Bullying: How Can We Fight Against it?

Introduction: (Slide 3) - Statement of Problem (Slide 4)   -Review of Related Literature (Slide 5-8) ▪ - Pros, Theorists/Practioners, Current Interventions  - Statement of the Hypothesis (Slide 9) Method: (Slide 10) - Participants - Instruments  - References (Slide 11-13)

 Bullying has been around for years beyond years, but it has never been taken to the extreme as it has today  According to Berthold & Hoover, Slee, Walker, Ramsey & Gresham, “ targets of bullying may suffer greatly in terms of their social and emotional well-being, become anxious, and depressed, isolate themselves from peer groups, and avoid school for fear of being bullied” (in Integrating Bullying Prevention Into School-wide Positive Behavior Support, p.48)  With the help of school-based intervention programs, the frequency of bullying has the ability to be minimized greatly  Many theorists and practioners believe programs have already been put in place to intervene bullying, but too many tragedies are still occurring; so there needs to be more of an effective intervention

 Bullying has and will be a problem in this world if school-based intervention programs are not effectively put into place  Schools have not done their best to work towards eliminating this problem because we hear about new tragedies so frequently  Tragedies include suicides, depression, long and short term health effects  Unawareness is the main problem  According to Limber & Nation 2003, “not only does bullying harm both its intended victims and its perpetrators, it also may affect the climate of schools and, indirectly, the ability of all students to learn to the best of their abilities.” (p.1)

Good, C.P., McIntosh, K., & Geitz, C. (2011). Integrating Bullying Prevention Into School-Wide Positive Behavior Support. Teaching Exceptional Children v. 44 no. 1. Retrieved from Yerger, William ; Gehret, Cliff. (2011) Understanding and Dealing With Bullying in Schools. The Educational Forum, 75: Retrieved from: proxy.brooklyn.cuny.edu:2048/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.44 Young, Terrell A; Ward, Barbara A. (2011) Bullies in Recent Books for Children and Young Adults. Reading Horizons v. 51 no. 1. Retrieved from l?_DARGS=/hww/results/results_common.jhtml.44 Finger, L.R., Craven, R.G., Marsh, H.W., & Parada, R.H. (2004). Characteristics of Effective Anti-Bullying Interventions: What Research Says. SELF Research Centre University of Western Sydney, Australia. Retrieved from Review of Literature :  All of these sources include pros of intervention and how it will benefit schools to prevent bullying.  In the article “Integrating Bullying Prevention into School-wide Positive Behavior Support”, Simonsen mentions how consequences for bullying needs to be more severe. In addition, he mentions how students respond most to intervention with integrity  In the article “Understanding and Dealing with Bullying in Schools”, Smokowski & Kopasz mention strategies that were proven to transform the school climate like reaching out to victims, set clear consequences and enforce them, supervise students during breaks, engage students in activities related to bullying and create community action teams.  Young & Ward talk about incorporating literature into teaching anti-bullying

Good, C.P., McIntosh, K., & Geitz, C. (2011). Integrating Bullying Prevention Into School-Wide Positive Behavior Support. Teaching Exceptional Children v. 44 no. 1. Retrieved from Limber, S & Nation, M. (2003). Bullying Among Children and Youth. Office of Juvenile Justice and Delinquency Prevention. Retrieved from Nansel, T., Overpeck, M., Phila, R.S., Ruan, W.J., Morton-Simons, B. & Scheidt, P. (2001). Bullying Behaviors Among US Youth: Prevalence and Association With Psychosocial Adjustment. American Medical Association, Vol 285, No. 16. Retrieved from: Lombardi, Emily (2010). Character Education: Integration of an Ancient Theory. ESSAI: Vol. 7, Article 32. Retrieved from redir=1&referer=http%3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26sorce%3Dweb%26cd%3D1%26ved%3D0CCAQFjAA%26url% 3Dhttp%253A%252F%252Fdc.cod.edu%252Fcgi%252Fviewcontent.cgi%253Farticle%253D1127%2526context%253Dessai%26rct%3Dj%2 6q%3DLombardi%252C%2520Emily%252C% %2520character%2520education%26ei%3DsfWUTsmFCqT10gG5qa3ABw%26usg %3DAFQjCNHeH1s0UPH2T3qtZn6uDgsUKUaleQ%26sig2%3Dyx5xgfdSUjq8QzPzxigkpA#search=%22LomUbardi%2C%20Emily%2C% %20character%20education%22 Review of Literature:  Theorists include Dr. Dan Olweus, Maria Montessori, Susan Limber, Maury Nation & Tonja Nansel that believe anti-bullying programs would decrease bullying in schools  Olweus believes there are two true preventive approaches to bullying: a) teaching all students the skills needed without bullying b) changing aspects of school culture  Limber & Nation believe that adopting comprehensive approaches to reduce bullying will change students’ behavior and attitudes giving teachers the willingness to intervene  Nansel feels that bullying needs serious attention for future research and preventative actions  Montessori has a character education model that should be incorporated at an early age to instill important values of good character that will decrease bullying behavior

Ferguson, C.J., San Miguel, C., & Kilburn, J.C. Jr (2007). The Effectiveness of School-Based Anti-Bullying Programs: A Meta-Analytic Review. Georgia State University Criminal Justice Review. Retrieved from Fekkes, M., Pijpers, F.I.M., & Verloove-Vanhorick, S. P. (2005). Bullying: Who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health Education Research. Retrieved from Limber, S & Nation, M. (2003). Bullying Among Children and Youth. Office of Juvenile Justice and Delinquency Prevention. Retrieved from Berkowitz, M.W., & Bier, M.C. (2005). What Works In Character Education: A research-driven guide for educators. University of Missouri- St. Louis. Retrieved from Farrington, D.P., & Ttofi, M.M. (2009). School-Based Programs to Reduce Bullying and Victimization. Campbell Systematic Reviews. Retrieved from CDUQFjAA&url=http%3A%2F%2Fwww.campbellcollaboration.org%2Flib%2Fdownload%2F718%2F&ei=N0vATrjfL- HW0QHx_ZRJ&usg=AFQjCNGOvuMdtj1l5QZsTBcQZ4sEWMnLCA&sig2=0Uw4GBjkg5SbUFTuC8gRdA Narvaez, D. & Lapsley, D.K. (2006). Teaching Moral Character: Two Strategies for Teacher Education. Center for Ethical Education University of Notre Dame. Retrieved from Person, A.E., Moiduddin, E., Hague-Angus, M., & Malone, L.M. (2009). Survey of Outcomes Measurement in Research on Character Education Programs. United States Department of Education. Retrieved from Good, C.P., McIntosh, K., & Geitz, C. (2011). Integrating Bullying Prevention Into School-Wide Positive Behavior Support. Teaching Exceptional Children v. 44 no. 1. Retrieved from

Review of Literature  According to the World Health Organization in 1992, “anti-bullying interventions are promoted via the Health Promoting Schools Frame particularly in Europe”  Instructional strategies have been put in place that include school-wide interventions including School-Wide Positive Behavior Support (SWPBS), The Bullying Prevention in Positive Behavior Support (BP-PBS), and The Social Skills Group Intervention (S.S. GRIN) These programs have an overall goal to promote positive social and learning environments. These also focus on the students outcomes of bullying, social relations and safety  Instructional strategies are world-wide which include countries like Italy, Canada, England, etc.  Character Education has been put in place to teach respect, morality and values.

Integrating anti-bullying lessons and character education over a four-week period once a week 45 minutes a day with 27 third grade students at P.S. X in Brooklyn, New York will decrease anti-social behavior and increase student civility. This will be measured by integrating role play into the lessons.

Participants  27 3 rd grade gifted students(ethnicity: 26 African Americans and 1 Asian)  1 Teacher  1 Principle Instruments  Consent forms  Pre-survey  Student-made performance skits  Checklist during Role Play Performance  Assessment

Dear Parent/Guardian, I am currently a graduate student at Brooklyn College studying Childhood Education. I am working on my thesis to research and come up with a solution against bullying. Bullying has become and still is a harmful act of youth that affects many of our students today. I will be incorporating anti-bullying strategies and character education within your child’s classroom. With this incorporation, I hope to decrease bullying or eliminate it all together. With this permission, your child will be exposed to positive classroom and school behavior along with student civility. This will take place once a week for 45 minutes for a four week period. This incorporation will not steer away from your child’s every day education. I will measure your child’s progress by students creating a short skit that exemplifies good behavior and interaction with others. Your child’s name will be anonymous throughout the entire study and will be presented as group findings. If you have any questions or concerns please contact me at Thank you in advance for your support. Sincerely, Emily Paul X ________________________ Please tear off and return I give my child__________________________________________ permission to be a participant in this research study. Date: __________________ Parent’s Signature:___________________________________ Date:____________________

Dear _________________, I am currently a graduate student at Brooklyn College studying Childhood Education. I am working on my thesis to research and come up with a solution against bullying. I am requesting permission to incorporate anti-bullying strategies and character education into your classroom once a week for 45 minutes for a four week period. With this incorporation, my goal is to decrease bullying in the classroom and the school environment along with increasing student civility. I will measure students’ progress by students creating a short skit that exemplifies good behavior and interaction with others. All findings will not be individualized; therefore student’s names will remain anonymous throughout the whole process. If you have any questions or concerns, please feel free to contact me at Thank you in advance. Sincerely, Emily Paul X ________________________ Please tear off and return I, __________________________________________ permission to be a participant in this research study. Date: _________________ Teachers Signature: ___________________________________ Date: ____________________

Dear Principle __________________, I am currently a graduate student at Brooklyn College studying Childhood Education. I am working on my thesis to research and come up with a solution against bullying. I am requesting permission to incorporate anti-bullying strategies and character education into your school with a third grade class once a week for 45 minutes for a four week period. With this incorporation, my goal is to decrease bullying in the classroom and the school environment along with increasing student civility. I will measure students’ progress by students creating a short skit that exemplifies good behavior and interaction with others. All findings will not be individualized; therefore student’s names will remain anonymous throughout the whole process. If you have any questions or concerns, please feel free to contact me at Thank you in advance. Sincerely, Emily Paul X ________________________ Please tear off and return I, __________________________________________ permission to be a participant in this research study. Date: _________________ Principles Signature: ___________________________________ Date: ____________________

Bandyopadhyay, S., Cornell, D.G., & Konold, T.R. (2009). Validity of Three School Climate Scales to Assess Bullying, Aggressive Attitudes, and Help Seeking. The School Psychology Review v, 30(3) Retrieved from Berkowitz, M.W., & Bier, M.C. (2005). What Works In Character Education: A research-driven guide for educators. University of Missouri- St. Louis. Retrieved from Cook, C.R., Williams, K., Guerra, N.G., Kim, T.E., & Sadek, S. (2010). Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-analytic Investigation. American Psychological Association. Retrieved from Cornell, D.G. (2011). Student Threat Assessment: Virginia Youth Violence Project Curry School of Education University of Virginia Retrieved fromhttp://youthviolence.edschool.virginia.edu/pdf/threatchap.pdf Farrington, D.P., & Ttofi, M.M. (2009). School-Based Programs to Reduce Bullying and Victimization. Campbell Systematic Reviews. Retrieved from %2Fwww.campbellcollaboration.org%2Flib%2Fdownload%2F718%2F&ei=N0vATrjfL- HW0QHx_ZRJ&usg=AFQjCNGOvuMdtj1l5QZsTBcQZ4sEWMnLCA&sig2=0Uw4GBjkg5SbUFTuC8gRdA Fekkes, M., Pijpers, F.I.M., & Verloove-Vanhorick, S. P. (2005). Bullying: Who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health Education Research. Retrieved from Ferguson, C.J., San Miguel, C., & Kilburn, J.C. Jr (2007). The Effectiveness of School-Based Anti-Bullying Programs: A Meta-Analytic Review. Georgia State University Criminal Justice Review. Retrieved from Finger, L.R., Craven, R.G., Marsh, H.W., & Parada, R.H. (2004). Characteristics of Effective Anti-Bullying Interventions: What Research Says. SELF Research Centre University of Western Sydney, Australia. Retrieved from

Good, C.P., McIntosh, K., & Geitz, C. (2011). Integrating Bullying Prevention Into School-Wide Positive Behavior Support. Teaching Exceptional Children v. 44 no. 1.Retrieved from Hall, H.C., & Sewell, D.T.(2003). Teachers’ Attitudes toward Character Education and Inclusion in Family and Consumer Science Education Curriculum. Journal of Family and Consumer Sciences Education, Vol. 21, No. 1. Retrieved from Hinduja, S. & Patchin, J. W. (2010). Bullying, Cyber bullying, and Suicide. Archives of Suicide Research, 14(3), 206 ‐ 221. Retrieved from Limber, S & Nation, M. (2003). Bullying Among Children and Youth. Office of Juvenile Justice and Delinquency Prevention. Retrieved from Lombardi, Emily (2010). Character Education: Integration of an Ancient Theory. ESSAI: Vol. 7, Article 32. Retrieved from redir=1&referer=http%3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26source%3Dweb%26cd%3D1%26ved%3D0CC AQFjAA%26url%3Dhttp%253A%252F%252Fdc.cod.edu%252Fcgi%252Fviewcontent.cgi%253Farticle%253D1127%2526 context%253Dessai%26rct%3Dj%26q%3DLombardi%252C%2520Emily%252C% %2520character%2520educati on%26ei%3DsfWUTsmFCqT10gG5qa3ABw%26usg%3DAFQjCNHeH1s0UPH2T3qtZn6uDgsUKUaleQ%26sig2%3Dyx5 xgfdSUjq8QzPzxigkpA#search=%22Lombardi%2C%20Emily%2C%202010%20character%20education%22 Nansel, T., Overpeck, M., Phila, R.S., Ruan, W.J., Morton-Simons, B. & Scheidt, P. (2001). Bullying Behaviors Among US Youth: Prevalence and Association With Psychosocial Adjustment. American Medical Association, Vol 285, No. 16. Retrieved from Narvaez, D. & Lapsley, D.K. (2006). Teaching Moral Character: Two Strategies for Teacher Education. Center for Ethical Education University of Notre Dame. Retrieved from National Center for Educational Statistics and Bureau of Justice Statistics (2009). Indicators of School Crime and Safety. Retrieved from

Person, A.E., Moiduddin, E., Hague-Angus, M., & Malone, L.M. (2009). Survey of Outcomes Measurement in Research on Character Education Programs. United States Department of Education. Retrieved from Peterson, J.S., & Ray, K.E. (2006). Bullying and the Gifted: Victims, Perpetrators, Prevalence, and Effects. Purdue University. Retrieved from Raskauskas, J., & Modell, S. (2011). Modifying Anti-Bullying Programs to Include Students With Disabilities. Teaching Exceptional Children v.44 no. 1. Retrieved from proxy.brooklyn.cuny.edu:2048/hww/results/external_link_maincontentframe.jhtml?DARGS=/hww/results/results_common.jhtml.44 Rivers, I., Poteat, V. Noret, N., & Ashurst, N. (2009). Observing Bullying at School: The Mental Health Implications of Witness Status. American Psychological Association. Retrieved from Sylvester, R. (2011). Teacher as Bully: Knowingly and Unintentionally Harming Students. The Delta Kappa Gamma Bulletin v. 77 no. 2. Retrieved from proxy.brooklyn.cuny.edu:2048/hww/results/external_link_maincontentframe.jhl?_DARGS=/hww/results/results_common.jhtml.44 Williams, K.R., & Guerra, N.G. (2007). Prevalence and Predictors of Internet Bullying. Journal of Adolescent Health, 41. Retrieved from Williams, K., Chambers, M., Logan, S., & Robinson, D. (1996). Association of common health symptoms with bullying in primary school children. British Medical Journal, 3(13) Retrieved from Yerger, William ; Gehret, Cliff. (2011) Understanding and Dealing With Bullying in Schools. The Educational Forum, 75: Retrieved from: proxy.brooklyn.cuny.edu:2048/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.44 Young, Terrell A; Ward, Barbara A. (2011) Bullies in Recent Books for Children and Young Adults. Reading Horizons v. 51 no. 1. Retrieved from: l?_DARGS=/hww/results/results_common.jhtml.44