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Bullying and Individuals with Disabilities: Needs Assessment and Strategic Planning

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Bullying and Individuals with Disabilities: Needs Assessment and Strategic Planning Bullying and Individuals with Disabilities: Needs Assessment and Strategic Planning Alberti Center for Bullying Abuse Prevention Graduate School of Education | University at Buffalo [email protected] | (716) 645-1532 | gse.buffalo.edu/alberticenter Prepared for: NYS Developmental Disabilities Planning Council Andrew M. Cuomo, Governor Sheila M. Carey, Executive Director • Rose Marie Toscano, Chairperson 0 BULLYING AND INDIVIDUALS WITH DISABILITIES: NEEDS ASSESSMENT AND STRATEGIC PLANNING Amanda B. Nickerson, Ph.D. Kathleen P. Allen, Ph.D. Jilynn M. Werth, M.A. With significant contributions from: Erin Cook, Michele Crandall, Danielle Guttman, Tiara Handy, Brie Kishel, Joseph Prior, and Samantha Vanhout University at Buffalo Graduate School of Education Alberti Center for Bullying Abuse Prevention November 2014 1 ACKNOWLEDGEMENTS The following individuals and organizations deserve special thanks for their support and contributions to this project: Jessica Aubin, Nicole Bak, Jacqueline Hayes, Robin Hickey, Ashley Pacelli, New York State Developmental Disabilities Planning Council (NYS DDPC) Frank Cammarata, Executive Director, Erie County Office for the Disabled Disability Education and Advocacy Network of WNY (DEAN) Beth Hensel, Rehabilitation Center, Olean, NY Tina Moreno, Life’s WORC Bullying Committee, Garden City, NY People Inc, Williamsville, NY Michael Rembis, Ph.D., Director, University at Buffalo Center for Disability Studies Self-Advocacy Association of New York State Karen Thayer, Southern Adirondack Independent Living Center, Queensbury, NY Michael Tinsmon, University at Buffalo Graduate School of Education, Buffalo, NY Todd Vaarwerk, Independent Living Center, Buffalo, NY Barb Wale, ARC of Monroe County, Rochester, NY David Whalen, First Responder Disability Awareness Training, Niagara University Evan Yankey and Lisa Severino, Metro Developmental Disabilities Regional Office, New York, NY We also appreciate the many people who generously gave up their time to respond to the survey, attend focus groups, and participate in interviews. Their participation ensured the success of this effort. 2 TABLE OF CONTENTS EXECUTIVE SUMMARY .................................................................................................................................. 4 INTRODUCTION ................................................................................................................................................ 6 SUMMARY OF THE LITERATURE ................................................................................................................ 7 NEEDS ASSESSMENT PROCESS .................................................................................................................. 17 STRATEGIC PLANNING ................................................................................................................................. 39 CONCLUSIONS ................................................................................................................................................. 42 REFERENCES ................................................................................................................................................... 43 APPENDIX A ...................................................................................................................................................... 51 Surveys APPENDIX B ...................................................................................................................................................... 86 Focus Group and Interview Protocols APPENDIX C .................................................................................................................................................... 101 Emergent Themes: Findings, Expressed Needs, and Ideas for Activities APPENDIX D .................................................................................................................................................... 115 Long Range Strategic Plan: Goals and Activities APPENDIX E .................................................................................................................................................... 168 Program Evaluation 3 EXECUTIVE SUMMARY To address the needs and priorities for the New York State Developmental Disabilities Planning Council (NYS DDPC) in relation to the issue of bullying and individuals with intellectual and developmental disabilities, the University at Buffalo’s Alberti Center for Bullying Abuse Prevention undertook a broad-based needs assessment and strategic planning effort in partnership with key stakeholders. Beginning with a literature review and planning with key stakeholders, the project team identified several areas to investigate through surveys and focus groups. These included gathering detailed information about bullying victimization and perpetration experiences, effects, and coping, and asking stakeholders about their ideas for the types of activities that the NYS DDPC might initiate and fund to reduce bullying of and by individuals with developmental disabilities. Survey responses were received from 350 individuals across New York, representing perspectives of parents of children (grades 3-12) with disabilities, adults with disabilities, youth with disabilities, and the general public (service providers, employers, and concerned citizens). Results of the surveys suggested that: • Individuals with disabilities have experienced bullying (mostly verbal and relational) at rates comparable to or more than their peers • Children with disabilities are susceptible to being vulnerable socially, as they often believe things that are not true • Differences appear to be the most common reason for bullying • The most common effects of bullying include: feeling sad and angry, having problems making friends, and sleeping issues • It is more common for individuals with disabilities to minimize or ignore the bullying, problem-solve, or internalize as opposed to retaliate against others • It is not effective for adults to ignore the bullying; instead, taking an active role is helpful • Self-advocacy and support from peers, families, and staff are critical to preventing and intervening with bullying Focus groups were held in various locations throughout the state, attended by 68 individuals. In addition, 18 individual interviews were conducted. The core idea of from these focus groups and interviews was that the problem of bullying for people with disabilities is a form of oppression, which can be changed through empowerment. Themes stemming from this core idea of empowerment were: • Self-empowerment of the individual • Self-advocacy as an empowered community of individuals with disabilities • Networks of support that come from family, staff, advocates, educators, service professionals, and others • Integration, inclusion, and cultural change as a broader set of influences such as societal attitudes, political will, and laws and regulations that can promote (or constrain) empowerment, advocacy, and support The suggestions for the NYS DDPC’s strategic planning are organized in three groups, which reflect a social-ecological framework. The community of self-advocates, including self-empowered individuals, is in the center, families and supportive others are in the next expanded context, and all of those people are embedded in a broad social context that includes community, institutions, government, and cultural values and norms. 4 Based on this framework, three goals were developed, along with suggestions for specific activities: 1. Increase the ability of people with developmental disabilities to prevent and respond to bullying in safe ways • Develop, implement, and evaluate programs to assume roles as self-advocates, learn about bullying prevention and intervention, and raise awareness of disabilities across contexts such as self-advocacy groups, workplace, parent groups, and schools 2. Increase supports for people with developmental disabilities and their families to deal with bullying • Create online or telephone support networks to assist with bullying of individuals with disabilities • Create and disseminate educational programs on bullying for families • Create a central location for dissemination of information on bullying and individuals with disabilities 3. Increase awareness of the problem of bullying of individuals with developmental disabilities through education, inclusion, and cultural change • Develop educational presentations about individuals with disabilities for community groups • Strengthen and support peer relationships through involvement in meaningful activities • Develop bullying prevention and intervention knowledge and skills in teachers and direct service professionals • Create a public relations or media campaign to promote awareness of the contributions of individuals with disabilities Detailed information is provided in the full report about the supporting research and recommendations for developing, implementing, and evaluating each of the specific activities corresponding to the three major goals. The importance of evaluating these efforts cannot be emphasized enough, so that the NYS DDPC can evaluate to what extent the activities are meeting their intended goal. 5 INTRODUCTION MISSION STATEMENT The NYS DDPC in collaboration with individuals with developmental disabilities, their families, caregivers and policymakers provides capacity building by promoting policies, plans and best practices that: • Affirm the dignity, value, respect, contribution
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