A Campaign to Address

the Risks and Behaviors of Bullying at Waterville College

A Story Rewritten

Nova Southeastern University-Durbala

Website: http://kpriestl.wix.com/astoryrewritten

Group Members: Taylor Dahlby, Danielle Durbala, Kaitlyn Priestley

We have seen an increase in bullying: online and in-person

Bullying has been found to occur for college undergraduates with 18.5% of students reporting having been bullied once or twice and 22% reported having been the victim of cyberbullying (BBC News Health.,

2014)

RA Magazine: Increases in Cyber Bullying, Roommate and Community Bullying, Hazing (RA

Magazine.com, 2014)

Bronfenbrenner’s Ecological Systems Theory (Evans,.,et. Al, 2010)

Groups Most Closely Impacting Students Peers, Technology, Advisors, Teachers, Mentors

Questions to Consider: How do we as peers promote student development? How do we empower students or challenge them to

change behavior to be more respectful and empathetic? How do we utilize the technology that is currently

inhibiting growth to have a positive impact on development?

(Alberti Center for Bullying Abuse Prevention, n.d.)

(BBC News Health., 2014)

(Bronfenbrenner, U., n.d.)

(RA Magazine.com, 2014)

(Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K., 2010)

“A Story Rewritten” aims to: • Promote Positive and Respectful Interactions

Among Peers• Utilize Technology in a Positive Way • Encourage Advisors, Teachers, and Mentors to

Empower and Connect Students to Campus Resources

Students who feel connected within the campus have been found to be more willing to report threats

and bullying behaviors on campus. We need to empower our students to change their behaviors and stop behaviors that have a negative impact on them.

(Alberti Center for Bullying Abuse Prevention, n.d.).

Why is this an issue at Waterville College?

WATERVILLE COLLEGE LEGAL CONCERNS FOR ADMINISTRATIONTitle IX (Kaplin, W., & Lee, B., 2009)

Institution must provide a safe and harassment-free environmentAnti-Discrimination (Kaplin, W., & Lee, B., 2009)

Title VI and the Age Discrimination Act (Kaplin, W., & Lee, B., 2009)

Prohibit actions with discriminatory effects, even if those actions are not intentionally discriminatory Guardians Ass’n v. Civil Service Commission of the City of New York, 463 U.S. 582 (1983) Lau v. Nichols, 414 U.S. 563 (1974)

Found that intent is not necessary to be considered discriminationSection 504 (Kaplin, W., & Lee, B., 2009)

Prohibits actions that have the effect of subjecting a qualified individual to discrimination on the basis of disability

Liability (Kaplin, W., & Lee, B., 2009)

Institutional and Personal LiabilityBullying escalates to a more intense crime

Assault, Harassment, Hate Speech, Hate CrimeStudent Suicide as a result of Bullying (Duty to Protect) (Kaplin, W., & Lee, B., 2009)

Schieszler v. Ferrum College, 236 F. Supp. 2d 602 (W.D. Va. 2002)

It was known by the institution that the student was struggling prior to the suicide, and it was found the institution was liable for being aware of the warning signs

TechnologyFree Speech/ First Amendment vs. Regulation (Kaplin, W., & Lee, B., 2009)

When does the university become liable for what is communicated across university networks? What are the university policies around Cyber Space in the Student Handbook?

Example: Morrisville State College has a policy regarding Cyber Bullying Currently, laws are being considered to have legal consequences for Cyber Bullying, what does this mean

for college campuses? (Bosker, B., 2010)

Legal Rationale

(Bosker, B., 2010)

(Kaplin, W., & Lee, B., 2009)

Video and Campaign Success = Reduction in Institutional Liability (Bullying and Suicide,

n.d.)(Smokowski and Kopasz, 2005)

(Morrisville State College Handbook, 2014)

In Bullying-Ultimately Everyone Suffers

(Smokowski and Kopasz, 2005)

(Alberti Center, n.d.)

(Holt, M. K., Green, J. G., Reid, G., DiMeo, A., Espelage, D. L., Felix, E. D., … Sharkey, J. D, 2014)

(Bullying and Suicide, n.d.)

THE VICTIM (Holt, et. Al., 2014; Kokkinos, C. M.,

et. Al., 2014)

• Depression• Emotional distress• Low self-esteem• Poor academic achievement• Struggle to have romantic relationships and

may be more abusive toward non-victimized partners

• May struggle with obtaining employment• More suicidal behaviors

THE BULLY (Smokowski and Kopasz, 2005; Kokkinos, C.

M. et. Al. ,2014)

• High emotionality• Lack empathy for others’ experiences• Depression and psychological distress• Anxiety disorder and abuse substances• Poor academic achievement and more likely to

drop out of school• Develop patterns that results in bullying into

adulthood, increased risk of being fired from work

• Increase in traffic violations and four times the rate of criminal behavior. More likely to end up in prison and cause damage to self or others

• Develop antisocial personality disorder• Struggle to have long-term relationships and

may be abusive toward both their spouse and children

Video Highlights• Forms of Bullying Displayed:

• Slander• Cyber-bullying• Being picked on in class

• Long Term Impacts Displayed:• Victim:

• Emotional Distress• Poor Academic Performance• Struggle to obtain Work• Isolation/Struggle with

Relationships• Depression/Suicidal Thoughts

• Bully:• Poor Academic Performance• Fired from Employment• Isolation/ Struggle with

Relationships• Depression/Suicidal Thoughts

People bully for a multitude of reasons, many of which come down to insecurities within the

individual: social issues, family issues, personal history, having or needing power, and provocative victims. The key is the deeper issues within the individual must be addressed to improve the

behavior .(Why do People Bully, n.d.).

Suicide is the second leading cause of death among young people. Bully victims are between 2 to 9 times more likely to commit suicide. A study

in Britain found that at least half of suicides among young people are related to bullying.

(Bullying and Suicide, n.d.).

(Why do People Bully,n.d.)

(Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K., 2010)

Video: Captures how the negative interactions impact the bully and victim long-term Video begins with bullying of one person and how it impacts the victim, and then the video splits into two screens to

reflect how both the bully and victim are negatively impacted long-termWebsite: Includes an outlet for individuals to share stories and connect with a community to feel support Workshop Series: “Wall of Hate” program throughout the week will reflect behaviors that negatively impact our students and at the end of the week we will tear down the wall to represent removing those actions from the community. The showing of the film “Bully” will also serve to enforce positive behaviors. There will also be two guest speakers who discuss their stories of overcoming bullying experiences

Solution-”A Story Rewritten Campaign”

Promote Positive and Respectful Interactions Among Peers

Utilize Technology in a Positive Way

Encourage Advisors/Teachers/Mentors to Empower/Connect Students to Campus Resources

Things to Consider with the Campaign

Video: Reflects how technology is currently used in a negative way, but incorporates using it in a positive way through the #astoryrewritten, Twitter account link, Website link, and Facebook page at the end of the video to keep the conversation going past the video on campusCampaign Overall: ‘Take back the Technology’ idea, incorporating a Twitter, Facebook, and website, as well as multiple resources available online that include hotlines, chat rooms, and text services

Video: The video reflects multiple ways individuals may be experiencing bullying and also the signs you can look out for that the individual is being bullied or may need additional assistance. It also includes multiple resources linked into the video at the end for the different parties to utilize Campaign Overall: The multiple social media platforms include links to articles, research, and videos all related to how to address bullying on campuses. The website also contains several additional resources to be provided to students from the university, as well as other organizations on a national level. We want those on campus to be able to connect students to resources and outlets on campus, help students feel connected through this campaign, and also have access to help if it is needed

Budget: RA Programming Money, Collaborations with Waterville College Student Government and Student Programming Board to support costs of program series. Other elements have already been created and do not require cost, just maintenance from the RA’sRisk Management: Will utilize budget if necessary to pay for security of wall during the week, as well as at events. We will reach out to student counselling for assistance at events. The social media platforms will also be upheld to all Waterville College standards and regulations. They will be approved by the university for use as well in representing the university and the Department of Residence Life We will also consider university relations/ media.Assessment of Campaign: To ensure the campaign is having the desired impact and the video is received well, we will request to add a question to EBI or to an already existing form of assessing the residence halls or RA staff to determine if a change has been detected by residence in bullying behaviors

Stage I: Heteronormous Morality

Description: A student sees the world through a black and white lens; what is right is determined by obeying rules to avoid punishment, and so individuals justify actions based on avoidance. They do not consider the rights or concerns of others.Video Focus: To connect with students in this stage by showing them the negative consequences that bullying can cause. Another important aspect to consider is the fact that students in this stage are more focused on themselves, and this is also addressed in terms of social media abuse. Unfortunately, students do not necessarily see cyber bullying as wrong, but this video reflects the negative impacts that can occur. Campaign Focus: The rest of the campaign shows how social media should be utilized positively, reinforcing how it can help the individual.

(Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K., 2010)

Solution-”A Story Rewritten” ExplainedKOHLBERG’S STAGES OF MORAL REASONING (Evans, et. Al, 2010)

Stage IV: Social System Morality

Description: The social system is viewed as being made up of consistent rules and procedures applying equally to all people. Individuals believe in a way that maintains the system and fulfills societal obligations.Video Focus: In the video, we see the downward spiral of both the bully and the victim. This reflects that the system is not aligned that people should be treated with respect so as to not have this impact. Bullying does nothing but produce negative consequences and does not fulfill societal obligations. Campaign Focus: It is an awareness campaign that supports the development of a social system that does not include bullying and instead actively works to decrease its presence on campus. This is done through the accessibility of resources, empowering students to share information on social media and on the “Wall of Hate.” The hope is that students in this stage will move effectively into the next stage of committing to the campaign and message in the video in promoting the anti-bullying message.

Stage II: Individualistic Instrumental Morality

Description: A student in this stage is more focused on following the rules if it is in his or her best interest. The individual in set on fulfilling their own needs as opposed to understanding the needs and interests of others. Video Focus: It reflects the negative consequences on the self. Again, now that the student has started recognizing their own needs, this video will transition them to caring about the needs of others as well. Campaign Focus: The campaign focuses on empowering the individual. Students and staff are able to use resources, research, tips for communication, and to attend the events. It is our hope that students begin working to improve and enhance their emotional intelligence.

Stage III: Interpersonally Normative Morality

Description: Focus on maintaining a “good person” image to those around you and gaining approval.Video Focus: It tries to avoid using the word bully in the later half, in order to emphasize the overall impact on everyone. This is where we start to build the idea of social norms and that bullying should not be one of them. Campaign Focus: It serves to support the video in this information. All the website materials reflect the negative consequences of bullying. They also provide a way for people to share their stories. We are now moving away from the individual and toward social norms and culture in terms of moral development. We hope by providing ways for students to connect to the community through various social media outlets.

Stage V: Human Rights and Social Welfare

MoralityDescription: Laws and social systems are evaluated based on the extent to which they promote fundamental human rights and values. The social system is a freely entered social contract to protect members’ rights and ensure welfare of all. Video Focus: After being exposed to everything in the video, as well as in the campaign, it is our hope that students will buy-in to the elimination of bullying on our campus. At the end of the video, both the bully and the victim are shown to change their behaviors in positive ways. This is a reflection of support for the system. Campaign Focus: Throughout the campaign, students are able to share stories on the website, access necessary information to keep the social system in place, and to create buy-in. The workshop series also functions to continue support past the video and to open the conversation to continue changing the campus environment.

Stage VI: Morality of Universalizable,

Reversible, and Prescriptive General Ethical Principles

Description: Morality involves equal consideration of the points of view of all involved in a situation. This is hard to obtain and is the ideal we are trying to create on campus.Video Focus: The video challenges individuals to rewrite their stories, and to actively work toward a better campus/world, especially from the perspective of the bully.Campaign Focus: The whole campaign is meant to empower students to make the changes they wish to see. The hope would is to move students to a point where they will stand up for this cause on their own.

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References (Presentation, Video, Website)