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Jan Perry Evenstad, Ph.D.
Assistant Professor Secondary Education
Metropolitan State University of Denver
University of Puerto Rico – Rio Piedras
June 16-20, 2014
Bullying Basics
What is your definition of bullying?
What examples of bullying have you seen, witnessed, experienced, or heard about in school or workplace?
What is Bullying?
“Bullying is when someone repeatedly and on purpose says or does mean or hurtful things to another person who has a hard time defending himself or herself.”
Olweus Definition of Bullying:
https://www.youtube.com/watch?v=NUJlB7OSzBw
Video
Civil Rights Foundations to Remember
Federal Civil Rights LawsTitle VI (Race, Color, and National Origin)Title IX (Sex/ Gender)504 (Conditions of Disabilities)
Dear Colleague Letters found on USDOE Office for Civil Rights website
State LawsState Board Policies
HarassmentHarassment is unwelcomed, unwanted, and unsolicited conduct that is based on race, color, religion, sex (including pregnancy), national origin (including language), age (40 or older), or disability. Harassment becomes unlawful (quid pro quo and hostile environment),
1. Involves an aggressive behavior
2. Typically involves a pattern of behavior repeated over time
3. Imbalance of power or strength
OBBP 2012
Three Key Components of Bullying Behavior
OBBP 2012
Who Bullies?
Who Bullies?
What?What?
When/Where?When/Where?
Why?Why?
How? How?
Who is Bullied?Who is Bullied?
OBBP 2012
BULLYING = PEER ABUSE
Direct--Hitting, taunting, name calling
Indirect—Rumors, exclusion, cyber bullying
Types of Bullying
OBPP 2012
© 2012 The Olweus Bullying Prevention Program, US
Distinguishing Among…
BullyingRough-and-Tumble PlayReal Fighting
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Rough Play Real Fighting Bullying
Usually friends;often repeated(same players)
Usually not friends; typically not repeated
Typically not friends; generally repeated
Balance of power
Power relatively equal
Unequal power
No intent to harm
Intentional harm doing
Intentional harm doing
Affect is friendly; positive, mutual
Affect negative; aggressive, tense, hostile affect
Affect negative; aggressive & differs for victim and aggressor
Adapted from Teacher Handbook – Chapter 4; Pages 14-15.
OBPP 2010
© 2012 The Olweus Bullying Prevention Program, US
Why address bullying in schools?
1. For students and their futures
2. For a healthy school /work climate
3. For the larger community4. For the purposes of risk
management for schools5. It’s a wise investment
Lower self-esteemDepression & anxietyAbsenteeism & lowered school achievementThoughts of suicideIllness
OBPP 2012
Effects of Being Bullied
Bullied Not BulliedHeadache 16% 6%Sleep problems 42% 23%Abdominal pain 17% 9%Feeling tense 20% 9%Anxiety 28% 10%Feeling unhappy 23% 5%Depression scale
moderate indication 49% 16%strong indication 16% 2%
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Health Consequences of Bullying (Fekkes et al., 2004)
© 2012 The Olweus Bullying Prevention Program, US
Concerns About Children Who Bully
Children who bully are more likely to:• Get into frequent fights• Be injured in a fight• Steal, vandalize property• Drink alcohol, smoke• Be truant, drop out of school• Report poorer academic achievement• Perceive a negative climate at school• Carry a weapon
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Bullying may be part of a conduct-disordered behavior pattern
This pattern may continue into young adulthood
Olweus study: Bullies were 4 times as likely to have 3 or more convictions by age 24
OBPP 2013
Children Who Bully
Bystanders may feel:• Afraid• Powerless to change the situation• Guilty for not acting • Diminished empathy for victims over time
•
Effects of Bullying on Bystanders
© 2012 The Olweus Bullying Prevention Program, US
Effects of Bullying on School/Work Climate
Creates a climate of fear and disrespectInterferes with student learningStudents may feel insecurity and not like school as wellStudents may perceive lack of control/caring
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It’s a question of rights.
Ultimately...
Research suggests two categories of bullied children:
“submissive” or “passive victims”
“provocative victims” or “bully-victims”
Characteristics of Bullied Students
Cautious, sensitive, quiet, & withdrawn
Anxious, insecure, have low self-esteem
Physically weaker than peers (boys)
Physically mature earlier (girls)
Have few friends--find it easier to associate with adults
“Passive Victims”
Share characteristics with bullied children
Share characteristics with students who bully
Be less effective in bullying than other Students who bully
Behave in ways that cause irritation and attract negative attention
“Provocative Victims” Tend To...
Students with disabilities, special needs, and health problems
Students who are obese
Students who are lesbian, gay, bisexual, transgender, or who are questioning their identities
Students at Higher Risk of Being Bullied:
Have positive attitudes toward violence Be impulsive and have quick tempersShow little empathy for victimsBe aggressive to adultsBe involved in other antisocial or rule-breaking activitiesBe physically stronger than peers (boys)
Students Who Bully Tend To...
NOBULLYING
ALLOWED!
Common Myths About Students and Adults who Bully
“Students and adults who bully are loners.”
“Student and adults who bully have low self-esteem.”
What Motivates People to Bully?
Like to dominate others in a negative way
Gain satisfaction from inflicting injury and suffering
Receive “rewards” by bullying others (prestige, attention, possessions)
What Roles Do Students/Adults Play In Bullying Situations?
B
C
D
H
G
E
F
AStart the bullying and take an active part
Take an activepart, but do not start the bullyingSupport the bullying, but do not take an active part
Like the bullying, but do not display open support
Dislike the bullying and think they ought to help, but don’t do it
Dislike the bullying, help or try to help the bullied student
The one who is being bullied
Student Who Is Bullied
Students Who Bully
Followers
Supporters
Passive Supporters
DisengagedOnlookers
Possible Defenders
Defenders
TG, p. 24
Social contagion
Weakening inhibitions against aggression
Decreased sense of individual responsibility
Gradual changes in the view of bullied student(s)
Group Mechanisms in Bullying
Lack of parental warmth and involvement
Lack of parental supervision
Harsh discipline/physical punishment
Overly-permissive parenting
Family Risk Factors for Bullying
Lack of supervision during breaks
Students have indifferent or accepting attitudes
Staff have indifferent or accepting attitudes towards bullying
School Risk Factors for Problems of Bullying
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A Word About ….
Adults Who Bully
MobbingA malicious attempt to force a person out of the workplace through unjustified accusations, humiliation, general harassment, emotional abuse, and/or terror. It is a “ganging up” by the leader(s)---organization, superior, co-worker, or subordinate who rallies others into systematic and frequent “mob-like” behavior. Because the organization ignores, condones, or even instigates the behavior, it can be said that the victim , seemingly helpless against the powerful and many, is indeed “mobbed.” (Davenport, et al., 1999, p. 40)
Vicarious Bullying
Vicarious bullying was coined by Leah Hollis. Often a leader or manager empowers a secretary, assistant, or fellow staffer to wield his or her power. While this manager is not directly showing aggression, his/her power is extended through an appointed subordinate. (Hollis, 2012, p. 5)
Some Facts: Bullying in Higher Education
Hollis Workplace Bullying in the Academy Survey (WBAS) 2012
62% of respondents reported having been bullied
53% were actively trying to leave their position45% were the target or witness of vicarious
bullying
African Americans, women, and members of the LGBT community experience more frequent occurrences of bullying than other groups
Olweus Bully Prevention Program
2012
Program Components
School
Classroom
Individual
Community
Parents
© 2012 The Olweus Bullying Prevention Program, US
Misdirections in Bullying Prevention and Intervention
Simple, short-term solutions“Program du jour approaches”Group treatment for children who bullyAnger management or self-esteem enhancement for children who bullyZero tolerance policies for bullyingMediation/conflict resolution to resolve bullying issuesSelecting inappropriate supplemental materials
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OBPP 2012
On-the-Spot Interventions:The “Teachable Moment”
1. Stop the bullying
2. Support student who has been bullied
3. Name bullying behavior & refer to school rules or organizational policies and procedures
4. Engage the bystanders
5. Impose immediate & appropriate consequences 6. Take steps to ensure bullied student will be
protected from future bullying
Rules about bullying (policies & procedures)
SurveyRefine Supervisory SystemPartner with Parents K-12Partner with Administration, Faculty,
Staff, and StudentsTrain and inform everyone on the
policies and procedures
Strategies and Suggestions
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The label used to describe an incident (e.g., bullying, hazing, teasing) does not determine how a school is obligated to respond. Rather, the nature of the conduct itself must be assessed for civil rights implications. So, for example, if the abusive behavior is on the basis of race, color, national origin, sex, or disability, and creates a hostile environment, a school is obligated to respond in accordance with the applicable federal civil rights statutes and regulations enforced by OCR.
When responding….
When the behavior implicates the civil rights laws, school administrators should look beyond simply disciplining the perpetrators. While disciplining the perpetrators is likely a necessary step, it often is insufficient. A school’s responsibility is to eliminate the hostile environment created by the harassment, address its effects, and take steps to ensure that harassment does not recur. Put differently, the unique effects of discriminatory harassment may demand a different response than would other types of bullying.
When responding…
Books
• Hollis, L. P.. (2012). Bully in the Ivory Tower. Patricia Berkly LLC.
• Olweus, D (1993). Bullying at school: What we know and what we can do. Victoria, AS: Blackwell Publishing.
Other Resources
Dear Colleague Letter Bullying October 26, 2010 http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201010.pdf
Dear Colleague Letter Bullying and Special Education August 20, 2013http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/bullyingdcl-8-20-13.pdf
Other Resources
• Bullying and Children and Youth with Disabilities and Special Health Needs
file:///C:/Users/evenstad/Downloads/BullyingTipSheet%20For%20Special%20Education%20(1).pdfGLSEN: The 2011 National School Climate Survey http://glsen.org/sites/default/files/2011%20National%20School%20Climate%20Survey%20Full%20Report.pdf
Other Resources
Dear Colleague Letter Racehttp://www2.ed.gov/about/offices/list/ocr/docs/guidance-ese-201111.pdf
Website Olweus Bully Prevention Programhttp://www.clemson.edu/olweus
International Bully Prevention Associationhttp://www.stopbullyingworld.org