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Combatting Campus Bullying: Strategies & Responses

Explore the dynamics of bullying on campus, from face-to-face encounters to cyberbullying. Discover research insights, proactive steps, and incident response protocols to foster a safe campus environment. Form a diverse team, leverage research findings, and empower bystanders to shift the narrative. Overcome challenges and foster a culture of respect and support.

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Combatting Campus Bullying: Strategies & Responses

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  1. BULLYING NOT Just a Policy Issue....

  2. KIMBERLY NOVAKCAMPUS SAFETY AND STUDENT RISK MANAGEMENT SPECIALISTNANCY TRIBBENSEESENIOR VICE PRESIDENT ARIZONA BOARD OF REGENTS

  3. BULLYING • What is it? What is beyond the scope of today’s conversation? • Our focus will be on bullying and cyber-bullying between and among students • We will not focus on hazing, sexual harassment, workplace bullying (but the lines can be blurred) 3

  4. BULLYING • How does it occur? • What are differences between cyber-bullying & face-to-face bullying? • How should campus education and response efforts be different? 4

  5. WHAT DOES THE RESEARCH TELL US? • Who bullies? • Who gets bullied? • How does a victim become a perpetrator? • How is bullying different from other harassment related behaviors? • What interventions work? 5

  6. SO…WHAT DO WE DO?

  7. INSTITUTIONALIZE YOUR EFFORTS: A TEAM APPROACH • Develop a team of people with DIFFERENT backgrounds • Include students • Learn what is happening and what needs to change • Develop a clear message for students and everyone on campus 7

  8. IDENTIFY TEAM MEMBERS • part ▪ ner [pahrt-ner] a person who is involved in the process, brings something to the table, develops and supports the message, recognizes the need to address the issue and what needs to be done; needed from all levels of influence; • al ▪ ly [al-ahy] a person who is probably not at the table, but who is committed to the issue because of their connection with you or others; willing to tell the story; does what is asked of them; needed from all levels of influence; • cham ▪ pi ▪ on [cham-pee-uhn] a person who is not always at the table; brings passion to the process; willing to tell the story; needed from all levels of influence; decides how best to approach whomever they need to influence; 8

  9. WHAT IS HAPPENING? • Understanding bullying on your campus • Who is involved? • Where does it occur? (facilities, events, on-line, groups) • How often does it occur? • What does it look like? • What motivate bullies? Define WHAT then Determine WHY 9

  10. WHAT ARE WE DOING? • What current efforts are you making to address acts of incivility? • What other campus-initiatives can you access? • What messages are being communicated about bullying? • How is your community responding to bullying? • What intervention opportunities exist? Identify Current Context for Anti-Bullying Efforts 10

  11. What Needs to Change? “He had put his hand up in class, a declaration of existence, a claim that he knew something. And that was forbidden to him. They could give a number of reasons for why they had to torment him; he was too fat, too ugly, too disgusting. But the real problem was simply that he existed, and every reminder of his existence was a crime.” ― John Ajvide Lindqvist, Let the Right One In

  12. WHAT IS THE MESSAGE? • Bullying is not acceptable • How to get help if you are being bullied • How to help someone you think may be a victim • What happens once a report is made • Address concerns about confidentiality • How to develop programs for your area • Safety is everyone’s responsibility 12

  13. INCIDENT RESPONSE • How are you responding to face-to-face bullying? • How are you responding to cyber-bullying? • Resources for victim(s) and perpetrator(s) (e.g., counseling, on-line training) • Defuse situation (e.g., call police, take down offending post, separate students) • Conduct (administrative or criminal sanctions) 13

  14. INCIDENT RESPONSE • Educate community • Ongoing monitoring, follow-up • Depending on age, circumstances, and risk– determine if it is appropriate to contact parents • Integrate lessons learned into efforts 14

  15. CONSIDERATIONS FOR INCREASING SUCCESS “There is no gesture more devastating than the back turning away.” ― Rachel Simmons, Odd Girl Out: The Hidden Culture of Aggression in Girls

  16. PROTOCOL FOR IT ISSUES • Can this be managed voluntarily? • Who controls the offending site? • Should an offending site be taken down? • If the site is under your control, who should be part of the decision? • Third party sites– should they be contacted? • Manage expectations– it may return in a more virulent form on a site you don’t control 16

  17. ZERO TOLERANCE POLICIES—NEVER! • What does “zero tolerance” mean? • What are unintended consequences? • What are more effective alternatives? 17

  18. PRACTICAL STEPS FOR DEVELOPING YOUR INITIATIVE • How to start? • Likely candidates for Team • Convening the group • Creating awareness • Risk assessment • Ongoing education of campus 18

  19. POSSIBLE ACTION • Video Messaging Designed by Students • Peer Education Teams • Twitter Campaign • Campus Civility Campaign • Do Not Cancel Class Programs • Bystander Education Initiative • ???? 19

  20. RESOURCES www.stopbullyingworld.org www.stopbullying.gov http://www.antibullying.net Google: College Campus Bullying Research 20

  21. QUESTIONS

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