Abstract
We review personal experiences of bullying and violence in schools and working life shared by adults in the United Kingdom during career and personal development programmes and spanning 60 years. We include practical exercises and survival skills developed with them to stabilise hazardous or bullying relationships including transactional analysis (TA) and to recover from recent and childhood traumas. These cases highlight the importance of intergenerational experiences of adults in families, schools and communities. Unmoderated they can perpetuate patterns of abuse. At best, human survival relies on them to assist children to develop inner confidence and appropriate respect and assertiveness relating to others from preschool onwards, even in coercive cultural contexts (state, faith, media and street) that promote over-control and aggression. Best practice resources for schools to prevent and respond to incidents of bullying and violence are reviewed, e.g. Psychological First Aid (PFA) in the USA. Transition awareness addresses potentially vulnerable periods after life events, recovery and post-traumatic growth opportunities. The importance of interpersonal boundaries for personal safety and school culture is suggested. Emerging twenty-first century hazards like cybercrime and terror attacks are recognised while celebrating new community psychology initiatives with urban youth culture in the UK, and non-violent resistance education from Israel.
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Williams, D. (2023). Intergenerational Experiences of Bullying, Violence, Support and Survival Skills in Schools. In: Miller, T.W. (eds) School Violence and Primary Prevention. Springer, Cham. https://doi.org/10.1007/978-3-031-13134-9_6
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