Presentation Transcript

1. Bullying

   Growing Strong Families Impact Team In-Service April 7, 2010 Debbie Richardson, Ph.D., Parenting Asst. Extension Specialist Human Development & Family Science, Oklahoma State University
2. In-Service Objectives Educators will learn: To identify the meaning and types of bullying and the extent of the problem To recognize the 3 main roles students may have with respect to bullying and the signs and consequences associated with each role To understand evidence-based prevention and intervention strategies to reduce bullying and victimization Key messages and appropriate resources to inform students, schools, parents, and the community regarding bullying prevention
3. Stand up If…
4. What is Bullying?
5. Bullying Defined Any intentional, repeated, hurtful acts, words, or behavior committed by one or more children against another. (U.S. Dept. of Education) A conscious, willful, and deliberate hostile activity intended to harm, induce fear through the threat of further aggression, and create terror. (Coloroso, 2008) A form of emotional or physical abuse with 3 characteristics: Deliberate -intention is to hurt someone Repeated - often targets same victim again and again Power Imbalanced - chooses victims perceived as vulnerable  (www.eyesonbullying.org)
6. Bullying: Abuse of Power Children who bully abuse their power to hurt others, deliberately and repeatedly www.eyesonbullying.org
7. Teasing Occasional peer conflict Often unintentional Kids who tease are willing to work together to resolve the conflict Usually playful and friendly Kids involved usually of the same social status No imbalance of power
8. Teasing or Bullying?
9. Forms of Bullying Occurs in many forms, with varying severity: Physical - poking, pushing, tripping, hitting, punching, kicking, beating up, assaulting with a weapon, taking or destroying property, etc. Verbal - yelling, teasing, name-calling, insulting, threaten to harm, etc. Emotional(indirect or relational) - gestures, ignoring, excluding, spreading rumors, telling lies, getting others to hurt someone, harm to another’s group acceptance, humiliation, coercion, etc. Sexual – unwanted sexual comments and behaviors, sexual assault, dating violence, etc. Cyberbullying
10. Why Stop Bullying? Interferes with learning in school and may lead to increased absenteeism and dropout rates Students feel less safe and less satisfied in school Bullying children may become bullying adults and are more likely to become abusive of their partners and children The longer bullying lasts, the harder to change Bullies identified by age 8 are 6 times more likely to have a criminal conviction by age 24 May be linked to other delinquent, criminal and gang activities, such as shoplifting, drug abuse, and vandalism Bullying targets grow socially insecure and anxious with decreased self-esteem and increased depression rates, even into adulthood
11. Bullying The U.S. and Oklahoma
12. Bullying in the U.S. Nearly 1/3 of students surveyed reported experiencing moderate or frequent bullying, either as a bully (13%), a victim (11%), or both (6%). More than 16% had been bullied at least occasionally during the current school year; 8% reported bullying or being bullied at least once a week. Frequency of bullying was higher among 6th-8th graders than among 9th-10th grade students. (JAMA, 2001; U.S. Dept. of Education, 2008)
13. Bullying in the U.S. 55% of 8-11 year olds and 68% of 12-15 year olds identified bullying and teasing as a “big problem” – more than drugs or alcohol, sex, violence, discrimination, or other problems (Kaiser Family Foundation, 2001)
14. Oklahoma Bullying Study 2005 OK State Dept. of Health study of students’ bullying perceptions 16% (85 of 540) school districts in 45 counties participated 7,848 students in 3rd, 5th, & 7th grades completed survey
15. Oklahoma Bullying StudyGrade & Location Students reported bullying was a weekly or daily occurrence at school: 54% overall 69% of 7th graders 54% of 5th graders 40% of 3rd graders Most frequent places: 70% playground 42% bus 36% halls 28% bathrooms 23% classrooms 23% cafeteria 1 in 5 students worried often or daily about being bullied
16. OK School Bullying Prevention Act Passed & enacted in 2002 To provide a comprehensive approach for the public schools to create an environment free of unnecessary disruption which is conducive to the learning process Requires each district school board to adopt a policy: methods of control and discipline of students define standards of conduct specifically prohibit harassment, intimidation, and bullying by students at school address prevention and education about such behavior make an effort to involve teachers, parents, and students Safe school committees shall study and make recommendations Use research-based program listed by State Dept. of Ed
17. OK School Bullying Prevention Act Defines school harassment, intimidation, and bullying: Any gesture, written, or verbal expression, electronic communication, or physical act that a reasonable person should know will harm another student, damage another student’s property, place another student in reasonable fear of harm to the student’s person or damage to the student’s property, or insult or demean any student or group of students in such a way as to disrupt or interfere with a school’s educational mission or the education of any student.
18. Statewide School Safety Hotline OK State Dept. of Education Anonymous reporting of suspicious or potentially dangerous activity in OK schools 1-877-SAFE-CALL, ext. OK-1 (1-877-723-3225, ext. 651) www.okssafecall.com
19. Other Oklahoma Policy Efforts OSDH Injury Prevention Service Injury Free Oklahoma 2010: Strategic Plan for Injury and Violence Prevention Goals and objectives to provide training, build capacity and partner with organizations on healthy relationships, dating and sexual violence prevention, and bullying prevention in schools A bill to develop a model dating violence policy to assist school districts for dating violence reporting and response was introduced in 2009, however it became dormant.
20. The Bullies, the Bullied, and the Bystanders All Have a Role
21. Bullies Quiz ******* What are some other myths about bullying?
22. Multiple Players The Bully The Bullied The Bystanders
23. The Bullies Select and systematically train their victims to comply to their demands Seek active encouragement, passive acceptance, or silence from bystanders Can be stopped when victims and bystanders learn and apply new ways to stand up against bullying. Can learn how to make friends and get what they want by helping, rather than hurting, others
24. Group Effect Sometimes children bully in groups Children may join in because they look up to the bully and want to impress him or her, or because they are afraid and do not want to be attacked themselves In one study, 18% of the children said they would join in if their friends were bullying someone.Atlas, R., & Pepler, D. (1998). Observations of bullying in the classroom. Journal of Educational Research, 92, 1–86.
25. The Bullied Girls and boys of all ages, sizes, and backgrounds Some children are more likely than others to be victimized because they appear small, weak, insecure, sensitive, or “different” from their peers.  Reward the bully by yielding control and showing signs of intimidation Often fail to gain support from bystanders and avoid reporting the bullying Can learn to defeat the bully by responding assertively, rallying support from bystanders, or reporting the bullying to adults
26. The Bystanders Play an important, pivotal role in promoting or preventing bullying - rarely completely neutral Depending on how bystanders respond, they can either contribute to the problem or the solution. Without realizing it, they may exacerbate a situation by providing an audience, maintaining silence, actively encouraging, or joining in Can neutralize or stop bullying by aiding the victim, drawing support from other bystanders, or obtaining help from adults
27. Bystanders Hurtful Bystanders Helpful Bystanders Instigateby prodding the bully to begin Encourage by laughing, cheering, or making comments that further stimulate the bully Join in once bullying has begun Passively accept by watching and doing nothing - provide the audience a bully craves and silent acceptance that allows continuation of hurtful behavior Have power to play a key role in preventing or stopping bullying Directly intervene by discouraging the bully, defending the victim, or redirecting the situation away from bullying Get help by rallying support from peers to stand up against bullying or by reporting the bullying to adults
28. Bullying Development Preschool years often rely on direct verbal bullying and physical power to control material objects or territory May lack skills to interact in more socially appropriate ways Elementary school years more likely to use threats and physical force combined with direct verbal bullying to make victims do things against their will Some children begin to use indirect bullying to exclude peers from their social circle Middle & high school years Rely on direct verbal bullying (i.e., name-calling and making threatening remarks) as well as physical bullying
29. Gender & Bullying Both boys and girls engage in physical bullying Bullying is more prevalent in boys than girls, yet this difference decreases when considering indirect aggression Girls are more likely to participate in indirect, relational bullying, such as rumor-spreading and social exclusion While boys tend to rely on bullying to enhance their physical dominance, girls tend to use it to enhance their social status
30. Complex Interplay Multiple factors contribute to a selection of a bullying victim including: The bully’s motivation The victim’s characteristics Specific circumstances of the situation
31. Children Who Bully Characteristics Myths Impulsive, hot-headed, easily frustrated Lack empathy Attribute hostility to others Difficulty following rules Defiant toward authority View violence in a positive way Boys tend to be physically stronger than other children Need to be center of attention Need for power & dominance Socially isolated, loners Easily make friends Usually have at least a small group of friends who support & encourage Have low self-esteem Most have average or above-average self-esteem Difficulty accepting criticism
32. Types of Bullies Aggressive – most common type Have an aggressive personality and are motivated by power and the desire to dominate others Confident, popular Passive Tend to be more insecure and less popular Difficulties concentrating and managing violent outbursts Rather than initiating, tend to hang back until bullying is underway, then become enthusiastic participants Quick to align and be loyal to more powerful aggressive bullies Bully-victims – small % Possess some of the same characteristics as provocative victims Easily aroused & sometimes provoke others weaker than they are Generally unpopular with peers
33. Family Risk Factors Lack of warmth and involvement on the part of parents Overly permissive parenting (including a lack of limits or consequences for children's behavior) Lack of supervision by parents Harsh, physical discipline Model bullying or abuse at home
34. Peer Risk Factors Children and youth who bully are more likely to have friends who bully and have positive attitudes toward violence
35. School Risk Factors The school environment plays a major role in determining the extent that bullying problems will manifest in the classroom or school Faculty attitudes Faculty behaviors School routines (Olweus, Limber, Mihalic, 1999)
36. Reasons for Bullying Learned at home Regain some of the control they have lost at home Negative concepts and expectations Cover up insecurity – attack before being attacked Need to control and exert power over others To gain attention and be popular Put on tough exterior to deal with problems or emotions
37. Warning Signs of Bullying Unexplained damage or loss of clothing & other personal items Evidence of physical abuse, such as bruises and scratches Afraid of going to school, walking to and from school, riding the school bus Loss of or changes in friends Reluctance to participate in activities with peers Loss of interest in activities Frightened to say what’s wrong Unusually sad, moody, anxious, lonely, or depressed Problems with eating, sleeping, bed-wetting Headaches, stomachaches, or other physical complaints Need for extra lunch money Decline in school achievement Becomes aggressive toward others Thoughts of suicide
38. The BulliedCharacteristics Insecure; low self-confidence Anxious Fearfulness Submissiveness Depression or sad appearance Limited sense of humor Below-average size, strength, or coordination Disabilities Cries easily Feelings of helplessness Self-blame for problems Control perceived as external vs. internal Social withdrawal & isolation Poor social skills Low popularity Trouble making friends; few or no friends High dependence on adults Poor ability to defend self; gives up when bullied
39. Types of Bullied Victims Passive – most common inadvertently reward the bully by crying, giving over their possessions, avoiding or running away in fear Provocative negative responses from others by behaving in socially inappropriate ways (e.g., annoys) may trigger conflict or ridicule and then overreact with anger and exasperation May display characteristics of pure bullies as well as passive victims
40. 2 Kinds of Distress Immediate physical and physiological distress that results from the actual bullying incident Anticipatory fear that often occurs from the spoken or implied threat of future attacks
41. Impacts of Bullying on Children Chronic victimization is associated with: Lowered academic performance Increased health problems headaches abdominal pain poor appetite skin problems tension bedwetting sleeping difficulty tiredness Increased adjustment difficulties anxiety depression suicidal ideation Problems can continue into adulthood
42. Effects on The Bully Each time bullies hurt other children, they become more removed emotionally from the suffering of their victims Learn to justify their actions by believing their victims deserve to be bullied Learn the way to get what they want from others is through force Often fail to develop social skills of sharing, reciprocating, empathizing, and negotiating that form basis for lasting friendships
43. Bullying and other Violent or Anti-Social Behaviors Children who frequently bully their peers are more likely than others to: Into adulthood, children who have bullied often show higher rates of: Get into frequent fights Vandalize or steal property Drink alcohol Smoke Be truant from school Drop out of school Carry weapons to school (Olweus, 1993; http://stopbullyingnow.hrsa.gov) Aggression Antisocial behavior Carry weapons Convictions for crime Difficulty controlling emotions Traffic violations Convictions for drunk driving Depression Suicides
44. Severe Consequences Some children may withdraw, while others may get angry and seek revenge 60% of pre-teens characterized as bullies in grades 6-9 had at least one criminal conviction by age 24 (4 x as likely as non-bullying peers) 71% of school shooters (1974-2000) felt bullied, threatened, attacked or persecuted 20% of student perpetrators in school-related homicide incidents were victims of bullying Vossekuil B., Fein, R., Reddy, M., Borum, R., & Modzeleski, W. (2002). The final report and findings of the Safe School Initiative: Implications for the prevention of school attacks in the United States. Washington, DC: U.S. Department of education, Office of Elementary and Secondary Education, Safe and Drug-Free School Program and U.S. Secret Service, National Threat Assessment Center.
45. Intervening & Reporting
46. Most bullying is not reported because children . . . Don’t recognize it as bullying Are embarrassed Don’t want to appear weak Believe they deserve it Want to belong Fear retaliation Don’t know how to talk about it Don’t have a trusted adult to confide in Think adults won’t understand Think nothing can be done about it  www.eyesonbullying.org Culture of Silence Many children who are bullied never tell anyone
47. Why don’t Bystanders Intervene?  Think “It’s none of my business” Fear getting hurt or becoming another victim Feel powerless to stop the bully Don’t like the victim or believe the victim “deserves” it Don’t want to draw attention to themselves Fear retribution Think telling adults won’t help or may make things worse Don’t know what to do
48. Oklahoma Bullying StudyReporting Bullying When witnessed bullying: 34% helped the student being bullied 22% told an adult at school 9% told a parent When bullied: 48% told an adult at school 41% told a parent 7th graders reported to a parent/adult less frequently than 3rd or 5th graders Nearly 2/3 of students who were frequently bullied and ½ of students not bullied indicated they would feel safer at school if there was better adult supervision. Frequently bullied children wanted teachers to take action making rules, enforcing them, and teaching lessons about how to get along better.
49. Bystander Consequences Bystanders who don’t intervene or don’t report bullying often suffer negative consequences such as: Pressure to participate in the bullying Anxiety about speaking to anyone about the bullying Powerlessness to stop bullying Vulnerability to becoming victimized Fear of associating with the victim, the bully, or the bully’s pals  Guilt for not having defended the victim
50. Parent & Teacher Awareness Parents and teachers are rarely aware of the extent and impact of bullying at school Don’t assume the problem will go away on its own
51. Bullying Prevention
52. SUICIDE MURDER RAPE HOSTAGES GANGS HATE CRIMES VANDALISM To Reduce & Prevent Violence BEGIN HERE WEAPONS DRINKING & DRUGS STEALING SEXUAL HARASSMENT FIGHTING PUSHING VIOLENCE CONTINUUM THREATS TRASH TALK BULLYING INSULTS PUT DOWNS
53. Stop Bullying Now Video - Educators
54. Bullying Prevention in SchoolsBest Practices Focus on the school’s social environment (climate) Assess extent of bullying at the school Obtain parent & staff support for bullying prevention Form a group to coordinate school’s bullying prevention activities Train all school staff in bullying prevention Establish and enforce school rules and policies Increase adult supervision in bullying hot spots Intervene consistently and appropriately in bullying situations Focus some class time on bullying prevention Continue efforts over time www.stopbullyingnow.hrsa.gov
55. 4 Simple Rules We will not bully others. We will try to help students who are bullied. We will include students who are easily left out. When we know somebody is being bullied, we will tell an adult at school and an adult at home. (Olweus Bullying Prevention Program)
56. Not Effective with Bullying Conflict Resolution Peer Mediation Bullying is a form of victimization, not typical conflict These assume negotiation by students that have equal power and are seeking resolution Bullies have unequal power & do not seek resolution Can re-victimize targets Adult intervention is crucial
57. Not Effective with Bullying Zero Tolerance Policies Simple, Short-term Solutions
58. Bully-Free Environment Create an inclusive environment All children and adults feel safe and included Encourage appreciation of diversity and differences Clear bully prevention policies & procedures Rules, responsibilities, code of conduct, appropriate consequences Involve children to ensure understanding & commitment Address all involved - bullies, victims, and bystanders, adults Communicate key concepts to everyone Post rules in public places and common areas Regularly review/discuss rules and consequences Incorporate in the common language Encourage adults/children to talk about bullying issues/concerns
59. Bully-Free Environment Supervise children responsibly Adequate supervision Prepared to act to stop bullying and ensure children’s safety Respond promptly, consistently, and appropriately Attention to situations where children may be at highest risk Encourage children and staff to speak out as soon as they witness or experience bullying Assure reporting is not tattling & won’t get in trouble for telling Opportunities for children to speak privately with staff www.eyesonbullying.org
60. Bullying Prevention & Intervention Bullying is primarily learned and can also be “unlearned”, or conditions can be changed so it is not learned in the first place Most effective when applied early with young children - usually much more difficult to change in later years Beginning in the preschool years, social skills that form an important foundation include: Solving social problems Sharing voluntarily Interacting assertively Showing empathy toward others www.eyesonbullying.org
61. Prevention Intervene when children are young Teach bullying prevention strategies to all children Don’t assume only “challenging” children become bullies or that only “weak” children become victims Most children are likely to be victimized at some point All children can benefit from learning to distinguish between acceptable and unacceptable behaviors, how to stand up for themselves, and others, and when to turn to an adult for help Take bullying seriously Careful attention to warning signs and to children most at risk Make sure children know that bullying will not be tolerated and that adults will work with them to make bullying stop www.eyesonbullying.org
62. Prevention Encourage empathy Children who can empathize and understand that bullying hurts are less likely to bully and more likely to help children who are bullied Teach by example Be an effective role model - Children learn how to behave by watching and emulating the adults in their lives Consider how the adults solve problems, discipline, control anger and disappointment, and stand up for self and others without fighting If children observe adults acting aggressively, they are more likely to show aggression toward others Help children critically evaluate media violence Understand that media portrayals of violence are unrealistic and inappropriate Intervene when children imitate media violence in their play or in their social interactions
63. Prevention Provide opportunities for children to learn and practice the qualities and skills that can protect them from bullying Children who are confident are less likely to tolerate bullying and more likely to have the courage and inner-strength to respond effectively. Children who are assertive know how to react to a bully in effective, non-aggressive ways, and they are less likely to be targeted by bullies in the first place Children who know how to make and keep friends can rely on them for protection from bullying. Children who know how to solve problems constructively avoid responding aggressively to conflict. 
64. Prevention Encourage children to talk about & report bullying Listen carefully, and be patient: Talking about it can be difficult; children may feel embarrassed or afraid to share concerns Develop strong connections with the children Less likely to bully if children know it will displease an adult whom they respect and trust More likely to confide in an adult with whom child has a caring and trusting relationship Reexamine your own beliefs about bulling Misconceptions may prevent you (or another adult) from “seeing” a potential bullying incident or intervening as quickly as you should
65. Intervention in a Bullying Incident Intervene immediately Doing nothing sends the message that bullying is acceptable If ignored or minimized, victims will not believe that adults understand or care, or that they can help If adults don’t intervene, children won’t either Intervene even if you’re not sure it’s bullying Observe children’s actions, words, body language, facial expressions Even if it’s not, aggressive behaviors need to be stopped Stop the bullying behaviors Stand between/near the victim and bully, separate them if necessary For young children, consider removing to a “time-out” area or room
66. Intervention Respond firmly but appropriately Remain calm, but convey seriousness Announce the bullying must stop Describe the behavior you observed and why it is unacceptable Get help if needed If the bully is using physical force, or there is more than one bully, find another adult to help keep children safe and protect yourself Do not respond aggressively Using aggressive behavior sends the wrong message May prompt bully or bystander to escalate behavior
67. Intervention Avoid lecturing the bully in front of his or her peers Goal is to end the behavior, not humiliate or shame the bully Often provides attention that the bully finds rewarding Don’t impose immediate consequences Allow time to consider the incident and clarify information, then decide the best course of action Don’t ask children to “work things out” for themselves Bullying is different from an argument or conflict; it involves a power imbalance that requires adult intervention Give praise and appreciation to helpful bystanders Remain until it is certain the behavior has stopped
68. Follow-Up After a Bullying Incident Follow up with each “player” separately Rely on relationships and connections with the children Talk openly and productively about the incident, its effects & consequences Bullies Must understand bullying is not acceptable and will not be tolerated Impose immediate consequences appropriate for the offense and developmental level, and that are consistent with policies It is important for children who bully to take responsibility: understand what they did, why their behavior is wrong, how it affects their victims, how it affects others around them, and “make amends” Help the bully apologize or make amends by doing something positive for the target Consider supervised activities that both the bully and the target can learn to interact in more positive ways (if safe)
69. Follow-Up The Bullied Must know adults care and support them Listen carefully to their description of what happened and offer sympathy and support Help them develop strategies for addressing future problems Let them know they do not deserve to be bullied and they are not alone - adults and peers can help Bystanders Must understand the effects of their actions or non-actions Explain that they have the power to cool down the situation by asking the bully to stop, helping the victim walk away, getting support from other bystanders, asking an adult for help, and/or reporting the bullying incident Talk about what they did or did not do to help
70. Talking with Children & Youth
71. What to TellChildren who Bully Stop the bullying immediately. Bullying behaviors will not be tolerated. Bullying hurts your victim and you. Bullying sets a bad example for other children. Bullying may cause you to lose friends. Every child deserves to be treated with respect. There are other ways to solve conflicts. Ask adults for help if you feel angry or upset, or don’t know how to stop bullying. www.eyesonbullying.org
72. What to Tellthe Bullied You are not responsible for a bully’s behavior.  It’s not your fault. Don’t respond to bullies by giving in, getting upset, or fighting back as this will encourage them.  Stay calm and be assertive.  Sometimes the best response is no response. Just walk away.  Get help from a trusted adult. Adults can help you figure out new ways to respond the next time a bully bothers you.  Providing specific options for responding and an action plan will help them feel less anxious and fearful, and more confident to take action to stop the bullying.
73. Potential targets can reduce their risk of being bullied by learning how to:  Exhibit self-confidence Avoid the bully’s tactics Respond with assertiveness Obtain support from others
74. What to TellBystanders Your involvement makes a difference. Don’t just stand by & watch. Stand up for the person being bullied.  If you feel safe, tell the bully to stop. Use phrases such as “Stop teasing!”, “Don’t fight!”,  “Leave him alone!”, “It’s not funny!” Don’t join in, laugh or participate in teasing, harassing, fighting.This encourages the bully to continue and can worsen the situation. Help the victim walk away.They may be too afraid to leave on their own, but will do so with the help of a friend. Encourage other bystanders to help & not join in the bullying. Get help from a trusted adult.  Report the bullying. Tell the victim you feel bad about what happened. Encourage them to talk to an adult and offer to go with them. Include the victim in activities.  Be a good friend.
75. Bystanders Rules Do not laugh Turn Walk away Go get help Speak up when you can safely do so
76. Preparing Children to Become Helpful Bystanders Discuss different ways bystanders can make a difference Let them know that adults will support them if and when they step forward Provide examples of how helpful bystanders have shown courage and made a difference in real-life situations and in their own experiences More than 1/2 the time, bullying stops within 10 seconds of a bystander stepping in to help. Craig, W. M. & Pepler, D. (1997). Observations of bullying and victimization in the school yard. Canadian Journal of School Psychology, 13(2), 41–60.
77. What to Tell ALL Children Bullying is not acceptable and will not be tolerated. If a bully bothers you, it’s O.K. to stand up for yourself, walk away, or ask a friend or adult for help. Responding to bullying by fighting back doesn’t usually work and may make matters worse. Violence encourages more violence and fails to solve problems. It is important to report bullying when you see it and when you hear about it. Telling is not the same as tattling. Help a targeted child. Working together with adults and peers, there are specific things you can do to prevent and stop bullying.
78. Telling vs. Tattling Telling Reporting if someone is doing something harmful or on purpose When you are someone else needs help, or when you are scared Tattling (Snitching, etc.) Trying to get someone in trouble Trying to get attention for yourself (Frosch, Sprung, & Mullin-Rindler, 1998)
79. Stop Bullying Now Video – Youth Programs
80. Parents
81. Parent Tips Learn & look for symptoms Ask questions thatfacilitate responses Be approachable Listen and understand; stay calm and patient Be supportive Don’t… Blame say to ignore it suggest fighting back Teach how to be assertive & avoid bullying situations Encourage speaking out Advocate for the child Work to increase school safety Communicate with child about taking actions Watch for signs of stress
82. Bullying Scenarios
83. Curricula & Resource Materials
84. Stop Bullying Now
85. Other References Oklahoma State Department of Health (2009). Injury free Oklahoma 2010: Strategic plan for injury and violence prevention. Centers for Disease Control and Prevention (2010). Understanding School Violence fact sheet http://www.cdc.gov/violenceprevention/pdf/SchoolViolence_FactSheet-a.pdf “Bullying Behavior Among US Youth: Prevalence and Association with Psychological Judgment” Journal of American Medical Association, 2001 Oklahoma State Department of Health (2008). Injury Update: Bullying perceptions of third, fifth and seventh grade students in Oklahoma public schools, 2005. U.S. Dept. of Education. Indicators of school crime and safety: 2008. (NCES 2009-022)