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BULLYING IN SCHOOL BASED SETTINGS

BULLYING IN SCHOOL BASED SETTINGS. National Crime Prevention Centre What Have We Learned? March 23, 2006. Overview. National Crime Prevention Strategy What is bullying? What we have learned Next steps. National Crime Prevention Strategy.

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BULLYING IN SCHOOL BASED SETTINGS

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  1. BULLYING IN SCHOOL BASED SETTINGS National Crime Prevention Centre What Have We Learned? March 23, 2006

  2. Overview • National Crime Prevention Strategy • What is bullying? • What we have learned • Next steps

  3. National Crime Prevention Strategy • Focus on people most vulnerable to becoming offenders or victims (children, youth, Aboriginal people, seniors among others) • Focus on factors that place people at higher risk such as domestic violence, substance abuse, low literacy skills, poverty • Focus on crime prevention through social development • Social policy tool

  4. Interest in Bullying • School-based initiatives • Public Education • Canadian Initiative for Prevention of Bullying • Knowledge development

  5. Bullying • Actions within a relationship between a dominant person or group and a less dominant person or group where: • An imbalance of power (real or perceived) • Physical or psychological (verbal or social) • Direct or indirect actions • Repeated over time • Intent to harm

  6. Canadian Statistics – High School Yuile, Pepler, Craig & Connolly (2003) • 11% of high school students reported bullying others in the last 5 days • 10-15% of students reported being victims of bullying in the last 5 days • Bullying rates increase during transition to grade 9 especially for boys • 65% of high school students are victims of verbal or social bullying at least once during the term

  7. A Larger Context • Bullying problems are relationship problems that occur in a social domain. As such, they also implicate: • Peers – present in 85% of bullying episodes • Adults - parents, teachers, administrative staff, coaches, lunchroom supervisors, custodial staff • Larger social domain – community and society, popular media.

  8. Helping Adults Intervene • Adult intervention is low: • Most bullying is verbal • Incidents are brief • Clandestine nature – occur in low monitoring situations • Other priorities • Beliefs and values

  9. Consequences of Bullying • Victims – physical and emotional damage • Long lasting – distress, self-blame, fear, depression, suicide • Bullies – anti-social behaviour, dating violence, delinquent behaviour • Long lasting – continued relationship problems and anti-social behaviour, aggressive tendencies, depression

  10. Best Practices • Develop whole school approach • Plan the intervention • Address multiple risk factors • Involve multiple stakeholders • Involve students in all aspects • Consider audience • gender, age, culture, sexual orientation

  11. What doesn’t work • Zero tolerance • School expulsion • Individually-focused programs • Situational deterrents

  12. Mining NCPS Projects • 87 school-based bullying projects • Funded from April 1, 1998 to March 31, 2003 • Total amount of funding - $5.7M dollars • 78/87 projects were funded through Community Mobilization Program • Projects were funded in every province and territory

  13. Regional Distribution of Bullying Projects

  14. Objectives

  15. Category # of Responses Percentage of Projects Individual Skills & Characteristics 80 92% Community Related Factors 57 66% School Related Factors 53 61% Family and Friends 27 31% Society Related Factors 20 23% Risk and Protective Factors

  16. Activity #of Responses % of Projects Provide workshops, presentations or classes for children or youth 47 71% Create a product, tool or resource 45 68% Provide training to teachers, school staff & others who work w/children and youth 24 36% Organize an awareness campaign 19 29% Conduct a literature review related to crime/victimization issues & solutions 19 29% Activities

  17. Partnerships

  18. Sponsor

  19. What Projects Said Worked • Workshops, presentations– esp. interactive ones • Use of theatre – powerful in its impact • Conferences –follow-up actions essential • Tools, resources – with youth involvement • Anti-bullying curriculum – not just “one-shot” • Skill-building – for youth at risk • Mentoring – benefits for both mentor and mentee • **Comprehensive Community Approaches**

  20. Challenges • Project planning • Working within school environment • Engaging parents • Coping with the unexpected • Difficult subject matter • Evaluation and research issues

  21. Some of the gaps in knowledge • Gender specific approaches • Age-specific approaches • Bullying based on sexual orientation • Bullying based on cultural background • Bullying based on disabilities – both victims and bullies

  22. Public Education • Public Service Announcements • Concerned Children’s Advertisers (CCA) • Lesson plans being developed • Visit website www.cca-kids.ca

  23. What Next? • Development of variety of products • Influence community action and research • Build continual, systematic loop of knowledge development

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