BULLYING: BACKGROUND AND PREVENTION/INTERVENTION

Topics to be Covered

Prevalence Definitions of bullying Warning signs Characteristics/risk factors of bullies What schools should do What teachers/staff should do What teachers/staff should not do

Almost 25% of teachers report that they DO NOT think it is necessary to intervene in bullying

(Feinberg, 2003)

Prevalence of Bullying

• Approximately 15-25% of students are bullied somewhat frequently

• 15-20% of students report their own bullying behaviors as being somewhat frequent

(Melton et al.; Nansel et al., as cited in Health Resources and Services Administration, 2009)

• Half of surveyed students who are frequently bullied reported bullying lasted at least 6 months

(Mullin-Rindler, as cited in Health Resources and Services Administration, 2009)

• Children with special needs may be at a greater risk(Rigby, as cited in Health Resources and Services Administration, 2009)• Estimated over 13 million students ages 6-17 were victims

of cyberbullying in 2006(Feinberg & Robey, 2008)• Good news – occurrences of reported physical bullying

dropped to below 15% in 2008(The Associated Press, 2010)

What is Bullying?

• Definitions vary by source• Abington’s definition: The term "bullying" shall mean

harassment, attack(s), or intentional electronic, written, verbal, or physical act(s), perpetrated by a student or group of students, on another student or students, which meet all of the following criteria:

-occur during the school day, on school property, on a school bus, at a school-sponsored activity or event, going to and from school, or any location where the school has legal jurisdiction over a student’s conduct;

-are severe, persistent or pervasive; and

-include any written, verbal, or physical act

Direct versus Indirect Bullying

• Direct: physical, verbal, or non-verbal confrontation (e.g., hitting, kicking, teasing, threatening, using racial slurs, making obscene gestures)

• Indirect: can also be physical, verbal, or non-verbal, but without direct confrontation (e.g., getting another person to attack someone, spreading rumors, social exclusion, cyber-bullying)

( Zins, Elias, & Maher [Eds.], 2007)

Possible Warning Signs that a Student is Being Bullied

• Torn, damaged, or missing pieces of clothing, books, or other belongings

• Has unexplained cuts, bruises, and scratches• Has few, if any, friends with whom he/she spends time• Seems afraid of going to school or walking

to and from school• Has lost interest in school work or suddenly

begins to do poorly

Possible Warning Signs that a Student is Being Bullied cont…• Appears sad, moody, teary, or

depressed• Complains frequently of headaches,

stomachaches, or other physical ailments

• Experiences loss of appetite (not eating lunch/snack)

• Appears anxious and suffers from low self-esteem

(Health Resources and Services Administration, 2009)

Characteristics of Children Who Bully Regularly

• Impulsive, hot-headed, dominant, may misinterpret situations by focusing on hostile cues (reactive), OR

• lack empathy, little emotion and anxiety, accurately interpret social cues and use them to manipulate others (proactive)

• Easily frustrated• Have difficulty following rules• View violence in positive way(Health Resources and Services Administration,

2009; Zins, Elias, & Maher [Eds.], 2007)

Bullies - Risk Factors

Family Risk Factors• Lack of parent warmth and involvement• Overly-permissive parenting• Lack of supervision by parents• Harsh, physical discipline• Model for bullying behavior

Peer Risk Factors• Having friends who bully and have positive

attitudes towards violence

(Health Resources and Services Administration, 2009)

Common Myths About Bullying

• Children who bully are loners• Children who bully have low self-esteem

• Most bullying occurs where there is no adult supervision*

(Mullin-Rindler, 2003)

What Schools Should Do

• Promote warm school environment (Zins, Elias, & Maher [Eds.], 2007)

• Have schoolwide foundation that offers universal interventions and has specific anti-bullying rules

• Conduct assessments of bullying prevalence in school

• Early interventions that target specific risk factors and teach positive behaviors and critical thinking skills

• Intensive individual interventions that provide bullies and victims with individual

support

(Feinberg, 2003)

What Teachers/Staff Should DO

• When you see/hear bullying: immediately stop it-Stand between victim(s) and bull(y/ies)

and prevent eye contact-Keep bystanders present (identify who

can be interviewed later)-Using matter-of-fact tone, refer to

specific bullying behavior observed and relevant school rules against it

-Support victim in a manner that allows for “saving face,” regaining self-control, and feeling safe from retaliation

What Teachers/Staff Should DO

• Include bystanders in the conversation-give guidance about how to intervene or help in future-in calm, matter-of-fact tone, tell students that you

observed their inaction OR that you were pleased that they tried to help

• Let bully know they will be watched closely regarding possible retaliation

• Give as much info. as possible about next steps• Send suspected bully to principal and report what

happened to principal/curriculum specialist; discuss with other relevant teachers

• Principal will follow up individually with students involved and bystanders to find out details; will impose consequences

• Increase supervision

What Teachers/Staff Should DO

• In general:-Intervene consistently and appropriately for both observed or suspected bullying – NEVER ignore-Devote class time to prevention-Do not show too much support in public; give supportive words and gestures in private-Spend time with the student; tell him/her you are sorry it happened and that it is not his/her fault

What Teachers/Staff Should DO

-Praise student for courage to share-Ask student what is needed for him/her to feel safe

-emphasize confidential nature of discussion-share who else needs to know

-Do not reveal to bully who reporter was (especially if it was the victim) – say you learned about it from many sources, including other adults

What Teachers/Staff Should DO

-Help the victim make friends-Encourage parent support of student, if possible-Follow up with student who has been bullied-Have discussion and practice opportunities to encourage bystanders to speak up in future-If appropriate, make a mental health referral

-Some bully victims may benefit from social skills training

What Teachers/Staff Should DO

-Make clear to students that you take bullying seriously and that it is not allowed ANYWHERE in school. Expectations of students should be that they:

-should not bully others-should be helpful and kind to students who are bullied-should report bullying that they experience or witness to you or other adults at school

-Integrate bullying prevention themes across curriculum

DON’Ts

• Don’t do further damage by lending too much support in public

• Don’t require students to apologize or make amends during heat of the moment

• Don’t force a meeting between bully and student who was bullied

• Don’t immediately ask (victim or bystanders) about what happened at time of incident

(Health Resources and Services Administration, 2009)

References

Feinberg, T., & Robey, N. (2008). Cyberbullying: Whether it happens at school or off-campus, cyberbullying disrupts and affects all aspects of students’ lives. Principal Leadership, 10-14.

Feinberg, T. (2003). Bullying prevention and intervention. Principal Leadership, 10-14.

Health Resources and Services Administration. 2009. What can adults do? Retrieved from http://www.stopbullyingnow.hrsa.gov/adults/default.aspx

Mullin-Rindler, N. (2003). Facts about bullying. Project on Teasing and Bullying.

The Associated Press. (2010, March 3). Sharp drop seen in children’s bullying:

Percentage of kids physically bullied fell to 15 percent in ‘08. Msnbc.com.

Retrieved from http://www.msnbc.msn.com/id/35694785/ns/health-kids_and_parenting

Zins, J.E., Elias, M. J., Maher, C.A. (Eds.). (2007). Bullying, victimization, and

peer harassment: A handbook of prevention and intervention. New York:

The Haworth Press.