the bullies and the bullied

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    Bullies and the Bullied: TheNature of Bullying in

    Schools

    Lisa DeSouza

    Academic and Professional Tutor, University of Nottingham

    AndJoint Acting Principal Educational Psychologist, Nottingham City

    February 2007

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    Learning Outcomes

    Definitions of bullying in schools

    Prevalence of bullying in schools

    Effects of bullying

    Characteristics of those who bully and those who arebullied

    Influence of bystander behaviour

    Homophobic and racist bullying

    Interventions used in schools to tackle bullying The role of parents

    The role of educational psychologists

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    What is bullying?

    No universal definition

    Direct physical aggression

    Direct verbal aggression

    Indirect aggression/relational bullying

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    What is bullying?

    We say a child or young person is being bullied, orpicked on when another child or young person, or agroup of children or young people, say nasty andunpleasant things to him/her. It is also bullying whena child or a young person is hit, kicked threatened,

    locked inside a room, sent nasty notes, when no-oneever talks to them and things like that. These thingscan happen frequently and it is difficult for the child orthe young person being bullied to defendhimself/herself. It is also bullying when a child or

    young person is teased repeatedly in a nasty way.But it is not bullying when two children or youngpeople of about the same strength have the odd fightor quarrel.

    (From Whitney & Smith, 1993; and Olweus, 1989, 1993, 1999)

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    Prevalence of Bullying in Schools

    Rates of bullying vary depending on type of

    approach used to measure its extent

    Main measures used:

    Childrens self report

    Teacher reports

    Observational studies

    Parental reports Peer nominations

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    Prevalence of Bullying in Schools

    Physical and verbal bullying in primary

    schoolsestimates range from 8% to 46%

    (based on self-reports)

    Lower proportions of pupils reported bullyingin secondary schools

    Reporting less likely in schools perceived as

    being tolerant of bullying

    Inaccurate figures due varying definitions of

    bullying

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    Why Children are BulliedPotential

    Risk Factors

    Difficulties with social skills/social

    competence and self-esteem

    Lack of social support systems

    Children with special educational needs

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    Effects of Bullying on Victims

    Academic achievement

    Mental Health

    Physical Health

    Adverse effects in adulthood

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    Characteristics of Those who Bully

    Being victimised/bullied

    Two groups: socially skilled vs. socially

    unskilled

    More aggressive, lack of empathy

    Home backgrounds-less affection, more

    violence

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    Effects of Bullying on Bullies

    Increased risk of depression

    Higher risk of criminal activity

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    Responses to Bullying

    Aggressive response

    Passive unconstructive response

    Passive constructive response

    Assertive response(From Sharp & Cowie, 1994)

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    Bystander Behaviour

    Bullying occurs in groups

    Bystanders key in either sustaining or

    preventing bullying

    Bystanders often afraid of becoming involved

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    Bystander Behaviour

    Perhaps the most important factor in

    combating bullying is the social pressure

    brought to bear by the peer group rather thanthe condemnation of individual bullies by

    someone in authority (Herbert, 1989; pp79-

    80)

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    Role of Bystanders

    Assistants

    Reinforcers

    Outsiders

    Defenders(Salmivalli, 1996, 1999)

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    Bystander Behaviour

    9% - bystanders supported victim

    6% - bystanders attempted a resolution

    55% - bystanders made no response to help

    7% - bystanders smiled/laughed

    24% - bystanders supported bully

    (Tapper & Boulton, 2005)

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    Homophobic and Racist Bullying

    Little research in this area

    Higher risk of being bullied if from an ethnic

    minority

    Clear relationship between individualised

    racial bullying and institutional racial bullying

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    Homophobic and Racist Bullying

    Homophobia has increased rather than

    decreased over last 20 years

    30%-50% of young people attracted to others

    of same sex have experienced homophobicbullying in secondary schools (Warwick et al

    2004)

    Bullying long term, systematic and carried out

    by groups of peers as opposed to individuals

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    Strategies to tackle Homophobic and

    Racist Bullying

    Support by school staff to victims of

    racist/homophobic bullying

    Schools open to discuss matters of sexual

    orientation Staff aware of issues re psychosexual

    development in childhood and adolescents

    Training/awareness raising for staff Clear procedures in place to challenge racism

    and homophobia

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    The Involvement of Parents/Carers

    Assisting their children to develop social

    competence

    Parental alertness to possibility of bullying

    Awareness of schools anti-bullying policy

    Training workshops for parents/carers

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    Anti-Bullying Interventions

    Pikas Method of Shared Concern

    Stage 1Meeting with group members

    Stage 2Meeting with person who has been

    bullied Stage 3Further Meetings with group

    members

    Stage 4Further meeting with all the group

    members(Pikas, 1987)

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    Anti-Bullying Interventions

    The No-Blame Approach

    Interview bullied pupil

    Arrange a meeting for all pupils who are

    involved Explain the problem

    Share responsibility

    Identify solutions

    Let pupils take action themselves Meet them again

    (Maines & Robinson, 1992)

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    Anti-bullying Interventions

    Assertiveness Training for bullied pupils

    Body Language and eye contact

    Assertive Statements

    Resisting manipulation and threats

    Responding to name calling

    Enlisting support

    (From Sharp et al, 1994)

    Assertiveness training for bystanders

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    Anti-Bullying Interventions

    Developing a whole-school anti-bullying

    policy

    Government initiatives used in schools:

    Dont Suffer in Silence (DfEE, 1994)

    Promoting Emotional Health and Wellbeing

    (Healthy Schools, 2004)

    SEAL MaterialsSocial and Emotional

    Aspects of Learning

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    Role of the Educational Psychologist

    Supporting the implementation of anti-bullying

    interventions

    Supporting schools in designing appropriateanti-bullying policies

    Providing training and awareness raisingprogrammes on bullying to staff, pupils and

    parents

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    Key References

    DECP (2006) British Psychological SocietySubmission to the Education and Skills SelectCommittee Inquiry into Bullyingwww.bps.org.uk

    Olweus, D. (1993) Bullying at School: Whatwe know and what we can doBlackwell

    Reid, P., Monsen, J. & Rivers, I. (2004)

    Psychologys Contribution to Understandingand Managing Bullying within SchoolsEducational Psychology in PracticeVol 20,No 3 pp 241-268

    http://www.bps.org.uk/http://www.bps.org.uk/
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    Key References

    Rigby, K. (2002) New Perspectives on

    Bullying Jessica Kingsley Publishers

    Smith, P.K. & Sharp, S. (Eds) (1994) School

    Bullying: Insights and PerspectivesLondon:Routledge