1. ENGAGING STUDENTS IN CAMPUS ANTI-BULLYING EFFORTS BULLYING PREVENTION

2. KIMBERLY NOVAK CAMPUS SAFETY AND STUDENT RISK MANAGEMENT SPECIALIST www.novaktalks.com @NovakTalks

3. Bullying is defined as a sustained intimidation of a targeted person meant to humiliate and frighten the target and bystanders. Beyond High School: How Bullying Affects College Students http://theminaretonline.com/2011/11/16/arti cle20374

4. BULLYING LOOKS LIKE OTHER RISK “PROBLEMS” "Bullying — a form of harassment and violence — needs to be understood from a developmental, social, and educational perspective," the report reads. "The educational settings in which it occurs and where prevention and intervention are possible need to be studied and understood as potential contexts for positive change.” American Educational Research Association Prevention of Bullying in Schools, Colleges, and Universities

5. Theory and applied research have repeatedly stressed the importance of involving the individual, peer groups, school, family, and the community in preventing bullying (Benbenishty & Astor, 2005) STUDENTS NEED TO BE PART OF THE SOLUTION

6. part ▪ ner [pahrt-ner] a person who is involved in the process, brings something to the table, develops and supports the message, recognizes the need to address the issue and what needs to be done; needed from all levels of influence; Student Involvement LOOKS LIKE…..

7. STRATEGICALLY SELECT STUDENTS Research finds that most bullies in actuality are the successful, popular, outgoing people in school or work. They know how to manipulate situations. They know how to target victims without the authorities catching them. And most importantly, they lack the ability to empathize ~ Daniel Weddle, a professor from the University of Missouri-Kansas City's School of Law

8. WHAT IS YOUR MESSAGE? Bullying is not acceptable Who to report bullying to Consequences for bullying Resources to access if bullied

9. CHANGE THE MESSAGE

10. APPLYING KLITZNER TO ANTI: BULLYING: STRATEGY OPTIONS Ask these questions: (Klitzner) Setting the context: have we made community standards clear? Thinking about research/theory, what strategic changes could… Make desirable behavior easier Reward desirable behavior Make undesirable behavior harder Raise cost of undesirable behavior Make the physical environment safer 10

11. UNPACK THE BEHAVIOR

12. WHAT IS HAPPENING? Understanding bullying on your campus Who is involved? Where does it occur? (facilities, events, on-line, groups) How often does it occur? What does it look like? What motivate bullies?

13. The researchers have found that children who bullied were often motivated by a desire to increase their popularity and that they chose generally unpopular victims to avoid losing social status. O rganizational membership can be a catalyst for bullying Fear of those that are different can be a catalyst for bullying

14. 60% undergrads saw peer bullying 6.1% Victims of peer bullying 4.2 % Bullied other students All victims of bullying reported feeling safest in their dorm rooms Males are more likely to bully than women No Gender or ethnic difference in bullied Minority sexual orientation more likely to be bullied

15. 25% Social Networking Sites 21.2% Texting 16.1% Emails 45.5 % Deleted Messages 47% Laughed About 34.5% Talked to someone about it College Bullying “Looks Like” Gossiped about Called Names Excluded from class activities Physically abused

16. WHAT COULD THE MESSAGE BE ? Bullying is not acceptable What Bullying looks like Impact of Bullying How to get help if you are being bullied How to help someone you think may be a victim What happens once a report is made How to talk about bullying with your peers Safety is everyone’s responsibility

17. STUDENT VOICES ABOUT BYSTANDER BEHAVIOR Shared Prejudices will be confronted Students are bothered by problem behaviors Students underestimate other students desire for intervention Student leaders underestimate their peers desires for something to be done Intervention is more likely when others are perceived as willing to intervene Northern State University bystander behavior in relation to problem behaviors resulting from alcohol use & University of Maine Bystander Ed Initiative

18. STAGES OF BYSTANDER BEHAVIOR  Notice the event  Interpret the behavior as a problem  Feel responsible for solving the problem  Possess the necessary skills to act

19. ONE OF THE STRONGEST ATTITUDINAL PREDICTORS OF HIGH-RISK BEHAVIOR IS THE BELIEF THAT FRIENDS APPROVE B = f(P,E)

20. WHAT ARE WE DOING? What current efforts are you making to address acts of incivility? What other campus-initiatives can you access? What messages are being communicated about bullying? How is your community responding to bullying? What intervention opportunities exist? How can we involve students in efforts?

21. 21 From: ENVIRONMENTAL STRATEGIES, Michael Klitzner, Ph.D. www.azag.gov/StopMeth/EnvironmentalStrategiesToPreventSubstanceAbuse.pdf

22. Theory and applied research have repeatedly stressed the importance of involving the individual, peer groups, school, family, and the community in preventing bullying (Benbenishty & Astor, 2005) STUDENTS NEED TO BE PART OF THE SOLUTION

23. RESOURCES American Educational Research Association http://www.aera.net/Portals/38/docs/News%20Release/Prevention%20o f%20Bullying%20in%20Schools,%20Colleges%20and%20Universities. pdfhttp://www.aera.net/Portals/38/docs/News%20Release/Prevention%20o f%20Bullying%20in%20Schools,%20Colleges%20and%20Universities. pdf Beyond High School: How Bullying Affects College Students http://theminaretonline.com/2011/11/16/article20374 Bullying in College By Students and Teachers http://connection.ebscohost.com/c/articles/13335640/bullying-college- by-students-teachershttp://connection.ebscohost.com/c/articles/13335640/bullying-college- by-students-teachers The Knowledge and Prevalence of Cyberbullying in a College Sample http://www.psyencelab.com/images/The_Knowledge_and_Prevalence_ of_Cyberbullying_in_a_College_Sample.pdfhttp://www.psyencelab.com/images/The_Knowledge_and_Prevalence_ of_Cyberbullying_in_a_College_Sample.pdf ENVIRONMENTAL STRATEGIES, Michael Klitzner, Ph.D. www.azag.gov/StopMeth/EnvironmentalStrategiesToPreventSubstance Abuse.pdfwww.azag.gov/StopMeth/EnvironmentalStrategiesToPreventSubstance Abuse.pdf

24. QUESTIONS