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Bully-Proofing Your School. “School bullying is everyone’s business...if everyone is…truly committed, then there is solid evidence that the amount and severity of bullying can be reduced dramatically.”. SESSION 1. Main Premise : Kids need to feel safe in order to/before they can learn!!!

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Bully proofing your school

Bully-Proofing Your School

“School bullying is everyone’s business...if everyone is…truly committed, then there is solid evidence that the amount and severity of bullying can be reduced dramatically.”


Session 1
SESSION 1

Main Premise:

Kids need to feel safe

in order to/before they can learn!!!

(Social-emotional trumps academic)


Life in the classroom
Life in the Classroom

“Lost” teaching time

Proactive--> EARN BACK time

Teachable moments = prevention


Research shows
Research Shows:

  • Most victimization not seen

    • staff…unaware of 80% of playground bullying

    • On the playground: 4-6 incidences per hour

  • victims disliked; bullies achieve social status

  • 2-3 students per class feel afraid on a regular basis

  • Victim reporting: 36% of Elementary, 5% of HS


More research
More Research

  • Unseen health consequences (V and B)

  • Suicide<-->bullying

  • Socially-isolated kids:

    • more likely to be bullied

    • higher levels of depression and suicidal thinking

  • Bullying experiences don’t just “go away”

  • Greatest predictor of 8th grade achievement = 3rd grade prosocial behavior. EQ vs. IQ.


The caring community
The Caring Community

  • It’s Not about “fixing” the bullies

  • Mobilizing the majority (bystanders)

  • Making bullying unacceptable

  • Requires full climate change

  • Includes staff, parents, and students

  • Uses teachable moments to enhance learning


Key points
Key Points

  • 6% of kids are bullies, 9% are victims85% bystanders

  • Empower the silent majority to take a stand

  • The Caring Community IS the plate from which teachers can teach, not something added TO the plate

  • “Red Zone” kids (both bullies and victims)


Bully victims
Bully-Victims

  • More psychosocial adjustment problems than either the bullies or the victims

  • Elevated levels of depression and loneliness

  • Low school engagement

  • Socially ostracized by peers

  • More conduct problem

  • Often fit profile of seriously violent offenders

    *


4 central program concepts
4 Central Program Concepts

  • Systemic, comprehensive

  • Focus on climate change

  • Teaches skills and strategies

  • Emphasis on Caring Community


Staff acknowledgement of the problem
Staff Acknowledgement of the problem

  • Bullying and harassing behaviors damage school climate

  • Adults and students create C.C.

  • Commitment to prioritize safety

  • Modeling of healthy, positive relationships


  • Successful schools:

  • are proactive

  • deal with it promptly, firmly, and fairly

    Struggling schools:

    deny it

    ignore it

    rationalize it

    handle it inappropriately

    sweep it under the carpet

    blame the victim

    blame the parents

    make lots of impressive noises but take no substantive action

    • Adapted from Bullying in AmericanSchools (2003) by Anne G. Garrett



  • In the average elementary classroom, 2 to 3 students feel afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

  • On the playground there are on average 4.5 – 6.5 bullying incidences per hour (Craig, Pepler, & Atlas, 2000; Craig & Pepler, 1997).

  • 72% of girls and 81% of boys report that they were bullied during their school years (Hazler, 1996).

  • 36% of elementary students and 5% of high school students who are bullied report it to adults (NICHD, 2001).

    *


OUTCOME afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

  • BULLIES

  • Lose power position

  • Fewer behavior problems

  • Change in thinking errors

  • May stay out of criminal

    justice system later in life

  • Some become positive

    leaders in peer group

  • VICTIMS

  • Decreased vulnerability

  • Greater self-esteem

  • More friends

  • Protected by staff

  • Decreased self-blame

  • Less risk of repeated

    victimization

  • SCHOOL ENVIRONMENT

  • Increased sense of safety

  • Decreased bullying

  • Improved academics

  • Improved school climate

  • CARING COMMUNITY

  • OF STUDENTS

  • Recognition for caring

    behaviors

  • Empowered to affect

    change

  • More empathy and

    compassion for others

  • TEACHERS/STAFF

  • Fewer behavior management

    problems

  • Increased awareness of normal

    conflict vs. bullying

  • Creation of adult caring

    community

  • PARENTAL COMMUNITY

  • Improved sense of security

  • Responsiveness from school

  • Mutuality in reinforcing

    good values

  • Sense of community within

    the school


Definition of Bullying: afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

A person is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more persons.

(Olweus, l991).


Key elements of bullying
Key Elements of Bullying afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

  • Imbalance of power

  • Repeated

  • Intentional

  • Unequal levels of affect

*


Normal Conflict vs. Bullying afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

Normal Conflict vs. Bullying

Equal power/friends Imbalance of power/not friends

Happens occasionally Repeated negative actions

Accidental Purposeful

Not serious Serious/threat of physical/emotional harm

Equal emotional reaction Strong emotional reaction from victim; little or no reaction from bully

Not seeking power/attention Seeking power/control

Not trying to get something Attempt to gain power/material things

Remorse - takes responsibility No remorse - blames victim

Effort to solve the problem No effort to solve problem


  • Types of Bullying afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

  • Physical aggression

  • Social aggression

  • Verbal aggression

  • Intimidation

  • Written aggression

  • Sexual harassment

  • Racial and cultural (ethnic) harassment

  • Cyber Bullying


  • Personality Style of Bullies afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

  • Value the rewards that aggression can bring.

  • Lack empathy and compassion.

  • Lack guilt and blame the victim.

  • Often have social status and power.

  • Like to be in charge and to dominate.

  • Parents (or other role models) often model aggression.

  • Think in unrealistic ways.


  • Strategies with Bullies afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

  • Use no nonsense style

  • Utilize prosocial consequences

  • Give concise descriptions of unacceptable behavior & consequences

  • Do not have a long discussion of the situation

  • Correct the bully's thinking errors

  • Identify the victim's emotions

  • Build empathy for the victim

  • Re-channel power - do not try to suppress

  • Establish the school culture through the efforts of a caring community


Types of Victims afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

Passive victim

Provocative victim

Vicarious victim

*


THE DOWNWARD SPIRAL OF VICTIMIZATION afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

repeated bullying

lowered self esteem

more ineffective responses

more bullying

increased disapproval/avoidance by peers

self-blaming, “I deserve it”

helplessness

more bullying


  • Strategies with Victims afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

  • Use a supportive, fear reducing style

  • Reduce self-blame by clear identification of cruel behavior

  • Demonstrate compassion and empathy

  • Focus on assertiveness training and social skill building

  • Practice and reinforce HA HA SO strategies

  • Connect victim to helpful peers

  • Mobilize caring community in the classroom


Tattling afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).Telling

unimportant vs. important

harmless vs. harmful or dangerous physically or psychologically

can handle by self vs. need help from an adult to solve

purpose is to get vs. purpose is to keep people safe

someone in trouble

behavior is accidental vs. behavior is purposeful


  • BYSTANDERS afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

  • Most ignored and underused resource in our schools

  • Approx. 85% of a school population – the “silent majority”

  • Become desensitized over time – diminished empathy

WHY DON’T THEY GET INVOLVED?

  • Fear of retaliation

  • Don’t know what to do

  • Afraid they’ll make things worse

  • Worry about losing social status

  • Don’t believe that adults will help

  • Don’t believe it is their responsibility

Silent Majority

Caring Majority

CARING COMMUNITY


Strategies for Bystanders afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

  • Normalize fears and worries

  • Emphasize strength in numbers

  • Communicate the expectation to take action

  • Teach skills and strategies to take a stand

  • Acknowledge and reward caring behaviors


TAKING A STAND afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

“TAKING A STAND: Any positive behavior that supports

the caring majority or caring community.”

LEVELS OF RISK INVOLVED IN TAKING A STAND

LOW

MEDIUM

HIGH


Faulty Assumptions afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

  • This program has to work for everyone.

  • All will be well once this program is in place.

  • This program has to work immediately.

  • This will work for the most difficult children.

  • If a child is not bleeding or dying, all must be fine.

  • If only such and such (parents would get involved, principal would punish, etc.) would happen, then all would be fine.

  • Kids will just treat each other meanly.


Session 3
Session 3 afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

  • Lessons

  • Wrap-up

  • Questions


Cyber bullying
Cyber Bullying afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

  • 42% of kids have been bullied while online. 1 in 4 have had it happen more than once.

  • 35% of kids have been threatened online. Nearly 1 in 5 have had it happen more than once.

  • 21% of kids have received mean or threatening e-mail or other messages.

  • 58% of kids admit someone has said mean or hurtful things to them online. More than 4 out of 10 say it has happened more than once.

  • 53% of kids admit having said something mean or hurtful to another person online. More than 1 in 3 have done it more than once.

  • 58% have not told their parents or an adult about something mean or hurtful that happened to them online.

    Based on 2004 i-SAFE survey of 1,500 students grades 4-8


CARING COMMUNITY afraid on a regular basis (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

DEVELOPMENT

GUIDING PRINCIPLES FOR DEVELOPING

AND MAINTAINING THE CARING COMMUNITY

  • Clearly Define Caring Community Behaviors

  • Recognize and Reinforce Caring Community Behaviors

  • Conduct Weekly Classroom Meetings

  • Capitalize on Teachable Moments

  • Utilize Curriculum Infusion Activities


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