1. Things to Know
How to Best Help
Certified Child Life Specialist (CCLS) Special Topic Series
Shari K. Neul, Ph.D.
Licensed Clinical Psychologist
Renal Service
April 3rd, 2013

2.  Identify common myths & misconceptions
 Specify key features of bully, victim, & bully-
victim dynamics
 Recognize contextual factors in bullying
situations
 Be familiar with bullying intervention
programs & general tactics
 Define role as CCLS in intervention efforts to
support youth dealing with bullying

3.  Bullying is a HUGE topic
 Professional & Personal Background
 Professional Boundaries

4.  3 core components (Dr. Olweus)
http://www.violencepreventionworks.org/public/recognizing_bullying.page
 Aggressive behavior involving unwanted, negative actions
 Pattern of behavior repeated over time
 Involves an imbalance of power or strength
 Peer Abuse not to be tolerated for any reason
 More than 30 states have laws against bullying
 Stopbullying.gov
 Bullying is NOT teasing per se BUT:
 “Low-level bullying” include teasing, name-
calling, threatening, social ridiculing—Adolescents

5.  Just “kids being kids” – they will grow out of it
 Just part of growing up / way to toughen up
 Bullies have low self-esteem & are outcasts
 Kids get bullied because they are “weaklings” or “nerds”
 Just ignore it & the bully will leave you alone
 “Just fight back” & the bully will go away
 If I tell someone, it will make it worse
 He / She is just a bully—a bad kid
 What else?

6. Bullies Victims Bully-Victims
• Hyper- or Overactive •Vulnerable children tend to be •Most insecure
• Impulsive targets: • Least likeable
• Disruptive • Small stature • Most unsuccessful in school
• Aggressive toward persons of • Shy • Strong & easily provoked
all ages & relations • Lack confidence • Poor social skills
• Assertive & easily provoked • Unwilling to respond • Perceived as annoying &
• Positive attitudes about • Anxious / fearful of bully trouble-makers
aggression • Poor self-control • Greatest risk for adjustment
• Girls who bully tend to be • Immature / poor soc problems
physically weaker (?) skills
• Little empathy or remorse • Possessions bully wants
• Know when to bully & not get •Often keep being bullied a
caught secret
• Average or above average • Feel they should handle on
popularity own
• Target those perceived to be • Worry about retaliation
weaker in some way • Think adults can’t help*
• Can suffer low self-esteem &
depression

7.  Types of Bullying
 Verbal, Physical, Social, Sexual, Cyber
 Why?
 Control others to relieve own feelings of inadequacy (David Elkind)
▪ Average or above-average popularity
▪ Inability to channel anger or frustration in acceptable manner
 Developmental factors
 Young children: teach to handle anger/frustration in acceptable ways
 Teach empathy skills & self-awareness of own strong feelings
 Teach how to identify emotional triggers
 Bullies often “don’t know better”***
 Complex social, individual, familial, & environmental situations
 Bullying behavior rewarded
 Child’s environment—imitating behavior
 Parenting style & modeling
 Fear of being victimized themselves—participate in but do not instigate
 Temperament—strong personality & “just way she is”

8.  Anonymity
 Accessibility
 Punitive fears for victims
 Bystanders
 Disinhibition
 Forms of:
 Harassment
 Denigration
 Flaming
 Impersonation
 Outing & Trickery
 Cyber Stalking
 Internet Safety Tips for Parents & School Administrators:
 Parent work with child / teen to agree upon acceptable sites
 Parents of teens monitor sites visited, Google child’s name, real friends vs. online only
 Teach etiquette of on-line behavior & discuss consequences
▪ Anticipate, plan, and prevent
 Don’t be afraid to report cyber-bullying

9. • Bellaire Police Department Education Seminar for Parents on Bullying
+Works® (pronounced positive works) a parent-driven organization created to
get ahead of America’s bullying epidemic with positive talk and action.
• HISD and other school districts have various programs & initiatives
• Kidshealth.org
• PBSkids It’s My Life
• Resources on http://espelageagainstbullying.com/resources.html

10.  Involve “entire school as a community to change the climate of the school & the
norms of behavior” (Susan Limber, Ph.D.-Institute on Family & Neighborhood Life at Clemson U.)
 Olweus Program*
 School planning committee to develop school, classroom, and individual level interventions
(Olweus & Limber, 2000).
 Advantages: Interventions are pro-social & theory-based & tailored for development level
and culture (DHHS, 2001)
 Things to consider:
 Schools interventions in group settings -- BUT NEED to treat bully-victims
separately
 Peer mediation only if equal standing / power— BUT bullying involves imbalance of
power
 Tread carefully:
 Adults in schools “dramatically overestimate their effectiveness in identifying &
intervening in bullying situations” (Dr. Limber)
▪ Parents ( & other professionals?) likely do as well
*EVALUATION OF THE OLWEUS BULLYING PREVENTION PROGRAM: HOW THE PROGRAM CAN WORK FOR INNER CITY YOUTH - Sally Black, RN, Ph.D.;
2007 National Conference on Safe Schools . George Washington University.

11. DO’S DON’TS
 Stop bullying immediately &  Ignore it, try to sort out what
separate those involved happened in the moment, demand
 Seek police or medical help if apologies
weapons, injury, sexual abuse
 Support the kids being bullied  Tell victim to ignore it
 Address bullying behavior  Don’t contact bully’s parents
 Work with child to identify what is
triggering bullying  Avoid “zero tolerance” strategies
 Use consequences to
teach, increase empathy  Conflict resolution & peer mediation
 Make amends or repair situation  Group treatment
 Support bystanders
 Provide support
 ID how best to handle situations

12.  Professional standards & roles drive your involvement
 More likely to come across victims (& bully-victims…?)
 May share “secrets” with you & ask you not to tell
 Ways to help individually and at school
 Mention education & sensitization
 Vulnerability an issue especially in kids with chronic illness / special
needs
▪ Lack of others’ understanding, contagious, fear, being different
 Connect families with providers:
 Mental health
 Community groups
 Be aware of resources that can be provided via handout
 Make contacts within communities & school to create
partnerships

13.  Let’s talk….

14.  Bullying receiving much attention
 Anti-Bullying resources & programs available
 Creating culture that bullying is not tolerated is
key
 Need programs to anticipate, plan, & prevent
 Training on how best to intervene
 Intervening requires sensitivity & know-how
 CCLS unique position to advocate
& link patients & families to
needed resources & support

15. Thank you!
skneul@texaschildrens.org
Additional resource:
Sheras, P. & Tippins, S. (2002). Your Child: Bully or
Victim?: Understanding & Ending School Yard Tyranny.
Skylight Press.