Amanda Nickerson, PhDAssociate Professor and Director

Dr. Jean Alberti Center for the Prevention of Bullying Abuse and School Violence

University at Buffalonickersa@buffalo.edu

gse.buffalo.edu/alberticenter

Dignity for All Conference Hamburg, NYOctober 26, 2011

Overview of Presentation

Alberti Center Slideshow on Bullying

Key IssuesCan we define and identify bullying?Is bullying inevitable or preventable?Whose problem is this and what can we

do?○ Conventional wisdom and the “reframe”

Bullying vs. Teasing vs. Conflict

Teasing: Fun, good-natured, “give-and-take” between friends to get both parties to laugh

Bullying: Based on a power imbalance; intent to cause psychological or physical harm; usually repeated

Conflict: A struggle, dispute, or misunderstanding between two equal forces

Eye of the Beholder

Low correspondence between self-report and reports from peers, school staff, parents, and observations Students say bullying happens more than

adultsStudents over-report being defenders and

under-report being bullies

Is bullying inevitable or preventable?

Common, but not “normal”

Aggression and survival of the fittest across time, species, and cultures

Danger in viewing as “rite of passage”Long-lasting impact of bullyingWe do not tolerate other forms of abuse

Boivin, Hymel, & Bukowski (1995); Boulton & Underwood (1992);Crick & Bigbee (1998); Egan & Perry (1998); Hinduja, & Patchin, (2009);Kochenderfer & Ladd (1996);Nickerson & Sltater (2009); Perry et al. (1988)

"For every problem, there is a solution that is simple, neat and wrong.”

H.L. Mencken

Bully, Target, and Bystander

FamilySchool (Staff/Peers)

Culture & Community

Adapted from Swearer & Espelage (2004)

Targets: Conventional Wisdom “Kids need to learn to fight back”

“Focusing on the target blames the victim and sends the message that this behavior is OK”

Targets: Reframe Fighting back is an ineffective strategy

Power differentialWhat message are we sending?

Focusing on the target is aimed to teach coping skills, not place blameNeed to teach skills (assertiveness, emotion

management) This cannot be done in isolation…adult and

peer intervention is needed!

Farrington & Ttofi, (2009); Gregory, Cornell, Fan, Sheras, & Shih (2010)

Bullies: Conventional Wisdom

“Bullies are loners who suffer from low self-esteem”

“Bullies need harsher punishment”

Bullies: Reframe Children who bully often have a high

social status and average to superior self-esteem

Children who bully are likely to be exposed to harsh or corporal punishment

Focus on logical, meaningful consequences

Teach empathy, perspective taking, and using power in a more productive way

Batsche & Knoff (1994); Beaver, Perron, & Howard, (2010); Olweus (1993); Swearer et al. (in press); Vaughn, Bender, DeLisi, (in press)

Bystanders: Conventional Wisdom

“Peers need to stand up and say this is not right”

Bystanders: Reframe The bystander effect is pervasive

Diffusion of responsibilityCost (time, effort, personal distress)Perceptions about target (“just world,” deserved)

Students needExplicit instruction about how to intervene

○ Recognizing situation as bullying○ Identifying safest and best way to respond○ Enacting response ○ In a climate where upstanding is expected

Charach et al. (1995); Hawkins, Pepler, & Craig

Parents: Conventional Wisdom

“Parents need to wake up”

“The apple doesn’t fall far from the tree”

Parents: Reframe Parents need to be aware of bullying

Look at one’s own behavior as a model Targeting anger and hostility at others Using degrading terms (“wimp,” “gay,” “loser”)

Actively supervise and monitor children’s behavior

Apply logical, meaningful consequences

Encourage empathy and problem-solving

Work with school and others to be part of the solution

Farrington & Ttofi, (2009); Gregory, Cornell, Fan, Sheras, & Shih (2010); Koth, Bradshaw, & Leaf, (2008); Olweus (1993); Olweus, Limber, & Mihalic (1999)

School Staff: Conventional Wisdom

“Schools need to stop turning a blind eye to this and do something”

School Staff: Reframe Adults are often not aware of bullying Need a comprehensive approach to

expectations for behavior, skill building, and welcoming school climate

Clear policies are needed that includeConsistent on-the-spot interventionsMethod of reporting bullyingContinuum of consequences, including

opportunity for teaching and planning to behave differently in future

Merrell, Gueldner, Ross & Isava (2008); Ttofi & Farrington (2011)

Policy Makers and Law Enforcement: Conventional Wisdom

“We need harsher

laws to stop this kind of behavior”

Policy Makers and Law Enforcement: Reframe We need carefully developed laws and policy

Not reactive or based on emotion Provide clarity and guidance for addressing the

problem comprehensively Are based on research Do not create yet another layer of red tape that

interferes with schools’ ability to educate kids

Concluding Thoughts

“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.” (Margaret Mead)

For the rest of the day (and beyond), take the journey to learn ways that you can make a difference.