1. Emotional & Behavioral Needs in Students November 8, 2011 LARRY SCOTT School Psychologist LScott2@kenton.k12.ny.us

2. Agenda I. Introduction II. Bullying III. True Colors Activity IV. Emotional & Behavioral Issues  Characteristics  Internalizing vs. Externalizing Problems  Brain & Behavior  Anxiety & Depression V. Approach to Problem Behavior

3. Bullying Intentional, usually repeated acts of verbal, physical, or written aggression by a peer (or group) operating from a position of strength or power with the goal of hurting the victim physically or damaging status and/or social reputation

4. Bullying vs. Teasing vs. Conflict Teasing: good-natured “give & take” between friends designed to get both parties to laugh Conflict: A struggle, dispute, and/or misunderstanding between 2 opposing forces Bullying: Based on power imbalance, taunting another with intent of harming; continues when other is distressed

5. Victims of Bullying Have a position of relative weakness Most are passive Experience emotional distress- anxiety, depression, suicidal thoughts, low self- esteem In some instances can respond with extreme violence GLBT youth most at-risk

6. Those Who Bully Desire power & control Get satisfaction over others’ suffering More exposed to physical punishment at home Average self-esteem, BUT more likely to be depressed & feel less supported by others Engage in other risky behaviors

7. Bully Prevention in School Structured, Supportive, & Supervised Environments Clear, consistent policies on harassment, including means of reporting Immediate action with intervention not just punishment Warmth, positive interest, adult involvement & appreciation of individual differences Ongoing social development programs Programs & opportunities to connect with all students

8. Dignity for All Act (2012) Prohibits harassment of students based on race, weight, religion, national origin, ethnic group, sexual orientation, disability, gender, & sex