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Bullying Prevention and intervention Information

Bullying Prevention and intervention Information. An overview for school staff. Bullying takes many forms. Also called harassment and includes… Physical Verbal Social Cyber Racial Sexual. Prevalence of Bullying in our Schools. Where Bullying Occurs in our Schools.

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Bullying Prevention and intervention Information

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  1. Bullying Prevention and intervention Information An overview for school staff

  2. Bullying takes many forms Also called harassment and includes… • Physical • Verbal • Social • Cyber • Racial • Sexual

  3. Prevalence of Bullying in our Schools

  4. Where Bullying Occurs in our Schools

  5. When Bullying Occurs at our Schools

  6. Effectiveness of Anti-bullying Measures at DSB Ontario North East

  7. Bullying is a major health issue with immediate and long-lasting side effects Taken from: http://www.prevnet.ca/bullying/dangers

  8. Homophobic Bullying • Defined as bullying behaviours that are motivated by prejudice against a person’s actual or perceived sexual orientation or gender identity • Canadian researchers found that 3.5% of youth self-identified as lesbian, gay, bisexual, trans-identified or questioning (LGBTQ) and 7.5% of heterosexual youth acknowledged same-sex sexual behaviour (http://www.cea-ace.ca/sites/cea-ace.ca/files/EdCan-2008-v48-n1-Wells.pdf) • These youth are more likely to be victims of bullying, sexual harassment and physical abuse and face a greater risk of social isolation.

  9. Who Experiences Homophobic Bullying? Homophobic bullying can affect anyone, may occur at any age and may be targeted at individuals: • who self-identify as non-heterosexual. • who are perceived to be non-heterosexual. • who don’t conform to conventional gender norms or stereotypes. • who have same-gender parented families or caregivers. • who are parents, coaches, teachers and community members who are non-heterosexual. Learn more at: http://community.pflag.org/page.aspx?pid=1011

  10. The Complexity of Bullying • Bullying is complex and reflects a problem in interpersonal and group relationships. • As bullies, youth learn to use power and aggression to control and hurt others. • As victims youth become increasingly powerless and find themselves trapped in relationships in which they are being abused. • As bystanders youth learn how power is gained by intimidation, and how control is gained through fear.

  11. What Schools Can Do Maximize the use of evidence based prevention and intervention strategies/programs that foster healthy relationship dynamics: • Restorative Practices allow you to stop bullying in the moment while holding youth accountable and restoring social bonds. • Roots of Empathy teach important lessons about caring relationships and are evidence based to reduce bullying and aggression. • This program needs to be implemented in the early elementary grades and requires support throughout students school careers.  http://www.prevnet.ca/bullying/educators/what-teachers-can-do-in-the-classroom

  12. What School Staff Can Do • Learn to recognize bullying • Take bullying seriously • Intervene when necessary and encourage healthy relationship skills • Help students develop social skills, empathy, social responsibility and citizenship. Relationship skills are just as essential as knowing how to read and write. • Explore classroom management strategies at http://www.prevnet.ca/bullying/educators/what-teachers-can-do-in-the-classroom

  13. Bystanders - Peers • Peers are present in over 85% of the bullying incidents • Youth who regularly see bullying are at increased risk for: • Using tobacco, alcohol, or other drugs • Mental health problems, including depression and anxiety • Missing or skipping school • Peers need to learn that they play a huge role in stopping bullying http://www.kidshelpphone.ca/Teens/InfoBooth/Bullying/Are-You-A-Bystander.aspx

  14. Bystanders – School Personnel • Silence is Complicity • School personnel play a pivotal role by choosing either to encourage the bully or to protect the victim. When bystanders intervene bullying stops; almost always (and immediately). Craig & Pepler, 1995, 1997; Hawkins et al., 2001; Vaillancourt et al., 2009

  15. Encourage children to report bullying • When children tell, bullying decreases • Recall reporting obligations of Bill 157 • How? • Register your school in an anonymous reporting website (http://www.stopabully.ca) • Be a caring adult who is available; ask children about their peer relations; know their friends; and monitor their interactions

  16. Preventing bullying in your school Research shows most educators choose bullying prevention programs on word of mouth, but 15% of these programs do more harm than good. Should you have questions regarding evidence based bullying programs, your Mental Health Leader is available to provide support.

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