Victimization in Black and Brown: Culturally Responsive Strategies to address Bullying Jamilia J....
Transcript of Victimization in Black and Brown: Culturally Responsive Strategies to address Bullying Jamilia J....
Victimization in Black and Brown: Culturally Responsive Strategies to address
Bullying
Jamilia J. Blake, Ph.D.(Peer Aggression in Ethnic Minority Youth)
TASP 2015 Summer Institute
Agenda• (Re)Defining the Problem
– Bullying, a stubborn problem• Dispelling Myths
– Intersectional approach to bullying• Implications
– Where do we go from here
(RE)DEFINING BULLYING
Form Function
Bullying Features
Bullying Roles
Defining Bullying: A 4-prong approach
Three Characteristics of Bullying1. Power Imbalance
a) Physicalb) Socialc) Emotional Distress*
2. Negative and Intentional 3. Repetitive
a) Implies intentionality
Are all features of bullying necessary? Youth don’t use this definition, so should we?
Defining Bullying: Features
Features of bullying: Distinct from aggression
Are all features of bullying necessary?
Youth don’t use this definition, so should we?
Defining Bullying: Features
Features of bullying: Distinct from aggression
Direct/Overt forms of Bullying– Physical – Verbal
Indirect/Covert forms of Bullying– Relational/Social– Cyber
Forms of bullying: How youth bully others
Defining Bullying: Form
Victims of bullying are usually polyvictims• Experiencing multiple forms of bullying simultaneously
Forms of bullying: How youth bully others
Defining Bullying: Form
• Deviation from peer norms and perceived vulnerability– Appearance– Social Prowess (lack there of)– Emotional and behavioral dysregulation
Function of bullying: Why we believe youth are bullied
Defining Bullying: Function
Instrumental Goals– Achieve tangible goods/social resources– Achieve or maintain social status – Win the attention of romantic partners– Social dominance
Function of bullying: Why we believe youth bully
Defining Bullying: Function
• Bias? – Disability– Gender expression– Sexual orientation – Race/ethnicity– Religious affiliation
Function of bullying: Why we believe youth bully
Defining Bullying: Function
BystanderBystander
BullyAssistant
Victim
Defining Bullying: RolesBullying is a group phenomena
BULLIES• Smoking• Tobacco and Alcohol use• Fighting and violence
later in life• Conduct problems
BULLIES• Difficulty
making friends
BULLIES• Decreased
academic engagement
• Lower achievement
• Poor school adjustment
VICTIMS• Social Anxiety• Depression• Low self-esteem• Loneliness• Somatic complaints• Physical injury, Suicide
& death
Impacts of Bullying
Risky Behavior
Andershed et al., 2001; Card & Hodges, 2008; Hawker & Boulton, 2002; Hogulund, 2007; Nansel et al., 2001; Peplar, et al., 2002; Robers et al. 2010; Shaw, 1995; Shwartz& Gorman, 2003; Ttofi & Farrington, 2008
Academic and Achievement Outcomes
Health & Psych Outcomes
Peer Relationships
Victims•Negative attitudes toward school
•Poorer school outcomes
•Lower school attendance
•Truancy and dropout
VICTIMS• Peer
rejection
We’ve come a long way…but there is still work to be done
School Crime Supplement to the National Crime Victimization Survey
Indicators of Crime and Safety Report: Nationally
2005 2007 2009 2011 20130
5
10
15
20
25
30
35
25 million children ages 12 to 17
5.25 million bullied
21% of secondary students bullied in 2013
Texas Anti-Bullying Law: Makes the Grade• SB 471 and HB 1942
– Texas Educ. Code § 37.001 Texas defines bullying as any written, verbal or physical act that physically harms a student or damages a student's property, or that creates an intimidating, threatening or abusive educational environment.
• Requirements for schools include…– Staff development – Protection for reporters– Transfer of students who are victims of or have engaged in bullying – Required curriculum and code of conduct – Bullying prevention policies and procedures – Discipline management policies– Community education relating to internet safety – Provide counseling to bullies and victims
A++
What are the stats for Texas?2013 CDC High School Youth Risk Survey
bullied cyberbullied0
5
10
15
20
25
Texas Nationally
DISPELLING MYTHS
Bullying from a Cultural Lens
State of the literature
• Black and Latino students – More likely to endorse positive attitudes toward aggression
and engagement in aggression• At face value, what is the take home message?
White, non-Hispanic Black Hispanic/Latino Asian0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
Physical Fight
2013 CDC High School Youth Risk Survey
Qualifying findings
• Black and Latino students endorse pro-aggression attitudes and engaging in aggression
• Primarily males• Drawn from urban communities• What do we know about urban communities
–Greater concentration of poverty–Concentrated poverty associated with community violence–Greater exposure to community violence
Explanation for Racial/Ethnic Differences
• What may be at play – Culture of Honor
• Insults and slights perceived as challenge to (masculinity) identity– False Bravado
• Masking and overcompensating insecurity with “courage”– Laymen terms: Need to be respected
• Loyalty & Admiration are central to this
State of the literature
• Black and Latino students – Less likely to report victimization
• At face value, what is the take home message?
White, non-Hispanic Black Hispanic/Latino Asian0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
2011 2013
School Crime Supplement to the National Crime Victimization Survey
Qualifying findings
• Black and Latino students less likely to report being victimized
• Dependent on how the question is posed–Bullying vs. Victimization
• Influenced by the racial-composition of the school–Majority-race victim vs. Minority-race victim
»Contingent on student’s racial/ethnic identity »Distinct from intragroup marginalization
Explanation of Racial/Ethnic Differences
• Perhaps due to culture of honor or false bravado– Difficulty accepting vulnerability
Take Home Message
• An intersectional approach to bullying is essential– Black and Latino students are subject to bullying but may
underreport their experiences—silent suffering– Black and Latino students do engage in aggression but not
for the reasons we may think• Differential rates in Black and Latino students bullying engagement
is unclear
What does this mean for practice?• Three C’s that Matter
– Culture: There are cultural norms that may explain students bullying and victimization risk and involvement that have historical significance
– Context: Racial/ethnic school diversity impacts bullying involvement
– Conformity: Adherence to broader cultural norms of school as well as racial/ethnic group membership
CURRENT PRACTICES
New Directions to Foster Culturally Responsive Strategies
Best Practices for Addressing Bullying
Tier 1 Primary Prevention
Tier 2 Secondary Prevention
Tier 3 Tertiary
Prevention
Prevention is better than a cure
Target entire school
Target students who maybe at risk for engaging in bullying or targeted for victimization
Target students exhibiting bullying behavior or who arevictimized by peers Provide focusedservices
How we typically address bullying in schools?
Tier 1 Primary Prevention
Tier 2 Secondary Prevention
Tier 3 Tertiary
Prevention
Tier 1: Primary Prevention Programs and Strategies•Anti-bullying policies•Bullying prevention programs•School-wide discipline programs•Social Emotional Learning programs
Target entire school
If prevention is better than a cure….
Tier 1 Primary Prevention
Tier 2 Secondary Prevention
Tier 3 Tertiary
Prevention
Tier 2: Secondary Prevention Programs and Strategies•Social Skills Training
• Anger management • Friendship building
•Other?
Target students who maybe at risk for engaging in bullying or targeted for victimization
Why are we not more proactive?
What about those afflicted by bullying?
Tier 1 Primary Prevention
Tier 2 Secondary Prevention
Tier 3 Tertiary
Prevention
Tier 3: Tertiary Prevention Programs•????
Target students exhibiting bullying behavior or who arevictimized by peers
Bullying Assessment is Important
Proactive Responding: Effective bullying prevention & intervention begins with accurate identification
• Legal View: Collateral Data– Corroboration that victimization occurs and causes harm
• Texas Anti-bullying Law: Transfer of students who are victims of or have engaged in bullying
Blake, J. J., Banks, C. S. , Patience, B. A. , & Lund, E. M (accepted) School-based mental health professionals’ bullying assessment practices: A call for evidenced-based bullying assessment guidelines. Professional School Counselor.
Bullying Assessment is Important
Proactive Responding: Effective bullying prevention & intervention begins with accurate identification
• Mental Health View: Eye of the Beholder– Perception of victimization is sufficient to warrant support– Identify support services
• Texas Anti-bullying Law : provide counseling to bullies and victimsBlake, J. J., Banks, C. S. , Patience, B. A. , & Lund, E. M (accepted) School-based mental health professionals’ bullying assessment practices: A call for evidenced-based bullying assessment guidelines. Professional School Counselor.
Bullying Assessment is Important.Can we assess in culturally responsive ways?
Measures and Methods to consider
Interviews
• Form• Function• Intensity• Duration:
Precipitating Events
• Role
Anonymous Reporting
• Web-based system
• Bully Box• texting
Teacher Rating Scales
• Behavior Assessment System for Children
• ASEBA CBCL
Archival Records
• Office Discipline Referrals
• School Nurses Office Log
• Attendance
Student Rating Scales
• Self-Reported Bully Victimization Measures
• Reynolds Victimization Measures
Observations
• Classroom• Structured• Unstructured
• Playground• Lunchroom• Hallway
Transitions
Culturally Responsive Assessment: Are we asking the right questions?
Culturally Responsive Assessment: Are we asking the right questions?
Bullying Assessment: Routine Assessment
Suspected Student Named
ClassroomObservation
Student Interview
Adult Informant Interview
Peer Report
Archival Records Review
Mental Health View: Eye of Beholder
Collateral Evidence
Social Emotional Assessment
Anonymous Reporting
Anonymous Reporting
Self-, Peer-, Teacher Report
Surveying Students of
Bullying Experiences
Culturally Responsive Assessment: Are we asking the right questions?
Culturally Responsive Assessment: Are we asking the right questions?
ONCE WE IDENTIFY THOSE BEING BULLIED…
Need to Implement: Bystander intervention & Victimization Supports
• “Trying to make the bully behave differently rarely leads to a permanent change. Thus, the idea is to affect the behavior of the bystanders; students who witness the bullying but do nothing to stop it” (Salmivalli, Kaukiainen, & Voeten, 2005, p. 467)
• Victimization has lasting effects. Strategies for teaching victims how to cope with their bullying experiences and to not internalize this experience is a critical aspect of Bullying Prevention. (Blake, 2012)
How do Bystanders Disrupt the Cycle of Bullying
Move beyond focusing solely on bullies and victims• Bystanders are present 80% to 88% of the time in bullying situations• Broader school climatic and supervision issues
Recognition that bystanders matter• When bystanders intervene student victimization is reduced by 20% to 50%
Craig, Pepler, & Atlas, 2000; Hawkins, Pepler, & Craig, 2001; O’Connell, Pepler & Craig, 1999; Polanin, Espelage, & Pigott, 2012
Bystander Intervention: What are we up against?
Goal: Shift youth from being passive bystanders to active defenders
Media/Society
Media/Society
Community
Family
Goal: Shift youth from being passive bystanders to active defenders
Community Factors & Local
• Community Violence Exposure
• Law Enforcement Community Relationships: What is the level of trust vs. distrust?
Banks, Blake, & Joslin, 2013
Bystander Intervention: What are we up against?
Adopting a culturally responsive lens: What role does loyalty to the community/group membership play here? In vs. outgroup
Family SystemParent teachings:Stand up or stay out of it?
School
Classroom
Individual
Goal: Shift youth from being passive bystanders to active defenders
• Increased supervision & monitoring
• Consistent and positive behavior management
• Fostering positive student teacher relationships
• Increase opportunities for school belonging
• Teacher response to bullying• Believe victims should stand up
to bullies have students with less victim empathy → less likely to intervene
• Classroom norms to bystander intervention
• Classroom norms for bullying
• Social status• Empathy• Moral cognition• Theory of Mind• Prosocial skills• Self-efficacy• Gender
Caravita, Gini, & Pozzoli, 2009; Karna et al., 2010; Poyhoen, Juvonen, & Salmivali, 2010; Pozzoli, et al., 2012 ; Pronk,et al., 2013
Bystander Intervention: What are we up against?
What about the victims of bullying?
Tier 1 Primary Prevention
Tier 2 Secondary Prevention
Tier 3 Tertiary
Prevention
Tier 3: Tertiary Prevention Programs•????
Target students exhibiting bullying behavior or who arevictimized by peers
Interventions for Victims of Bullying
• To date, no evidenced-based victimization interventions exist
• How might we tailor existing bullying prevention programs to be more culturally salient?– Let’s Brainstorm
Questions & Presenter Contact Information
Jamilia Blake, Ph.D.• Associate Professor, Department of Educational Psychology, [email protected]
@drjjblake
• Expertise:– Peer relations and educational experiences of socially marginalized youth
• Bullying and victimization risk and protective factors• Disparate impact of exclusionary discipline