Bully Prevention Addressing bullying concerns in the middle school. by Disa, Genevieve and Steve. Addressing bullying concerns in the middle school. by Disa, Genevieve and Steve.

What is Bullying? FBullying is an action that is done with the intention of causing harm. FThese actions involve an imbalance of power, the bully uses his/her power to hurt or control the bullied. FThese actions are normally repeated over and over. FBullying is an action that is done with the intention of causing harm. FThese actions involve an imbalance of power, the bully uses his/her power to hurt or control the bullied. FThese actions are normally repeated over and over.

Bullying Webisodes stopbullying.gov

Types of Bullying F1. Verbal- verbal bullying involves teasing and name calling. F2. Physical - physical bullying can involve pushing, hitting punching, etc. F3. Social- social bullying is leaving people out, destroying friendships and rumors. F4. Cyber- cyber bullying is bullying that takes place via , texts, social networking, etc. This is usually tied to social bullying. F1. Verbal- verbal bullying involves teasing and name calling. F2. Physical - physical bullying can involve pushing, hitting punching, etc. F3. Social- social bullying is leaving people out, destroying friendships and rumors. F4. Cyber- cyber bullying is bullying that takes place via , texts, social networking, etc. This is usually tied to social bullying.

Signs of Being Bullied  1.Sudden loss of interest in school and/or refuses to go to school.  2.Sudden loss of interest in friends and/or social activities.  3.Grades start to suffer.  4.Acts angry, withdrawn, sad, depressed, or scared.  5.Unexplained injuries or injuries that do not match the explanation given.  6.Torn clothing or missing items, such as jewelry, books, or electronics.  7.Avoids certain places.  8.Complains of stomach aches, headaches, inability to sleep, too sleepy, or feeling panicky.  9. Blames themselves for their problems.  10. Hurts themselves.  11. Runs away from home.  12. Talks of suicide.  13. Feels helpless.  1.Sudden loss of interest in school and/or refuses to go to school.  2.Sudden loss of interest in friends and/or social activities.  3.Grades start to suffer.  4.Acts angry, withdrawn, sad, depressed, or scared.  5.Unexplained injuries or injuries that do not match the explanation given.  6.Torn clothing or missing items, such as jewelry, books, or electronics.  7.Avoids certain places.  8.Complains of stomach aches, headaches, inability to sleep, too sleepy, or feeling panicky.  9. Blames themselves for their problems.  10. Hurts themselves.  11. Runs away from home.  12. Talks of suicide.  13. Feels helpless. FAll children are different, however, the best thing to do is know your child / students and pay attention when their behavior, patterns, preferences suddenly change.

Signs of Being a Bully F1.Becomes violent with others. F2.Speaks violently about others.  3.Frequently receives detentions and/or called to the principal ’ s office often. F4.Suddenly has new things that cannot be explained. F5.Suddenly has more money than can be explained. F6.Has friends that are bullies. F7.Does not take responsibility for their actions. F8.Must be right and win all the time.9.Is quick to blame others. F1.Becomes violent with others. F2.Speaks violently about others.  3.Frequently receives detentions and/or called to the principal ’ s office often. F4.Suddenly has new things that cannot be explained. F5.Suddenly has more money than can be explained. F6.Has friends that are bullies. F7.Does not take responsibility for their actions. F8.Must be right and win all the time.9.Is quick to blame others.

Impact of Bullying FVictim: - Suffers psychological and physical damage. F- Upset in school, get discouraged, hard to respond in class. F- Feels threatened, may carry weapons for protection. F- May want to stay away from school, wishes to change schools. F- Keeps quiet, withdrawn from friends. F- Has higher levels of depression and poor self-esteem. FBullies: - Experiences low self-esteem. F- May feel neglected. F- May have false sense of self. FVictim: - Suffers psychological and physical damage. F- Upset in school, get discouraged, hard to respond in class. F- Feels threatened, may carry weapons for protection. F- May want to stay away from school, wishes to change schools. F- Keeps quiet, withdrawn from friends. F- Has higher levels of depression and poor self-esteem. FBullies: - Experiences low self-esteem. F- May feel neglected. F- May have false sense of self.

Why Does Bullying Exist? F-Research shows bullies view violence as an acceptable way to interact with other children. F-Some bullies defend themselves from others physically and mentally to show they are strong. F-Some bullies copy the behaviors they see or experience themselves. F-Some behaviors of bullies do not have consequences therefore they learn it its acceptable to act aggressively towards others. F-Bullies harass others because of their race, gender, ethnicity, physical attributes, sexual orientation or personality characteristics. F-Children who observe parents and siblings exhibiting bullying behavior, or who are themselves victims, are likely to develop bullying behaviors. F-Bullying others gives them a sense of power and importance. F-Research shows bullies view violence as an acceptable way to interact with other children. F-Some bullies defend themselves from others physically and mentally to show they are strong. F-Some bullies copy the behaviors they see or experience themselves. F-Some behaviors of bullies do not have consequences therefore they learn it its acceptable to act aggressively towards others. F-Bullies harass others because of their race, gender, ethnicity, physical attributes, sexual orientation or personality characteristics. F-Children who observe parents and siblings exhibiting bullying behavior, or who are themselves victims, are likely to develop bullying behaviors. F-Bullying others gives them a sense of power and importance.

Bullying Prevention FWork with your school and community to create a bully prevention program. FThe more active the program, the less likely bullying will occur. FHave an event that starts off the program and informs everyone of the components of the program.Teach and show younger kids that bullying is not ok and let them help spread the word. FWork with your school and community to create a bully prevention program. FThe more active the program, the less likely bullying will occur. FHave an event that starts off the program and informs everyone of the components of the program.Teach and show younger kids that bullying is not ok and let them help spread the word.

The Bystander Support FTake a Stand and Help the Bullied F1.If it is safe, speak up during the act to try and stop it. F2.If it is not safe, walk away and get help. F3.Do not stay and watch, this gives the bully more power. F4.Be a friend to the bullied. F5.Help the bullied report the problem, or report it for them. F6.Sit with them at lunch, on the playground and walk with them after school. F7.Never be a bully. F8.Find a trusted adult and tell them what is happening. FWitnesses to bullying incidents: Sending the message to others that this type of negative behavior is acceptable. Some witnesses will often feel extreme amounts of guilt or helplessness, some may be drawn into bullying because of pressure from their peers. FTake a Stand and Help the Bullied F1.If it is safe, speak up during the act to try and stop it. F2.If it is not safe, walk away and get help. F3.Do not stay and watch, this gives the bully more power. F4.Be a friend to the bullied. F5.Help the bullied report the problem, or report it for them. F6.Sit with them at lunch, on the playground and walk with them after school. F7.Never be a bully. F8.Find a trusted adult and tell them what is happening. FWitnesses to bullying incidents: Sending the message to others that this type of negative behavior is acceptable. Some witnesses will often feel extreme amounts of guilt or helplessness, some may be drawn into bullying because of pressure from their peers.

Social Emotional Learning Why teach SEL? F-create socially and emotionally sound learning and working environments. F-help students and staff develop greater social and emotional competence. F-increase academic and personal outcomes for students. F-provide higher levels of teaching and work satisfaction for staff. Why teach SEL? F-create socially and emotionally sound learning and working environments. F-help students and staff develop greater social and emotional competence. F-increase academic and personal outcomes for students. F-provide higher levels of teaching and work satisfaction for staff. SEL improves -Social-emotional skills -Attitudes about self and others -Social interaction -Academic success -Health and well-being SEL improves -Social-emotional skills -Attitudes about self and others -Social interaction -Academic success -Health and well-being SEL prevents -Alcohol and drug use -Violence -Truancy -Bullying SEL prevents -Alcohol and drug use -Violence -Truancy -Bullying

SEL prepares young people for success in adulthood. SEL addresses mandated standards FDevelop self-awareness and self-management skills to achieve school and life success. FUse social-awareness and interpersonal skills to establish and maintain positive relationships. FDemonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. SEL addresses mandated standards FDevelop self-awareness and self-management skills to achieve school and life success. FUse social-awareness and interpersonal skills to establish and maintain positive relationships. FDemonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. SEL helps students become -good communicators -cooperative members of a team -effective leaders-caring, concerned citizens SEL helps students become -good communicators -cooperative members of a team -effective leaders-caring, concerned citizens SEL teaches students how to -set and achieve goals -persist in the face of challenges SEL teaches students how to -set and achieve goals -persist in the face of challenges

A Bullying Case Study On the second day of sixth grade, a seventh grade girl, Sarah, in Emily's school shoved her into the road. Thinking she was playing, Emily shoved Sarah back. Rumors began circulating within the school and Emily gained a reputation. Sarah was part of a group of girls who continued to spread rumors about Emily; they also began stalking her in the playground. Some of the teachers, believing the rumors about Emily, accused her of bullying Sarah, and cautioned Emily 痴 parents about her behavior. Roughly once every two weeks, Emily's parents would meet with the principal to try to convince him that Emily was the victim. No one in authority admitted that bullying existed at the school. Nothing was done.For three years, the bullying continued with silent phone calls, threats, and occasional physical incidents. Each time after Emily or her parents complained, the teachers would glare at her in the hallway. After Sarah graduated, the rest of the group of girls continued the bullying. Once when they cornered Emily against the wall, a teacher approached them and threatened Emily with further punishment if she continued her behavior. The teacher then sent the other girls back to the playground.Source: On the second day of sixth grade, a seventh grade girl, Sarah, in Emily's school shoved her into the road. Thinking she was playing, Emily shoved Sarah back. Rumors began circulating within the school and Emily gained a reputation. Sarah was part of a group of girls who continued to spread rumors about Emily; they also began stalking her in the playground. Some of the teachers, believing the rumors about Emily, accused her of bullying Sarah, and cautioned Emily 痴 parents about her behavior. Roughly once every two weeks, Emily's parents would meet with the principal to try to convince him that Emily was the victim. No one in authority admitted that bullying existed at the school. Nothing was done.For three years, the bullying continued with silent phone calls, threats, and occasional physical incidents. Each time after Emily or her parents complained, the teachers would glare at her in the hallway. After Sarah graduated, the rest of the group of girls continued the bullying. Once when they cornered Emily against the wall, a teacher approached them and threatened Emily with further punishment if she continued her behavior. The teacher then sent the other girls back to the playground.Source:

Case Study Discussion Points  How did teachers respond in Emily ’ s situation? FDid the teachers take appropriate action? F How did students effect the situation? FHow might this continued abuse affect Emily in the long term? FHow would you respond to this situation as a teacher? How about as a classmate?  How did teachers respond in Emily ’ s situation? FDid the teachers take appropriate action? F How did students effect the situation? FHow might this continued abuse affect Emily in the long term? FHow would you respond to this situation as a teacher? How about as a classmate?

Web Resources Fwww.stopbullying.govwww.stopbullying.gov Fwww.kidsareworthit.comwww.kidsareworthit.com Fwww.bullyingawarenessweek.orgwww.bullyingawarenessweek.org Fwww.bullying.org/ Fwww.stopbullying.govwww.stopbullying.gov Fwww.kidsareworthit.comwww.kidsareworthit.com Fwww.bullyingawarenessweek.orgwww.bullyingawarenessweek.org Fwww.bullying.org/