Bullying

1
Bullying

• Lorie Witkop
• Fulton High School
• Prepared for CEP 841
• Summer 2002

2
Why Worry About Bullying?

• Bullying is a rite of passageright?
• Kids will be kidsright?
• words will never hurt meright?
• If you find yourself agreeing with any of the
  above questions, consider the words of Rosie, a
  bullied student from Canada.

3
A Victims Perspective

• I Always Feared the Bell
•  
• Sticks and stone may break my bones, but words
  will never hurt me. A common cliché that many
  parents program into the minds of their progeny
  in an attempt to protect their children from the
  hurt and pain others may inflict upon them. The
  only ones these savvy caregivers are fooling
  are themselves. I too received that all-powerful
  shield of wisdom. I was even naive enough to
  believe it for the first part of my experience.
  It was not the broken bones that took me years to
  recover from, it was a broken spirit.
• -http//www.bullying.org/rosie.html

4
Why Worry About Bullying?

• Widely considered one of the most underrated
  and enduring problems in schools today, (Bully
  BWare Productions) bullying casts a shadow over
  the usual caring environment of public education.
• The effects of bullying are both immediate and
  long-term.
• Bullies, victims and witnesses alike are scarred
  by the climate of fear that bullying produces.

5
What is bullying?

• A bully is
• a person who uses any approach at his or her
  disposal including, but not limited to,
  intimidation (physical, emotional, verbal),
  positional authority, relational authority, or
  societal authority to create limiting effects on
  another's behaviors, thoughts, or feelings
  (Cross).

6
What is bullying?

• Although the precise definition may vary slightly
  from group to group, the key element across the
  board is POWER.
• Bullies use their power to make victims feel
  powerless.
• Usually the power is strength or size, but often
  it is access to other attributes, such as
  membership in an organization or group,
  participation on a team, or control over
  territory (Home).

7
Important Facts Statistics

• According to the National Association of School
  Psychologists, one in seven schoolchildren is a
  bully or a victim (Beane).
• Bullying directly affects about five million
  elementary and junior-high students in the United
  States (Beane).

• It's estimated that nearly 160,000 students stay
  home every day because of bullying (Beane).
• Bullying begins in elementary school, peaks in
  middle school, diminishes but does not disappear
  in high school (Maine Project Against Bullying).
  

8
Important Facts Statistics

• Bullying most often occurs at school where there
  is minimal or no supervision (Maine PAB).
• Both boys and girls bully, usually same sex
  classmates, with female bullying taking indirect,
  manipulative forms (Maine PAB).

• Bullies identified by age eight are six times
  more likely to be convicted of a crime by age
  twenty-four and five times more likely that non-
  bullies to end up with serious criminal records
  by the age of thirty (Maine PAB)

9
Important Facts Statistics

• There are numerous on-looker children the
  authors have labeled the silent majority
  because they make up 85 of the school
  population. They usually know who the bullies and
  victims are, but they are too frightened to
  intervene (Garrity, Jens, Porter).

• Students reported that 71 of the teachers or
  other adults in the classroom ignored bullying
  incidents (Maine PAB).
• When asked, students uniformly expressed the
  desire that teachers intervene rather than ignore
  teasing and bullying (Maine PAB).

10
What Can We Do?

• Become more aware of the problem
• Create an anti-bullying climate
• Teach conflict resolution

11
Become More Aware of the Problem

• Survey the students and staff of your school
  about their perceptions of and experiences with
  bullying.
• Be more observant of what goes on in all areas of
  the school. Perhaps station more monitors at
  lunch and recess or spend more time in the hall
  during passing time.
• Look for signs of bullying in office referrals
  and student complaints.
• Check the resources at the end of the
  presentation for more sources of information on
  all aspects of bullying.

12
Create An Anti-Bullying Climate

• A Sample Planned Program
• (Olweus, quoted in ERIC Digest)
• Teachers help students develop class rules
  against bullying.
• Students participate in role-playing exercises
  and related assignments.
• Teach alternative methods of interaction for
  those currently involved in bullying.
• Show other students how they can assist victims.
• Show everyone that they can work together to
  create a school climate where bullying is not
  tolerated (Sjostrom Stein, 1996).

13
Create An Anti-Bullying Climate

• Schools plan individualized interventions with
  the bullies and victims.
• Victims need
• Support
• Protection
• Ways to increase their social and interpersonal
  skills
• - (Garrity, Jens, Porter)
• Bullies need
• A way to rechannel their aggresion in prosocial
  directions
• Help in using their positive strengths for
  leadership
• - (Garrity, Jens, Porter)

14
Create An Anti-Bullying Climate

• Implement cooperative learning activities to
  reduce social isolation
• Increase adult supervision at key times (e.g.,
  recess or lunch).
• Schools that have implemented Olweus's program
  have reported a 50 reduction in bullying.

15
Teach Conflict Resolution

• Everyone benefits from learning and practicing
  conflict-resolution skills. Bullies discover the
  real power of solving problems without using
  force or intimidation. Victims are empowered to
  seek solutions instead of giving up and giving
  in. Your classroom becomes a place where people
  are willing to work together to achieve a
  positive outcome (Beane).

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Teach Conflict Resolution

• One method proposed by Beane
• 8 STEPS TO CONFLICT RESOLUTION
• Cool down. Don't try to resolve a conflict when
  you are angry (or the other person is angry).
  Take a time-out, or agree to meet again in 24
  hours.
• Describe the conflict. Each person should tell
  about what happened in his or her own words. No
  put-downs allowed! Important Although each
  person may have a different view of the conflict
  and use different words to describe it, neither
  account is "right" or "wrong.
• Describe what caused the conflict. What specific
  events led up to the conflict? What happened
  first? Next? Did the conflict start out as a
  minor disagreement or difference of opinion? What
  happened to turn it into a conflict? Important
  Don't label the conflict either person's "fault.

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Teach Conflict Resolution

• Describe the feelings raised by the conflict.
  Again, each person should use his or her own
  words. Honesty is important. No blaming allowed!
• Listen carefully and respectfully while the other
  person is talking. Try to understand his or her
  point of view. Don't interrupt. It might help to
  "reflect" the other person's perceptions and
  feelings by repeating them. Examples "You didn't
  like it when I called you a name." "Your feelings
  are hurt." "You thought you should have first
  choice about what game to play at recess."
  "You're sad because you felt left out."

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Teach Conflict Resolution

• Brainstorm solutions to the conflict. Follow the
  three basic rules of brainstorming
• Participants come up with as many ideas as they
  can.
• All ideas are okay.
• Nobody makes fun of anyone's ideas.
• Be creative. Affirm each other's ideas. Be open
  to new ideas. Make a list of brainstormed ideas
  so participants will remember them all then
  choose one solution to try. Be willing to
  negotiate and compromise.

19
Teach Conflict Resolution

• Try your solution. See how it works. Give it your
  best efforts. Be patient.
• If one solution doesn't get results, try another.
  Keep trying. Brainstorm more solutions if you
  need to.
• If you can't resolve the conflict no matter how
  hard you try, agree to disagree--sometimes that's
  the best you can do. Also realize that the
  conflict doesn't have to end your relationship.
  People can get along even when they disagree.

20
Teach Conflict Resolution

• Include conflict resolution in all areas.
• For instance, the following song can be used in
  music class or choir to help students think about
  proper ways to deal with anger.
• - Education World Lesson Plan

21
Summary

• Bullying occurs when a bully uses his position of
  power to intimidate a victim.
• The effects of bullying can be devastating for
  all parties involved.
• Schools have an obligation to stop bullying
  through first becoming more aware of the problem
  and then implementing appropriate intervention
  programs.

22
What about Rosie?

• How did Rosies story turn out?
• Then, I met the person who changed my life
  forever... I finally realized that I could no
  longer be a victim. There was so much to laugh
  at, so much to learn, and so many other lives
  that could actually benefit by my existence. I
  soon started to pity the bullies.... Unlike me,
  those who taunted me will be stuck in that same
  cycle for perhaps the rest of their lives. The
  only voice you have to listen to is that of your
  own conscience, and when you do, you will find
  others who will give you the love and respect you
  deserve.
• -http//www.bullying.org/rosie.html

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Final Thoughts

• Dont other victims of bullying deserve the same
  chance to turn their lives around?
• What will you do to help?
• The following resources can provide a start.
• Vow to no longer be part of the silent
  majority.

24
Additional ResourcesBooks for Teachers/School
Personnel

• Beane, Allan L. (1999). The Bully Free
  Classroom Over 100 Tips and Strategies for
  Teachers K-8. Minneapolis Free Spirit
  Publishing.
•  
• Hazler, Richard J. (1996). Breaking
  the Cycle of Violence Interventions for Bullying
  and Victimization. New York Taylor Francis.
•  
• Ogden, Sally Northway Smith,
  Margaret. (2002). Words Will Never Hurt Me
  Helping Kids Handle Teasing, Bullying and
  Putdowns. Seattle Elton-Wolf Publishing.

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Additional ResourcesBooks for Teachers/School
Personnel

• Oliver, Ronald, Hoover, John H. (1997).
  Bullying Prevention Handbook A Guide for
  Principals, Teachers, and Counselors.
  Bloomington, IN National Educational Service.
•  
• Olweus, Dan. (1994). Bullying at
  School What We Know and What We Can Do
  (Understanding Children's Worlds). Oxford
  Blackwell Publishers.

26
Additional ResourcesBooks for Parents

• Motiar, A. (1997). Defanging a Bully.
  Thornhill, ON Education 2000.
•  
• Sheras, Peter L., Ph.D. Tippins, Sherill.
  (2002). Your Child Bully or Victim?
  Understanding and Ending Schoolyard Tyranny. New
  York Simon Schuster.
•  
• Voors, William. (2000). The Parent's
  Book about Bullying Changing the Course of Your
  Child's Life. Center City, MN Hazelden
  Information Education.

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Additional ResourcesBooks for Students

• Cohen-Posey, Kate Lampe, Betsy A.
  (1995). How to Handle Bullies, Teasers and Other
  Meanies A Book That Takes the Nuisance Out of
  Name Calling and Other Nonsense. Highland City,
  FL Rainbow Books, Inc.
• McCain, Becky Ray Leonardo, Todd.
  (2001). Nobody Knew What to Do A Story About
  Bullying. Morton Grove, IL Albert Whitman Co.
•  
• Romain, Trevor Verdick, Elizabeth.
  (1997). Bullies Are a Pain in the Brain.
  Minneapolis Free Spirit Publishing.
•  

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Additional ResourcesJournal Articles

• Cross, Tracy L. (2001). The many faces
  of bullies. Gifted Child Today, 24 (4), 36-7.
•  
• Beane, Allan L. (2000). The bully-free
  classroom. Instructor, 110 (2), 43-5.
•  
• Horne, Arthur M. Socherman, Robert.
  (1996). Profile of a bully who would do such a
  thing? Educational Horizons, 74, 77-83.
•  
• Garrity, Carla B., Jens, Kathryn. Porter,
  William W. Bully proofing your school creating a
  positive climate. Intervention in School and
  Clinic, 32, 235-43.

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Additional ResourcesWebsites

• http//www.bullying.org/
• http//www.education.unisa.edu.au/bullying/
• http//lincoln.midcoast.com/wps/against/bullying.
  html
• http//www.bullybeware.com/
• http//www.nobully.org.nz/advicek.htm
• http//www.lfcc.on.ca/bully.htm
• http//www.education-world.com/a_special/bully_200
  0.shtml
• http//www.ed.gov/databases/ERIC_Digests/ed407154.
  html
• http//www.michigansafeschools.org/models/bullying
  .htm

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Additional ResourcesHelpful Organizations

• Keys To Safer Schools
• P.O. Box 296
• Bryant, AR 72089-0296
• 1(501)315-1509
• 1(877)978-7678
• 1(800)504-7355
• Keys_at_keystosaferschools.com

• Committee for Children
• 568 First Avenue South
• Suite 600
• Seattle, WA 98104-2804
• Phone [phone]
• Fax [phone]

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Additional ResourcesHelpful Organizations

• Center for the Study and Prevention of Violence
• Institute of Behavioral Science
• University of Colorado at Boulder
• 439 UCB
• Boulder, CO 80309-0439
• [phone]
• FAX [phone]
• cspv_at_colorado.edu