1. By Mark Langdorf Acknowledgment: Barbara Coloroso’s book – The Bully, the Bullied, and the Bystander

2. The Bully and/or Bully Situations: Always includes an imbalance of power Always includes an intent to harm Always includes joy at the expense of their target Always escalates if unabated and this turns into terror for the target of bullying

3. It is not about anger or conflict It is about: Contempt for someone the bully dislikes and they consider to be worthless, inferior, or undeserving of respect.

4. Contempt has three psychological advantages that allow a kid to harm another without feeling empathy, compassion, or shame: A sense of entitlement – the right to control, dominate, subjugate, and abuse another human being. An intolerance towards difference. A liberty to exclude – to bar, isolate, and segregate a person deemed not worthy of respect or care.

5. All kids bullied have one thing in common: Each was singled out by a bully or bunch of bullies to be the object of scorn merely because he/she is different in some way. Some Warning Signs: Abruptly refuses to go to school/truant Takes unusual routes to/from or at school Drop in grades Torn/missing clothing Plays alone or prefers the company of adults Derogatory when talking about peers Has stomach aches/panic attacks

6. Why Kids Do Not Tell They are ashamed of being bullied They are afraid of retaliation They don’t think anyone can help them They don’t think anyone will help them They’ve bought into the lie that bullying is a necessary part of growing up They might believe that adults are part of the lie – they bully too They have learned that “ratting” on a peer is bad, not cool

8. Teasing: 1. Allows the teaser and person teased to swap roles 2. Is not intended to hurt the other person 3. Maintains the basic dignity of everyone involved 4. Pokes fun in a lighthearted, clever, and benign way 5. Is meant to get both parties to laugh 6. Is only a small part of the activities shared by kids who have something in common 7. Is innocent in motive 8. Is discontinued when person teased becomes upset or objects to the teasing

9. Taunting: 1. Is based on an imbalance of power and is one-sided: the bully taunts, the bullied kid is taunted 2. Is intended to harm the target physically/mentally or both 3. Invokes humiliating, cruel, demeaning, or bigoted comments thinly disguised as jokes 4. Includes laughter directed at the target, not with the target 5. Is meant to diminish the sense of self-worth of the target 6. Induces fear of further taunting or can be a prelude to physical bullying 7. Is sinister in motive 8. Continues especially when targeted kid becomes distressed or objects to the taunt

10. Flirting Has playfulness about it that sexual bullying does not. It is never intended to harm and is an invitation for two people to get to know each other better. As with any other invitation, it can be accepted or rejected – and the person who initiated the flirting honors either response

11. Flirting vs. Sexual Bullying Continued Flirting: 1. Allows and invites both persons to swap roles with ease 2. Isn’t intended to hurt the other person – is an expression of desire 3. Maintains the basic dignity of both persons 4. Is meant to be flattering and complimentary 5. Is an invitation to have fun together and enjoy each other’s company 6. Invited sexual attention 7. Is intended to make the other person feel wanted, attractive, and in control 8. Is discontinued when the person who is being flirted with becomes upset, objects to the flirting, or is not interested

12. Sexual Bullying In sexual bullying there is no invitation – just an attack. The target is embarrassed, humiliated and shamed, and tends to feel powerless. It is not the intention of the bully to engage in healthy sexual flirtation with another person – the attack is meant to hurt. If the target protests, he/she is often labeled a “bitch”, “pussy”, or “fag” who is uptight and can’t take a joke

13. Flirting vs. Sexual Bullying Continued Sexual Bullying: 1. Is based on an imbalance of power and is one-sided: The bully sexually taunts, the bullied kid is demeaned and degraded 2. Is intended to harm and exploit 3. Is invasive and intended to assert the status of the bully 4. Is intended to be degrading and demeaning 5. Is intended to express control and domination 6. Is intended to violate the boundaries of the target 7. Is intended to make the other person feel rejected, ugly, powerless, or uncomfortable 8. Continues especially when targeted kid becomes distressed or objects to the sexual comment

14. Bullying vs. Cyber bullying Bullying vs. Cyber Bullying Direct On campus Lots of energy used hiding the bullying from adults Fear of retribution Mostly verbal and physical Requires strength Anonymous Everywhere Not a lot of energy is expended doing this to another No fear of retribution, just fear of technology being lost Multimedia Requires knowledge and skill

15. What Do You Do If a bullying report comes in treat it like all other bullying investigations The point of cyber origin does not matter, if it affects the student in any way during the school day we must intervene Ask the target of the bullying for the details of how this has made it onto the campus, i.e. students taunting the target on campus, text’s sent or received during the school day, threats of physical harm bully to target, text’s that keep the target from coming to school, etc. Obtain copies of the texts, photograph the texts keep as much proof of the event, and make sure those interviewed describe how this has affected the school or the target in any way during the school day Threats of physical harm must be reported to the Office of District Security and law enforcement

16. All Caring Schools 1. Gather Information about bullying at school directly from students 2. Establish clear school wide and classroom rules about bullying and advise students of these rules 3. Train all adults in the school to respond sensitively and consistently to bullying 4. Provide adequate adult supervision, particularly in less structured areas, such as the playground and in the lunchroom 5. Improve parental awareness of and involvement in working on the problem