Www.treymalicoat.com [email protected] Bullying: The Hidden Epidemic Violence in American...
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www.treymalicoat.com www.boldlifeproject.com [email protected] Bullying: The Hidden Epidemic Violence in American Schools Trey Malicoat, MS
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Transcript of Www.treymalicoat.com [email protected] Bullying: The Hidden Epidemic Violence in American...
Facts
The National Education Association estimates that 160,000 students in the US miss school every day due to fear of attack or intimidation by a bully. These students miss 28 million days of school annually. (Fried & Fried, 1996)
Facts
There is a relationship between bullying or being bullied and other types of violence, including fighting, carrying weapons, and suicide. The 2009 Indicators of School Crime and Safety collected statistics from a variety of studies, which showed that:
Facts About 20 percent of teens had been made
fun of by a bully, 18 percent of teens had rumors or gossip spread about them, 11 percent were physically bullied, such as being shoved, tripped, or spit on, 6 percent were threatened, 5 percent were excluded from activities they wanted to participate in, 4 percent were coerced into something they did not want to do, and 4 percent had their personal belongings destroyed by bullies
Facts One third of teens reported being bullied
while at school 4 percent of teens in this study reported
being the victims of cyber bullying Most bullying occurred inside the school,
with smaller numbers of bullying incidents occurring outside on the school grounds, on the school bus, or on the way to school
Facts
Only about a third of bully victims reported the bullying to someone at school
About 2 of every 3 bully victims were bullied once or twice during the school year, 1 in 5 were bullied once or twice a month, and about 1 in 10 were bullied daily or several times a week
Facts In this study, females and white
students reported the most incidents of being the victims of bullying
44 percent of middle schools reported bullying problems, compared to just over 20 percent of both elementary and high schools
Facts Rates of sexual harassment and
racial or ethnic tensions were somewhat higher for middle school children than for other age groups
Violent crimes are more likely to occur among middle school students and younger teens than among older teens
Facts
10 percent of middle and high school students have had hate terms used against them, and over one third have seen hateful graffiti messages
Females are more likely to be called be gender-based hate words, while males are more likely to be called by hate words relating to their race or ethnicity
Facts Violent deaths, including suicides, are
rare at school, though recent events have shown that bullying at school may be related to violent actions, including suicides, outside of school
Though violent crimes among young people have decreased in recent years, there was a small upswing in the amount of violence taking place at school
Facts 8 percent of students were injured or
hurt with a weapon at school, and males were more likely than females to be victims
7 percent of students have avoided school or certain places at school because they were afraid of being harmed in some way
Facts Bullying is most common among middle school
children, where almost half of students may be bully victims
Between 15 and 25 percent of students overall are frequent victims of bullying, and 15 to 20 percent of students bully others often
About 20 percent of students experience physical bullying at some point in their lives, while almost a third experience some type of bullying
Facts About 8 percent of students have been
the victims of a cyber bully Studies have indicated that females
may be the victims of bullying more often than males; males are more likely to experience physical or verbal bullying, while females are more likely to experience social or psychological bullying
Facts
Students with disabilities are more likely to be the victims of bullying
Homosexual and bisexual teens are more likely to report bullying than heterosexual teens
Fact
Bullies identified by age eight are six times more likely to be convicted of crime by age 24 and five times more likely than non-bullies to end up with serious criminal records by the age of 30” (Maine Project Against Bullying, 2000); 60% of students characterized as bullies in grades 6-9 had at least one criminal conviction by age 24. (Banks, 2000)
Fact Roughly two-thirds of school
shooters had “felt persecuted, bullied, threatened, attacked, or injured by others…a number of the teenagers had suffered sustained, severe bullying and harassment” (Bowman, 2001)
What is bullying?Bullying, unlike isolated conflicts betweenindividuals, occurs when a student or group
of students targets an individual repeatedly
over time, using physical or psychological
aggression to dominate the victim. (Hoover & Oliver,
1996; Rigby, 1995; USDOE, 1998). The repeated
incidents function to create an imbalance of power between
bully and victim.
Power Human nature of man Power is experienced when a
person feels: In congruence/balance with
their world (at least in some area of life).
Able to exert control over themselves or others (a perceived ability to maintain self control or to control others.)
Power
Powerlessness occurs when: The person perceives a lack of
personal control (emotional, intellectual, social, spiritual, physical) and their adaptive capacities/ personal resilience are exhausted.
Expression of PowerPower is expressed through: Communication
Proximetrics Verbal Non-verbal
Behavior/ Actions Individual behavior/ actions Actions/ behaviors of others Group behavior
Status Economic Social Political Academic
Emotional PowerlessnessEmotional powerlessness occurs when: When a person is flooded with change and
uncertainty and feel they are no longer capable of coping with stress
When actual fear overrides thought—circumstances that involve a fight or flight response
When perceived fear overrides logic—phobias
When all coping mechanisms are tested, and the person exhausts their ability to explore new methods of coping
When a person gives way to the experiential “tapes” in their head (recorded by others or by experience)
Emotional Powerlessness When they loose the ability to be rational and thoughtful When the shame of past behavior/ thoughts consumes the
person
When behavioral patterns seem un-interrupt-able (habits take over and addictions kick in)
When physical processes and physiological responses are confused with emotional processing. (Tears for cleansing vs. tears from sorrowful feeling.) (Feel tired so I must be sad or depressed)
When physical processes and physiological responses override logic, reason, and emotional understanding. (when your mind is tricked because of what your body does—psychosomatic illness)
When a person looses all hope
Physical PowerlessnessPhysical powerlessness occurs when: One person exerts physical dominance over another
When the fight or flight response is initiated (depending on the physiological response—if you fight you are powerful, if you flee or freeze you are physically powerless)
When physical processes and physiological responses render a person impotent (weak and incapable)
When a physical threat causes a loss of rationality and personal understanding of a present situation (fear overrides the ability to act or react)
When a foreign chemical affects central nervous system functioning
Intellectual PowerlessnessIntellectual powerlessness occurs when: Emotion overrides one’s ability to think with logic and
reason
The brain is overwhelmed by too much sensory information
The fight or flight response is initiated and the brain functions with the limbic brain as primary
One looses the ability to explore new options and personal meaning
When one person, through methods of mind control and systematic abuse, take charge of another person’s ability to think clearly (When perception is skewed by someone else)
Spiritual PowerlessnessSpiritual powerlessness occurs when: Intellectual thought overrides one’s ability to maintain
faith and hope
Spiritual beliefs fail to perceived reality. (When tragedy occurs and God doesn’t seem present)
Emotional processes test beliefs rooted in faith
When personal values are challenged beyond one’s ability to believe in a higher power/being)
Circumstances test spiritual resolve beyond the person’s ability to maintain faith and trust in something (a power/ being) greater
Social PowerlessnessSocial powerlessness occurs when: A person is a victim of a social circumstance involving public
embarrassment, humiliation, and shame as perceived by others
When a person no longer has a public voice or opinion because of oppression
When a person is ostracized and treated as an outsider of the social group
When a person perceives him or herself as being socially powerless
When a person’s life experience run contrary to social norms
When a person perceives him or herself as unaccepted and different from others
When social norming dictates behavior that is contrary to the person’s personal perception
Types of Bullies Provoking--bystander encouragers
Proactive
Reactive All types can be individual or group
categories
Bullying Techniques Physical Emotional Social Verbal Non-verbal Direct Indirect Active Passive
It’s all abuse!
Physical
Hitting Shoving Tripping Spitting
Any behavior that is physical in nature
Emotional Sarcasm Mocking Teasing Name CallingAny way you tear someone down
from theinside out
Social Ridiculing Rumors Discrimination Isolation Rejection Humiliation
Anything you can do publicly to humiliate and
degrade someone else
Tools for bullying Telephone Internet Notes People Property
Anything that can be used to humiliates someone
Bullying Occurs… On the playground Lunchroom Locker room Unsupervised places on school
premises Bus Mall Parks On the street
Prevention of bullying--Schools Develop an anti-bullying policy Provide training for all staff Involve parents Identify resources for bullies, victims and
families Provide a no-tolerance environment for
students Supervision—playgrounds, bus stops, blind
spots, stairwells, bathrooms One behavior standard for all in the buildings
(including teachers) Clear and strong behavior management
Teach anti-bullying all the time! Integrate respect into the curriculum
Prevention with your Child Teach empathy Model communication Listen to them Value and respect them Take all “bullying” talk
seriously Honor them Habilitate them
Intervention
Quickly, respectfully, honorably Model appropriate behavior Take all talk seriously Don’t look for a person to
blame Be aware of retaliation and
plan ahead Create an empathetic climate
Building Internal & External Assets
To comprehensively address the issue of bullying in schools and other communities, it is critical to build upon the internal and external assets of all children.Asset-based research provided by the SEARCH Institute www.search-institute.org
Intervention—The QUICK list Habilitate all people
Communication Trust Honesty Respect Listening Problem solving Conflict management Responsibility
Developmental Assets--Support Family Support | Family continues
to be a consistent provider of love and support for the child’s unique physical and emotional needs.
Parent Involvement in Schooling | Parent(s) talk about the importance of education and are actively involved in the child’s school success.
Developmental Assets--Support
Positive Family Communication | Parent(s) and child communicate openly, respectfully, and frequently, with child receiving praise for her or his efforts and accomplishments.
Other Adult Relationships | Child receives support from adults other than her or his parent(s), with the child sometimes experiencing relationships with a nonparent adult.
Developmental Assets--Support Caring Neighborhood | Parent(s)
and child experience friendly neighbors who affirm and support the child’s growth and sense of belonging
Caring School Climate | Child experiences warm, welcoming relationships with teachers, caregivers, and peers at school.
Developmental Assets--Empowerment Community Values Children |
Children are welcomed and included throughout community life.
Children as Resources | Child contributes to family decisions and has opportunities to participate in positive community events.
Developmental Assets--Empowerment Service to Others | Child has
opportunities to serve in the community with adult support and approval.
Safety | Parents and community adults ensure the child’s safety while keeping in mind her or his increasing independence.
Developmental Assets--Expectations Family Boundaries | The family
maintains supervision of the child, has reasonable guidelines for behavior, and always knows where the child is.
Adult Role Models | Parent(s) and other adults model positive, responsible behavior and encourage the child to follow these examples.
Developmental Assets--Expectations School Boundaries | Schools have
clear, consistent rules and consequences and use a positive approach to discipline.
Neighborhood Boundaries | Neighbors and friends’ parents help monitor the child’s behavior and provide feedback to the parent(s).
Developmental Assets--Expectations Positive Peer Influence | Parent(s)
monitor the child’s friends and encourage spending time with those who set good examples.
High Expectations | Parent(s), teachers, and other influential adults encourage the child to do her or his best in all tasks and celebrate their successes.
Developmental Assets--Time Creative Activities | Child
participates weekly in music, dance, or other form of artistic expression outside of school.
Child Programs | Child participates weekly in at least one sport, club, or organization within the school or community.
Developmental Assets—Time Religious Community | Child
participates in age-appropriate religious activities and caring relationships that nurture her or his spiritual development.
Time at Home | Child spends time at home playing and doing positive activities with the family.
Developmental Assets--Learning
Achievement Motivation | Child is encouraged to remain curious and demonstrates an interest in doing well at school.
Learning Engagement | Child is enthused about learning and enjoys going to school.
Developmental Assets--Learning
Homework | With appropriate parental support, child completes assigned homework.
Bonding to School | Child is encouraged to have and feels a sense of belonging at school.
Reading for Pleasure | Child listens to and/or reads books outside of school daily.
Developmental Assets--Values
Caring | Parent(s) help child grow in empathy, understanding, and helping others.
Equality and Social Justice | Parent(s) encourage child to be concerned about rules and being fair to everyone.
Developmental Assets--Values
Integrity | Parent(s) help child develop her or his own sense of right and wrong behavior.
Honesty | Parent(s) encourage child’s development in recognizing and telling the truth
Developmental Assets--Values
Responsibility | Parent(s) encourage child to accept and take responsibility for her or his actions at school and at home.
Self-Regulation | Parents encourage child’s growth in regulating her or his own emotions and behaviors and in understanding the importance of healthy habits and choices.
Developmental Assets—Social Competency
Planning and Decision Making | Parent(s) help child think through and plan school and play activities.
Interpersonal Competence | Child seeks to build friendships and is learning about self-control.
Developmental Assets—Social Competency Resistance Skills | Child is
learning to recognize risky or dangerous situations and is able to seek help from trusted adults.
Peaceful Conflict Resolution | Child continues learning to resolve conflicts without hitting, throwing a tantrum, or using hurtful language.
Developmental Assets—Social Competency
Cultural Competence | Child continues to learn about her or his own cultural identity and is encouraged to interact positively with children of different racial, ethnic, and cultural backgrounds.
Developmental Assets—Positive Identity
Personal Power | Child has a growing sense of having influence over some of the things that happen in her or his life.
Self-Esteem | Child likes herself or himself and feels valued by others.
Developmental Assets—Positive Identity
Sense of Purpose | Child welcomes new experiences and imagines what he or she might do or be in the future.
Positive View of Personal Future | Child has a growing curiosity about the world and finding her or his place in it.
Where to Get More InformationPlease contact me or your school
counselorfor a comprehensive list of
websites and books available
