Bullying Prevention

Today’s Agenda

1. What is bullying?

2. What does the law state?

3. How can we connect it to AYP?

4. What are best practices in violence/bullying prevention?

5. Where do we start?

50% emotional

70% verbal

31% physical

35-40% OF THE FORMER BULLIES HAD THREE OR MORE CONVICTIONS BY THE AGE OF 24 (as compared to 10% of those who were neither bullies nor victims)

A person is being bullied when he/she is exposed repeatedly and over time, to negative actions on the part of one or more other persons.

Negative actions is

What is bullying?

…when a person intentionally inflicts injury or discomfort upon another person through physical contact, through words, or in other ways.

ACRONYM for BULLYING ACRONYM for BULLYING BEHAVIOR:BEHAVIOR:BB= Behind your back= Behind your backEE= Equal in power- NOT= Equal in power- NOTHH= Harmful= HarmfulAA= Aggressive= AggressiveVV= Very mean= Very meanII = In your face = In your faceOO= Over time/on-going/on purpose= Over time/on-going/on purposeRR= Repeating= Repeating

LAW: Bullying is any willful attempt or threat to inflict injury on another person, when accompanied by an apparent present ability to do so or any intentional display of force such as would give the victim reason to fear or expect immediate bodily harm.

Best Practices

1. Focus on the social environment of the school by changing social climate and social norms regarding violence.

2. Assess violence at your school by estimating the nature and prevalence of violence.

3. Obtain staff and parent buy-in and support for violence prevention.

4. Form a representative group to coordinate the school's violence prevention activities.

5. Provide training for faculty, staff and administrators at a school in understanding the nature of violence and its effects, how to respond if they observe violence, and how to work with others, the bystanders, to prevent violence.

6. Establish and enforce simple, clear school rules and policies related to violence to ensure that students are aware of adults' expectations and that they do not participate in violence.

7. Increase adult supervision in "hot spots“ for violence.

8. Intervene consistently and appropriately when you see violence with on-the spot intervention strategies.

9. Devote a regular period of class time to discuss violence prevention and improve peer relations. Anti-violence messages also can be incorporated throughout the school curriculum.

10. Violence prevention should be continued over time and woven into the fabric of the school environment. There should be no end date for violence prevention activities.

Types of Violence

Verbal… name calling, teasing, taunting. laughing at, threatening, ordering, sexual come-ones, degrading, mocking rumors gossiping, derision, intimidating, ridiculing

Visual…eye rolling, gestures, facial gestures, body posture, graffiti, invasion of space, reading diaries, exposing secrets, voyeurism, pictures, notes

Physical…hitting, kicking, spitting, shoving punching, beating, slapping, jabbing, bumping, hair pulling, damaging property, defacing locker, playing keep away, spoiling homework, tearing clothes

Shooting someone with a gun Stabbing Someone

Flashing a Weapon Hitting/Kicking

Shoving/Punching Spitting/Pushing Intimidation/Extortion Stalking Sexual Harassment Damaging Property Stealing Taunting/Ridiculing Name Calling Threatening Writing Graffiti Staring/Leering

Gesturing Starting Rumors Eye Rolling

Search Institute

Bullying Interventions Today’s Agenda, Cont.1. Do you know any teachers who bully?

2. Why don’t adults always intervene?

3. What doesn’t work in bullying prevention?

4. What are some interventions that do work?

5. Where do we go from here?WHY IS THERE RESISTANCE TO BULLYING CAMPAIGNS? FEAR of raising a controversial issue

CHALLENGE of authority, professional skill and/or parenting

NATURAL part of the social order that hones beneficial competition and aggressive instincts

VIEWS as hopeless and nothing can be done about it

INTERVENTIONS THAT DON’T WORK1. Children who bully are not interested in learning anger management, conflict resolution or peer mediation.2. They derive pleasure and a sense of power from what they are doing.3. Bully/victim situations are not amenable to nor can they be resolved through peer mediation.

Misdirection's in Violence Prevention and Intervention

Simple, short-term solutions “Program du jour approaches” Group treatment for aggressive children Self-esteem enhancement for children who are

aggressive Zero tolerance policies for violence

Some cautions against the use of Peer Mediation in situations of Some cautions against the use of Peer Mediation in situations of BullyingBullying

(Dan Olweus)(Dan Olweus)1.1. Bullying is NOT a conflict, but is ABUSE.Bullying is NOT a conflict, but is ABUSE.

2.2. There is not “some right” and “some wrong” on both sides.There is not “some right” and “some wrong” on both sides.

3.3. The “playing field,” or balance of power, is The “playing field,” or balance of power, is not level.not level.

4.4. Adults need to claim responsibilityAdults need to claim responsibility.

Simple (but Poor) Solutions to the Bullying ProblemSimple (but Poor) Solutions to the Bullying Problem

Encourage students to handle it themselvesEncourage students to handle it themselves Tell victims to stand up for themselvesTell victims to stand up for themselves Crack down on bullies--zero tolerance policies for Crack down on bullies--zero tolerance policies for bullyingbullying Focus on the self-esteem of bulliesFocus on the self-esteem of bullies Engage in group therapy with bulliesEngage in group therapy with bullies

Teachable Moments

1. Stop the bullying

2. Support the victim

3. Name the bullying behavior

4. Refer to the school rules

5. Impose immediate consequences

6. Empower the bystanders

7. Follow-up by talking separately with the bully and victim

8. Begin with the victim, then the bully

9. Impose sanctions to the bully

10. Report the incident to colleagues

11. Talk with the parents

12. Follow-up later

1. We know that you were involved

2. Bullying is against school rules

3. The bullying must stop immediately

4. As a result of your behavior, you will have consequences

5. If necessary and appropriate, the bully may be expected to make amends

6. Your future behavior will be monitored

7. There may be additional sanctions if the bullying continues

8. If appropriate, plan ways to make reparations

9. Your parents will be notified

Points to Communicate with the Bully

Call Call home home

1 1 recessrecess

A possible discipline rubric: A possible discipline rubric: elementaryelementary

TeaseTease

(define(define))

Push Push ShoveShove

Harass Harass Punch Punch KickKick

WarninWarningg

Call Call home home 3 recess3 recess

Call Call homehome

5 5 recessrecess

Call Call home home 3 recess3 recess

Call Call home home

1 1 recessrecessCall Call homehome

3 3 recessrecess

In school In school suspensisuspensi

onon

Call Call home home 5 recess5 recess

BehaviorBehavior 1st time1st time 2nd time2nd time 3rd time3rd time

Stan Davis http://stopbullyingnow.com © 2001

One quiet One quiet lunch. lunch.

Student Student calls parent.calls parent.

A possible discipline rubric: A possible discipline rubric: middle/highmiddle/high

TeaseTease

ExclusioExclusionn

HittingHitting

Severe Severe hitting or hitting or threats ofthreats of

severe severe violence/violence/

harassmentharassment

Written Written warning. warning. StudentStudent

calls parent.calls parent.

Three quiet Three quiet lunches. lunches. StudentStudent

calls parent.calls parent.

One week One week classes classes only. only.

StudentStudentcalls parent.calls parent.

Three quiet Three quiet lunches.lunches.

Student calls Student calls parent.parent.

One quiet One quiet lunch. lunch.

Student call Student call parent.parent.

Three days Three days classes classes only. only.

StudentStudentcalls parent.calls parent.

In school In school suspension suspension

until individual until individual plan is plan is

developed.developed.

One day One day classes only. classes only. StudentStudentcalls parent.calls parent.

BehaviorBehavior 1st time1st time 2nd time2nd time 3rd time3rd time

Stan Davis http://stopbullyingnow.com © 2001

An Elementary/MiddleAn Elementary/Middle Discipline iscipline RubricRubric

BehaviorBehavior 1st time1st time 2nd time2nd time 3rd time3rd time

Actions taken by teachers before going to administration.

Non-physical

Physical