Hello everyone, today I want to talk about a program that I found particularly relevant when it comes to tackling bullying in schools: the ViSC Social Competence Program. This program was developed in Austria with the aim of reducing aggressive behavior and bullying by involving not only students, but also teachers and the wider school community (Strohmeier et al., 2012, p. 71).
What makes ViSC stand out is its whole-school approach. Instead of focusing only on individual students, it promotes a shared responsibility among all members of the school. The program encourages collaboration, prevention, and a common understanding of what bullying is and how to deal with it effectively (Strohmeier et al., 2012, pp. 72–73).
One of the key features of the program is its train-the-trainer model. First, ViSC coaches, who are often professionals from universities or school psychology services, are trained by researchers (usually people who designed or studied the program). These coaches then train teachers in schools, who finally implement the program with their students. This model helps ensure that the program can be maintained over time and integrated into the school culture (Strohmeier et al., 2012, pp. 73–74).
During the first semester of the program, teachers receive training on how to detect and manage bullying cases. They learn to differentiate between types of aggression, including verbal, physical, and relational forms, and are encouraged to develop a common strategy for responding to such situations. This is important because a unified response can prevent confusion and make students feel more protected (Strohmeier et al., 2012, p. 76).
In the second semester, students participate in a structured class project divided into 13 sessions. The goal is to develop emotional awareness, communication skills, and social responsibility. For instance, students learn how to recognise their own emotions and those of others, how to respond assertively to unfair treatment, and how to interact respectfully with classmates from different cultural backgrounds (Strohmeier et al., 2012, pp. 78–79).
What’s interesting about the ViSC project is that it doesn’t try to directly change the bully’s behaviour. Instead, it focuses on improving the overall classroom environment to make bullying less likely. One example of this is session 9, where students prepare a group activity such as a presentation or video project, which encourages teamwork and mutual respect (Strohmeier et al., 2012, p. 80).
The effectiveness of the program has been evaluated in a large-scale study involving over 2,000 students. The results showed a significant reduction in aggressive behaviour in the intervention group, although changes in victimisation were not statistically significant (Strohmeier et al., 2012, p. 81).
In addition, teachers who took part in the program reported using more non-punitive strategies and showed a stronger focus on supporting victims and managing bullying in a constructive way (Burger et al., 2011). This reflects an important shift in how bullying is addressed going from punishment to prevention and support.
To conclude, the ViSC program offers a solid example of how bullying can be tackled not just through isolated actions, but through a coordinated, schoolwide effort. Its emphasis on training, cooperation, and social competence makes it a valuable model for long-term change in schools.
Strohmeier, D., Hoffmann, C., Schiller, E.-M., Stefanek, E., & Spiel, C. (2012). ViSC Social Competence Program. New Directions for Youth Development, 2012(133), 71–84. https://doi.org/10.1002/yd.20008
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