BULLY NO MORE

1
BULLY NO MORE

• Friday 6th February 2009

2
AIMS

• To identify what bullying is about
• Why people get bullied
• What they feel about it
• How they respond in bullying situations
• To see what we can do to help as pupils, as
  teachers and as parents
• To set the record that bullying is unacceptable.
  Pupils must tell someone, parents, teachers
  other pupils must react

3
What is bullying?

• What Happened?

4
Does bullying rest in the nature of the incident
or in the attitude of the perpetrator?

• One of the girls describes some incidents as
  normal stuff. What do you regard as normal?
  At what point does normal become bullying?
• Is behaviour tolerated at school which could not
  be tolerated at home or vice versa?
• Are there natural victims?
• Is the experience of the children in the video
  similar to the experience in your school?
• Are there aspects of your own behaviour which you
  might regard as normal and others might find tend
  towards bullying?

5
What is bullying?

• Your definition

6
Why do people get bullied?

• Why did it happen?

7
Does bullying arise solely from individual
personalities or from certain characteristics of
institutions and society?

• What is the balance between the individual and
  their behaviour and the wider social context in
  which they operate?
• Do bullied children give full explanations of
  what has happened to them? Is it useful to help
  them talk about their experiences?
• Are the reasons given by the children adequate
  explanations for the causes of bullying?
• Why did the bullies behave as they did?
• Is there anything in your school which makes
  bullying unlikely?

8
How does being bullied feel?

• What did you feel about it?

9
How should we assess what people tell us about
bullying and how should we support the expression
of difficult feelings?

• The children talk in this section in an
  understated way. Why? How might they be helped
  to talk? How much can we reliably interpret from
  body language?
• Are there some things which children do not say
  or will not tell?
• What language or behaviour help us identify the
  bullied children?
• Is there anything which the children say which is
  mirrored in our own experience?
• What is the school doing to support children in
  expressing their full feelings?

10
What can you do to help?
11
Impress your friends
12
Supporting a positive involvement and
contribution from friends

• How effective are the actions taken by the
  friends in this video?
• What difficulties may there be for a friend of a
  bullied child, or of a bully?
• What can be done to help the apparently
  friendless child?
• Is there a role for parents or school in
  supporting the action of friends?
• How might a schools anti-bullying policy
  recognise the role a friend might play?

13
Defining a positive anti-bullying role for
teachers

• How far do the childrens experiences reflect
  what would happen in your school?
• What are the clearest signs of bullying? Why
  might these be missed in a clasroom situation?
  How does a teacher ensure they are not missed?
• How should teachers respond to pupils who report
  bullying of their friends?
• What are the boundaries between authority,
  discipline and bullying in a teacher?
• Should an anti-bullying policy include means of
  monitoring teacher responses and actions?

14
What else is being done at CCHS?

• Peer Supporters

15
Guilty or not guilty?

• Will it work?

16
How can parents help?

• Excuses, Excuses

17
How can parents help?

• Hit Back

18
Identifying a positive role for parents and
understanding the difficulties which they may face

• Given that children often hide the full extend of
  what is happening to them, how can parents
  recognise the full signs of bullying?
• What kinds of response can a parent make?
• What parental responses and actions might a
  bullied child find acceptable, difficult,
  intrusive, unhelpful?
• How near, on occasions, have you been to
  bullying? Have you experienced bullying in a
  work situation?

19
Can bullying be stopped?
20
Examining definitions of bullying in school and
in life

• Is bullying an incident or an attitude and
  intention?
• Is there a low level of teasing or bullying-type
  behaviour which can be tolerated?
• What strategies are available to modify the
  behaviour of a bully?
• Should a school Anti-bullying policy take account
  of persistent teasing, pranks, childish
  horseplay? Dows including these weaken awareness
  of serious bullying?

21
Bullying can be stopped

• We have identified and investigated
• What bullying is about
• Why people get bullied
• What they feel about it
• How they respond in bullying situations
• What we can do to help as pupils, as teachers and
  as parents
• That bullying is unacceptable. Pupils must tell
  someone, parents, teachers other pupils must
  react