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bullying, functioning and intervention

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BULLYING, FUNCTIONING, AND ANTI-BULLYING PROGRAMS Molly Ryan, Michael Serrano, Tia Crockett and Shah Nazir
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Page 1: bullying, functioning and intervention

BULLYING, FUNCTIONING, AND ANTI-BULLYING PROGRAMSMolly Ryan, Michael Serrano, Tia Crockett and Shah Nazir

Page 2: bullying, functioning and intervention

Key Definitions Bullying

An Imbalance of Power: Kids who bully use their power—such as physical strength, access to embarrassing information, or popularity—to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people.

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Cycle of Bullying

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The history of bullying The word “bully” was a Middle Dutch term that was used in

the 16th through 18th century to describe a loved one or a “friend.

President Theodore Roosevelt called the White House the “bully pulpit,” which meant “the greatest platform in the world to do the most good.”

From 19th-20th century the word “bully” was used to describe something “good.” Example: “bully for you,” which meant “good for you.”

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The history of bullying cont’d: In 1970 Dan Olweus, a Norwegian researcher who was commissioned

by his government to study a spat of violence throughout a school district in his area.

He was told to research why the students were always fighting in the schools. He came up with a lot of information. He realized there were direct and indirect ways to assault one another.

He wanted one word to describe the multitude of negative and hateful behaviors and he chose the word “bully.”

In the mid 20th century the word bully in his research influenced many parts of the world. This word is now used to describe “assault” or an “intimidator.”

He provided three distinct ingredients of what makes a “bully”

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The history of bullying cont’d: Many state laws about bullying says that these three

things have to be in order to effectively call it bullying. Imbalance of power- dominance of one person over

another, the ability to hurt someone else’s feelings. Not associated with physical strength

Repeated over time- the power imbalance, the behaviors of the bully occur continuously.

Pleasure from pain- Bully receives pleasure from demeaning and hurting others over and over again.

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Types of Bullying Verbal Social Physical Cyber-bullying

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 Statistics and cyber bullying in schools

50-70 % of students experience being bullied sometime in their educational career

Based on a survey of approximately 1,000 police officers, over 85 percent said that cyber bullying was a serious concern that warrants the response of law enforcement.

90 percent of the school’s resource officers dealt with a cyber bullying case ‘often.’

25 percent of the school resource officers and over 40 percent of the traditional law enforcement officers did not know if their state had a law specific to cyber bullying.

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 Statistics and cyber bullying in schools

Unlike traditional bullying, which is face-to-face, cyber bullying allows the offender to mask his or her identity behind a computer. This anonymity makes it easier for the offender to strike blows against a victim without having to see the victim’s physical response.

The federal government has defined the requirements for cyber bullying to be regulated by the school.

For a school to take action, there must be a clear disruption to the educational process or a representation of true threat

Best practice school bully laws combine education, intervention, and individual responsibility to building positive school climates. 

School districts have a responsibility to provide education in a safe and effectual climate that minimally threatens students’ rights.

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Prevention of Bullying in Schools At present, no federal law directly addresses

bullying.   In some cases, bullying overlaps with

discriminatory harassment, which is covered under federal civil rights laws enforced by the U.S. Department of Education (ED) and the U.S. Department of Justice (DOJ).

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Prevention of Bullying in SchoolsSchools are obligated to: Recognize the problem Report harassment based on protected classes Take immediate and appropriate action to investigate and determine

what happened Interview targeted students, offending students, and witnesses and

maintain written documentation of investigation Communicate with targeted students regarding steps taken to end

harassment Check in with targeted students to ensure that harassment has

ceased

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Prevention of Bullying in Schools

Schools should take steps reasonably to: End the harassment Eliminate any hostile environment Prevent harassment from recurring Prevent retaliation against the targeted

student(s) or complaint(s).

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Prevention of Bullying in SchoolsTo resolve harassment or bullying complaint, schools should: Be an active participant in responding to harassment and should take reasonable

steps when crafting remedies to minimize burdens on the targeted student Possible responses include…

Develop, revise, and publicize: Policy prohibiting harassment and discrimination Implement training for staff and administration on identifying and addressing

harassment Determine consequences and services for harassers, including whether discipline is

appropriate Limit interactions between harassers and target

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The impact of bullying feel disconnected from school or have a strong dislike

for school have lower academic outcomes, including lower

attendance and completion rates lack quality friendships at school display high levels of emotions that indicate vulnerability

and low levels of resilience have low self-esteem

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Impact of Bullying cont’d: Are depressed, anxious or experience feelings of

loneliness and isolation Have nightmares Feel wary or suspicious of others Have an increased risk of depression and substance abuse In extreme cases: have higher rates of suicide (but can

also be linked to various factors) Difficulties with learning

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Long-term impact Mental Health problems (Schizophrenia and related disorders) Anxiety disorders & Panic Attacks Eating Disorders (i.e. anorexia and bulimia nervosa) Low self-esteem Increased tendency to be a loner Reduced occupational opportunities Lingering feelings of anger and bitterness, desire for revenge. Victimization in adult relationships Social Phobias

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 Impact of Bullying, bullies and bystanders

BULLIES: Kids who bully others are more likely to engage in violent

& risky behaviors into their adulthood. Examples: Alcohol and substance abuse Get into fights, vandalize property and drop out of school Engage in early sexual activity Be abusive toward their romantic partners, spouses or

children

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 Impact of bullying, bullies and bystanders cont’d:

BYSTANDERS Kids who witness bullying are more likely to: Be reluctant to attend schools Feel fearful of retaliation (also fearful of acting and feelings of

guilt for not getting involved) Have mental health problems including depression and anxiety Experience increase in alcohol and substance use Tempted to participate in bullying

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Film on Bullying Short film about Bullying http://youtu.be/H1CqaelVnkY

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Allen-Meares (2012) Allen-Meares (2012) stated, “Instead, most

school violence interventions focus only one or two variables or ecological levels (e.g. the child, the family, or the classroom) and tend to ignore the complex interplay of multiple variables”.

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Yoon (2005) Yoon (2005) examined the attitudes and intervention of teachers in

bullying situations. The participants of the study were 98 elementary teachers.

Participants were female (70%) and male (30%). A questionnaire was distributed to the teachers in order to

measure self-efficacy, attitudes, and behaviors. The results of the study indicated that the teachers were more

likely to intervene in bullying situations if the teachers exhibited higher self-efficacy, higher level of seriousness, and empathy towards victims of bullying.

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Salmivalli, Kaukiainen, and Voeten (2005) Looked at anti-bullying programs and the effects on bullying in classrooms. Teachers were trained for 1 year on the intervention and carried out the

intervention in the classrooms. The research focused on the 12 month follow-up after the intervention. They sampled 48 classes that involved 1,220 students.

Questionnaires were given to gather information about bullying (self and peer report).

They found positive effects of the program on students who were in the 5th grade compared to the 6th grade. More specifically, they found more positive outcomes in classes were the intervention was highly implemented in affecting bullying.

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Evans, Fraser, and Cotter (2014) In analyzing the effectiveness of bullying prevention programs,

Evans, Fraser, and Cotter (2014) studied a controlled trial of 44 bullying interventions that were geared in reducing bullying and victimization in schools.

The controlled trials reviewed interventions from June, 2009 through April, 2013 that focused on results of 32 studies and examined 24 bullying interventions (Evans, Fraser, and Cotter, 2014).

Using the literature review, the scholars in the research isolated the publications using AMSTAR (A Measurement Tool to Assess Systematic Reviews) (Evans, Fraser, and Cotter, 2014).

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Evans, Fraser, and Cotter (2014) Out of the 32 studies reviewed, 27 assessed bullying. Eighteen of the 22

studies reported any effects of bullying victimization (Evans, Fraser, and Cotter, 2014). Where 30% reported no significant effects and while 4% reported fixed findings (Evans, Fraser, and Cotter, 2014).

The researchers concluded that the anti-bullying programs are mixed in their results, 50% reported significant program effects on bullying behaviors. While 67% reported effects on programs (Evans, Fraser, and Cotter, 2014).

Bullying interventions can be effective. However, many programs appear not to be affecting bullying and victimization (Evans, Fraser, and Cotter, 2014).

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Allen-Meares (2010) Dan Olweus (as cited in Allen-Meares, 2010) stated:

“Strategies that were offered to reduce bullying included the establishment of clear class rules against bullying, contingent responses (praise

and sanctions), regular class meetings to clarify norms against bullying, improved supervision of the

playground, and teacher involvement in the development of a positive school climate” (145).

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Olweus Bullying Prevention Program (OBPP)

Established in norway after the suicide of three students in 1983 as the result of severe bullying. The OBPP was the culmination of nation wide anti bullying initiative designed to address the issue (jimerson, swearer, & espelage, 2010)

Designed to prevent new occurrences of bullying by restructuring the social environment at school to reduce rewards and opportunities for children to engage in bullying. Also, to build better peer relations through community building (jimerson, swearer, & espelage, 2010)

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Olweus Bullying Prevention Program (OBPP) cont’d:

5 key concepts: Develop an anti-bullying team School-wide measurement of bullying Post and enforce rules in classroom Develop and implement individual intervention plans Partner with community organization for plan

implementation (upenn, 2011)These concepts exemplify how OBPP targets interventions at the school, classroom, individual, and community level. Great example of systems theory at work.

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Planning and interventions for school bullying:

Measuring the scope of the problem: In order for schools to effectively address bullying, the scope of the problem must be determined. Schools can now employ more innovative strategies than in the past to do so such as anonymous online surveys and forums. (Upenn, 2011)

Establishing Prevention tactics: This has proven to be one of the more difficult issues surrounding school bullying. Preventive interventions can be implemented on a classroom-based, curriculum-based, and individual-based level. (Upenn, 2011) Arguably most successful is the “whole school” based approach.

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Planning and interventions for school bullying cont’d:

Remediation: Establishing and consistently enforcing consequences for bullying while developing working relationships with healthcare organizations in order to strengthen behavioral health supports for both the bullied and those participating in the bullying. Screenings to determine the behavioral and social needs of bullies and victims should be performed regularly and as soon as possible in order to determine necessary services. (School bullying: A, 2011)

Awareness: Increasing the awareness of bullying amongst students, staff, and community members is key to educating people on the negative impact of this issue. Anti-bullying initiatives should be incorporated into the student curriculum and utilize all available community resources for support. The use of social media and other internet resources can aid in the dissemination of information as well as provide a forum for community member’s concerns and suggestions. (School bullying: A, 2011)

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Planning and interventions for school bullying cont’d:

Cyber-bullying: The ways in which children experience bullying has evolved in recent decades as the internet and social media has presented new ways to target individuals in front of a large audience. In order to address the issue schools and parents must be better equipped to track online activity. This can be achieved through training sessions on Facebook, Twitter, Instagram, etc. Creating a school Facebook page to publicize school policies, programs and new initiatives to students, staff, parents and community leaders can also be helpful in this regard (School bullying: A, 2011)

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References Allen-Meares, P. (2010). Social work services in schools. New York: Pearson Education, Inc.

Ayenibiowo, K. O., & Akinbode, G. A. (2011). PSYCHOPATHOLOGY OF BULLYING AND EMOTIONAL ABUSE AMONG SCHOOL CHILDREN. IFE Psychologia, 19(2), 127-141.

Jimserson, S., Susan S., and Dorothy E. (2010). Handbook of Bullying in Schools: An International Perspective. New York, NY: Routledge. Print.

Mynard, H., Joseph, S. & Alexander, J. (2000). Peer victimization and posttraumatic stress in adolescents. Personality and Individual Differences, 29, 815-821.

Salmivallu, C., Kaukianin, A., and Voeten, M. (2005). Anti-bullying intervention: Implementation and outcome. The British Psychological Society, 75, 465-487. References:

School bullying: A closer look and possible interventions. (2011). Informally published manuscript, School of Medicine, University of Pennsylvania, Philadelphia, PA, . Retrieved from https://www.med.upenn.edu/rwjcsp/documents/2011SummerCommunityProjectFinalReport.pdf.

Yong, Y. (2005). Predicting teacher interventions in bullying situations. Education and Treatment, 27(1), 37-45.

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Q&A Thank you!


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