CER Educational Conversation: Bullying and The nature of problems: Implications of structured vs. ill-structured problems for the development of bullying interventions in schools

Attempts to ameliorate the systemic negative effects of bullying have produced a burgeoning body of interventions to deal with this vexing issue. Recent reviews suggest that these efforts show promise however at best they produce only modest reductions in bullying at the school level and as such intervention research in this area continues to be of significant importance. This presentation seeks to contribute to the betterment of future interventions by critically appraising intervention efforts through a Problem Solving lens. Close analysis of the available definitions of bullying and research on its probable influences or causes clearly articulate that bullying is an ill-structured problem which is highly dependent on context with most likely divergent solutions. This presentation goes on to outline how existing models for solving ill-structured problems can assist to enhance bullying intervention designs by for example reducing the likelihood of creating unnecessary boundaries (e.g., such as beginning with the premise that only whole school approaches should be used); making it easier to recognise information relevancy (e.g., which contextual factors are most relevant); and contribute to evaluation design by classifying multi-level sources of efficacy. HDR students and researchers will be exposed to an example of critical evaluation of school intervention literature. Introduction to how problem solving theory applies to the development of intervention in schools. Exposure to a conceptual understanding of multi-level modelling. PRESENTER: Dr Roberto Parada is a Senior Lecturer in Adolescent Development, Behaviour and Wellbeing at Western Sydney University. Roberto is registered psychologist who has worked in Child and Adolescent Mental Health for almost two decades. Roberto’s research and academic interest focus on school bullying, child and adolescent mental health, and the application of cognitive and behavioural interventions in schools. His methodological focus is on integrative methods, structural equation modelling (SEM) and multilevel modelling.