Dr Ragnar Purje
The media is currently reporting of what appears to be behaviour of bullying that appears to be taking place in schools around Australia. The impact that bullying has on the lives of students is now well known.
The literature has reported and written about the biological, psychological and social impact has on the lives of students, and society itself. It is also known that anti-bullying programs have been in place as well. In 2014, Responsibility Theory was published.
Since its publication, Responsibility Theory has been one of prescribed textbooks in the School of Education and the Arts at CQUniversity. Where, with the support of Professor Ken Purnell, Responsibility Theory has been presented to preservice graduate teachers.
The returning assignments by these students, informs that Responsibility Theory is a successful strategy in developing and advancing constructive positive personal and associated classroom behaviours. Two assignment example include the following assignment reports:
My research into … behaviour management models [that of] (Rogers, 2012) and Purje (2014) … Responsibility Theory of Purje (2014), implemented in my classroom, has empowered the students. (Student A)
Having looked at a range of theories, contemporary literature, policy and good practice, the approach of Rogers (1995, 2004, 2006, 2011) resonates with my own personal belief of respect. Purje (2014) has refined this direction even further. (Student B).
In terms of bullying, as cited in Responsibility Theory, Professor Ken Purnell points out that bullying has a devastating effect on the brain, along with the associated harmful impact on a student’s psychological and social wellbeing.
When a student is bullied, what generally happens is that the acute stress response (which is also known as the fight-flight-freeze response) is activated. This response is – biologically – characterised by the release of stress hormones like adrenaline and noradrenaline.
The release of these hormones prepares the body for quick action. The potential of understanding this physiological reaction can be a valuable educational and social process in helping to address the impact of bullying. That of helping students to develop coping strategies; and, at the same time, helping to stop the act of bullying taking place.
The Responsibility Theory program is one such program that has been successful in helping students to not only understand the physiological and psychology harm that occurs when bullying takes place. The application of Responsibility Theory also presents the knowledge about how students are responsible for what they think, do, say, learn and choose.
What this then means is that if student chooses to bully another, the only student responsible for that act of bullying is the student who chose the action and behaviour of a bullying. The hope is (and the empirical evidence appears to confirm), and that is when students are informed about what Responsibility Theory is and how it is applied, bullying ceases to be a problem.
Responsibility Theory informs, from the outset, that the student is responsible for, and that they also have the power over what they think, do, say, choose and learn. The theory also informs (and the empirical evidence also tends to confirm), that when students understand the impact of their choices, the students then learn how to take ownership of their actions, including the decision to engage in or to refrain from bullying.
The application of Responsibility Theory has shown promising results in reducing bullying by making students aware of their personal power and responsibility, leading to a more positive and respectful classroom culture. With this knowledge in place, the students will not only be advancing with their academic studies, they will also be advancing in knowing how to make constructive choices.
Dr Ragnar Purje: (PhD; M.Ed.; M.Ed.(Guid.&Couns.); M.Ed.(Lead.&Man.); B.A.(Psych.); B.App.Sc.(P.E.); Grad.Dip.Ed; Grad.Dip.SportSci; Grad.Dip.Ex.&SportSci; Grad.Cert.(Comm.); Grad.Dip.(Health Couns.); Certi.IV in Assess.&Workplace Training); author of Responsibility Theory, is an Adjunct Senior Lecturer at CQUniversity in the School of Education and the Arts; where, with the support of Professor Ken Purnell, Dr Purje, presents Responsibility Theory classroom behaviour management lectures to preservice and graduate teachers.