Amanda B. Nickerson, PhDAssociate Professor and DirectorAlberti Center for Bullying Abuse

PreventionUniversity at Buffalo

alberticenter@buffalo.edugse.buffalo.edu/alberticenter

November 8, 2011

Overview of Presentation

Alberti Center Slideshow Overview of Bullying Prevention and Intervention: Whose Role?

○ Conventional wisdom and the “reframe”

Q & A

Research Highlights

Bullying is increasingly viewed from a comprehensive perspective that involves community, school, parents, and peers

My research has focused on:○ School practices associated with reduced

bullying and violence ○ The role of parents and peers in promoting

social-emotional strengths○ The role of empathy and parent-child

relationships for children who intervene

Bullying vs. Teasing vs. Conflict

Teasing: Fun, good-natured, “give-and-take” between friends to get both parties to laugh

Bullying: Based on a power imbalance; intent to cause psychological or physical harm; usually repeated

Conflict: A struggle, dispute, or misunderstanding between two equal forces

Eye of the Beholder

Bullying depends on who is asked

○ Students report that bullying happens much more often than do school staff and parents

○ Students over-report intervening and under-report engaging in bullying

Common, not “Normal” 1 in 3 involved as bully, target, or both Aggression and survival of the fittest

across time, species, and cultures Danger in viewing as “rite of passage”

○ Long-lasting impact of bullying○ We do not tolerate other forms of abuse

Boivin, Hymel, & Bukowski (1995); Boulton & Underwood (1992);Crick & Bigbee (1998); Egan & Perry (1998); Hinduja, & Patchin, (2009);Kochenderfer & Ladd (1996);Nickerson & Sltater (2009); Perry et al. (1988)

What are Signs that Child May be Bullied? Unexplained illnesses, cuts/bruises Avoidance of school and social situations Passive, unassertive, lacking friends Change in behavior

○ Not interested in doing things○ Withdrawn

Feelings of self-blame or hopelessness

Stopbullying.gov

What are Signs that Child May be Bullying Others? Refers to others negatively (wimp, loser) Lack empathy Strong need to win or be the best Hostile/defiant attitude Angers easily Gets in verbal or physical fights Blames others

Stopbullying.gov

Responding to a Bullied Child Listen Empathize

○ “That must have been very scary for you”

Thank child for telling Take it seriously Partner with child and school to

problem-solve Follow-up

Responding to a Child who Bullies Focus on behavior (not child as person) and why

it is not OK

Apply logical, meaningful consequences

Increase supervision and monitoring

Work with child to develop plan for how to prevent this behavior in future

Consider professional help to increase empathy, perspective taking, and problem-solving

A Role for All: The Social Context of Bullying

Adapted from Swearer & Espelage (2004)

Targets: Conventional Wisdom “Kids need to learn to fight back”

“Focusing on the target blames the victim and sends the message that this behavior is OK”

Targets: Reframe

Fighting back is an ineffective strategy (even according to youth voices!)

○ Power differential○ What message are we sending?

Focusing on the target is aimed to teach coping skills, not place blame

○ Need to teach life and social skills○ This is not done in isolation

Farrington & Ttofi, (2009); Gregory, Cornell, Fan, Sheras, & Shih (2010); Youth Voices Project

Bullies: Conventional Wisdom

“Bullies are loners who suffer from low self-esteem”

“Bullies need harsher punishment”

Bullies: Reframe Children who bully are likely to:

○ Be popular○ Report average to superior self-esteem○ Have experienced harsh punishment

Need meaningful social consequences Teach empathy, perspective taking, and

using power in a more productive way

Batsche & Knoff (1994); Beaver, Perron, & Howard, (2010); Olweus (1993); Swearer et al. (in press); Vaughn, Bender, DeLisi, (in press)

Bystanders: Conventional Wisdom

“Peers need to stand up and say this is not right”

Bystanders: Reframe

The bystander effect is pervasive○ Diffusion of responsibility○ Cost

Time, effort, personal distress

○ Perceptions about target “Just world,” deserved

Charach et al. (1995); Hawkins, Pepler, & Craig

Bystanders: Reframe

Need explicit guidance about how to○ Recognize situation as bullying○ Evaluate options for responding in that

situation (high-risk vs. low-risk)○ Respond in the most safe and helpful manner

(comforting or befriending target)

…in a climate where upstanding is expected

Parents: Conventional Wisdom

“Parents need to wake up”

“The apple doesn’t fall far from the tree”

Parents: Reframe Have high expectations for behavior

○ Be clear about rules and expectations○ Apply logical, meaningful consequences○ Teach better ways to respond

Parents who are afraid to put their foot down usually have children who step on their toes.

- Chinese Proverb

Provide warmth and support○ Let children know they are loved and valued

Parents: Reframe

Be aware of the reality of bullying and communicate openly about it

Work with school to be part of solution Model the behavior that is expected

○ Treat others with dignity and respect

Children are natural mimics who act like their parents despite every effort to teach them good manners. 

~Author Unknown

School Staff: Conventional Wisdom

“Schools need to stop turning a blind eye to this and do something”

School Staff: Reframe Adults are often not aware of bullying Need to gather data to assess needs

and use a comprehensive approach that includes warmth, involvement, and building social-emotional strengths

Clear policies are needed that include○ Consistent on-the-spot interventions○ Method of reporting bullying○ Continuum of consequences and interventions

Including opportunity to behave differently in future

Merrell, Gueldner, Ross & Isava (2008); Sherer & Nickerson (2010); Ttofi & Farrington (2011)

Policy Makers: Conventional Wisdom

“We need harsher laws to stop this kind of

behavior”

Policy Makers: Reframe

Carefully developed laws and policy○ Not reactive or based on emotion○ Provide clarity and guidance○ Based on research○ Do not create another layer of red tape for

schools

Research Directions for Alberti Center Bullying and victimization within the

context of school engagement and wellness

Parents’ responses to children’s bullying experiences

Factors that contribute to peer intervention in bullying situations

Evaluation of school efforts to prevent and intervene in bullying

Concluding Thoughts

“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only

thing that ever has.” (Margaret Mead)

I welcome your questions…