BULLYING PREVENTION EDUCATION

Presented by Anne Gardon, Stephanie Landsberger, Allison Marx, & Sara McMickle

Chalk Talk Silently write your answers to any of the

following questions. You have three minutes.1.Have you ever been bullied? 2.What types of bullying have you observed in

the schools that you have worked at? 3.What are your thoughts on bullying?

Framework for Bullying Prevention Program Staff

(Chalk Talk Activity) 3 half hour staff meetings – rationale, purpose, goals, objectives, defining terms, research, roles, …

using this Powerpoint protocol if staff wants to look at articles on bullying feedback from staff to guide subsequent meetings (3-2-1) includes information and activities for the teachers to use with students for prevention (WISH, conflict

resolution activities) and intervention (think sheet) Encourage staff reflections and other lessons used in relation to bullying prevention to be shared at

staff meetings quarterly. Suggested additional sources for evaluative data of the program will include keeping track of the

number of think sheets used, referrals to the office for bullying, and parent reports of bulling of their children.

Parent• (True/False Activity) becomes Myths vs Facts• The teacher Powerpoint would be modified and condensed for presentation at open school night in the

first month of school.• What if your child is involved in or has observed bullying?Student• The teacher will be given this Powerpoint to use as needed and in smaller pieces with students.• Activities shared with staff will be implemented and added to by the staff.• Students will be surveyed at the beginning and end of year as one form of evaluating this program, the

reduction in bullying, and to make plans for future training. (See Appendix A2 for Survey.)

Caring Communities “In survey responses from around the world, there was an extremely high correlation between feeling a sense of community and a sense of safety.”

Bluestein, J. (2001). Creating emotionally safe schools . Deerfield Beach, FL: Health

Communications, Inc..

STATEMENT OF PURPOSE

To reduce and prevent bullying through education and action.

RationaleBullying has serious physical, academic and mental

health consequences: An estimated 160,000 children miss school every day out of fear of attack

or intimidation by other students. One out of every 10 students who drops out of school does so because of

repeated bullying. Victims of bullying are more likely to suffer physical problems such as

common colds and coughs, sore throats, poor appetite and night waking. Those who are bullied are five times more likely to be depressed. The effects of bullying can be long-lasting. By age 23, children who were

bullied in middle school were more depressed and had lower self-esteem that their peers who had not been bullied.

Studies show that people who are abused by their peers are at risk for mental health problems such as self-esteem issues, stress disorder, depression and anxiety. These are the individuals who frequently consider suicide.

Lanning, M. (October 2007). Bullying in the school setting. Mental Health Matters. 4(12). Gratiot Medical Center: An Affiliate of MidMichigan Health.

Rationale, continued• In Japan, bullying has existed in schools and has been viewed as

problematic for many years. However, recently, the incidents are becoming increasingly emotionally abusive and sometimes resulting in death. Omori, M. (n.d.). Child Research Net CRN - Resources - Advisory Board Message. Child Research Net Web Site. Retrieved July 6, 2010, from http://www.childresearch.net/RESOURCE/RESEARCH/1999-1998/MEMBER3.HTM

• Each year, between 10 and 12 children kill themselves in the UK because they are being bullied at school.

• From 1 September 1999, all UK schools were legally required to have an anti-bullying policy. Failure by a school to implement an effective, active anti-bullying policy is now considered a breach of duty of care.

• Dr Ken Digby of the University of Southern Australia says bullying affects 20% of school children.

• In the US the facts about bullying show that 10 to 15% of children are bullied regularly, and bullying most often takes place in school, frequently right in the classroom.

• As many as 7% of eighth grade students in the United States stay home at least once a month because of bullies.Kawagoe, A. (n.d.). The Ijime Mondai in Japan vs. Worldwide Bullying Problem. Education in Japan Community Blog. Retrieved July 6, 2010, from educationinjapan.wordpress.com/education-system-in-japan-general/our-children-are-being-bullied/ijime-bullying-2/

Appendix A: Staff Protocol for Reading Articles

GOALS OF DELIVERING AND MAINTAINING GOALS OF DELIVERING AND MAINTAINING A BULLYING PREVENTION PROGRAM*A BULLYING PREVENTION PROGRAM*

Educate parents, students, & teachers how to recognize and address bullying

Promote a community call to caring action throughraising awareness, education, communication & conversation

Decrease anxiety, fear, & frustration in the school community .

Increase resiliency in the school community through developing communication skills.

Provide a richer academic & social learning and teaching environment for all community members

Become familiar with some research around and the impact of bullying Become familiar with common myth’s and identified facts regarding bullyingBecome familiar with the definitions and types of bullying Become familiar with bullying scenarios and the ‘players’ in those scenariosBecome familiar with bullying interventions Become familiar with the roles of parents, teachers and bystanders, and those bullying in dealing with and preventing bullyingLearn of different resources for bullying

What is Bullying?Bullying is when purposeful acts of meanness

are repeated over time in an situation where there is an imbalance of power.

KEY FEATURES: Purposeful acts of meanness Repeated Imbalance of power

Things to know about bullying Various reports and studies have established that approximately

15% of students are either bullied regularly or are initiators of bullying behavior (Olweus, 1993).

Direct bullying seems to increase through the elementary years, peak in the middle school/junior high school years, and decline during the high school years.

However, while direct physical assault seems to decrease with age, verbal abuse appears to remain constant.

School size, racial composition, and school setting (rural, suburban, or urban) do not seem to be distinguishing factors in predicting the occurrence of bullying.

Boys generally engage in physical bullying behavior and are targets of physical bullying while girls more frequently engage in and are targets of relational aggression (less physical, more emotional/psychological).

Banks, R. (n.d.) Bullying In Schools. Retrieved on July 6,, 2010, from http://www.ericdigests.org/1997-4/bullying.htm

Types of BullyingPhysical- hitting, shoving, pushing and destroying

property.

Verbal - teasing, name calling, threats

Relational - gossiping, embarrassing, leaving someone out (also referred to as relational aggression)

Cyber – using electronic means to tease, embarrass, gossip, reveal secrets, impersonate, taunt, threaten

Cyber Bullying42% of kids have been bullied while online. 1 in 4 have had it happen more than once. 35% of kids have been threatened online. Nearly 1 in 5 have had it happen more than once. 21% of kids have received mean or threatening e-mail or other messages. 58% of kids admit someone has said mean or hurtful things to them online. More than 4 out of 10 say it has happened more than once. 53% of kids admit having said something mean or hurtful to another person online. More than 1 in 3 have done it more than once. 58% have not told their parents or an adult about something mean or hurtful that happened to them online.i-SAFE Inc.. (n.d.). i-SAFE Inc.. Retrieved July 6, 2010, from http://www.isafe.org/channels/sub.php?ch=op&sub_id=media_cyber_bullying

Cyber Bullying Terminology Flaming: Sending angry, rude, or obscene messages directed at a

person or persons privately or an online group. A “flamewar” erupts when “flames” are sent back and forth between individuals repeatedly.

Happy Slapping: An extreme form of bullying where physical assaults are recorded on mobile phones or digital cameras and distributed to others.

Cyberstalking: Repeated harassment that includes threats of harm or that is highly intimidating and intrusive upon one’s personal privacy.

Outing: this includes the public display, posting, or forwarding of personal communication or images, especially communication that contains sensitive personal information or images that are sexual in nature. Increasingly, images taken using mobile phone cameras and mobile phone text messages are used as part of outing bullying.

Sameer Hinduja, S. & Patchin, J. (2008) Cyberbullying Glossary From: “Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying”. Retrieved on July 6, 2010 from http://www.cyberbullying.us/cyberbullying_glossary.pdf

The Bully(ies)

The Target

The Bystander (several types of bystanders)

Another Look at the Bullying Scenario*(special emphasis on different types of bystanders)

Bullying Prevention . (n.d.). Conflict Resolution Education Connection: Home. Retrieved July 6, 2010, from http://www.creducation.org/resources/bullying_prevention//

The BullyDisplays little empathy for victimsEnjoys the roleLacks a sense of remorseSeeks control and dominationSeeks attention from peersIs a good communicator who is quick witted,

offers fast verbal responses, and is able to talk his way out of trouble

Has a significant role model who modes aggressive or violent behavior

Often strong, tough, powerful, well coordinated, dominant, confident

Gamble, J. (n.d.). Jyl's Home Page. Harrisonburg City Public Schools - Staff Web Pages. Retrieved July 6, 2010, from http://staff.harrisonburg.k12.va.us/~jgamble/

The Target (passive)Does not invite attack; is sensitiveIs emotional, cry easilyGenerally lacks social skillsFeels isolated at school/ lonely/ depressedMay have learning problemIs unable to defend himself/herselfIs likely to be anxious and insecure

Gamble, J. (n.d.). Jyl's Home Page. Harrisonburg City Public Schools - Staff Web Pages. Retrieved July 6, 2010, from http://staff.harrisonburg.k12.va.us/~jgamble/

Target (provocative)Has few friendsRepeatedly pesters and irritates othersIs quick tempered and easily provokedWill fight backMay provoke attacksMay experience learning and attention

problemsMay look as if he/she is a bully because

they tend to maintain conflictGamble, J. (n.d.). Jyl's Home Page. Harrisonburg City Public Schools - Staff Web Pages. Retrieved July 6, 2010,

from http://staff.harrisonburg.k12.va.us/~jgamble/

BystanderIs afraid of associating with the victim for fear

the bully will turn on themWants to help but doesn’t know what to doFeels guilty for not actingFears reporting will make him a tattlerDoesn’t like what he sees, but feels powerlessFeels unsafe and unable to take actionFeels a loss of controlGamble, J. (n.d.). Jyl's Home Page. Harrisonburg City Public Schools - Staff Web Pages. Retrieved July 6, 2010, from

http://staff.harrisonburg.k12.va.us/~jgamble/

The single most effective deterrent to bullying is adult authority.

Garrity, C., Jens, K., Porter, W., Sager, N., & Short-Camilli, C. (1994). Bully-Proofing Your School: A Comprehensive Approach for Elementary Schools (54BULLY) (2nd ed.). Longmont, CO: Sopris West.

What teachers can do PREVENTION

Provide students opportunity to talk about bullying and provide safe ways to report.

Include classroom rules against bullying.Enlist their support in defining bullying as

unacceptable for our school.Develop a classroom action plan to ensure that

students know what to do when they observe a situation.

Provide classroom activities and discussion about bullying.

Focus on developing empathy and respect for others

Work on friendship, assertive and mediation skills.

Appendix B: What to do if you are bullied: WISH

What teachers can do INTERVENTION

Take immediate action when bullying is observed.

Confront bullies in private. Use a discipline referral and note bullying

behavior in the report.Notify parents of victims and bullies when a

problem occurs. Refer both the victim and bullies for counseling.Provide protection for bullying victims. This may

include a buddy system, extra supervision at noted area of concerns.

Listen to parents who report bullying.Avoid using mediation due to imbalance of power.Appendix C: Think Sheet

Normal Conflict VS. Bullying

equal power-friends imbalance of power - not friends

happens occasionally repeated negative actionsaccidental purposeful not serious serious- threat of physical emotional

or psychological harm or hurtequal emotional reaction emotional reactance on part

of the victimnot seeking power or attention seeking power, controlnot trying to get something gain material things or powerremorse - take responsibility no remorse - blames victimeffort to solve the problem no effort to solve problem

Appendix D: Conflict Resolution

Ratting Reporting

purpose is to get vs. purpose is to keep people safesomeone in trouble

can handle by self vs. need help from an adult to solve

unimportant vs. important

harmless vs. harmful or dangerous physically or psychologically

behavior is accidental vs. behavior is purposefulAppendix G: Which One is it? Ratting or Reporting?

•Understand Myths & Facts (True/False)•What to look for

•Intervention and Prevention Tips•If your child is a target•If your child is bullying

Quiz on Bullying: True or False? 1. Studies suggest that fewer than 10% of children are involved in bully/victim problems in

elementary school or middle school.

1. Children are more likely to be bullied in middle school than elementary school.

1. Most bullying is physical in nature.

1. Girls bully just as much as boys; they just do it differently.

1. Most victims of bullying report they are bullied by a large number of their peers.

1. The vast majority of children who are bullied tell a teacher or other member of the school staff.

1. Bullying is just as likely on the way to and from school as during school hours.

1. Most students who observe bullying don’t think they should get involved.

2. Once a bully, always a bully.

3. Children who bully are loners with low self-esteem.Barry, G. (n.d.). Center for Safe Schools-Resources-Quiz on Bullying. Center for Safe Schools.

Retrieved July 6, 2010, from http://www.safeschools.info/resources.phpAppendix E: Quiz Answers and Research

What To Look ForExcuses for not wanting to come to schoolUnexplained bruises, torn clothesLoss of appetite / hungry after schoolNeed for extra school supplies or moneySleep problemsSecretive/sullen/ temper outburstRushes to bathroom when arriving homeFrequent trips to the nurse

Intervention and Prevention TipsLet the school know your concernsKeep a record of eventsTeach your child self respect, assertivenessLet your child know it is ok to express

anger appropriatelyEncourage FriendshipsEncourage (sharing, compromises,

apologies, I messages, )Encourage Reporting vs. RattingDon’t advise attacking the bully or

retaliating

What if your child is bullying?Evaluate if this behavior is being modeled

outside of school- seek counselingDo not use physical punishment or

humiliation; instead remove privilegesProvide parental supervisionPut an immediate stop to any bullying you

observeEmphasize praise and positive rewards

If you are being bulliedIf you see some one being bullied

If you are bullying someone

If you are being bullied...DOAvoid situations where bullying occursTell an adultTry not to show anger or fear. Students who bully like to see

that they can upset you.Use the buddy system whenever possibleJoin clubs or take part in activitiesWalk away from the person who is bullyingIgnore the bully and then walk awaySay something- use “I” statements and calmly tell the

student to stop Help- get helpIf you are being bullied online, don't reply and don’t

delete

If you are being cyber bullied...DOTell a trusted adult about the bullying, and keep telling until

the adult takes actionDon’t open or read messages by cyber bulliesTell your school if it is school related. Schools have a bullying

solution in placeDon’t erase the messages—they may be needed to take actionProtect yourself—never agree to meet with the person or

with anyone you meet onlineBlock the bullying, if bullied through chat or instant

messaging If you are threatened with harm, inform the local policei-SAFE Inc.. (n.d.). i-SAFE Inc.. Retrieved July 6, 2010, from

http://www.isafe.org/channels/sub.php?ch=op&sub_id=media_cyber_bullying

If you are being bullied...DON’TThink it's your fault or hurt yourself. Nobody

deserves to be bullied! Fight back or bully a person backKeep it to yourself and just hope the bullying

will "go away.”Skip school or avoid clubs or sports because

you're afraid of being bulliedThink that you're ”ratting" if you tell an adult Delete cyber bullying messages before you

speak to an adult

If you see someone being bullied…Report the bullying to an adultSupport someone who is being bullied – be a

buddy!Speak up – to the person doing the bullyingAsk yourself…Do you stick up for others who don’t speak for

themselves? Do you encourage kids who are targets of bullying to

get help?

Are you bullying someone?

Ask yourself… Have you teased people in a mean way, calling them names,

making fun of their appearance, or the way they talk or dress or act?

Have you ever shoved, or punched or physically pushed around in a mean way just because you felt like it?

Have you and your friends regularly kept one or more kids from hanging out or playing with you?

Have you ever spread a nasty rumor about someone, in conversation, in a note, or through email or instant messaging?

Have you ever had someone else hurt someone you don't like? Do your actions show respect for others? Do you model the kind of behavior towards others that you

want for yourself?If you have said yes to any of these, you are not alone…you can

learn about better ways to treat your friends and acquaintances, to become part of the solution to bullying.

Statistics show how successful implementation of the Olweus Bullying Prevention Program can reduce school bullying. Outcomes have included: Fifty percent or more reductions in student reports of being bullied and bullying others. Peer and teacher ratings of bullying problems have yielded similar results. Significant reductions in student reports of general antisocial behavior such as school bullying, vandalism, school violence, fighting, theft, and truancy. Significant improvements in the classroom social climate as reflected in students' reports of improved order and discipline, more positive social relationships, and more positive attitudes toward schoolwork and school. Greater support for students who are bullied, and stronger, more effective interventions for students who bully."Olweus Bullying Prevention Program from Hazelden & Clemson University." Olweus Bullying Prevention Program from Hazelden & Clemson University. N.p., n.d. Web. 6 July 2010. <http://www.olweus.org/public/index.page>.

“School bullying is everyone’s business. It is unrealistic to expect that it can be eliminated totally…But if everyone concerned…is truly committed …then there is solid evidence that the amount and severity of bullying can be reduced dramatically.”

Garrett, A. G.(2003) Bullying in American Schools: Causes, Preventions, Interventions. McFarland & Company, Jefferson, NC.

3-2-1 Activity

3 New Ideas You Have Learned

2 Things That You Can Use

1 Question You Still Have

Essential Questions:What is an “I” statement?”Why are “I” statements important in communicating feelings?  

Research tells us that we tend to use about 95% “You” statements and 5% “I” statements.  “I” statements connect people, build trust, and create healthier, more open and honest relationships.  “You” statements create defensiveness and emotional resistance, leading to shut down and communication breakdown. “You” statements:    You are crazy.          You should be ashamed.        You are wrong.              You are right.        You are such a loser.  

You are smart. You can do better.     “I” statements: I feel happy. I don’t want to do that. I am feeling furious. I feel powerful. I feel insecure. I feel afraid. I love you. 

 As you can see, “You” statements mean that you are making a judgement about another person.  They may be negative: ”You’re such a fresa!” or they may be positive: “You are a great artist.”  Even positive “you” statements can be harmful to communication, because the speaker is talking about someone else, and not herself.“I” statements make it very difficult to blame someone else.  This forces us to take responsibility for what we are thinking and feeling. Disguised “You” statements.  “I feel that you are you have never cared for me and never will” is really a “you” statement pretending to be an “I” statement. Disguised “I” statements occur when we use a generic “you” when we are really talking about ourselves.  “When you have been at this school long enough, you just stop caring about school.”  The person is really describing his own feelings, but hides it behind the generic “you”.

 Some suggestions: Be specific.  “When girls gossip about me, I get angry” Is not as effective as “I feel angry when I hear that you have been gossiping about me.Avoid the words “ought” and “should.”   “You should think about others sometime” hides your own feelings behind a mask of superiority.  Try something like “I feel angry/insecure when…” instead. Avoid labels.  Labels like “loser” “bitch” “crazy” “fresa” tend to categorize people and blame them.  Expressing your feelings directly works better than categorizing others or ourselves.Avoid phrases like “I feel like…” or “I feel that,,,” The sentence “I feel like you are crazy is a Disguised “You” statement, not an “I” statement.Include your feelings and not just your thoughts.  

 Activity: 1.   The Snowball Activity     Have students sit in a circle.  Have them take a piece of paper and draw two lines to divide the paper into four parts. In one square of the paper have each student write a “You” message. When the students have all written a “You statement” have them crumple the paper into “snowballs” and toss them into the centre of the circle. One at a time, have students take one of the crumpled sheets of paper, open it, and read the “You message.”  Have him or her then re-state the sentence as an “I” message. Continue until all the students have participated.Activity 2:  The Concentric Circle Activity.     Number each student “1” or “2”.  Have the number”1’s” form an outside circle facing towards the center, while the number “2’s” form an inside circle facing outward. If there is an odd number of students, the teacher should take one of the positions, so that each person in the inside circle is facing a person in the outside circle.  Tell students the purpose of the activity.  You will be asking a certain number of questions, after which each pair will have two minutes to respond to the question.  That is, student Number One will speak for one minute, while student Two listens. At the end of one minute, say “Change!”  This means change roles, not partners. The person who was listening now speaks for one minute while the other student listens. Remind students to use “I” statements.     After each 2 minute round, have the outer circle move one place to the left, so that each student is now across from a different student. Give them a new question to respond to, and repeat the process. Possible questions for Concentric Circle Game: 1.     Describe how you felt at a time when you were discouraged from doing something because someone did not believe that you could do it (because of your age, your gender, or some other reason.)2.     Describe how you felt at a time when you did much better on a test or an assignment than you thought you would do.3.     Describe how you felt at a time when you were bullied or saw someone else being bullied.4.     Describe how you felt at a time when someone else’s words hurt you.5.     Describe how you felt at a time when you had done something really embarrassing.6.     Describe how you feel at the end of a quarter when you have assignments and tests and presentations due in every class.Activity 3: After you have completed the activity, de-brief.  •Ask students questions such as:-how difficult was it to use “I” statements?•How did it feel to share personal information with your different partners?•What questions were particularly hard to respond to?  Why do you think this was?•What, if anything, did you learn from this activity?      •Discussion of essential questions.  Ask students to try to use more “I” statements in the week ahead and report back on how effective they were.