November 1998
The Method of Shared Concern is an intervention procedure for working on bully/victim problems in schools. It was devised by the Swedish psychologist, Anatol Pikas (pronounced "peekas"). What follows is an account of this procedure as I have come to understand it through participation in a workshop run by Professor Pikas in Australia and through discussions with teachers who have repeatedly and successfully employed the method with school children.
The method is best conveyed through role playing and small group discussions. Nevertheless, it is, in my view, possible to convey the essential elements and rationale of the method in writing. I would ask, however, that where possible teachers and counsellors who wish to try out this approach discuss it first with their colleagues and ensure that they have a common understanding of what is involved.
Before it can be used it is essential that the principles and procedures of the method are thoroughly understood that its use has general support in the school.
Initially at least the method outlined below should be followed in detail. To begin with, select cases of bullying that do not involve serious cases of assault, nor relatively trivial cases which can be dealt with less formally. As one becomes familiar with the method, it becomes clear under what circumstances the method can be applied most effectively.
THE METHOD
Briefly, the Method of Shared Concern involves the following stages:
A. A bully/victim problem is identified. For this one needs to have reliable information about who is involved, including
(a) the person or persons who are being bullied by another individual or group
(b) the person or persons who continually engage in carrying out the bullying.
Information about what is happening and the concern felt by the victim is ideally obtained through observations and reports, rather than through talking directly with the victim. (This is to prevent repercussions on the victim for having "told")
B. A number of students are identified as having taken part in the bullying, or to have supported it in some way. Each one is seen in turn, starting (if known) with the likely ringleader.
In these meeting with individual students, it is important not to make any accusations. The meeting begins with the interviewer inviting the student to sit in a chair opposite (without an intervening desk) and waiting for eye contact before the interaction begins.
The interviewer starts by sharing a concern for the person who is being victimised. Once the feelings of the interviewer have been clearly - and sincerely - conveyed, the student is asked to say what he or she knows about the situation.
As soon as the student has acknowledged some awareness (not necessarily guilt) relating to what has been happening, the student is asked directly what he or she can do to help improve matters.
Note that the interviewer is not trying to "get to the bottom of the matter" and to apportion blame but to produce a constructive response and change the situation.
Commonly suggestions are elicited. But if they are not, the interviewer may make a suggestions, normally ones that are not so difficult for the bully to accept. The interviewer should express strong approval for any constructive proposals, but arrange for another meeting (at an agreed time) to find out what has actually been done. Close monitoring is essential.
At this meeting no threats are made nor any warnings given
The remaining students in the group are seen, again individually, and the procedure repeated.
EXAMPLE OF AN INTERACTION BETWEEN INTERVIEWER AND STUDENT (To get a feel for the Method act or role play the following with a partner)
PHASE ONE
Interviewer (Int) I hear that some students have been giving Tom a bad time recently ? What do you know about it ?
Student (S) (Long pause). It wasn't just me ! (There may be a flat denial of personal involvement - but the Int can still continue as follows)
Int. OK, but what can you tell me about it ? (Int is not trying to elicit a confession)
S. Well, some people have been calling him names - pushing him around a bit - just having fun really.
Int. I see. I am concerned that Tom's been pretty depressed, even staying home from school. It sounds like things are aren't so good for him right now.
S. I suppose so.
PHASE TWO
This can begin as soon as there is any acknowledgment that the situation - for Tom - is bad.
Int. I am wondering what you can do to make things a bit better for Tom.
S. Who me ?
Int. Yes, you
S (Long pause). Well, I suppose I could stop making fun of him - calling him names.
Int. (Enthusiastically - not grudgingly). That would be excellent. Try not to tease or upset him - and we will meet again next Tuesday at this time to see how things have gone.
S. Is that all ?
Int. Yes, that's it. See you next week.
Some variations
1 The suspected bully may deny knowledge of what has gone on. This may be due to genuine ignorance, or more likely (if sound preliminary work has been done) be a refusal to cooperate. One can only repeat one's concern - and say: "Well, it seems like you don't want to talk about it today. We can talk later." (The bully is not getting out of it).
2. The bully may deny personal involvement or say it was somebody else. One might say: "Well, you have some influence with X. I wonder if you could have a word with her. She would respect what you might say "
3. The student may seek to pressure Int to say why he or she has come to suspect him of doing such a thing. Here the Int needs to be careful to make it clear that the suspicion is not based on what the victim has said, but rather on reports from (unspecified) others, ideally, through personal observation. Don't get into an argument over this. Return to one's main theme: that is, the bad time being experienced by the victim and what can be done about it.
C. Interview with victim The victim is seen after all the suspected bullies have been interviewed.
It is essential that the interviewer begins by expressing concern, sympathy and support over what has been happening.
However, questions need to be asked to find the out whether the victim has been doing anything to bring on the bullying - that is by acting as a provocative victim.
The interviewer discloses that he or she has actually talked with the bullies individually and that each of them agreed to cooperate.
The interviewer undertakes to meet again with the victim to see how things develop.
D. Further meetings are held with individual bullies (as previously arranged) to check on whether they have honoured their promises and what progress has been made.
Once it is evident that good progress has been made, a meeting with the whole group is organised. At this meeting it is usually possible to (i) compliment the members on the progress that has been made and (ii) to "fall in with" (or somehow elicit) a suggestion from members of the group that the victim be invited to join them for a final meeting to demonstrate that the problem of bullying has really been resolved.
Assurances must be obtained from individual members that they will act positively towards the victim at such a meeting.
E. The victim can normally be induced to join the group for a final meeting, with assurances that there will be no unpleasantness at the meeting. If all goes well, the meeting will serve to demonstrate publicly that the bullying is well and truly over.
F. Notice that in cases where the victim has behaved provocatively, the interviewer must seek to facilitate adjustments in the behaviour of both sides, that is, play the role of mediator. The aim is to get the students to reach an agreement - ideally in writing and in an agreed form - about how each will behave towards each other in future.
THE RATIONALE OF "SHARED CONCERN"
1. It is assumed that bullies typically (not always) are insensitive to the harm, or the extent of the harm, they are doing to the victim. This insensitivity is due to their involvement in a group which seems to give legitimacy to their bullying activities and prevents them from feeling personally responsible for the outcomes.
2. What they appear to gain mostly through bullying is a sense of being part of a group which is "having fun."
3. Yet as individuals, bullies commonly feel uncomfortable about what is being done.
4. A hostile blaming attitude on the part of an authority figure is likely to increase the desire for them to continue bullying and unite the bullies more strongly.
5. Working with individuals by initially sharing with them one's concern for the victim is likely to elicit a more positive response.
6. Although the method involves a non-blaming approach, it does not in any way seek to excuse or condone bullying. It is in fact quite direct and confrontational. It strongly invites and expects a responsible response.
7. Having made a commitment to the interviewer, generally means that members of the bully group will not talk to each other about what has transpired. Group influence is thereby weakened.
8. Careful monitoring of what ensues after promises have been made is absolutely essential
9. Interviewing the victim first should be avoided, because if the bullies suspect that the victim has informed on them, he or she will be further endangered.
10. Victims are not always "innocent", and it is important to understand what they may be doing to provoke the bullying. One may need to work directly on changing the victim's provocative way of behaving.
11. Although the aim is to re-individualise bullies, the idea is not to "break up" groups (students have a right to enjoy being in a group) but eventually to change their attitudes and behaviour towards the victim and other potential victims.
12. It is important to see the whole group of "bullies" together after progress has been made towards improving the situation, to congratulate them on what they have been able to do, and to work through any residual problems with the victim present.
13. An important benefit from this approach is that it can lead to a "change of heart" on the part of bullies and remove the need for constant surveillance.
14. The use of punishment is often ineffective. It may breed resentment, increase group solidarity, jeopardise the victim further, and challenge bullies to practise ways of bullying that are hard to detect.
15. It does require some careful thought and planning on how to use the method with students. However, it need not be time-consuming. Short interviews and meetings only are often all that is needed.
16. There is now good research evidence that the method is effective in at least two cases in three (see Smith and Sharp, 1994). It has been used in many British, European and Australian schools with excellent results.
17. However, In severe cases of bullying or where individuals do not respond to shared concern, further action may be needed, including interviews with parents and even suspension.
Further information about the Method of Shared Concern is to be found in these sources:
Pikas, A. (1989). The common concern method for the treatment of mobbing. In E. Roland and E. Munthe (eds), Bullying, an international perspective. London: Fulton.
Rigby, K. (1996) Bullying in Schools - and what to do about it. Camberwell, Melbourne. Australian Council for Educational Research, pp 209-220. [Also published in London: Jessica Kingsley (1997) and Toronto :Pembroke, 1998].
Smith, P.K. and Sharp, S. (Eds.) (1994). School Bullying:insights and perspectives, London: Routledge, pp 195-202.
If you try out this method at your school, please feel free to contact me. I would be very interested in outcomes or problems you may have with it.