Transcript of SAANYS 40 th Annual Conference Traveling the Road Ahead Presented by: Karen Siris...
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- SAANYS 40 th Annual Conference Traveling the Road Ahead
Presented by: Karen Siris bullyinterventionexperts@gmail.com
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- STATISTICS 39% of students reported that bullying, name
calling, and harassment pose a serious problem at school. 66%
reported that people at school were harassed at least sometimes
because of their looks or body size, 57% reported that students
were bullied or harassed sometimes because of the way they
expressed their gender (GLSEN, 2010) 50% of high school students
(2010) admit they bullied someone in the past year 47% admit that
they were bullied, teased or taunted in a way that seriously upset
them in the past year (Josephson School of Ethics, 2010- 43,000
students surveyed)
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- Are Incidents Reported? Adults are often unaware of bullying
problems (Limber, 2002; Skiba & Fontanini, 2000) 60% of 10-17
year olds say they were victims of violence, abuse or crime but
less than 30% told authorities 3
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- Bullying is. an intentional act of aggression, based on an
imbalance of power, that is meant to harm a victim either
physically or psychologically. usually occurs repeatedly and over
time, however sometimes can be identified in a single event.
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- conduct, verbal threats, intimidation or abuse that reasonably
causes or would reasonably be expected to cause a student to fear
for their physical safety conduct, verbal threats, intimidation or
abuse includes but is not limited to conduct, verbal threats,
intimidation or abuse based on a person's actual or perceived race,
color, weight, national origin, ethnic group, religion, religious
practice, disability, sexual orientation, gender or sex.
intimidation or abuse that has or would have the effect of
unreasonably and substantially interfering with a student's
educational performance, opportunities or benefits, or mental,
emotional or physical well-being Harassment the creation ofa
hostile environmentby:Harassment the creation ofa hostile
environmentby: Harassment is the creation of a hostile environment
by:
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- TYPES OF BULLYING BEHAVIORS PHYSICAL Hitting, punching,
tripping Kicking, pushing, scratching Damaging/stealing property
VERBAL Name calling, teasing, taunting Making offensive remark
Making discriminatory remarks Verbally threatening, intimidating
SOCIAL/EMOTIONAL/ RELATIONAL Excluding or threatening to exclude
Spreading rumors, gossiping Ostracizing, alienating Using
threatening looks or gestures Extortion CYBERBULLYING Use of the
internet or cell phone to harass and intimidate
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- The Players THE BULLY THE TARGET/VICTIM THE BYSTANDER
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- Spotting the bully Bully may possess a superior trait
Attractive Athletic Sociable Bully leads by intimidation Others
follow to avoid becoming the next Bully gains power by the amount
of followers MORE FOLLOWERS = MORE POWER
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- Characteristics of Bullies Lack Empathy Display Verbally
Aggressive Behavior Display Physically Aggressive Behavior Bullies
have average levels of self esteem Intimidate Classmates Seek Power
in Relationships Provoke Fights
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- Long Term Effects on the Bully Nearly 60 percent of boys who
researchers classified as bullies in grades six through nine were
convicted of at least one crime by the age of 24. Even more
dramatic, 40 percent of them had three or more convictions by age
24.
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- The Bully/Victim Cycle Identification with the Aggressor
Victims who have been repeatedly bullied often have an increase in
aggression When they are put in a position of control or power they
identify with the bully and do onto others what has been done to
them Thus the victim becomes the bully 11
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- Passive Victims Social Anxiety Disorder Lack Social Skills
(socially awkward) Pleasers Compliant Fear of Confrontation
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- Provocative Victims are: Restless Irritating to others Seen
teasing and dont know when to stop Likely to fight back, but lose
Emotional Often diagnosed with Attention Deficit Disorder
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- Cyber Victims Cyber victims reported higher rates of depression
than cyber bullies or bully victims Cyber victims may not be able
to identify their harasser and are more likely to feel isolated,
dehumanized or helpless at the time of the attack 14
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- Effects on the Victim Anxiety Loss of self-esteem into
adulthood Decrease in attention/grades Decrease in
attendance/involvement Decreased socialization/increased isolation
Physical Symptoms: headaches, fatigue, stomach problems Increase in
acting out behavior Suicide/Homicide 15
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- The Bystanders DEFINTION: those who watch bullying happen or
hear about it.
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- Bystanders: PASSIVELY accept bullying by watching and doing
nothing PROVIDE the audience a bully craves and the silent
acceptance that allows bullies to continue their hurtful behavior
INSTIGATE the bullying by prodding the bully to begin ENCOURAGE the
bullying by laughing, cheering, or making comments that further
stimulate the bully
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- Other bystanders ... directly intervene, by discouraging the
bully, defending the victim, or redirecting the situation away from
bullying. ... get help, by rallying support from peers to stand up
against bullying or by reporting the bullying to adults.
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- Why dont more bystanders intervene? They fear getting hurt or
fear retribution (becoming the next victim) They feel powerless to
stop the bully. They dont like the victim or believe the victim
deserves it. They think that telling adults wont help or it may
make things worse. They dont know what to do.
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- WHAT SCHOOLS CAN DO Schools need to implement bullying
prevention and intervention strategies that fit their school
culture Establish a district policy to prevents and intervenes in
all forms of bullying, cyberbullying and harassment
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- WHAT SCHOOLS CAN DO Commit to training all constituents of the
school community in prevention and intervention strategies
Establish a bully intervention team (BIT) at the school building
level to insure adherence to the district policy.
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- Positive Culture (what we do in schools) = Positive School
Climate (how we feel in schools) All adults in school: Display
warmth, positive interest and involvement talk to each other and
students with respect and understanding alert other staff members
if they are displaying unacceptable behavior toward a student
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- Bully Intervention Team Who: Principal, mental health
professionals, guidance counselors, teachers, non-teaching staff
(aides, bus drivers, custodians) What: Create a bully intervention
plan that includes methods for prevention and intervention of all
types of harassment
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- Bully Intervention Team: Creates anti-bullying policy Creates a
reporting system that uses a DECISION TREE with specific plans of
action when incidents are reported Develops and publicizes
hierarchal consequences for bullying behaviors Develops
intervention strategies and trains stakeholders Reward pro-social
behaviors that support the policy
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- Incident Interview Who does the interview? How will the
interview be conducted? When will the interview take place? Where
will the interview occur? What form will be used?
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- Disciplinary Consequences/Supports Consequences should be
hierarchial should correspond to severity of offense as well as
repeated offenses Restorative Justice strategies to rehabilitate
the bully, support counseling for the target/victim Can range from
verbal warning all the way to suspension, alternate school
placement, and if severe enough report to law enforcement
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- Therapeutic Discipline Strategies Mental health evaluation by
school staff Mental health evaluation by outside agency Services:
School based counseling Outside counseling Out of district
therapeutic placement 27
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- Establish Clear Consequences for Failure to Report...For
personnel who do not report information regarding bullying and
other threatening behaviors (similar to child abuse mandates)
Establish and enforce clear consequences for students who do not
report information regarding bullying and other threats of
violence. 28
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- Victim-Intervention Give victims a VOICE Teach victims to say
NO!-verbally and with appropriate body language Teach victims to
travel with a buddy
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- Victim- Counseling to change behaviors which increase the
likelihood of being victimized to reduce sensitivity Provide
assertiveness training groups Involve parents appropriately.
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- Bully-Intervention change the dynamics of power so that the
bully is not overtly or covertly reinforced by the teacher, coach
or other authority figures identify the bully as having anti-social
behaviors which will lead to trouble listen to the bully and give
him/her a point person to speak with whose role is to help the
bully use their leadership skills in a positive manner, emphasizing
cooperation, collaboration and equality. develop empathy in
bully
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- Bystander Intervention The whole drama is supported by the
bystander. The theater cant take place if theres no audience.
(Labi, N. Let Bullies Beware. Time online, March 25, 2001.)
ENCOURAGE bystanders to: Speak up to bullies if it is safe to do so
Band together as a group against bullies Avoid joining in Ask
adults for help Reach out as friends to isolated peers, be an ally,
offer support Continue to offer victim support at future time
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- Telling vs. Tattling Tattling When you tell on someone to get
them in trouble. Telling - Reporting When you are telling an adult
because you are trying to keep yourself safe, someone else safe or
keep the school safe.
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- Parent Education Parents will be taught to recognize the signs
of bully and victim behaviors Parents will be encouraged to model
appropriate upstander behavior Parents will be taught when and how
to intervene Parents will learn how to report incidents Parents
will learn how to support children who are being victimized by
bullying and cyber bullying Parents need to confront excuses and
not accept the answer just joking.
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- All adults in school: praise positive actions maintain positive
tone with students throughout the day structure activities to
minimize opportunities for exclusion
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- Establish a system of rewards that positively reinforces
Pro-Social Behaviors Rewards should be given to those adults and
students who truly and meaningfully achieve anti-bullying goals
Reward bystanders for intervening or reporting bullying. Reward
teachers for establishing bully- free classrooms. Reward support
staff for reporting appropriate information; i.e. as is done with
tip lines. 36
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- Caring Majority Program Invite older students to help create a
CARING MAJORITY Train students through workshop sessions Create an
upstander philosophy ambassadors form teams and create their own
grade level presentations ambassadors take a mentoring role in the
grade level they have chosen Caring Majority becomes a part of the
school culture and enhances a positive school climate.
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- Caring Majority Ambassadors Seek the help of students to spread
the word about the dangers of bullying - can be done at various
ways at all levels Caring Majority Ambassadors - Elementary Caring
Allies Middle School Natural Helpers High School Training given by
principal with support of social worker/psychologist Students train
the classmates on the importance of inclusion, empathy and caring
about each other On-going partnerships/mentoring established
between older and younger students
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- Turning Bystanders into Upstanders Help students understand the
dynamics of bullying situations 80% of students stand by and watch
Train interested students in teaching the strategies of upstanding
behaviors Help the students understand the power they have to make
a difference that THEY are the solution
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- Turning Bystanders into Upstanders Insure that bystanders
understand that adults will support their actions Teach all
children about the reporting system that is in place in your school
Reward upstanding behaviors and make them the norm.
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- Factors in Bystander Intervention Power when bystanders possess
more power than bullies they are more likely to intervene directly
position of authority (e.g. school staff) difference in age or
strength Safety bystanders more likely to intervene when they feel
they have back- up support (other students, school personnel, law
enforcement) Social Acceptance environments where speaking up is
accepted and valued bystanders are more likely to intervene
environments where bullies hold the power to determine acceptance
or rejection DISCOURAGE bystanders from speaking up Knowledge of
Effective Actions bystanders are more likely to intervene when they
are trained in effective intervention strategies
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- How to Begin. Develop an Action Research Model: PROBLEM: Too
many of our students are coming to school unable to learn because
they are consumed by the fear of being bullied/harassed on a daily
basis. QUESTION: How can we create effective bullying prevention
and intervention in our schools so that ALL children feel
emotionally safe and able to learn?
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- Choose a data collection plan for building bully survey climate
survey interviews, questionnaires Review and Interpret Data Develop
data- driven Intervention/Prevention Plan Implement intervention
training for all constituents Create an effective reporting system
Establish a hierarchy of consequences Continually re-assess the
effectiveness of the plan (reflection action) ACTION PLAN