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Copyright Interfaith Center for PeaCopyright Interfaith Center for Peace and Dr. Tricia S. Jones, 2006.ce and Dr. Tricia S. Jones, 2006.
Bullying Bullying Prevention:Prevention:
CRETE Training CRETE Training Day 3Day 3
Presentation prepared byPresentation prepared by
Madeleine G. Trichel, Interfaith Center for PeaceMadeleine G. Trichel, Interfaith Center for PeaceColumbus, Ohio 43201Columbus, Ohio 43201
AndAnd
Tricia S. Jones, Ph.D., Temple UniversityTricia S. Jones, Ph.D., Temple University
Philadelphia, PA 19122Philadelphia, PA 19122
Copyright Interfaith Center for PeaCopyright Interfaith Center for Peace and Dr. Tricia S. Jones, 2006.ce and Dr. Tricia S. Jones, 2006.
CONVERSATION BUDDIESCONVERSATION BUDDIES
Purpose:Purpose: to prepare for later activities that require partners for to prepare for later activities that require partners for conversation.conversation.
Goal:Goal: Everybody will have a different partner for each Everybody will have a different partner for each conversation.conversation.
Method:Method:1. Leave your table, taking conversation Buddy sheet and pen or 1. Leave your table, taking conversation Buddy sheet and pen or pencil.pencil.2. Find a “Buddy” for the first blank and each sign the other’s 2. Find a “Buddy” for the first blank and each sign the other’s paper. Return the paper to its original owner.paper. Return the paper to its original owner.3. Find a different person and each sign the next blank on the 3. Find a different person and each sign the next blank on the other’s sheet.other’s sheet.4. Repeat until all blanks are signed by different people.4. Repeat until all blanks are signed by different people.
Note:Note: If you can’t find someone for a particular number,If you can’t find someone for a particular number,* Wail loudly until you are noticed;* Wail loudly until you are noticed;* Stand on a chair and shout;* Stand on a chair and shout;* Stand and watch and wait for the chaos to subside;* Stand and watch and wait for the chaos to subside;* Sit down. It will all work out!* Sit down. It will all work out!
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A Conversation1. Think of a time when you were a young student and had an experience of bullying.
2. Who was there? What happened? Do you still have feelings about it?
3. Find your first Conversation Buddy. Then form a group of 4 with another pair of Conversation Buddies.
4. Share your memory with the small group. As you talk, notice any common experience, feelings, or themes.
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Copyright Interfaith Center for PeaCopyright Interfaith Center for Peace and Dr. Tricia S. Jones, 2006.ce and Dr. Tricia S. Jones, 2006.
It can be useful to think It can be useful to think about bullying in about bullying in
relationship to the five relationship to the five basic needs identified by basic needs identified by
William Glasser.William Glasser.
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Security--Security--the feeling that we the feeling that we are safe.are safe.
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Power--knowing that we are good at something and can succeed.
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Belonging--having friends, family, people who care about us.
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Freedom--some choice over our lives.
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Fun--laughter, joy, play, amusement.
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Children will attempt to meet their needs in a way that makes sense to them at the time. Sometimes the choices they make are not healthy or safe choices. They are still learning. Our responsibility is to help them learn positive ways to get their needs met.
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Copyright Interfaith Center for PeaCopyright Interfaith Center for Peace and Dr. Tricia S. Jones, 2006.ce and Dr. Tricia S. Jones, 2006.
Bullying, unlike isolated conflicts Bullying, unlike isolated conflicts between individuals, occurs when a between individuals, occurs when a student or group of students targets student or group of students targets an individual repeatedly over time, an individual repeatedly over time, using physical or psychological using physical or psychological aggression to dominate the victimsaggression to dominate the victims
RepeatedRepeatedIntentionalIntentionalGoal is to Create and Enforce an Imbalance of Goal is to Create and Enforce an Imbalance of
PowerPower
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Forms of BullyingForms of Bullying
Direct – the bully personally enacts Direct – the bully personally enacts bullying at the targetbullying at the target
Indirect – the bully gets someone Indirect – the bully gets someone else to engage in the bullying else to engage in the bullying behavior against the target. behavior against the target.
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Direct BullyingDirect Bullying
Physical- Hitting, kicking, shoving, Physical- Hitting, kicking, shoving, spitting, property destruction, spitting, property destruction, physical restraint, unwanted sexual physical restraint, unwanted sexual physical contactphysical contact
Verbal – Taunting, teasing, name Verbal – Taunting, teasing, name calling, degrading commentscalling, degrading comments
Nonverbal – Threatening gestures, Nonverbal – Threatening gestures, obscene gestures, spatial invasion, obscene gestures, spatial invasion, staringstaring
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Indirect BullyingIndirect Bullying
Physical – getting another person to Physical – getting another person to assault someoneassault someone
Verbal – spreading rumors about a Verbal – spreading rumors about a person but hiding that you are the person but hiding that you are the source; cyber-bullying a potential source; cyber-bullying a potential formform
Nonverbal – deliberate exclusion Nonverbal – deliberate exclusion from a group or an activityfrom a group or an activity
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Playing, Fighting or Playing, Fighting or Bullying???Bullying???
Rough PlayRough Play Real FightingReal Fighting BullyingBullyingUsually friends; Usually friends; often repeated, often repeated, same playerssame players
Usually not Usually not friends; typically friends; typically not repeated not repeated
Typically not Typically not friends, generally friends, generally repeatedrepeated
Balance of powerBalance of power Power relatively Power relatively equalequal
Unequal powerUnequal power
No intent to harmNo intent to harm Intent to harmIntent to harm Intent to harm Intent to harm and disempowerand disempower
Affect is friendly, Affect is friendly, positive, mutualpositive, mutual
Affect is negative, Affect is negative, hostile, mutualhostile, mutual
Affect is negative, Affect is negative, hostile, differs for hostile, differs for aggressor and aggressor and targettarget
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Why Focus on Bullying?Why Focus on Bullying?
Short-term effects for targets: lower self-Short-term effects for targets: lower self-esteem, depression, illness, absenteeismesteem, depression, illness, absenteeism
Long-term effects for targets: severe Long-term effects for targets: severe depression, suicidal ideation, self-depression, suicidal ideation, self-destructive behavior, suicidedestructive behavior, suicide
Impact on Bystanders Impact on Bystanders School social climateSchool social climate Bullies escalate aggression in adolescence Bullies escalate aggression in adolescence
and adulthood (Olweus study, bullies were and adulthood (Olweus study, bullies were 4 times as likely to have 3 or more 4 times as likely to have 3 or more convictions by age 24)convictions by age 24)
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How Bad is the ProblemHow Bad is the Problem
30% of school kids regularly involved in 30% of school kids regularly involved in bullyingbullying
15% of students severely stressed by 15% of students severely stressed by encounters with bulliesencounters with bullies
8% are bullied at least once a week8% are bullied at least once a week 160,000 students miss school every day 160,000 students miss school every day
because of fear of bulliesbecause of fear of bullies 20% are scared throughout the day20% are scared throughout the day 10% of dropouts dropped out because of 10% of dropouts dropped out because of
repeated bullyingrepeated bullying
Copyright Interfaith Center for PeaCopyright Interfaith Center for Peace and Dr. Tricia S. Jones, 2006.ce and Dr. Tricia S. Jones, 2006.
What are some myths of What are some myths of bullying?bullying?
Bullying is just a “normal” part of childhood.Bullying is just a “normal” part of childhood. Children who bully just suffer from low self-Children who bully just suffer from low self-
esteem.esteem. Victims just needs to learn how to stand up Victims just needs to learn how to stand up
for themselves.for themselves. Victims bring bullying on themselves.Victims bring bullying on themselves. Bullying only happens when physical Bullying only happens when physical
violence is involved.violence is involved. Adults should stay out of it.Adults should stay out of it.
Copyright Interfaith Center for PeaCopyright Interfaith Center for Peace and Dr. Tricia S. Jones, 2006.ce and Dr. Tricia S. Jones, 2006.
How Can You Identify a How Can You Identify a BullyBully
Student regularly engages in hurtful teasing, Student regularly engages in hurtful teasing, name calling or intimidation of others name calling or intimidation of others (especially those who are smaller and weaker)(especially those who are smaller and weaker)
Student thinks s/he is superior to others Student thinks s/he is superior to others (contemptuous)(contemptuous)
Student who encourages others to hurt Student who encourages others to hurt smaller/weaker studentssmaller/weaker students
Students who have little empathyStudents who have little empathy Student who seem to desire power and Student who seem to desire power and
controlcontrol
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Where Does Bullying Where Does Bullying Happen?Happen?
48% Hallways and stairs48% Hallways and stairs 32% In class with teacher absent32% In class with teacher absent 29% In gym class/locker rooms29% In gym class/locker rooms 27% In class with teacher present27% In class with teacher present 24% In lunchroom24% In lunchroom 17% In bathroom17% In bathroom 15% On the bus/at the busstop15% On the bus/at the busstop 16% On the way to and from school16% On the way to and from school
(Unnever et al, 2001, survey of 2,472 grade 6-8 (Unnever et al, 2001, survey of 2,472 grade 6-8 students in Virginia).students in Virginia).
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Who Are Likely Targets of Who Are Likely Targets of Bullying?Bullying?
““Passive” TargetsPassive” Targets Quiet, cautious, sensitiveQuiet, cautious, sensitive Insecure, less confidentInsecure, less confident Physically weaker than peersPhysically weaker than peers Find it easier to associate with adults than Find it easier to associate with adults than
peerspeers ““Provocative” TargetsProvocative” Targets
ADD, ADHD,ADD, ADHD, Hot tempered, especially when sensing Hot tempered, especially when sensing
unfairnessunfairness Clumsy, immature or developmentally delayedClumsy, immature or developmentally delayed
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Cyberbullying/ technobullying is a Cyberbullying/ technobullying is a growing problem.growing problem.
Email,Email, Mobile or cell phones,Mobile or cell phones, Internet bulletin Internet bulletin
boards and chat boards and chat rooms,rooms,
Instant messaging.Instant messaging.
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Cyberbullying:Cyberbullying:
Slurs on websites or Slurs on websites or blogsblogs
Mean or threatening Mean or threatening instant messages instant messages (IM)(IM)
Using camera Using camera phones to take phones to take embarrassing photos embarrassing photos and posting on and posting on websiteswebsites
Circulating gossip, Circulating gossip, rumors, and votingrumors, and voting
Particularly harmful Particularly harmful because:because:
Aggressor can hide Aggressor can hide and be anonymousand be anonymous
Spreads rapidly to Spreads rapidly to large audiencelarge audience
Little fear of Little fear of punishmentpunishment
Often not reported--Often not reported--victims fear losingvictims fear losing accessaccess to electronic to electronic communication.communication.
Copyright Interfaith Center for PeaCopyright Interfaith Center for Peace and Dr. Tricia S. Jones, 2006.ce and Dr. Tricia S. Jones, 2006.
One way to understand bullying is One way to understand bullying is through looking at these analogies:through looking at these analogies:
Spouse abuse.Spouse abuse.
Sexual harassment.Sexual harassment.
All involve imbalance of power; in all All involve imbalance of power; in all these forms of abuse the perpetrator these forms of abuse the perpetrator blames the victim for the abuse. In blames the victim for the abuse. In all three the victim may blame all three the victim may blame himself or herself for the abuse, if it himself or herself for the abuse, if it is not stopped.is not stopped.
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“It is important to remember that bullying is not about anger or conflict; it’s about contempt-- a powerful feeling of dislike toward someone considered to be worthless, inferior and undeserving of respect.”
Barbara Coloroso
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How has society reacted to abuse?How has society reacted to abuse?
Through denial. Through denial. “It’s not “It’s not important;” “He didn’t mean it.”important;” “He didn’t mean it.”
By blaming the victim or asking By blaming the victim or asking the victim to solve the problem: the victim to solve the problem: “You should wear different “You should wear different clothes;” “She just does it because clothes;” “She just does it because she knows it bothers you.”she knows it bothers you.”
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Bullying affectsBullying affects
The one who bullies,The one who bullies, The person who is bullied,The person who is bullied, The bystanders.The bystanders.
Effective Bully prevention and intervention programs must
address the needs of all three in a school-wide, comprehensive
approach.
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Conversation #2Conversation #2(with “jigsaw”)(with “jigsaw”)
Taking your “Stop Bullying Now” packet Taking your “Stop Bullying Now” packet with you, find Conversation Buddy #2. with you, find Conversation Buddy #2. Form a group of 4 with another pair.Form a group of 4 with another pair.
Each person in the group will read 1 of Each person in the group will read 1 of the 4 articles in the packet. (Quickly the 4 articles in the packet. (Quickly decide who will read which one.)decide who will read which one.)
When everyone has read the chosen When everyone has read the chosen article, report to the group on what you article, report to the group on what you have read.have read.
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The Olweus approach The Olweus approach involvesinvolves
Positive school, group, & home Positive school, group, & home climate,climate,
Clear behavior expectations and Clear behavior expectations and consistent penalties for aggression.consistent penalties for aggression.
Adults spending time with students.Adults spending time with students.
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Foundations of Foundations of Bullying PreventionBullying Prevention
Safe and affirming school climateSafe and affirming school climate1. Penalties for 1. Penalties for
aggression:aggression: inevitableinevitable
predictablepredictable escalatingescalating
2. Positive climate, 2. Positive climate, tone, and modelingtone, and modeling
3. Adults spend non-3. Adults spend non-academic time with academic time with young people.young people.
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Understanding the “Players”Understanding the “Players”
Follower
Bully
Passive BullyTarget
PassiveSupporter Disengaged
Onlooker
Possible Defender
Defender
AuthorityFigure
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““The Players”The Players”
Follower/Henchmen – Joins in but does not start Follower/Henchmen – Joins in but does not start the bullyingthe bullying
Passive Bully – supports the bullying and often Passive Bully – supports the bullying and often urges on others but does not take active parturges on others but does not take active part
Passive Supporter – likes to see bullying, finds it Passive Supporter – likes to see bullying, finds it entertaining, but does not display active supportentertaining, but does not display active support
Disengaged Onlooker – sees the bullying but does Disengaged Onlooker – sees the bullying but does not consider it relevant to him/hernot consider it relevant to him/her
Possible Defender – dislikes bullying, thinks they Possible Defender – dislikes bullying, thinks they should step in, but doesn’tshould step in, but doesn’t
Defender – comes to the aid of the targetDefender – comes to the aid of the target
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What Adults SHOULD DoWhat Adults SHOULD Do
1. On-the-spot interventions1. On-the-spot interventions 2. Follow-up discussions with children 2. Follow-up discussions with children
who are bulliedwho are bullied 3. Follow-up discussions with children 3. Follow-up discussions with children
who bullywho bully 4. Staff information sharing4. Staff information sharing
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On-the-Spot InterventionsOn-the-Spot InterventionsThe “Teachable Moment”The “Teachable Moment”
1. Stop the bullying1. Stop the bullying 2. Support the victim2. Support the victim 3. Name the bullying behavior3. Name the bullying behavior 4. Refer to school rules4. Refer to school rules 5. Impose immediate consequences 5. Impose immediate consequences
(where appropriate)(where appropriate) 6. Thank defenders6. Thank defenders 7. Encourage bystanders7. Encourage bystanders
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Follow-Up InterventionsFollow-Up Interventions
1. Report the incident, increase adult vigilance 1. Report the incident, increase adult vigilance and communication, and prevent retaliation.and communication, and prevent retaliation.
2. Identify staff person to talk with parties2. Identify staff person to talk with parties 3. Conduct separate talks with the child bullied 3. Conduct separate talks with the child bullied
and the child bullyingand the child bullying 4. Implement supports for the child who is bullied.4. Implement supports for the child who is bullied. 5. Impose consequences for the children who 5. Impose consequences for the children who
bully.bully. Talk with parents.Talk with parents. Follow-up with the involved individuals later.Follow-up with the involved individuals later.
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Adults Spend Time with Adults Spend Time with StudentsStudents
CounselAggressiveStudents
Supportthose who
are"targeted"
Activatebystanders
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Counseling Aggressive Youth
Help students think about these questions after they know what their consequences are:
What did you do?What did you do? What was wrong What was wrong
with that?with that? What problem What problem
were you trying to were you trying to solve?solve?
How will you solve How will you solve that problem next that problem next time?time?
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As students reflect on their behavior, they learn how their behavior affects others and find different ways to meet their needs.
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Special EmphasisSpecial Emphasisfor Aggressive Studentsfor Aggressive Students
Recognize the legal, social, and personal Recognize the legal, social, and personal consequences of violence/ abuse.consequences of violence/ abuse.
Identify and seek support from those who care Identify and seek support from those who care for the abuser as a person--not in the bully role.for the abuser as a person--not in the bully role.
Gain a more accurate and thorough self-concept.Gain a more accurate and thorough self-concept. Improve social problem-solving and anger Improve social problem-solving and anger
management skills.management skills. Increase the ability to empathize with victims Increase the ability to empathize with victims
and bystanders.and bystanders.Dr. Richard Hazler, Ohio University Dr. Richard Hazler, Ohio University
and Dr. JoLynn Carney, Youngstown State Universityand Dr. JoLynn Carney, Youngstown State University
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Supporting the ChildSupporting the Childwho is Targetedwho is Targeted
For the child who is targeted, bullying For the child who is targeted, bullying is a loss experience:is a loss experience:
Loss of safety,Loss of safety, Loss of self-esteem: Loss of self-esteem: “They bully “They bully
you, then you bully yourself.”you, then you bully yourself.” Loss of belonging,Loss of belonging, Loss of control over own life.Loss of control over own life.
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How do we support youth How do we support youth who experience loss? who experience loss?
We protect them from more We protect them from more losses, comfort them and help losses, comfort them and help them not blame themselves for them not blame themselves for what has happened. what has happened.
We don’t usually tell them to We don’t usually tell them to pretend it doesn’t hurt. pretend it doesn’t hurt.
We teach them coping skills.We teach them coping skills.
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Special EmphasisSpecial Emphasisfor “Targeted” Studentsfor “Targeted” Students
Avoid giving the abuser an emotional Avoid giving the abuser an emotional payoff.payoff.
Be physically and verbally assertive (not Be physically and verbally assertive (not aggressive).aggressive).
Practice necessary behaviors.Practice necessary behaviors. Consider doing the unexpected.Consider doing the unexpected. Strengthen continuing friendships and Strengthen continuing friendships and
make new ones.make new ones.Dr. Richard Hazler, Ohio University Dr. Richard Hazler, Ohio University
and Dr. JoLynn Carney, Youngstown State Universityand Dr. JoLynn Carney, Youngstown State University
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•Family intervention to encourage independence as well as support.•Develop an understanding of the abuser as a person.•Seek support when necessary.•Gain a more accurate and thorough self-concept.
Dr. Richard Hazler, Ohio University and Dr. JoLynn Carney, Youngstown State University
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What Can I Do if I am Being What Can I Do if I am Being Bullied?Bullied?
HA HA, SO
Help Humor Self-Talk
Assert Avoid Own It “Bully-Proofing Your School: A Comprehensive Approach,” Garrity, Jens, Porter, Sager and Short-Camilli. Reclaiming children and Youth, Spring, 1996.
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Activating BystandersActivating Bystanders
We encourage youth toWe encourage youth to
Speak up to bullies,Speak up to bullies,
Ask adults for help,Ask adults for help,
And reach out as And reach out as friends to isolated friends to isolated peers.peers.
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What Can I Do if I See What Can I Do if I See Someone Being Bullied?Someone Being Bullied?
C A R E
Creating Problem Solving
Adult Help
Relate and Join
Empathy“Bully-Proofing Your School: A Comprehensive Approach,” Garrity, Jens, Porter, Sager and Short-Camilli.Reclaiming Children and Youth, Spring, 1996.
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Rules for Bully-ProofingRules for Bully-ProofingOur ClassroomOur Classroom
1. We will not bully other students.1. We will not bully other students.
2. We will help others who are being 2. We will help others who are being bullied by speaking out and by bullied by speaking out and by getting adult help.getting adult help.
3. We will use extra effort to include 3. We will use extra effort to include all students in activities at our school.all students in activities at our school.
““Bully-Proofing Your School: A Comprehensive Approach,” Garrity, Jens, Porter, Sager and Short-Camilli. Bully-Proofing Your School: A Comprehensive Approach,” Garrity, Jens, Porter, Sager and Short-Camilli. Reclaiming children and YouthReclaiming children and Youth, Spring, 1996., Spring, 1996.
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School Rules Against School Rules Against BullyingBullying
We will not bully others.We will not bully others. We will try to help students who are We will try to help students who are
bulliedbullied We will make it a point to include We will make it a point to include
students who are easily left out.students who are easily left out. When we know somebody is being When we know somebody is being
bullied, we will tell an adult at school bullied, we will tell an adult at school and an adult at home.and an adult at home.
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Sharing Information with Sharing Information with StaffStaff
Who needs to be involved?Who needs to be involved? How are incidents reported?How are incidents reported?
– Between teachers and staffBetween teachers and staff– To administratorsTo administrators
How is information shared with How is information shared with parents?parents?
How is information shared with How is information shared with involved students?involved students?
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Use Consistent Use Consistent ConsequencesConsequences
Identify positive consequences for Identify positive consequences for active defendingactive defending
Train students to make some display Train students to make some display of support if possibleof support if possible
Train students to avoid intervening in Train students to avoid intervening in physical bullyingphysical bullying
Encourage group responseEncourage group response
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Encourage Parental Encourage Parental InvolvementInvolvement
Have parents on the bullying Have parents on the bullying prevention committeeprevention committee
Provide bullying prevention Provide bullying prevention discussions at PTOdiscussions at PTO
Have bullying prevention literature at Have bullying prevention literature at home room nights and home room nights and parent/teachers conferenceparent/teachers conference
Keep parents informed through lettersKeep parents informed through letters
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Copyright Interfaith Center for PeaCopyright Interfaith Center for Peace and Dr. Tricia S. Jones, 2006.ce and Dr. Tricia S. Jones, 2006.
Conversation #3Conversation #3(with “jigsaw”)(with “jigsaw”)
Taking the new “Stop Bullying Now” Taking the new “Stop Bullying Now” packet with you, find Conversation Buddy packet with you, find Conversation Buddy #3. Form a group of 4 with another pair.#3. Form a group of 4 with another pair.
Three in the group will each read 1 of the Three in the group will each read 1 of the articles. One person will read the last 2 articles. One person will read the last 2 (shorter) articles. (Quickly decide who (shorter) articles. (Quickly decide who will read which.)will read which.)
When everyone has finished reading, When everyone has finished reading, report to the group on what you have report to the group on what you have read.read.
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Other Bully-prevention Programs:Other Bully-prevention Programs:
Don’t Laugh at MeDon’t Laugh at Me(Peter Yarrow and Linda Lantieri)(Peter Yarrow and Linda Lantieri)
Steps to RespectSteps to Respect(Committee for Children)(Committee for Children)
Stop Bullying NowStop Bullying Now(US Dept. of Health and Human Services)(US Dept. of Health and Human Services)
Teaching ToleranceTeaching Tolerance(Southern Poverty Law Center)(Southern Poverty Law Center)