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Bullying

Bullying. Amanda Ziemer, M.A., NCC Department of Counseling and Human Services University of Colorado at Colorado Springs. What is Bullying?. Olweus, D. (1993). Bullying at school: What we know and what we can do . Cambridge, MA: Blackwell Publishers, Ltd. Is it Bullying?

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Bullying

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  1. Bullying Amanda Ziemer, M.A., NCC Department of Counseling and Human Services University of Colorado at Colorado Springs

  2. What is Bullying? Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge, MA: Blackwell Publishers, Ltd.

  3. Is it Bullying? 1. Is there a power imbalance between the two parties? Is it being exploited?  2. Is there a history to the aggression? Is it ongoing, or a “one time” event? What is the frequency and duration of the interactions?  3. Does it appear that it is normal conflict that may “slide across the line” and become bullying conflict?  4. What is the effect of the behaviors on those involved? Is the problem causing great distress?

  4. Rationale for Bullying Power, Influence, Protection Jealousy Triangulation “Pleasure or Punishment” – Sophomore at Cheyenne Mountain High School Social Dominance Hierarchy

  5. Physical Bullying • Most notable form of overt aggression • Tends to decrease with age (Crick, Grotpeter, & Bigbee, 2002) • Schools tend to focus on this form of bullying the most (Vail, 2002) • Prevalence varies from 8% to 46% (Woods & Wolke, 2003) • Punching • Slapping • Shoving • Kicking • Biting • Pinching • Restraining someone • “Depantsing” • Destroying another’s property or stealing Rhonda

  6. Verbal Bullying • Name-calling • Teasing • Criticizing • Abusing • Accusing • Verbal threats • Prevalence varies from 8% to 46% (Woods & Wolke, 2003) • Form of overt aggression (Bauman & Del Rio, 2006) • Tends to be used equally by boys and girls Rhonda

  7. 45.9% have reported being victimized through relational or social aggression (Woods & Wolke, 2003)

  8. Cyberbullying • Aggression perpetrated through the use of electronic devices or environments such as cell phones, text messages, chat rooms, social networking sites, blogs, and online videos • Bullies use these tools to insult, mock, threaten, intimidate, or spread rumors about a victim • Affects anywhere between 11% (Williams & Guerra, 2007) to 33% (Fight Crime, 2006) of children and adolescents

  9. Cyberbullying In a recent study involving 4,000 middle school students, 18% stated that they had been bullied online in the last two months (CQ Researcher, 2008). Other reports indicate that the percentage is actually closer to one in three students recently being targeted online by students using cyberbullying. Tragically, the impact of cyberbullying can be overwhelming for adolescents. In July of 2008, the state of Missouri passed a law that outlaws cyberbullying (AP, 2008).

  10. Continuum of Bully-Victim Behaviors Swearer et al., (2001). Psychosocial correlates in bullying & victimization. Journal of Emotional Abuse, 2, 95-121.

  11. What Can Parents Do?

  12. Short-Term Help for Targets/Victims • Seek out targets, ask questions, “name it” • Meet in private for discussion • Express concern for child/student • Self-disclose own experiences • Explore solutions child is considering to cope (role play) • Explore with child possibility & confidence in reporting • Ask target for potential neutral observers • Inform child of your plan for how to intervene** • Discuss student “safety” options (including other students) • Encourage child to discuss future incidents with you Adapted from Crothers, L., & Kolbert, J. B. (2008). Tackling a problematic behavior management issue: Teachers’ intervention in childhood bullying problems. Intervention in School and Clinic, 43, 1-7.

  13. Long-Term Help for Victims • Increase child’s confidence • Help victim counter tendency to internalize • Identify sadness but also affirm “balanced” anger • Assist in establishing boundaries in terms of what willing to ignore & what is hurtful (e.g., physical, etc.) • Help child develop self-talk to be less reactive to bullying • Teach assertiveness skills • Increase victim’s connection to peers to reduce physical & psychological isolation • Help to find “social niche” • Help child identify strengths/positive qualities • Explore persons who are likely to respond • Reframe attempts at making friends as “courageous”

  14. Intervening with the Perpetrator Short Term In a firm, respectful manner communicate the following: Evidence of bullying /Don’t “rescue” them Violated school rules and family rules Serious situation that has consequences for the victim Assign consequence Caregivers & staff notified & will be observing Long Term Build empathy and perspective taking skills Find alternative routes for power and influence Find healthier strategies to express anger Identify specific strategies for managing jealousy Identify specific strategies for dealing with competition • Defense mechanisms – a.k.a. I am not a bully – they are mean! • Denial - “I didn’t do anything!, What are you talking about?” • Minimization - “I’m not the only one!”, “She bullied me first!” • Rationalization - “He’s always annoying me, I don’t want to be her friend!”

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