BullyingAmanda Ziemer, M.A., NCCDepartment of Counseling and Human ServicesUniversity of Colorado at Colorado Springs

What is Bullying?

Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge, MA: Blackwell Publishers, Ltd.

1) Person of greater power attempts to harm another- This characteristic distinguishes bullying from conflict or horseplay demonstrated by students of equal power

2) Power can take various forms (physical, social, intellectual, economic, racial, sexual orientation)

3) The negative actions tend to be repeated

Is it Bullying?

1. Is there a power imbalance between the two parties? Is it being exploited?

 2. Is there a history to the aggression? Is it ongoing, or a “one time” event? What is the frequency and duration of the interactions?

 3. Does it appear that it is normal conflict that may “slide

across the line” and become bullying conflict?

 4. What is the effect of the behaviors on those involved? Is the problem causing great distress?

Rationale for Bullying

Power, Influence, Protection

Jealousy

Triangulation

“Pleasure or Punishment” – Sophomore at

Cheyenne Mountain High School

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Physical Bullying

• Most notable form of overt aggression

• Tends to decrease with age (Crick, Grotpeter, & Bigbee, 2002)

• Schools tend to focus on this form of bullying the most (Vail, 2002)

• Prevalence varies from 8% to 46% (Woods & Wolke, 2003)

• Punching • Slapping• Shoving• Kicking• Biting• Pinching• Restraining someone• “Depantsing”• Destroying another’s

property or stealing Rhonda

Verbal Bullying

• Name-calling• Teasing• Criticizing• Abusing• Accusing• Verbal threats• Prevalence varies

from 8% to 46% (Woods & Wolke, 2003)

• Form of overt aggression (Bauman & Del Rio, 2006)

• Tends to be used equally by boys and girls

Rhonda

Relational Aggression: attempts to harm via the power of the relationship, and obtain power in a relationship (tends to be in a dyad)

Social Aggression: strategies, often covert, to attack social status (tends to involve the manipulation of a social group)

•Not talking to or hanging around with someone •Deliberately ignoring •Threatening to end friendship•Excluding someone from a group

•Gossiping•Social exclusion •Writing notes or talking about someone•Stealing friends or romantic partners

45.9% have reported being victimized through relational or

social aggression (Woods & Wolke, 2003)

•Aggression perpetrated through the use of electronic devices or environments such as cell phones, text messages, chat rooms, social networking sites, blogs, and online videos

•Bullies use these tools to insult, mock, threaten, intimidate, or spread rumors about a victim

•Affects anywhere between 11% (Williams & Guerra, 2007) to 33% (Fight Crime, 2006) of children and adolescents

Cyberbullying

In a recent study involving 4,000 middle school students, 18% stated that they had been bullied online in the last two months (CQ Researcher, 2008).

Other reports indicate that the percentage is actually closer to one in three students recently being targeted online by students using cyberbullying. Tragically, the impact of cyberbullying can be overwhelming for adolescents.

In July of 2008, the state of Missouri passed a law that outlawscyberbullying (AP, 2008).

Cyberbullying

Aggressive bullies

•Overt, physical or verbal

Bullies •Covert, relational/social aggression

“Henchmen”, “Wanna-bees”

•Support bullies

Bully-victims“Opportunists”

•1/3 of victims (Brockenbrough et al., 2002)•Often referred to as “provocative victims”

Victims •2/3 of victims are submissive/passive

Bystanders •About 50% of bystanders express concern for victims, but many unsure of how to help•Van Dost et al. (2000) found intervention can increase pro-victim attitudes, in self-efficacy to intervene, & in rate of actually intervening

Continuum of Bully-Victim Behaviors

Swearer et al., (2001). Psychosocial correlates in bullying & victimization. Journal of Emotional Abuse, 2, 95-121.

What Can Parents Do?

Short-Term Help for Targets/Victims

• Seek out targets, ask questions, “name it”• Meet in private for discussion• Express concern for child/student• Self-disclose own experiences• Explore solutions child is considering to cope (role

play)• Explore with child possibility & confidence in reporting• Ask target for potential neutral observers• Inform child of your plan for how to intervene**• Discuss student “safety” options (including other

students)• Encourage child to discuss future incidents with you

Adapted from Crothers, L., & Kolbert, J. B. (2008). Tackling a problematic behavior management issue: Teachers’ intervention in childhood bullying problems. Intervention in School and Clinic, 43, 1-7.

• Increase child’s confidence▫Help victim counter tendency to internalize▫Identify sadness but also affirm “balanced”

anger• Assist in establishing boundaries in terms of what

willing to ignore & what is hurtful (e.g., physical, etc.)▫Help child develop self-talk to be less reactive to

bullying• Teach assertiveness skills• Increase victim’s connection to peers to reduce

physical & psychological isolation▫Help to find “social niche”▫Help child identify strengths/positive qualities▫Explore persons who are likely to respond▫Reframe attempts at making friends as

“courageous”

Long-Term Help for Victims

Intervening with the Perpetrator

Short TermIn a firm, respectful manner communicate the following:Evidence of bullying /Don’t “rescue” themViolated school rules and family rulesSerious situation that has consequences for the victimAssign consequenceCaregivers & staff notified & will be observingLong TermBuild empathy and perspective taking skillsFind alternative routes for power and influenceFind healthier strategies to express angerIdentify specific strategies for managing jealousyIdentify specific strategies for dealing with competition

Defense mechanisms – a.k.a. I am not a bully – they are mean!

• Denial - “I didn’t do anything!, What are you talking about?”• Minimization - “I’m not the only one!”, “She bullied me first!”• Rationalization - “He’s always annoying me, I don’t want to be

her friend!”