A method of shared concern in addressing bullying
a restorative approach
DOI :
https://doi.org/10.32930/nuances.v36i00.11294Mots-clés :
Bullying, Shared Concern Method, Intervention Strategies, SchoolRésumé
This article analyzes the Shared Concern Method (SCC), developed by Anatol Pikas, as an effective approach to overcoming bullying in schools. Given the complexity of this phenomenon and its moral nature, this study argues that effective interventions—which involve all participants in the group dynamic—should address the root of the problem, not just its consequences. The theoretical study was conducted through a literature review and thematic analysis focused on the principles of SCC and its empirical efficacy. The research demonstrates that traditional punitive methods are ineffective because they fail to repair damage and restore the well-being of all involved. In contrast, evidence shows that SCC aligns with the perspective of positive coexistence and is a fundamental premise of public policies to combat violence. It is concluded that the Shared Concern Method is an urgent pedagogical necessity for overcoming bullying. Rather than merely paying off past debts, it establishes itself as a learning opportunity for the future, acting as a powerful tool for restoring a sense of hope to those involved. Therefore, its implementation requires investment in teacher training, adherence to its principles, and faithful implementation to consolidate a culture of peace in the school environment.
Téléchargements
Références
BOMFIM, S. A. B. As marcas na adolescência: das dores do bullying ao sentimento de pertencimento. 2025. 315 f. Tese (Doutorado em Educação Escolar) – Faculdade de Ciências e Letras, Universidade Estadual Paulista, Araraquara, 2025.
BRASIL. Lei nº 13.185, de 6 de novembro de 2015. Institui o programa de combate à intimidação sistemática (bullying). Diário Oficial da União, Brasília, DF, 6 de nov. 2015.
BRASIL. Lei nº 14.811, de 12 de janeiro de 2024. Institui medidas de proteção à criança e ao adolescente contra a violência nos estabelecimentos educacionais ou similares, prevê a Política Nacional de Prevenção e Combate ao Abuso e Exploração Sexual da Criança e do Adolescente e altera o Decreto-Lei nº 2.848, de 7 de dezembro de 1940 (Código Penal), a Lei nº 8.072, de 25 de julho de 1990 (Lei dos Crimes Hediondos) e a Lei nº 8.069, de 13 de julho de 1990 (Estatuto da Criança e do Adolescente). Diário Oficial da União, Brasília, DF, 12 jan. 2024.
DEL BARRIO, C. et al. Representaciones acerca del maltrato entre iguales, atribuciones emocionales y percepción de estrategias de cambio a partir de un instrumento narrativo: scan-bullying. Infancia y Aprendizaje, v. 26, n. 1, p. 63-78, 2003.
FANTE, C. Fenômeno bullying: como prevenir a violência na escola e educar para paz. Campinas, SP: Versus, 2005.
GIL, A. C. Métodos e técnicas de pesquisa social. 7. ed. São Paulo: Atlas, 2017.
OBERMANN, M. L. Moral disengagement among bystanders to school bullying. Journal of School Violence, v. 10, n. 3, p. 239-257, 2011.
OLWEUS, D. Bullying at school: what we know and what we can do. Oxford: Blackwell, 1993.
ORGANIZAÇÃO DAS NAÇÕES UNIDAS PARA A EDUCAÇÃO, A CIÊNCIA E A CULTURA (UNESCO). Behind the numbers: Ending school violence and bullying. Paris: UNESCO, 2019. Disponível em: https://unesdoc.unesco.org/ark:/48223/pf0000366483. Acesso em: 1 out. 2025.
PIAGET, J. O juízo moral na criança. São Paulo: Summus, 1932.
PIKAS, A. New developments of the shared concern method. School Psychology International, v. 23, n. 3, p. 307-326, 2002.
RIGBY, K. Bullying interventions in schools: six basic approaches. New York: Wiley-Blackwell, 2012.
RIGBY, K. School perspectives on bullying and preventive strategies: an exploratory study. Australian Journal of Education, v. 61, n. 1, 2017.
RIGBY, K. The shared concern method as an intervention technique for addressing bullying in schools: an overview and evaluation. Australian Journal of Guidance and Counselling, v. 15, n. 1, p. 27-34, 2005.
RIGBY, K. The shared concern method: a positive approach to bullying in schools. Victoria, AU: Australian Council for Educational Research, 2011.
RIGBY, K; GRIFFITHS, C. Addressing bullying cases through the shared concern method. School Psychology International, v. 32, n. 3, p. 345-357, 2011.
RIGBY, K; SLEE, P. T. Interventions to reduce bullying. In: SRABSTEIN, J. C.; MERRICK, J. (ed.). Bullying: a public health concern. New York, NY: Nova, 2014. p. 251-277. Chapter 20.
SALMIVALLI, C. Bullying and the Peer Group: a review. Aggression and Violent Behavior, v. 15, n. 2, p. 112-120, 2010.
SALMIVALLI, C. et al. Bullying as a group process: participant roles and their relations to social status within the group. Aggressive Behavior, v. 22, n. 1, 1-15, 1996.
SALMIVALLI, C.; VOETEN, M. Connections between attitudes, group norms, and behaviour in bullying situations. International Journal of Behavioral Development, v. 28, n. 3, p. 246-258, 2004.
SCHWARTZ, D. Subtypes of victims and aggressors in children’s peer groups. Journal of Abnormal Child Psychology, v. 28, n. 2, p. 181-192, 2012.
SHERER, Y. C.; NICKERSON, A. B. Anti-bullying practices in American schools: perspectives of school psychologists. Psychology in the Schools, v. 47, p. 217-229, 2010.
SMITH, P. K. et al. Inglaterra: o projeto Sheffield. In: SMITH, P. K.; PEPLER, D.; RIGBY, K. (org.). Bullying nas escolas: quão bem-sucedidas podem ser as intervenções? Cambridge: Cambridge University Press, 2004. p. 99-124.
SMITH, P. K. Understanding school bullying: its nature and prevention strategies. London: SAGE, 2014.
TOGNETTA, L. R. P. et al. Desengajamentos morais, autoeficácia e bullying: a trama da convivência. International Journal of Developmental and Educational Psychology, v. 7, n. 1, p. 31-34, 2015.
TOGNETTA, L. R. P. Quando a preocupação é compartilhada: intervenções aos casos de bullying. Americana, SP: Adonis, 2020.
TOGNETTA, L. R. P. Violência na escola: os sinais de bullying e o olhar necessário aos sentimentos. In: PONTES, A.; LIMA, V. S. de. Construindo saberes em educação. Porto Alegre: Zouk, 2005.
TOGNETTA, L. R. P.; ROSÁRIO, P. Bullying: dimensões psicológicas no desenvolvimento moral. Estudos em Avaliação Educacional, v. 24, n. 56, p. 106-137, set./dez. 2013.
TOGNETTA, L. R. P.; VINHA, T. P. Até quando? Bullying na escola que prega a inclusão social. Educação, v. 35, n. 3, p. 449-464, set./dez. 2010.
Téléchargements
Publiée
Numéro
Rubrique
Licence
(c) Copyright Nuances: Estudos sobre Educação 2025
Ce travail est disponible sous licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International.
Atribuição-NãoComercial
CC BY-NC
Esta licença permite que outros remixem, adaptem e criem a partir do seu trabalho para fins não comerciais, e embora os novos trabalhos tenham de lhe atribuir o devido crédito e não possam ser usados para fins comerciais, os usuários não têm de licenciar esses trabalhos derivados sob os mesmos termos.
