Anti-Bullying & Anti-Harassment October 16, 2007 Penny Bisignano, IDE Kathy Lockard, AEA 14 Jaymie Randel, AEA 267 Karolyn Zeller, AEA 11

Presentation Information… The Law Definition of Bullying Bullying in Iowa & the Nation Bullying & Student Achievement –Effects Overtime Effective Bullying Prevention –What Works & What Doesn’t Possible Next Steps

Purpose Iowa is committed to providing all students all students with a safe and civil school environment in which all members of the school community are treated with dignity and respect. The Law

Findings seriously disrupt Harassing and bullying behavior can seriously disrupt the ability of school employees to maintain a safe and civil environment. It can also interfere with the ability of students to learn and succeed. The Law

Getting Started… Listen to the following stories. After hearing these stories, discuss if these are likely situations in your school. –Why or Why Not?

Getting Started… Write down your answers to the following 7 questions on the listening guide…

Give these questions your best effort… 1)What is the most prevalent form of bullying behavior in grades 6, 8, & 11, according to the IYS? 2) What percent of 6 th, 8 th, & 11 th grade students report being bullied in some way one or more times in the past 30 days, according to the IYS? Facts

Give these questions your best effort… 3) What percent of students reported being bullied “sometimes” or “more often” during the school term, according to a national survey? 4) What percent of students reported that they bullied others “sometimes” or “more often” during the school term, according to a national survey? Facts

Give these questions your best effort… 5) What percent of students do nothing when they see another student being bullied? 6) What percent of students do nothing, but think they should help, when they see another student being bullied? 7) What percent of students try to help when they see another student being bullied? Facts

Prevalence of Bullying/Harassment… According to the 2005 IYS… Verbal harassment is the most common form of bullying behavior in grades 6, 8, and 11. Facts

Prevalence of Bullying/Harassment… According to the 2005 IYS… Over 50% of 6th, 8th, and 11th graders reported being bullied in some way one or more times in the past 30 days Facts

% of Students Bullied in Some Way in the Last 30 Days

Prevalence of Bullying/Harassment… According to the first 2001 nationally representative U.S. study of bullying… What percent of students reported being bullied “sometimes” or “more often” during the school term? What percent of students reported that they bullied others “sometimes” or “more often” during the school 2007 Hazelden Facts 17% 19%

Bystander Behavior in Bullying Situation Facts © The Olweus Bullying Prevention Group, 2004

Thinking about the information shared thus far, what has struck a chord with you?

Policy It is the policy of the state of Iowa that school employees, volunteers, and students shall not engage in bullying or harassing behavior. The Law

Prevalence of Bullying/Harassment… According to an anonymous survey of 116 elementary teachers from 7 U. S. schools… 33% of teachers reported that they knew of one or more teachers who had bullied students in the past school year 40% of these teachers reported that they themselves had bullied a 2007 Hazelden Facts

Teachers who bully… You might be a bully if you have ever … –Picked on or embarrassed a particular student in front of other students –Used humor or sarcasm to ridicule or make fun of a student –Played favorites with some students while treating others more harshly –Inappropriately used your power as a disciplinarian with students Facts Hazelden, 2007

Provisions of a District Bullying/Harassment Policy bullying & harassmentDefinition of bullying & harassment expected behaviorDescription of type of expected behavior consequences and remedial actionDescription of consequences and remedial action Procedures for reporting and investigatingProcedures for reporting and investigating The Law

What is your definition of bullying and harassment?

Definitions Bullying & Harassment… any electronic, written, verbal, or physical act or conduct toward a student which is based on any actual or perceived trait or characteristic of the student and which creates an objectively hostile school environment. The Law

Definitions Bullying is a form of social interaction, not necessarily long-standing, in which a more dominant individual exhibits aggressive behavior that is intended to, and does, in fact, cause distress to a less dominant individual. More than one bully and more than one target may participate in the interaction. Dorothea Ross (1996) Suggestions

Definitions A student is being bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more students.. A student is being bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more students. Bullying implies an imbalance in power or strength. The student who is bullied has difficulty defending himself/herself. Dan Olweus Dan Olweus (1993) Suggestions

Indirect Bullying Behavior © The Olweus Bullying Prevention Group, 2004 Getting another person to assault someone Spreading rumors Deliberate exclusion from a group or activity Cyber-bullying Suggestions

Direct Bullying Behavior Hitting, kicking, shoving, spitting… Taunting, teasing, degrading racial or sexual comments Threatening, obscene gestures © The Olweus Bullying Prevention Group, 2004 Suggestions

Relational Bullying © The Olweus Bullying Prevention Group, 2004 Targets relationships and social status to cause harm to peers. It can combine direct and indirect bullying strategies. Suggestions

Relational Bullying © The Olweus Bullying Prevention Group, 2004 In contrast to what we often read about in the popular press, it’s important to point out that both European and US studies have shown that relational bullying is equally common among both boys and girls, although their techniques tend to vary by gender. (Bvorkvist and Lagerspatz) (Crick) Suggestions

Differences in Behaviors & Intent Rough PlayReal FightingBullying Usually friends - often repeated Usually not friends – typically not repeated Typically not friends - repeated Balance of powerPower relatively equal Unequal power No intent to harmIntent to harm Affect is mutual, positive Affect is aggressive, hostile, tense, negative Affect is aggressive, negative (differs for victim & aggressor) Facts Adapted from Teacher Handbook – Chapter 4; Pages Olweus Bullying Prevention Group

Different Behaviors – Different Consequences Rough Play An elementary student spits on a friend’s soccer ball & kicks it away. Two middle school students wrestle during down time in PE. A high school student pushes a friend as he walks down the hall. Real Fighting Two 4 th grade students come to blows during recess. Two 8 th grade students start a fight with each other during athletic practice. Two varsity players throw punches during a Friday night game. Suggestions

Thinking about the information shared thus far, what has struck a chord with you?

Conditions Resulting from Bullying/Harassment 1. Harms student’s person or property. 2. Affects student’s physical/mental health. 3. Affects student’s academic performance. 4. Affects student’s ability to participate - benefit from the services, activities, or privileges provided to a student. The Law

Students Who are Bullied… Can have lower academic achievement than their peers Suffer from anxiety and depression Have suicidal ideation much more often than their peers Facts

% of Students Who have Planned to or Tried to Commit Suicide Facts

Includes but not limited to: 17 Classes Protected by Law Includes but not limited to: Age Color Creed National Origin Race Marital Status Sex Family Status Sexual Orientation Gender Identity Physical Attribution Physical or Mental Ability Disability Ancestry Political Party Preference Socio-economic Status Religion The Law

Characteristics of Students Who are Bullied Cautious, sensitive, quiet, withdrawn, & shy Anxious, insecure, unhappy, & low self- esteem Depressed & engage in suicidal ideation 2007 Hazelden

Characteristics of Students Who are Bullied Often do not have a single good friend Relate better to adults Physically weaker than their peers, if they are boys 2007 Hazelden

Characteristics of Students Who Engage in Bullying Behavior Positive attitude toward violence & use of violent means Strong need to dominate and subdue others Impulsive and easily angered Show little empathy 2007 Hazelden

Characteristics of Students Who Engage in Bullying Behavior Defiant and aggressive toward adults Involved in other antisocial or rule-breaking activities (vandalism, delinquency, substance abuse) If boys, physical stronger More likely to own a gun for risky reasons 2007 Hazelden

Thinking about the information shared thus far, what has struck a chord with you?

Provisions of a District Bullying & Harassment Policy reportingProcedure for reporting, including persons responsible investigationProcedure for investigation of complaints publicationProcedure for the publication of policy The Law

Harassment and Bullying Prevention What Doesn’t Work… Zero Tolerance Policies Group Treatment for Students Who Bully Conflict Resolution Peer Mediation One Shot Assemblies Ignoring the Problem Suggestions

10 Components of a Quality Bully Prevention Program Coordinating group Assess bullying at school Focus on the school environment Support prevention Train all staff Establish and enforce school rules and policies Suggestions

10 Components of a Quality Bully Prevention Program (cont.) Increase adult supervision Intervene consistently & appropriately Focus classroom time on bullying prevention Continue the effort over time Suggestions

First Steps… Share this presentation with staff –Review the definition of bullying/harassment with all school personnel, including volunteers It may be helpful to provide examples of what bullying/harassment is and is not –Clarify procedures for supervision and on- the-spot intervention when bullying/harassment is observed It may be helpful to role model an example of an on-the-spot intervention Law

First Steps (Cont.) Share this presentation with staff (cont.) –Review the consequences for a person who violates the anti-bullying/harassment policy It may be helpful to access Stan Davis’s materials at –Review procedure for reporting and documenting incidents of bullying/harassment It may be helpful to inform school personnel that incidents must now be reported annually to the DE (BEDS document) Law

Suggested Next Steps Study data to determine the extent of bullying/harassment in your school –Possible Data Sources: Iowa Youth Survey Discipline Referrals Bully Victim Questionnaire (Olweus) Other Student Surveys Nurse/Counselor/Anecdotal Records Student Focus Group Attendance Records Suggestions

Suggested Next Steps (Cont.) Data analysis 1)What does the data tell us? 2) What questions are created from the data? 3) What other data may be needed? 4) What actions should be taken? Suggestions

Take a moment and record some next steps that you should take after today’s presentation….

What else do you need?

Iowa Department of Education Anti Bullying Anti Harassment webpage – Page index Overview Iowa Contact AEA Support Network Legal Requirements Guiding Practices Olweus Program Information Supporting Documents Calendar of Events Supporting Links

AEA Network of Support AEA 1 Steve Heer & Dee Ann Blanchard AEA 267 Dawn Jeager, Connie Stille, & Jaymie Randel AEA 8 Becky Kinnander & Linda Linn AEA 9 Cindy Swanson, Barb Brunkan, Jill Yates, Dan Jens, and Jean Simpson AEA 10 Anne Taylor

AEA Network of Support AEA 11 Karolyn Zeller AEA 13Carol Johnson & Cinda Rachow AEA 14 Kathy Lockard Great Prairie AEA Mike Monfils & Mike Peters Northwest AEA Jill Helm & Flora Lee

Questions/Support - Bullying/Harassment Questions/Support - Learning Supports