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Bullying Prevention

Agenda

Welcome and Introductions Goals and Objectives Presentation of workshop and

activities Evaluations

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Goals

To increase awareness of bullying behaviors and the impact of the behavior on victims.

To create an individual action plan to heighten awareness of bullying behaviors at school and/or home.

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Objectives

Define bullying behavior Learn dynamics of bully and victim

behaviors Learn bullying prevention / intervention

strategies that work based on research Develop an action plan Learn resources for information/support

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What Is Bullying?

“Intentional, repeated hurtful acts, words or other behavior such as name calling,

threatening and/or shunning by one or more children against one another. An imbalance of

real or perceived power must exist between the bully and the victim”.

U.S. Department of Education

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Common Bullying Behaviors

Physical: punching, poking, strangling, hair pulling, beating, biting and excessive tickling

Verbal: name calling, teasing, and gossip Emotional: rejecting, terrorizing, extorting, defaming,

humiliating, blackmailing, isolating, ostracizing including reference to race, disability, ethnicity, or perceived sexual orientation

Sexual: includes many of the actions listed above as well as sexual harassment and abuse involving actual physical contact and sexual assault

U.S. Department of Education

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Cyberbullying

“Cyberbullying, using new communication technology to torment others, is taking humiliation to a frightening level. Hiding behind the anonymity of the Internet, cyberbullies are able to hurl threats, spread rumors, trash reputations, and damage fragile egos, usually without being caught. The incredible scope of the Internet means that a cyberbully can reach millions with the click of a mouse.”

The Newest Breed of Bully, the Cyberbully By Charlene C. Giannetti and Margaret Sagarese PTA Website 2007 www.pta.org

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How Common Is Bullying?

In a study of 4th to 6th graders in the rural South, 1 in 4 reported they had been bullied with some regularity in the previous 3 months. 1 in 10 had been bullied at least once a week. In the same survey 1 in 5 reported they had bullied another child with some regularity in the past 3 months.

Limber,Cunningham,Florx,Ivey, Nation, Chai and Melton 1997

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How Common Is Bullying? (continued)

In a study of middle and high school students in small towns in the Midwest, 88% of students reported having observed bullying and 76.8% indicated they had been a victim of bullying at

school.

Hoover,Oliver and Hazler 1992

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How Common Is Bullying? (continued)

In one study of 1,632 students in grades 8-11 by the American Association Of University

Women, 85% of girls and 76% of boys reported experiencing some form of sexual harassment.

AAUW, 1993 “Hostile Hallways: The AAUW survey on sexual harassment in America’s schools.”

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Family Factors Contributing To Bullying

Family factors are lack of attention and warmth toward the child and modeling aggressive

behavior at home. Studies indicate aggressive behavior of all kinds is elevated in children who

witness domestic violence.

Jaffe, Wolfe and Wilson, 1990 Olweus, 1993

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Individual Factors Contributing To Bullying

The best documented factor is temperament. Temperament is a child’s basic personality

style and style of interaction with others. Children with an active and impulsive

temperament may be more inclined to develop into bullies.

Olweus 1993

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School Factors Contributing To Bullying

Low levels of supervision particularly on the playground , in hallways, restrooms and on

busses and at bus stops and a social climate lacking warmth and acceptance of all

students.

Olweus 1993

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Gender Differences

Boys tend to be perpetrators and victims of “direct bullying” which involves direct physical or verbal attacks.

Girls are more likely to be perpetrators and victims of “indirect bullying” which involves social exclusion, manipulation of friendship relationships, spreading rumors etc.

Olweus, 1993 14

Characteristics of Bullies Regard self in a positive light. Need to feel powerful and in control. Appear to derive satisfaction from inflicting injury

and suffering. Seem to have little empathy for their victims. Often defend their actions saying the victim

provoked them. Apt to break school rules, defiant of adults. Parental involvement and warmth are frequently

lacking. Olweus 1993

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Characteristics of Victims

Quiet and shy in temperament. Not assertive in response to aggression. Lack friends and social support at school. Lack confidence in physical abilities and

strength. Some victims are “provocative victims”

who are impulsive and display poor social skills to include trying to bully other children.

Olweus, 1993

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Dynamics of Bully –Victim Situations

Bullies More powerful (real or

perceived) Confident, aggressive

and lack empathy for victim

Bully so that adults are not aware

Victims Powerless (real or

perceived) Quiet, passive; do not

respond effectively to aggression

Feel shame and fear; often do not tell an adult

Olweus 1993 17

Impact on Victim Feels unhappy, fearful and anxious. Has lowered self esteem. May avoid school and social interactions

to escape bullying. Experiences significant psychological

harm affecting academic, social and emotional development.

In extreme situations some victims become distressed to the point of committing, or attempting suicide.

Olweus 1993 18

Long Term Impact On Bully

Fairly popular up to 6th grade. In high school experiment more with sex, alcohol,

and other drugs, and have a higher dropout rate. One third are victims themselves of bullying. Higher risk for depression and suicidal thoughts. In adulthood have a higher rate of antisocial behavior

to include committing crimes, batter spouses, and abuse their children.

Higher rate of alcoholism. J. Juvonen and M. Bezikian, June 23, 1999.

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What Is The Impact On Bystanders?

Can cause anxiety and fear. Negatively affects learning environment. Children may follow bully’s lead and help in

victimization. Children may use aggression in the future if

they see there are no negative consequences for the bully. Sudermann,Jaffe, Schieck “Bullying: Information For Parents and Teachers” London Family

Court Clinic 1996. London, Ontario, Canada

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Intervening With A Victim At School

Take immediate action when bullying is observed or reported.

Ensure safety (both physical and emotional) of victim.

Reassure the child that the bullying is not their fault.

Notify parents and solicit support. Teach child skills to diffuse the situation. Refer for counseling as needed.

U.S. Department of Education 21

Intervening With The Bully At School

Take immediate action when bullying is observed.

Avoid attempts to mediate a bullying situation.

Confront bullies in private. Notify parents and solicit support. Refer for counseling as needed.

U.S. Department of Education 22

Signs of Victimization

Fear of going to school Increased fearfulness in

general Anxiety Lack of friends Missing belongings Torn clothing Unexplained bruises

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If Your Child Is A Victim… Foster assertiveness and independence. Talk directly with your child about their friends, activities

and events at school especially on the bus or walk to school, in hallways, on the playground and in the cafeteria.

Assure your child that he or she is not at fault and do not deserve to be bullied.

Contact the school and work collaboratively to ensure your child’s safety.

Offer support to your child. Teach your child skills to diffuse the situation. If the problem persists you may need outside legal/law

enforcement assistance. U.S. Department of Education

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Signs Your Child Could Be A Bully

Has money or items for which they cannot account.

Attempts to solve problems through aggression. Displays intimidating or threatening behavior

toward others with words or looks. Intentionally excludes others. Calls others names; makes offensive gestures or

remarks. Have been a victim of abuse himself/herself.

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If Your Child Is A Bully

Talk with your child. Hold your child accountable. Be aware they

may deny or minimize their behavior. Make it clear you will not tolerate the behavior. Increase your supervision. Spend time with your

child. Work cooperatively with your school in helping

to bring about change in your child’s behavior.

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If Your Child Is A Bully (continued)

Viewing violent TV shows, cartoons and/or playing violent video/computer games will increase violent and aggressive behavior. Change to non-violent viewing habits.

Model non-bullying behavior at home. Witnessing violence between members of the family can lead to violent behavior by the child.

Seek help and support from your school social worker or children’s counseling center in your community. Sudermann,Jaffe, Schieck “Bullying: Information For Parents and Teachers”

London Family Court Clinic 1996. London, Ontario, Canada 27

Intervening In The Cycle: Parents Can…

Participate in awareness campaigns conducted during parent-teacher conference days, joining PTA/PTO and through parent newsletters .

Teach children assertiveness and conflict resolution skills through modeling of those behaviors.

Advocate for the child, if a victim, to ensure his/or her safety.

Work cooperatively with the school for peaceful resolution.

U.S. Department of Education 28

Intervening In The Cycle: Schools Can…

Adopt a working anti-bullying whole-school plan to include training of all staff to recognize and intervene in bullying behavior as well as establish a social climate of warmth and acceptance of all students. Smith and Sharp 1994

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Intervening In The Cycle: Educators Can…

Implement classroom activities and discussions about bullying to include role play activities. Students can be empowered through conflict resolution and peer mediation programs as well as assertiveness training. Smith and Sharp 1993

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Intervening In The Cycle: Students Can…

Seek immediate help from an adult.

Report bullying/victimization to school personnel.

Speak up/offer support to victim. Express disapproval of bullying

and refuse to join in. Attempt to defuse problem

situations. US Department of Education

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Intervening In The Cycle: Communities Can…

Organize community stakeholders.

Sponsor a forum and speakers bureau to educate the community.

Work with faith based communities.

Obtain media and public relations support.

Obtain Mayoral support to celebrate “Respect For Everyone” campaigns.

32 National Education Association: National

Bullying Awareness Campaign

Action Plan

Parents Talk with your child

about bullying behaviors. Share what you have

learned in this workshop with others.

Work with your school on anti-bullying programs.

Educators Research anti-bullying

programs and curriculum.

Talk with parents, staff faculty and students about implementing an anti-bullying program.

Share with others what you have learned at this workshop.

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How A Child Learns… If a child lives with criticism, he learns to condemn.

If a child lives with hostility, she learns to fight. If a child lives with ridicule, he learns to be shy.

If a child lives with shame, she learns to feel guilty. If a child lives with tolerance, he learns to be patient.

If a child lives with encouragement, she learns confidence. If a child lives with praise, he learns to appreciate.

If a child lives with fairness, she learns justice. If a child lives with security, he learns to have faith.

If a child lives with approval, she learns to like herself. If a child lives with acceptance and friendship, he learns to

find love in the world. (Dorothy Law Nolte)

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Learn More…..

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http://bullyingprevention.org/

http://www.stopbullying.gov/

http://www.pacer.org/bullying/

Learn more…..

Helping Your Child Become a Responsible Citizen

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U.S. Department of Education booklet

http://www.ed.gov/parents/academic/help/cit

izen/index.html -

Learn more: PTA Web Link

http://www.pta.org/programs/content.cfm?ItemNumber=3003

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Information and Help Resources

National Domestic Violence Hotline: 1-800-799-SAFE 1-800-787-3224 TDD

National Sexual Assault Hotline: 1-800-656-HOPE (1-800-656-4673)

U.S. Department of Education: 1-800-USA-LEARN (1-800-872-5237) 38

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Contact Us – We’re Here to Help!

The Florida Parental Information and

Resource Center (PIRC) of FND

2196 Main Street, Suite K, Dunedin, FL 34698 FL toll free: 800-825-5736 or 727-523-1130

Fax: 727-523-8687 www.fndusa.org

© Family Network on Disabilities, Inc.