Bullying York Mills Collegiate Institute HSP3M1 Thursday, January 7, 2010

1. BullyingYork Mills Collegiate InstituteHSP3M1Thursday, January 7, 2010 By: David Baek, Terry He, Neil Kikuta, and Willy Yang

2. Bullying: Summary of “Baylor student studies American, Japanese Cyber-Bullying” • American Dr. Tony Talbert and PhD student Ikuko Aoyama travelled to Japan • Aoyama observed tons of cyber-bullying in Japan – student suicides • Conducted surveys in US and Japan • Results: Bullying in US is physical – psychological in Japan • Concluded the US hasn’t addressed cyber-bullying as a major problem while the world has Abdallah, A. (2008, April 3). Baylor student studies american, japanese cyber-bullying. Retrieved from http://elibrary.bigchalk.com TH

3. Bullying: Justification of “Baylor student studies American, Japanese Cyber-Bullying” • Very up to date • Modern World – global community • Anthropology connection • Questionnaire • Psychology connection TH

4. Bullying: Summary Of “Grabbing the Bully by the Horns” • Bullies can be boys, girls, kids, and even adults • Bullies repeatedly hurt people by physically, emotionally, or verbally • Kids who are victims at home are more likely to be bullies at school • Most common form of bullying in schools is verbal rather than physical • More violent acts happening schools adopted a zero tolerance for bullying Fujimura, S.F. (2004, April). Grabbing the Bully by the Horns. Retrieved November 9,2009, from Gale Expanded ASAP Academic Database. David Baek

5. Bullying: Justification Of “Grabbing the Bully by the Horns” • Direct Aggression: Face-to-face confrontation, such as hitting, shoving, pushing, tripping, etc. • Indirect Aggression: Aggression that involves such behavior as spreading negative rumors • Motivation: What induces a person to engage in a particular behavior • Sociology: How children engage in social interaction amongst each other David Baek

6. Workplace: Summary of “When the Schoolyard Bully Shows up at Work” • Dr. Angelo Soares describes bullying as psychological harassment that results in a harmful work environment • Bullied employees are more focused on surviving their next attack then concentrating on their work • Marie was threatened with poison-pen e-mails • Krystal De Waard was under the fire of a serial bully and was sabotaged of her reputation through gossip WY Hatherly, Joanne. (2006, November 18). When the schoolyard bully shows up at work. Retrieved on November 2, 2009, from National Post.

7. Workplace: Justification of “When the Schoolyard Bully Shows up at Work” • Motivation – motivated by insecurity • Survival of the Fittest – must be able to withstand the pressure of bullying from the bullies • Psychology – bullying behaviour is psychological harassment • Roles – workers are too nice to stay in their workplace WY

8. School: Overview of “When Your Child is a Bully” • Robyn Snider’s son Josh, suspended for Bullying • Experts give parents steps to handling children and bullying • Take Cues • Don’t Fight • Gather Info • Identify • Look Forward Myers, R. (2008, March). When you Child is a Bully. Today’s Parent. Retrieved November 3, 2009, from http://www.todaysparent.com/teen/article.jsp?content=20080122_141135_2444&page=1 NK

9. School: Justification of “When Your Child is a Bully” • Psychology • Nature vs. Nurture • Bullying • Indirect Aggression NK

10. Bullying: Overview of “Addressing research gaps in the intersection between homophobia and bullying” • Hypothesis – Young people who are lesbian, gay, bisexual, or transgendered (LGBT) are at special risk for being bullied at school • Method: • Library research – used many works of other experts to gather info, • Historical research and case study – found specific cases from the past • One case she studied in particular was the murder of Lawrence King, a gay 14-year-old from Cali • Conclusions: • LGBT targeted because of their non-normative looks or behaviour • Teachers too hesitant to handle LGBT bullying • Teachers taught in university how to handle this; doesn’t extend to workplace Espelage, D. L. (2008, November 22). Addressing research gaps in the intersection between homophobia and bullying. School Psychology Review, 37, Retrieved Nov. 22, 2009 from Gale Cengage Academic OneFile Database TH

11. Bullying: Justification of “Addressing research gaps in the intersection between homophobia and bullying” • Up to date, interesting • Ego Connection – bullied can’t take it anymore  suicide • In-groups/out-groups • Historical research/Library research TH

12. Bullying: Overview Of “Bullying affects us too: parental responses to bullying at kindergarten” • Objective • To find out what the parents of the children that are victims of bullies comprehend about bullying • Method • One on one interview was conducted by the interviewer and the parents of the victims of bullies. The interview was audio taped, and transcribed • Conclusion • The parents noticed lack of self esteem among their children who were exposed to bullying • Parents of the children that were victims of bullying felt angry, powerless, because they felt like they weren’t protecting their child Humphrey, Gary. & Crisp, Beth R. (2008,Mar.). Bullying affects us too: parental responses to bullying at kindergarten. Australian Journal of Early Childhood, 33.1, 45. Retrieved Nov. 21, 2009, from Gale Expanded ASAP Academic Database. David Baek

13. Bullying: Justification Of “Bullying affects us too: parental responses to bullying at kindergarten” • Children that are victims of bullying lack of self esteem • Bullying occurs in both genders, and all age David Baek

14. School: Overview of “Bully/Victim Students and Classroom Climate” • Objective: • To examine the relationship between the individual perceptions of the classroom and their bully/victim status • Method: • Questionnaires were distributed and used the following methods: the school climate scale, the victimisation scale, and the bullying scale • Conclusion: • Single-sex schools, boys were victimised more than girls • Gender difference was not found in coeducational schools Yoneyama, Shoko. & Rigby, Ken. (2006,Sept.). Bully/Victim Students & Classroom Climate. Youth Studies Australia, pg34. Retrieved Nov. 17, 2009, from Gale Expanded ASAP Academic Database. WY

15. School: Justification of “Bully/Victim Students and Classroom Climate” • Negative perceptions of the school and classroom environment • Both genders bully significantly WY

16. School: Overview of “Bullying Involvement in Primary School and Common Health Problems” • Objective: • Examine association of direct and relational bullying experience with common health problems • Method: • 1639 children were assessed, and parents of the students were given a questionnaire • Conclusion: • Varying results, girls most likely to have physical health symptoms • Pure bullies had least physical or psychosomatic health problems Frisen, A., Jonsson, A.-k. , & Persson, C. (Winter 2007). Adolescents' perception of bullying: who is the victim? Who is the bully? What can be done to stop bullying?. Adolescence. , 42, 168. p.749 (13). Retrieved November 12, 2009, from Academic OneFile via Gale:http://find.galegroup.com/gtx/infomark.do NK

17. School: Justification of “Bullying Involvement in Primary School and Common Health Problems” • Dieter Wolke • Health Problems – bullying • Different approach • Important statistics/facts NK

18. Problem & Hypothesis • Identify a problem • Through personal observation, our group has realized that there has been too much bullying happening at our school that is going on unnoticed by teachers. • Bullying is a major social problem • After reading scientific journal and newspaper entries, we found out it is not only us who have a problem with bullying. • Hypothesis • We believe that in our school and our peers’ schools, Indirect bullying is just as, and often more effective than physical bullying, and teachers do not offer enough help and support toward victims. TH

19. Q.4 Do you think indirect bullying is more effective than physical bullying? WY

20. Q.3 If yes, have you been a bully, bullied or a bystander? WY

21. Brochure Conclusion • Indirect bullying is more effective • 51% of teachers are aware • Results maintain and confirm hypothesis NK

22. Questions • 1. Name three steps that a parent can use to handle children and bullying • 2. In a single-sex school, which gender does more bullying? • 3. What are the two ways that bullies use to pick on their victims? • 4. What is the main difference between bullying in USA and Japan?

23. Graphics Bibliography • Bullying in Playground. (2007). [Online photograph]. Retrieved January 3, 2010, from http://img.dailymail.co.uk/i/pix/2007/09_03/CyberBullyREX_468x366.jpg • Workplace Bullying. (2008). [Online Photograph]. Retrieved January 4, 2010, from http://www.workplacebullying.org/press/images/lawyerswkly.jpg • Stroller by Bullying. (2007). [Online Photograph]. Retrieved January 4,2010 , from http://www.babble.com/CS/blogs/strollerderby/bullying.jpg • Girl Left Out (2006). [Online Photograph]. Retrieved January 4,2010, from http://www.maine.gov/education/bullyingprevention/images/girlleftout.jpg • Bullying in Playground. (2006). [Online Photograph]. Retrieved January 3, 2010, from http://i.dailymail.co.uk/i/pix/2006/10/povertyREX231006_228x283.jpg • Bullying in School. (2009). [Online Photograph]. Retrieved January 4, 2010, from http://www.wwml.org/events/yale-events.htm • No to Bullying. (2008). [Online Photograph]. Retrieved January 4, 2010, from http://2.bp.blogspot.com/_-nsJd8jc7Bw/SfY-jaBU8BI/AAAAAAAAAa8/6fopj3Zr56E/s400/No_to_Bullying3.jpg • Anti-Bullying. (2007). [Online Photograph]. Retrieved January 5, 2010, from http://blogs.trb.com/community/news/davie/forum/anti-bullying_blog.jpg • No Bully Zone (2006). [Online Photograph]. Retrieved January 5, 2010, from http://atticannie.files.wordpress.com/2009/11/poster_no_bully_zone.jpg • Anti-Gay Bullying (2008). [Online Photograph]. Retrieved January 5, 2010, from http://news.pinkpaper.com/uploads/bully.jpg

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