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BullyingBullyingy gy gPsychosocial Factors and Related Psychosocial Factors and Related syc osoc a acto s a d e atedsyc osoc a acto s a d e ated
Brain Stress ResponsesBrain Stress Responses
Mark Singer, Ph.D.Mark Singer, Ph.D.Begun Center on Violence Prevention Research & EducationBegun Center on Violence Prevention Research & Education
Mandel School of Applied Social SciencesMandel School of Applied Social SciencesMandel School of Applied Social SciencesMandel School of Applied Social SciencesCase Western Reserve UniversityCase Western Reserve University
Presentation FormatPresentation Format
Extent of BullyingExtent of Bullying
HighHigh--Risk groupsRisk groupsHighHigh Risk groupsRisk groups
Ps chosocial conseq ences of b ll ingPs chosocial conseq ences of b ll ingPsychosocial consequences of bullyingPsychosocial consequences of bullying
Brain stress responsesBrain stress responses
Strategies to address bullyingStrategies to address bullying
BullyingBullyingy gy gRepeatedRepeatedRepeated Repeated
exposureexposure
over time to over time to
negative actionsnegative actionsnegative actions negative actions
on the part of one on the part of one
or more studentsor more students((OlweusOlweus 2002)2002)
Negative ActionNegative ActionNegative ActionNegative Action
Intentionally inflicts or attempts to inflictIntentionally inflicts or attempts to inflictIntentionally inflicts or attempts to inflict Intentionally inflicts or attempts to inflict injury or discomfort upon another injury or discomfort upon another (aggressive behavior)(aggressive behavior)(aggressive behavior)(aggressive behavior)Achieved by: Achieved by:
Ph i l tiPh i l tiPhysical actionPhysical actionWordsWordsGesturesGesturesRejectionRejectionRejectionRejection
Power DifferentialPower Differential
Social status or popularitySocial status or popularity
Physical size/strengthPhysical size/strength
AgeAge
Intellectual abilityIntellectual ability
Membership in a socially defined dominantMembership in a socially defined dominantMembership in a socially defined dominant Membership in a socially defined dominant groupgroup
Types of BullyingTypes of BullyingTypes of Bullying Types of Bullying
Direct BullyingDirect Bullying: (more typical of boys: (more typical of boys))Direct BullyingDirect Bullying: (more typical of boys: (more typical of boys))
–– Open Open physicalphysical attacks on victimattacks on victim–– Verbal (threats, emotional harm)Verbal (threats, emotional harm)Verbal (threats, emotional harm)Verbal (threats, emotional harm)
Indirect Indirect ((RelationalRelational) Bullying: ) Bullying: (more typical of girls(more typical of girls))
–– SocialSocial isolation smearing reputationisolation smearing reputationSocial Social isolation, smearing reputation isolation, smearing reputation –– Peer Peer rejectionrejection
Cyber bullyingCyber bullyingCyber bullyingCyber bullying–– Social network sites, Social network sites, facebookfacebook, twitter, email, twitter, email–– Blow down pages; fake sites created to spread rumorsBlow down pages; fake sites created to spread rumors
Extent of the ProblemExtent of the Problem
Percentage of Bullying StudentsPercentage of Bullying Students(Norwegian Sample)
(n = 10,800; From Olweus, 2002)
10
12
6
8
cent
age
Girls
2
4Perc Girls
Boys
0Grade
4Grade
5Grade
6Grade
7Grade
8Grade
9Grade
10
Percentage of students who reported being bullied in the past two months: Canada
Students ages 12—18 who reported being bullied at schoolduring the 2009 school year, by location of bullyingg y , y y g
Characteristics of VictimsCharacteristics of VictimsCharacteristics of VictimsCharacteristics of Victims
Passive, insecure, anxiousPassive, insecure, anxiousRejected/isolated by peersRejected/isolated by peersRejected/isolated by peersRejected/isolated by peersNegative selfNegative self--attitudes and beliefsattitudes and beliefsPhysically weaker or smallerPhysically weaker or smallerLack adequate social skillsLack adequate social skillsqqHave difficulty in solving social problemsHave difficulty in solving social problems
Characteristics of BulliesCharacteristics of Bullies
Family environment characterized by Family environment characterized by y yy yconflict and poor parental monitoringconflict and poor parental monitoringPowerPower andand Control: Value the outcomes ofControl: Value the outcomes ofPower Power and and Control: Value the outcomes of Control: Value the outcomes of aggressionaggressionNegative attitudes and beliefs about othersNegative attitudes and beliefs about othersNegative attitudes and beliefs about othersNegative attitudes and beliefs about othersLow social competence and poor social Low social competence and poor social problemproblem sol ing skillssol ing skillsproblemproblem--solving skillssolving skillsPoor academic performance Poor academic performance Lack empathy Lack empathy
Characteristics of Bully/VictimsCharacteristics of Bully/Victimsyy(victims (victims who bully others)who bully others)
The most severely challenged in socialThe most severely challenged in socialThe most severely challenged in social The most severely challenged in social competence of all 3 groups.competence of all 3 groups.Negative selfNegative self attitudes and beliefsattitudes and beliefsNegative selfNegative self--attitudes and beliefsattitudes and beliefsRejected and isolated by peersRejected and isolated by peersNegatively influenced by the peers they Negatively influenced by the peers they interact withinteract withWay of maintaining social statusWay of maintaining social status
Shared Across All Three GroupsShared Across All Three GroupsShared Across All Three GroupsShared Across All Three Groups
Most likely to be maleMost likely to be maleMost likely to be maleMost likely to be male
Poor social problemPoor social problem--solving skillssolving skillsPoor social problemPoor social problem solving skillssolving skills
Negative home environmentNegative home environmentNegative home environmentNegative home environment
Negative school environmentNegative school environmentNegative school environmentNegative school environment
SubstanceSubstance useuseSubstance Substance use use
Potential Consequences of Being BulliedPotential Consequences of Being BulliedPotential Consequences of Being BulliedPotential Consequences of Being Bullied
Substance AbuseSubstance AbuseSubstance AbuseSubstance AbusePoor Health OutcomesPoor Health OutcomesPoor School Attendance Poor School Attendance Low School Performance Low School Performance Psychosomatic ProblemsPsychosomatic ProblemsPsychosomatic ProblemsPsychosomatic ProblemsPoor Social Adjustment Poor Social Adjustment jj
Potential Consequences of Being BulliedPotential Consequences of Being BulliedPotential Consequences of Being BulliedPotential Consequences of Being Bullied
DepressionDepressionAnxietyAnxietyAnxietyAnxietyPosttraumatic StressPosttraumatic StressAngerAngerViolent BehaviorViolent BehaviorSuicidal Ideation/Act (example)Suicidal Ideation/Act (example)Suicidal Ideation/Act (example)Suicidal Ideation/Act (example)
Suicide Attempt: Case ExampleSuicide Attempt: Case ExampleSuicide Attempt: Case ExampleSuicide Attempt: Case Example
14 year old female14 year old female14 year old female14 year old female
P t di d li i ith thP t di d li i ith thParents divorced; living with motherParents divorced; living with mother
No known alcohol/drug abuseNo known alcohol/drug abuse
2 mos. prior to attempt broke up with 2 mos. prior to attempt broke up with boyfriendboyfriendboyfriendboyfriend
Three Groups at High Risk for Three Groups at High Risk for Bullying VictimizationBullying VictimizationBullying VictimizationBullying Victimization
LGBT YouthsLGBT YouthsG ou sG ou s
2009 National School Climate Survey2009 National School Climate Survey2009 National School Climate Survey2009 National School Climate Survey
7 261 middle and high school students7 261 middle and high school students7,261 middle and high school students7,261 middle and high school students
85% f LGBT t d t t d b i85% f LGBT t d t t d b i85% of LGBT students reported being 85% of LGBT students reported being verbally harassed; 40% reported being verbally harassed; 40% reported being h i ll lt d i h l i th i ll lt d i h l i tphysically assaulted in school in past yr. physically assaulted in school in past yr.
1/3 skipped school at least one day in past 1/3 skipped school at least one day in past month due to feeling unsafemonth due to feeling unsafegg
Other Studies Indicate:Other Studies Indicate:Other Studies Indicate:Other Studies Indicate:
Male LGBT students have higher rates ofMale LGBT students have higher rates ofMale LGBT students have higher rates of Male LGBT students have higher rates of victimization than female LGBT studentsvictimization than female LGBT students
LGBT youths who are bullied at school LGBT youths who are bullied at school b f th i l i t tib f th i l i t tibecause of their sexual orientation because of their sexual orientation experience high rates of depression, experience high rates of depression,
i id l f li & l h li id l f li & l h l ijijsuicidal feelings & alcohol or suicidal feelings & alcohol or marijuana marijuana use.use.
Autism Spectrum DisorderAutism Spectrum DisorderAutism Spectrum DisorderAutism Spectrum Disorder
Autism spectrum disorder Autism spectrum disorder is a range is a range ff d l t ld l t l di ddi dof of neurodevelopmentalneurodevelopmental disorders disorders
characterized by social impairments, characterized by social impairments, iti i i t i tiiti i i t i ticognitive impairments, communication cognitive impairments, communication
difficulties, and repetitive behaviors. They difficulties, and repetitive behaviors. They f ild t df ild t dcan vary from very mild to very severe and can vary from very mild to very severe and
occur in all ethnic, socioeconomic and age occur in all ethnic, socioeconomic and age M l f ti lik l tM l f ti lik l tgroups. Males are four times more likely to groups. Males are four times more likely to
have autism than femaleshave autism than females
Autism Spectrum DisorderAutism Spectrum DisorderAutism Spectrum DisorderAutism Spectrum Disorder
Th h diffi lt i t ti h tTh h diffi lt i t ti h tThey have difficulty interpreting what They have difficulty interpreting what
others are thinking or feeling because they others are thinking or feeling because they g g yg g y
can’t understand social cues, such as tone can’t understand social cues, such as tone
of voice or facial expressions, and don’t of voice or facial expressions, and don’t
t h th l ’ f f l b tt h th l ’ f f l b twatch other people’s faces for clues about watch other people’s faces for clues about
appropriate behavior.appropriate behavior.pp ppp p
Autism VictimizationAutism VictimizationAutism VictimizationAutism Victimization
Victimization rates are between two andVictimization rates are between two andVictimization rates are between two and Victimization rates are between two and four times as high as found in the general four times as high as found in the general populationpopulationpopulationpopulationOne study reported a 75% yearly One study reported a 75% yearly prevalence rate of being bullied and 73%prevalence rate of being bullied and 73%prevalence rate of being bullied and 73% prevalence rate of being bullied and 73% rate of being hit by peer or sibling (parent rate of being hit by peer or sibling (parent report)report)report) report) Tend to be chronically victimized over Tend to be chronically victimized over l i d f til i d f tilong periods of timelong periods of time
Youth Gang MembershipYouth Gang Membership
Gang MembershipGang MembershipGang MembershipGang Membership
“It’s better to be in a gang because that way“It’s better to be in a gang because that wayIt s better to be in a gang because that wayIt s better to be in a gang because that wayyou always have a second family andyou always have a second family and
t b k ”t b k ”someone to back you up.”someone to back you up.”
“In school you can't pick back if people from “In school you can't pick back if people from certain groups pick on you If you do you'llcertain groups pick on you If you do you'llcertain groups pick on you. If you do you ll certain groups pick on you. If you do you ll have a very big problem having to watch have a very big problem having to watch
b k Th j k 't fi ht bb k Th j k 't fi ht byour back. These jerks can't fight by your back. These jerks can't fight by themselves themselves so they get 5so they get 5--6 friends to do 6 friends to do it.”it.”
Why Youths Join GangsWhy Youths Join GangsWhy Youths Join GangsWhy Youths Join Gangs
Sense of BelongingSense of Belonging
StatusStatus
Safety/ProtectionSafety/Protection
PowerPower
Bullying and GangsBullying and GangsTurf and statusTurf and status
InitiationInitiation
Hierarchy within gangHierarchy within gangHierarchy within gangHierarchy within gang
P t ti f bP t ti f bProtection for membersProtection for members
Creation of bully/victimsCreation of bully/victims
Brain StressBrain StressBrain Stress Brain Stress Responses to BullyingResponses to BullyingResponses to BullyingResponses to Bullying
Victimization and the BrainVictimization and the Brain
What ph sicall happens toWhat ph sicall happens toWhat physically happens to What physically happens to you when you are in a highlyyou when you are in a highlyyou when you are in a highly you when you are in a highly
threatening or scary threatening or scary situation?situation?
Location of AmygdalaLocation of AmygdalaLocation of AmygdalaLocation of Amygdala
Response Role of AmygdalaResponse Role of AmygdalaResponse Role of AmygdalaResponse Role of Amygdala
On Your Own Body’s DrugsOn Your Own Body’s DrugsOn Your Own Body s DrugsOn Your Own Body s Drugs
Violent/threatening/stressful situation activates Violent/threatening/stressful situation activates the “stress system” the “stress system” yy
EpinephrineEpinephrine norepinephrinenorepinephrine andand cortisolcortisol (“(“stressstressEpinephrine ,Epinephrine ,norepinephrinenorepinephrine and and cortisolcortisol (( stress stress drugs”) released throughout the body and braindrugs”) released throughout the body and brain
Allows for activation and more successful Allows for activation and more successful execution of the fight/flight responseexecution of the fight/flight responseg g pg g p
Bodily Effects of “Stress Drugs”Bodily Effects of “Stress Drugs”Bodily Effects of Stress DrugsBodily Effects of Stress Drugs
Increased heart rateIncreased heart rateIncreased heart rateIncreased heart rateIncreased blood flow to the muscles an Increased blood flow to the muscles an brainbrainbrainbrainDecreased blood flow to the skin and gutDecreased blood flow to the skin and gutLiver produces extra glucose to fuelLiver produces extra glucose to fuelLiver produces extra glucose to fuel Liver produces extra glucose to fuel defensive responsesdefensive responsesVigilance arousal and narrowing ofVigilance arousal and narrowing ofVigilance, arousal and narrowing of Vigilance, arousal and narrowing of attention in the brainattention in the brain
Your body’s drugs are Your body’s drugs are protective in the short term protective in the short term
but…..but…..
Overuse can cause physicalOveruse can cause physicalOveruse can cause physical Overuse can cause physical
and emotional problems and emotional problems
in both children & adultsin both children & adults
Children/AdolescentsChildren/AdolescentsChildren/AdolescentsChildren/AdolescentsH i ilH i il **HypervigilanceHypervigilance**Emotional problemsEmotional problemsppHealth problemsHealth problemsP bl ith t tP bl ith t tProblems with trust Problems with trust Problems with concentration*Problems with concentration*Difficulties with emotional regulation Difficulties with emotional regulation andand impulse control*impulse control*and and impulse control*impulse control*
Wh t i f t d li blWh t i f t d li blWhat is a fast and reliable What is a fast and reliable way of to deal with theway of to deal with theway of to deal with the way of to deal with the emotional and social emotional and social
consequences of being consequences of being i ti i d?i ti i d?victimized?victimized?
Alcohol and Other DrugsAlcohol and Other Drugs
Research has demonstrated Research has demonstrated alcohol and other drugs can: alcohol and other drugs can:
Help you feel less depressedHelp you feel less depressedH l t f l l i hibit dH l t f l l i hibit dHelp you to feel less inhibitedHelp you to feel less inhibitedHelp you to be friends with other usersHelp you to be friends with other usersHelp you relaxHelp you relaxHelp you feel better about your problemsHelp you feel better about your problemsHelp you feel better about your problemsHelp you feel better about your problemsHelp you feel more energeticHelp you feel more energeticEtc EtcEtc EtcEtc., Etc., Etc., Etc.,
Four Questions for Risk Assessment of Victims & BulliesFour Questions for Risk Assessment of Victims & Bullies
How How frequentlyfrequently has the bullying occurred?has the bullying occurred?
Over what period of time (Over what period of time (durationduration) has ) has the bullying occurred?the bullying occurred?the bullying occurred?the bullying occurred?
How many different places or relationshipsHow many different places or relationshipsHow many different places or relationships How many different places or relationships has the bullying occurred (has the bullying occurred (contextcontext)?)?
How serious is the aggressive behavior & How serious is the aggressive behavior & impact associated with the bullyingimpact associated with the bullyingimpact associated with the bullying impact associated with the bullying ((intensityintensity)?)?
Effective School StrategiesEffective School StrategiesEffective School StrategiesEffective School Strategies
School principal commitment/involvementSchool principal commitment/involvementSchool principal commitment/involvementSchool principal commitment/involvement
M ltif t d h i hM ltif t d h i hMultifaceted, comprehensive approachMultifaceted, comprehensive approach
Monitor areas where bullying can be Monitor areas where bullying can be expected (e.g., hallways, bathrooms)expected (e.g., hallways, bathrooms)p ( g , y , )p ( g , y , )
Provide teachers with effective classroomProvide teachers with effective classroomProvide teachers with effective classroom Provide teachers with effective classroom management trainingmanagement training
BystandersBystandersBystandersBystanders
2012 meta2012 meta--analysis of 11 studies thatanalysis of 11 studies that2012 meta2012 meta analysis of 11 studies that analysis of 11 studies that addressed bystander intervention behavioraddressed bystander intervention behaviorResults showed bystander interventionsResults showed bystander interventionsResults showed bystander interventions Results showed bystander interventions were significantly increasedwere significantly increasedI l hi h h lI l hi h h lIncreases were larger among high school Increases were larger among high school studentsstudentsEmpathy for victim is important, but the Empathy for victim is important, but the combination of empathy & social selfcombination of empathy & social self--efficacy is most predictive of interveningefficacy is most predictive of intervening
Responses with Limited SuccessResponses with Limited SuccessResponses with Limited SuccessResponses with Limited SuccessTraining students in conflict resolution and Training students in conflict resolution and peer mediationpeer mediation
Adopting a “zero tolerance” policyAdopting a “zero tolerance” policy
Providing group therapy for bulliesProviding group therapy for bullies
Encouraging victims to simply “stand up” Encouraging victims to simply “stand up” g g p y pg g p y pto bulliesto bullies
Thank YouThank You
ResourcesResourcesCenters for Disease Control and Prevention, Centers for Disease Control and Prevention, Youth Risk Behavior Survey Youth Risk Behavior Survey www.cdc.gov/healthyyouth/partners/funded/yrbs.htm www.cdc.gov/healthyyouth/partners/funded/yrbs.htm
Cook, C., Williams, K., Guerra, N., Kim, T. & Cook, C., Williams, K., Guerra, N., Kim, T. & SadekSadek, K. (2010) Predictors of childhood , K. (2010) Predictors of childhood b ll i d i ti i ti A tb ll i d i ti i ti A t l ti il ti i S h l P h l Q t lS h l P h l Q t l 2525bullying and victimization: A metabullying and victimization: A meta--analytic reviewanalytic review. School Psychology Quarterly. School Psychology Quarterly, 25, , 25, 6565--83.83.
National Center for Education Statistics, U.S. Department of Education National Center for Education Statistics, U.S. Department of Education (http://nces.ed.gov/).(http://nces.ed.gov/).(http://nces.ed.gov/).(http://nces.ed.gov/).
Flannery, D. (2005). Flannery, D. (2005). Violence and mental health in everyday lifeViolence and mental health in everyday life. . New York: New York: RowmanRowman & Littlefield.& Littlefield.
OrpinasOrpinas, P. & Horne, A. (2006, P. & Horne, A. (2006). Bullying prevention.). Bullying prevention. Washington, DC: American Washington, DC: American Psychological Association.Psychological Association.
Centers for Disease Control and Prevention, Violence PreventionCenters for Disease Control and Prevention, Violence Preventionwww cdc gov/ViolencePrevention/index htmlwww cdc gov/ViolencePrevention/index htmlwww.cdc.gov/ViolencePrevention/index.htmlwww.cdc.gov/ViolencePrevention/index.html
OlweusOlweus, D. (1993). , D. (1993). Bullying at school: What we know and what we Bullying at school: What we know and what we can docan do. Malden, MA: Blackwell.. Malden, MA: Blackwell.
ResourcesResourcesResourcesResources
P l iP l i JJ E lE l D &D & Pi tPi t T (2012) A tT (2012) A t l i f h ll i f h l b d b ll i tib d b ll i tiPolaninPolanin, J., , J., EspelageEspelage, D. & , D. & PigotPigot, T. (2012). A meta, T. (2012). A meta--analysis of schoolanalysis of school--based bullying prevention based bullying prevention program’s effects on bystander intervention behavior. program’s effects on bystander intervention behavior. School Psychology Review, 41School Psychology Review, 41(1). 47(1). 47--65.65.
Sampson, R. (2010). Sampson, R. (2010). Bullying in schools. Bullying in schools. Center for ProblemCenter for Problem--Oriented Policing, COPS, U.S. Oriented Policing, COPS, U.S. Department of JusticeDepartment of Justice www cops jsdoj govwww cops jsdoj govDepartment of Justice Department of Justice www.cops.jsdoj.govwww.cops.jsdoj.gov
VernbergVernberg, E. & Biggs, B. (Eds.) (2010). , E. & Biggs, B. (Eds.) (2010). Treating and preventing bullying and victimization. Treating and preventing bullying and victimization. New New York, NY: Oxford University Press. York, NY: Oxford University Press.