1. School: Western Illinois University Team Leader: Kristin Nelson STAND UP AGAINST BULLYING 2015 STUDENTAFFAIRS.COM VIRTUAL CASE STUDY

2. After viewing this presentation and video, students will be prepared to:  Identify the magnitude of bullying and its affects on those involved  Engage themselves and their peers in a reflective process to better understand bullying from multiple perspectives  Encourage empathy amongst themselves and their peers  Continue the conversation on their floors about bullying and ways to alleviate it in their residential community and across campus LEARNING OUTCOMES

3.  1 in 3 students report being bullied  Bullying leads to increased depression, anxiety, sleep difficulties, poor health, and trouble with school adjustment  Bullies are also at risk for increased substance abuse, academic problems, and violent behaviors (“Bullying statistics,” n.d.)  Bullying can happen anywhere on campus  Every individual is responsible for creating a positive and inclusive community  Students need to feel safe and let their voices be heard WHY ADDRESS BULLYING?

4.  We must create a community where students feel safe  Positive emotions enable students to learn more effectively and engage more freely in their environment (Zull, 2002)  We must place an emphasis on empathy in our community, by encouraging individuals to see from different perspectives  “The more we know about another’s story, the harder it is to hate or harm that person” (Palmer, 2004, p. 123)  Student learn on multiple levels. We must pay attention to their relationships with others, their own beliefs, and how they connect information around them (Kegan, 1994)  Relationships are instrumental for positive and productive engagement (Tinto, 2005)  We must validate the experiences of those around us to help them feel supported. We must also challenge others to engage in positive, community-oriented behavior (Baxter Magolda, 2004) WHAT CAN WE DO?

5.  CENTRAL POINT: Empathy  For the bullies:  We must consider the stories of all those involved  Bullies often act out, because they need someone to listen or try to understand how they may be hurting  For the bullied:  To show them that they have support  To validate that their experiences can be very painful  For the bystanders:  To encourage them to stand up  To show them that they can make a difference and need to make that difference  To encourage all parties involved to spend time working to understand one another’s perspectives and experiences  To instill unity amongst students and to encourage all individuals to support one another and create a positive community WHY STRUCTURE OUR MOVIE THIS WAY?

6. Baxter Magolda, M.B. (2004). Learning partnerships model: A framework for promoting self-authorship. In M.B. Baxter Magolda & P.M. King (Eds), Learning partnerships: Theory and models of practice to educator for self-authorship (pp. 37-62). Sterling, VA: Stylus Publishing. Bullying statistics. (n.d.). Retrieved from http://www.pacer.org/bullying/about/media- kit/stats.asp Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press. Palmer, P.J. (2004). A hidden wholeness: The journey toward an undivided life. San Francisco, CA: Jossey-Bass. (p. 113-128). Tinto, V. (2005, July 27-30). Student retention: What next? Paper prepared for National Conference on Student Recruitment, Marketing, and Retention, Washington, DC. Retrieved from: http://www.gvsu.edu/cms3/assets/ B85DAC41B7B8-3B9FA116121D5B05/Student%20Retention-What %20Next.pdf Zull, J. E. (2002). The art of changing the brain. Sterling, VA: Stylus Publishing. REFERENCES