Empower Students to Embrace Civility

Unit 4 Help Students Who Are Hurtful Stop, Own it, and Fix it

Students who Are Hurtful establishing their status in a social network. Consequently, the relation between bullying, being Unfortunately, much of the general literature on bullying bullied, acceptance, and rejection is complex. Tis also only presents one profle of those who engage in complexity is also linked to a stereotype held by the bullying or other aggression--those students who face general public about individuals who bully. Tis signifcant challenges overall.1 Educators must recognize stereotype casts children and youth who bully others as there are two different phenomenon are at the source of being high on psychopathology, low on social skills, and most hurtful behavior: trauma-based and privileged-based. possessing few assets and competencies that the peer group values. Although some occurrence of this Rodkin should be credited as providing excellent “stereotypical bully” or “classic bully” is supported by pioneering insight into these two different kinds of students research,, when researchers consider social status in 2 who engage in bullying. His terms for these two different relation to perpetration of bullying behavior, a different kinds of students were “socially marginalized” and “socially profle emerges. Tese studies suggest that most children motivated.” and youth who bully others wield considerable power However, despite research insight into this, it has only been within their peer network and that high-status recently the differences between these two sources of perpetrators tend to be perceived by peers as being bullying behavior have been raised to a higher degree of popular, socially skilled, and leaders. High-status bullies attention. Te National Research Council report, have also been found to rank high on assets and Preventing Bullying Trough Science, Policy, and Practice, competencies that the peer group values such as being addressed this issue in its report: attractive or being good athletes; they have also been found to rank low on psychopathology and to use Tere is evidence that supports a f nding that aggression instrumentally to achieve and maintain individuals who bully others have contradictory hegemony. Considering these fndings of contrasting attributes. Research suggests that there are children and characteristics of perpetrators of bullying behavior, it adolescents who bully others because they have some makes sense that the research on outcomes of form of maladjustment or ... are motivated by perpetrating is mixed. Unfortunately, most research on

- 1 - the short- and long-term outcomes of perpetrating But these aggressive “at risk” youth are NOT the most bullying behavior has not taken into account this prevalent source of bullying, especially at the secondary heterogeneity when considering the impact to children level.11 and youth who have bullied their peers.3 Socially Motivated Marginalized Faris and Felmlee have also provided an excellent Te predominant, ofen exclusive, description of those who description of the understandings that have emerged in engage in bullying describes youth who have multiple more recent research: challenges.4 Educators are told that students who engage in bullying are impulsive, easily frustrated, lack empathy, have Clearly it is the strong who do the attacking: recent difficulty following rules, view violence in positive ways and scholarship has debunked the traditional view of come from homes where there is a lack of supervision and aggressive youth as socially marginal and psychologically troubled. Indeed, aggressors ofen possess harsh discipline.5 strong social skills and harass their peers, not to reenact Te following is text from a professional development their own troubled home lives, but to gain status.12 program that is currently on the StopBullying.gov web site: Te “hidden bullies,” as Rodkin referred to them, function Children and youth who bully others are more likely in an entirely different manner, for different purposes.13 than their peers to: Tese “socially motivated students are being hurtful as a • Exhibit delinquent behaviors (such as fghting, way to establish or maintain their social status and stealing, vandalism) dominance. • Dislike school and drop out of school Tis hurtful pattern of behavior emerges more strongly as • Drink alcohol and smoke cigarettes puberty approaches. Tese students, which includes both • Bring weapons to school boys and girls, are well-integrated into the student culture • Tink about and attempt suicide6 and have strong social support. Tey are highly popular among their peers. Tey have strengths that are easy to Te web site also states: recognize, including social skills, athleticism, and/or 14 Kids who bully others can also engage in violent and attractiveness. other risky behaviors into adulthood. Kids who bully are Faris and Felmlee further explained as follows: more likely to: • Abuse alcohol and other drugs in adolescence and as [A]ggression is highly related to dominance and adults territoriality. Most adolescents desire status, albeit to varying degrees, and this desire motivates much • Get into fghts, vandalize property, and drop out of aggressive behavior: the more adolescents—or their school friends—care about being popular, the more aggressive • Engage in early sexual activity they become over time. Bullies appear to pursue status, • Have criminal convictions and traffic citations as as well as affection, as goals. adults Popularity is associated with increased physical and • Be abusive toward their romantic partners, spouses, relational aggression, behavior used to maintain social or children as adults7 dominance. As social status increases, aggressive Tese are the hurtful students who are “marginalized” and behavior escalates—at least until youth approach the have other risk factors. Tese youth, mostly boys, have pinnacle of the school hierarchy, when such actions are defcits in developmental functioning and are consistently no longer required and aggression again declines.15 identifed as “at risk.” Teir aggression is impulsive and in Juvonen identifed that students who were named by peers ofen reaction to real or perceived insults. Tey lack as the “coolest” were also ofen named the most hurtful and adequate social problem-solving skills, perform poorly the ones engaging in spreading of rumors.16 Tis insight academically, and are rejected and isolated by peers.8 from Juvonen explains the ethological basis for this hurtful Te aggressive behavior of these students is most likely behavior: grounded in the fact that they have been victimized by Ethological research suggests that aggression is a trauma.9 One symptom of having experienced trauma is strategy to establish a dominant position within a arousal that includes aggressive, reckless or self-destructive group. Among a number of species (e.g., various non- behavior.10 human primates), physical aggression enables attainment of a dominant position, such that the most powerful fghter (typically male) acquires a top position

- 2 - within a group and therefore gains access to valued Marginalized resources. Within human youth, aggression can be considered a strategic behavior that serves similar social Students who are “marginalized” are clearly at high risk dominance functions.17 and require all of the supports that were outlined in the prior Unit, at a Tier II or III level under Multiple Tier Being considered “popular” or “cool” appears to be an System of Supports. assessment of the personal power and social status of these students in the eyes of other students. But perceived Additionally, the Collaborative Problem Solving or popularity appears to have a distinct, and opposite, Collaborative and Proactive Solutions (CPS) approach is association with liking. Tose who engaged in bullying and highly recommended to assist these students in problem- disrespectful behavior are not well-liked.18 Essentially solving when they have been hurtful.25 Tis approach was students who witness these situations appear to think this, developed for use with such “at risk” and explosive youth. “Tis person is popular because he or she is powerful and Te steps in the CPS approach, adapted to a situation has lots of friends. But I don’t like him or her and I don’t where the student has been hurtful to another include: like the hurtful things he or she does. However, this person has much greater power than I do, so speaking up to say • Te staff member gathers information in order to gain that this is wrong would be dangerous.” a clear understanding of the student’s concerns about a particular problem or issue. Te “socially motivated” hurtful students appear to have a • Te staff member states his or her concerns or sense of entitlement grounded in privilege. Tese students perspective about this issue. In a situation involving appear to believe they are entitled to determine which hurtful behavior by this student that has been directed students are “deviant” and therefore to be treated badly or towards another, the perspective taken by the staff 19 excluded. member must be the harms suffered by the targeted In her excellent book, Deconstructing Privilege: Teaching student. and Learning as Allies in the Classroom, Case describes how • When both concerns are clearly understood, the staff privileged people are considered to be “the norm.”20 Tis member and student brainstorm solutions that will gives them a sense of entitlement, but ofen a lack of address both their concerns, with the student understanding of how they are advantaged and others are proceeding frst. A discussion ensues where the staff not. “Socially motivated” hurtful students may not member helps the student Tink Tings Trough recognize, or be willing to admit, that their actions are regarding whether each proposed solution addresses hurtful--because they are entitled--these youth have the concerns and whether it is feasible. experienced environments, such as athletics, where their • Te staff member and student reach an agreement on a drive for dominance has been effective and valued.21 mutually satisfactory and realistic solution. If another As noted in Unit 3, these students also target peers, the student has been targeted, this must include steps to Social Strivers, who are, or they perceive to be, rivals for remedy the harm. social power.22 Rivals may respond in a similar hurtful way. • Afer the solution has been implemented. A discussion As noted, students ofen refer to this Cycle of Hurt as follows to determine whether it was successful. If it was “drama.”23 not, what other concerns arose and what other Tese “socially motivated” students behave appropriately in solutions might be tried. front of adults and have likely bee rewarded for this. Tey Te CPS approach has been designed to be used by an staff are not viewed as “problem students.”24 Tey likely have member who has witnessed a hurtful situation. However, socially prominent parents, who would object if their child in Be a Leader! Embrace Civility it is envisioned that a were accused of engaging in misbehavior. Tese students friend can also help a hurtful friend using these steps. Note are not headed to prison; they are headed to leadership that this approach is similar to the problem-solving positions in society. approach addressed in Unit 3. Intervention Strategies Lesson: Implement an intensive intervention at a Tier II or III level to address the challenges of “marginalized” As noted in Unit 3, there is little research on strategies to students who are hurtful. Te intervention approach empower students who are treated badly. Tere is some, provided by Embrace Civility in the Digital Age for but also limited research on strategies to empower students administrators to use in more serious situations is who are hurtful to stop themselves, accept personal grounded in this CPS model. responsibility, and remedy the harm.

- 3 - Socially Motivated Stop, Own It & Fix It To effectively change the behavior of “socially motivated” Te effort with students who are hurtful must focus on hurtful students will require a focus on the school climate infuencing them to stop themselves from being hurtful, that reinforces the effectiveness of their hurtful behavior. acknowledge wrongdoing, and take steps to remedy the Teir belief that denigrating others is effective to achieve harm. Tese strategies are designed for any student who social dominance is supported by the reality in many has been hurtful. In many situations, it will also be schools. To stop their hurtful behavior, we have to change necessary to address an underlying concern of the student-- this reality. Tus, to reduce this behavior, it is necessary to most likely that someone has been hurtful to him or her. focus on the positive social norms held by the majority of their peers. Further it is necessary to focus attention on As noted, students who are “marginalized” will also require how school staff, who are in positions of dominance, treat all of the strategies set forth in Unit 3 for those who have students! been targeted in a Tier II or III level, in accord with Multiple Tier System of Supports. As recommended by Faris and Felmlee: Status is the culmination of patterns of relationships Stop and evaluations of peers, and intervention strategies Te following are research-based strategies that are might succeed by focusing not on bullies or victims, but recommended for helping students stop themselves from on the audience for aggression. Interventions may have being hurtful. a better chance of success if bystanders scorn aggression instead of being impressed or entertained by it.26 Social Norms Teory As noted, students who engage in hurtful behavior to Te social norms theory suggests that people misperceive achieve social dominance possess attributes that are the attitudes and behaviors of others and this infuences normally viewed positively by society.27 Tese attributes their own actions.29 When people learn about the actual include assertiveness, leadership skills, risk taking, positive norms of their peer group, they are more willing to organizational abilities, the effective use of psychology, and abide by those norms. the willingness to stand up against authority and express individuality. “Socially motivated” hurtful students engage in hurtful behavior to gain social status. If the social norms of the Tus, in addition to addressing the norms of the school school are that humiliating peers is an effective strategy to community, it is also necessary to seek to inculcate the gain social status, then their hurtful behavior will not stop. positive uses of these attributes in a way that demonstrates School staff and compassionate student leaders must “compassionate leadership,” through the demonstration of reinforce the positive social norms, held by the majority of kindness and respect for others. students, ensuring that all students fully understand that being hurtful and putting down others, is not the path to Lesson: Find ways to encourage students who demonstrate being liked and admired. leadership skills to use those skills in a positive manner in accord with school norms promoting positive attributes Te Youth Health and Safety Project made effective use of that are truly admired.28 A suggested strategy is: local surveys to reduce bullying behavior.30 Tis project • Place kind and respectful student leaders in positive collected school-based data about students’ perspectives on leadership roles. Select and work with students who are bullying. Tis data was used to create posters that infuential among their peers. Be sure to include demonstrated the school’s norms related to bullying. Te students who are infuential in smaller social groups. use of messaging that incorporated the locally derived Be sure not to include students who have become positive social norms, specifcally that the majority of leaders by being hurtful to others. students did not like to see others engage in hurtful behavior, led to a reduction in the reported bullying • Set up an environment where “compassionate leaders” incident rate. students address issues in their school. Engage compassionate leaders in the identifcation of issues Lesson: Ensure all students have an accurate and solutions. Provide opportunities for understanding that the majority of their peers disapprove compassionate leaders to take action within the school of hurtful behavior by their peers and truly admire of those community. Ensure that the compassionate leaders’ who respect everyone and step in to help. initiatives are visible to other students Psychology of Infuence In his book, Infuence: Te Psychology of Persuasion, Cialdini has identifed six principles of infuence--ways in which people or organizations can infuence the behavior

- 4 - of others.31 All of these principles have been incorporated component of Tier II or III interventions. Trauma- into Be a Leader! Embrace Civility, as well as the informed practices include this necessary component. intervention strategies set forth in Unit 6 and in the additional resources for school administrators. Tese Retaliation principles include: Research in the area of Growth Mindset has demonstrated • Reciprocity--the Golden Rule. We generally try to that those who believe that personality is fxed are more return favors, pay back debts, and treat others as they inclined to engage in retaliation.32 However, it is possible to treat us--or as we want them to treat us. Tis is the change one’s mindset, allowing people to understand that “golden rule.” “How would you feel if someone did others can change. Belief that others can change reduces that to you?” (Note that this was the top reason the likelihood of retaliating. provided by students for not being hurtful on the In one study, a group of teens who were taught about the Embrace Civility Student Survey.) capacity of people to change demonstrated reduced • Commitment and Consistency. Humans have a desire aggressive retaliation and increased pro-social behavior to be consistent. If they have made a commitment, when compared to control groups who were simply taught then they are more inclined to go through with it. coping skills or received no treatment.33 When students “How does this ft with your personal values?” understand the capacity of people to change this can result • Social Proof. Tis is the social norms approach in reduced aggressive retaliation and increased pro-social discussed above. “What do others think?” behavior. • Liking. People are more likely to follow the lead of Lesson: Use a multi-pronged approach to reduce those they know and respect. “What would those you impulsive retaliation that combines these strategies: admire think?” • Self-regulation. “I will remain calm.” • Authority. We feel an obligation to follow the • leadership of those in positions of authority or who Rational Emotive. “I choose not to let that person have earned out respect. “What would your mom or control how I feel about myself or act.” dad or other adult who you respect think?” • Growth Mindset. “I know people can change.” • Scarcity or Possible Loss. Tings are more attractive • Problem-solving. “I will Tink Tings Trough to when their availability is limited, or when we stand to decide how best to proceed.” lose the opportunity to acquire them on favorable terms. “How could this damage your reputation and Own It friendships with other students?” To hold students who engaged in wrongdoing accountable Lesson: Use all of these powerful strategies to infuence requires they accept personal responsibility for the harm positive behavior. Emphasize Golden Rule, which was the they have caused. Tey must “own it” before they can “fx highest ranked reason by students for why they would not it.” Very ofen, people will rationalize their wrongdoing, be hurtful. Ask students to make a commitment to embrace which will interfere with acceptance of responsibility and civility. Emphasize positive social norms. Focus attention efforts to remedy the harm. on those who students admire and use compassionate Bandura’s theory of the mechanisms of moral leaders to deliver messaging. School staff treat all students disengagement describes the process by which people with kindness and respect and step in to help resolve convince themselves that certain ethical standards do not hurtful situations. Stress loss of a positive reputation by apply to them in particular situations. Tis insight provides focusing on positive norms. an effective framework to understand how students who Self-Regulation engage in hurtful behavior and others might seek to excuse their behavior.34 Note the Embrace Civility Student Survey fndings presented in Unit 2, impulsive behavior is an underlying Te four primary approaches that people, youth and adults, factor for many students who engage in hurtful behavior. use to support moral disengagement and rationalize Stopping impulsive hurtful behavior will likely go a long wrongdoing are these: way to stopping the cycle of hurtful acts that can occur • Reconstruing Conduct (Spin It). Actions are when hurtful act builds upon hurtful act. portrayed as serving some larger purpose or Tus, the insight set forth in Unit 3, on mindfulness euphemistic terms are used to describe the action. practices to support self-regulation are critically important. “Someone needed to speak out.” “I was just joking Tis includes school-wide mindfulness practices, around.” “It was a prank.” encouraging self-regulation in challenging situations, and a • Displacing or Diffusing Responsibility (Deny strong focus on gaining skills in self-regulation as a Personal Responsibility). Tis can occur if many are

- 5 - engaging in certain behavior or if someone else can be maladaptive shame displacement. Restorative approaches blamed for encouraging the action. “Everybody does can foster accountability and reintegration for those who it.” “Someone else started it.” “It wasn’t my fault.” engaged in harmful acts.38 • Disregarding or Misrepresenting Injurious A punishment-based approach seeks to fnd who is to Consequences (Deny the Harm). Tis allows people blame and asks these questions:39 to minimize the harm they have caused. “What I did or • what happened wasn’t that bad.” “He or she is Who did it? overreacting.” • What “rule” was broken? • Dehumanizing or Blaming the Victim (Blame the • How should the offender be punished? Other). Tose who are targeted may have personal Restorative practices interventions view transgressions as characteristics that make it easier to blame them as harm done to people and communities and encourage being “deviant.” When someone is dehumanized, it is adaptive shame management. Restorative practices ask easier to rationalize that hurtful actions were justifed. these questions: “He or she deserved it.” • What is the harm to all parties involved and to the Students who engage in hurtful behavior are likely to use community? these rationalizations when faced with an accusation of • such hurtful behavior. Teir parents are also likely to do What needs to be done to repair the harm? this. Sometimes when students think they should intervene, • Who is responsible for this repair? but do not, they also create rationalizations for why they • What needs to occur to prevent similar harm in the did not intervene. School staff may also use rationalizations future? to justify not responding to the hurtful incidents they witness or are reported to them. Te best way to challenge Embrace Civility in the Digital Age does not recommend these rationalizations is using questions that are based on the common Restorative Practice approach of restorative the six powerful principles of infuence. “circles” in situations where a student has been hurtful to another student--unless signifcant efforts have been made It is important to distinguish between rationalizations and by the school to foster a positive school climate and the reasons related to defense or retaliation. Blame the Victim school staff member conducting such an activity has rationalizations are grounded in perception that the received a signifcant amount of training in the use of such targeted student is “deviant.” “She has been spreading a procedure in these situations. Te reasons for this nasty rumors about me” is report associated with include: retaliation. Tis is a report of hurtful behavior directed at • this student that must also be addressed. Students who are considered to be “deviant” by their peers ofen lack the social skills to defend themselves Lesson: Specifcally teach students about these and could be further denigrated by peers. rationalizations so that hopefully they will start calling • Marginalized students who have been hurtful attention to these common excuses when they hear them frequently are not well-supported by their peers and from peers or others. (It is also helpful to listen for and could be emotionally damaged further through a point out these rationalizations when made by parents and “circle” process. Further, their more signifcant needs school staff.) require more signifcant intervention at a Tier II or III level. Fix It • Socially Motivated hurtful students have excellent Te Restorative Practices approach to discipline is social skills, as well as a signifcant level personal grounded in research regarding shame management.35 power. Tese students could very effectively control Shame is a central feature of social regulation.36 Te the “circle” process and cause more humiliation for the response to shame can be adaptive or maladaptive. Te student who was targeted. adaptive response to shame is to acknowledge wrongdoing, • Other students, who do not want to experience the accept responsibility, and engage in remediation. Te resulting wrath of these socially dominant students, maladaptive response leads to shame displacement, which could be less likely to speak up. can include withdrawal, attacking self, avoidance, and attacking others.37 Lesson: Use a more private restorative approach to help students who were hurtful take steps to remedy the harm Te key factor determining whether shame becomes and restore relationships. Te recommended intervention adaptive or maladaptive is whether wrongdoing is treated approach set forth in Unit 6 and the resources for in a way that is stigmatizing or reintegrative. While administrators is a restorative approach that is certainly it is necessary to hold those who engage in implemented in a manner similar to Collaborative and wrongdoing accountable, punitive approaches can result in

- 6 - Proactive Solutions outlined earlier, and also incorporates the Cycle of Hurt. Use teachable moments in lessons or the infuences to support positive behavior. news stories where the response to a hurtful act was retaliation and what alternative responses were possible. Infuence Supporters Help students recognize the diﬀerence between kind and Many hurtful students have friends who are supporting compassionate leaders and those who use social dominance them. Tese students could appropriately be called Hurtful to control or take advantage of others. Use teachable Participants. (More on Hurtful Participants in Unit 5) moments in lessons or news stories to address the issue of Likely the students who have the most potential infuence positive leadership. Identify students who are natural on the hurtful students are their friends. Te question is leaders, encourage and provide them with opportunities to whether this infuence is used in a positive or negative be kind and compassionate leaders, positively acknowledge manner. when you see these students being kind and compassionate, especially to any students who are more frequently Both the social norms theory and the psychology of excluded. infuence principles should be used with such supporters to seek to turn them from Hurtful Participants to Helpful Discuss strategies to remedy the harm if one was hurtful, Allies who help their friend to stop, own it, and fx it. Tese emphasizing that people can make mistakes and remedy students also need guidance into specifc strategies they the harm. Te steps to remedy the harm include: could use to infuence their friend to make positive choices. • Walk away and calm themselves • Lesson: As will be discussed in Unit 5, help supporters Tink about what they did and what they were trying understand that other students do not admire those who to accomplish. support those who are hurtful . Provide them with specifc • Tink about the excuses they made. guidance on strategies to talk their friend into stopping, • Acknowledge that what they did was wrong. owning it, and fxing it. Encourage them to reconsider their • friendship based on their friend’s response. Take steps to make things right.

1 Rodkin, P.C., Espelage, D.L & Hanish, L.D. (2015) A Relational Framework for Recommendations Understanding Bullying Developmental Antecedents and Outcomes. American Psychologist. Vol. 70, No. 4, 311–321. For Tier I Universal activities, encourage students to think 2 Rodkin, (2015> et. al., supra; Rodkin, P.C. (2012) Bullying and Children's Peer about the reasons why they would not be hurtful. Tese Relationships. Colleagues Volume 8 Issue 2 Education Matters Article 4, pp 5-10. Rodkin, P. C., Farmer, T. W., Pearl, R., and Van Acker, R. (2006). Tey’re cool: reasons will diﬀer by student. Common reasons include: Social status and peer group supports for aggressive boys and girls. Social Development, 15, 175-204. Farmer, T. W., Petrin, R. A., Robertson, D. L., Fraser, • How I would feel if someone did this to me or to M. W., Hall, C. M., Day. S. H., and Dadisman, K. (2010). Peer relations of bullies, bully-victims, and victims: Te two social worlds of bullying in second-grade someone I care about. classrooms. Elementary Youth Organization Journal, 110, 364-392. • How I would feel about myself because of how this 3 National Academies of Sciences, Engineering, and Medicine, supra. refects on me. 4 Rodkin, P.C., Espelage, D.L & Hanish, L.D. (2015) A Relational Framework for Understanding Bullying Developmental Antecedents and Outcomes. American • How I would make the other person feel. Psychologist. Vol. 70, No. 4, 311–321. 5 Tis insight is from a Tip Sheet entitled Children Who Bully that was present • What my mom, dad, or other adult whose opinion I for years in the 220‘s on the former U.S. Department of Health and Human Services, Health Resources and Services Administration (HRSA) bullying value would think. prevention site, Stop Bullying Now. Insight from this document has been incorporated into many other resources provided to educators. • What my friends would think. 6 Bullying Prevention and Response Base Training Module. http:// • www.stopbullying.gov/prevention/training-center/ How this might damage my reputation. prnt_friendly_speaker_notes.pdf • Tat I might get into trouble. 7 https://www.stopbullying.gov/at-risk/eﬀects/index.html. 8 Rodkin, et.al. (2015), supra. (citations omitted). Ensure students know the four common excuses or 9 Idsoe, T., Dyregrov, A. and Idsoe, E.C. (2012) Bullying and PTSD Symptoms. J rationalizations people make when they have engaged in Abnorm Child Psychol 40:901–911. http://www.uis.no/news/being- bullied-can- cause-trauma-symptoms-article62673-8865.html. wrongdoing. Use teachable moments in lessons or news 10 American Psychiatric Publishing (2013) Posttraumatic Stress Disorder. http:// stories where such excuses were made and point this out. www.dsm5.org/Documents/PTSD%20Fact%20Sheet.pdf. • Spin It (It was a joke) 11 Faris, & Felmlee, supra. 12 Faris, R. & Felmlee (2014) Casualties of Social Combat: School Networks of • Deny Personal Responsibility (Everybody does it) Peer Victimization and Teir Consequences American Sociological Review 2014, Vol. 79(2) 228–257 (citations omitted). • Deny the Harm (It wasn’t that bad) 13 Rodkin, P. C., and Karimpour, R. (2008). What's a hidden bully? In S. Hymel, S. Swearer, and P. Gillette (Eds.), Bullying at youth organization and online. • Blame the Victim (He or she deserved it). http://www.education.com/reference/article/Ref_What_s_Hidden_Bully. 14 Rodkin, et.al. (2015), supra. (citations omitted). Discuss the issue of retaliation, emphasizing the 15 Faris & Felmlee, supra. importance of recognizing that people (or institutions or 16Juvonen, et. al, supra. governments) can change and that retaliation only furthers

- 7 - 17 Juvonen, J. Wang, Y. and Espinoza, G. (2013) Physical Aggression, Spreading of Rumors, and Social Prominence in Early Adolescence: Reciprocal Effects Supporting Gender Similarities? J Youth Adolescence. 42:1801–1810. 18 Juvonen, et. al, supra; Simona, C.S., Caravits, P.D., and Silmivalli C. (2008) Unique and Interactive Effects of Empathy and Social Status on Involvement in Bullying Social Development, Vol. 18, No. 1., pp. 140-163; Salmivalli, C, (2010) Bullying and the Peer Group: A Review. Aggression and Violent Behavior. 15, 112-120. 19 Id. 20 Case, K (2013) Deconstructing Privilege: Teaching and Learning as Allies in the Classroom. Routledge. 21 Rodkin, P. C., & Roisman, G. I. (2010). Antecedents and correlates of the popular-aggressive phenomenon in elementary school. Child Development, 81, 837– 850. 22 Faris, R. & Felmlee (2014) Casualties of Social Combat: School Networks of Peer Victimization and Teir Consequences American Sociological Review 2014, Vol. 79(2) 228–257 (citations omitted). 23 Marwick, A, & boyd, d. Te Drama! Teen Confict, Gossip, and Bullying in Networked Publics *. 24 Rodkin and Karimpour, supra. 25 Greene, R.W. (2015) Te explosive child: a new approach for understanding and parenting easily frustrated, chronically infexible children. F(2014) ifh Edition, Revised and Updated. Harper-Collins. Green, R.W. Lost at school: Why our children with behavioral disorders are falling through the cracks and how we can help them. (2014) Scribner. 26 Faris & Felmlee, supra at 68. 27 Simplicio, J.S.C. (2013) How to Effectively Use Positive Character Attributes Exhibited By Bullies to Change Negative Behaviors. Journal of Instructional Psychology;2013, Vol. 40 Issue 1-4, p27. 28 Id. Also fnd more information at: http://www.betsylevypaluck.com/roots- curriculum/. 29 Berkowitz, supra. 30 Perkins, H.W. , Craig, D.W. and Perkins. J.M. 2011."Using Social Norms to Reduce Bullying: A Research Intervention in Five Middle Youth Organizations." Group Processes and Intergroup Relations, Vol. 14, No. 5, pp. 703-722. DOI: 10.1177/1368430210398004; http://www.youthhealthsafety.org/bullying.htm. 31 Cialdini,R.B. (2006) Infuence: Te Psychology of Persuasion: Revised Edition. Harper Business. 32 Yeager, DS., Trzesniewski, K.H. and Dweck, C.S. (2013) An Implicit Teroies of Personality Intervention Reduces Adolescent Aggression in Response to Victimization and Exclusion. Child Development, Volume 84, Number 3, pp 970-988. 33 Id. 34 Bandura, A. (1991). Social cognition theory of moral thought and action. In W. M.Kurtines and J. L. Gewirtz (Eds.), Handbook of moral behavior and development (Vol. 1, pp. 45-96). Hillsdale, NJ:Lawrence Erlbaum. 35 Te International Institute for Restorative Practices (IIRP) has contributed to the promotion of restorative practices. http://www.iirp.edu/. Te IIRP restorative practices program for schools is called SaferSaner Schools. http:// www.safersanerschools.org/. Excellent insight into the implementation of Restorative Practices in schools, with a specifc focus on reducing bullying can be found in this excellent book, Riestenberg, N. (2012) Circle in the Square Building Community and Repairing Harm in School. St Paul: Living Justice Press. Te UK Study, supra, found that many UK schools are successfully using restorative approaches in interventions in bullying situations. A very excellent set of resources are also available on the Minnesota Department of Education web site, most notably a Restorative Intervention Implementation Tool Kit. http:// education.state.mn.us/MDE/StuSuc/ SafeSch/RestorMeas/. 36 Ahmed, E. (2001). Shame management: Regulating bullying. In E. Ahmed, N. Harris, J. Braithwaite, and V. Braithwaite (Eds.), Shame Management Trough Reintegration (pp. 211–314). Cambridge, UK: Cambridge University Press. 37 Nathanson, D. (1992). Shame and Pride: Affect, Sex, and the Birth of the Self. New York: Norton. See also the International Institute for Restorative Practices at http://iirp.edu. 38 Zehr, H. Te Little Book of Restorative Justice. Good Books: Intercourse PA. 39 Id.

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