All Forms of Bullying › Physical › Verbal › Psychologial › Cyberbullying Characteristics of...

APPENDIX

BULLYING: A PSYCHO-EDUCATIONAL WORKSHOP

BULLYINGMENTAL HEALTH

SUICIDEINTERNVENTION

PREVENTION

PRESENTED BY: ASHLEY SHELTONM.F.T. TRAINEE

Agenda

All Forms of Bullying› Physical› Verbal › Psychologial› Cyberbullying

Characteristics of the bully› Environmental and

media influence Mental health issues

related to bullying› Depression, suicidal

ideation, suicidal attempts

› The bully› The victim› The bystander› Adolescents

Identifying early signs of abuse› Role of teacher

and staff› Role of the

principal

Agenda cont.

Policies and procedures for reporting bullying in L.A.U.S.D. schools› Activity for

participants› School principal or site

administrator› Staff responsibilities› Confidentiality and

Nonretaliation› Responding to bullying

incidents or complaints

› Contact information

Strategies for prevention› Early Intervention › Teacher’s role› Parent’s role

Current interventions› Olweus› Zero Tolerance

Policy› Dr Floyd

Workshop Objectives

To Provide Parents, Teachers, and all School Staff with:› knowledge on all forms of bullying and how it affects

school-aged children› strategies to become more involved› information on how to prevent all forms of bullying in

schools and at home› activities to help become supportive of each other› a better understanding of school policies

To assess what intervention and prevention methods work best

To brainstorm new ideas for keeping children safe

Workshop Participants

Parents of elementary and middle school aged children

Los Angeles Unified School District (L.A.U.S.D.) teachers and staff of elementary and middle school aged children

Overall Bullying Definition

Behavior that is intentionally done to torment and cause harm to the victim, which occurs continuously over time, and where there is an obvious, disproportion of power between the bully and victim (Underwood et al., 2011).

Aggressive behavior or intentional “harm doing” by one person or a group, generally carried out repeatedly and over time, and which involves a power differential (Hindu and Patchin, 2003).

Forms of Bullying

Physical› Examples: Hitting, kicking, punching, spitting,

Verbal› Examples: Teasing, making threats, taunting

Psychological› Examples: Spreading rumors, purposely excluding an

individual, and intimidating (Ericson, 2001)

Cyberbullying (Definition)› An indirect form of bullying using the Internet or other

technological devices such as cellular phones. This specific type of bullying does not occur face-to-face and can be worse than traditional bullying because of the 24/7 access to these devices. (Underwood et al., 2011)

Characteristics of The Bully Bullies display a pattern of behavior that is

aggressive, intimidating and domineering. › While active and assertive play is a normal sign

of childhood, especially in boys, bullies are distinct in their quickness to start a fight, belligerence and intimidation to get their way

Environmental factors› Most children who display patterns of bullying at

school are often victims of abuse in their own homes and may also witness a parent being abused

The Role of the media› Children may learn their behaviors of domination

by watching violent programs on television (Greenbaum, 1988)

The Victim Characteristics

› Many people tend to picture a child that may look over-weight, be fat, have red hair, or have other attributes that are unusual, but these conditions don’t invite bully victimization.

› Other research found that one-fourth of American students are bullied at school because of their race, ethnicity, gender, religion, sexual orientation or disability.

A personal account› A young lady describes how she was the

opposite from her aggressor, “I was her opposite number, a romantic bookworm with brown braids who wandered around in a near-constant daydream” Moss, 2005 (para. 1).

The Bystander

The bully bystander often witnesses or even instigates the aggressive act, but doesn’t get involved or tell the proper authority.› These children are also at risk for mental

health problems (Springer, 2011)

Video

http://www.stopbullying.gov/respond/be-more-than-a-bystander/index.html#

Being more than a Bystander

http://www.stopbullying.gov/respond/be-more-than-a-bystander/index.html

http://www.stopbullying.gov/respond/be-more-than-a-bystander/index.html

Mental Health Issues Related to Bullying

The Bully› Bullying behavior has been linked to some

forms of antisocial behavior, including: Vandalism, shoplifting, skipping and

dropping out of school, fighting, and the use of drugs and alcohol (Ericson, 2001)

Mental Health Issues Related to Bullying continued

The Victim› Among middle school students, bully-victims were

6.6 times more likely to report seriously considering suicide compared with youths who were neither bullied nor victims

› More victims than non-victims display depressive symptoms, have a higher suicidal ideation rate, and are more likely to attempt suicide.

› Stat: Traditional bullying victims were 1.7 times more likely and traditional bullying offenders were 2.1 times more likely to have attempted suicide than those who were not traditional victims or offenders.

(Hinduja and Patchin, 2010)

Mental Health Issues Related to Bullying continued

Male vs. Female› Boys and girls engage in bullying at nearly the same

rate.› Girls

Girls who are involved in school bullying (as bully or victim) are at a higher risk for depression and suicidal ideation or thoughts.

Even when bullying is infrequent, girls (who identify as the bully) are at risk for depression, suicidal ideation and suicidal attempts.

As the victim, females showed depression, suicidal ideation and suicidal attempts when victimization occurred frequently and infrequently. (Klomek et al., 2011)


continued

The Bystander Bystanders are at risk for mental health

problems because of the feelings of guilt and hopelessness they experience since they can’t prevent the bullying from happening. (Springer, 2011)


continued Male vs. Female cont.

› Boys and girls have a different threshold while being the bully as well as the victim.

› Boy Boys who bully are at risk for depression, suicidal

ideation and suicidal attempts only when the bullying is frequent

Boys who identify as the victim are only at risk for depression, suicidal ideation, and suicidal attempts when the victimization is frequent. However, when the victimization is infrequent, there are still associations with an increased risk for suicidal attempts (Klomek et al., 2011)


continued Adolescents

› Most adolescents who committed suicide due to bullying, had other serious suicidal risk factors, including mental health issues, substance abuse problems, a family history of suicide, or a previous suicide attempt. It is important to recognize this when dealing

with youth who may be victims of bullying because the bullying incident could potentially be the final straw or trigger that pushes an at-risk youth to commit suicide

(Springer, 2011)

YOUTUBE VIDEO

http://youtu.be/2SzAMMam5yU

10 year old girl from Raleigh N.C. was bullied in school and online (Facebook) and hung herself.

http://youtu.be/2SzAMMam5yU


continued Hinduja and Patchin Study (2010)

› Suicide study (sampled 1,963 random middle-school students) examining bullying and peer harassment, both online and offline found: Cyberbullying victims had a higher rate of

suicidal thoughts and behaviors than did cyberbullying offenders.

Both bullying and cyberbullying victims were almost twice as likely to attempt suicide than those who were not victims of bullying.

When considering demographics, race was the only significant factor that was related to suicidal ideation.

Identifying Early Signs of Abuse

Role of Teachers, Staff and Administrators› It is important for teachers and administrators in

schools to be aware of what signs to look for when a victim is being bullied. While physical abuse may be easier to detect, non-

aggressive acts of of bullying can be more difficult to identify When teachers and faculty were put to the test by the

researcher, educators over-identified the physical factors, but were unable to sufficiently identify emotional abuse, and completely missed the repeat factor.

› The repeat factor is repeated abuse and rejection by peers that a victim is exposed to, that can eventually drive a student to suicide or homicide.

(Moss, 2005)

Identifying Early Signs of Abuse continued

Giving children a voice› When children tell their parents that they

are being picked on at school, it is the parents’ job to give their children a voice by reporting it to the child’s teacher or appropriate other staff. It is the teacher’s job to inform the proper

personnel so something can be done When these incidents are not addressed, there can

be fatal consequences (O’Hare, 2010)


A personal account› When an 8-year old boy unsuccessfully

attempted suicide, a substitute teacher became negligent for not reporting it to the principal and was later fired. The child’s mother had visited the school

seven times to complain about the harassment, but it was never reported to the principal. (O’Hare, 2010)


The principal’s role:› It is the principal who must take the lead in

preventing and reducing bullying.› Principal leadership is crucial in creating

conditions where everyone assumes responsibility.

(Dillon, 2010)

LAUSD Policies and Responsibilities

Activity› Discuss amongst your neighbors specific policies at

the school in which you work. LAUSD Bullying and Hazing Policy accordance

to federal, state and California Education Code:› “Require that all schools and all personnel promote

mutual respect, tolerance, and acceptance among students and staff” (p.4).

› Cyberbullying, which is bullying conducted via an electronic device, will be subject to disciplinary action (at school or during school-related activities). (LAUSD Parent Student Handbook, 2010).

LAUSD Policies and Responsibilities continued

School Principal or Site Administrator(s) Responsibilities› It is the school principal’s duty and all site

administrators to create an environment where it is understood that bullying is inappropriate, harmful and unacceptable.

› In order to insure that bullying is reported to the proper personnel, schools should: Identify the administrator(s) responsible to

report and respond to complaints of bullying. Make sure reports of bullying are investigated

and that appropriate interventions are implemented (King, 2010)


School Prinicipal and Site Administrator(s) Responsibilities continued

Communicate with and ensure that all employees, students, parents, faculty and staff are informed of District policy as well as District and school policy regarding bullying.

Provide training to all parents, faculty and staff to familiarize them with indicators of bullying and understand their responsibilities to respond to, intervene, and report any incident. (King, 2010)


Staff Responsibilities:› Share responsibilities for modeling appropriate

behavior and creating an environment where mutual respect, tolerance, and acceptance among students and staff are promoted and the students understand that bullying is inappropriate, harmful, and is taken seriously.

› Recognize the indicators of all forms of bullying, including cyberbullying.

› Discuss all aspects of the bullying policy with students as well as strategies to prevent bullying.


Staff Responsibilities cont.› Encourage students to report bullying to proper

authority› Intervene immediately and take corrective

action when bullying has either been observed or is suspected to have occurred.

› Report incidents and actions to the appropriate District personnel or outside agencies, if necessary.

› Report any complaints or incidents of bullying involving a District employee to the site administrator immediately. (King, 2010)


Confidentiality and Nonretaliation:› Reports of bullying should

be handled confidentially to respect the privacy of all parties to the fullest extent possible.

› The District will not tolerate retaliation against anyone who reports bullying, or participates in the investigation process This extends to all parties

involved.

Responding to Bullying Incidents and Complaints:› It is imperative to

thoroughly and promptly investigate incidents of bullying.

› Any incident of bullying must be taken seriously, as it may be one small piece of a larger picture. For example: a seemingly

unprovoked conflict may in fact be an expression of frustration from having been the target of ongoing bullying. (King, 2010)

Local District Offices Contact Information

Local District 1- Linda Del Cueto, SuperintendentTel. No. (818) 654-3600 Fax No. (818) 881-6728Office: 6621 Balboa Blvd., Lake Balboa, CA 91406

Local District 2- Alma Pena-Sanchez, SuperintendentTel No. (818) 252-5400 Fax No. (818) 755-2810Office: 8401 Arleta Ave., Sun Valley, CA 91352

Local District 3- Dr. Brenda Manuel, Interim SuperintendentTel. No. (310) 914-2100 Fax No. (310) 445-4785Office: 11380 West Graham Pl., LA, CA 90064

Local District 4- Dale Vigil, Interim SuperintendentTel. No. (213) 241-0100 Fax No. (213) 241-3350Office: 333 S. Beaudry Ave., 11th Floor, LA, CA 90017

Local District Offices Contact Information cont.

Local District 5- Robert A. Martinez, SuperintendentTel. No. (323) 224-3100 Fax No. (323) 222-5702Office: 2151 N. Soto St., LA, CA 90032

Local District 6- Rowena Lagrosa, SuperintendentTel. No. (3230 568-8500 Fax. No. (323) 566-4184Office: 5115 Southern Ave., South Gate, CA 90280

Local District 7- George McKenna, SuperintendentTel. No. (323) 242-1300 Fax No. (323) 242-1390Office: 10616 S. Western Ave., LA, CA 90027

Local District 8- Michael Romero, Interim Superintendent Tel. No. (310) 354-3400 Fax No. (310) 532-4674Office: 1208 Magnolia Ave., Gardena, CA 90247

Strategies for Prevention

Early Intervention is one of the keys to prevent Bullying from occurring.› “The younger the boy when remedial

measures are initiated the greater the chance for enduring improvement.” (as cited in Greenbaum, 1988, p.8)

› A program that targets and helps fight the feelings of hopelessness that bullying victims experience will help students gain a sense of empowerment in their own right. (Moss, 2005)

Strategies for Prevention continued

Teacher’s Role:› In the classroom, it is the teacher’s job to help

victims of bullying to creatively assert themselves so their classmates see them as more valuable. (Greenbaum, 1988)

› Teachers must work together with other school personnel to assess the problem, then communicate clear guidelines as to what behaviors are appropriate.

› Playground activities need to be closely supervised. Teachers must be visible to students so that they can

see that they are being monitored. (Greenbaum, 1988)

Strategies for Prevention cont.

Teacher’s Role continued› Learn the symptoms of bullying, so that

one can identify them and watch for such signs, including, but not limited to: When students withdrawal from play

activities, bruises, torn clothing, etc. (Greenbaum, 1988)

Strategies for Prevention continued

Parent’s Role:› A parents’ role is to continue to encourage

their child to seek, develop and maintain positive relationships with friends.

› Collectively as a community, school personnel, law enforcement, students and parents, all need to work together in better understanding bullying and trying to prevent it. (Greenbaum, 1988)

YOUTUBE VIEDO

http://youtu.be/OOOfC9MuTFo

From the Movie Bully› This video shows the negligence of the

principal and verbal and physical bullying

http://youtu.be/OOOfC9MuTFo

Current Intervention Programs

Dr. Olweus› Established an experimental intervention program in 42

schools (at the request of the government) that later showed a decrease in more than half of bullying incidents in just two years after the program was put into place (Greenbaum, 1988). The Olweus Bullying Prevention Program (Designed in the

1980’s), has been refined and systematically evaluated and is the best-known initiative designed to reduce bullying among elementary, middle and junior high school children (Olweus and Limer 1999) (as cited in Ericson, 2011).

› “The strategy behind the program is to involve school staff, students, and parents in efforts to raise awareness abut bullying, improve peer relations, intervene to stop intimidation, develop clear rules against bullying behavior, and support and protect victims.” (Ericson, 2001, para. 1)

Current Intervention Programs continued

Olweus continued› The program intervenes on three levels

School Faculty and staff can anonymously survey students and

receive in-service training. This can help in determining the root of the bullying

problem, give students adequate supervision outside of the classroom (recess and lunch), and encourage a gathering together of all within the school community in order to discuss the issue. (Ericson, 2001)


Olweus continued Classroom

Rules against bullying can be established by teachers and other school personnel and meet with parents and students to discuss bullying and encourage participation in the program.

Individual Faculty and staff can intervene with each student

who has been affected, including the bully, the victim, and their parents (Ericson, 2001)


Olweus continued› Bullying dropped by 50 percent or more during

the program’s two years. Behavioral changes were more pronounced the

longer the program was in effect. The school climate improved, and the rate of

antisocial behavior declined during the 2-year period.

› This widely used bullying prevention program has firm, but not unfair, limits on problematic behavior that emphasize creating a more positive school climate and non-hostile culture for students

(Ericson2001)


Olweus continued› Possible negatives of the program

It is not always an option for schools due to the high costs necessary to implement the intervention. Such research-based, anti-bullying programs require

training for teachers, kits, questionnaires and consultants, which for the poorest districts would not be practical or possible to implement. (Moss, 2005)


Zero Tolerance Policy› Since the infamous acts of Columbine

occurred, many American schools have implemented anti-bullying programs which have not been as successful as Dr. Olweus’ intervention program. One popular intervention program is the “one

strike you’re out,” Zero-Tolerance policy, which parents have had many complaints about. Researchers believe that suspending and expelling

troublesome students is actually counterproductive and can exacerbate their feelings of alienation and anger. (Moss, 2005)

Current Intervention Programs cont.

Dr. Floyd› Dr. Floyd, a psychologist, implemented an anti-

bullying program in Southern Westchester, New York. In this program, bullies are counseled individually

and in groups, teaching assertiveness through group discussion, role-playing, and counseling.

There are incentives for students to behave appropriately with their peers, as well as encouragement to gain control over bullying habits and identify and assess beliefs about how the aggressive bully views the more vulnerable children.


Dr. Floyd continued› This program also targets victims

It helps them to identify the best strategy for confronting a bully and taking a stand for themselves (Greenbaum, 1988)

“Kids are influenced by the culture, which endorses belittling and teasing, especially at athletic competitions.” (Greenbaum, 1988, p.11)

Summary

Bullying and Cyberbullying is a rising epidemic in elementary and middle school-aged children that can lead to mental health issues including suicide.

Parents, teachers, and school staff, including principals, can help intervene and prevent bullying from occurring by identifying the early signs.

Participant Contribution

Questions and comments are encouraged at this time

All Forms of Bullying › Physical › Verbal › Psychologial › Cyberbullying Characteristics of...

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