1. Bullying Behaviors and Intervention Strategies Delran Middle School
3. Normal Conflict/Aggression Episodic and Overt.
Similar age +/or developmental age.
Similar physical strength.
Similar level of affect.
Different motivation than bullying.
Leads to remorse/responsibility and efforts to solve the problem. Peer mediation can work here.
4. Conflict vs. Bullying Similar power
Friends or least an acquaintance Imbalance of power
Unequal affect- bully shows no emotion
5. Criteria: Is It Bullying? Is there an imbalance of power / strength?
Is the behavior repeated over time?
Does the behavior cause harm or distress to the victim?
6. Direct vs. Indirect Bullying Direct involves:
Hitting, kicking, shoving, spitting, etc.
Taunting, teasing, racial slurs, verbal harassment.
Threatening, obscene gestures. Indirect involves:
Excluding from a group or activity.
Getting others to do the bullying
7. Characteristics of a Direct Bully Impulsive, hot-headed, dominant.
Lack of Empathy.
Thought that victim provoked/deserved it Difficulty following rules.
View violence in a positive way.
Stronger than others.
8. Characteristics of roles The Queen Bee
Became popular based on fear and control.
Reigns with charisma, force, money, looks, will and manipulation.
Backs up the Queen Bee no matter what.
Looks/acts like Queen’s twin.
Bullies others with Queen to promote their agenda.
9. Characteristics of roles The Banker
Creates chaos by banking/sharing information about others. Sneaks under the radar, peers trust him/her.
Doesn’t associate with only one clique.
Confident, nice to others, avoids conflict.
High self-esteem, may stand up to the Queen.
10. Roles (cont.) The Torn Bystander
Conflicted between doing right thing and allegiance to the clique. Easily influenced.
Almost all students fill this role. May do Queen’s “dirty work” (gossip). May be dropped from the clique easily. Serves as a messenger.
Set up by others-victim. May or may not be in the clique. Lives outside the norms.
11. Bullying Myths (taken from StopBullyingNow) “Children who bully are loners”.
Research indicates they aren’t isolated.
Have an easy time making friends.
Have a small group who encourages bullying.
“Children who bully have low self-esteem”
Research indicates those who bully have average
or above average self-esteem. Bored easily, get a
thrill from bullying.
Interventions that focus on building self-esteem are
not often effective.
12. Moment To Reflect Do you know a peer who exhibits these characteristics?
13. Characteristics of victims-passive Fragile self-esteem
Poor social skills
Physically weak Learning or behavioral disability
Show vulnerable behaviors ( walk, posture, eye contact)
Lack conflict reducing skills
14. Characteristics of victims-provocative Restless
Easily emotionally aroused
Tend to maintain conflict, then lose Make you feel that they deserve it
(These victims are searching for attention and will set themselves up to be the victim and receive negative attention)
15. Ways To Prevent Bullying Be a positive bystander. Remind the victim that it is not their fault.
Don’t retaliate against the bully; just don’t give them the attention they are seeking.
Students need to communicate concerns to adults.
Remember the difference between tattling (telling to get someone in trouble) and informing (telling to help someone).
16. Strategies for Victims When Approached by a Peer Don’t get upset, show it doesn’t bother you. Walk away.
Don’t defend yourself against rumors.
Use humor or a quick comeback.
17. Strategies for Bystanders Bystanders must take action. Not OK to do nothing.
Build empathy skills- consider how another feels.
Use your strength to be a positive leader and discourage bullying.
18. The message to our students We will not bully others.
We will help students who are bullied.
We will make a point to include students who are easily left out.
If we know someone is being bullied, we will tell an adult at school.