Strategies to Reduce Bullying and Teasing. Hans Asperger (1944) Autistic children are often...

Strategies to Reduce Strategies to Reduce Bullying and TeasingBullying and Teasing

Hans Asperger (1944)Hans Asperger (1944)

• Autistic children are often tormented and Autistic children are often tormented and rejected by their classmates simply because rejected by their classmates simply because they are different and stand out from the they are different and stand out from the crowd. Thus, in the playground or on the crowd. Thus, in the playground or on the way to school one can often see an autistic way to school one can often see an autistic child at the centre of a jeering horde of little child at the centre of a jeering horde of little urchins. The child himself may be hitting urchins. The child himself may be hitting out in blind fury or crying helplessly. In out in blind fury or crying helplessly. In either case he is defenceless. either case he is defenceless.

The Advantages and The Advantages and Disadvantages of IntegrationDisadvantages of Integration

• Peers that interact in a ‘maternal’ Peers that interact in a ‘maternal’ way being protective and kind.way being protective and kind.

• Peers that interact as ‘predators’ Peers that interact as ‘predators’ with malicious intentions someone with malicious intentions someone who is an obvious and easy target.who is an obvious and easy target.

What Is Bullying?What Is Bullying?

• A power imbalance, intent to harm A power imbalance, intent to harm (physically or emotionally) and a (physically or emotionally) and a distressed target.distressed target.

• 4 to 9 years, physical aggression to 4 to 9 years, physical aggression to same sex peers.same sex peers.

What Is Bullying?What Is Bullying?• Increase in verbal and emotional Increase in verbal and emotional

bullying (girls) in the High School bullying (girls) in the High School years.years.

• Verbal or physical confrontation.Verbal or physical confrontation.


• Intimidation, injury, destruction of Intimidation, injury, destruction of personal property, derogatory personal property, derogatory gestures and comments, mocking, gestures and comments, mocking, humiliation, sarcasm and malicious humiliation, sarcasm and malicious gossip.gossip.

• Peer shunning or social exclusion.Peer shunning or social exclusion.


• Teasing and practical jokes.Teasing and practical jokes.

• Steal a possession and torment the Steal a possession and torment the child as he or she tries to retrieve it.child as he or she tries to retrieve it.

• If an adult committed such acts, lose If an adult committed such acts, lose a job or a criminal conviction for a job or a criminal conviction for assault.assault.

Unusual Act of Bullying Unusual Act of Bullying Experienced by Children With Experienced by Children With Asperger’s SyndromeAsperger’s Syndrome

• Being naïve, trusting and eager to Being naïve, trusting and eager to be part of a group.be part of a group.

• Inappropriate or bizarre Inappropriate or bizarre suggestions (Penny at school).suggestions (Penny at school).

• Being set up.Being set up.

• Benefits of the target’s response Benefits of the target’s response (virtuous victim or to avoid an (virtuous victim or to avoid an activity or exam).activity or exam).

• An apparently An apparently friendly act (Luke friendly act (Luke Jackson being Jackson being pushed pushed backwards).backwards).

Friendly or Not Friendly?Friendly or Not Friendly?

Nita JacksonNita Jackson• They would approach me – the short, timid fat girl – They would approach me – the short, timid fat girl –

at break time, saying how guilty they felt for taunting at break time, saying how guilty they felt for taunting me and asking me to accept a seemingly unopened me and asking me to accept a seemingly unopened packet of crisps, can of fizzy drink or bag of chips as packet of crisps, can of fizzy drink or bag of chips as a token of apology. They would stand around while I a token of apology. They would stand around while I reached into the bag of crisps (which I suddenly reached into the bag of crisps (which I suddenly noticed were already open but thought nothing more noticed were already open but thought nothing more of it) or chips, shoved a huge handful into my mouth of it) or chips, shoved a huge handful into my mouth and chomped…and chomped until I suddenly noticed and chomped…and chomped until I suddenly noticed a tingling sensation inside my mouth. The tingling a tingling sensation inside my mouth. The tingling sensation grew and before I knew it my whole mouth sensation grew and before I knew it my whole mouth was burning – the kids had sprinkled the crisps or was burning – the kids had sprinkled the crisps or chips with hellishly spicy curry powder.chips with hellishly spicy curry powder.

• But it was the cans of drink that were the worst. The But it was the cans of drink that were the worst. The bullies would put ants, worms, maggots or even bullies would put ants, worms, maggots or even wasps in the drinks. Fortunately, I never got stung by wasps in the drinks. Fortunately, I never got stung by the wasps, but I did swallow a few ants, maggots and the wasps, but I did swallow a few ants, maggots and worms.worms.

AS Responses to BullyingAS Responses to Bullying

• Three Strikes.Three Strikes.

• Lack of ability to defend oneself Lack of ability to defend oneself when being accused.when being accused.

• Ignore until the person can cope no Ignore until the person can cope no longer.longer.

• The Bully did not read the signals.The Bully did not read the signals.

• Taking the law into their own hands.Taking the law into their own hands.

Where Does Bullying Occur?Where Does Bullying Occur?

• Hallways.Hallways.

• School transport.School transport.

• During sports.During sports.

• Locations where the incident is less likely to Locations where the incident is less likely to be detected.be detected.

• Close to home by children of neighbors, Close to home by children of neighbors, family friends and relatives.family friends and relatives.

• Usually occurs with a peer audience or Usually occurs with a peer audience or bystanders.bystanders.

Why Are Children With AS Why Are Children With AS More Likely to Be a Target?More Likely to Be a Target?

• Passive TargetsPassive Targets: Physically weaker, : Physically weaker, signs of anxiety, low self-esteem, signs of anxiety, low self-esteem, insecure, shy, solitary pursuits, not insecure, shy, solitary pursuits, not successful at sports, no extensive successful at sports, no extensive network of friends. Relinquish network of friends. Relinquish money, food, possessions, less likely money, food, possessions, less likely to retaliate with anger or be to retaliate with anger or be supported by peers.supported by peers.

Why Are Children With AS Why Are Children With AS More Likely to Be a Target?More Likely to Be a Target?

• Proactive Targets: Proactive Targets: Poor social Poor social skills, perceived as intrusive, skills, perceived as intrusive, irritating by peers and adults. irritating by peers and adults. Socially clumsy, inappropriate Socially clumsy, inappropriate behaviour (wrestling) attention behaviour (wrestling) attention seeking or dominating, not seeking or dominating, not recognizing when to stop. Response recognizing when to stop. Response of ‘he deserved it’ ‘it was the only of ‘he deserved it’ ‘it was the only way to stop him’way to stop him’

Why Are Children With AS Why Are Children With AS More Likely to Be a Target?More Likely to Be a Target?• Seeking and needing solitude.Seeking and needing solitude.

• Eccentric.Eccentric.

• Low status and ‘poor’ in the currency of Low status and ‘poor’ in the currency of friendship.friendship.

• Not ‘cool’.Not ‘cool’.

Why Are Children With AS Why Are Children With AS More Likely to Be a Target?More Likely to Be a Target?• Few friends prepared to come to their Few friends prepared to come to their

defense.defense.

• Yet more likely to intervene in defense of Yet more likely to intervene in defense of others).others).

• Not good at characterization skills (‘radar’ Not good at characterization skills (‘radar’ identification and avoidance.identification and avoidance.

• The fact is, at the end of the day, if The fact is, at the end of the day, if your speech is odd and posture your speech is odd and posture awkward and you’re not even aware awkward and you’re not even aware of that, only that you know you don’t of that, only that you know you don’t have the “gift of the gab” then the have the “gift of the gab” then the chances are your face is not going to chances are your face is not going to fit. It’s like the child with glasses or fit. It’s like the child with glasses or who is fat, but ten times worse. who is fat, but ten times worse.

Research Survey (Little Research Survey (Little 2002)2002)• Completed for over 400 children with Completed for over 400 children with

AS.AS.• Rate of bullying four times higher than Rate of bullying four times higher than

for peers.for peers.• Occurs in 90% of children with AS.Occurs in 90% of children with AS.• Greater incidence of shunning.Greater incidence of shunning.• One in 10 adolescents a victim of a peer One in 10 adolescents a victim of a peer

gang attack.gang attack.• Non-sexual genital assault.Non-sexual genital assault.

Research on Bullying in Research on Bullying in Typical ChildrenTypical Children• 5% engage in bullying.5% engage in bullying.

• 10% of children are targets.10% of children are targets.

• Bullying actions are covert.Bullying actions are covert.

• 15% observed in the classroom by a 15% observed in the classroom by a teacher, only 5% in the playground.teacher, only 5% in the playground.

• Motivation of bullies is complex but Motivation of bullies is complex but includes enjoying power and control, to includes enjoying power and control, to feel better and create self-esteem and to feel better and create self-esteem and to be ‘cool’.be ‘cool’.

Research on Bullying in Research on Bullying in Typical ChildrenTypical Children• Lack empathy for the target, tend to defy Lack empathy for the target, tend to defy

authority.authority.

• Can be children who have academic Can be children who have academic success.success.

• Poor social skills but create an entourage Poor social skills but create an entourage of fearful associates as a substitute for of fearful associates as a substitute for real friends.real friends.

• To be a comedian and make an audience To be a comedian and make an audience laugh (a ‘fall guy’).laugh (a ‘fall guy’).

The Signs of Being BulliedThe Signs of Being Bullied

• Does the child with AS know that Does the child with AS know that they are a target?they are a target?

• Less likely to tell someone.Less likely to tell someone.


• Physical evidence: lost or damaged Physical evidence: lost or damaged possessions, torn clothing.possessions, torn clothing.

• Medical evidence: bruising and Medical evidence: bruising and injuries, stomach aches and sleep.injuries, stomach aches and sleep.


• Psychological evidence: increased Psychological evidence: increased anxiety, school avoidance, anxiety, school avoidance, depression, responding violently to depression, responding violently to teasing or bullying. teasing or bullying.


• A sense of paranoia.A sense of paranoia.• A change in the special interest to A change in the special interest to

weapons and violent films and weapons and violent films and drawing of retribution and retaliation.drawing of retribution and retaliation.

• Mimicking bullying at home with Mimicking bullying at home with siblings.siblings.

The Effects of Being BulliedThe Effects of Being Bullied

• Low self-esteem.Low self-esteem.

• Anxiety and depression.Anxiety and depression.

• Low academic achievement.Low academic achievement.

• Increased social isolation.Increased social isolation.

• SuspensionSuspension

• School refusalSchool refusal

SanctuarySanctuary

• ““Safety exists for me only when I am Safety exists for me only when I am by myself”by myself”

A SanctuaryA Sanctuary• ‘‘For some people, lavatories are a special refuge, For some people, lavatories are a special refuge,

the only place in a school where privacy and the only place in a school where privacy and solitude are possible (as long as you learn to cry solitude are possible (as long as you learn to cry silently) silently)

• But they can also be sources of fear and stress, But they can also be sources of fear and stress, for both sensory reasons – shiny white ceramics, for both sensory reasons – shiny white ceramics, loud echoes, smells – and social reasons. In many loud echoes, smells – and social reasons. In many school, lavatories are places where bullies can school, lavatories are places where bullies can easily corner someone away from a teacher’s easily corner someone away from a teacher’s eyes” Clare Sainsbury eyes” Clare Sainsbury Martian in the PlaygroundMartian in the Playground


• A war zone and PTSD.A war zone and PTSD.• Stupid, psycho and gay.Stupid, psycho and gay.• Replaying the events to try and Replaying the events to try and

determine why they were the target determine why they were the target and why someone would do that. and why someone would do that.


• Cannot forgive or forget until they Cannot forgive or forget until they have closure and understand why.have closure and understand why.

• ParanoiaParanoia• Effects last more than ten years.Effects last more than ten years.• Affects subsequent relationshipsAffects subsequent relationships

• When I wasn’t a target I was a reject. I When I wasn’t a target I was a reject. I remember how desperately I used to remember how desperately I used to wish to be part of other children’s wish to be part of other children’s games where the grass was always games where the grass was always greener. I used to wish I could take a greener. I used to wish I could take a bag of marbles to school, join in with bag of marbles to school, join in with the game and come home with more, the game and come home with more, instead of always losing them all to instead of always losing them all to pirates and con-artists. pirates and con-artists. Marc Segar.Marc Segar.

Nita JacksonNita Jackson• Despite being a loser in every sense, Despite being a loser in every sense,

I maintained a belief that somehow I maintained a belief that somehow I’d get my revenge. I devised I’d get my revenge. I devised elaborate plots, detailing how I’d do elaborate plots, detailing how I’d do this. I drew pictures, I wrote stories. this. I drew pictures, I wrote stories. In my fantasy life I was victorious, In my fantasy life I was victorious, courageous, strong and popular. I courageous, strong and popular. I intended to achieve this by the time I intended to achieve this by the time I reached my teens.reached my teens.

Nita JacksonNita Jackson• But the courage never arrived, and my But the courage never arrived, and my

planned revenge never happened. planned revenge never happened. Thirteen came miserably, and went, with Thirteen came miserably, and went, with me still a loner and a pathetic weakling, me still a loner and a pathetic weakling, easily suppressed by the bullies and easily suppressed by the bullies and subservient to their demands – mute and subservient to their demands – mute and grovelling like some unworthy slave to his grovelling like some unworthy slave to his master’s feet. I felt like less of a person master’s feet. I felt like less of a person and more of a corpulent object to be and more of a corpulent object to be abused. I had the personality of a slug on abused. I had the personality of a slug on valium, never uttering a word to my peers valium, never uttering a word to my peers except ‘sorry’. I actually didn’t feel worthy except ‘sorry’. I actually didn’t feel worthy to be liked.to be liked.

Unusual strategiesUnusual strategies

• A girl wanting to be a boy to avoid A girl wanting to be a boy to avoid being bullied by girlsbeing bullied by girls

Bad Memory by JohnBad Memory by John

• My bad memory involves an injustice My bad memory involves an injustice one day at recess. It was bullying of the one day at recess. It was bullying of the worst kind of physical assault. It was worst kind of physical assault. It was almost like Ricky plans it. First students almost like Ricky plans it. First students were distracted by a basketball game. were distracted by a basketball game. Then Ricky, a 5Then Ricky, a 5thth grader, picked me up grader, picked me up from the bench by my collar, and shook from the bench by my collar, and shook me. After that he shoved me into a tree me. After that he shoved me into a tree which caused me to fall to the ground.which caused me to fall to the ground.

• While I was on the ground he kicked me While I was on the ground he kicked me in the gut. Then he hit me in the face in the gut. Then he hit me in the face with a dodge ball. My nose started with a dodge ball. My nose started gushing blood BAD, and he ran away. I gushing blood BAD, and he ran away. I told the teacher what happened, and told the teacher what happened, and she made Rick stand on the wall. she made Rick stand on the wall. However, he only had to be there 5 However, he only had to be there 5 minutes which didn’t seem near long minutes which didn’t seem near long enough. Then I went inside sadly to enough. Then I went inside sadly to wash my hands.wash my hands.

Strategies To Decrease The Strategies To Decrease The Frequency and Type of Frequency and Type of BullyingBullying

• A team approach: A team approach: Target, school Target, school administration, teachers, administration, teachers, professionals, parents, other professionals, parents, other children, child who engages in children, child who engages in bullying.bullying.

School and Class Policies School and Class Policies and Agreements.and Agreements.

• An agreed code of conduct.An agreed code of conduct.

• Broad definition of Bullying.Broad definition of Bullying.

In-service Training on In-service Training on Bullying for Staff.Bullying for Staff.• Staff education-consensus and Staff education-consensus and

consistency.consistency.• One person’s entertainment is another One person’s entertainment is another

person’s act of bullying.person’s act of bullying.• Concept of justice and appropriate Concept of justice and appropriate

punishment.punishment.• Degree of responsibility.Degree of responsibility.• Assessment of all the facts from Assessment of all the facts from

different sources.different sources.

A Map of the Safe and A Map of the Safe and Vulnerable PlacesVulnerable Places

• Some areas to receive more Some areas to receive more supervision.supervision.

• More safe-havens created.More safe-havens created.

Include The Silent MajorityInclude The Silent Majority

• Regular meeting to review the code Regular meeting to review the code and violations and discuss strategies.and violations and discuss strategies.

• Information on the consequences for Information on the consequences for the person who bullies (friends, the person who bullies (friends, employment, criminal convictions, employment, criminal convictions, relationships) and the victim.relationships) and the victim.

• To rescue both parties.To rescue both parties.

Include The Silent MajorityInclude The Silent Majority

• Bystanders to be assertive and to Bystanders to be assertive and to intervene.intervene.

• Consequences for not intervening, Consequences for not intervening, encouragement to intervene.encouragement to intervene.

• Buddy with a social conscience and Buddy with a social conscience and social status.social status.

Avoid Vulnerable SituationsAvoid Vulnerable Situations

• One day things just got too much to bear. I One day things just got too much to bear. I had tried to hide in the changing rooms had tried to hide in the changing rooms away from my tormentors—I wish I had away from my tormentors—I wish I had written my book then as I would have written my book then as I would have realized that hiding away is the worst thing realized that hiding away is the worst thing to do. These two lads (low-lifes) found me to do. These two lads (low-lifes) found me and began toying with me in much the and began toying with me in much the same way as a cat plays with a mouse same way as a cat plays with a mouse

• Don’t go to a quiet corner somewhere at school Don’t go to a quiet corner somewhere at school breaks. Try to be somewhere safe such as the breaks. Try to be somewhere safe such as the library. I know it sounds strange but when you library. I know it sounds strange but when you think you are hiding you are most likely to be think you are hiding you are most likely to be found and bullied. AS kids are not good at found and bullied. AS kids are not good at working out how other people think. The best working out how other people think. The best thing to do is stay with your friend if you have thing to do is stay with your friend if you have one, or at least a place where there are lots of one, or at least a place where there are lots of people around people around

StrategiesStrategies

• Security is in numbers.Security is in numbers.

• ““Hide’ in a group of children or near Hide’ in a group of children or near children and adults.children and adults.

• Supervised activities at breaks such Supervised activities at breaks such as a chess club or going to the library.as a chess club or going to the library.

• Congregate with like minded peers in Congregate with like minded peers in the playground (the science club).the playground (the science club).

The Child Must Have a The Child Must Have a ResponseResponse

• Ignoring will make the situation Ignoring will make the situation worse.worse.

• Stay calm.Stay calm.

• Assertive, true and constructive Assertive, true and constructive response.response.

• ““I don’t deserve this, stop it.”I don’t deserve this, stop it.”

The Child Must Have a The Child Must Have a ResponseResponse• ““I don’t like that, stop it.”I don’t like that, stop it.”

• Avoid telling a lie or using humour.Avoid telling a lie or using humour.

• Walk away to a safe area.Walk away to a safe area.

• An adult must explain why the incidents An adult must explain why the incidents occur and monitor the child’s response and occur and monitor the child’s response and progress.progress.

• Comic strip Conversations and Social Comic strip Conversations and Social Stories.Stories.

• The Scales of Justice ActivityThe Scales of Justice Activity

Scales of JusticeScales of Justice


• Discover alternative responses. Discover alternative responses.

• Value of disclosure.Value of disclosure.

• Grievance book (recordings in triplicate).Grievance book (recordings in triplicate).

• Boasting Book to record successes.Boasting Book to record successes.

• Bibliotherapy.Bibliotherapy.


• Internet for literature and strategies.Internet for literature and strategies.

• Telephone help lines.Telephone help lines.

• Learn the school rules and the cool rulesLearn the school rules and the cool rules

• Changing school may not be a successful Changing school may not be a successful strategy.strategy.

• ““Mom, I can’t tell when people are Mom, I can’t tell when people are teasing me or being nice, but teasing me or being nice, but someday someone will really want to someday someone will really want to be my friend and I want to be be my friend and I want to be available”.available”.

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