Bullying

Dr. Amy Milsomamilsom@clemson.edu

Jennifer Berryjenberry33@gmail.com

"A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself” (Olweus)

What is bullying?

Bullying is:

• Intentional

• Takes place more than once

• Involves an imbalance of power between bully and victim

Types of Bullying

Gender Differences

Forms of electronic bullying:• Text messages• Emails• Facebook

posts/statuses/messages• Gaming (“griefing”)• Online videos

Electronic bullying can involve:• Sending mean, vulgar, or

threatening messages• Posting private, sensitive

information• Intentionally excluding

someone from an online group• Pretending to be someone else • Spreading lies and rumors• Tricking someone into

revealing personal information

Electronic Bullying

1/3 of students report being bullying victims (Crime Indicators of School Safety, 2009)

33% of students report being a victim of cyber bullying (www.cyberbullying.us)

55% of 8-12 year olds and 68% of 12-15 year olds say bullying is a big problem in their schools (Kaiser Family Foundation)

1 out of every 10 students who drop out of school do so because of bullying (Oklahoma Health Dept, 2001)

8 in 10 students (both males and females) report that they have experienced some type of sexual harassment (AAUW, 2001)

30% of gay youth were threatened or injured due to their sexual orientation in 2001 (National Mental Health Association)

80% of students with disabilities report being bullied (U.S. Dept. of Ed)

Statistics

Bullying can mistakenly be excusedbecause it can be seen as a part of growing up

“I went through it and survived, it’s no big deal”“Boys will be boys”“Girls are just mean at that age”“Drama is just part of middle

school” Bullying is just another form of conflict The victim is at fault and/or brings the bullying upon self

Attitudes/Misperceptions

Bully Victimization Participants

• Low threshold for frustration• Aggressive not only to peers but to

teachers and family as well• Positive attitudes toward

aggression• Easily provoked• Can be both a bully and a victim

depending on the circumstance• Values power and rewards received

from bullying• Mistakenly believed to have poor

self-esteem – Often bullies will have just as high or higher self-esteem than non-bullies

• May have poor role models at home

• Possible victim of abuse or neglect

Bully

• Can be both supporters or defenders

• Afraid to speak up, face rejection by peers, or be next target of bully

• Can be a strong force in neutralizing power of bully

Bystander

Passive/Submissive Victim• Majority of bullying victims• Insecure• Socially-isolated• Lonely• Physically weaker• Poor social skills

Provocative Victim• More likely to alienate

teachers and peers• Usually bullied by large group

(ex; class)• Exhibit hyperactive and

impulsive behaviors• Many are diagnosed with

ADHD

Victims

BullyDelinquency Increased

chance for incarceration

Drug and alcohol abuse

TruancyDropoutWeapons

possession

Potential Effects of Bullying

VictimAnxietyLonelinessLow self-esteemDepressionPhysical

manifestations of stress

Social withdrawalAlcohol and drug

abuseDeath (including

suicide)Poor academic

performanceTruancy/Dropout

BystanderFear Anxiety

• Change in mood or behavior• Appears depressed, sad, or

angry• Safety concerns• Academic concerns• Deficits in peer relationships• Alcohol or drug use• Lost or damaged belongings• Frequent injuries or damages

to clothing• Excessive clinginess

• Spending time with younger students

• Avoiding recess• Arriving late or right before

bell rings• Appears to be alone most of

time• Frequent absences or

requests to see nurse• Lack of focus/concentration• Not eating lunch

Warning Signs a child is being bullied

By the South Carolina Safe Schools Climate Act, schools must address bullying. This law mandates that all schools adopt a policy prohibiting harassment, intimidation, and bullying at school.

In addition, this Act states that any “school employee, students, or volunteer who witnesses, or has reliable information that a student has been subject to harassment, intimidation, or bullying shall report the incident to the appropriate school official.”

What can schools do?

Research supports school-wide, comprehensive prevention programs as the most effective means of reducing bullying behaviors.

Examples of effective school-wide prevention programs:

Olweus Bullying Prevention Program: http://www.olweus.org/public/index.page

Bully Busters : http://www.researchpress.com/product/item/6517/

Bully Proofing Your School: http://www.creatingcaringcommunities.org/

Bully Safe USA: http://www.bullysafeusa.com

Operation Respect: http://www.operationrespect.org

Steps to Respect: http://www.cfchildren.org/programs/str/overview/

Bullying Prevention Programs

Research shows that teachers are one of the most important components of bullying prevention

Schools that reduce bullying, regardless if there is a comprehensive prevention program have teachers that are committed to ending bullying behavior, recognize the signs and symptoms of bullying, and know how to safeguard students against it.

Role of teachers

• Know and follow school policy• Report bullying incidents to administrators• Post and discuss classroom rules (including guidelines

about bullying) • Implement immediate consequences for bullying

behavior• Reward inclusive behavior

• Closely supervise areas where bullying is likely to occur (hallways, bathrooms, etc.)

What teachers can do

• Incorporate anti-bullying themes into instruction• Bully Box for anonymously reporting bully behavior• Keep a log of bullying incidents• Make clear to students that reporting bullying and

tattling are two different things• Work collaboratively with the school counselor• Be a role model – This includes never using sarcasm,

intimidation, or embarrassment as a classroom management strategy

What teachers can do, continued

• Stop behavior immediately• Investigate to determine appropriate response

• Bully• Rather than accusing the bully of bullying behavior ask these questions:

• What did you do? What was inappropriate about that? What is the rule the covers this behavior? Who did you hurt? What were you trying to accomplish? The next time that is your goal how will you accomplish this without hurting another student? What are you going to do for the person you hurt?

• Bystanders• Offer guidance on how to appropriately respond, intervene, and get help

in the future• Victim

• Support in a way that does not embarrass them, allows them to keep dignity, and makes them feel safe from retaliation

If you see a student being bullied:

DO:• Follow school policy• Tell them to not resort to violence• Teach strategies for anger management• Instruct them to tell an adult and talk about it• Teach them to be assertive, not aggressive• Convey the importance of safety first• Notify parents• Refer to school counselor where appropriate

Best Practices to help a victim

Do Not:• Confuse bullying with conflict • Use peer mediation

• Can empower bully and make victim feel worse• Research does not suggest this is an effective

intervention• Instruct bully, victim, or bystander to do something

that involves skills they don’t posses• Ex; Suggesting a bystander sticks up for others

when they do not know how to---Instead teach them how to

Best Practices, Continued