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Creating a Bully Free Alberta

What Adults Can Do

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Prevention of Bullying Initiative

Education and awareness, as well as supporting communities in their bullying prevention efforts, is a priority for the Government of Alberta.

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What Do You Think Bullying Is?

Activity:

Please respond to the questions on page 3 of your handout.

Discuss your comments with another participant.

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The Hundred Dresses

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Why is bullying on the social change agenda now?

Public incidents Demand by parents and communities to take

action

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Columbine

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“Terror in Taber; Armed teen walks into school and opens fire; one teen dead, another injured in school shooting.” Edmonton Journal April 29, 1999.

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Provincial Roundtable on Family Violence and Bullying

5 Key Areas for Action:

1. Social Change2. Provincial Leadership3. A collaborative, coordinated community response4. Services and Supports5. Accountability

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Three critical components:

Intentionality Repetition Power Differential

So What is Bullying?

(Handout page 4)

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Bullying is about power

Power comes in many forms…– Physical (larger, older)– Numbers (mobbing, scapegoating)– Social (more popular)

Over time, the power imbalance between the bully and victim becomes more established

Children who are victimized are powerless to stop the bullying on their own

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How Common is Bullying?

Bullying occurs on average every 7 minutes Each bullying episode lasts about 37 seconds One in 7 boys between 4 and 11 years of age

bullies others. One in 10 are bullied. One in 11 girls between 4 and 11 years of age

bullies others. One in 14 are bullied.

(Handout – page 5)

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Four most common types of bullying:

Verbal Social Physical Cyberbullying

(Handout page 6)

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Common Myths

1. Children have got to learn to stand up for themselves.

2. Children should hit back only harder.

3. It builds character.

4. Sticks and stones can break your bones but words can never hurt you.

5. That’s not bullying. They’re just teasing.

6. There have always been bullies and there always will be.

7. Kids will be kids. (Handout – page 7)

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The Makeup of a Bully

Bullying is a learned behaviour. Bullies have an air of superiority that often

masks deep hurt and feelings of inadequacy.

(Handout – page 8)

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How Can You Tell If Someone IsBeing Bullied?

Activity: Two Minute Brain Storm

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Who Gets Bullied?

Child or youth who is:

different successful in the wrong place, at the wrong time finds the victim role reinforcing

(Handout – page 10)

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Why Don’t Kids Tell?

Ashamed or afraid Unsure of adults’ abilities to help Experienced with the ill effects of telling

(Handout – page 12)

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The Bystander

Bystanders are present 85% of the time when bullying occurs.

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Involvement in Bully-Victim Incidents

70-80%

8-10%

8-12%

1-5%

Victims

Bullies

Bully-Victims

Witnesses/ Bystanders

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Olweus’ Bullying Circle

Victimized

Child

Child Bullying

Followers

Supporters

Passive supporters Disengaged

onlookers

Possible defenders

Defenders

A

B

C

D E

F

G

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Bystanders Will be the Agents for Social Change

It’s okay to report bullying to school authorities. 70-82% yes

It is my responsibility to do something when I see bullying. 45-72% yes

If you tell on a bully, people will think you are a “tattle tale” or loser. 58-86% yes

Kids who tell on bullies are often the next victims. 76-87% yes

Across schools….Agree that it is “better to get involved.” 64%Believe that there is “something I can do to stop it”. 62%Do not feel that they are “too frightened to intervene.” 67%Agree that they are “just glad it’s not me”. 67%

(Handout – page 13)

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ImplicationsAwareness /Behaviour Change

Bullying is a social problem that requires an understanding of human relationships.

We need to purposefully promote positive social development in our youth.

All children involved in bullying incidents -- perpetrators, victims and bystanders - must be included and considered in bullying interventions. We will effect the most change with the largest group – bystanders.

We need to intervene at multiple levels if we are to effect real changes in bullying in our society. 

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Why Some Kids Do Not Bully

capable, confident, connected empathy for others socially competent loved and cared for by at least one adult capable of learning from positive adult models

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What Are the Effects of Bullying?

Negative effect on learning Can lead to more serious concerns

(Handout – page 15)

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Students with Chronic/Intense Problem Behaviour (1 – 7%)

TargetedSpecialized Individual Interventions (Individual Student System)

Students At-Risk for Problem Behaviour (5 – 15%)

Selected Specialized Group Intervention (At-Risk System)

Students without Serious Problem Behaviour (80 – 85 %)

UniversalUniversal Intervention (School-Wide System Classroom System)

All Students in School

Levels of Intervention

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How Do We Change Human Behaviour?

• TEACH– teach specific skills in the natural environment

• REINFORCEMENT/CONSEQUENCES– behaviour based interventions

– use (4 to 1 ratio)

• MODIFY THE ENVIRONMENT

– change schedules, traffic patterns, for example, to set children up for success

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Effective Interventions

• EFFECTIVE INSTRUCTION– modifications and adaptations

• SCHOOL BONDING

– positive involvement in school activities, positive relationship with at least one adult at school, peer mentorship programs

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Jigsaw Activity

1. Strategies if a child is being bullied (handout pages 17-20).

2. Strategies if a child is a bystander (handout pages 20-23).

3. How can adults help (handout – pages 24-29).

• Review the section of the handout assigned to your group. Highlight key points.

• At the signal return to your HOME GROUP and report what you have learned.

• Record highlights on chart paper.

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Strategies- Children

Tell Children to: Have a friend and be a friend. Ask a friend to help you. Make sure you are part of a group. Ask adults for help, and keep asking until you get it.

Keep them informed of the situation. Use a calm voice to explain what happened. Talk, Walk, Squawk

(Handout – pages 17-20)

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Strategies (schools and communities)

Immediately stop the bullying

Refer to the relevant rules against bullying

Support the bullied child If appropriate, impose

immediate consequences

Include the bystanders in the conversation

Do not require the children to meet and “work things out”

Provide follow-up interventions, as needed

When you see or hear bullying:

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Cyberbullying

Examples: Threatening, hateful or insulting e-mails or instant

messages Stealing passwords Building websites

Cyberbullying is using the computer or other technology to harass or threaten another person.

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What Can Adults do AboutCyberbullying?

Learn about technology Be available Teach responsible internet use Put the computer in a visible, high traffic

place Install and use blocks Encourage children and youth to speak up

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Adults matter

Adult guidance and intervention is so important.

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Bullying is a Community Issue

bullying can happen anywhere

schools play a leadership role

need the support and involvement of all systems: home, school, sports teams, recreation centres, neighbourhood

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Adults Are Essential

Positive role model Good listener Refrain from using power

negatively

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What is Alberta Doing?

Cross-Ministry Strategy Community Grants Free Resources Awareness Campaigns Demonstration Projects

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www.teamheroes.ca

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www.B-Free.ca

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www.bullyfreealberta.ca

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Bullying Helpline

1-888-456-2323

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Web Resources

www.bullyfreealberta.ca www.B-Free.ca www.teamheroes.ca www.bullying.org www.cyberbullying.org www.education.gov.ab.ca/safeschools www.crimeprevention.gov.ab.ca

www.bewebaware.cahttp://csefel.uiuc.eduwww.research4children.orgwww.cipb.ca

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Guided Practice

Form groups of 3 or 4. Work through a few of the guided practice activities

identifying a recorder and reporter.

(Handout – pages 31-35)

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“In conclusion, there is no conclusion to what children who are bullied live with. They take it home with them at night. It lives inside them and eats away at them. It never ends. So neither should our struggle to end it.”

Sarah, age 17

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Action Plan

How do you climb a mountain or change the world?One step, one conversation at a time.

Name one thing you can do this week to change bystander behaviour.

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Contacts

Carri Boulton, Alberta Children’s Services(780) 644-5155Carri.Boulton@gov.ab.ca

Paula Coombs, Alberta Education(780) 415-9313Paula.Coombs@gov.ab.ca

Sandra Woitas, Alberta Education(780) 427-9865Sandra.Woitas@gov.ab.ca

Colleen McClure, Alberta Education(780) 422-3959Colleen.Mcclure@gov.ab.ca

Government Toll Free: 310-0000

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Dr. Shelley HymelProfessor, Department HeadUniversity of British Columbia, Faculty of Education

Audrey Cole, National Coordinator, Canadian Initiative for the Prevention of Bullying

Dr. Wendy Craig, Associate Professor, Department of Psychology, Queen’s University

Dr. Shelley Pepler, Professor of Psychology, York University

Dr. Tracy Vaillencourt, Assistant Professor, Associate Chair, Department of Psychology, Neuroscience and Behaviour, McMaster University

Dr. Tanya Beran, Professor, Division of Applied Psychology – Education, University of Calgary

Dr. Barbara Coloroso, Educational Consultant

Dr. Marliss Meyer, Alberta Education

Sandra Woitas, Alberta Education

Karen Bain, Behavioural Programming Specialist, Edmonton Public Schools

Dr. Tony McLellan, Alberta Education

Acknowledgements