2. Bully Proofing Our School

3. Mission Statement Our goal is to make the school environment safe for children both physically and psychologically. 1. Stop the behavior-There will be “no bullying rules” enforced by staff members. 2. What the students do-The students will help others by speaking out and getting adult help. 3. How students should treat one another-The students will use extra effort to include everyone.

4. What Does Research Say About Bullying? A large Midwestern study found that 15% of fourth through eighth graders were severely distressed by bullying. The highest rates of bullying and the most often reported trauma were reported during grades 5-8. A school-wide systemic program has been found to be the most effective method for dealing with the problem of bullying.

5. Four Basic Concepts of the Bully- Proofing Your School Program The program is designed as a systemic, comprehensive program. The main focus is on climate change The program teaches skills and strategies to avoid victimization Emphasis is on developing the caring majority

6. The Outcome

7. What is Bullying?  Physical or psychological intimidation that occurs repeatedly over time  Bullying can be overt (i.e., teasing, hitting, or stealing); boys are most often overt bullies  Bullying can covert (i.e., spreading rumors or exclusion); girls are most often covert bullies

8. Who are Bullies?  Children who bully typically demonstrate a strong sense of self-esteem  They like to feel powerful and in control

9. Who are Bullies? (Con.) Bullies often come from homes that use physical punishment to discipline Caregivers of bullies are typically uninvolved and lack warmth Children who bully are often defiant toward authority figures and are apt to break rules

10. Gender Differences and Bullying Boys tend to bully with direct bullying or physical or verbal aggression. Girls tend to bully with indirect means such as social aggression. Boys who bully tend to be 1 to 2 years older than their victims. Their victims can be boys or girls. Girls who bully tend to target other girls who are the same age to be their victims Girls are more likely to be bullied by a group. Girls are more likely to involve both girls and boys in their pursuits against a victim. Boys identify their behaviors as bullying more than boys.

11. Who are the victims of Bullying?

12. ( Victims of Bullying, Con.) Children who are bullied are often insecure, socially isolated, anxious, and have low self-esteem They are unlikely to defend themselves or retaliate They tend to be weaker than their peers Children who are bullied perceive parent or teacher intervention to be ineffective and are unlikely to report the problem

14. Typical Adult Responses To Bullying Bullying is often perceived as a harmless rite of passage that all children will experience Unless bullying is likely to lead to physical injury, many adults believe it is best left to be resolved by children and their peers

15. Effects of Bullying on Victims Academic School avoidance,truancy Lowered grades and reduced learning Lowered self-esteem Diminished academic risk taking

16. Effects of Bullying on Victims Loss of appetite Nervousness Stomachaches, vomiting Depression Headaches Loss of sleep

17. Effects of Bullying on Victims (Con’t.) Adjustment Problems Emotional distress Anxiety Depression Lowered self-esteem Homicidal ideation and attempts Suicidal ideation and attempts Loneliness

18. Long-Term Implication of Bullying  Children who are bullies are likely to experience legal or criminal problems as adults  Children can carry bullying behaviors into adulthood and experience difficulty in forming and maintaining relationships  Children who are bullied often experience low self-esteem and depression even into adulthood  Children who are bullied perceive school as an unsafe place and are likely to miss more days of school than their peers, as a result their education is negatively affected

19. Bystanders ____________________  Most ignored and underused resource in our schools  85%of a school population –the silent majority  Become desensitized over time-diminished empathy  Why don’t they get involved?  1. Fear of retaliation  2. Don’t know what to do  Afraid they’ll make things worse  Worry about losing social status  Don’t believe adults will help

20. The difference between Tattling Vs. Telling –Unimportant vs. Important Harmless vs. Harmful or dangerous physically or psychologically Can handle by self vs. need help from adult Purpose is to get someone into trouble vs. purpose is to keep people safe Behavior is accidental behavior is intentional

21. Ideas for Consequences  Missing recess/break and instead, helping in the office  Making an “I Caught You Caring” award, button, or poster for use in the school  Staying after school to perform a helpful act  Having to call one’s parent(s) to explain one’s behavior and have a “caring act” set as a consequence  Teaches a “class” on “thinking errors” at a lower grade level  Cleaning up trash on the playground, break area, or cafeteria  Tutoring another student in a mastered subject  Writing a report about an altruistic leader (e.g., Gandhi, Martin Luther King, Mother Theresa)  Having lunch with or doing something nice for the student one bullied (this requires adult supervision and victim willingness)  Role playing the victim of the same behavior with the teacher  Meeting with the counselor to discuss one’s behavior and to process” thinking errors”  Observing playground time, recording journal observed acts of kindness Observing the playground time of younger students, passing out rewards to children display ing caring, kind behaviors to others

22. Responding to the Problem of Bullying  Develop a school-wide bullying policy to:  raise awareness of teachers and administrators  create a framework for responding to bullying  improve overall school environment to ensure change is occurring in the classroom  empower students through programs such as peer counseling, mediation, or conflict resolution

23. Responding to the Problem of Bullying, (Con’t.)  Develop a school-wide bullying policy  Implement classroom curriculum  Develop classroom rules against bullying  Develop cooperative learning projects that encourage teamwork and reduce social isolation  Create activities or assignments that teach problem-solving or conflict- resolution skills  Participate in role-playing or other activities to help children understand the perspectives of others and identify feelings

24. Responding to the Problem of Bullying (Con’t.)  Raise awareness of bullying:  Allow students to fill out surveys to better understand their perspective of bullying  Inform caregivers of bullying policies/curriculum through conferences, newsletters, or PTA meetings  Encourage parent involvement in anti-bullying initiatives

25. Strategies With Bullies  A no-nonsense style  Use prosocial consequences  Give brief, clear descriptions of unacceptable behavior and consequences  Do not have a long discussion of the situation  Correct the bully’s thinking errors  Identify the victim’s emotions  Build empathy for the victim  Re-channel power-do not try to suppress  Set the culture for you school through the caring majority

26. Strategies with victims  Use a supportive, fear reducing style,  Reduce self-blame by clear identification of cruel behavior  Demonstrate compassion and empathy  Connect victim to helpful peers  Mobilize caring majority in the classroom  Remind of HA HA SO strategies Help, Assert Yourself, Humor, Avoid, Self-Talk, Own It.  Consider individual help with friendship skills

27. Strategies for Bystanders  Normalize fears and worries  Emphasize strength in numbers  Communicate the expectation to take action  Teach skills and strategies to take a stand  Acknowledge and reward caring behaviors

28. Bullying

29. For More Information About Bullying Visit: National Parent information Network www.npin.orgEducators for Social Responsibility www.benjerry.com/esr/abou t~esr.htmlBullying in Schools and What to do About it http://www.education.unisa.edu. au/bullyingAnti-Bullying Network http://www.antibullying.nethttp://www.antibullying.net