PROFESSIONAL DEVELOPMENT SEMINAR TERRYVILLE HIGH SCHOOL JANUARY SAMANTHA LAYTON

 Jared’s Story

  The CDC administered a High School Youth Risk Behavior Survey in CT in 2013 CT Statistics

 Bullied on school grounds – 21.9% Electronically bullied – 17.5% Threatened or injured with a weapon – 7.1% Physically fought – 22.4% Did not go to school because they did not feel safe – 6.8% Felt sad/hopeless – 27.2% Considered suicide – 14.5% Attempted suicide – 8.1% (Adolescent and School Health, 2014) CT Statistics

 1.Organize by department. 2.There is a set of index cards on each table. Using these cards, come up with as many ways as possible for how/why people are bullied (5 minutes) 3.Try to organize your cards into categories (i.e. physical, emotional, cyber, etc…) (5 minutes) 4.As a department, try to come up with your own definition of bullying. Share your definition with at least two other groups. Activity- How would YOU define bullying?

 CT Public Act “Repeated written, oral, and electronic communications by one or more students directed at or referring to another student and physical acts or gestures by one or more students that are repeatedly directed against another student” (Connecticut State Department of Education, n.d.). Bullying Defined

 cause students to experience emotional or physical harm disrupt the educational process by creating a hostile learning environment cause the students to experience fear of harm impede on student rights (Connecticut State Department of Education, n.d.). Bullying can….

  Electronic  Physical  Verbal/emotional Types of Bullying

 “ Acts of bullying carried out through mobile electronic devices or electronic communications, the Internet, interactive and digital technologies, or cell phones” (Connecticut State Department of Education, n.d.). Examples  derogatory texts, s, pictures, and videos, fake online profiles, and rumors (What is Cyberbullying, n.d.). Electronic Bullying

 When a person/persons physically touch another person in a harmful manner. Examples include (but are not limited to): pinching slapping punching tripping pushing Physical Bullying

 Name calling Insults Teasing Intimidation Homophobic or racist remarks Verbal abuse (National Center Against Bullying, n.d.). Verbal/Emotional Bullying

 dominant aggressive short fuse (reacts negatively to a variety of situations) controlling easily peer-pressured attention-seeking lacks empathy comes from a dysfunctional family (The Bullying Project, n.d.). Bully Characteristics

 Actual or perceived differentiating qualities, including race, religion, gender, sexual orientation, gender identity, physical appearance, disability, and socioeconomic status (Connecticut State Department of Education, n.d.) Victim (Target) Characteristics

 Smaller physical stature Younger than perpetrator Small or non-existent social group Parental abuse/misconduct  leads to confusion regarding proper relationships (The Bullying Project, n.d.). Victim (Target) Characteristics - general

 Turkmen et. al (2013) Administered survey questionnaire to year olds Over 6,000 total respondents Statistic analysis of results 96.7% reported involvement in bullying as either the victim or perpetrator CONCLUSION  “It takes a village” approach Research

 Schneider, O’Donnell, Stueve, and Coulher (2012) Administered survey to 20,000+ high school-aged students in MA Purposes  to identify how many students reported being bullied on school grounds, online, or both; also, who reported psychological distress as a result of bullying Majority ( 59.7% ) reported being bullied at school and online; also found elevated risk of distress (i.e. suicide attempts) Research

 Messius, Kindrick, and Castro (2014) Researchers that analyzed data from a 2011 Youth Risk Behavior Survey administered by the CDC Over 15,000 high-school aged participants Findings  27.4% of students reported being bullied on school grounds and electronically MOST IMPORTANTLY  correlation to increased risk of suicidal behaviors Long-term Effects

 1. Anonymous reporting system Guidance, psychologists, nurse, resource officer Paper vs. online documents? Technology support? 2. Task force Administration, SRO, reps from each department & student reps Responsibilities  review/revise handbook policies, discussing incidents, determining levels of infraction severity, system to follow up with victim & aggressor Suggested Interventions

 What are….. 3 things you have learned? 2 questions you may have? 1 thing you will do to help stop bullying in the next month? Ticket To Go!

 ANY QUESTIONS?

 Adolescent and School Health. (2014, June 12). Retrieved February 6, 2015, from Connecticut State Department of Education. (n.d.). Retrieved February 5, 2015, from Messius, E., Kindrick, K., & Castro, J. (2014). School bullying, cyberbullying, or both: Correlates of teen suicidality in the 2011 CDC youth risk behavior survey. Comprehensive Psychiatry, 55 (5), doi: /j.comppsych National Centre Against Bullying, (n.d.). Retrieved February 7, 2015 from Schneider, S., O’Donnell, L., Stueve, A., & Coulher, R. Cyberbullying, school bullying, and psychological distress: A Regional census of high school students. American Journal of Public Health, 102 (1), The Bullying Project. (n.d.). Retrieved February 7, 2015, from Turkmen, N., Dokgoz, H., Akgoz, S., Eren, B., Vural, P., & Polat, O. (2013). Bullying among high school students. Maedica- A Journal of Clinical Medicine, 8 (2), What is Cyberbullying. (n.d.). Retrieved February 6, 2015, from it/index.html References