2. Defines Bullying and Harassment
SCPS Bullying Policy
Defines Bullying and Harassment
Examples
Teasing (unwanted/taunting)
Social Exclusion
Threat
Intimidation
Stalking
Physical Violence
Theft
Sexual, Religious, or Racial Harassment
Public Humiliation
Destruction of Property
Talking Points:
Refer to the definition of bullying and harassment as stated in the policy. Possibly read the definition.
Even Cyber-bullying

3. MYTH: It’s a normal part of growing up, it makes you stronger
Truth: The damage is real & it can last…
Effects on Targets
missing school out of fear
trouble studying
reduced academic success
trouble sleeping
depression
wanting revenge
suicidal thoughts
How does this affect a child’s ability to learn….and be successful in school/life?
15% of all school absenteeism is directly related to fears of being bullied at school and 1 out of every 10 students who drop out do so because of repeated bullying (Oklahoma Health Dept).
MYTH: It’s a normal part of growing up, it makes you stronger (this is a rationalization that keeps us from intervening)
Truth: The damage is real & it can last…Not just for the TARGET, but for everyone.
The Kaiser Foundation commissioned a study in which 8- to 15-year-olds reported that bullying was a problem relevant to their lives more often than drugs, alcohol, racism, AIDS, or pressure to have sex as being threatening issues. While many children move psychologically beyond the bullying once it subsides, for many victims of bullying the impact can be very damaging (Nansel et al., 2003).
1 out of 20 students have seen a gun at school. 6% of students nationally carry a gun to school.
Bullying can lead the children and youth that are targeted to feel tense, anxious, and afraid. It can affect their concentration in school, and can lead them to want to avoid school altogether. If bullying continues, it can begin to affect children and youth's self-esteem and feelings of self-worth. It also can lead to social isolation, causing them to become withdrawn and depressed, anxious and insecure. In extreme cases, bullying can be devastating for children and youth, with long-term consequences.
Researchers have found that years later, long after the bullying has stopped, adults who were bullied as youth have higher levels of depression and poorer self-esteem than other adults.[18]
In another study, boys who were frequently bullied were over five times more likely to be depressed than those not being bullied . Frequently bullied girls were eight times more likely to commit suicide (Kaltiala-Heino, Rimpela, Marttunen, Rimpela, & Rantanen, 1999).

4. R I P What is Bullying? Repeated Imbalance of Power Purposeful
What really is bullying and what differentiates it from other behaviors like fighting, threatening, etc.
Explain each R I P. Bullying general rule of thumb is repeated 3 or more times. Bully may have bullied different victims…go by the repeated behavior.
Bullying is the Repeated, Intentional, Hurtful action against someone who has Less Power.
Even though bullying is very similar to other forms of aggression, there can be some distinctive features:
purposeful rather than accidental
The goal is to actually gain control over another child through physical or verbal aggression.
Usually bullies make their attack without any real reason, other than they see their victim as an easy target.
hy is Bullying a problem? To have a positive school culture you must have a school where everyone feels safe, respected and can trust each other.
So first and foremost we want to begin by defining - What is Bullying?
1- Bullying behavior can be by a person or group, and to a person or a group.
2- Its definition is: Bullying” means systematically and chronically inflicting physical hurt or psychological distress on one or more students or employees. It is further defined as: unwanted purposeful written, verbal, nonverbal, or physical behavior, including but not limited to any threatening, insulting, or dehumanizing gesture, by an adult or student, that has the potential to create an intimidating, hostile, or offensive educational environment or cause long term damage; cause discomfort or humiliation; or unreasonably interfere with the individual’s school performance or participation, is carried out repeatedly and is often characterized by an imbalance of power.
3- In Broward County Schools Anti-Bullying Policy, when investigating and determining bullying, we will focus on whether the behavior is/was characterized by ALL three of the following elements:
R – Repeated (more than once)
I - Imbalance of Power (physical, social, economic, racial, etc.) Make sure it is made very clear that the stereotypical imbalance of power that children normally think of in terms of size is often NOT what might be occurring.
P – Purposeful (this refers to the intent to harm, have been told or know their action is hurtful or unwanted)
Again, for an incidence to be classified as bullying, it has to HAVE ALL 3 of the RIP elements.
NOTE: It is not uncommon for bullies to target multiple students. The repeated component refers to repeated behaviors. This means both repeated behavior towards one target and single incidents of a behavior that is acted upon multiple targets. P
Purposeful

5. Bullying Repeated Harming of Others
Use of Words or Physical Aggression
Face to Face or Cyber
Unfair Advantage
Individual or Group
KEYS: REPEATED, HARM, UNFAIR

6. Types of Bullying Verbal Physical Emotional Name-calling Teasing
Insulting
Physical
Hitting, kicking, or
pushing someone...or even
just threatening to do it
Hitting, kicking, or pushing someone...or
even just threatening to do it
Making someone do things he or
she doesn’t want to do
Emotional
Many cases of bullying are verbal or emotional. These types of bullying can easily go unnoticed. There are 3 TYPES of bullying: Verbal, Mental (or emotional), and physical. Most people can easily recognize the verbal and the physical, but it is the Mental which can be harder to identify. We now teach staff to look less for the child who may be black and blue and instead, take note of the student who sits alone, who doesn’t seem to have friends or who looks as if they may have been crying.
The Mental forms of bullying are just as damaging as the physical and or verbal. They include exclusion, rumor spreading, and cyber bullying, etc.
Another way that bullying has been differentiated is by it being Direct or Indirect.
Direct bullying includes ongoing coercive and intimidating behavior, threats, or acts causing physical harm, while indirect bullying consists of ongoing acts such as verbal bullying (malicious teasing), and relational bullying (spreading rumors or excluding someone from a group).
As always, we as adults set the tone and climate for behavior. If we are ambivalent to a behavior or we do not stop it, the rest of the group takes it as approval or acceptance of that behavior. Consequently, they will continue to push the envelop until stopped. To do nothing is to condone and encourage the evolution of the violence.
Stealing, hiding or ruining someone's things
Refusing to talk to someone
Spreading lies or rumors about someone
Mocking
Putting down
Ignoring

7. Other TYPES of bullying
Cyber
May be ANONYMOUS
May occur off school property
Further under the radar than bullying
Talking Points:
SEXUAL:
Any unwelcome sexual behavior that interferes with
an individual's life.
Unwelcome sexual advances, a demand for sexual
favors, touching in a sexual way, etc.
Accusations of homosexuality.
Bullying as a result of a person’s sexual
preference
May put district at risk for lawsuit under Title XI
CYBER:
May be ANONYMOUS
Occurs off school property
Further under the radar than bullying
ETHNIC:
Ethnic minority children are at risk for racial bullying.
Name calling is one of the common techniques utilized in
racial bullying.
Taunts are also directed to his/her family as well as
his/her ethnic group.
Racial bullying often is transmitted intentionally from
parents to children.
Ethnic minority children are at risk for racial bullying
Name calling is one common technique
Taunts can be directed to family members or ethnic group
Ethnic

8. WHO is involved? BULLY TARGETS VICTIM BYSTANDER The Bullying Triangle
Talking Points:
So now that we know how to define bullying, the role it plays in the progression of violence as well as the most recognizable types of bullying, we must now identify – WHO are the players in this violence?
We have found the easiest way to remember the players is the visual of the Bullying Triangle. Almost all instances of bullying include a target, the actor of violence (bully) and one or more bystanders. Any and all of these people can be adults or students – it is the process that defines whether it is bullying not the people.
Looking at the players within the Bullying Triangle, we can only generalize the characteristics of each of these parties because there are always exceptions. It can be useful though in helping to identify and prevent potential problems and is a critical element of data collection. So let’s take a quick look at some of the general characteristics of each of these players….
BYSTANDER

9. The Bystanders Two types Identifies with bully and may help
Identifies with victim and feels immobilized
Enjoys the bullying
Has mixed feelings and can see the problem but may fear to actively intervene.
Bystanders play a crucial role in either escalating bullying behavior or stopping it.
Bystanders can be the most important part of stopping the bullying.
Avoids the situation or tries to minimize it

10. Why don’t some Bystanders Intervene?
Myth/Fear:
It will make it worse if I ask for help
Fear of being seen as a Snitch
Fear of becoming next target
I can’t trust authority figures
It won’t make a difference
No one will like me if I say something
Talking Points:
A loyalty conflict and fear forces the adult and student bystander into a passive victim-bystander role.
Bullies will only do what Bystanders allow.
To get increased intervention and empowerment from Bystanders we must first tackle the MYTHS and FEARS that stand in the way of us acting. One of the greatest myths that keeps us from acting to Abolish Bullying is that the culture of “NO SNITCHING” is cool or strong. Instead it need s to be pointed out it is the truly strong among staff and students that are brave enough to “help” their fellow man. Also, by focusing on intervention as opposed to discipline and zero tolerance you help to create a telling environment. You tattle when you want to get someone in trouble, you tell to help and protect. The strongest message in the reports [by the FBI and Secret Service] is that [school attackers] often have a high frequency of leakage," said James Garbarino. "The student's intent [to attack] will leak out somewhere. Schools need to have a very rapid, sensitive information-gathering system in order to react quickly to that leakage,“ . Waiting until the next teachers' meeting to pass on information about a troubled student may be too late, he said.
It is a myth that things will get WORSE if you say something - studies have proven otherwise. Students who tell are less likely to be targeted once adult attention is consistently and effectively drawn to the behavior. WE must also address the myth that there is NOTHING we can do, we are POWERLESS . This gets in the way of us telling and intervening as well. Studies comparing like schools in similar neighborhoods ended up having 5 times the rates of bullying at the end of a year only as a result of increased adult supervision in common areas in the one.
As we continue, we’ll address some more of these MYTHS with FACTS……
“In the end we will remember not the words of our enemies, but the silence of our friends.”
—Dr. Martin Luther King.

11. MYTH: It’s not hurting ME
Truth: Bullying hurts everyone,
even the BYSTANDERS who are...
afraid that it will happen to them
helpless to do anything about it
guilt for not helping the victim
educational/classroom disruption
Talking Points:
MYTH: It’s not hurting ME
Truth: Bullying hurts everyone, even the BYSTANDERS who researched has shown are absolutely harmed:
6 out of 10 American teens witness bullying at least once a day (National Crime Prevention Council).
It is a ripple in the pond effect – what may seem small or individually directed expands to affect us all. Look for Example at the effects to bystanders in a drive-by shooting. How often are those surrounding this event hit by a stray bullet? What of those loved ones whose children were shot? What of those who live in the same neighborhood – how does this event shape how they view their neighborhood and whether it is safe for them or their loved ones?
When one of us is harmed, it becomes unsafe for all of us.
Students between the ages of 8 and 12 named the class bully as their number one concern (Brown University, 10/2000). Also, they feel unable to choose their own friends or speak their mind for fear of becoming the next target – this can be particularly seen in Middle School where they are still forming their identities and fear being “different”.
Whether bystanders stand by or look the other way, their self-confidence and self-respect are eroded as they wrestle with their fears and their guilt. Often, these emotions result in apathy, which in turn leads to contempt for the innocent targets. If the bystander actively participates, by cheering or encouraging the bully, the child being bullied experiences even more stress and this increases the chance of other bystanders becoming desensitized to the cruelty, or even treating the bully as a role model worthy of imitation (Coloroso, 2005).s
On next slide is a study from California whose Research shows: targets suffer emotional damages from these behaviors, and also does the bystanders of bullying – they both suffer loss of hope, school connectedness and life satisfaction merely by being near these events as compared to those students who did not witness or experience any bullying.

12. CYBER-Bullying: Bullying meets Technology
Online anonymity gives:
- Confidence
No Empathy
New kind of freedom
Parents unaware
Spreads quickly!
CYBER Bullying – A behavior that is now MUCH more common than face to face bullying. Cyber bullying will continue to become a growing area of concern because the conversations and conflicts that take place online often give rise to behaviors that are acted out in person during school hours- this is why we as administrators have to take any report of off school grounds bullying seriously. Inevitably, off school grounds bullying will bleed back into the school and affect student’s ability to feel safe and learn. We may not be able to discipline, but we can investigate, document and intervene. Cyberbullying is specifically address in the LAW and has changed how our District handles it.
In the Policy Cyber bullying - is defined as a deliberate and intentional act that happens through electronic means that is meant to harm others. Can Take the Form of: Angry/insulting/hurtful/threatening msgs, Frequent repetition of msgs, Crossing medium borders, Impersonating the target, Broadcasting secrets, Excluding the target, blackmailing, terrorizing or posting dangerous dares. WEB PAGES – Used to be SLAM BOOKS Cyber bullies can create Web sites that mock, torment, rank, humiliate and harass others – even teachers are targeted! They often invite others to join in positing degrading messages. One of the more recognized instances of cyber bullying occurred when Eric Harris, one of the killers in the Columbine High School massacre, created a web site where he discussed murdering his fellow students. With the “always connected” generation, Cyber bullying is no less severe than traditional playground bullying and in many instances more psychologically harmful. There is no escape. Cyber bullies are able to invade every facet of their victims’ existence. It can be a 24/7 operation, permeating even the privacy of a bedroom and can be interpreted that it is coming from many when really may only be one person. WHY is it so common? In cyber-bullying, you don’t see the effects of your actions so you are unable to learn from the physical and emotional cues that your “target” may be experiencing. Opportunities to learn impulse control and empathy are then missed, especially since youth don’t often tell parents or admit to bullying others or being bullied due to fear of loosing computer use privileges. Thus, waiting until it is too late and the damage has been done.
Ask Audience: Why are youth unlikely to tell their parents if they are being cyber bullied? Fear of loss of technology privileges. Parents need to let students know they will not do this, but help them through: – schools have no access to YouTube, etc., so it is up to the parent to document, save and print out and bring any evidence of cyber bullying to the school. – changing address - If a website is abusive, you may be able to get the server to close it down, but at this point you need a court order to find out the name of an anonymous user.
Under the Policy: While the District does not assume any liability for incidences that must be referred for external investigation, it encourages the provision of assistance and intervention as the principal/designee deems appropriate, including the use of the School Resource Officer and other personnel.  The principal/designee shall use District Reporting Systems to log all reports and interventions no matter where they occur – principals MUST take and investigate ALL reports. Disciplinary consequences may be administered though if it is determined that there has been a Substantial Disruption to their school safety and ability to learn, but are encouraged to provide INTERVENTION to all. It's clear that cyber bullying that begins off school grounds on a home computer can easily flow into the school environment. EXAMPLE – “we’re going to get you after lunch”, printing abusive websites and distributing throughout school. When it does, school officials have a duty to address any issues of harassment or school safety that they may be are aware of . A school may only restrict student speech that causes a substantial and material disruption of school activities because students do not shed their constitutional rights, including their right to free speech (“I hate her, she’s ugly”), at the schoolhouse gate. In addition, under the standard articulated by the High Court in Hazelwood School District v. Kuhlmeier (1988), a school may restrict student speech that is at odds with the school’s educational objectives. But schools generally may not restrict student speech merely because they disagree with it or find it to be offensive. Instead, there must be some compelling educational objective that justifies restricting the speech, or the speech must be a threat to school safety or to a campus environment conducive to learning. By Kelley R. Taylor, Esq.
Cyber bullying can be more damaging than face to face bullying
Longer duration
No Escape in the safety and security of your own home
Greater audience impact or perception audience size

13. Reporting Bullying at Milwee MS
There are three ways that you can report bullying here at Milwee:
1. Tell any adult on campus (Principal, Asst. Principal, Dean, Counselor, Teacher)
2. Anonymously place a report into one of the two RISE Against Bullying boxes on campus. (Media Center and Front Office)
3. Anonymously report via the Milwee website under the bullying section.

14. Classroom Activity
Next you will watch several clips from popular movies and discuss their meaning as a group/class.

15. Forrest Gump (Sensitivity to Others)
Go to the link above and view the short video as a class; then click to the next slide for discussion.

16. Forrest Gump (Sensitivity to Others)
Each set of shoulder partners will select one question from below. One partner will share his/her answer for 1 minute and the other partner will share his/her answer for one minute. If called by the teacher, you will share the answer to your chosen question with the class.
Have you ever done a kind act to someone who no one likes? What did you do? How did it make you feel?
Have you even been in the situation where you are different from most of people or no one talks to you? How did you feel?
Why is it easier to be nice to someone who is different when you meet him or her alone than when you are with your friends?
Have you ever tried to hide your difference from your friends because of fear of exclusion?

17. Mean Girls (Cliques as Bullies)
Go to the link above and view the short video as a class.

18. Mean Girls (Cliques as Bullies)
This time, each set of face partners will select one question from below. One partner will share his/her answer for 1 minute and the other partner will share his/her answer for one minute. If called by the teacher, you will share the answer to your chosen question with the class.
What is a clique?
How can a clique be harmful?
How can cliques control you?
What are some methods to make sure we are being true to ourselves and not following someone else’s ideas of how we should act or what we should say?

19. Remember the Titans (Respect Differences)
Go to the link above and view the short video as a class; then click to the next slide for discussion.

20. Remember the Titans (Respect Differences)
This time we will have a class discussion. Be prepared to answer if you are called on.
What divisions do you see in your school or neighborhood? How can you overcome those divisions?
Why do you think people hang out with others who have the same race, religion, abilities, socio-economic class, or sexual orientations, etc.?
How do people form cliques?

21. The Ant Bully (Scapegoating)
Go to the link above and view the short video as a class; then click to the next slide for discussion.

22. The Ant Bully (Scapegoating)
This time, we will do a Round Robin with your table. Each person will have 1 minute to answer the questions below. Be prepared to share answers from your table if you are called on by your teacher.
In this film clip, why does Lucas turn on the ants instead of the bully?
How could he have reacted differently?

23. The Sandlot (Including Others)
Go to the link above and view the short video as a class; then click to the next slide for discussion.

24. The Sandlot (Including Others)
In groups of four, each person will select a different question and answer it to their group using the Round Robin structure. If you are a group of three, each person choose one question to answer only using three of the questions. Be prepared to share with the class if called on.
Why are “the new kids” so often teased or picked on?
Have you ever been “the new kid” and tried to join a group? What did you do and happened?
How would you feel when you are a stranger when everyone seems to be very close to one another?
How do you want to be treated if you are a new kid in a class or club?

25. Think • Write • Pair • Share
Take minutes to think about a time when you experienced a situation of bullying either by being bullied or by being a bystander of bullying. What happened? What did you do about it? What could you have done differently to make the outcome better? Write one paragraph answering the question above. After you teacher has called time, be prepared to share your story with your shoulder partner. Your teacher will collect your paper after the activity.