Bullying Presented by: Ellen Martin Supervisor of Psychologists Region 4

What is bullying? BULLYING IS AN UNEQUAL BALANCE OF POWER Agree or Disagree? A bully is a person who is habitually cruel or overbearing, especially to smaller or weaker people. ( Agree or Disagree? It can impact the victim physically,socially or psychologically. Agree or Disagree?

Types of Bullying Physical Aggression -hitting -kicking -pushing Psychological -giving the silent treatment -spreading lies or rumors -coercing Social -isolating -ignoring Verbal -threatening -teasing -name calling Harassment -ruining someone else’s possessions -stealing

Who’s Who in Bullying? 5 key roles 1.Perpetrator: a student who bullies others 2.Target: a student who is bullied by perpetrators based on some aspect of their identity 3.Witness: a person who watches the bullying but doesn't interrupt 4.Confronter: a target who stands up to the bully 5.Ally: a person who stands up for someone being targeted

Who is a Bully? Anyone can be a bully or perpetrator Agree or Disagree? The common element is: A bully feels insecure themselves and suffers from low self-esteem so they bully others to make themselves feel better Agree or Disagree?

Help for Bullies Impose constant negative consequences for aggressive behaviors combined with structured counseling and education that stresses: Acknowledging their own actions Developing empathy for other people Eventually making restitution for hurting others

More Help for Bullies Questions to ask Bullies: What did you do? Why was that a bad thing to do? Who did you hurt? What were you trying to accomplish/ How will you accomplish your goal next time without hurting anyone?

Even More Help for Bullies Bullies Need To Learn: To Acknowledge their own actions Recognize the results of their behavior on themselves Develop concern (“I got into trouble”)

Help for Bullies Continued Change their actions so they stay out of trouble Find other ways to meet their needs Develop guilt ( “I hurt someone”) Learn to trust others

Who is the Target? Someone who: is a different size falls into a “minority” category has a disability has an unusual name gets upset or anxious easily is a “loner” and doesn’t have many friends doesn’t stand up for themselves

Supports for Targets Protect them Help them find alternatives to feeling guilty for being victimized Help them express their experiences through writing, drawing talking, counseling

More Supports for Targets Tell them not to visibly react to the bully Connect them up with others students who had similar experiences

Encourage Witnesses To tell adults what they saw or heard To help the victim stop the bullies by siding with the victim To befriend the person being bullied

Bullying Statistics* 60% of bullies are convicted of a crime by age ,000 students stay home from school every day out of fear of bullying 25% of U.S. students are victims of bullying and 20% are engaged in bullying behavior 67% of student perpetrators of school shootings were victims of some type of bullying *A World of Difference Institute- Becoming an Ally: Interrupting Name- Calling and Bullying Behavior

What Can Schools Do? Develop a school wide prevention program that promotes a positive school and community climate. Early Intervention Parent Training Teacher Training Attitude Change Positive School Environment And…….

Be Alert for Signs of Bullying* Social withdrawal Excessive isolation and being alone Being a victim of violence Being picked on and persecuted Being rejected * Source; Early Warning Timely response by K. Dweyer, D. Osher, and C. Warger (Washington, D.C: U.S. Dept of Educ, 1998).

Be Alert for Signs of Bullying Low school interest and poor academic performance Expression of violence in writings and drawings Uncontrolled anger Patterns of impulsive and chronic hitting, intimidating and bullying behaviors

Be Alert for Signs of Bullying History of discipline problems Prejudicial attitude Drug and alcohol use Affiliation with gangs Serious threats of violence

Principles of Prevention and Intervention*  Early interventions that target specific risk factors and teach positive behavior and critical-thinking skills: Lessons Discussions Parent meetings * NASP Center

Principles of Prevention and Intervention  Create a VALUE SYSTEM based on: caring respect personal responsibility positive discipline and support clear behavioral expectations and consequences skill development increased adult supervision and parental involvement

Principles of Prevention and Intervention  Goal: To create a culture in which all bullying is stopped immediately All students learn positive behaviors and become part of the anti-bullying solution Meet the needs of individual students

Preventions and Interventions Develop Consensus among staff and community members about expectations of behavior: Agree upon the definition of bullying Agree about what behaviors must change no matter what it takes

Summary of Preventions and Interventions Develop effective consequences. Begin with small consequences and escalate with repeated aggressions. (Inconsistent enforcement will make the problem worse) Build positive connections between staff, students and parents

Preventions and Interventions Monitor effectiveness of your program Provide counseling for the bully after consequences have caused some anxiety Support the target by providing protection from repeated victimization Encourage witnesses to tell adults, support targets and discourage bullying

Think about this Snowflakes are a fragile thing individually, but look at what they can do when they stick together. Fernando Bonadventure

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