primary School and Whyalla Stuart Kindergarten.

The centre itself was the first of its kind in the world and while it was forced to close when Mr Bortolozzo relocated to Adelaide in 2014, it set a benchmark for addressing mental health issues and developing resilience in students.

Mr Bortolozzo said the early foundations of the program in Whyalla had vastly helped to catapult REBE to a wider audience.

“The principle of teaching people to think in healthy ways and therefore create healthy emotions is being implemented elsewhere because of the early groundwork in Whyalla,” Mr Bortolozzo said.

“So the story continues to develop and though the centre is now closed, its influence has been significant and continues to grow.”

The REBE in Schools program teaches students to develop their personal capabilities to help them be as successful and happy as they can be. 

I'm the best! - the teacher told me so (it must be true!)

‘The teacher said I’m the best pupil’ the student declares proudly (see picture below). What does this mean? The individual may construe this in a rational way or an irrational way. Rational Emotive Behaviour Education teaches student’s about Unconditional Self - Acceptance that demonstrates how one positive or one negative personal attribute or characteristic does not or cannot define categorically a person’s total value.  It teaches students that their worth isn’t given to them by others and therefore cannot be taken away. They have worth because they exist and ‘that’s that’ as Albert Ellis would say. The same applies to success and failure.  We can fail at something but does that make us failures?

This is a very important insight for students to have. How many students measure their worth according to how well they do in their exams? Or how they are esteemed by others? When we measure our worth according to how others view us or how well we do we are at great risk. Why? Because when people we like do not like us and when we bomb out in our studies (as may happen) we may view this to mean that that we are unlikeable, dumb and unworthy. Dr. Ellis would say that this is self-defeating musturbatory thinking. Must we absolutely always achieve our goals and must we have the love and respect of all significant others?

Our subject, the ‘best pupil’ may seek the approval of the teacher and others in order to validate his personal worth. If he needs the approval of significant others (his teacher) he will work hard to ‘please’ the teacher at every opportunity. He may develop Serious Approval Dependence (SAD) and experience exaggerated levels of anxiety (I must do well. It would be awful if I didn’t). He may outperform his peers in some aspects of the curriculum and he could consistently achieve high grades but this cannot determine his overall worth as a person. He has some faults and hopefully more positive attributes so it is impossible to rate him as ‘the best.’ 

Better that he consider his teachers assertion that he is the best pupil in some kind of perspective; 

‘yeah I do well because I work hard and I’m good at some things and I feel good about that. I am not the best pupil because Mary is by far a better artist than I am and I don’t do so well at music. The teacher may consider me the best but that’s his opinion. I know I am OK and worthwhile but not any better or worse than anyone else. I accept myself even when I do badly at things.'

Use the picture from People and Emotions to explore these ideas. What might the other student be thinking? Would she feel upset about this or really angry? Would she feel sad and disappointed or really depressed about the teacher’s appraisal of our ‘best’ pupil?

Teach your students the link between thinking (believing) feeling and behaviour. Tell them about helpful thinking (rational) like:

• Unconditional Self-acceptance: I accept myself warts and all. I cannot be bad or good. I’m worthwhile even when I fail and others reject me.

• Unconditional Other Acceptance: I accept others because they exist like me. I won’t judge their person but I can judge aspects of their person and decide not to associate with them if I choose. I can dislike a behaviour which though bad doesn’t make them totally bad.

• Unconditional Life Acceptance: I accept that the world isn’t for me or against me. Sometimes things won’t go my way. I don’t expect that I should always get what I want (though I prefer I did).

These attitudes/beliefs/philosophies give rise to manageable, healthy negative emotions like sadness, concern and annoyance.

On the other hand the following attitudes/beliefs/philosophies (irrational) precipitate feelings of anger/rage, depression and anxiety.

• Conditional Self-Acceptance: I am only worthwhile if others think so or if I do well at things. If I fail it means I am a failure, which is awful, and I can’t stand it.
• Conditional Other Acceptance: I accept others only if they meet my idea of what’s normal/cool/OK. If they don’t they deserve to be punished and ridiculed and ignored.
• Conditional Life Acceptance: Things must go my way and if they don’t it’s not fair and I can’t stand it. It is awful!

A free copy of People and Emotions is available. Just pass on your e mail details and a digital copy will be sent to you. My e mail is lozzog@gmail.com Cheers!

The said 'I'm the best!'

Copyright People and Emotions

Psychological Immunisation - the REBT antidote to depression, anxiety, anger and shame

Have you been psychologically immunised yet? Better get on to it asap! How do you 'psychologically immunise' students against the ravages of rejection and failure? May I recommend a school or schools that teach REBT/CBT (Rational Emotive Behaviour Therapy/Cognitive Behaviour Therapy) across all curriculum areas whose teachers are trained in teaching Unconditional Self Acceptance (USA)? Many students are conditioned to believe that they are only worthwhile if significant others think they are or if they achieve their goals. Whilst it is important that others approve of us and that we do well and achieve our goals and desires our worth is never at question. The belief that others opinion of you define who you are is errant and self defeating. The ‘I’m only OK if you think I am’ philosophy is an irrational one because it causes anxiety, depression and other debilitating conditions that undermine our mental health because the person or persons whose approval we seek may not give it! So what do we do? Teach children that their opinion of themselves is more important than those of others!  This is not to say that they should not desire or prefer that others approve of them, as this is a reasonable expectation to have.  But needing is different to preferring. 

As Jonas Salk, who discovered the polio vaccine said not too long ago:

"If I were a young scientist today, I would still do immunization. But instead of immunizing kids physically, I'd do it your way. I'd immunize them psychologically. I'd see if these psychologically immunized kids could then fight off mental illness better. Physical illness too."

The teachers at Para Hills P-7 teach USA across the curriculum, delivering to students their daily dose of ‘psychological immunity’ by teaching:

• That thinking feeling and behaving are connected
• That ‘doing’ is not ‘being.’
• That others’ opinion of us don’t define us
• That we can ‘decatastrophise’ and manage our emotions in tough situations
• That we can achieve our goals even though times can be tough
• That we are always worthwhile no matter what 

Teachers at Para Hills School P-7 are making a significant difference especially to those who struggle with self doubt.They are Rational Emotive Behaviour Educators.

Hi

Unconditional Self Acceptance - Mary Lambert 'Secrets' (Official)

This is a video about self acceptance and the courage to be who you are. Where some try to conform to some ideal of what is 'beautiful' 'cool' 'normal' Mary Lambert shows us that no such things exist ..... unless you let them! A growing number of teachers in schools all over South Australia teach unconditional self acceptance via a daily dose of REBT (Rational Emotive Behaviour Therapy) through Rational Emotive Behaviour Education. This video was passed on to me by Dr Ken Rigby who advocates for the promotion of self and other acceptance through his work on bullying (www.kenrigby.net) Have a look at it and pass it on :)  

No one can make you feel inferior without your consent. Eleanor Roosevelt

Psychological Immunisation Now Available in Whyalla, South Australia!

Have you been psychologically immunised yet? Better get on to it asap! How do you 'psychologically immunise' students against the ravages of rejection and failure? May I recommend a school or schools that teach REBT/CBT (Rational Emotive Behaviour Therapy/Cognitive Behaviour Therapy) across all curriculum areas whose teachers are trained in teaching Unconditional Self Acceptance (USA)? Many students are conditioned to believe that they are only worthwhile if significant others think they are or if they achieve their goals. Whilst it is important that others approve of us and that we do well and achieve our goals and desires our worth is never at question. The belief that others opinion of you define who you are is errant and self defeating. The ‘I’m only OK if you think I am’ philosophy is an irrational one because it causes anxiety, depression and other debilitating conditions that undermine our mental health because the person or persons whose approval we seek may not give it! So what do we do? Teach children that their opinion of themselves is more important than those of others!  This is not to say that they should not desire or prefer that others approve of them, as this is a reasonable expectation to have.  But needing is different to preferring. The teachers at the REBE (Rational Emotive Behaviour Education) School Cluster in Whyalla teach USA across the curriculum, delivering to students their daily dose of ‘psychological immunity’ by teaching e.g.:

• That thinking feeling and behaving are connected
• That ‘doing’ is not ‘being.’
• That others’ opinion of us don’t define us
• That we can ‘decatastrophise’ and manage our emotions in tough situations
• That we can achieve our goals even though times can be tough
• That we are always worthwhile no matter what

The REBE School Cluster in Whyalla is the place to go to get ‘psychologically immunised’ through the excellent work of the teachers (Rational Emotive Behaviour Educators) who work there.

What ideas have you constructed about yourself?

Children with poor self worth are more likely to be bullied

This article (starting below the photograph) was written by Adelaide Advertiser journalist Martina Simos which was published on 9th June 2013. The article comments on research done by myself (Giulio Bortolozzo) and Dr. Ken Rigby on student attitudes/beliefs/constructed personal philosophies and how these are linked to bullying (bully-vcitim-bystander behaviours).

The Whyalla REBE (Rational Emotive Behaviour Education) School Cluster is implementing the REBE counselling based student behaviour development program. This involves the explicit teaching of Unconditional Self Acceptance and Unconditional Other Acceptance to students which helsp students understand how the 'habits of thinking' they have formed are linked to how they feel and behave. The research mentioned below suggests that students who develop Unconditional Self Acceptance are less likely to be the victims of bullying. Rational Emotive Behaviour Education is a school wide system of behaviour development and as Rational Emotive Behaviour Educators, Whyalla teachers address bullying as part of daily teaching/learning routines.

Picture courtesy of AdelaideNow. Journalist: Martina Simos

MORE than one-in-10 South Australian students in disadvantaged areas have negative thoughts about themselves which is making them easy targets for bullying, new research has found.


The report, How Schoolchildren's Acceptance Of Self And Others Relate To Their Attitudes To Victims Of Bullying, co-authored by bullying expert Adjunct Research Professor Ken Rigby and Giulio Bortolozzo, has been published in the Social Psychology of Education: An International Journal.

The main findings, which analysed responses to questionnaires sent to 212 primary and secondary students aged between nine and 14 in disadvantaged areas, were:

TWENTY-FOUR per cent of children recorded hostile thoughts towards others.

ELEVEN per cent showed negative attitudes towards themselves.

CHILDREN who were positive about others were more likely to intervene in bullying incidents as bystanders.

The researchers believe children who have negative views about themselves need help - to become more resilient, assertive and safer - and if they have hostile views towards others, they need to learn tolerance to curb bullying behaviour.

Prof Rigby said the findings indicate school initiatives could address bullying by introducing co-operative learning and circle time where students discuss concerns in a supportive environment.

"We believe the best help for these children can be provided by teaching them to think more positively about themselves and others through the use of classroom lessons in rational emotive education," Prof Rigby said.

"Relevant are peer support programs and strategies undertaken to promote positive bystander behaviour."

Prof Rigby said: "It may come as a surprise to learn that so many South Australian schoolchildren harbour extremely negative thoughts about themselves and feel they cannot accept themselves as worthy people."

"These children were far more likely to be bullied than others," he said

by Martina Simos AdelaideNow