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Bullying and cyberbullying_in_schools_frames_only_pja_edits_3_final1
- 2. Bullying and Harassment: What Is It? • The recurring exposure, over time, to negative actions by one or more others. (Olweus, 1994) – A form of aggressive behavior that involves coercion, intimidation, and threats to one's safety or well- being (Walker, Gresham, & Ramsey; 2005)
- 3. Harassment – Federal • Unwanted verbal, nonverbal, written, graphic or physical behavior directed at an individual on the basis of race, color, sex, or disability. • Unwelcome behavior of a sexual nature.
- 4. Hostile Environment • Purpose of effect of creating an intimidating or offensive work or learning setting. • Behaviors that are expressly unwanted, cause harm, repeated. • Factors include – Effect on a reasonable person. – Duration/frequency. – Existence of other incidents. – Age of victim. – Nature of incident. – Purpose of setting. • Can you recall a time at work or school when you experienced a “hostile environment”?
- 5. • Title VI of the Civil Rights Act of 1964 – Prohibits discrimination in public schools on the basis of race, color, and national origin. • Title IX of the Education Amendments of 1972 – Prohibits discrimination in public schools on the basis of sex. • Title IX prohibits sexual harassment and gender- based harassment of all students, regardless of the actual or perceived sexual orientation or gender identity of the harasser or victim. • Although Title IX does not prohibit discrimination based solely on sexual orientation, it does protect students, including lesbian, gay, bisexual, and transgender (LGBT) from sex discrimination. Federal Anti-Discrimination Laws
- 6. Teens Involved in Bullying: Risk Factors and Effects 1. Youth who are bullied. 2. Youth who bully others. 3. Youth who are both bullied and bully others.
- 7. Students Who Are Bullied • Cautious, sensitive, quiet, & withdrawn. • Anxious, insecure, have low self-esteem. • Physically weaker than peers (boys). • Physically mature earlier (girls). • Have few friends--find it easier to associate with adults.
- 8. Effects of Being Bullied • Lower self-esteem. • Depression & anxiety. • Absenteeism & lowered school achievement. • Thoughts of suicide. • Illness.
- 9. Health Consequences of Bullying (Fekkes et al., 2004) Bullied Not bullied Headache 16% 6% Sleep problems 42% 23% Abdominal pain 17% 9% Feeling tense 20% 9% Anxiety 28% 10% Feeling unhappy 23% 5% Depression scale moderate indication 49% 16% strong indication 16% 2%
- 10. Buhs et al. (2006) Study of Peer Exclusion Victimization and Academic Achievement Kindergarten 5th Grade • Peer rejection in K associated with peer exclusion & peer abuse, grades K-5. • Peer exclusion leads to decrease in classroom participation, which leads to decrease in achievement. • Peer abuse leads to increase in school avoidance (but not directly to decreases in achievement). Classroom Participation School Avoidance Peer Rejection Peer Exclusion Peer Abuse Achievement Decrease
- 11. Bullying and Suicide • Children who are bullied are more likely to have: – Depressive symptoms. – High levels of suicidal thoughts. – Attempted suicide. • Klomek et al. (2008) study of high school students: – All types of victimization were related to depression and suicidality. – The more types of bullying experienced, the higher the risk. • Hinduja & Patchin (2010) study of middle school students: – Youth involved in bullying or cyber bullying as an offender OR victim had more suicidal thoughts and more attempts. – Children who had been bullied had higher rates than those who bullied others. – Experience with bullying explains only a small amount of the variance in suicidality.
- 12. Common Myths About Children who Bully • “Students who bully are loners.” • “Students who bully have low self-esteem.” MYTHS FACTS ©2014 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 12
- 13. Students at Higher Risk of Being Bullied: • Students with disabilities, special needs, and health problems. • Students who are obese. • Students who are LGBT (lesbian, gay, bisexual, transgender). TG Doc 5
- 14. Youth Who Bully Tend To... • Have positive attitudes toward violence. • Be impulsive and have quick tempers. • Show little empathy for bullied students. • Be aggressive to adults. • Be involved in other antisocial or rule- breaking activities. • Be physically stronger than peers (boys). ©2014 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 14
- 15. What Motivates Students Who Bully? • “Like to dominate others in a negative way. • Gain satisfaction from inflicting injury and suffering. • Receive “rewards” by bullying others (prestige, attention, possessions). ©2014 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 15
- 16. Concerns About Students Who Bully Youth who bully are more likely to: – Get into frequent fights. – Be injured in a fight. – Steal, vandalize property. – Drink alcohol, smoke. – Be truant, drop out of school. – Report poorer academic achievement – Perceive a negative climate at school.
- 17. Youth Who Bully • Bullying may be part of a conduct- disordered behavior pattern. • This pattern may continue into young adulthood. • Olweus study: Those who bullied others in middle school were 4 times as likely to have 3 or more convictions by age 24.
- 18. Bullying Behavior May Violate Civil or Criminal Law • Physical bullying – assault. • Gender bullying - sexual harassment or assault, dating abuse, domestic violence. • Intimidating for gain – extortion. • Rumors/Lies - defamation of character. • Bullying based on race, national origin, sex, or disability (civil rights violations). • Bullying disabled persons - disability harassment. • Cyber bullying - harassment by communication; stalking. • Sexting - child pornography.
- 19. Family Risk Factors for Bullying • Lack of parental warmth and involvement. • Lack of parental supervision. • Overly-permissive parenting. • Harsh discipline/physical punishment.
- 20. Effects of Bullying on Bystanders • Bystanders may feel: – Afraid. – Powerless to change the situation. – Guilty for not acting. – Diminished empathy for bullied students over time.
- 21. Direct Bullying (Overt Behaviors): Most Often Associated With Boys Physical Assault with hands, feet, or object. Violent or unwanted physical contact. Destruction or theft of property. Threatening or menacing actions or postures. Offensive gestures, faces, postures. Verbal Verbal threats of physical harm. Verbal assaults likely to cause mental or emotional distress. Teasing. Bullying and Harassment in Schools Jeffrey Sprague, Ph.D.
- 22. Indirect Bullying (Covert Behaviors): Most Often Associated With Girls Physical Can include the Anonymous destruction Or theft of another's property. Verbal Consisting of subtle and concealed actions intended to socially isolate or exclude the victim from groups and friends.
- 23. Passive Bullying (Overt & Covert Behaviors): Refers to the followers/bystanders, lending peer support for a leader, or other individual, involved in bullying (Olweus, 1996). Bullying and Harassment in Schools Jeffrey Sprague, Ph.D.
- 24. Cyber-bullying • Cyber bullying or electronic aggression has emerged as another form of aggression as students have increased access to computers, cell phones, and other electronic devices. • This form of bullying refers to aggression that is executed through personal computers or cell phones to send e-mail, instant messaging, text messages, or posting messaging on social networks. • Though research is limited about this new form of bullying, 9–35 percent of students report being the target of cyber bullying and 4– 21 percent report being the aggressor. Bullying and Harassment in Schools Jeffrey Sprague, Ph.D.
- 25. Cyber bullying • Cyber bullying can range from minor incidents to devastating harm. • Emotional harm may be greater than in-person bullying because … – Harm is on-going 24/7. – Material can be widely disseminated and difficult or impossible to remove. – Bully may be anonymous or may involve unknown others. – Targets are reticent to tell adults.
- 26. Cyber bullying • Students could cyber bully at school. – District Internet system or cell phones. • Off-campus cyber bullying could: – Be a continuation of on-campus bullying. – In retaliation for on-campus bullying. • Off-campus activities can impact schools: – School failure, avoidance, and violence. • What concerns or experiences do you have regarding cyber bullying? Bullying and Harassment in Schools Jeffrey Sprague, Ph.D.
- 27. Culture of Bullying Students who bully Teachers Bystanders who watch Bystanders who join in Parents Students who are targets of bullying
- 28. B C D H G E F AStart the bullying and take an active part Take an active part, but do not start the bullying Support the bullying, but do not take an active part Like the bullying, but do not display open support Dislike the bullying and think they ought to help, but don’t do it Dislike the bullying, help or try to help the bullied student Student Who Is Bullied Students Who Bully Followers Supporters Passive Supporters Disengaged Onlookers Possible Defenders Defenders TG, p. 24 HS 28 Watch what happens, don’t take a stand
- 29. Group Mechanisms in Bullying • Social contagion. • Weakening inhibitions against aggression. • Decreased sense of individual responsibility. • Gradual changes in the view of bullied student(s).
- 30. Effects of Bullying on School Climate • Creates climate of fear and disrespect. • Interferes with student learning. • Students may feel insecure and not like school as well. • Students may perceive lack of control/caring from adults.
- 31. School Risk Factors for Bullying • Lack of supervision during breaks. • Students have indifferent or accepting attitudes. • Staff have indifferent or accepting attitudes towards bullying.
- 32. Adults Who Bully • Teacher to Student. • Teacher to Teacher. • Parent to Teacher. • Teacher to Parent. • Administrator to Teachers/Staff. • Teachers/Staff to Administrators. • Community Members to Administrators.
- 33. Misdirections in Bullying Prevention & Intervention • Simple, short-term solutions. • “Program du jour approaches”. • Group treatment for children who bully. • Anger management or self-esteem enhancement for children who bully. • Zero tolerance policies for bullying. • Selecting inappropriate supplemental materials. • Mediation/conflict resolution to resolve bullying issues.
- 35. •Nishioka, V., Coe, M., Burke, A., Hanita, M., and Sprague, J. (2011). Student-reported overt and relational aggression and victimization in grades 3–8. (Issues & Answers Report, REL 2011–No. 114). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. Retrieved from http://ies.ed.gov/ncee/edlabs Bullying and Harassment in Schools Jeffrey Sprague, Ph.D.
- 36. Peer Experiences Questionnaire (Vernberg et al, 2002) • What happened to you? • What did you do? • What happens when a student gets bullied or picked on? • What do you think? Bullying and Harassment in Schools Jeffrey Sprague, Ph.D.
- 37. Bullying incidents Adult responses Victims feel unsupported Bullies are empowered Students believe adults make problem worse Students don’t report
- 38. What students believe • Relational aggression is not as bad as getting beat up. • Bullying behaviors are a part of school – it is “normal”. • Sometimes a student deserves to be bullied. • Assertive students will not be bullied. • If someone hits you, it is okay to yell or hit them back. • Students who bully get what they want. Bullying and Harassment in Schools Jeffrey Sprague, Ph.D.
- 39. Helpful Responses • According to students, these are the most helpful responses: – Listened to me. – Gave me advice. – Checked to see if I was okay. – Increased adult supervision. – Intervention for the student who bullied me.
- 40. Least Helpful Adult Responses Least helpful – Talked to whole class. – Talked with the other student only. Made the situation worse – Ignored the situation. – Told me to act differently. – Told me to solve it myself (e.g., stay away from the students who bully me, stand up for myself). – Told me to stop tattling.
- 41. Dennis’ story My son is repeatedly called a “wigger” by other students at school. I told the principal about it, but he won’t do anything. He says my son hangs out with the wrong kinds of kids and that he should change his friends and the way he dresses. • What do you think of the principal’s response? • What would you recommend?
- 42. Sally’s story • There is a group of girls at school who don’t like me. They call me names like “bitch,” “slut,” or “whore.” I try to ignore them. Last week, I started seeing stuff on the bathroom walls about me. I told one of my teachers, but she said that kind of thing happens all the time. She said I need to be the mature one and ignore the behavior. • What do you think of the principal’s response? • What would you recommend?
- 43. Reflection on Socially Aggressive Behavior and Bullying in Schools • What is the proper response if a student reports a socially aggressive behavior or bullying incident to you? – What should you say to the student? – What information do you need to collect? – Who do you report the socially aggressive behavior or bullying to? Bullying and Harassment in Schools Jeffrey Sprague, Ph.D.
- 44. Reflection on Socially Aggressive Behavior and Bullying in Schools • Does your school have a specific plan or program for on socially aggressive behavior or bullying prevention and response? – Do students know how to report socially aggressive behavior or bullying properly? – Do students know how to respond to a socially aggressive behavior or bullying incident? • When they are the victim? • When they are “standing by” and watching it happen? • How do we respond when the socially aggressive person /bully won’t stop?
- 45. Reflection on Socially Aggressive Behavior and Bullying in Schools • Does your school have a school-wide program that teaches pro-social skills to all students, creating a respectful social climate such as PBIS/Best Behavior? • To what extent is socially aggressive behavior, bullying and harassment a problem in our school? • Does your school or school district have a specific policy about socially aggressive behavior / bullying? – If so, what does the policy require us to do? Bullying and Harassment in Schools Jeffrey Sprague, Ph.D.
- 46. Steps to Address the Problem and Develop a Culture of Respect A school-wide culture of respect can be developed and maintained through teaching positive social skills, and systematic rewards for the positive behaviors taught, as well as systematic response to negative ones. Bullying and Harassment in Schools Jeffrey Sprague, Ph.D.
- 47. Why integrate approaches? • Most interventions by themselves have modest effects because different risks may lead to same problem behavior(s). (Domitrovich et al., 201*) • The student population is heterogeneous: – Risk factors. – Developmental trajectories. • Single interventions may not adequately address the underlying mechanisms contributing to all of the problems we encounter in schools.
- 48. Integrated Prevention Approaches: Bully Prevention and PBIS • Integrated models with multiple strategies have the potential to address significant challenges facing schools. • Integration can be: o horizontal--within risk levels. o vertical--integrating programs across levels. Bullying and Harassment in Schools Jeffrey Sprague, Ph.D.
- 49. Two integrated approaches • PBIS Positive behavior intervention and support programs designed to teach and reinforce positive behavior for the majority of the students and the school community. – When behavior expectations based on or supporting these social and emotional skills are included in the school's Best Behavior plan (Sprague & Golly 2004, in press), they harness the teaching, practice, and reward strengths of this program as well. • Social Skills Curriculum Curricular or instructional programs centered around social skills training and adult response protocols. – Social skills curriculum provides for the consistent and comprehensive teaching, practice, and re-teaching of social emotional skills such as: • Empathy. • Friendship-building and maintenance. • How to recognize and respond to aggressive behavior, bullying, or harassment. • How to report these types of behaviors to adults. Bullying and Harassment in Schools Jeffrey Sprague, Ph.D.
- 50. Steps to take • Development and implementation of a bullying and harassment policy at the campus -specific or district levels. • Assessment of the nature and extent of the problem through surveys and observations. • Selection of an appropriate school-wide response. • Solicitation of family support and involvement. • Training of all staff, students, and families in behavior expectations and policy. • Train all students, teachers, and parents on the role of bystanders in preventing aggression or bullying. • Promoting active supervision of students in common areas. • Assisting students who are repeat victims to be more assertive, gain friendship skills, and avoid dangerous situations. • Responding to repeated incidents of aggression or bullying with increasing supports, sanctions, and proven interventions (tiered intervention model). • Recording all instances of aggressive and bullying behavior and analyzing data for patterns, and incorporating results into ongoing efforts. – Sprague & Golly (2013) Bullying and Harassment in Schools Jeffrey Sprague, Ph.D.
- 51. Leadership team Coaching/Consultation All staff training and support Common area supervision Parent information, involvement and training Data-based decision making o Focus on disproportionality Written procedures and protocols developed Universal support for students o Rules and values posted and taught o Rewards and consequences systematically applied PBIS Olweus Shared Tier I 3-5 Positively stated behavior expectations, posted, taught to all Positive Reinforcement Systems Continuum of corrective/instructive consequences (avoid exclusion) Classroom management Universal screening for behavioral adjustment problems Tier II Self-monitoring Behavior contract Curriculum adaption Extra social skills teaching and support Tier III • Functional behavior assessment • Individualized behavior support plans Integration of PBIS and OBPP Tier I School rules against bullying, posted, taught to all Staff Discussion Groups Clearly written policies and procedures Class meetings, held regularly Tier II Bystanders encouraged to support and defend Adult intervention is expected, on-the-spot, as follow-up, and when bullying is observed, suspected or reported Tier III Safety plans for bullied students Positive behavior support plans for students who bully Parent/family intervention
- 53. Summary • Universal-Level Bully Prevention – Establish school-wide expectations. – Teach students how to respond to behavior that is NOT respectful. • Teach perpetrators how to respond to “stop”. – Provide extra review and practice for students with more extensive need. – Provide support for staff implementation fidelity. – Collect and use data to improve implementation and impact. Bullying and Harassment in Schools Jeffrey Sprague, Ph.D.
- 54. Recommended Curricula • Olweus Bullying Prevention Program (http://www.clemson.edu/olweus/) • Second Step Violence Prevention Program – available from the Committee for Children, Seattle, WA, 1-800-634-4449, http://www.cfchildren.org. • Steps to Respect – anti-bullying program--available from the Committee for Children, Seattle, WA, 1-800-634-4449, http://www.cfchildren.org • Bully Proofing PBIS (www.pbis.org) Bullying and Harassment in Schools Jeffrey Sprague, Ph.D.
- 55. Books and resources • Stop Bullying – US Department of Education – http://www.stopbullying.gov/ • Teaching Tolerance: When the teacher is the bully – http://www.tolerance.org/activity/bullying-guidelines-teachers • Institute on Violence and Destructive Behavior – http://pages.uoregon.edu/ivdb/ • Best Behavior: Building Positive Behavior Supports in Schools (Sprague & Golly, 2004, 2013) – www.soprislearning.com • Safe and Healthy Schools: Practical Strategies (Sprague & Walker, 2005) – www.guilford.com • RTI and Behavior: [A Guide to] Integrating Behavioral and Academic Supports (Sprague, Cook, Browning-Wright & Sadler, in press) – www.shoplrp.com Bullying and Harassment in Schools Jeffrey Sprague, Ph.D.
Hinweis der Redaktion
- Note: Since much of the following information is covered in suggested pre-assigned reading, “Recognizing the Many Faces of Bullying” (SWG Doc. 1, TG pp. 9-30), we recommend only a very brief review of this information during the training if participants had been given this assignment. Refer to the reading and ASK participants if they have questions about the material.
- Bullied children usually have 1+ of these characteristics: (SLIDE) Some characteristics may be seen as both contributing factors (“causes”) & consequences of victimization. E.g., If a child feels insecure, his/her behavior may signal them as “easy target.” While that insecurity may contribute to him/her being singled out for abuse, regular bullying is ALSO likely to shake their confidence further. So, insecurity may be both a cause & a consequence of bullying. In noting that behaviors may contribute to bullying: be very careful not to blame the victim. No child deserves to be bullied. Bullied students are not responsible for the bullying. Reference: TG, pp. 19-20.
- Bullying may seriously affect: (1) psychosocial functioning, (2) academic work, (3) health of children who are targeted—effects can be both short and long-term (SLIDE) Being bullied related to lower self-esteem, higher depression, loneliness, anxiety. Bullied children are more likely to report wanting to avoid school, higher absenteeism rates (Rigby, 1996), perhaps leading to school drop out. Report disliking school and received lower grades (Eisenberg et al., 2003). Early peer exclusion (kindergarten) leads to decreased classroom participation, and in turn to lowered academic achievement in 5th grade (Buhs, et al., 2006). Report more suicidal ideation than non-bullied peers. Though relatively rare, suicide has been linked to persistent bullying. Suicidal ideation and depression appear more common among children experiencing indirect bullying (e.g., being ignored) than direct bullying (van der Wal et al., 2003). Depression and low self-esteem can persist into adulthood.
- Children who are frequently bullied report a variety health problems. Example: In a 2004 study of Dutch school children (ages 9-12), found that bullied children (i.e., bullied a few times a month or more,) were more likely than peers to experience a variety of physical ailments: 3x as likely as peers to have headaches. 2x as likely to have problems sleeping, abdominal pain, and to be tense. 3x as likely to be anxious. 5x as likely to be unhappy & MUCH more depressed. (note “strong indication” indicates clinical depression”.)
- Longitudinal study of 380 K-5th graders, researchers found that: Early peer rejection in kindergarten (e.g., “How much do you like to hang out with ____”) is associated with peer exclusion in grades K-5 (e.g., excluded from activities) and peer abuse (e.g., picked on; others say bad things about). Peer exclusion leads to a decrease in classroom participation (e.g., follows teacher directions; seeks challenges; accepts responsibility for a task), which in turn leads to a decrease in achievement (on the Wide Range Achievement Test). Peer abuse leads to an increase in school avoidance (although this is not directly related to achievement). Citation: Buhs, E. S., Ladd, G.W., Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement? Journal of Educational Psychology, 98, 1-13.
- There’s growing research on the association between bullying & suicide among children & youth. Most studies show that bullied children are more likely than non-bullied children to have…(SLIDE). Children who bully have higher rates of depression, suicidal thoughts & attempts, but the association is weaker than for bullied children. Those who are BOTH may be at highest risk for depression, suicidal thoughts, & suicidal behavior. Findings of 2 key studies—one with high school students, & one with middle school students. Klomek & colleagues (2008) studied 2,300 HS students & found that frequent exposure (1/wk or more) to all types of bullying, whether direct (e.g., physically bullied, belittled about looks or speech) or indirect (e.g., subject of rumors or mean lies) was related to a high risk of depression, suicidal thoughts, & suicide attempts, compared to non-bullied students. The more types of bullying experienced, the higher the risk. Hinduja & Patchin (2010) studied 2,000 MS students & found: (1) youth involved in traditional bullying or cyber bullying (as offender or victim) had more suicidal thoughts & more suicide attempts than others; (2) children who had been bullied were at higher risk than those who had bullied; (3) there are many factors that place a child at risk for suicidal thoughts or behaviors, and bullying appears to play a relatively small role, compared to these other factors. Handout Students’ Involvement in Bullying and Risk of Suicide, Tab 2, Doc 9.
- (1) (SLIDE) “… loners.” Research indicates children who bully are not socially isolated & may be viewed by others as popular. They have an easier time making friends than peers (Nansel et al., 2001). Are less depressed, socially anxious and lonely than their peers (Juvonen et al., 2003). They are average or somewhat below-average in popularity among peers, but have at least a small group of friends (a.k.a. “hench people”) who support their bullying behavior (Olweus, 1978, 1993). What this means: Interventions must focus not only on those who bully but on bystanders who support it. (2) “…low self-esteem.” Children who bully have average or above-average self-esteem (Olweus, 1993a; Rigby & Slee, 1991; Slee & Rigby, 1993). What this means: Self-esteem building for children who bully can have negative consequences (reinforce bullying behavior). Reference: TG, p. 22.
- Some children are at particularly high risk of being bullied because of ways they are perceived as being different. Sometimes these differences might be viewed as positive (e.g. gifted or talented), sometimes these differences may be viewed as negative (such as those shown on this slide.) These include: (SLIDE) Physical, cognitive, learning or behavioral disabilities, including ADHD & Autism Spectrum Disorder (e.g. Asperger’s syndrome). Special health care needs or medical conditions that affect their appearance; other medical conditions such as diabetes, stuttering, and obesity. Students who are LGBT (Gay, Lesbian, Bisexual, Transgender) See tip sheet: http://www.stopbullying.gov/community/tip_sheets/sexual_orientation.pdf Also, The Human Rights Campaign’s Welcoming Schools handout, “What Do You Say To ‘That’s So Gay’, www.welcomingschools.org, provides guidance for adults in addressing students’ inappropriate use of the word “gay”. References: TG, pp. 27-28; TG Doc. 5, SWG Doc. 3. Optional: Handout on Disability Harassment: http://www.stopbullying.gov/community/tip_sheets/bullying_children_with_disabilities.pdf
- Although there is no single profile of children who bully…(SLIDE) Not all students who bully have obvious behavior problems or are engaged in antisocial or rule-breaking activities (besides bullying). Some are very skilled socially w/ teachers and other adults (and can talk themselves out of sticky situations). So, it can be difficult for adults to discover or even imagine that some of these children are bullying others. Reference: TG pp. 21-22.
- Why do children bully? Because they are insecure? Depressed? Competing for grades? Typically--none of the above. Motives for bullying: (SLIDE) Many have a strong need for dominance and power. Like to be “in control” and subdue others. 2. Some find satisfaction in causing injury and suffering. Home environment may contribute. 3. May get material or psychological rewards for their behavior.
- There is also reason to be concerned about children who bully their peers: Researchers have found bullying behavior to be related to other antisocial, violent, or troubling behaviors. They are more likely than their non-bullying peers to… (SLIDE) Bullying may be a collection of “gateway behaviors”, that if not stopped, could become illegal anti-social behaviors in adulthood. References: TG, p. 22; SWG Doc. 1, p. 14.
- Frequent or persistent bullying behavior commonly considered to be part of a conduct-disordered behavior pattern. Pattern may continue into young adulthood if not checked. Longitudinal study in Norway--60% of boys identified as bullying others in middle school had at least 1 conviction by the age of 24; 35-40% had 3 or more convictions. Those who bullied were 3-4 x as likely as non-bullying peers to have multiple convictions by their early 20s. Study only includes boys, but similar patterns may hold true for girls. References: TG, p. 22 & SWG Doc. 1, p. 14.
- Bullying may violate state or federal civil or criminal law. Here are some examples: (SLIDE). The common element in all these forms of abuse is the combination of power and aggression. Bullying behavior is learned early and may persist if not changed. Note that sending sexually explicit photos of those under the age of 18 is considered “child pornography” in many states and carries serious long term consequences. Young people may not realize that child pornography convictions sometimes require registering as a sex offender and could limit their ability to be accepted into college, to vote, or to get a job. It is helpful to be familiar with relevant federal laws (see October 26 Dear Colleague Letter from the US Department of Education, Office for Civil Rights, which provides information on harassment and bullying) and state laws.
- ASK: What are some family dynamics that may place children at risk of bullying others? Risk factors include: (SLIDE) Children who bully are more likely to be engaged in or exposed to violence within the home and are more likely to bully their siblings (Duncan, 1999). Also more likely to have been exposed to domestic violence (Baldry, 2003) and to have been maltreated by a parent (Shields & Cicchetti, 2001). Reference: TG, p. 23.
- Returning to question, “Why focus on bullying?”...we’ve discussed: How bullying affects children who are bullied Concerns for children who bully Why else be concerned? One other compelling reason is the effect that bullying may have on bystanders or witnesses to bullying, who make up a much larger proportion of students in a school. Students who observe bullying going on around them may feel… (SLIDE). Note: Reduced empathy can result in bystanders joining in/siding with a student who bullies, rather than intervening to help or support bullied students. Reference: TG, pp xii-xiv.
- Peer group plays an important role in motivating and encouraging bullying in many situations. As this continuum shows, students who bully often get various types of support—from followers, supporters, and passive supporters. Shows group phenomenon: roles vary among participants and observers. Some are much more active than others. This “Bullying Circle” is an important OBPP tool to illustrate roles in bullying situations and to build understanding about how the program helps shift behavioral norms and attitudes. Engage participants in Bullying Circle Exercise (TM Tab 2, Doc. 10) using the large role play cards (TM Tab 2, Doc. 10A). Note that this version is designed for adults. There is a student version of the Circle exercise, TG, Doc.18. References: TG, pp. 23-25; SWG Doc. 1, pp. 15-16.
- Social and non-aggressive students sometimes bully. (SLIDE): Social contagion: If bullying leaders are popular/admired, behavior becomes “contagious”—particularly for insecure. Weakens normal inhibitions: Bullying students viewed as “winners;” can cause others to join in if adults and peers don’t communicate that bullying is unacceptable. Decreased sense of responsibility: When several students participate, each may feel less responsible/guilty. Psychological term for this is “diffusion of responsibility.” Change in view of victim: Repeatedly bullied students may become “dehumanized”/viewed as worthless—OR seen as “asking” to be bullied, or blamed for their torment. These group dynamics reduce feelings of empathy, guilt, remorse and responsibility that counteract bullying. They impact the behavior and responses of BOTH students & adults and can come together to make a toxic school environment. Reference: TG, pp. 25-26.
- Bullying may also affect the climate of the entire school (or a segment of a school) if it is prevalent. (SLIDE) Reference: TG, p. xiv.
- Schools lacking adequate supervision (especially during break periods) are more likely to have higher rates of bullying problems. Next, about attitudes: Schools where students have indifferent (“don’t care about it”) or accepting attitudes about bullying are more likely to have more problems with bullying. Schools where staff are indifferent towards or accepting of bullying are more likely to have problems with bullying.
- Not only may adults have indifferent or accepting attitudes about bullying, but some adults bully others (adults and students). By high school level, students may be aware of adults in the school system and community who bully others. Adult bullying may be observed in a number of situations as mentioned here. (SLIDE) Research on adult bullying show many parallels with student bullying (e.g., power differences and repeated negative behavior intended to cause harm). Coordinating committees may want to: ASK staff where they believe most ADULTS in school would currently be positioned in the Bullying Circle Exercise. Consider adding anti-bullying language to staff policies. Agree to apply the OBPP rules to both students and staff. Handout: “Are You a Bully?” by Linda Starr (TM Tab 2, Doc. 11). Other possible resources: “Bullied Student, Bullied Teacher” – Les Parsons – Research Press. Namie & Namie (2000). The Bully at Work.
- These are some common mistakes, misdirections, (SLIDE) that many have made in good-faith effort to reduce bullying. For possible talking points, see SWG pp. 19-21 and “Misdirections in Bullying Prevention and Intervention” from the National Bullying Prevention Campaign, www.stopbullying.gov. Note: conflict resolution and peer mediation programs may work well when truly dealing with conflict. If such programs exist in your school, work with program directors to ensure that bullying situations are handled appropriately and separate from those efforts. Some OBPP schools also use ‘restorative practices’, which require facilitation by a specially trained adult, voluntary involvement by participants, and assurances for student safety. (Restorative practices are also different from conflict resolution and peer mediation.)
- Most school-based intervention effects by themselves have modest effects because different risk processes may lead to the same problem behavior(s). The student population is heterogeneous Risk factors Developmental trajectories As a result, single interventions may not adequately address the underlying mechanisms contributing to the problems (potential or manifest) within the entire population.
- Integrated models of prevention and treatment, which consist of multiple independent strategies, have the potential to address some of the significant challenges facing school programs. Integration can be both horizontal, occurring within risk levels, and vertical, integrating programs across levels.