http://www.greatschools.org/gk/wp-content/uploads/2015/06/Bullying-resized1.jpg

Bullyingby Roxanna Chavez

IntroductionsTHE NAOMI RUTH COHEN INSTITUTE HELPED CREATE THIS PRESENTATION. THEIR GOAL IS TO:Address mental health issues in the community.

Offer mental health education, training, and presentations in an effort to decrease stigma.

Stigma is a label that is put on somebody in order to justify discrimination.

AND I AM…

AND YOU ARE?

Ground Rules Confidentiality: what is said here, stays here

Consent: participation is highly encouraged, but because some of what we will

discuss is sensitive, you don’t have to share or do anything you don’t want to.

Mutual Respect.

What would you like to add to this list?

Agenda1. Introductions2. Discussion – what is bullying?3. 'Bystander' Activity4. Discussion - the Cycle of Bullying and how to be

an "upstander"5. 'Practice Makes Perfect' Activity6. Closing Discussion

Did You Know?About 20% of high school students reported being bullied on school property in the 12 months before the survey; about 16% of ALL males and about 24% of ALL females.

The prevalence of having been threatened or injured with a weapon on school property was about 8% for ALL male students and about ALL 6% female students.

About 30% of ALL high school males have been in a physical fight and about 6% of ALL high school females.

Nationwide, about 15% among students have been electronically bullied; about 8.5% among ALL males and about 21% among ALL females.

2013 Youth Risk Behavior Survey

Critical Thinking

What does bullying look like?Who could be the bully?Who could be bullied?

Have you experienced bullying before? Have you seen someone else being bullied?

http://www.richardpaul.com/blog/wp-content/uploads/2015/09/bully-1.jpg

https://vickyloras.files.wordpress.com/2014/12/fotolia_56315546_subscription_monthly_m.jpg

What Is Bullying?Bullying is defined as mean, hurtful behavior that occurs repeatedly in a relationship with an imbalance of power or strength. It takes many forms -- verbal, physical, relational, and cyberbullying (Parents.com).

1. It includes aggressive behaviors;

2. It is often repetitive;

3. And it often involves a power imbalance.

http

://ww

w.dr

debr

aine

s.com

/wp-

cont

ent/u

ploa

ds/2

012/

10/B

ully

ing.

gif

Olweus, 1993; 1994

Forms of BullyingDIRECT

Aggressive behavior(s) that occur in the presence of the targeted youth.

Examples of direct aggression include but are not limited to face-to-face interaction, such as pushing the targeted youth or directing harmful

INDIRECT

Aggressive behavior(s) that are not directly communicated to the targeted youth.

Examples of indirect aggression include but are not limited to spreading false and/or harmful rumors or communicating harmful rumors electronically

Gladden, Vivolo-Kantor, Hamburger, & Lumpkin,2014, p. 7

Types of Bullying1. Verbal

2. Physical

3. Relational

4. Damage to Property

5. Cyber

VerbalOral or written communication by the perpetrator against the targeted youth that causes him or her harm.

Examples include but are not limited to mean taunting, calling the youth names, threatening or offensive written notes or hand gestures, inappropriate sexual comments, or threatening the youth verbally.

(Gladden, Vivolo-Kantor, Hamburger, & Lumpkin,2014, p. 7)

http://nobullying.com/wp-content/uploads/2014/05/racism-in-schools.jpg

PhysicalThe use of physical force by the perpetrator against the targeted youth.

Examples include but are not limited to behaviors such as hitting, kicking, punching, spitting, tripping, and pushing.

(Gladden, Vivolo-Kantor, Hamburger, & Lumpkin,2014, p. 7)

http://www.hero911.org/wp-content/uploads/2015/04/iStock_000037121892_Small.jpg

RelationalBehaviors by a perpetrator designed to harm the reputation and relationships of the targeted youth.

(Gladden, Vivolo-Kantor, Hamburger, & Lumpkin,2014, p. 7)

http://tourette.org/imaganw/bullying_Spr2010nws_pg1image.jpg

Types of Relational BullyingDIRECT RELATIONAL BULLYING

Direct relational bullying includes but is not limited to efforts to isolate the targeted youth by keeping him or her from interacting with their peers or ignoring them.

INDIRECT RELATIONAL BULLYING

Indirect relational bullying includes but is not limited to spreading false and/or harmful rumors, publicly writing derogatory comments, or posting embarrassing images in a physical or electronic space without the target youth’s permission or knowledge.

Gladden, Vivolo-Kantor, Hamburger, & Lumpkin,2014, p. 7

Damage to PropertyTheft, alteration or damaging of the target youth’s property by the perpetrator to cause harm. These behaviors can include but are not limited to taking a youth’s personal property and refusing to give it back, destroying a youth’s property in their presence, or deleting personal electronic information

(Gladden, Vivolo-Kantor, Hamburger, & Lumpkin,2014, p. 8)

http://farm3.static.flickr.com/2414/2321493465_c1e4cf923a_o.jpg

CyberUsing electronic means to harm intentionally an intended target (victim) (Smith et al. 2013). Perpetrators of cyber bullying enjoy a degree of anonymity and invisibility, and are able to victimize a peer within the sanctity of one’s own home, at any time of the day or night...which also can make them less aware of the impact of their behavior on victims

(Bonanno, & Hymel, 2013, p. 686).

http://270c81.medialib.glogster.com/rococ/media/93/9322c96a7a9f6911bc5ba33fe8f2f2ae2df7919d/cyberbullying-by-cyberbubble99-

d5fsyrv.png

https://dzone.com/articles/bystander-effect-why-companies

Bystander Activity

Olweus, 2001

http://www.slideshare.net/TWaremybabies/bullying-prevention-presentationto6thgrade-1

Social Culture

What is Mental Health?

Langille, J. (2012, December 05). What's expected in the new DSM-5. Retrieved May 20, 2016, from http://janelangille.com/whats-expected-in-the-new-dsm-5/

Mental Health Isan essential part of adolescents' overall health — has a complex interactive relationship with their physical health and their ability to succeed in school, at work and in society. Both physical and mental health affect how we think, feel and act on the inside and outside.

Children's Mental Health. (n.d.)

http

s://g

ales

min

d.fil

es.w

ordp

ress

.com

/201

5/03

/bul

lyin

g-an

d-m

enta

l-iss

ues.p

ng

Experience of the BullyYouth who bully others are at increased risk for substance use, academic problems, and violence later in adolescence and adulthood (Farrington, Baldry, 2010).

Poor academic performance (Cook et al., 2010).

Poor social problem-solving skills (Cook et al., 2010).

Bullies get into frequent fights, steal and vandalize property, drink alcohol and smoke, poor grades, perceive a negative climate at school, and carry a weapon (How Bullying Affects Children | Violence Prevention Works).

Experience of the Victim

Nationwide, about 7% of students had not gone to school because they felt they would be unsafe at school or on their way to school or from school (2013 Youth Risk Behavior Survey, p. 9).

About 7% of students missed one day of school out of the month because they did not feel safe going to and from school or at school (2013 Youth Risk Behavior Survey, p. 9).

Negative attitudes and beliefs about one’s self (Cook et al., 2010).

Poor social problem-solving skills (Cook et al., 2010).

Victimized youth are at increased risk for depression, low self-esteem, health problems, poor grades, and suicidal thoughts (How Bullying Affects Children | Violence Prevention Works).

Self-esteem Safety Concerns

Experience of the Bystanders

Fearful

Powerless to act

Guilty for not acting

Tempted to participate

How Bullying Affects Children | Violence Prevention Works

Experience of the UpstanderWhy stand by when you could STAND UP?

Shows courage

Empowered to act

Proud of own behavior

Break the cycle

Practice Makes Perfect (Scenario 1)

Dan and Joe are really good mates and hang out together all the time. Dan is always messing around and likes to play tricks on people. Sometimes his jokes are a bit near the mark and Joe doesn’t know how he gets away with it. His latest prank involves videoing people’s reactions to his jokes to and anonymously posts the footage online. Most people just laugh it off and don’t take it too seriously. However, just now Joe goes online and a video of one of the girls from his class fills the screen. It’s a video of the girl naked and she clearly has no idea that she is being filmed. She gets a hard time in school as it is without everyone seeing this. In no time at all, mean comments start pouring in. Joe thinks Dan has gone too far this time but before he can text his friend to tell him, a message pops up naming Joe as the culprit. He quickly types in that it wasn’t him but the response clearly displays that no one believes him. One person even says that they can hear his voice on the film.

What could you do to show you are a good online friend to Joe?

http://dwn5wtkv5mp2x.cloudfront.net/ufiles/Secondary-Drama-Activity-SID15.pdf

Practice Makes Perfect (Scenario 2)

Kieran is really tech savvy and up to speed with anything new that comes out on the market. He’s always first to get hold of a new game or the latest mobile phone. His parents don’t really monitor what he’s up to online and have complete trust in him. Some people think he’s really cool because he has all this stuff whilst others think he’s a bit of a show off. One person who holds him in high regard is his cousin Paul. He really looks up to Kieran. So, following in his older cousins’ footsteps, Paul finally convinces his reluctant parents to buy him the same model phone. The problem is, he can’t figure out how to use it. So he calls on Kieran’s help. Willingly he agrees and Paul hands over his phone. As a joke, Kieran decides to reset Paul’s profile on all his social media accounts. He also creates fake updates which will, unknowingly to him, cause serious embarrassment to his younger cousin. He hands back the phone and gives Paul a quick demo on how to use it. Later that day, Paul starts to receive weird messages from people, many of whom he doesn’t even know. Some messages are threatening, whilst others are just plain creepy. He soon realises that his accounts have been messed with and asks his cousin for help as he’s too ashamed to tell his parents or ask for their help. Kieran realises his mistake but makes out he hasn’t got a clue, convincing Paul that he must have been hacked. Paul believes him.

How could you help Paul with his dilemma? http://dwn5wtkv5mp2x.cloudfront.net/ufiles/Secondary-Drama-Activity-SID15.pdf

Practice Makes Perfect (Scenario 3)

Michelle and Sam really don’t get on. They are in different classes at school and have different groups of friends. That is, apart from Jen. She’s friends with both girls and finds it really difficult to remain neutral. When Jen hears the news that Sam is dating Michelle’s ex-boyfriend, she knows that it’s all about to kick off between the two. Sure enough, later that evening it starts. Jen gets a phone call from another friend confiding in her that Michelle is fuming and is plotting her revenge. Although her friend doesn’t want to divulge any more information “I don’t want to get involved” she says, she slips up that everyone will know about it and that Sam’s reputation will be ruined. It didn’t take a genius to work out what was going to happen, and sure enough when Jen goes online, there it is...an anonymous hate campaign against Sam. Really awful pictures. The pictures have been photoshopped. Pictures of Sam with lots of different boys, in all sorts of poses. Each one accompanied with really nasty text. Within no time at all, the comments start to pour in. Jen’s phone rings and Sam’s name pops up on the screen. She can’t bring herself to answer the call but does listen to the voicemail message. Her friend is distraught and asking for help. Sam wants to know whether she knew anything about it and wants confirmation that Michelle is behind it all. Jen really doesn’t know what to do as she too doesn’t really want to get involved.

What good digital deeds could you do to support Jen?http://dwn5wtkv5mp2x.cloudfront.net/ufiles/Secondary-Drama-Activity-SID15.pdf

Questions? Do you have any questions?

Did we miss anything?

Is there anything else you'd like to talk about?

What did you learn?

What do you think about the activities we did?

References • Centers for Disease Control and Prevention. Youth risk behavior surveillance—United States, 2013. MMWR, Surveillance Summaries

2014;63(SS4). Available from http://www.cdc.gov/mmwr/pdf/ss/ss6304.pdf

• Children's Mental Health. (n.d.). Retrieved May 20, 2016, from http://www.apa.org/pi/families/children-mental-health.aspx

• Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Supplemental Material for Predictors of Bullying and

Victimization in Childhood and Adolescence: A Meta-analytic Investigation. School Psychology Quarterly, 25(2), 65-83.

doi:10.1037/a0020149.supp

• Bonanno, R. A., & Hymel, S. (2013). Cyber Bullying and Internalizing Difficulties: Above and Beyond the Impact of Traditional Forms of

Bullying. J Youth Adolescence Journal of Youth and Adolescence, 42(5), 685-697. doi:10.1007/s10964-013-9937-1

• Bullying Definition. (n.d.). Retrieved March 24, 2016, from https://www.stopbullying.gov/what-is-bullying/definition/index.html

• Farrington D, Baldry A. Individual risk factors for school bullying. Journal of Aggression, Conflict and Peace Research. 2010; 2(1):4-16.

• Gladden, R. M., Vivolo-Kantor, A. M., Hamburger, M. E., & Lumpkin, C. D. (2014). Bullying surveillance among youths: Uniform definitions

for public health and recommended data elements, Version 1.0. Atlanta, GA: National Center for Injury Prevention and Control, Centers

for Disease Control and Prevention and US Department of Education.

• Goffman, Erving. (1963) Stigma: Notes on the management of spoiled identity. Englewood Cliffs, N.J., Prentice-Hall

• Google. (n.d.). Retrieved March 24, 2016, from https://www.google.com/webhp?sourceid=chrome-instant

References• How Bullying Affects Children | Violence Prevention Works. (n.d.). Retrieved April 28, 2016, from

http://www.violencepreventionworks.org/public/bullying_effects.page

• Langille, J. (2012, December 05). What's expected in the new DSM-5. Retrieved May 20, 2016, from http://janelangille.com/whats-expected-in-the-new-dsm-5/

• Olweus, D. (2001). Peer Harassment: A Critical Analysis and Some Important Issues. Peer Harassment in School (Ed.), J. Juvonen and S. Graham (pp. 3-20). New York, NY: Guilford Publications.

• Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, UK: Blackwell.

• Olweus, D. (1994). Bully at school: Long-term outcomes for the victims and an effective school-based intervention program. In L. Huesmann (Ed.), Aggressive behavior: Current perspectives (pp. 97-129). New York, NY: Plenum Press.

• Peck, S. (n.d.). The 4 Common Types of Bullying. Retrieved March 24, 2016, from http://www.parents.com/kids/problems/bullying/common-types-of-bullying/

• Smith, P. K., del Barrio, C., & Tokunaga, R. S. (2013). Definitions of bullying and cyberbullying: How useful are the terms? In S. Bauman, D. Cross, & J. Walker (Eds.), Principles of cyberbullying research: Definitions, measures and methodology (pp.26-45). New York: Routledge/Taylor & Francis.