bullying prevention: research highlights from ub's alberti center
TRANSCRIPT
Amanda B. Nickerson, PhDAssociate Professor and DirectorAlberti Center for Bullying Abuse
PreventionUniversity at Buffalo
[email protected]/alberticenter
November 8, 2011
Overview of Presentation
Alberti Center Slideshow Overview of Bullying Prevention and Intervention: Whose Role?
○ Conventional wisdom and the “reframe”
Q & A
Research Highlights
Bullying is increasingly viewed from a comprehensive perspective that involves community, school, parents, and peers
My research has focused on:○ School practices associated with reduced
bullying and violence ○ The role of parents and peers in promoting
social-emotional strengths○ The role of empathy and parent-child
relationships for children who intervene
Bullying vs. Teasing vs. Conflict
Teasing: Fun, good-natured, “give-and-take” between friends to get both parties to laugh
Bullying: Based on a power imbalance; intent to cause psychological or physical harm; usually repeated
Conflict: A struggle, dispute, or misunderstanding between two equal forces
Eye of the Beholder
Bullying depends on who is asked
○ Students report that bullying happens much more often than do school staff and parents
○ Students over-report intervening and under-report engaging in bullying
Common, not “Normal” 1 in 3 involved as bully, target, or both Aggression and survival of the fittest
across time, species, and cultures Danger in viewing as “rite of passage”
○ Long-lasting impact of bullying○ We do not tolerate other forms of abuse
Boivin, Hymel, & Bukowski (1995); Boulton & Underwood (1992);Crick & Bigbee (1998); Egan & Perry (1998); Hinduja, & Patchin, (2009);Kochenderfer & Ladd (1996);Nickerson & Sltater (2009); Perry et al. (1988)
What are Signs that Child May be Bullied? Unexplained illnesses, cuts/bruises Avoidance of school and social situations Passive, unassertive, lacking friends Change in behavior
○ Not interested in doing things○ Withdrawn
Feelings of self-blame or hopelessness
Stopbullying.gov
What are Signs that Child May be Bullying Others? Refers to others negatively (wimp, loser) Lack empathy Strong need to win or be the best Hostile/defiant attitude Angers easily Gets in verbal or physical fights Blames others
Stopbullying.gov
Responding to a Bullied Child Listen Empathize
○ “That must have been very scary for you”
Thank child for telling Take it seriously Partner with child and school to
problem-solve Follow-up
Responding to a Child who Bullies Focus on behavior (not child as person) and why
it is not OK
Apply logical, meaningful consequences
Increase supervision and monitoring
Work with child to develop plan for how to prevent this behavior in future
Consider professional help to increase empathy, perspective taking, and problem-solving
A Role for All: The Social Context of Bullying
Adapted from Swearer & Espelage (2004)
Targets: Conventional Wisdom “Kids need to learn to fight back”
“Focusing on the target blames the victim and sends the message that this behavior is OK”
Targets: Reframe
Fighting back is an ineffective strategy (even according to youth voices!)
○ Power differential○ What message are we sending?
Focusing on the target is aimed to teach coping skills, not place blame
○ Need to teach life and social skills○ This is not done in isolation
Farrington & Ttofi, (2009); Gregory, Cornell, Fan, Sheras, & Shih (2010); Youth Voices Project
Bullies: Conventional Wisdom
“Bullies are loners who suffer from low self-esteem”
“Bullies need harsher punishment”
Bullies: Reframe Children who bully are likely to:
○ Be popular○ Report average to superior self-esteem○ Have experienced harsh punishment
Need meaningful social consequences Teach empathy, perspective taking, and
using power in a more productive way
Batsche & Knoff (1994); Beaver, Perron, & Howard, (2010); Olweus (1993); Swearer et al. (in press); Vaughn, Bender, DeLisi, (in press)
Bystanders: Conventional Wisdom
“Peers need to stand up and say this is not right”
Bystanders: Reframe
The bystander effect is pervasive○ Diffusion of responsibility○ Cost
Time, effort, personal distress
○ Perceptions about target “Just world,” deserved
Charach et al. (1995); Hawkins, Pepler, & Craig
Bystanders: Reframe
Need explicit guidance about how to○ Recognize situation as bullying○ Evaluate options for responding in that
situation (high-risk vs. low-risk)○ Respond in the most safe and helpful manner
(comforting or befriending target)
…in a climate where upstanding is expected
Parents: Conventional Wisdom
“Parents need to wake up”
“The apple doesn’t fall far from the tree”
Parents: Reframe Have high expectations for behavior
○ Be clear about rules and expectations○ Apply logical, meaningful consequences○ Teach better ways to respond
Parents who are afraid to put their foot down usually have children who step on their toes.
- Chinese Proverb
Provide warmth and support○ Let children know they are loved and valued
Parents: Reframe
Be aware of the reality of bullying and communicate openly about it
Work with school to be part of solution Model the behavior that is expected
○ Treat others with dignity and respect
Children are natural mimics who act like their parents despite every effort to teach them good manners.
~Author Unknown
School Staff: Conventional Wisdom
“Schools need to stop turning a blind eye to this and do something”
School Staff: Reframe Adults are often not aware of bullying Need to gather data to assess needs
and use a comprehensive approach that includes warmth, involvement, and building social-emotional strengths
Clear policies are needed that include○ Consistent on-the-spot interventions○ Method of reporting bullying○ Continuum of consequences and interventions
Including opportunity to behave differently in future
Merrell, Gueldner, Ross & Isava (2008); Sherer & Nickerson (2010); Ttofi & Farrington (2011)
Policy Makers: Conventional Wisdom
“We need harsher laws to stop this kind of
behavior”
Policy Makers: Reframe
Carefully developed laws and policy○ Not reactive or based on emotion○ Provide clarity and guidance○ Based on research○ Do not create another layer of red tape for
schools
Research Directions for Alberti Center Bullying and victimization within the
context of school engagement and wellness
Parents’ responses to children’s bullying experiences
Factors that contribute to peer intervention in bullying situations
Evaluation of school efforts to prevent and intervene in bullying
Concluding Thoughts
“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only
thing that ever has.” (Margaret Mead)
I welcome your questions…