Developmental Factors that Contribute to Adolescent Bullying Bullying Prevention Task Force October 9 th, 2014

Bullying per Ed Code 48900(r)(1)  Severe or Pervasive physical or verbal act or conduct, including communications made in writing or my means of an electronic act, and including one or more acts committed by a pupil or group.  (A) Placing a reasonable pupil or pupils in fear or harm to that pupil’s or those pupils’ person or property  (B) Causing a reasonable pupil to experience a substantially detrimental effect on his or her physical or mental health.  (C) Causing a reasonable pupil to experience substantial interference with his or her academic performance  (D) Causing a reasonable pupil to experience substantial interference with his or her ability to participate in or benefit from the services, activities, or privileges provided by a school

Bullying per Ed Code 48900(r)(2)  “Electronic act” – the creation and transmission originated on or off the school site, by means of an electronic device, including, but not limited to, a telephone, wireless telephone, or other wireless communication devices.  Message, text, sound, image, post on a social network and/or website  Creating a burn page  Creating a credible impersonation  Creating a false profile

Reasonable Pupil  …a pupil who exercises average care, skill, and judgment in conduct for a person of his or her age.  may or may not include pupils with exceptional needs.

Why Bullying Behavior peaks in grades 6-9  Adolescent Brain  Second brain growth spurt – results in greater ability for abstract thinking  Brain Areas at play  Hippocampus – behavioral inhibition, attention and long term memory formation  Not full developed in adolescence  Amygdala – processes emotion, remembers levels of danger  When activated can catalyze Basal Ganglia into action  Basal Ganglia – controls motor movement, leads person to act (routines, habits, muscle memory)  BG usually does not consult frontal lobe  Frontal Lobe – responsible for abstract thinking such as reading/understanding emotions, social cues, and impulse control  Not fully mature until mid-20’s

Adolescent Decision Making (Abstract Thinking)  Imaginary Audience – confusion b/w adolescents’ own thoughts and those of others. Leads to becoming self- conscious.  Personal Fable – belief that something is totally unique about you. Leads to feelings of isolation regarding experiences.  Optimistic Bias – tendency to assume that accidents, diseases and other misfortunes are more likely to happen to others than you.

Goal for Adolescents…become an adult!  Identity – figure out who they are and where they fit into society  Autonomy – show independence by distancing from parents  Adopt teen culture and friendships begin to replace parent relationships  Less communicative, lower levels of transparency

Goal for Adolescents…become an adult!  Attachment/Relationships – focus is on abstract similarities such as personality matches for both friends and dating relationships  Friends – Resource for advice, information, direction on social relationships and leisure activities.  Can be a buffer for bullying behavior – advocate  Can serve as a catalyst for bullying behavior – instigator  Parents – Key to influence peer network, friendship selection. Should advocate risk taking – advocating for oneself or others

Goal for Adolescents…become an adult! Different perspectives Mutual perspective- taking Perspective within larger society Empathy

Bullying & Development  Identity issues – Bullying peaks in middle school/early high school  Social pecking orders are being established  3 schools converge into 1 (ex. LAE, McGaugh, Rossmorr to McAuliffe)  Autonomy issues – students are less likely to report as it would show weakness  Relationship building – hierarchies are being established and social dominance  Sarcasm/Ridicule – demonstrates abstract thinking (higher level), a way of brining non-conforming members into line  Dating – establish boundaries for who can date who