1. Your School Your Presenters
Best Practices
for Bullying Prevention
help for parents…
In Chicago, on the first day of spring in Curtis Taylor
went home after school, went into a bedroom and shot
himself to death. For three years other boys had been
tripping him in the hallways and knocking things out of his
hands. Things had been intensifying. The name-calling had
become harsher. His bicycle was vandalized twice, and some
of his valuables were stolen. Kids even kicked the cast that
covered his broken ankle, and in front of classmates—some
boys poured chocolate milk down the front of his sweatshirt.
Curtis did talk to a school counselor and had always blamed
himself for the other kids not liking him.
Your School
Your Presenters
Slides Courtesy of the Kansas Bullying Prevention Program

2. Slides Courtesy of the Kansas Bullying Prevention Program
What is bullying?
Bullying is any ongoing physical or verbal mistreatment where there is:
an imbalance of power and
the victim (target) is exposed repeatedly to negative actions on the part of one or more other students. (Olweus 1986, 1991 and 1993)
Olweus describes “Negative Action,” when someone intentionally inflicts injury or discomfort upon another.
Ask: What is meant by an “imbalance of power”?
Ask: What is meant by “negative actions”? Can you give some examples?
Negative actions can be carried out by words (verbally), for instance, by threatening, taunting, teasing, and calling names (Indirect Bullying). It is also a negative action when someone hits, kicks, pushes, pinches, or restrains another by physical contact (Direct Bullying).
It is possible to carry out negative actions without using words or making physical contact. This is accomplished by making faces, dirty gestures, intentionally excluding someone from a group, or refusing to comply with another person’s wishes.
Negative actions, in order to be considered bullying behavior, are carried out repeatedly and over time.
Slides Courtesy of the Kansas Bullying Prevention Program

3. Slides Courtesy of the Kansas Bullying Prevention Program
Harassment defined
“Harassment is a course of conduct directed at a specific person that causes substantial emotional distress in such person and serves no legitimate purpose.”
18 USCA 1514(c)(1)
Ask: Besides the behaviors we discussed in the previous slide, can you think of other kinds of bullying behavior?
Sexual Harassment
Ostracism
Hazing
Internet – Cyber-bullying.
Say: We can have another meeting on this topic at another time. It’s not just a few kids at school; it’s the whole world. Anybody could log on and see what is being said about a child. It can be devastating and what’s written remains, haunting, torturing.
Slides Courtesy of the Kansas Bullying Prevention Program

4. One student out of seven
According to the National Association of School Psychologists, about one in seven school children — about five million kids — have either been a bully or a victim (target).
14% are bullies or victims (targets) now and then
9% are regularly victimized
7% bully others regularly
1.6% are both bullies and victims (targets)
65-70% are bystanders
Bullying can start at any age, but typically it begins to escalate in the third grade, peaks around eighth grade, and tapers off by high school.
In a recent survey, Frank J. Barone, Ed.D., adjunct professor of education at the State University of New York at Oswego found that 58% of students had actually stayed home from school at least once because they were victims (targets) of child peer abuse (bullying)
The American Medical Association reports that 33 to 44% of male teens say they’ve been slapped, hit, or punched at school.
Slides Courtesy of the Kansas Bullying Prevention Program

5. Exposure to bullying on the rise
60% of American Teenagers witness bullying at least once a day
2001 – 37% witness bullying everyday
Survey by Worthlin Worldwide for the National Crime Prevention Council
Slides Courtesy of the Kansas Bullying Prevention Program

6. Locations where bullying occurs
Bullying more often takes place at school than on the way to and from home.
Bathrooms
Cafeteria
Halls
Schoolyard
Ask: Where would you expect Bullying to occur? How can the number of incidents be reduced? The number one area where bullying occurs in elementary school is RECESS/Schoolyard and at middle school and high school it is the hallways.
Slides Courtesy of the Kansas Bullying Prevention Program

7. Health consequences of bullying Fekkes
Bullied Not bullied
Headache 16% 6%
Sleep problems 42% 23%
Abdominal pain 17% 9%
Feeling tense 20% 9%
Anxiety 28% 10%
Feeling unhappy 23% 5%
Depression scale
moderate indication 49% 16%
strong indication 16% 2%
According to the U.S. Department of Education—160,000 kids stay home from school everyday because of the fear of violence in school. As you look at this slide we can understand why.
Slides Courtesy of the Kansas Bullying Prevention Program

8. Why victims don’t report
Fear retaliation
Feel shame at not being able to stand up for themselves
Fear they won’t be believed
Don’t want to worry parents
No confidence that things will change
Advise from parents/teachers would make it worse
Fear the adult would tell the bully
Think that being a snitch would be worse
Slides Courtesy of the Kansas Bullying Prevention Program

9. Attitude makes a difference
The attitude of teachers and parents toward bully/victim (target) problems plays an important role in the extent of the victimization at school.
“If you keep on doing what you have always done __ then you will keep on getting what you have always had.”
“If you keep on doing what has always been done, they you will keep getting what you have always had.”
How many of you find this true with children that have poor study habits?
How many of you have offered them similar advice?
How many of you need the same advice when it comes to recognizing and changing bullying behavior?
Slides Courtesy of the Kansas Bullying Prevention Program

10. Cycle of Bullying A G B C F D E Victim Social Culture
A. Bully
B. Follower or henchman – may even carry out the acts
C. Supporter, takes part in the bullying
D. Passive Supporter – seems to like the bullying but does not take an active part
G. Defender – Dislikes the bullying and tries to help the victim
Social Culture
E. Disengaged Onlooker
F. Passive Defender – dislikes the bullying but does not show open defense
Everyone fits somewhere on this circle, and it is applicable to parents, teachers and students. “Do we have students who bully and do they have a network of support?  Do we have teachers who bully?  In fact a July 2006 study estimated that nearly 45% of elementary school teachers bully their students.  And lastly, are there parents who bully?  A child's most influential teacher is their parents!"  That might explain why Dr. Olweus has found that bullying is a learned behavior and that most children who bully learn the behavior at home."
Slides Courtesy of the Kansas Bullying Prevention Program

11. Breaking the Cycle A G F E D C B Victim Social Culture
A. Bully
B. Follower – may not be as ready to act
C. Disengaged Onlooker
D. Passive Defender
E. Possible Defender
F. Defender’s Supporter
G. Defender – Helps the victim
Social Culture
This slide indicates what can happen in a school that has a school-wide bullying prevention program--one that involves educators, students and parents.  By creating effective reporting systems students who would normally just look the other way, the disengaged onlooker and passive defender, are now much more likely to report the bullying.  And if the reporting system is safe and anonymous, then you can begin to see from this slide that the school climate that has fostered bullying is now being challenged.  Those who used to support the bullying are finding it increasingly difficult to do so without getting caught.  Those who support the victim are finding it easier to report bullying.
Slides Courtesy of the Kansas Bullying Prevention Program

12. The passive victim (target)
The passive victim (target) seems to signal to others that they are insecure and worthless individuals who will not retaliate if they are attacked or insulted.
The passive victim (target) has a negative attitude toward violence and the use of violent means, but when pushed to their “end” they can often be the most unpredictable and dangerous of all. They may resort to equalizing their situation with a weapon with the end result being suicide.
These children are anxious or submissive and are usually physically weaker than their peers.
But even the most passive child won’t be victimized unless there’s a bully in the room.
Ask: Besides being physically weaker, what might be some other characteristics that contribute to being bullied?
Mental ability
Speech difficulties
Eyeglasses
Color
Language
Height or weight
Hygiene
Clothing
Slides Courtesy of the Kansas Bullying Prevention Program

13. The provocative victim (target)
Provocative victims (targets) may be physically weaker than their peers (if they are boys) and have “body anxiety.”
May be hot-tempered and attempt to fight back when attacked or insulted.
May be hyperactive, restless, and possibly offensive because of irritating habits.
May be actively disliked by adults including the Teacher.
May themselves try to bully weaker students.
These students often have problems with concentration, and behave in ways that may cause irritation and tension around them. Some of these students can be characterized as hyperactive. It is not uncommon that their behavior provokes many students in the class thus resulting in negative reactions from a large part of, or even the entire class.
In order for them to cope with being bullied, they react aggressively to the bully, which escalates the problem.
Special attention should be paid to those students with Attention Deficit Hyperactivity Disorder.
Slides Courtesy of the Kansas Bullying Prevention Program

14. Characteristics of victims (targets)
Mental ability
Speech difficulties
Eye glasses
Color
Language
Height or weight
Hygiene
Clothing
These characteristics do not lead to being bullied, but they are some things that bullies choose to pick on about the victim.
Slides Courtesy of the Kansas Bullying Prevention Program

15. Characteristics of children who bully
Children who bully tend to be very aggressive toward their peers
They are often aggressive toward adults, including teachers and parents.
They are characterized by impulsivity and a strong need to dominate others.
They usually have little anxiety and relatively good self esteem.
According to Richard E. Tremblay, Ph.D., who is a psychologist at the University of Montreal, aggressive tendencies is pretty much a done deal by age two. Physical aggression builds up from nine months and reaches its highest frequency at age two. Normally a child learns that it hurts when aggressed. Adults intervene and indicate that it is the wrong behavior. Language skills increase, and physical aggression decreases.
Bullies have a kind of paranoia. They perceive provocation where it does not exist. If someone bumps them and they drop a book bullies don’t see it as an accident; they see it as a call to arms. These children act aggressively because they process social information inaccurately. They endorse revenge.
Slides Courtesy of the Kansas Bullying Prevention Program

16. Characteristics of children who bully, cont.
Children who bully are of average popularity and often surrounded by two to three friends who support them
Popularity of bullying children decreases in upper grades
Children who bully have a strong need for power or dominance; they seem to enjoy being “in control” and need to subdue others
Getting a response is the bully’s ultimate reward. It seems as if bullies have a low threshold of irritability. They seem to exist in a state readiness.
Prior to next slide;
Say: What would be your suggestions for dealing with a bullying problem in schools?
Create a list on board or flip chart from participants suggestions
Slides Courtesy of the Kansas Bullying Prevention Program

17. Ten Strategies for Effective Bullying Prevention
What we can do at school…
Ten Strategies for Effective Bullying Prevention
The following ten strategies for effective bullying prevention programs were developed by the Health Resources Services Administration (HRSA) of the U.S. Government. Schools that have incorporated all ten strategies will achieve the most significant reductions in bullying behaviors.
HRSA's National Bullying Prevention Campaign, 2004
Slides Courtesy of the Kansas Bullying Prevention Program

18. Effective Bullying Prevention
Strategy #1
Focus on the whole school environment
Parents, teachers school staff and administrators must all be aware of the problem.
Establish school-wide rules addressing bullying behavior
Provide guidelines for staff and students on specific actions to take if bullying occurs
HRSA's National Bullying Prevention Campaign, 2004
Slides Courtesy of the Kansas Bullying Prevention Program

19. Effective Bullying Prevention
Strategy #2
Assess bullying at your school
Understand the extent of the problem at your school
Know the level of bullying and identify:
Bullying hot spots
Chronic victims
Chronic offenders
This is best accomplished by using an anonymous student questionnaire.
HRSA's National Bullying Prevention Campaign, 2004
Slides Courtesy of the Kansas Bullying Prevention Program

20. Effective Bullying Prevention
Strategy #3
Garner staff/parent support
Zero tolerance polices are ineffective and actually cause underreporting of bullying. The reason is that staff will not initiate a report on bullying if they feel the consequences are too harsh. In addition, horseplay, fighting, and bullying would all receive the same consequence under a zero tolerance policy because all three behaviors could include a “hands on” assault.
HRSA's National Bullying Prevention Campaign, 2004
Slides Courtesy of the Kansas Bullying Prevention Program

21. Effective Bullying Prevention
Strategy #4
Form a group at school to coordinate bullying prevention/ intervention activities
Principals, teachers, counselors, cafeteria workers, custodians, bus drivers and parents can all be part of the anti-bullying solution. School can develop a committee to address the problem and develop a plan of action.
HRSA's National Bullying Prevention Campaign, 2004
Slides Courtesy of the Kansas Bullying Prevention Program

22. Effective Bullying Prevention
Strategy #5
Provide training for ALL staff members
All staff members must be trained to recognize what bullying is and take the appropriate steps to intervene when they observe the behavior.
HRSA's National Bullying Prevention Campaign, 2004
Slides Courtesy of the Kansas Bullying Prevention Program

23. Effective Bullying Prevention
Strategy #6
Establish and enforce school rules and policies regarding bullying
Annually remind staff and students the school rules and have them posted. Bullying is not normally included in a schools harassment policy and schools may wish to realign policy to comply with existing state law or other legal requirements. More than half of the States now have a bullying prevention law in effect.
HRSA's National Bullying Prevention Campaign, 2004
Slides Courtesy of the Kansas Bullying Prevention Program

24. Effective Bullying Prevention
Strategy #7
Increase adult supervision in “hot spots” for bullying
What is predictable is preventable. If we know where bullying occurs, we can implement interventions to challenge the behavior.
HRSA's National Bullying Prevention Campaign, 2004
Slides Courtesy of the Kansas Bullying Prevention Program

25. Effective Bullying Prevention
Strategy #8
Intervene consistently and appropriately in bullying incidents
How do we intervene consistently and appropriately if we don’t know what bullying looks like or what to do about bullying if it is reported? With effective training all staff and students can know how to respond to bullying behaviors when they are observed.
HRSA's National Bullying Prevention Campaign, 2004
Slides Courtesy of the Kansas Bullying Prevention Program

26. Effective Bullying Prevention
Strategy #9
Focus some classroom time on bullying prevention and intervention
Classroom meetings are the most effective method to address bullying behaviors in the school. Schools that incorporate weekly class meeting time in their schedule typically see the greatest reduction in bullying behaviors.
HRSA's National Bullying Prevention Campaign, 2004
Slides Courtesy of the Kansas Bullying Prevention Program

27. Effective Bullying Prevention
Strategy #9a
Classroom Rules by Olweus
We will not bully other students.
We will help students who are bullied.
We will make it a point to include all students who are easily left out.
When we know someone is being bullied, we will tell a teacher or an adult at home.
These rules are from the Olweus Bullying Prevention program and are part of a copy written program. Notice that rule one is worded negatively. Research has shown that bulling behavior is redirected when the student who bullies receives a negative consequence. All the other rules are designed to empower the bystanders.
Slides Courtesy of the Kansas Bullying Prevention Program

28. Effective Bullying Prevention
Strategy #10
Continue efforts over time
This is an ongoing effort with renewed awareness each year, that reinforce anti-bullying strategies.
HRSA's National Bullying Prevention Campaign, 2004
Slides Courtesy of the Kansas Bullying Prevention Program

29. Parents need to listen to their children...
What parents can do at home…
Parents need to listen to their children...
because they often will hear things they don’t want to hear - in order to hear the things that they need to hear.
Slides Courtesy of the Kansas Bullying Prevention Program

30. Slides Courtesy of the Kansas Bullying Prevention Program
How parents can help
Keep the lines of communication open
Watch for signs and symptoms of bullying
Take your child’s complaints seriously
Keep a written record
Contact school administration if you suspect your child is being bullied
Teach your child to respond assertively
Ask: What are some signs or symptoms to look for in your child?
Comes home with torn or dirty clothing or damaged books.
Has cuts, bruises or scratches.
Has few, if any, friends to play with.
Seems afraid to go to school, or complains of headaches or stomach pains.
Doesn’t sleep well or has bad dreams.
Loses interest in schoolwork.
Seems sad, depressed or moody.
Is anxious or has poor self esteem.
Is quiet, sensitive or passive.
Slides Courtesy of the Kansas Bullying Prevention Program

31. How can parents help the victim?
Help your child recruit a friend. Help them develop effective social and interpersonal skills.
Don’t give labels to your child that suggest inadequacy.
Help your child develop success. Involve them in activities such as scouts, sports, church, etc.
Recognize a physically younger, smaller and weaker child may be prone to bullying. Look for signs of body anxiety—the fear of being hurt.
Help your child learn skills for gaining success and acceptance.
Slides Courtesy of the Kansas Bullying Prevention Program

32. Helping the victim combat bullying violence
Take an active role in your child’s life and promote positive activities for your child
Do not tell your kids to hit back
Don’t ask them what they did to the other child
Make sure you don’t bully your child
Say: Kids who bully usually have two or three supporters that will goad the victim into a fight. However, the victim is often the one charged with battery because the bully has two or three WITNESSES that state the victim was the cause of the fight. Kids who bully know how to use the legal system as one more tool to bully others!
Slides Courtesy of the Kansas Bullying Prevention Program

33. How can parents help redirect bullying behaviors?
Watch for signs of bullying.
Don’t allow your child to control others through verbal threats and physical actions.
Help your child develop empathy for the problems of the victim (target).
Apply clear, consistent, escalating consequences for repetitive aggressive behaviors.
Provide anger management counseling for your child if needed.
Don’t tolerate revengeful attitudes.
Don’t allow your child to have contact with aggressive groups.
Slides Courtesy of the Kansas Bullying Prevention Program

34. How can parents redirect bullying?
Limit your child’s exposure to models of aggressive behavior such as violent television, movies and video games.
As a parent, be a good role model for constructively solving problems.
As a parent, be a good role model for getting along with others.
As a parent, help your child develop a healthy physical image.
Watch for the emergence of feelings of power and control.
As a parent, know the whereabouts of your child.
As a parent, protect your child from physical and emotional abuse at home.
Slides Courtesy of the Kansas Bullying Prevention Program

35. How can parents motivate bystanders?
Approximately 65% to 70% of students just
watch bullying happen—they are bystanders.
Teach them that they can:
learn how to distract the students who bully
support the person who is being bullied privately
support the person who is being bullied openly
do not feed into the bullying behavior
DARE has designed supplemental bullying prevention lessons, two for elementary and two for middle school, that teach students how to safely report bullying at the school.
Slides Courtesy of the Kansas Bullying Prevention Program

36. Slides Courtesy of the Kansas Bullying Prevention Program
Summary
Bullying can best be tackled with a school-wide program. To succeed we must have all the adults working together, parents, teachers, bus drivers—everyone.
To recognize there is a problem is the first step __ to do something about it requires commitment.
“Easy to say __ hard to do.”
Be part of the solution, get involved.
An effective model is to develop a committee (small group) of parents, school staff, administration and students representatives to assess the bullying problem. An anonymous school study could be developed and have students respond. Then, develop a school-wide program with everyone working together to create a safe environment for all students.
Slides Courtesy of the Kansas Bullying Prevention Program