ORCID
Tristan Patel, 0009-0003-2275-8904; Michelle Myers, 0009-0005-6797-2933; Daniel Stewart, 0009-0008-8573-2644
Abstract
Bullying in schools is often addressed through punitive deterrence practices, solution-focused counseling, or restorative conferencing. These approaches often fail to recognize or account for the power imbalance that ultimately sustains bullying. This article discusses a narrative-restorative intervention to address bullying as a relational and communal issue, rather than relying on isolation or deterrence practices. The limitations of the dominant models discussed highlight the role of power in shaping bullying dynamics and connect legal and ethical responsibilities of narrative-restorative practices. Situated within the framework of California education law and professional ethical standards, at its core, undercover anti-bullying teams aim to redistribute student power through positive peer influence to support students experiencing bullying. Through narrative interviewing, mapping of effects, and reauthoring of counter stories, students are invited to community support without blame or shame and empowered to act as change agents on their campuses. Through the connection of law, ethics, and narrative-restorative practices, systemic capacity building of undercover anti-bullying teams can foster safety, belonging, and equity as a means of eliminating bullying without blame or shame. Implications for school counselors, administrators, and policymakers include the need to move beyond compliance, punishment, or isolation toward system and cultural change sustained by dialogue, kindness, and shared communal responsibility.
Included in
Counselor Education Commons, Elementary Education Commons, Secondary Education Commons, Social Justice Commons, Student Counseling and Personnel Services Commons
