School X Bullying Prevention Coordinating Committee Training Lisa Pisciotta, LPC, CAC III, Certified...

School XBullying Prevention Coordinating

Committee Training

Lisa Pisciotta, LPC, CAC III,Certified Olweus Trainer

2

What?What?When/Where?When/Where?

Why?Why?

How? How?

Who isBullied?Who is

Bullied?

WhoBullies?

WhoBullies?

©2014 Olweus Bullying Prevention Program, U.S.

www.clemson.edu/olweus

Activity 1

Understanding Bullying

• The easiest way to understand bullying is through these analogies• Sexual Harassment• Spouse Abuse

All involve imbalance of powerPerpetrator blames the victimVictim may blame themselves

Types of Bullying

Direct

•hitting

•taunting

•name calling

4

Indirect

•rumors

•exclusion

•cyber bullying

©2014 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus

Rough PlayRough Play Real Fighting Real Fighting and Conflictand Conflict

BullyingBullying

Usually friends;Usually friends;

often repeatedoften repeated

(same players)(same players)

Usually not Usually not friends; typically friends; typically not repeatednot repeated

Typically not Typically not

friends; generally friends; generally repeatedrepeated

Balance of powerBalance of power Power relatively Power relatively equalequal

Unequal powerUnequal power

No intent to harmNo intent to harm Intentional harm Intentional harm doingdoing

Intentional harm Intentional harm

doingdoing

Affect is friendly; Affect is friendly; positive, mutualpositive, mutual

Affect negative; Affect negative; aggressive, aggressive, tense, hostile tense, hostile affectaffect

Affect negative; Affect negative;

aggressive & differs aggressive & differs

for victim and for victim and

AggressorAggressor© The Olweus Bullying Prevention Group, 2004© The Olweus Bullying Prevention Group, 2004

Three Key Components of Bullying Three Key Components of Bullying BehaviorBehavior

1. Involves an aggressive behavior2. Typically involves a pattern of

behavior repeated over time3. Imbalance of power or strength

Bullying vs. Conflict Normal Conflict Bullying

Equal power/between friends Imbalance of power/not friendsHappens occasionally Repeated negative actionsAccidental PurposefulNot serious emotional harm Serious, with threat of physical or

emotional harmEqual emotional reaction Strong emotional reaction from

victim/little or no reaction from bully

Not seeking power or Seeking power/controlattentionNot trying to get something Attempt to gain power/material thingsRemorse/takes responsibility No remorse/blames victimEffort to resolve problem No effort to solve problem

Garrity, C., Jens. K., Porter, W., Sager, N. & Short-Camilli, C. (2004). Bonds.M. & Stoker, S. (2000).

Bullying is NOTBullying is NOT a Conflicta Conflict

It is a group phenomenon in It is a group phenomenon in which children may play a which children may play a

variety of roles. variety of roles. Bullying is about POWERBullying is about POWER

“Bullying is when someone repeatedly and on purpose says or does mean or hurtful things to another person who has a hard time defending himself or herself.”

Olweus Definition of Bullying:


9

JICDE Policy Definition of Bullying

• Bullying is the use of coercion or intimidation to obtain control over another person or to cause physical, mental or emotional harm to another person. Bullying can occur through written, verbal or electronically transmitted expression or by means of a physical act or gesture.

Healthy Kids Colorado Survey, 2011Traditional Bullying

High School Middle School

Total 19.3% Total 44.2%

Males 17.4% Males 41.9%

Females 21% Females 46.7%

Electronic Bullying




Females 17.9% Females 26.9%

Students Brought Weapon to School




Females 6.9% Females 18.4

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• Physical bullying - assault• Gender bullying - sexual harassment or

assault, dating abuse, domestic violence• Intimidating for gain - extortion• Rumors/Lies - defamation of character• Bullying based on race, national origin, sex, or

disability – (civil rights violations)• Bullying disabled persons - disability harassment• Cyber bullying - harassment by

communication; stalking• Sexting - child pornography

Bullying Behavior May Violate Civil or Criminal Law



House Bill 11-1254 – School Bullying Prevention and Education

Grant Program*Defines bullying as, “any written or verbal

expression, or physical or electronic act or gesture, or pattern thereof, that is intended to coerce, intimidate, or cause physical, mental, or emotional harm to any student.

* The law explains that “bullying is prohibited against any student for any reason” and goes on to list all the enumerated classes of students.

When is Bullying a Civil Rights Violation?• Dear Colleague Letters: Bullying and Harassment

http://www.stopbullying.gov/topics/civil_violation/

• Discrimination is on the basis of race, color, or national origin (Title VI of the Civil Rights Act of 1964)

• Discrimination is on the basis of sex (Title IX of the Education Amendments of 1972)

• Discrimination is on the basis of a disability (Section 504 of the Rehabilitation Act of 1973; and Title II of the Americans with Disabilities Act of 1990)

http://www.stopbullying.gov/topics/civil_violation/

Steps to Respond to Civil Rights Violations

• Investigate the incident • If an investigation reveals that discriminatory

harassment has occurred, a school must take prompt and effective steps reasonably calculated to end the harassment, including Title IX paperwork • Eliminate any hostile environment and its

effects• Prevent the harassment from recurring

Why address bullying?

1. For students and their futures(mental & physical health)

2. For a healthy school climate (academic achievement)

3. For the larger community4. Risk management for schools5. It’s a wise investment6. It’s the law


www.clemson.edu/olweus16

THE IMPACT OF BULLYING• 1.6 Million Students are Bullied Every Week

• Every Month 750,000 Students in the U. S. miss School because they are Afraid

• 60% of Bullies grades(6-9) have been Convicted of at Least One Crime by Age 24

• 35-40% of Former Bullies Have 3 or More Convictions by Age 24

Surgeon General Report

© 2012 The Olweus Bullying Prevention Program, US© 2012 The Olweus Bullying Prevention Program, US

Effects of Bullying on School Climate

•Creates a climate of fear and disrespect•Interferes with student learning•Students may feel insecure and not like school as well•Students may perceive lack of control/caring from adults

18

©2014 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweu

s

Effects of Bullying on Bystanders

• Bystanders may feel:

–Afraid–Powerless to change the situation–Guilty for not acting–Diminished empathy for victims over

time

Effects of Being Bullied• Lower self-esteem• Depression & anxiety• Absenteeism & lowered

school achievement• Thoughts of suicide• Illness

20©2014 Olweus Bullying Prevention

Program, U.S. www.clemson.edu/olweus

Health Consequences of Bullying(Fekkes et al., 2004)

Bullied Not bulliedHeadache 16% 6%Sleep problems 42% 23%Abdominal pain 17% 9%Feeling tense 20% 9%Anxiety 28% 10%Feeling unhappy 23% 5%Depression scale

moderate indication 49% 16%strong indication 16% 2%

Bully Victims Often Suffer Academically

• Students who were bullied in the 10th grade experienced a .049 points decrease in 12th grade GPA

• This effect was strongest on high achieving Black and Latino students– Students with 3.5 GPAs in 9th grade and were bullied in 10th

grade• White students experience a .03 decrease in their 12th grade GPAs.• Black students experienced a .3 points decrease in their 12th grade

GPAs. • Latino students experience a .5 point decrease in their 12th grade

GPAs that were .5 points lower.

– Williams (2011) retrieved from the American Association of Suicidology at 2011http://www.asanet.org/press/bullying_victims_often_suffer_academically.cfm

Link Between Bullying and Suicide?

Chance of suicide increases when these factors occur at same time

• Biological Factors• Risk Factors• Warning Signs plus • Immediate Trigger or Crisis

Association of Suicidology, School Suicide Prevention Accreditation Resource Guide 2009

Bullying can be a trigger or a contributing factor

Bullying and Suicide• Children who are bullied are more likely to have:

– Depressive symptoms– High levels of suicidal thoughts– Attempted suicide

• Klomek et al. (2008) study of high school students:– All types of victimization were related to depression and suicidality.– The more types of bullying experienced, the higher the risk.

• Hinduja & Patchin (2010) study of middle school students:– Youth involved in bullying or cyber bullying as an offender OR

victim had more suicidal thoughts and more attempts.– Children who had been bullied had higher rates than those who

bullied others.– Experience with bullying explains only a small amount of the

variance in suicidality.



25

Family Risk Factors for Bullying• Lack of parental warmth and involvement

• Lack of parental supervision

• Overly-permissive parenting

• Harsh discipline/physical punishment



© 2012 The Olweus Bullying Prevention Program, US© 2012 The Olweus Bullying Prevention Program, US26

School Risk Factors for Bullying

• Lack of supervision during breaks

• Students have indifferent or accepting attitudes

• Staff have indifferent or accepting attitudes towards bullying

©2014 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweu

s

Children who are Bullied• Cautious, sensitive, quiet, & withdrawn

• Anxious, insecure, have low self-esteem

• Physically weaker than peers (boys)

• Physically mature earlier (girls)

• Have few friends--find it easier to associate with adults

©2014 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 27

Children Who are Bullied and Bully OthersTend To...

•Share characteristics with bullied children•Share characteristics with students who bully •Be less effective in bullying than other children who bully•Behave in ways that cause irritation and attract negative attention


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Children at Higher Risk of Being Bullied:

• Children with disabilities, special needs, and health problems

• Children who are obese

• Children who are LGBT (lesbian, gay, bisexual, transgender)

TG Doc 5


29

Activity 2 Girl Bullying

Children Who Bully Tend To...• Have positive attitudes toward

violence • Be impulsive and have quick

tempers• Show little empathy for victims• Be aggressive to adults• Be involved in other antisocial or

rule-breaking activities• Be physically stronger than peers

(boys)

NOBULLYING

ALLOWED

!

What Motivates Children Who Bully?

• Like to dominate others in a negative way

• Gain satisfaction from inflicting injury and suffering

• Receive “rewards” by bullying others (prestige, attention, possessions)

©2014 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 31

Common Myths About Children who Bully

“Children who bully are loners.”

“Children who bully have low self-esteem.”©2014 Olweus Bullying Prevention

Program, U.S. www.clemson.edu/olweus 32

FACTS

MYTHS

Popular Students May Use Bullying Behaviors To Maintain Power

• Who are the most powerful students in your school?

• How can we help students use their power to help?



• Teacher to Student• Teacher to Teacher• Parent to Teacher• Teacher to Parent• Administrator to Teachers/Staff• Teachers/Staff to Administrators• Community Members to Administrators

Adults Who Bully



What Roles Do Students Play In Bullying Situations?

B

C

D

H

G

E

F

AStart the bullying and take an active part

Take an activepart, but do not start the bullying

Support the bullying, but do not take an active part

Like the bullying, but do not display open support

Dislike the bullying and think they ought to help, but don’t do it

Dislike the bullying, help or try to help the bullied student

Student Who Is Bullied

Students Who Bully

Followers

Supporters

Passive Supporters

DisengagedOnlookers

Possible Defenders

Defenders

TG, p. 24



Watch what happens, don’t take a stand

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Group Mechanisms in Bullying

• Social contagion • Weakening inhibitions against aggression• Decreased sense of individual

responsibility• Gradual changes in the view of bullied

student(s)



Cyber Bullying

What is Cyber Bullying?

• Bullying through email instant messaging, in a chat room, or Web site, or through digital messages or images sent to a cell phone

Difference Between Bullying and Cyber Bullying

• Anonymity• Accessibility• Punitive Fears• Bystanders• Disinhibition

Why Should Educators be Concerned about Cyber Bullying?

• Effects on Self Esteem• School Absences• Anxiety• Depression• Weapons in school

How Can Schools Prevent Cyber Bullying?

• Schools need an effective bullying policy that specifically prohibits cyber bullying

• Bullying prevention programs with lessons to teach about cyber bullying

• Schools need to establish a school-wide reporting system

• Establish effective procedure to respond to reports

• Educate your students, teachers and other staff members about cyber bullying, its danger and what to do if someone is cyber bullied

• Investigate reports of cyber bullying immediately. If it occurs through the school district internet system, you are obligated to take action.

• Notify parents

Misdirection in Bullying Prevention

• Zero Tolerance Policy

• Conflict Resolution

• Anger management or self-esteem enhancement for children who bully

• Group Treatment for Children Who Bully

• Mediation/conflict resolution to resolve bullying issues

• Selecting inappropriate supplemental materials

• Simple Short Term Solutions

(Colorado Resource Guide, 2011)

about bullying• We will not bully others.• We will try to help students who are

bullied.• We will try to include students who are

left out.• If we know that somebody is being

bullied, we will tell an adult at school and an adult at home.

SPSP (TG Doc #8)

Student Reporting

“If we know that somebody is being bullied, we will tell an adult at school and an adult at home.”

45©2014 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus

Use of Positive Consequences to Reinforce Positive Behavior

• Why are positive consequences critical?

• Who receives them?

• Types of behavior to reinforce

• Types of positive consequences

• Tips on use of positive consequences

Use of Negative Consequences • Why aren’t positive consequences enough?

• Guidelines for use of negative consequences

• Types of negative consequences

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6. Refine the Supervisory System

1. Determine the “hot spots” for bullying

2. Develop strategies to increase supervision in common “hot spots”



Activity 4 Hot Spot

49

6. Refine the Supervisory System (continued)

3. Develop ways to track and report bullying incidents schoolwide (Sample: SWG Doc 23)

4. Consider attitudes of supervising adults

5. Evaluate your school’s physical design to reduce bullying



Adults’ Responsiveness to Bullying

• Adults overestimate their effectiveness in identifying bullying and intervening.

– 25% of students agreed (Charach et al., 1995)– 70% of teachers believed that adults intervene

almost all the time.

Why Adults Don’t Always Intervene:

• Have difficulty recognizing bullying• Fail to recognize the importance of

intervening• Uncertain how best to intervene• Lack of time

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School X Bullying Prevention Coordinating Committee Training Lisa Pisciotta, LPC, CAC III, Certified...

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