1. Bullying: Therapist’s Interventions A CSI Staff Training West Roxbury 12/9/15 Frank C. Sacco, Ph.D. President, Community Services Institute fcsacco11@gmail.com www.intaaps.org

2. Materials available at CSI’s Clinical Resources www.communityserv.comwww.communityserv.com

3. BOTTOM LINE Bullying is a social process not a person: bully- victim-bystander dynamic (many forms-same dynamic) Prevention and intervention need to begin early and be woven together: school violence is a community issue reflected in the school Therapists function from within the family to coordinate signals to youth from Home & School TM is a great action intervention to build this bridge between home and school

5. What is School Violence? Destructive or Withdrawn Behavior at School – Bullying is the universal fuel for violence – Active Violence is Directed OUT (Oppositional and disruptive disorders, conduct disorders, and Impulse Disorders)----Bully Role – Passive Violence is Directed IN (suicide, eating disorders, substance use, truancy, and wasted intelligence)------Victim Role Fostered by Bystanders

6. Bullying is Violence Humiliation is the end product of bullying Shame leads to Violence (Gilligan, J.) Violence can go IN (suicide-Phoebe Prince/Carl Whitaker or OUT-Kliebold & Harris) Bullying happens at all ages, all SES, and in every country

9. The Home, School and Community: Synchronizing the Signals Essential contexts for assessing school violence and invigorating bully prevention Areas are in a dialectic: One area alone doesn’t offer the necessary perspective to clinically solve the problem of violence at school Interventions must impact the balance in these interlocking systems in a child’s life

12. Cyber Community & School Climate Exists Parallel to Personal Connections Constant and Inescapable in Consciousness Generationally-Determined Rules of Conduct – Text Response Protocol – Facebook Behavior – Revealing Personal Information – Misuse of Intimate Images – Ever Present Video Capture-Distribution Alternative, “as if” Identities Entry and Exit into Mainstream Peer Culture

13. Assessment : Areas of Functioning HOME – Active Abuse – High Stress Conditions – Developmental Strains – Substitute Care SCHOOL – Bullying, Cliques, Social De-valuation – Undiscovered Learning Weakness-Wrong Class – Lack of Resources to Cope with High Risk Youth – Adult Bullying at School Community – No positive outlets – Active risk – Over scheduled by Adults

14. Concrete Intervention Goals Contain Aggression – Home & School Discourage Coercion – Parents Supporting Teachers – Teacher Modeling Desirable Behavior – In-school Time Out Redirect Focus – Positive Adult Mentors – High Interest School-Community Activity – Rewarding Positive Behavior Reduce Pressure – Changing Schedules and Offering Breaks – Eliminating Frustration-inducing activities – After School Activity Prevent Shame – Learning Accommodations – Eliminate Public Discipline – Active Bully Prevention – Managing Cyberbullying