Table 2 Things to consider for optimal effectiveness when developing and administering a student bullying intervention
From: Interventions addressing student bullying in the clinical workplace: a narrative review
1. Understand bullying catalysts | |
 a) Understand what might cause or catalyse student bullying in a workplace, e.g. resource constraints | |
 b) Be aware of potential personal issues for staff for whom the intervention is intended e.g. lack of specific training in teaching skills | |
 c) Tailor the intervention to take these into account (at least) | |
2. Staff need: an interventionist to understand what they do, a relationship with the interventionist, and their adult learning requirements addressed. | |
 a) Understand what staff do and ensure the intervention is easily accessible to them | |
 b) Ensure the intervention method allows a functional and supportive relationship between staff and interventionist to be established | |
 c) Teach staff in ways that adults are more likely to learn (active learning) especially if values issues need to be addressed | |
3. Policy: necessary but not sufficient | |
 a) Ensure policy about behaviour is up to date and clearly explicates the complaints process | |
 b) Ensure policy remit includes staff on adjunct contracts | |
 c) Ensure staff know about policy and understand how to use it | |
 d) Ensure management are skilled in managing policy/complaint processes and offer support to each employee involved in a complaint | |
 e) Ensure that potential student/staff bullying is addressed in another way, asides from implementing policy or process, ideally proactively | |
4. No targeting specific groups, and aim for saturation | |
 a) Include diverse staff groups in the intervention and frame it in ways to avoid targeting staff groups/specific people/specific behaviour | |
 b) Include as many staff as possible (may require several interventions) | |
5. Frame the intervention to improve behaviour, not eradicate bad behaviour | |
 a) Ensure the intervention has a positive, relevant topic/content focused on upskilling | |
 b) Ensure management overtly support the intervention and participate | |
 c) Ensure staff are offered long term support in enacting new skills and changing workplace culture | |
6. Interventionist teaching and facilitation skills matter | |
 a) Ensure the interventionist is skilled in teaching with active learning processes | |
 b) Ensure the interventionist is knowledgeable of how the clinical workplace functions | |
 c) Ensure the interventionist is aware of the need to keep information confidential |