1. Bullying

2. What is Bullying?
"A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself” (Olweus)

3. Takes place more than once
Bullying is:
Intentional
Takes place more than once
Involves an imbalance of power between bully and victim

4. Types of Bullying Electronic Harassment Emotional Verbal Physical
Teasing, name-calling, mocking, taunting, put-downs
Emotional
Isolation, rejection, ignoring spreading rumors, manipulating
Physical
Both bodily and property damage
Harassment
Threats, extortion, racial, ethnic, religious, homophobic, and sexual taunting
Electronic
Bullying that takes place over the Internet or phone

5. Gender Differences
More likely to engage in relational aggression – spreading rumors, exclusion, persuading others to reject victim
Experience sexual bullying more than boys (ex; rumors spread about sexual activity, being called derogatory sexual names)
More likely to engage in physical bullying, be accepting of bully, and be both the bully and the victim

6. Electronic Bullying
Forms of electronic bullying:

7. Sending mean, vulgar, or threatening messages
Electronic bullying can involve:
Sending mean, vulgar, or threatening messages
Posting private, sensitive information
Intentionally excluding someone from an online group
Pretending to be someone else
Spreading lies and rumors
Tricking someone into revealing personal information

8. Statistics about bullying
POLL EVERYWHERE!!!
1 out of every 10 students who drop out of school do so because of bullying (Oklahoma Health Dept, 2001)
8 in 10 students (both males and females) report that they have experienced some type of sexual harassment (AAUW, 2001)

9. Attitudes/Misperceptions
Bullying can mistakenly be excused
I t was just a joke…
The child is just sensitive…
it can be seen as a part of growing up
“Girls are just mean at that age”
“Drama is just part of middle school”
Bullying is just another form of conflict
“I went through it and survived, it’s no big deal”
Boys will be boys”
The victim is at fault and/or brings the bullying upon self
That child could avoid the bully.

10. Bully Victimization Participants
Bystander
Victim

11. Bully Attitudes: Behaviors: Considerations:
Positive attitudes toward aggression
Values power and rewards received from bullying
Behaviors:
Low threshold for frustration
Aggressive to peers, teachers and family
Easily provoked
Considerations:
Can be both a bully and a victim
Mistakenly believed to have poor self-esteem
May have poor role models at home
Possible victim of abuse or neglect

12. Bystander
Can be both supporters or defenders
Afraid to speak up, face rejection by peers, or be next target of bully
Can be a strong force in neutralizing power of bully

13. Passive/Submissive Victim
Victims
Passive/Submissive Victim
Majority of bullying victims
Insecure
Socially-isolated
Lonely
Physically weaker
Poor social skills
Provocative Victim
More likely to alienate teachers and peers
Usually bullied by large group (e.g., class)
Exhibit hyperactive and impulsive behaviors

14. Potential Effects of Bullying
Bystander
Fear
Anxiety
Victim
Loneliness
Low self-esteem
Depression
Physical manifestations of stress
Social withdrawal
Alcohol and drug abuse
Death (including suicide)
Poor academic performance
Truancy/Dropout
Bully
Delinquency
Increased chance for incarceration
Drug and alcohol abuse
Truancy
Dropout
Weapons possession

15. Warning Signs a Child is Being Bullied
Change in mood or behavior
Appears depressed, sad, or angry
Expresses safety concerns
Academic decline
Deficits in peer relationships
Alcohol or drug use
Lost or damaged belongings
Frequent injuries or damages to clothing
Excessive clinginess
Spending time with younger students
Avoiding recess
Arriving late or right before bell rings
Appears to be alone most of time
Frequent absences or requests to see nurse
Lack of focus/concentration
Not eating lunch

16. What Can Schools Do?
By the South Carolina Safe Schools Climate Act, schools must address bullying. This law mandates that all schools adopt a policy prohibiting harassment, intimidation, and bullying at school. In addition, this Act states that any “school employee, students, or volunteer who witnesses, or has reliable information that a student has been subject to harassment, intimidation, or bullying shall report the incident to the appropriate school official.”

17. Bullying Prevention Programs
Research supports school-wide, comprehensive prevention programs as the most effective means of reducing bullying behaviors. Examples of effective school-wide prevention programs: Olweus Bullying Prevention Program: Bully Busters : Bully Proofing Your School: Bully Safe USA: Operation Respect: Steps to Respect: ttp://

18. Role of Teachers
Research shows that teachers are one of the most important components of bullying prevention Schools that reduce bullying, regardless if there is a comprehensive prevention program have teachers that are committed to ending bullying behavior, recognize the signs and symptoms of bullying, and know how to safeguard students against it.

19. What Teachers Can Do Know and follow school policy
Report bullying incidents to administrators
Post and discuss classroom rules (including guidelines about bullying)
Implement immediate consequences for bullying behavior
Reward inclusive behavior
Closely supervise areas where bullying is likely to occur (hallways, bathrooms, etc.)

20. What Teachers Can Do Incorporate anti-bullying themes into instruction
Bully Box for anonymously reporting bully behavior
Keep a log of bullying incidents
Make clear to students that reporting bullying and tattling are two different things
Work collaboratively with the school counselor
Be a role model – this includes never using sarcasm, intimidation, or embarrassment as a classroom management strategy

21. If You See a Student Being Bullied:
Stop the behavior immediately
Investigate to determine appropriate response
Bully
Rather than accusing the bully of bullying behavior ask these questions: What did you do? What was inappropriate about that? What is the rule the covers this behavior? Who did you hurt? What were you trying to accomplish? The next time that is your goal how will you accomplish this without hurting another student? What are you going to do for the person you hurt?
Bystanders
Offer guidance on how to appropriately respond, intervene, and get help in the future
Victim
Support in a way that does not embarrass them, allows them to keep dignity, and makes them feel safe from retaliation

22. Best Practices to Help a Victim
Follow school policy
Tell them to not resort to violence
Teach strategies for anger management
Instruct them to tell an adult and talk about it
Teach them to be assertive, not aggressive
Convey the importance of safety first
Notify parents
Refer to school counselor where appropriate

23. What Not to Do to Help a Victim
Confuse bullying with conflict
Use peer mediation
Can empower bully and make victim feel worse
Research does not suggest this is an effective intervention
Instruct bully, victim, or bystander to do something that involves skills they don’t posses
E.g., Suggesting a bystander sticks up for others when they do not know how to---Instead teach them how to