1. 1. Group 6:Bullying Group Members: Michelle Cius Characteristics of Bullying and a Bully Rebbeca Reyes- Characteristics of a Victim Jessica Dehombre- Effects of Bullying Lauren Clough-Bullying and Homicide Lianet Navarro-Bullying and Sucide Raysza Cardoze-Invervention Plan: Melissa Pena - Intro & Conclusion with Video
2. 2. Bullying People perceive bullying in different ways, as it can relate to their own personal experience or the experience to the people around them. Bullying is a phenomenon which is not easily defined and measured (Hamarus & Kaikkonen, 2008). Many researchers have tried to label a definition for bullying for terms of research purposes to find a solution. Dr. Olweus defines bullying as A person is being bullied when she or he is exposed, repeatedly and over time, to negative actions on the part of one or more persons. (Hamarus & Kaikkonen, 2008).
3. 3. Michelle Cius The Characteristics of Bullying and a bully
4. 4. The definition of a bully: According to Horn (2002), a bully is someone who knowingly abuses the rights of others to gain control of a situation and individual(s) involved.
5. 5. Why is it important to know the definition of a bully? This will help with identifying This will help form a plan to help alleviate and hopefully eradicate this pandemic within the schools Self-reflection
6. 6. Types of bullying: Physical Psychological Telling false stories The popular kid telling others to unfriend a particular student Talking behind someones back Spreading malicious rumors Reminding someone of their shortcomings on a consistent basis Cyber-bullying
7. 7. Characteristics of a Bully
8. 8. Types of bullies: The clever bully The not-so-clever bully or aggressive bully The follower The bully victim A combination of the clever bully and not-so-clever bully The relational bully Also known as female bullying
9. 9. How does one become a bully? Is an individual born a bully - innate characteristics? According to Fried & Fried (1996), many researchers agree that bullies generally become bullies from their life experiences, instead of being born a bully Olweus (2003) notes that personality combined with physical strength in boys are important in the development of bully problems in individual students Does the household influence these characteristics? According to Olweus (2003), these parents tend to have little time to spend with their children Leaving the children without clear guidelines for appropriate behavior
10. 10. Characteristics of a Victim Victims tend to come from unstable backgrounds: Broken homes Unsafe schools Unsupervised environments
11. 11. Characteristics of a Victim Victims are said to be: Depressed Insecure Anxious Anti-social Lonely
12. 12. Characteristics of a Victim Victims tend to fall short when compared to those who do not get bullied. The areas they seem to singled out for are their social, psychological and physiological traits.
13. 13. Characteristics of a Victim Two types of victims: Passive Victims Provocative Victims
14. 14. Effects of Bullying Jessica Dehombre
15. 15. Effects of Bullying Bullying effects the victim and perpetrator Lasting effects whether physical bullying or emotional Children are still developing their own identity and bullying can stunt or restrict their growth
16. 16. Effects of Bullying Physical symptoms (headaches, sleeping problems) More absent in school and less involved Depressed/lower self esteem Feel alone and not safe in the world Anxiety and frequent thoughts of suicide
17. 17. Effects of Bullying Bullying also has lasting effects on the bully Get in to fights and vandalize property Engage in early sexual activity Abuse spouses and children
18. 18. Effects of Bullying A very small number of bullied children might retaliate through extremely violent measures. In 12 of 15 school shooting cases in the 1990s, the shooters had a history of being bullied.
19. 19. Effects of Bullying Not all bullies are easy to spot Teens who get away with violence continue to do so in adulthood Bullying should never be taken lightly
20. 20. Bullying & Homicide by Lauren Clough
21. 21. Bullying Bullying is linked to academic issues, delinquency, crime, and emotional and physical health problems (Elgar et al., 2013). Exposure to inequality biases how social information is processed such that instrumental goals are valued more than relational goals and violence is seen as an effective way to succeed (Elgar et al., 2013).
22. 22. Bullying (cont.) Although many victims stated that self-isolation was their reaction to bullying, one-third reported that they had plans getting back at their aggressors (Crockett, 2003). Homicide is the second leading cause of death for all 15 to 24-year olds, most killed with guns (Crockett, 2003). Males are six times more likely to carry a handgun than females (Crockett, 2003).
23. 23. School Shootings Since the 1990s, school shooters have typically been affluent white male adolescents (Twemlow, 2008). The shooters were often victims of malicious bullying before they became the aggressor and were not out of the ordinary until they plotted their revenge (Twemlow, 2008). They were considered good kids before they sought revenge; they were in the top 10-20% of their class, had no disciplinary problems, no drug problems, and no psychological impairment (Twemlow, 2008).
24. 24. School Shootings (cont.) Statements given to the House Judiciary Committee following the shooting at Columbine High School suggested that a typical school shooter lonely and isolated. They are highly sensitive to teasing and bullying, and are deeply resentful, ruminating over perceived injustices (Leary et al., 2003). There are various school shootings that have occurred in the past few decades: Littleton, Colorado (1999) Mount Morris Township, MI (2000) Santee, CA (2001) Blacksburg, VA (2007)
25. 25. Littleton, co (1999) Two teenagers, Eric Harris and Dylan Klebold (18 and 17 respectively) opened fire in Columbine High School using semiautomatic weapons, shotguns, and rifles. They injured 21 people and killed 12 students and 1 teacher. Reports coming out after the attack found that the shooting had been planned for over a year. Evidence collected after the shootings suggested that the incident was, in part, retribution for how they had been treated by other students. Videotapes made prior to the attack show the boys telling of episodes of teasing and ostracism. In the videos Klebold states, Im going to kill you all, and youve been giving me [problems] for years (Leary et al., 2003).
26. 26. Littleton, co (1999) In the 50 days following the shooting there were 354 threats in which were a result of the copycat phenomenon due to the extensive media coverage (Twemslow, 2008). Media reports surrounding the shooting stated that the shooters had been humiliated by other students and taunted (Leary, Kowalski, Smith, & Philips, 2003).
27. 27. Mount morris township, mi (2000) A six year old boy argued with a female peer and slapped the girl. The following day after telling her, I dont like you, he pointed a gun at her and killed her. He was reported to have wanted revenge by scaring her with the gun. The boy had been left in the care of an uncle, who lived in a suspected crack house, so that his mother could work two jobs (Leary et al., 2003).
28. 28. Santee, ca (2001) Andy Williams, age 15, had been severely bullied by his peers, so he boasted to friends that he would be causing trouble at school. Williams shot two students to death and wounded 13 others (Leary et al., 2003).
29. 29. Blacksburg, va (2007) Virginia Tech Massacre On the campus of Virginia Polytechnic Institute and State University, college senior Seung-Hui Cho shot and killed 32 people in addition to injuring 17 (6 more were injured trying to escape classrooms through windows) others in two different attacks taking place 2 hours apart (Brady et al., 2007) A young adult immersed in a bullying dormitory that exemplified the course of his childhood experiences of bullying & marginalization (Twemlow, 2008). The attacks has been reported to be the deadliest shooting in the United States (Brady et al., 2007).
30. 30. Bullying & Suicide By: Lianet Navarro
31. 31. What is bullying known as? Bullying is known as the use of force in order to abuse another individual. This force can take the form of a physical or verbal behavior.
32. 32. Studies have shown that being exposed to bullying can increase the risk of committing suicide.
33. 33. Everyone knows someone who has been a victim by bullying and suicide and the best prevention is knowing the warning signs.
34. 34. Warning Signs: Suicide If a person talks about: Having no reason to live Killing themselves Being a burden to others Feeling trapped Unbearable pain
35. 35. Warning Signs: Suicide If a persons behavior is new or has increased after a loss, painful event or change: Increased use of alcohol or drugs Looking for ways to kill themselves, such as searching the internet, pills, firearms. Acting recklessly Withdrawing from activities Continued on next slide
36. 36. Warning Signs: Suicide Isolating from family and friends Aggressive behavior Giving away prized possessions Sleeping too much or too little. Feeling hopeless
37. 37. Warning Signs: Suicide If their mood changes and they have signs of: Depression Loss of interest Rage Irritability Humiliation Anxiety
38. 38. What we know about bullying: Youth who report being bullied and those who report frequently bullying others are at high risk for suicide related behavior. Youth who reports both being bullies and being bullied (bully- victims) have the highest risk of suicide related behavior of any groups that report being involved in bullying.
39. 39. What we know about suicide: Suicide: is known as death caused by self directed injurious behavior with any intent to die. Suicide attempt: known as a non-fatal self directed injurious behavior with the intent to die as the result of the behavior. This may or may not result in injury. Suicidal ideation: this is when you think about, consider, or plan for suicide.
40. 40. People who engage in suicide-related behavior often experience overwhelming feelings of helplessness and hopelessness. Any involvement with bullying behavior is one stressor which may significantly contribute to feelings of helplessness and hopelessness that raise the risk of suicide.
41. 41. Taking Action It is recommended to start prevention early. It is beneficial to intervene in bullying among younger children and assess both bullies and victims with risk factors associated with suicide. This is beneficial as children enter the developmental stage when suicide risk is rising. Keeping up with technology, because bullying can take place in cyberspace, through the use of social media and internet.
42. 42. Taking Action Continued We must pay special attention to the needs of LGBT youth (lesbian, gay, bisexual, transgender) and youth who do not conform to gender expectations. This youth group is at increased risk of bullying and suicidal behavior. We must use a comprehensive approach. Reducing the risk of bullying and suicide requires interventions that main focus is young people and the environment they live in.
43. 43. Taking Action Continued Be willing to listen to the victims problems. Be non-judgmental. Give a helpful resource Be compassionate Encourage them to seek help and talk to someone for help, such as a counselor, family member, a friend. Most importantly: Seek help from agencies who specialize in suicide prevention
44. 44. American Foundation for Suicide Prevention (AFSP) In order to be effective, statewide suicide prevention plans must address suicide prevention among a wide variety of vulnerable populations. And for those plans to have meaning there must be ongoing funding available from the state or other sources to make prevention activities and programming possible. Collaboration and coordination among state and local agencies is critical to developing a comprehensive and effective statewide approach to suicide prevention. AFSP monitors state suicide prevention activities and advocates for state plans that: Address suicide prevention across the lifespan; Are fully implemented; Are funded, sustainable, and evaluated.
45. 45. The Intervention Wed meet with each group separately, making it a point not to use these labels when identifying the groups (bullies and victims). Objectives for meeting with each group: Students write a short essay describing Who Am I? Discuss self-esteem Activities to build self-esteem Role play Positive statements of affirmation Self-portraits/drawings
46. 46. The Intervention Individual counseling The meetings would occur twice a week, during school hours. The whole intervention program would be two months. One month for each group separately and the final month, the two groups would be interacting and working together. The final phase of the intervention would be to bring the two groups together and this will show how effective the exercises were and if the students will apply their new knowledge in a real setting. Objectives: Activities to build trust Activities demonstrating commonalities School staff, i.e. teachers would be asked to provide weekly updates of the students progress after the intervention. A month after the intervention, a second survey would be administered to compare the results of pre-intervention vs. post intervention. Students would be asked to write an essay once again, describing themselves in their own words. This will show if their personal self-perspective has changed and if it has any correlation to their behavior and interaction with others.
47. 47. Conclusion Bullying affects children of all ages, gender and race.
48. 48. Bullying is worldwide and a solution needs to be the most effective as possible. Positive Psychology might just open a new door to many possible ideas on prevention and solutions for many areas of need.
49. 49. Positive psychology is fairly new, but it can possibly open the door to a new prevention idea. The ideas can possible help not just victims but the actual bullies. People focus on the victims, but there needs to be some focus put on the bully as well.
50. 50. Victims have factors that possibly make them the victim, the same goes for the bully. Some of these factors are social status, economic status and overall childhood experiences. This is why it is important to make a prevention plan that focus on both parties
51. 51. This video was directed by my daughter with assistance from the Drama Club in her school
52. 52. The video is in black and white to reflect the mood of the victim after being bullied. Once a helping hand approaches, the video is in color to reflect how one person can make a difference in someones life.
53. 53. The intervention plan we designed is to bring the victim and bully together, so they can see how if they give each other the chance, they might have many things in common. While they work together they can learn to know each other.
54. 54. Positive psychology can be a step towards a positive light in the gloomy path that bullying brings.
55. 55. References: http://www.afsp.org/understanding-suicide/suicide-warning- signs http://www.cdc.gov/violenceprevention/pdf/bullying-suicide- translation-final-a.pdf http://www.sprc.org/sites/sprc.org/files/library/Suicide_Bullyi ng_Issue_Brief.pdf http://www.prevent7.org https://www.afsp.org/advocacy-public-policy/state- policy/state-suicide-prevention-initiatives-and-plans
56. 56. References Brady, E., Gomez, A., Heath, B., Hortobagyi, M., Toppo, G., & Zinn, B. (2007, April 17). 33 dead after gunfire at dorm, in classrooms. USA Today, p. 01A. Crockett, D. (2003). Critical issues children face in the 2000s. School Psychology Quarterly, 18(4), 446. Elgar, F., Pickett, K., Pickett, W., Craig, W., Molcho, M., Hurrelmann, K., & Lenzi, M. (2013). School bullying, homicide and income inequality: A cross- national pooled time series analysis. International Journal of Public Health, 58(2), 237. Leary, M. R., Kowalski, R. M., Smith, L., & Phillips, S. (2003). Teasing, rejection, and violence: Case studies of the school shootings. Aggressive Behavior, 29(3), 202. Twemlow, S. (2008). Assessing adolescents who threaten homicide in schools: A recent update. Clinical Social Work Journal, 36(2), 127.