BullyingBullyingy gy gPsychosocial Factors and Related Psychosocial Factors and Related syc osoc a acto s a d e atedsyc osoc a acto s a d e ated

Brain Stress ResponsesBrain Stress Responses

Mark Singer, Ph.D.Mark Singer, Ph.D.Begun Center on Violence Prevention Research & EducationBegun Center on Violence Prevention Research & Education

Mandel School of Applied Social SciencesMandel School of Applied Social SciencesMandel School of Applied Social SciencesMandel School of Applied Social SciencesCase Western Reserve UniversityCase Western Reserve University

Presentation FormatPresentation Format

Extent of BullyingExtent of Bullying

HighHigh--Risk groupsRisk groupsHighHigh Risk groupsRisk groups

Ps chosocial conseq ences of b ll ingPs chosocial conseq ences of b ll ingPsychosocial consequences of bullyingPsychosocial consequences of bullying

Brain stress responsesBrain stress responses

Strategies to address bullyingStrategies to address bullying

BullyingBullyingy gy gRepeatedRepeatedRepeated Repeated

exposureexposure

over time to over time to

negative actionsnegative actionsnegative actions negative actions

on the part of one on the part of one

or more studentsor more students((OlweusOlweus 2002)2002)

Negative ActionNegative ActionNegative ActionNegative Action

Intentionally inflicts or attempts to inflictIntentionally inflicts or attempts to inflictIntentionally inflicts or attempts to inflict Intentionally inflicts or attempts to inflict injury or discomfort upon another injury or discomfort upon another (aggressive behavior)(aggressive behavior)(aggressive behavior)(aggressive behavior)Achieved by: Achieved by:

Ph i l tiPh i l tiPhysical actionPhysical actionWordsWordsGesturesGesturesRejectionRejectionRejectionRejection

Power DifferentialPower Differential

Social status or popularitySocial status or popularity

Physical size/strengthPhysical size/strength

AgeAge

Intellectual abilityIntellectual ability

Membership in a socially defined dominantMembership in a socially defined dominantMembership in a socially defined dominant Membership in a socially defined dominant groupgroup

Types of BullyingTypes of BullyingTypes of Bullying Types of Bullying

Direct BullyingDirect Bullying: (more typical of boys: (more typical of boys))Direct BullyingDirect Bullying: (more typical of boys: (more typical of boys))

–– Open Open physicalphysical attacks on victimattacks on victim–– Verbal (threats, emotional harm)Verbal (threats, emotional harm)Verbal (threats, emotional harm)Verbal (threats, emotional harm)

Indirect Indirect ((RelationalRelational) Bullying: ) Bullying: (more typical of girls(more typical of girls))

–– SocialSocial isolation smearing reputationisolation smearing reputationSocial Social isolation, smearing reputation isolation, smearing reputation –– Peer Peer rejectionrejection

Cyber bullyingCyber bullyingCyber bullyingCyber bullying–– Social network sites, Social network sites, facebookfacebook, twitter, email, twitter, email–– Blow down pages; fake sites created to spread rumorsBlow down pages; fake sites created to spread rumors

Extent of the ProblemExtent of the Problem

Percentage of Bullying StudentsPercentage of Bullying Students(Norwegian Sample)

(n = 10,800; From Olweus, 2002)

10

12

6

8

cent

age

Girls

2

4Perc Girls

Boys

0Grade

4Grade

5Grade

6Grade

7Grade

8Grade

9Grade

10

Percentage of students who reported  being bullied in the past two months: Canada

Students ages 12—18 who reported being bullied at schoolduring the 2009 school year, by location of bullyingg y , y y g

Characteristics of VictimsCharacteristics of VictimsCharacteristics of VictimsCharacteristics of Victims

Passive, insecure, anxiousPassive, insecure, anxiousRejected/isolated by peersRejected/isolated by peersRejected/isolated by peersRejected/isolated by peersNegative selfNegative self--attitudes and beliefsattitudes and beliefsPhysically weaker or smallerPhysically weaker or smallerLack adequate social skillsLack adequate social skillsqqHave difficulty in solving social problemsHave difficulty in solving social problems

Characteristics of BulliesCharacteristics of Bullies

Family environment characterized by Family environment characterized by y yy yconflict and poor parental monitoringconflict and poor parental monitoringPowerPower andand Control: Value the outcomes ofControl: Value the outcomes ofPower Power and and Control: Value the outcomes of Control: Value the outcomes of aggressionaggressionNegative attitudes and beliefs about othersNegative attitudes and beliefs about othersNegative attitudes and beliefs about othersNegative attitudes and beliefs about othersLow social competence and poor social Low social competence and poor social problemproblem sol ing skillssol ing skillsproblemproblem--solving skillssolving skillsPoor academic performance Poor academic performance Lack empathy Lack empathy

Characteristics of Bully/VictimsCharacteristics of Bully/Victimsyy(victims (victims who bully others)who bully others)

The most severely challenged in socialThe most severely challenged in socialThe most severely challenged in social The most severely challenged in social competence of all 3 groups.competence of all 3 groups.Negative selfNegative self attitudes and beliefsattitudes and beliefsNegative selfNegative self--attitudes and beliefsattitudes and beliefsRejected and isolated by peersRejected and isolated by peersNegatively influenced by the peers they Negatively influenced by the peers they interact withinteract withWay of maintaining social statusWay of maintaining social status

Shared Across All Three GroupsShared Across All Three GroupsShared Across All Three GroupsShared Across All Three Groups

Most likely to be maleMost likely to be maleMost likely to be maleMost likely to be male

Poor social problemPoor social problem--solving skillssolving skillsPoor social problemPoor social problem solving skillssolving skills

Negative home environmentNegative home environmentNegative home environmentNegative home environment

Negative school environmentNegative school environmentNegative school environmentNegative school environment

SubstanceSubstance useuseSubstance Substance use use

Potential Consequences of Being BulliedPotential Consequences of Being BulliedPotential Consequences of Being BulliedPotential Consequences of Being Bullied

Substance AbuseSubstance AbuseSubstance AbuseSubstance AbusePoor Health OutcomesPoor Health OutcomesPoor School Attendance Poor School Attendance Low School Performance Low School Performance Psychosomatic ProblemsPsychosomatic ProblemsPsychosomatic ProblemsPsychosomatic ProblemsPoor Social Adjustment Poor Social Adjustment jj

Potential Consequences of Being BulliedPotential Consequences of Being BulliedPotential Consequences of Being BulliedPotential Consequences of Being Bullied

DepressionDepressionAnxietyAnxietyAnxietyAnxietyPosttraumatic StressPosttraumatic StressAngerAngerViolent BehaviorViolent BehaviorSuicidal Ideation/Act (example)Suicidal Ideation/Act (example)Suicidal Ideation/Act (example)Suicidal Ideation/Act (example)

Suicide Attempt: Case ExampleSuicide Attempt: Case ExampleSuicide Attempt: Case ExampleSuicide Attempt: Case Example

14 year old female14 year old female14 year old female14 year old female

P t di d li i ith thP t di d li i ith thParents divorced; living with motherParents divorced; living with mother

No known alcohol/drug abuseNo known alcohol/drug abuse

2 mos. prior to attempt broke up with 2 mos. prior to attempt broke up with boyfriendboyfriendboyfriendboyfriend

Three Groups at High Risk for Three Groups at High Risk for Bullying VictimizationBullying VictimizationBullying VictimizationBullying Victimization

LGBT YouthsLGBT YouthsG ou sG ou s

2009 National School Climate Survey2009 National School Climate Survey2009 National School Climate Survey2009 National School Climate Survey

7 261 middle and high school students7 261 middle and high school students7,261 middle and high school students7,261 middle and high school students

85% f LGBT t d t t d b i85% f LGBT t d t t d b i85% of LGBT students reported being 85% of LGBT students reported being verbally harassed; 40% reported being verbally harassed; 40% reported being h i ll lt d i h l i th i ll lt d i h l i tphysically assaulted in school in past yr. physically assaulted in school in past yr.

1/3 skipped school at least one day in past 1/3 skipped school at least one day in past month due to feeling unsafemonth due to feeling unsafegg

Other Studies Indicate:Other Studies Indicate:Other Studies Indicate:Other Studies Indicate:

Male LGBT students have higher rates ofMale LGBT students have higher rates ofMale LGBT students have higher rates of Male LGBT students have higher rates of victimization than female LGBT studentsvictimization than female LGBT students

LGBT youths who are bullied at school LGBT youths who are bullied at school b f th i l i t tib f th i l i t tibecause of their sexual orientation because of their sexual orientation experience high rates of depression, experience high rates of depression,

i id l f li & l h li id l f li & l h l ijijsuicidal feelings & alcohol or suicidal feelings & alcohol or marijuana marijuana use.use.

Autism Spectrum DisorderAutism Spectrum DisorderAutism Spectrum DisorderAutism Spectrum Disorder

Autism spectrum disorder Autism spectrum disorder is a range is a range ff d l t ld l t l di ddi dof of neurodevelopmentalneurodevelopmental disorders disorders

characterized by social impairments, characterized by social impairments, iti i i t i tiiti i i t i ticognitive impairments, communication cognitive impairments, communication

difficulties, and repetitive behaviors. They difficulties, and repetitive behaviors. They f ild t df ild t dcan vary from very mild to very severe and can vary from very mild to very severe and

occur in all ethnic, socioeconomic and age occur in all ethnic, socioeconomic and age M l f ti lik l tM l f ti lik l tgroups. Males are four times more likely to groups. Males are four times more likely to

have autism than femaleshave autism than females

Autism Spectrum DisorderAutism Spectrum DisorderAutism Spectrum DisorderAutism Spectrum Disorder

Th h diffi lt i t ti h tTh h diffi lt i t ti h tThey have difficulty interpreting what They have difficulty interpreting what

others are thinking or feeling because they others are thinking or feeling because they g g yg g y

can’t understand social cues, such as tone can’t understand social cues, such as tone

of voice or facial expressions, and don’t of voice or facial expressions, and don’t

t h th l ’ f f l b tt h th l ’ f f l b twatch other people’s faces for clues about watch other people’s faces for clues about

appropriate behavior.appropriate behavior.pp ppp p

Autism VictimizationAutism VictimizationAutism VictimizationAutism Victimization

Victimization rates are between two andVictimization rates are between two andVictimization rates are between two and Victimization rates are between two and four times as high as found in the general four times as high as found in the general populationpopulationpopulationpopulationOne study reported a 75% yearly One study reported a 75% yearly prevalence rate of being bullied and 73%prevalence rate of being bullied and 73%prevalence rate of being bullied and 73% prevalence rate of being bullied and 73% rate of being hit by peer or sibling (parent rate of being hit by peer or sibling (parent report)report)report) report) Tend to be chronically victimized over Tend to be chronically victimized over l i d f til i d f tilong periods of timelong periods of time

Youth Gang MembershipYouth Gang Membership

Gang MembershipGang MembershipGang MembershipGang Membership

“It’s better to be in a gang because that way“It’s better to be in a gang because that wayIt s better to be in a gang because that wayIt s better to be in a gang because that wayyou always have a second family andyou always have a second family and

t b k ”t b k ”someone to back you up.”someone to back you up.”

“In school you can't pick back if people from “In school you can't pick back if people from certain groups pick on you If you do you'llcertain groups pick on you If you do you'llcertain groups pick on you. If you do you ll certain groups pick on you. If you do you ll have a very big problem having to watch have a very big problem having to watch

b k Th j k 't fi ht bb k Th j k 't fi ht byour back. These jerks can't fight by your back. These jerks can't fight by themselves themselves so they get 5so they get 5--6 friends to do 6 friends to do it.”it.”

Why Youths Join GangsWhy Youths Join GangsWhy Youths Join GangsWhy Youths Join Gangs

Sense of BelongingSense of Belonging

StatusStatus

Safety/ProtectionSafety/Protection

PowerPower

Bullying and GangsBullying and GangsTurf and statusTurf and status

InitiationInitiation

Hierarchy within gangHierarchy within gangHierarchy within gangHierarchy within gang

P t ti f bP t ti f bProtection for membersProtection for members

Creation of bully/victimsCreation of bully/victims

Brain StressBrain StressBrain Stress Brain Stress Responses to BullyingResponses to BullyingResponses to BullyingResponses to Bullying

Victimization and the BrainVictimization and the Brain

What ph sicall happens toWhat ph sicall happens toWhat physically happens to What physically happens to you when you are in a highlyyou when you are in a highlyyou when you are in a highly you when you are in a highly

threatening or scary threatening or scary situation?situation?

Location of AmygdalaLocation of AmygdalaLocation of AmygdalaLocation of Amygdala

Response Role of AmygdalaResponse Role of AmygdalaResponse Role of AmygdalaResponse Role of Amygdala

On Your Own Body’s DrugsOn Your Own Body’s DrugsOn Your Own Body s DrugsOn Your Own Body s Drugs

Violent/threatening/stressful situation activates Violent/threatening/stressful situation activates the “stress system” the “stress system” yy

EpinephrineEpinephrine norepinephrinenorepinephrine andand cortisolcortisol (“(“stressstressEpinephrine ,Epinephrine ,norepinephrinenorepinephrine and and cortisolcortisol (( stress stress drugs”) released throughout the body and braindrugs”) released throughout the body and brain

Allows for activation and more successful Allows for activation and more successful execution of the fight/flight responseexecution of the fight/flight responseg g pg g p

Bodily Effects of “Stress Drugs”Bodily Effects of “Stress Drugs”Bodily Effects of Stress DrugsBodily Effects of Stress Drugs

Increased heart rateIncreased heart rateIncreased heart rateIncreased heart rateIncreased blood flow to the muscles an Increased blood flow to the muscles an brainbrainbrainbrainDecreased blood flow to the skin and gutDecreased blood flow to the skin and gutLiver produces extra glucose to fuelLiver produces extra glucose to fuelLiver produces extra glucose to fuel Liver produces extra glucose to fuel defensive responsesdefensive responsesVigilance arousal and narrowing ofVigilance arousal and narrowing ofVigilance, arousal and narrowing of Vigilance, arousal and narrowing of attention in the brainattention in the brain

Your body’s drugs are Your body’s drugs are protective in the short term protective in the short term

but…..but…..

Overuse can cause physicalOveruse can cause physicalOveruse can cause physical Overuse can cause physical

and emotional problems and emotional problems

in both children & adultsin both children & adults

Children/AdolescentsChildren/AdolescentsChildren/AdolescentsChildren/AdolescentsH i ilH i il **HypervigilanceHypervigilance**Emotional problemsEmotional problemsppHealth problemsHealth problemsP bl ith t tP bl ith t tProblems with trust Problems with trust Problems with concentration*Problems with concentration*Difficulties with emotional regulation Difficulties with emotional regulation andand impulse control*impulse control*and and impulse control*impulse control*

Wh t i f t d li blWh t i f t d li blWhat is a fast and reliable What is a fast and reliable way of to deal with theway of to deal with theway of to deal with the way of to deal with the emotional and social emotional and social

consequences of being consequences of being i ti i d?i ti i d?victimized?victimized?

Alcohol and Other DrugsAlcohol and Other Drugs

Research has demonstrated Research has demonstrated alcohol and other drugs can: alcohol and other drugs can:

Help you feel less depressedHelp you feel less depressedH l t f l l i hibit dH l t f l l i hibit dHelp you to feel less inhibitedHelp you to feel less inhibitedHelp you to be friends with other usersHelp you to be friends with other usersHelp you relaxHelp you relaxHelp you feel better about your problemsHelp you feel better about your problemsHelp you feel better about your problemsHelp you feel better about your problemsHelp you feel more energeticHelp you feel more energeticEtc EtcEtc EtcEtc., Etc., Etc., Etc.,

Four Questions for Risk Assessment of Victims & BulliesFour Questions for Risk Assessment of Victims & Bullies

How How frequentlyfrequently has the bullying occurred?has the bullying occurred?

Over what period of time (Over what period of time (durationduration) has ) has the bullying occurred?the bullying occurred?the bullying occurred?the bullying occurred?

How many different places or relationshipsHow many different places or relationshipsHow many different places or relationships How many different places or relationships has the bullying occurred (has the bullying occurred (contextcontext)?)?

How serious is the aggressive behavior & How serious is the aggressive behavior & impact associated with the bullyingimpact associated with the bullyingimpact associated with the bullying impact associated with the bullying ((intensityintensity)?)?

Effective School StrategiesEffective School StrategiesEffective School StrategiesEffective School Strategies

School principal commitment/involvementSchool principal commitment/involvementSchool principal commitment/involvementSchool principal commitment/involvement

M ltif t d h i hM ltif t d h i hMultifaceted, comprehensive approachMultifaceted, comprehensive approach

Monitor areas where bullying can be Monitor areas where bullying can be expected (e.g., hallways, bathrooms)expected (e.g., hallways, bathrooms)p ( g , y , )p ( g , y , )

Provide teachers with effective classroomProvide teachers with effective classroomProvide teachers with effective classroom Provide teachers with effective classroom management trainingmanagement training

BystandersBystandersBystandersBystanders

2012 meta2012 meta--analysis of 11 studies thatanalysis of 11 studies that2012 meta2012 meta analysis of 11 studies that analysis of 11 studies that addressed bystander intervention behavioraddressed bystander intervention behaviorResults showed bystander interventionsResults showed bystander interventionsResults showed bystander interventions Results showed bystander interventions were significantly increasedwere significantly increasedI l hi h h lI l hi h h lIncreases were larger among high school Increases were larger among high school studentsstudentsEmpathy for victim is important, but the Empathy for victim is important, but the combination of empathy & social selfcombination of empathy & social self--efficacy is most predictive of interveningefficacy is most predictive of intervening

Responses with Limited SuccessResponses with Limited SuccessResponses with Limited SuccessResponses with Limited SuccessTraining students in conflict resolution and Training students in conflict resolution and peer mediationpeer mediation

Adopting a “zero tolerance” policyAdopting a “zero tolerance” policy

Providing group therapy for bulliesProviding group therapy for bullies

Encouraging victims to simply “stand up” Encouraging victims to simply “stand up” g g p y pg g p y pto bulliesto bullies

Thank YouThank You

ResourcesResourcesCenters for Disease Control and Prevention, Centers for Disease Control and Prevention, Youth Risk Behavior Survey Youth Risk Behavior Survey www.cdc.gov/healthyyouth/partners/funded/yrbs.htm www.cdc.gov/healthyyouth/partners/funded/yrbs.htm

Cook, C., Williams, K., Guerra, N., Kim, T. & Cook, C., Williams, K., Guerra, N., Kim, T. & SadekSadek, K. (2010) Predictors of childhood , K. (2010) Predictors of childhood b ll i d i ti i ti A tb ll i d i ti i ti A t l ti il ti i S h l P h l Q t lS h l P h l Q t l 2525bullying and victimization: A metabullying and victimization: A meta--analytic reviewanalytic review. School Psychology Quarterly. School Psychology Quarterly, 25, , 25, 6565--83.83.

National Center for Education Statistics, U.S. Department of Education National Center for Education Statistics, U.S. Department of Education (http://nces.ed.gov/).(http://nces.ed.gov/).(http://nces.ed.gov/).(http://nces.ed.gov/).

Flannery, D. (2005). Flannery, D. (2005). Violence and mental health in everyday lifeViolence and mental health in everyday life. . New York: New York: RowmanRowman & Littlefield.& Littlefield.

OrpinasOrpinas, P. & Horne, A. (2006, P. & Horne, A. (2006). Bullying prevention.). Bullying prevention. Washington, DC: American Washington, DC: American Psychological Association.Psychological Association.

Centers for Disease Control and Prevention, Violence PreventionCenters for Disease Control and Prevention, Violence Preventionwww cdc gov/ViolencePrevention/index htmlwww cdc gov/ViolencePrevention/index htmlwww.cdc.gov/ViolencePrevention/index.htmlwww.cdc.gov/ViolencePrevention/index.html

OlweusOlweus, D. (1993). , D. (1993). Bullying at school: What we know and what we Bullying at school: What we know and what we can docan do. Malden, MA: Blackwell.. Malden, MA: Blackwell.

ResourcesResourcesResourcesResources

P l iP l i JJ E lE l D &D & Pi tPi t T (2012) A tT (2012) A t l i f h ll i f h l b d b ll i tib d b ll i tiPolaninPolanin, J., , J., EspelageEspelage, D. & , D. & PigotPigot, T. (2012). A meta, T. (2012). A meta--analysis of schoolanalysis of school--based bullying prevention based bullying prevention program’s effects on bystander intervention behavior. program’s effects on bystander intervention behavior. School Psychology Review, 41School Psychology Review, 41(1). 47(1). 47--65.65.

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