AN ECOLOGICAL PERSPECTIVE ON HARASSMENT, INTIMIDATION, AND BULLYING. Christopher Willis Ph.D. Newport County, Rhode Island John Lestino MS, LPC Edgewater Park, New Jersey NASP Convention – Atlanta Mini Skills Workshop March 31, 2005. THE ECOLOGICAL PERSPECTIVE. - PowerPoint PPT Presentation
AN ECOLOGICAL PERSPECTIVE AN ECOLOGICAL PERSPECTIVE ON HARASSMENT, ON HARASSMENT, INTIMIDATION, AND BULLYING INTIMIDATION, AND BULLYING Christopher Willis Christopher Willis Ph.D. Ph.D. Newport County, Rhode Newport County, Rhode Island Island John Lestino MS, LPC John Lestino MS, LPC Edgewater Park, New Edgewater Park, New Jersey Jersey NASP Convention – Atlanta NASP Convention – Atlanta Mini Skills Workshop Mini Skills Workshop March 31, 2005 March 31, 2005
Transcript
AN ECOLOGICAL PERSPECTIVE AN ECOLOGICAL PERSPECTIVE ON HARASSMENT, ON HARASSMENT,
INTIMIDATION, AND BULLYINGINTIMIDATION, AND BULLYING
Christopher Willis Ph.D.Christopher Willis Ph.D.
Newport County, Rhode IslandNewport County, Rhode Island
John Lestino MS, LPCJohn Lestino MS, LPC
Edgewater Park, New JerseyEdgewater Park, New Jersey
For most behavior For most behavior there are multiple there are multiple causes that occur causes that occur at all levels of the at all levels of the individual’s social individual’s social
ecology. ecology. (Smalls and Kerns, 1993)(Smalls and Kerns, 1993)
THE ECOLOGICAL PERSPECTIVETHE ECOLOGICAL PERSPECTIVE
Bullying is best conceptualized as an interaction that occurs not only because of individual characteristics of the bully, but also because of the actions of peers, actions of teachers and other adult caretakers at school, physical characteristics of the school grounds, family factors, cultural characteristics, and even community factors.
(Swearer & Doll, 2001)
THE ECOLOGICAL PERSPECTIVETHE ECOLOGICAL PERSPECTIVE
Bullying Behavior DefinedBullying Behavior Defined•Intentional, usually unprovoked attemptsIntentional, usually unprovoked attempts
•To cause physical and/or emotional harmTo cause physical and/or emotional harm
•To one or more targetsTo one or more targets
•Where there is an imbalance of physical, Where there is an imbalance of physical, psychological, and/or social powerpsychological, and/or social power
•Of the perpetrator(s) over the target(s) Of the perpetrator(s) over the target(s)
•Occurring usually, but not necessarily, over time.Occurring usually, but not necessarily, over time.
•Victimization - not a conflictVictimization - not a conflict
Hate/Bias Crime DefinedHate/Bias Crime Defined
• A criminal act directed against a person, A criminal act directed against a person, group of persons, or property in which the group of persons, or property in which the perpetrator either:perpetrator either:
a) intentionally selects the victim, ora) intentionally selects the victim, or
b) is motivated by hostility or bias b) is motivated by hostility or bias toward the victim, because of the toward the victim, because of the victim’s actual or perceived race, victim’s actual or perceived race, religion, national origin, sexual religion, national origin, sexual
orientation, gender, or orientation, gender, or disabilitydisability..
TARGETED –TARGETED –Tertiary PreventionTertiary Prevention – – Intensive Intervention for afflicted students.Intensive Intervention for afflicted students.
• Anger Management
• Disciplinary Actions
• Functional Behavior Analysis
• Positive Behavior Plans
• Counseling (Victim & Bully)
MACRO SYSTEM MACRO SYSTEM EXO SYSTEM EXO SYSTEM MESO SYSTEM MESO SYSTEM MICRO SYSTEMMICRO SYSTEM
ECOLOGICAL ECOLOGICAL PLANEPLANE
VIOLENCE PREVENTION CUBEVIOLENCE PREVENTION CUBE
MICRO MESO EXO MACRO
MACRO SYSTEMMACRO SYSTEMCultural / Community LevelCultural / Community Level
EXO SYSTEMEXO SYSTEM (Parental Work Setting, Teacher In-(Parental Work Setting, Teacher In-
Service Training)Service Training)
Individual Individual Child LevelChild Level
MESO SYSTEMMESO SYSTEM
MICRO MICRO SYSTEM SYSTEM (Family Level)(Family Level)
MICRO MICRO SYSTEM SYSTEM (Peer Level)(Peer Level)
MICRO MICRO SYSTEM SYSTEM (School Level)(School Level)
Bogenschneider’s (1996) Model of Bogenschneider’s (1996) Model of Analysis
MICRO ECOSYSTEMSMICRO ECOSYSTEMS
A pattern of activities, roles, and interpersonal relations experienced by the individual person in a given face-to-face setting that invite, permit, or inhibit engagement in sustained, progressively more complex interaction within the immediate environment. (Brofenbrenner, 1993)
• ConsultationConsultation• Training / WorkshopsTraining / Workshops
– Parents, teachers , school psychologists, Parents, teachers , school psychologists, etc.etc.
• Parent Work SettingsParent Work Settings– ER Docs & NursesER Docs & Nurses– Iraq / AfghanistanIraq / Afghanistan – Police & FirePolice & Fire
MACRO ECOSYSTEMSMACRO ECOSYSTEMS
• Overarching Pattern of all Overarching Pattern of all Ecosystems Ecosystems
• Community, Culture. Community, Culture. Example:Example:–NJ Anti bullying legislation.NJ Anti bullying legislation.
MACRO SYSTEMMACRO SYSTEMCultural / Community LevelCultural / Community Level
EXO SYSTEMEXO SYSTEM (Parental Work Setting, Teacher In-(Parental Work Setting, Teacher In-
Service Training)Service Training)
Individual Individual Child LevelChild Level
MESO SYSTEMMESO SYSTEM
MICRO MICRO SYSTEM SYSTEM (Family Level)(Family Level)
MICRO MICRO SYSTEM SYSTEM (Peer Level)(Peer Level)
MICRO MICRO SYSTEM SYSTEM (School Level)(School Level)
Bogenschneider’s (1996) Model of Bogenschneider’s (1996) Model of Analysis
Limitations ofLimitations of RISK FACTORSRISK FACTORS
• No single risk factor or set of risk factors is powerful enough to predict with certainty that a particular youth will become violent.
• Risk factors can be used to predict violence in groups with particular characteristics (ecosystems) or environmental conditions but not in individuals. (Report of the Surgeon General, 2001)
Individual ChildIndividual Child
Protective FactorsProtective Factors• Strong Problem Strong Problem
Solving skillsSolving skills• Well developed IQWell developed IQ• Good social skillsGood social skills• MasteryMastery• Religious Religious
commitmentcommitment• EmpathyEmpathy
Risk FactorsRisk Factors• + Attitude to violence+ Attitude to violence• Lack of empathyLack of empathy• Antisocial behaviorAntisocial behavior• Alienation or Alienation or
3. Description3. Description4. Consequences4. Consequences5. Procedure(s)5. Procedure(s)6. Principal/Promptness6. Principal/Promptness7. Range of Responses7. Range of Responses8. Prohibition of Reprisals8. Prohibition of Reprisals9. Falsely Accused9. Falsely Accused
10. Policy Publication10. Policy Publication11. Employee Training11. Employee Training
School related prohibition of harassment, intimidation and bullyingSchool related prohibition of harassment, intimidation and bullying
Model Language: From, NJSA, 18AModel Language: From, NJSA, 18A
“ “Consider whether a response beyond the individual Consider whether a response beyond the individual level is appropriate, the administrator shouldlevel is appropriate, the administrator should …” …”
Consider the…circumstances of the act,Consider the…circumstances of the act, the level of the level of harm… harm…
ConsiderConsider the nature of the behavior, past incidences or the nature of the behavior, past incidences or past or continuing patterns of behavior, past or continuing patterns of behavior,
ConsiderConsider the context in which the alleged incident(s) the context in which the alleged incident(s) occurred… occurred…
SAMPLESAMPLE
Model Language: From, NJSA, 18AModel Language: From, NJSA, 18A
“ “Consider whether a response beyond the Consider whether a response beyond the individual level is appropriate, the administrator individual level is appropriate, the administrator
shouldshould …” …”
Consider that acts may be Consider that acts may be so serious or parts of a so serious or parts of a larger patternlarger pattern of harassment, intimidation or bullying that of harassment, intimidation or bullying that they require a response either at the classroom, school they require a response either at the classroom, school building or school district levels or by law enforcement building or school district levels or by law enforcement officials. officials.
Including suspension or expulsion, as permitted under Including suspension or expulsion, as permitted under N.J.S.A.N.J.S.A. 18A:37-1, Discipline of Pupils… 18A:37-1, Discipline of Pupils…
NJSA, 18A…i.e “Range of responses…”NJSA, 18A…i.e “Range of responses…”
Positive behavioral interventionsPositive behavioral interventions Institutional (i.e., classroom, school building, school Institutional (i.e., classroom, school building, school
district) responses School and community surveys, district) responses School and community surveys, Mailings,Mailings, Focus groups, Focus groups, Adoption of research-based bullying prevention Adoption of research-based bullying prevention
program models, program models, Training for certificated and non-certificated staff, Training for certificated and non-certificated staff, Participation of parents and other community Participation of parents and other community
members & organizations,members & organizations, HotlinesHotlines
NJSA, 18A…i.e “Range of responses…”NJSA, 18A…i.e “Range of responses…”
Small or large group presentations for fully addressing Small or large group presentations for fully addressing the actions and the school’s response to the actions, in the actions and the school’s response to the actions, in the context of the acceptable student behavior and the the context of the acceptable student behavior and the consequences of such actions …consequences of such actions …
Involvement of law enforcement officers, including Involvement of law enforcement officers, including school resource officers… school resource officers…
Individual responses can include positive behavioral Individual responses can include positive behavioral interventions (e.g., peer mentoring, short-term interventions (e.g., peer mentoring, short-term counseling, life skills groups) and punitive actions (e.g., counseling, life skills groups) and punitive actions (e.g., in-school suspension, expulsion). in-school suspension, expulsion).
NJSA, 18A…i.e “Range of responses…”NJSA, 18A…i.e “Range of responses…”
Classroom responses can include class Classroom responses can include class discussions about an incident of harassment, discussions about an incident of harassment, intimidation or bullying, role plays, research intimidation or bullying, role plays, research projects, observing and discussing audio-visual projects, observing and discussing audio-visual materials on these subjects and skill-building materials on these subjects and skill-building lessons in courtesy, tolerance, assertiveness and lessons in courtesy, tolerance, assertiveness and conflict management. conflict management.
NJSA, 18A…i.e “Range of responses…”NJSA, 18A…i.e “Range of responses…”
School responses can include theme days, learning School responses can include theme days, learning station programs, parent programs and information station programs, parent programs and information disseminated to students and disseminated to students and parents.parents.
District-wide responses can include community District-wide responses can include community involvement in policy review and development, involvement in policy review and development, professional development programs, adoption of professional development programs, adoption of curricula and coordination with community-based curricula and coordination with community-based organizations (e.g., mental health, health services, organizations (e.g., mental health, health services, health facilities, law enforcement, faith-based). health facilities, law enforcement, faith-based).
NJSA, 18A…i.e “Range of responses…”NJSA, 18A…i.e “Range of responses…”
In addition, the district should make resources In addition, the district should make resources (e.g., counseling) available to individual victims of (e.g., counseling) available to individual victims of harassment, intimidation and bullying and harassment, intimidation and bullying and respond in a manner that does not stigmatize respond in a manner that does not stigmatize victim(s). victim(s).
Social skills training provided for all students is Social skills training provided for all students is an example of a school or district-level response an example of a school or district-level response for addressing victimization.for addressing victimization.
It’s the law…It’s the law…http://www.njleg.state.nj.us/2000/Bills/S2500/2408_I1.HTMhttp://www.njleg.state.nj.us/2000/Bills/S2500/2408_I1.HTM
Prevention / Intervention to Prevention / Intervention to Increase Protective Factors Increase Protective Factors
and Decrease Risk Factors in and Decrease Risk Factors in SCHOOLSCHOOL
Is it a Universal, Selected, or
Targeted Approach?
Visiting kindergartenLittle Tommy's kindergarten class was on a field trip to their local police station. There they saw pictures tacked to a big bulletin board. The label clearly read, "The 10 Most Wanted."
One of the youngsters pointed to a picture and asked if it really was the photo of a wanted person.
"Yes," said the policeman, "the detectives want him very badly."
So Little Tommy asked, while tugging on the man's belt, "Um, mister, why didn't you keep them when you
took their pictures?"
By the end of kindergarten, By the end of kindergarten, children trained repeatedlychildren trained repeatedly
• Able to name more solutions to social problems
• Significantly better at naming consequences for social acts like grabbing from peers or taking from adults
• Rated by teachers as having significantly better adjusted behavior
Doll, et al.
A rising tide raises all boatsA rising tide raises all boats
How classroom goal structures How classroom goal structures predict student help-seekingpredict student help-seeking
• Within students, gender and academic efficacy were significant predictors of ‘avoidance of help-seeking’
• 20% of the variance in student help-seeking was due to classroom effects
• When classrooms had task-focused goals, students were more likely to seek help
• When classrooms had relative-ability goals, students were more likely to avoid help
• It was student reports of the classroom goal structure that predicted help seeking and not teacher reports.
• Similar and consistent correction procedures when students misbehave
• Roles and responsibilities are described for all school personnel
Doll, et alDoll, et al..
Three Sound Bites to RememberThree Sound Bites to Remember• School Climate is most important factor
affecting nature and extent of bullying in school.
• Bystanders play crucial role in dynamics of bullying behavior.
• Committed Coordinating Committee is most important feature of a bullying prevention program:– spearheads the effort– maintains momentum– keeps issue on front burner
Two Ways in Which Power Is Two Ways in Which Power Is Determined in Social GroupsDetermined in Social Groups
Agonic• Resource-holding
potential• Toughest wins the
most fights
Hedonic• Power determined by
social attention• Achieve status by
showing talent, being knowledgeable and/ or attractiveness
• Indirect Bullying– Physical - getting another person to assault someone– Verbal - spreading rumors, gossip– Non-verbal - deliberate exclusion from a group or
activity– Cyber-bullying - using email, Instant Messages, web
sites
(Adapted from the Olweus Bullying Prevention Group, 2001)(Adapted from the Olweus Bullying Prevention Group, 2001)
Bullying and School ViolenceBullying and School Violence• Youth who bully others more likely to
engage in serious violence– frequent fighting and carrying weapons– more often boys than girls
• Bullying victims also engage in violence to defend or get revenge (less often than aggressors)
• Preventing bullying reduces more serious forms of violent behavior, including gangs
School Climate Factors School Climate Factors Related to BullyingRelated to Bullying
• School discipline that is too authoritarian or too lax
• Reinforcement of bullying behavior• Ignoring bullying behavior• Acceptance of bullying by peer groups• Acceptance of bullying by staff• Modeling by school staff and other students
Lunchtime activities and structure of how staff work with student’s in the PLR settings [playground, lunchtime, recess]
Attempt to account for adult observation and perspectives of staff who supervise PLR ( see: Leff & Power, et al.)… PLCQ can help review:
Structure for activities and monitoring
Understanding staff collaboration
The PLCQ study demonstrates participatory-action research (PAR): Active reciprocal partnering between school-community and university researchers, which provides direct impact from research questions in the school…
Aggressive Interactions Aggressive Interactions among classmates among classmates do not always equal bullyingdo not always equal bullying
• Aggression is a normal part of childhood
• Socially competent children routinely engage in aggressive interactions (AI) with peers
• AI’s are not always detrimental ( Pellegrini, 2002)
• “Rough and tumble play” or jostling that is not intended to intimidate should not be labeled as bullying
• AI’ e.g. bugging and/or busting occurs within reciprocal interactions…both for entertainment and solidifying friendships
• Unresolved conflicts, often occurring outside of friendship groups, may often lead to more difficulty for children
The importance of school climate The importance of school climate toward violence preventiontoward violence prevention
Doll, Song,& SiemersDoll, Song,& Siemers
• The school environment is often a/the primary setting for bullying
• Bullying often occurs between classmates
• Bullying is a special type of aggressive peer interaction in which a powerful classmate repeatedly intimidates, exploits and victimizes a weaker classmate
From: From: Bullying in American SchoolsBullying in American Schools - D. Espelage & S. Swearer - D. Espelage & S. Swearer
The importance of school climate The importance of school climate toward violence preventiontoward violence prevention
• Classroom ecosystems are highly relevant to an understanding of bullying
• The quality of social relationships among and between student’s, staff, teachers, and parents impact school climate
• The support for ‘human agency’ in the many environments in which student’s live and work helps determine harassment, intimidation and bullying occurrence.
Strategies that help reduce bullyingStrategies that help reduce bullying
• Reducing the frequency of ‘all’ aggressive interactions
• Pulling more children and student’s into friendship networks
• Teaching and modeling the resolving of peer conflicts successfully
• Discouraging intimidation by distributing and equalizing power in the classroom and school
The effects of The effects of school climateschool climate on changes in on changes in aggressive and other behaviors related to aggressive and other behaviors related to bullying… bullying… (Kasen, Berenson, Cohen, & Johnson)(Kasen, Berenson, Cohen, & Johnson)
• Schools function as a socializing agent for children
• Successful school bonding relates to enhanced student motivation and achievement
• Schools are accountable for…more than academic distinction
• School policies…and the overall atmosphere or school ethos determine the internal life or social, emotional and motivational climate of the school
• Schools…may [be] an indispensable force [toward] eliminating or reducing the threat of victimization…
From: Bullying in American Schools - D. Espelage & S. Swearer, 2004
Six Implications for SchoolsSix Implications for Schools(Swearer & Doll, 2001)(Swearer & Doll, 2001)
1. Bullying must be defined as a constellation of behavioral interactions.
2. Internalizing disorders contribute to bullying and victimization, but are too often overlooked.
3. Families must be active partners in anti-bullying interventions.
Six Implications for SchoolsSix Implications for Schools(Swearer & Doll, 2001)(Swearer & Doll, 2001)
4. Anti-bullying interventions must interrupt and neutralize the peer support for bullying behavior.
5. Bullying interventions must alter the responses toward bullying of teachers and other supervising adults.
6. Anti-bullying interventions require changes in the upper reaches of administration to have a lasting effect.
Class MapsClass Maps
• Operationalizes a definition of psychological health that is functionally linked to competence in accomplishing important developmental tasks
• Acknowledges dysfunction as characteristic of children-in-context rather than targeted children
• Fosters healthy school contexts prior to pulling children aside for targeted treatment
Behavioral Self-ControlBehavioral Self-Control
Students are responsive to the the lesson, actively engage in classwork, interact effectively with peers and move efficiently through transitions
And their behavior continues to be appropriate regardless of the presence of an authority
Improved classroom behavior increases the time allocated for instruction and when academic engaged time increases, learning improves
Interventions for behavioral Interventions for behavioral self controlself control
• Involve class in a classroom meeting to set Involve class in a classroom meeting to set classroom rulesclassroom rules
• Practice routines for following the rulesPractice routines for following the rules• Set classroom goals and monitor progress Set classroom goals and monitor progress
towards the goalstowards the goals• Involve families in setting standards for Involve families in setting standards for
behaviorbehavior• Use pictures, gestures or other cues to Use pictures, gestures or other cues to
prompt behaviorprompt behavior
Doll, et. al.
What behavioral self-control looks What behavioral self-control looks like in classroomslike in classrooms
There are few or no disruptive behaviors including excessive noise, movement, or aggressive behaviors by students
Students are on task and engaged with few teacher prompts
Rules are infused into ongoing classroom routines Students have been included in the planning and
decisions about rules Students behave appropriately when outside of
the teacher’s immediate view
ClassMaps SurveysClassMaps Surveys
• Anonymous student surveys• Collected in 15 (4th 5th grades) to 25 (2nd
grade) minutes • 6-8 item surveys of each of the six
characteristics• Uniform response format• Content derived from related individual
measures and classroom research on each characteristic
My Classmates
05
10152025
Nu
mb
er o
f Stu
den
tsNever
Sometimes
Often
Almost Always
My Classmates…sample items.My Classmates…sample items.
• I have a lot of fun with my friends in class.• My friends care about me a lot.• I have friends who eat lunch with me and play with me
at recess.• I have friends who will stick up for me for me if
someone picks on me.• I know other kids will not tease me or call me names.• I know other kids will not say bad things about me to
Following class rules…Following class rules…sample itemssample items
• I follow the rules in class.• I pay attention when I am supposed to in this class.• I do my work when I am supposed to be working in
this class.• I am care not to bother other students by moving
around or making noise.• Most kids follow the rules in this class.• Most kids pay attention when they are supposed to.• Most kids work quietly and calmly in this class.
Believing in MeBelieving in MeTaking chargeTaking charge
Following the class rulesFollowing the class rulesMy teacherMy teacher
My classmatesMy classmatesTalking with my parentsTalking with my parents
I worry thatI worry that
Edgewater Park: Systems Level ApproachEdgewater Park: Systems Level Approach
In-service all staff Increase and utilize local staff knowledge Lead by collaboration Integrate grade-level character ed. programs
with developmentally approximate goals Presentation’s to PTO Utilize building level leadership teams Continually probe, program, and discuss needs Look to others for information Be part of the community Utilize administrative backing Teachers as excellent mentors, guides, leaders Understand governmental mandates on the
curriculum and class/building wide practices… Seek external information and support University collaboration
“…“…renewing the notion of good character [is] a core renewing the notion of good character [is] a core assumption of Positive Psychology…”assumption of Positive Psychology…” Seligman: Seligman: Authentic Happiness,Authentic Happiness, 20022002
LESSON TWELVE: Respect [Samples]
Objectives: 1. Students will review… 2. Student’s will recognize…
NJCCCS: 9.2.C.9.2.D
Activities: 1. Student’s will discuss the the term respect… 2. Student’s will group and… 3. Student’s will work… 4. Using a chart…likenesses…
Homework: Student’s are encouraged to share with parents what they learned…
Character Education
Dear Parents/Guardians,
Hope you all had a wonderful break from the normal routine. We are excited about a “new year” here at Magowan.
Your child participated in a Character
Educationlesson today. Students had the opportunity to…
Please encourage your child to share with you…
Thank you,
Betsy Miles
““Teach Your Children_______________”Teach Your Children_______________”
HIB: The Consultation HighwayHIB: The Consultation Highway
Confirm discussion with Confirm discussion with
your building principal and/or your building principal and/or
designee.designee.
Be prompt.Be prompt.
Relay your perspective of Relay your perspective of
why you are requesting a why you are requesting a
HIB consultation.HIB consultation.
Discuss your concerns with Discuss your concerns with
the parent(s).the parent(s).
HIB: The Consultation HighwayHIB: The Consultation Highway(Continued)(Continued)
Report on-going progress or Report on-going progress or
