PowerPoint Presentation

Date: 2013-2014 School Year Presented to: Parent Volunteers and Non IPS StaffPrepared by: Bullying Prevention and Intervention Committee

Bullying Prevention and Intervention Training Indianapolis Public Schools

According to the National Association of School Psychologists, 160,000 students per day stay home from school because of bullying (Fried & Fried, 2003)

Source: www.nea.org

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3Changed the definition of bullying. Established bullying prevention and intervention requirements for the Indiana Department of Education (IDOE) and school corporations.Bullying Prevention and the LawBullying is defined for Indiana schools in HEA 1423 and IC 20-33-8-0.2Bullying means: overt (intentional), unwanted, repeated acts or gestures including: Verbal or written communications or images transmitted in any manner (including digitally or electronically) Physical acts committed, aggression or any other behaviors that are committed by a student or group of students against another student with the intent toharass, ridicule, humiliate, intimidate or harm the targeted student andcreate for the targeted student an objectively hostile school environment

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Indiana Code 20-33-8-0.2 defines bullying for schools. Bullying behavior is intentional. It is meant to cause physical, emotional or social harm. Bullying also creates an environment where the targeted student feels uncomfortable or unsafe. This law calls the sense of fear a hostile school environment. Bullying prevention research calls this an imbalance of power between the targeted student and the bullying student. All three of these characteristics make this type of peer abuse bullying.

4Bullying Prevention and the LawIC 20-33-8-0.2 (continued) an objectively hostile learning environment:places the targeted student in reasonable fear or harm to the to the targeted students person or property;has a substantially detrimental effect on the targeted students physical or mental health;has the effect of substantially interfering with the targeted students academic performance; orhas the effect of substantially interfering with the targeted students ability to participate in or benefit from the services, activities, and privileges provided by the school

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An objectively hostile learning environment helps to determine in what ways a targeted student may feel unsafe. This can relate to the students person or their property. They may also feel that their physical or mental health are in question. Bullying can result in the targeted students decline in academic growth or ability to focus on learning. Students targeted in bullying may also feel a fear to participate in social or extra curricular activities. All of these concerns are due to a feeling of intimidation or an imbalance of power be it physical, emotional or social.5Indianapolis Public Schools Board Policy BullyingBullying is prohibited in the Indianapolis Public Schools (IPS) as referenced in Indiana Code 20-33-8-0.2 and IPS Board Resolution No. 5517.01.Bullying is defined as overt, unwanted, repeated acts or gestures, including verbal or written communications or images transmitted in any manner (including digitally or electronically), physical acts committed, aggression, or any other behaviors that are committed by a student or group of students against another student with the intent to harass, ridicule, humiliate, intimidate, or harm the targeted student and create for the targeted student an objectively hostile school environment.6

Indianapolis Public Schools Board Policy Bullying (continued)7Students may not engage in bullying on school grounds, or while traveling to orfrom a school or a school activity, function or event. Further, bullying is prohibited offschool grounds while using property or equipment provided by the school, or whileattending a school activity, function or event.

Indianapolis Public Schools Board Policy Bullying (continued)8Principals are responsible for informing students, parents, teachers and staff that bullying will not be tolerated and will be subject to disciplinary action, up to and including, suspension and expulsion. Further, principals are encouraged to engage students, staff and parents in meaningful discussions about the negative aspects of bullying. The parent involvement may be through parent organizations already in place in each school.

Indianapolis Public Schools Board Policy Bullying (continued)9Parents or students who suspect that bullying is taking place should report the matter to the principal. Upon receiving the report, the principal will investigate the matter at the building level and consequences will be assessed, as appropriate, consistent with the Boards policy entitled Student Discipline.

Bullying and the Bully10

Categories of Bullying Identified by the IDOEVerbal Bullying

Physical Bullying

Social / Relational Bullying

Written Communication / Electronic Bullying

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Refer to chart document.11Verbal BullyingBullying that includes the use of language to harm someones feeling of safety or self-esteemCategory one repeated name calling, insulting comments, teasingCategory two (some of these behaviors are against the law) insulting based on a difference such as race, threatening physical harmCategory three (most of these behaviors are against the law) harassment based on a difference such as race, repeated or graphic threats, threats to keep someone silent12

Physical BullyingBullying that poses harm to someone's body or propertyCategory one defacing property, making threatening gestures, pushing/shoving, taking small items from othersCategory two (some of these behaviors are against the law) assaulting, damaging personal property, defacing school property, starting fights, stealing, tripping othersCategory three (most of these behaviors are against the law) acting in a physically cruel manner, assaulting with a weapon, destroying personal property, practicing extortion13

Social / Relational BullyingBullying that causes harm to someones feeling of acceptance, their reputation, or their relationships Category one giving dirty looks, gossiping, holding nose or other gestures, intentionally excluding someone from a group, rolling eyes, spreading rumorsCategory two (some of these behaviors are against the law) instigating conflict, making comments with the intent to ostracize, making sexually explicit comments, playing mean tricksCategory three (most of these behaviors are against the law) arranging public humiliation, enforcing total group exclusion against someone by threatening others if they do not comply14

Written Communication / Electronic BullyingBullying that is meant to harm someones feeling of safety or self esteem by way of written or electronic communicationCategory one writing derogatory notes to the targeted individual, writing derogatory notes to others about the targeted individual, etc.Category two (some of these behaviors are against the law) harassing with phone calls, posting derogatory comments on social network sites, posting slander in public places, sending messages of an insulting nature via technology, etc.Category three (most of these behaviors are against the law) posting lewd, sexual or violent images on social network sites, transmitting lewd, sexual or violent images with technology, etc.15

Signs a Student isBullying OthersGets into physical or verbal fights where there is a power differential Have friends that bully othersIncreasingly aggressive in interactions with peersUnexplained extra money or new belongingsBlame others for their problems Often do not accept responsibility for their actionsUses social media or technology to intimidate

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Students that exhibit bullying behavior are more likely to engage in risky behaviors. Research also has linked student bullying to later abuse in life (both domestic and child). It is important to provide interventions that focus on development of empathy for students that bully.16Bullying vs. Normal ConflictRough Play or TeasingReal FightingBullying Usually friends and part of their normal friendship routineUsually not friends and typically not repeatedTypically not friends and the behavior is repeated and negativeBalance of power: roles are easily swapped Power is relatively equalImbalance of powerNo intent to harm and is discontinued if one friend becomes upsetIntentional harm doingIntended to harm either physically, emotionally, socially or otherwiseOften used for shared humorAggressive, tense, hostile posturingMeant to diminish the self- worth of the target17

Please explain this sign in depth about power imbalances - Coloroso and Olweus.17What is NOT Bullying?There are many other types of aggressive behaviors that do not fit the definition of bullying. This does not mean that they are any less serious or do not require intervention. Peer conflictTeen dating violenceHazingGang violenceHarassmentStalking

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It is critical to understand that not every aggressive or harmful act is NOT bullying. Proper and ongoing training will help prepare staff and students to clearly understand what constitutes bullying. It may be helpful to refer to your schools policy on violence, hazing, gangs, harassment and stalking so you can help provide clear definitions of each and compare to that of bullying.18Targets and Bystanders of Bullying19

Nearly one-third of all school-aged children are bullied each year - upwards of 13 million students. Nationwide, 20% of students in grades 912 experienced bullying. Source: The 2011 Youth Risk Behavior Surveillance System (Centers for Disease Control and Prevention) Nationwide, 28% of students in grades 612 experienced bullying. Source: The 20082009 School Crime Supplement (National Center for Education Statistics and Bureau of Justice Statistics)19Targets or Victims of BullyingTargets can look different across various school settingsActive targets Busy, active, hot-tempered, immaturePassive targetsQuiet, sensitive, physically weaker, afraid of getting hurtSpecial needs targetsMay have an IEP, 504, mental health concerns, or other special educational needs (such as Autism, low-vision, hearing problems, etc)Students with multi-cultural differences Sexual orientation, race, gender, religion, culture, socio-economic status, etc

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20Signs a Student is Experiencing BullyingA change in academic achievement or aspirations A change seen in students typical disposition may result in the following:Less engagement socially and/or academically Withdrawal or feeling of alienation LethargicEating habitsSelf destructive behaviors such as talk about harming self and/or discipline issues Typical attendance patterns

Increase in anxiety Loss of self esteem and confidence Unexplainable injuriesLost or destroyed personal propertyFrequent psychosomatic symptoms such as headaches, stomach aches, and feeling ill

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www.stopbullying.gov, US Department of Education Office of Civil Rightsstopbullyingnow.com21Bystanders of Bullying SituationsThose who watch bullying happen or hear about it Some bystanders . . . instigate the bullying by prodding the bully to begin.Other bystanders . . . encourage the bullying by laughing, cheering, or making comments that further stimulate the bully. And other bystanders . . . join in the bullying once it has begun. Most bystanders . . . passively accept bullying by watching and doing nothing. Often without realizing it, these bystanders also contribute to the problem. Passive bystanders provide the audience a bully craves and the silent acceptance that allows bullies to continue their hurtful behavior.

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Witnesses are a group of students that have observed bullying incidents. This group of students are oftentimes overlooked when providing interventions and supports. Students that observe bullying have been linked to risky behaviors as well as decreased attendance and low school connectedness. 22Why Targets and Bystanders Dont TellTargetsFeeling hopeless about the situationPast bullying situations were addressed inadequately or not at all Fear of continued or increased harassment by the bullyAdults minimizing bullying behaviors and students feelings

BystandersThe bystander may be getting positive reinforcement through laughs, friendships, rewards, or approval Elevates the bystanders social standingFear of retaliation from the bully

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Olweus, peacefulplaygrounds.com23Bystander EducationTeach students this acronym B= Be a friendY= You can make a difference S= Speak upT= Tell an adult A= Act assertivelyN= Never participate in bullying othersD= Defend them (with your words)E= Empathize with themR= Role model positive behaviorS= Show support

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Home and Community Based Support25

Home-based SupportWe home to create a home to school partnership that ensures all students are safe.Please feel free to contact the teacher or school with questions or concerns. Remember bullying is REPEATED in natureThe event must have occurred more than one time in order for the action to be considered bullyingBullying is not the same as peer conflict where both students have equal power

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Community Based Support27All community based organizations working with our school will have received this training. If you know of a bullying situation that has happened please inform appropriate school staff members. All reported incidents of bullying must be documented by the school staff so it is vital that this information is passed along.

IPS Bullying Prevention and Intervention Committee28Ginger Arvin, Coordinator of School Social Work, Student Services Department, ChairpersonDeborah Abernathy, Supervisor, IT DepartmentRhonda Clair, School Social Worker, Crispus Attucks Magnet High SchoolChristine Collier, Principal, #384Lisa Davitt, School Social Worker, #61Roberta Decker, School Social Worker, Longfellow Magnet M.S.Joan Harrell, Executive Director, Elementary Education DivisionDonna Hendley, School Social Worker, #391

Diane Keller, School Psychologist, Broad Ripple Magnet H.S. and #69Sgt. Floyd Peterson, IPS PoliceShawnieka Pope, School Social Worker, #14Mark Pugh, Principal, #90Joe Radici, Coordinator, Psychological Services, Special Education DepartmentBeverly Robinson, School Counselor, John Hope Education CenterLaurie Voss, School Social Worker, #74Jyoti Weaver, School Social Worker, #106Michele Whaley, Behavior Specialist, #31Jane Zobel, School Social Worker, #31