bullying prevention: getting on the right track
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BULLYING Prevention: Getting on the Right Track. Iredell-Statesville Schools. Consensogram. How much do you know about bullying and what to do about it?. Without safe schools, it is difficult, if not impossible for learning to take place… Ronald D. Stephens, Ed.D. Executive Director - PowerPoint PPT PresentationTRANSCRIPT
BULLYING Prevention:Getting on the Right Track
Iredell-Statesville Schools
Consensogram
How much do you know about bullying and what to do about it?
Without safe schools, it is difficult, if not impossiblefor learning to take place…
Ronald D. Stephens, Ed.D.Executive Director
National School Safety Center
Bullying Prevention Agenda
Review/Identify requirements of Senate Bill 526 Define what bullying and cite age appropriate examples for
each type Discuss strategies to prevent bullying behavior within your
school Discuss Intervention Strategies when bullying occurs Review contents of the ISS Bullying Policy Define how, when, why staff will communicate bullying issues
to parents Define School-Wide plan for educating all students on Bullying
Policy Provide activities/instructional ideas for teaching students
Senate Bill 526
States schools “shall develop and implement methods and strategies for promoting school environments that are free of bullying or harassing behavior.”
Defines bullying and harassment Mandates schools to have a policy against bullying or
harassing behavior Mandates information regarding this policy shall be
incorporated into a school’s employee training program.
Activity #1: Bullying Quiz
Answer the following bullying quiz questions with your
Team
Exploring the Nature and Prevention of BullyingBullying Quiz
(http://www.k12coordinator.org/onlinece/onlineevents/bullying/bullying_quiz.htm)
Bullying Quiz
1. Bullying is just a part of growing up. The effects of bullying on victims are short-term and minor.a) True b) False
2. Bullying is not a serious problem for the bullies; they eventually grow out of this behavior.a) True b) False
3. Most bullying occurs in high school because older students are more confident and willing to pick on others. a) Trueb) False
4. Bullying is usually verbal, not physical, in nature.a) Trueb) False
Bullying Quiz
5 . Bu ll i e s a re u s u a lly in s e c u re lo n e rs with lo w s e lf -e s te e m .a) Trueb) False
6 . Bu lly in g is a lm o s t e x c l u s iv e ly m a le b e h a v io r.a) Trueb) False
7 . Bu ll i e s d o n ’t u s u a lly p i c k o n p a s s iv e s tu d e n ts ; in s te a d , th e y b u lly in re s p o n s e to s o m e s o rt o f p ro v o c a tio n f ro m th e i r v ic ti m s .a) Trueb) False
8 . A b u lly u s u a lly a tta c k s wh e n n o o n e e ls e is wa tc h in g .a) Trueb) False
Bullying Quiz
9. Most bullying happens at school.a) Trueb) False
10. Targets of bullies tend to be children with physical differences.a) Trueb) False
11. If students would just fight back, then bullies would leave them alone.a) Trueb) False
12. Hanging out with other students increases the risks of being bullied since there are more people for bullies to target. a) Trueb) False
Why Educators Should be Concerned
State of North Carolina is concerned:– Center for the Prevention of School Violence
defines school violence as “any behavior that violates a school’s educational mission or climate of respect or jeopardizes the intent of the school to be free of aggression against persons or property, drugs, weapons, disruptions, and disorder.”
– NC Safe Schools Initiative recognizes that bullying prevention is crime prevention.
www.djjdp.org
Bullying and ISS
STRATEGIC PRIORITIES
High Student
Performance
Healthy, SafeOrderly
and Caring Schools
Quality Teachers,
Administration and Staff
Strong Family, Community
and Business Support
Effective and Efficient
Operations
State Goal 2.2ISS Goal 2.2.1:
Schools Free of all harmful behavior and lowest rate of crime
Healthy, Safe, Orderly and Caring
State Goals:– Learning environments inviting and
supportive of high student performance – Schools free of controlled and illegal
substances and all harmful behavior – Adequate, safe education facilities that
support high student performance
Bullying Prevention
Safe and Inviting
Learning Environment
Safe and Inviting
Learning Environment
Increase inStakeholderSatisfaction
Increase inStakeholderSatisfaction
DecreaseCrime
Incidents
DecreaseCrime
Incidents
Increase Attendance
Increase Attendance
BULLYING PREVENTION
BULLYING PREVENTION
Bullying: Some Disturbing Data
Of 41 school shooters studies by the Secret Service and the U.S. Department of Education, two-thirds felt persecuted, bullied, threatened, attacked, or injured before the school shooting, with many having been the victims of “longstanding and severe bullying and harassment.”
(www.gothamgazette.com/pring/1416)
Bullying: Some Disturbing Data
A 2001 study of students in 8th through 11th grades by the American Association of University Women Educational Foundation found that “four of five students – boys and girls – report that they have experienced some type of sexual harassment at school”
(www.gothamgazette.com/pring/1416)
Bullying: Some Disturbing Data
A Los Angeles study of 192 sixth-graders concluded that almost half had been bullied at least once during a five-day period.
(www.gothamgazette.com/pring/1416)
Bullying and the Workplace
Workplace bullying - in any form - is bad for business. It destroys teamwork, commitment and morale." Tony Morgan, Chief Executive, The Industrial Society
Consider the effect of bullying in group-centered work at school.
Bullying Defined
Double I-R Criteria:– Intentional
– Imbalanced
– Repeated
Bullying Defined
Bullying is INTENTIONAL:
deliberatehurtfulpurposefulinstrumentalgoal-directed
Bullying Defined
Bullying is IMBALANCED:
physical vs. psychological
actual vs. perceived
Power Imbalance
“A power imbalance is found at the heart of the bullying dynamic. A student who is stronger, more aggressive, bolder, and more confident than average typically bullies other students who are weaker, more timid, and who tend not to retaliate or act in an assertive manner.”
(Centre for Children and Families in the Justice System)
Bullying Defined
Bullying is REPEATED:
one-time aggression vs. bullying
Bullying Defined
Bullying involves a desire to hurt + hurtful action + a power imbalance + (typically) repetition + an unjust use of power + evident enjoyment by the aggressor and a sense of being oppressed on the part of the victim.
http://www.education.unisa.edu.au/bullying/define.html
Bullying Defined
“A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students… It is a negative action when someone intentionally inflicts, or attempts to inflict injury or discomfort on another.”
Olweus, 1994, p. 1173
Bullying Behavior: 4 Categories
Physical
Verbal
Social/Relational
Sexual Harassment
Bullying Behavior: 4 Categories
1. PHYSICAL BULLYING
Can leave marks on the body
Bullying Behavior: 4 Categories
2. VERBAL BULLYING
Can be heard by the target
Bullying Behavior: 4 Categories
3. SOCIAL/RELATIONAL BULLYING
Indirect, covert attempts to affect the target’s reputation or social standing
The old-fashioned way
Bullying Behavior: 4 Categories
3. SOCIAL/RELATIONAL BULLYING
Indirect, covert attempts to affect the target’s reputation or social standing
The newest, most advanced way to bully
Cyberbullying
“Cyberbullying involves the use of information and communication technologies such as e-mail, cell phone and pager text messages,
instant messaging, defamatory personal Web sites, and defamatory online personal polling Web sites, to support deliberate, repeated,
and hostile behavior by an individual or group, that is intendedto harm others.”
-- Bill Belsey(www.cyberbullying.ca/main_frame.html)
Cyberbullying: An ethical Impact
Why is this so dangerous?“The anonymity of online communications means kids
feel freer to do things online they would never do in the real world. Even if they can be identified online, young people can accuse someone else of using their screen name. They don’t have to own their actions, and if a person can’t be identified with and action, fear of punishment is diminished.”
(www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_shar)
Bullying Behavior: 4 Categories
4. SEXUAL HARASSMENT
(SH) - Any repeated, unwanted behavior of a sexual nature perpetrated upon one individual by another. Sexual harassment may be verbal, visual, written, or physical. It can occur between people of different genders or those of the same sex. Harassing behaviors may occur in a variety of relationships including those among peers, and those where there is an imbalance of power between two individuals. The law is primarily concerned with the impact of the behavior, not the intent. In other words, the law is concerned with how the person on the receiving end is affected by the behavior, not with what the other person means by the behavior.
http://www.turnaroundinc.org/pages/facts/glossary.html
Bias Incidents/Hate Crimes
Bias incidents are any acts directed against people or property that are motivated by prejudice based on race, religion, ethnicity, sexual orientation, gender, social affiliation, ability or appearance.
Responding to Hate at School Tolerance Magazine, 1999
Gender Differences and Bullying
GIRLS:
Bully within social group
Covert
Emphasis on verbal and social/relational bullying
Gender Differences and Bullying
BOYS: Bully outside social
group Direct More likely to use
physical aggression
Activity #2: Scenario Review
With your Teacher-training Team, read the scenario at your table and determine:– Is this an example of bullying? If so, answer the
following: Determine how you know the act was intentional. What is/are the imbalance(s)? What clues indicate this is repetitive behavior?
Bullying is…
Peer Abuse
An Act of Violence
Precursor to Escalated Acts of Violence and Crime
Serial Abuse
Activity #3: A Continuum
Rank the bullying behaviors contained in the packet on a continuum from low to high
severity
Continuum Scale
Statistics
285,000 students are physically attacked each month
160,000 children miss school each day because of fear
70% of students have been bullied during their academic career
14% of students believe that bullying has a severe impact on their lives
Prevalence
15% of students in schools involved 9% are targets 7% bully others repeatedly More victims in younger grades are
victimized Boys are more likely to bully than girls
(Centre for Children and Families in the Justice System)
List of Facts
80% of adolescents reported being bullied during their school years
90% of 4th through 8th graders report being targets of bullying
15% of students bully regularly or are targets of bullying
Up to 7% of 8th grade students stay home at least once a month because of bullies
http://lincoln.midcoast.com/~wps/against/bullying.html
List of Facts
Bullies identified by age eight are six times more likely to be convicted of a crime by age twenty-four and five times more likely than non-bullies to end up with serious criminal records by the age of thirty.
Students reported that 71% of the teachers or other adults in the classroom ignored bullying incidents.
http://lincoln.midcoast.com/~wps/against/bullying.html
List of Facts
When asked students uniformly expressed the desire that teachers intervene rather than ignore teasing and bullying.
Aggressive behavior is learned early and becomes resistant to change if it persists beyond age eight.
Bullying most often occurs at school where there is minimal or no supervision.
http://lincoln.midcoast.com/~wps/against/bullying.html
List of Facts
Most bullying is verbal. Bullying begins in elementary school, peaks in
middle school, diminishes but does not disappear in high school.
Both boys and girls bully, usually same sex classmates, with female bullying taking indirect, manipulative forms.
Bullying can have devastating long term effects on the targets.
http://lincoln.midcoast.com/~wps/against/bullying.html
Long-Term Effects of New York Study
Little Bullies grow up to be Adult Bullies:
Males: More likely to become spousal abusersFemales: More likely to abuse their own children
Increased prevalence of workplace bullying
Did You Know?
By 6 weeks into the school year, the bully-target patterns have been established.
Physical bullying increases through the elementary years and peaks in middle school. Thereafter, incidents decrease with age.
Verbal bullying occurs throughout school years. Children do not tell on bullies because they are afraid
it will get worse. They feel no one can help them if they do.
(From Bullying Behaviors: A Systemic Perspective Powerpoint Presentation Dr. Andy Horne, University of Georgia, April 2005)
Movie:
Reality Matters: Cruel Schools: Bullying and Violencewww.unitedstreaming.com
What Can Schools Do to Help?
“While approaches that simply crack down on individual bullies are seldom effective, when there is school-wide commitment to end bullying, it can be reduced up to 50%.”
(www.safeyouth.org/scripts/teens/bullying.asp)
Prevention Basics
Solution-focused approach – Define the problem and develop strategies to
solve the problem – strength, ownership, competency, empowerment, coaching
Develop Positive School Climate:– Increase rapport with students – Establish positive, respectful climate
Family/School Risk Factors
Family– Lack of supervision– Lack of attachment– Negative relationship– Lack of
discipline/consequence– Support for violence
School– Lack of supervision– Lack of attachment– Negative relationship– Lack of
discipline/consequence– Support for violence– Lack of alternatives to
violence(From Bullying Behaviors: A Systemic Perspective Powerpoint Presentation Dr. Andy Horne, University of Georgia, April 2005)
Teacher Beliefs that Reduce Bullying
“Students are situational learners and adapt to learning at home and school differently.”
“If I provide the opportunity to learn positive behaviors, they can learn and maybe transfer those to home.”
“Bullying really is more likely to happen at school.” “Not all bullies use physical force.” “Being mean, teasing, and shunning behaviors are
alternate forms of bullying.”
(From Bullying Behaviors: A Systemic Perspective Powerpoint Presentation Dr. Andy Horne, University of Georgia, April 2005)
Teacher Activities that Maintain or Reduce Victimization
Maintain– Many ignore
victimization– Don’t intervene unless
problem is significant– Blame the victim– Focus only on
extinguishing– Support victim only the
immediate aftermath
Reduce– Demonstrate awareness– Take action at all levels– Teach how not to be
good targets– Provide follow-up
support
(From Bullying Behaviors: A Systemic Perspective Powerpoint Presentation Dr. Andy Horne, University of Georgia, April 2005)
When we notice it happening…
Senate Bill 526 states a school employee, student, or volunteer who has witnessed or has reliable information that a student or employee has been subject to any act of bullying or harassing behavior shall report the incident to the appropriate school official. (ISS defines school official as an Administrator)
Bullying Consequence Matrix
•Review Consequences Matrix
Elementary
Middle
High
Commitment
(http://www.eliewieselfoundation.org/)
“Take sides.Neutrality helps the oppressor,
never the victim. Silence encourages the tormentor, never the tormented.” -Elie Wiesel
Procedures for Reporting-
REVIEW Policy Code: 4021
Develop a District & School-wide Agenda
Training Assessment – bullying survey/map Data Analysis: Healthy, Safe, Orderly & Caring
Committee Proactive Prevention basics
– Teach expectations– Model positive, consistent behavior– Visual displays (posters, criteria, etc)– Enforce policy
Intervention Strategies
Identify Scope of the Problem
School-wide assessment – Bullying survey to all students after training
Anonymous but color-coded for grade level identification
3 components (true/false, map/bus, open-ended)You may choose to stagger the training by grade
level so that analysis is more manageableEmpty map for students to identify places where
bullying takes place in your school
Assessment
3 days of training (30 minutes each day)– Scripted lessons for teachers
Day 1: Definitions and ClarificationDay 2: Scenario Review: Double I-R in practiceDay 3: Tattling/Reporting, Long-term effects of
bullying, Role of the bystander, Reporting informationDay 4: Give Assessment/Map
DATA TO BE GIVEN TO HEALTHY, SAFE, ORDERLY
& CARING COMMITTEE
Day 1: Bullying Agenda
Highlights: Students’ definitions of bullying Textbook definitions of bullying Differentiation between bullying and
horseplay/teasing Double I-R Criteria 4 Categories of bullying behavior
Day 2: Bullying Agenda
Review of Double I-R Criteria Review of 4 Categories of Bullying Behavior Double I-R Criteria in practice (scenarios)
Day 3: Bullying Agenda
Difference between Tattling & Reporting Information Discussion of long-term effects of bullying behavior
on: Bully
TargetWitnesses
Role of the bystander (85% caring majority) How to report information
Day 4: Bullying Survey: Component 1
Bullying Survey: Component 1Answer the following True/False statements. Select either T or F. I can easily tell the difference between bullying and horseplay-teasing. I feel safe at our school. I believe that there are clear and consistent consequences for physical bullying at our
school. I believe that there are clear and consistent consequences for verbal bullying at our
school. I believe that there are clear and consistent consequences for social/relational bullying
at our school. I believe that there are clear and consistent consequences for sexual harassment at our
school. I understand the difference between telling/tattling and reporting information to an adult. I believe bystanders have a lot of power to reduce bullying behavior at our school by
reporting incidents to an appropriate adult. I believe I can help reduce bullying behavior at our school. I believe teachers, counselors, SAP, and administration react appropriately to information
that I report about bullying.
Day 4: Bullying Survey: Component 2
Bullying Survey: Component 2
See the attached map of our school. Please identify where bullying behavior most frequently occurs by marking an “x” in the
locations on the map.
If bullying occurs frequently on your school bus, please write the bus number on the picture of the bus.
Day 4: Bullying Survey: Component 3
Bullying Survey: Component 31. Who consistently displays bullying behavior at our school? Identify these people by first
and last name.
2. Do you know of any students who are specifically being targeted/victimized by bullying behavior? Name them:
3. What is the most common form of bullying behavior at our school? Rate them from highest/most common (1) to lowest/least common (4): Physical: _____
Verbal: _____Social/Relational: _____Sexual Harassment: _____
4. What ideas/strategies/activities should be used to combat bullying at our school? Be specific.
5. What can the adults at our school do better to reduce bullying behavior? Provide solutions.
Analysis of Assessment Data:Safe, Healthy, Caring Committee
What did the data reveal? What relevant data might be missing? Are there unanswered questions?
You’ve got the tools to act!
For Additional Information
Safeguarding our Children: An Action Guide – www.ed.gov/offices/OSERS/OSEP/ActionGuide
2000 Annual Report on School Safety & Indicators of School Crime and Safety 2000
– www.ed.gov/offices/OESE/SDFS
Newman-Carlson, D., Horne, A.M, Bartolomucci, C.L. (2000). Bully Busters: A Teacher’s manual for helping bullies, victims, and bystanders. Champaign, IL: Research Press.