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Safe Child Program Bullies Page Sponsored Links Stop Bullying They may be children with poor social skills, who do not fit in, who can't Practical skills for dealing with meet the expectations of their family or school. They bully to feel bullies. Help for kids and parents! competent, ... kidpower.org www.safechild.org/bullies.htm - 25k - Cached - Similar pages Anti Bullying System Report School Bullying Online Now! NASP Center Anonymously, Discreetly, & Free www.BullyAlert.com
Bullying is a widespread problem in our schools and communities. ... Bully School Membership in either bully or victim groups is associated with school Great deals on Bully School drop out, ... Shop on eBay and Save! www.naspcenter.org/factsheets/bullying_fs.html - 30k - www.eBay.com Cached - Similar pages Downloadable Papers Established site features papers on CNN - Study: rampant in US middle - Bullying schools School bully August 20, 1999 http://www.1millionpapers.com
How to stop bullying. August 17, 1999 Drills, new security measures mark return to schools New ebook reveals easy strategies August 16, 1999 School lesson: Deflect bullies, prevent violence May to bully proof your child. 28, 1999 ... www.freefrombullies.com www.cnn.com/US/9908/20/bullies/ - 23k - Cached - Similar pages
Bullying in Schools. ERIC Digest.
Provides full-text access to the ERIC Digest of this name. www.ericdigests.org/1997-4/bullying.htm - 25k - Cached - Similar pages
BullyPolice.org
Bully, Bullying, Bullying at school and Bullying in school - How to Stop the Bully: Policing the States and the Schools for Bullies. www.bullypolice.org/ - 32k - Cached - Similar pages
http://www.google.com/search?q=bully+school&hl=en&lr=&start=10&sa=N (1 of 2) [12/2/2005 11:46:53 PM] bully school - Google Search
Information on Bullying for Parents and Teachers (1996)
A school conference day devoted to bully/victim problems. ... Refer to school and class codes of conduct in telling the bully why their behaviour was ... www.lfcc.on.ca/bully.htm - 43k - Cached - Similar pages
Bullying in school, school bullying
The report focuses on strategies to reduce incidents of school bullying, ... Find out how ChildLine works with schools to combat bullying in the Childline ... www.teachernet.gov.uk/wholeschool/ behaviour/tacklingbullying/ - 24k - Dec 2, 2005 - Cached - Similar pages
School Bully Gifts
School Bully gifts from the CartoonStock directory - the world's largest on-line collection of cartoon gifts. www.cartoonstock.com/directory/s/school_bully_gifts.asp - 39k - Cached - Similar pages
Bully B'ware - more information about bullying
Most children are approached by a bully early in their school career, and/or when they ... By senior high school, if a bully is still attending school, ... www.bullybeware.com/moreinfo.html - 25k - Cached - Similar pages
Bullying in schools & what to do with about it - Dr Ken Rigby www.education.unisa.edu.au/bullying/ - 2k - Cached - Similar pages
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http://www.google.com/search?q=bully+school&hl=en&lr=&start=10&sa=N (2 of 2) [12/2/2005 11:46:53 PM] Safe Child Program Bullies Page
Programs TAKE A STAND:
Safe Child Program Prevention of bullying and Take A Stand: Prevention of interpersonal violence Bullying
Reach
Challenge
Recovery BULLYING BEHAVIORS
Order Now WHO ARE THE TARGETS
Services IF YOUR CHILD IS BEING BULLIED
Consulting IF YOUR CHILD IS THE BULLY
Risk Management PREVENTING BULLYING
Legal Order Now Media Assistance TAKE A STAND: Prevention of Bullying and Interpersonal Violence Subjects Bullying is something most children encounter in one form or another. Children Child Abuse struggle with being called names, being picked upon, being excluded, not knowing how to make friends, or being the ones acting unkindly or aggressively Strangers toward others. All forms of bullying are abusive and all are opportunities to teach children how to get along, how to be considerate people, how to be part of a community or group. Safety on the Internet The TAKE A STAND Program is a revolutionary approach to prevention of bullying. Starting at the Kindergarten level and progressing through Grade 5, Bullies children learn about bullying, its effects, how to stop it and the importance of mutual acceptance and respect. http://www.safechild.org/bullies.htm (1 of 6) [12/2/2005 11:47:00 PM] Safe Child Program Bullies Page
Advocacy For the first time, schools, churches, youth groups, after school programs, etc have a tool to teach all children how to be advocates for creating a community Research that will not tolerate bullying behaviors; to teach children who are targeted how to stand up for themselves; and to teach the bullies themselves alternate ways of Recommended handling their own feelings of not belonging. Reading & Links At the same time, teachers, school administrators and parents learn that it is possible to TAKE A STAND for having a community that will not tolerate bullying. For too long, adults have believed that bullying is just part of growing up, that there have always been kids who are jocks and kids who are geeks; those who are "in" and those who are "out." This acceptance has prevented adults from stopping this pattern.
The TAKE A STAND Program challenges this acceptance from the earliest possible age, creating a new standard for interpersonal relationships. Just as children led the drive to use seatbelts and to reduce smoking, they are the leaders in setting a new course for how we treat one another.
The TAKE A STAND Program creates a school-wide community of interpersonal problem solving and mutual respect that has been embraced by school administrators, teachers, parents and children. If you would like this Program to be a part of your children's education, please share this information with your school, youth group or Parent Teacher organization.
Dr. Sherryll Kraizer, author of the TAKE A STAND Program, has a Ph.D. in Education with a specialization in youth at risk. She if also the author of the Safe Child Program; the REACH and CHALLENGE Programs for at-risk youth; the RECOVERY Program for previously victimized children; and a Prevention of Dating Violence Program. Dr. Kraizer is internationally recognized for her prevention programs and creating models for maximizing community-wide participation in prevention effectiveness.
The TAKE A STAND cost: $95 includes complete set of teaching guides and training videotape.
Available in Print VHS or CD/DVD
BULLYING BEHAVIORS
Bullying can take many forms: physical, emotional, verbal or a combination of these. It may involve one child bullying another, a group of children against a single child or groups against other groups (gangs). It is not unlike other forms of http://www.safechild.org/bullies.htm (2 of 6) [12/2/2005 11:47:00 PM] Safe Child Program Bullies Page victimization and abuse in that it involves:
● an imbalance of power ● differing emotional tones, the target will be upset whereas the bully is cool and in control ● blaming the target for what has happened ● lack of concern on the part of the bully for the feelings and concerns of the victim ● a lack of compassion
Bullies are very often children who have been bullied or abused themselves. Sometimes they are children experiencing life situations they can't cope with, that leave them feeling helpless and out of control. They may be children with poor social skills, who do not fit in, who can't meet the expectations of their family or school. They bully to feel competent, successful, to control someone else, to get some relief from their own feelings of powerlessness.
WHO ARE THE TARGETS OF BULLYING
Anyone can be a target of bullying. Not all children are equally likely to be victimized by bullying behavior. Those children who are more prone to be picked upon tend to have the following characteristics:
● low self-esteem ● insecure ● lack of social skills, ● don't pick up on social cues
● cry or become emotionally distraught easily,
● unable to defend or stand up for themselves
Some children actually seem to provoke their own victimization. These children will tease bullies, make themselves a target by egging the person on, not knowing when to stop and then not being able to effectively defend themselves when the balance of power shifts to the bully.
Children who are not bullied tend to have better social skills and conflict management skills. They are more willing to assert themselves about differences without being aggressive or confronting. They suggest compromises and alternate solutions. They tend to be more aware of people's feelings and are the children who can be most helpful in resolving disputes and assisting other children to get help.
IF YOUR CHILD IS BEING BULLIED
If you learn your child is being bullied, you may immediately want to protect your child and confront the aggressor. You may feel embarrassed and want your http://www.safechild.org/bullies.htm (3 of 6) [12/2/2005 11:47:00 PM] Safe Child Program Bullies Page child to toughen up, to get in there and fight back. You may feel helpless yourself. None of these responses are helpful.
Get as much information as you can about what has happened. Avoid blaming anyone, including the bullying child or children. Look at your own child's behavior and style of interacting. Ask yourself what you know about your child and how you can turn the immediate situation around.
If you are going to get in touch with the parents of a bullying child, remember that they will probably feel defensive. Keep in mind that your goal is to have a safe and nurturing environment for all of the children, not to escalate an already difficult situation. (For tips on talking to parents of bullies, see The Safe Child Book.)
For your own children, there are several steps you can take.
● discuss alternatives to responding to bullies. ● don't react, walk away, get help if pursued ● agree with the bully, saying "You're right." and walking away. ● be assertive.
Role-play - just as in prevention of child abuse, role-play is what makes the skills real. Actually walk through situations and have your child practice different responses. Discuss prevention techniques such as staying with other kids. Do not get involved with bullies in any kind of interchange. Don't take it personally, it's really the bullies problems that are causing the situation, not you.
IF YOUR CHILD IS THE BULLY
What every parent doesn't want to hear - your child is behaving like a bully.
Your first response will probably be defensive. Disarm the situation and buy yourself some time to process what's being said. For example, "Instead of labeling my child, please tell me what happened." Make yourself really listen. Remember that this discussion is ultimately about the well-being of your child, regardless of how its being framed.
Even if your child is behaving aggressively or acting like a bully, remember that this behavior is probably coming from your child's feelings of vulnerability. You need to look for what is going on in your child's interactions with others and what is going on internally, causing your child to behave that way. (Also see REACH and CHALLENGE Programs.)
In talking with your child, DO NOT BLAME. Do not get into a discussion about the "whys" of what happened. Your discussion should focus on several key points:
http://www.safechild.org/bullies.htm (4 of 6) [12/2/2005 11:47:00 PM] Safe Child Program Bullies Page
● Bullying is not acceptable in our family or in society. ● If you are feeling frustrated or angry or aggressive, here are some things you can do. ● Remember to role-play, act out the new behaviors. ● Ask, how can I help you with this? Who could you go to in school if you see yourself getting into this type of situation again? ● Specify concretely the consequences if the aggression or bullying continue. ● You want to stop the behavior, understand your child's feelings, then teach and reward more appropriate behavior.
PREVENTING BULLYING
As soon as children begin to interact with others, we can begin to teach them not to be bullies and not to be bullied. We can give them words for their feelings, limit and change their behavior and teach them better ways to express their feelings and wishes. Children do not learn to solve these kinds of problems and get along by themselves. We need to teach them.
When preschoolers begin to call people names or use unkind words, intervene immediately and consistently. In kindergarten children learn the power of exclusion. We begin to hear things like, "She's not my friend and she can't come to my party." Respond with, "You don't have to be friends with her today, but it's not all right to make her feel bad by telling her she can't come to your party."
In the early elementary grades, cliques and little groups develop which can be quite exclusionary and cruel. Children need to hear clearly from us, "It's not all right to treat other people this way. How do you think she feels being told she can't play with you? Kids don't have to play with everyone or even like everyone, but they can't be cruel about excluding others.
Boys who are physically small or weak are more prone to victimization. Making fun, picking on and other forms of bullying need to be identified in their earliest stages. The message needs to be crystal clear: This is not okay. Think about how he must feel. How could you include him and let other kids know its not all right to treat others this way?
Children who are not bullies or victims have a powerful role to play in shaping the behavior of other children. Teach your children to speak up on behalf of children being bullied. "Don't treat her that way, it's not nice." "Hitting is not a good way to solve problems, let's find a teacher and talk about what happened."
For more examples and role-play situations, or for coaching on talking to parents or teachers about bullying, please refer to The Safe Child Book.
Order Now
http://www.safechild.org/bullies.htm (5 of 6) [12/2/2005 11:47:00 PM] Safe Child Program Bullies Page
Copyright © 1996 -2005 Coalition for Children, Inc.,
Sherryll Kraizer, Ph.D.
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Programs
Safe Child Program
Take A Stand: Prevention of Bullying Contents of the Page Reach
THE SAFE CHILD PROGRAM CONCEPT Challenge
RESEARCH Recovery
Order Now PREVENTION OF SEXUAL ABUSE
Services PREVENTION OF EMOTIONAL ABUSE
PREVENTION OF PHYSICAL ABUSE Consulting
AFETY AROUND STRANGERS Risk Management S
Legal SAFETY IN SELF-CARE
Media Assistance HOW THE PROGRAM WORKS
Subjects COMPONENTS OF THE PROGRAM
Child Abuse GO TO ORDER FORM
Strangers
Safety on the Internet Copyright © 1996-2005 Coalition for Children, Inc., Sherryll Kraizer, Ph.D. and
Bullies
Advocacy
http://www.safechild.org/program.htm (1 of 2) [12/2/2005 11:47:24 PM] http://www.safechild.org/program.htm
Research
Recommended Reading & Links
http://www.safechild.org/program.htm (2 of 2) [12/2/2005 11:47:24 PM] Safe Child Program REACH Page
Programs THE REACH PROGRAM Safe Child Program The REACH Program is a group-based curriculum designed to increase Take A Stand: the ability of high risk youth to be successful in their families, schools and Prevention of community. Bullying
outh At Risk Reach Y
Challenge In the last decade, the identification of at-risk and high-risk youth has developed in an effort to detect children who may later become involved in dysfunctional behavior or victimization. A "high risk" elementary age Recovery youth:
Order Now ● is identified as a child of an alcohol or substance abuser ● is a victim of physical, sexual or psychological abuse Services ● has dropped out of school ● is economically disadvantaged ● has committed a violent or delinquent act Consulting ● has experienced mental health problems ● has attempted suicide Risk Management While this definition makes a distinction between high-risk children and Legal mainstream children, many professionals describe all children as "high risk" given the following research findings: Media Assistance Before a 14 year-old graduates from high school there is a:
Subjects ● 40% chance that s/he will be a partner in pregnancy ● 75-80% chance that s/he will have a car accident Child Abuse ● 86% chance that the first 6-9 months of intercourse will be unprotected by any form of contraception, including a condom ● 90% chance that s/he will experiment with alcohol Strangers ● 65% chance that s/he will use alcohol on a regular basis ● 17% chance that s/he will experiment with cocaine Safety on the ● 50% chance that s/he will experiment with marijuana http://www.safechild.org/reach.htm (1 of 3) [12/2/2005 11:47:40 PM] Safe Child Program REACH Page
Internet ● 23% chance that s/he will experiment with stimulants (Kansas Connection, Fall 1988) Bullies Current research and professional literature cites a lack of basic life skills, including assertiveness, communication and coping as the most important Advocacy common characteristic of abused, delinquent or dysfunctional children. Life skills curricula are being considered the single most effective Research response to the plethora of problems facing modern youth.
Recommended Reading & Links The REACH Program
The REACH Program is a group program for use with high risk elementary school age children. It is a flexible tool that can be used over ten sessions or an entire school year. It blends nicely with other curricula which may be in use but covers distinctly different areas than other life skills curricula.
The REACH Program is designed to provide life skills training which enables:
● increased self-esteem ● management of emotions ● effective communication ● independent thinking ● appropriate assertive behavior ● problem-solving ● assessment and decision-making ● identification and pursuit of goals ● taking responsibility for choices ● prevention of emotional, physical and sexual abuse ● development of personal resources
Participants develop better self-concepts and higher self-esteem through practice of everyday techniques.
The REACH Program is conducted in small groups, 8 to 16 participants. It is appropriate for use in schools, therapeutic settings and community groups. It can be used as a freestanding curriculum or integrated with existing curriculum materials and program activities.
The REACH Program costs $45 and comes in a three ring binder. It is recommended that each person conducting a REACH Group have his or her own copy of the Program.
http://www.safechild.org/reach.htm (2 of 3) [12/2/2005 11:47:40 PM] Safe Child Program REACH Page Training is available for group leaders and trainers. This 6 hour training is conducted by Dr. Sherryll Kraizer at your location. The cost is $1,200 plus expenses.
To order the REACH Program, or to request more information, please go to the ORDER FORM
For information on a similar program for adolescents and young adults, please go to CHALLENGE.
Copyright © 1996-2005 Coalition for Children, Inc., Sherryll Kraizer, Ph.D.
http://www.safechild.org/reach.htm (3 of 3) [12/2/2005 11:47:40 PM] Safe Child Program CHALLENGE Page
Programs
Safe Child Program THE CHALLENGE PROGRAM
Take A Stand: The CHALLENGE Program is a group-based curriculum designed to increase the Prevention of ability of high risk youth to be successful in their families, schools and community. Bullying Youth At Risk: Who Are They? Reach
In the last decade, the identification of at-risk and high-risk youth has developed in an Challenge effort to detect children who may later become involved in dysfunctional behavior or victimization. A "high risk" youth: Recovery
● is identified as a child of an alcohol or substance abuser Order Now ● is a victim of physical, sexual or psychological abuse ● has dropped out of school ● is economically disadvantaged Services ● has committed a violent or delinquent act ● has experienced mental health problems Consulting ● has attempted suicide
Risk Management While this definition makes a distinction between high-risk children and mainstream children, many professionals describe all children as "high risk" given the following research findings: Legal Before a 14 year-old graduates from high school there is a: Media Assistance
● 40% chance that s/he will be a partner in pregnancy Subjects ● 75-80% chance that s/he will have a car accident; ● 86% chance that the first 6-9 months of intercourse will be unprotected by any form of contraception, including a condom; Child Abuse ● 90% chance that s/he will experiment with alcohol ● 65% chance that s/he will use alcohol on a regular basis; Strangers ● 17% chance that s/he will experiment with cocaine; ● 50% chance that s/he will experiment with marijuana; Safety on the ● 23% chance that s/he will experiment with stimulants. (Kansas Connection, Fall Internet 1988)
Bullies Current research and professional literature cites a lack of basic life skills, including assertiveness, communication and coping as the most important common characteristic of abused, delinquent or dysfunctional children. Life skills curricula are being Advocacy considered the single most effective response to the plethora of problems facing
http://www.safechild.org/challenge.htm (1 of 3) [12/2/2005 11:47:51 PM] Safe Child Program CHALLENGE Page
modern youth. Research
Recommended The CHALLENGE Program Reading & Links The CHALLENGE Program is a curriculum designed to assist group leaders in providing adolescents and young adults with systematic life skills training which enables:
● increased self-esteem ● management of emotions ● effective communication ● independent thinking ● appropriate assertive behavior ● problem-solving ● assessment and decision-making ● identification and pursuit of goals ● taking responsibility for choices ● prevention of emotional, physical and sexual abuse ● prevention of interpersonal violence ● development of personal resources
Participants develop better self-concepts and higher self-esteem through practice of everyday techniques.
The CHALLENGE Program is conducted in small groups, 8 to 16 participants. It is appropriate for use in schools, therapeutic settings and community groups. It can be used as a freestanding curriculum or integrated with existing curriculum materials and program activities. The Program is flexible enough to be used over ten sessions or throughout a school year.
The CHALLENGE Program costs $45 and comes in a three ring binder. It is recommended that each person conducting a CHALLENGE Group have his or her own copy of the Program.
Training is available for group leaders and trainers. This 6 hour training is conducted by Dr. Sherryll Kraizer at your location. The cost is $1,200 plus expenses.
To order the CHALLENGE Program, or to request more information, please go to the ORDER FORM
For information on a similar program for elementary age children, please go to REACH.
Copyright © 1996 - 2005 Coalition for Children, Inc., Sherryll Kraizer,
http://www.safechild.org/challenge.htm (2 of 3) [12/2/2005 11:47:51 PM] Safe Child Program CHALLENGE Page
http://www.safechild.org/challenge.htm (3 of 3) [12/2/2005 11:47:51 PM] Safe Child Program RECOVERY page
Programs
Safe Child Program THE RECOVERY PROGRAM Take A Stand: Prevention of
Bullying Victimization leaves lasting marks which are not generally addressed in Reach therapeutic settings but which, if not addressed, can affect the quality of life for survivors of abuse. The RECOVERY Program is a group program Challenge conducted in schools, therapeutic settings and community organizations for children, ages 6-18 and adults who have been previously victimized. Recovery Over a period of ten to twenty sessions, the RECOVERY Program is designed to build or rebuild essential life skills which are needed to recovery fully from victimization and to minimize the probability that it Order Now will recur.
Services During the Program, participants in the group learn, with and from the other participants, that:
Consulting ● abuse shouldn't have happened to them; ● they can actively work to prevent it in the future; and Risk Management ● the effects the abuse has on their lives is shaped by choices they make every day. Legal
Media Assistance What RECOVERY Can Do
Each participant has a chance to learn and use specific, empowering Subjects techniques:
Child Abuse ● to prevent future abuse; ● to build positive self-concept; and Strangers ● to rebuild self-esteem which is so essential to the development of an individual's full potential. Safety on the Internet Participants ages 6 through adulthood are taught effective and positive skills which can help reduce the risk of further abuse, including:
http://www.safechild.org/recovery.htm (1 of 2) [12/2/2005 11:47:55 PM] Safe Child Program RECOVERY page
Bullies ● prevention strategies; ● effective communication; Advocacy ● appropriate assertiveness; ● stress management; Research ● problem-solving; and ● decision-making.
Recommended They develop better self-concepts and higher self-esteem through practice Reading & Links of everyday techniques.
The RECOVERY Program costs $45 and comes in a three ring binder. It is recommended that each person conducting a RECOVERY Group have his or her own copy of the Program.
Training is available for group leaders and trainers. This 6 hour training is conducted by Dr. Sherryll Kraizer. The cost is $1,200 plus expenses.
To order the RECOVERY Program, or to request more information, please go to the ORDER FORM
Copyright © 1996 -2005 Coalition for Children, Inc., Sherryll Kraizer, Ph.D.
http://www.safechild.org/recovery.htm (2 of 2) [12/2/2005 11:47:55 PM] Safe Child Program Consulting Services Page
CONSULTING SERVICES Programs Program Training Safe Child Program Curriculum Development Take A Stand: Prevention of Bullying Risk Management
Reach Evaluation
Challenge Legal and Expert Witness
Recovery Media Order Now Contact Information Services Program Training Consulting Training and consultation are available in all of the Coalition for Risk Management Children's curricula including:
Legal ● The Safe Child Program ● REACH Media Assistance ● CHALLENGE ● RECOVERY ● TAKE A STAND Subjects urriculum and Program Development Child Abuse C
Strangers Dr. Kraizer is available for development of curricula, educational http://www.safechild.org/consulting.htm (1 of 3) [12/2/2005 11:47:59 PM] Safe Child Program Consulting Services Page materials and other tools. Prior clients include Scholastic Books, New Safety on the Internet Jersey Department of Health, R.E.B.E.L. Magazine.
Bullies Evaluation and Planning
Advocacy Evaluation is an inherent part of Program planning and on-going assessment of effectiveness. This need not be expensive, overly time- Research consuming or complex. Dr. Kraizer can assist you in putting together an initial assessment and on-going evaluation of your community Recommended programming needs, effectiveness and compliance. Reading & Links Also see :
● Risk Management
● Expert Witness
● Media
The Coalition for Children
This site is brought to you by the Coalition for Children, a not-for-profit (501(c)(3)) organization committed to enhancing the well-being of children, families & society. The Coalition for Children provides positive, effective, multidisciplinary and culturally diverse prevention programming. It acts as a catalyst, bringing together organizations and individuals for specific projects.
The Coalition for Children is an international leader in developing models that assist communities comprehensively address the need for prevention of child abuse and interpersonal violence through the implementation of community and school-based programming.
Contact Information
http://www.safechild.org/consulting.htm (2 of 3) [12/2/2005 11:47:59 PM] Safe Child Program Consulting Services Page Dr. Sherryll Kraizer has a Ph.D. in education with a specialization in youth at risk. She is the author of the Safe child program for prevention of child abuse, the Take A Stand Prevention of Bullying and Interpersonal Violence Program, the Reach and Challenge Programs for at- risk youth and the Recovery Program for previously victimized children. Dr. Kraizer is internationally recognized for her prevention curricula, creating models for maximizing community-wide participation in prevention efforts and her research of program effectiveness, including what methods effective actual behavioral change associated with reduction of risk.
Dr. Kraizer may be reached at:
Telephone: (303)809-9001
FAX:303-320-6328
Postal address: P.O. Box 6304, Denver, Colorado 80206
e-mail: Coalition for Children, Inc.
Copyright © 1996 -2005 Coalition for Children, Inc., Sherryll Kraizer, Ph.D.
http://www.safechild.org/consulting.htm (3 of 3) [12/2/2005 11:47:59 PM] Safe Child Program Legal Services Page
Programs
Safe Child Program EXPERT WITNESS
Take A Stand: Prevention of Bullying
Reach
Challenge
Recovery
Order Now
Services Dr. Kraizer is an internationally recognized expert and author in
Consulting several areas of youth-at-risk and child well-being including: sexual abuse, physical and emotional abuse, bullying and interpersonal Risk Management violence, and child safety.
Legal Dr. Kraizer, as an expert witness, is able to review and assist you in asking the right questions to make informed decisions about your Media Assistance cases. She has extensive experience in cases involving child abuse in institutional settings (i.e. schools, churches, foster care, youth groups, Subjects day care, treatment centers, residential facilities and hospitals) failure to supervise, child injury cases, sexual abuse by teachers, Child Abuse clergy or staff members and child-to-child abuse. Additionally, Strangers she can help you assess standards and practices, policies and best practices and questions of negligence. Safety on the Internet Please contact Dr. Kraizer at: 303.809.9001
Bullies E-mail: [email protected]. Advocacy You may want to visit the following areas of this Web site to get a Research sense of the range of topics:
http://www.safechild.org/legal.htm (1 of 2) [12/2/2005 11:48:07 PM] Safe Child Program Legal Services Page
Recommended Reading & Links Risk Management
Child Abuse
Strangers
Bullies
Safety on the Internet
Youth At Risk
Copyright © 1996 -2005 Coalition for Children, Inc.,
Sherryll Kraizer, Ph.D.
http://www.safechild.org/legal.htm (2 of 2) [12/2/2005 11:48:07 PM] Safe Child Program Media Assistance Page
Programs
Safe Child Program
Take A Stand: MEDIA ASSISTANCE Prevention of Bullying Dr. Sherryll Kraizer is available to assist you with stories
Reach on any of the following topic areas.
Challenge Please contact Dr. Kraizer at 303.809.9001,
Recovery E-mail: [email protected]. or browse these Web pages for resource information on these subjects: Order Now
Services Child Abuse
Consulting Strangers
Risk Management Bullies Legal
Sexual Abuse Safety on the Internet Physical Abuse outh At Risk Emotional Abuse Y
Media Assistance Legal services/ Expert Witness Subjects
http://www.safechild.org/Media.htm (1 of 2) [12/2/2005 11:48:16 PM] Safe Child Program Media Assistance Page
Child Abuse Copyright © 1996 -2005 Coalition for Children, Inc., Sherryll Kraizer, Ph.D.
Strangers
Safety on the Internet
Bullies
Advocacy
Research
Recommended Reading & Links
http://www.safechild.org/Media.htm (2 of 2) [12/2/2005 11:48:16 PM] Safe Child Program Book Page
Programs
Safe Child Program
Take A Stand: Prevention of Bullying
Safe Child Book
Reach
Challenge
Recovery THE SAFE CHILD BOOK: A Common Sense Approach to Protecting Children and Teaching Order Now Children To Protect Themselves, by Sherryll Kraizer, Ph.D. Fireside Books / A Simon & Schuster Trade Paperback Services Daily headlines provide a constant reminder of the
Consulting violence and abuse perpetrated against children. Parents try to find a balance between protecting their children and Risk Management letting them grow up without fear and paranoia. Finding an appropriate way to protect children while nurturing Legal their feeling of well-being and safety in the world is precisely the point of this book. Media Assistance Written for parents, The Safe Child Book walks you Subjects through all the steps for protecting your children from abuse, abduction and risk in non-supervised settings. It Child Abuse shows you how to begin the process from the time your children are just a few months old through high school. Strangers Based on the Safe Child Program which is used in
http://www.safechild.org/book.htm (1 of 3) [12/2/2005 11:49:20 PM] Safe Child Program Book Page Safety on the schools around the world, this book addresses parental Internet concerns in s straightforward manner without using scare tactics or jargon. Kraizer's method relies on the concept Bullies that children who have been taught to think for Advocacy themselves are the safest children of all.
Research Beginning with the basics and moving through more difficult issues, Kraizer offers concrete step-by-step Recommended techniques for setting family expectations and teaching Reading & Links child safety skills that parents will feel comfortable using with their children without creating an atmosphere of fear or anxiety.
The Safe Child Book will show you how to protect your children and teach them to protect themselves including:
● prevention of sexual abuse by people they know
● safety around strangers
● playing the What If... Game
● safety when home alone
● safety in situations without supervision
● dealing with bullies
● safety on the Internet
● safety in your school
● parents as advocates
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NASP Center > Fact Sheets
Bullying: Facts for Schools and Parents
By Andrea Cohn & Andrea Canter, Ph.D., NCSP National Association of School Psychologists
Bullying is a widespread problem in our schools and communities. The behavior encompasses physical aggression, threats, teasing, and harassment. Although it can lead to violence, bullying typically is not categorized with more serious forms of school violence involving weapons, vandalism, or physical harm. It is, however, an unacceptable anti-social behavior that is learned through influences in the environment, e.g., home, school, peer groups, even the media. As such, it also can be unlearned or, better yet, prevented.
A bully is someone who directs physical, verbal, or psychological aggression or harassment toward others, with the goal of gaining power over or dominating another individual. Research indicates that bullying is more prevalent in boys than girls, though this difference decreases when considering indirect aggression (such as verbal threats).
A victim is someone who repeatedly is exposed to aggression from peers in the form of physical attacks, verbal assaults, or psychological abuse. Victims are more likely to be boys and to be physically weaker than peers. They generally do not have many, if any, good friends and may display poor social skills and academic difficulties in school.
Facts About Bullying
● Bullying is the most common form of violence in our society; between 15% and 30% of students are bullies or victims. ● A recent report from the American Medical Association on a study of over 15,000 6th-10th graders estimates that approximately 3.7 million youths engage in, and more than 3.2 million are victims of, moderate or serious bullying each year. ● Between 1994 and 1999, there were 253 violent deaths in school, 51 casualties were the result of multiple death events. Bullying is often a factor in school related deaths. ● Membership in either bully or victim groups is associated with school drop out, poor psychosocial adjustment, criminal activity and other negative long-term consequences. ● Direct, physical bullying increases in elementary school, peaks in middle school and declines in high school. Verbal abuse, on the other hand, remains constant. The U.S. Department of Justice reports that younger students are more likely to be bullied than older students. ● Over two-thirds of students believe that schools respond poorly to bullying, with a high percentage of students believing that adult help is infrequent and ineffective. ● 25% of teachers see nothing wrong with bullying or putdowns and consequently intervene in only 4% of bullying incidents.
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Why Do Some Children and Adolescents Become Bullies?
Most bullying behavior develops in response to multiple factors in the environment—at home, school and within the peer group. There is no one cause of bullying. Common contributing factors include:
● Family factors: The frequency and severity of bullying is related to the amount of adult supervision that children receive—bullying behavior is reinforced when it has no or inconsistent consequences. Additionally, children who observe parents and siblings exhibiting bullying behavior, or who are themselves victims, are likely to develop bullying behaviors. When children receive negative messages or physical punishment at home, they tend to develop negative self concepts and expectations, and may therefore attack before they are attacked—bullying others gives them a sense of power and importance. ● School factors: Because school personnel often ignore bullying, children can be reinforced for intimidating others. Bullying also thrives in an environment where students are more likely to receive negative feedback and negative attention than in a positive school climate that fosters respect and sets high standards for interpersonal behavior. ● Peer group factors: Children may interact in a school or neighborhood peer group that advocates, supports, or promotes bullying behavior. Some children may bully peers in an effort to “fit in,” even though they may be uncomfortable with the behavior.
Why Do Some Children and Adolescents Become Victims?
● Victims signal to others that they are insecure, primarily passive and will not retaliate if they are attacked. Consequently, bullies often target children who complain, appear physically or emotionally weak and seek attention from peers. ● Studies show that victims have a higher prevalence of overprotective parents or school personnel; as a result, they often fail to develop their own coping skills.
● Many victims long for approval; even after being rejected, some continue to make ineffective attempts to interact with the victimizer.
How Can Bullying Lead to Violence?
● Bullies have a lack of respect for others’ basic human rights; they are more likely to resort to violence to solve problems without worry of the potential implications.
● Both bullies and victims show higher rates of fighting than their peers.
● Recent school shootings show how victims’ frustration with bullying can turn into vengeful violence.
What Can Schools Do?
Today, schools typically respond to bullying, or other school violence, with reactive measures. However, installing metal detectors or surveillance cameras or hiring police to patrol the halls have no tangible positive results. Policies of “Zero Tolerance” (severe consequence for any behavior defined as dangerous such as bullying or carrying a weapon) rely on exclusionary measures (suspension, expulsion) that have long-term negative effects.
Instead, researchers advocate school-wide prevention programs that promote a positive school and community climate. Existing programs can effectively reduce the occurrence of bullying; in fact, one program decreased peer victimization by 50%. Such programs require the participation and commitment of students, parents, educators and members of the community. Effective school programs include:
● Early intervention. Researchers advocate intervening in elementary or middle school, or as early as
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preschool. Group and building-wide social skills training is highly recommended, as well as counseling and systematic aggression interventions for students exhibiting bullying and victim behaviors. School psychologists and other mental health personnel are particularly well-trained to provide such training as well as assistance in selecting and evaluating prevention programs. ● Parent training. Parents must learn to reinforce their children’s positive behavior patterns and model appropriate interpersonal interactions. School psychologists, social workers and counselors can help parents support children who tend to become victims as well as recognize bullying behaviors that require intervention. ● Teacher training. Training can help teachers identify and respond to potentially damaging victimization as well as to implement positive feedback and modeling to address appropriate social interactions. Support services personnel working with administrators can help design effective teacher training modules. ● Attitude change. Researchers maintain that society must cease defending bullying behavior as part of growing up or with the attitude of “kids will be kids.” Bullying can be stopped! School personnel should never ignore bullying behaviors. ● Positive school environment. Schools with easily understood rules of conduct, smaller class sizes and fair discipline practices report less violence. A positive school climate will reduce bullying and victimization.
What Can Parents Do?
● Contact the school’s psychologist, counselor or social worker and ask for help around bullying or victimization concerns. Become involved in school programs to counteract bullying. ● Provide positive feedback to children for appropriate social behaviors and model interactions that do not include bullying or aggression. ● Use alternatives to physical punishment, such as the removal of privileges, as a consequence for bullying behavior. ● Stop bullying behavior as it is happening and begin working on appropriate social skills early.
References
Anderson, M., Kaufman, J., Simon, T. R., Barrios, L., Paulozzi, L., Ryan, G., Hammond, R., Modzeleski, W., Feucht, T., Potter, L., & the School-Associated Violent Deaths Study Group. (2001). School- associated violent deaths in the United States, 1994-1999. Journal of the American Medical Association, 286, 2695-2702.
Banks, R. (1997). Bullying in Schools. ERIC Clearinghouse on Elementary and Early Childhood Education. (EDO-PS-97-17). Retrieved October 7, 2003 http://ericeece.org/pubs/digests/1997/banks97.html
Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, B. (2001) Bullying Behaviors Among US Youth: Prevalence and Association With Psychosocial Adjustment. Journal of the American Medical Association, 285, 2094-2100.
Olweus, D. (1993). Victimization by peers: Antecedents and long-term consequences. In K.H. Rubin & J. B. Asendorf (eds.), Social withdrawal, inhibition & shyness in childhood. Hillside, NJ: Erlbaum.
Olweus, D. (1994). Bullying at school: What we know and what we can do. Oxford, UK: Blackwell Publishers.
Weinhold, B. & Weinhold, J. (2000). Conflict resolution: The partnership way. Denver, CO Love Publishing Co.
Resources
http://www.naspcenter.org/factsheets/bullying_fs.html (3 of 4) [12/2/2005 11:50:02 PM] NASP Center
Batsche, G. (1997). Bullying. In Bear, Minke & Thomas (Eds.), Children’s Needs II: Development, problems and alternatives (pp. 171-180). Bethesda, MD: National Association of School Psychologists.
Bonds, M & Stoker, S. (2000). Bully-proof your school. Longmont, CO: Sopris West.
Garrity, C., Jens, K., Porter, W., Sager, N., & Short-Camilli, C. (1994). Bully-proofing your school. Longmont, CO: Sopris West.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge, MA: Blackwell.
Webster-Stratton, C. (1999). How to promote children’s social and emotional competence. Sage.
Online:
National Mental Health and Education Center for Children and Families (NASP) www.naspcenter.org
Safe and Responsive Schools Project www.indiana.edu/~safeschl/
Safe Schools/Healthy Students Action Center www.sshsac.org/
National Resource Center for Safe Schools www.nwrel.org/safe
This article was developed from a number of resources including the chapter by George Batsche.
© 2003, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814.
Posted October 7, 2003.
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http://www.naspwebservices.org/source/communit...omePage.cfm?section=communities&ShowAllUnsub=1 (3 of 3) [12/2/2005 11:51:52 PM] CNN - Study: Bullying rampant in U.S. middle schools - August 20, 1999
MAIN PAGE WORLD Study: Bullying rampant in U.S. ASIANOW U.S. middle schools LOCAL POLITICS August 20, 1999 WEATHER Web posted at: 10:16 p.m. EDT (0216 GMT) BUSINESS SPORTS
TECHNOLOGY In this story: NATURE 'Different' kids are likely targets ENTERTAINMENT BOOKS Fun or danger? TRAVEL RELATED STORIES, SITES FOOD HEALTH IN-DEPTH SPECIAL: STYLE Are U.S. Schools Safe? IN-DEPTH From staff and wire reports
Headline News brief CHICAGO (CNN) -- Four out of five middle school students say that they act daily almanac like bullies at least once a month, according to a new study that found such CNN networks aggressive behavior to be more common than previously thought. CNN programs on-air transcripts The study of 558 students in a Midwestern middle school found that 80 percent news quiz said their behavior included physical aggression, social ridicule, teasing, name- calling and issuing threats within the previous 30 days.
CNN WEB SITES: And many middle school students are not shy about admitting such behavior.
"Yep, I get in fights with a lot of kids," one boy told CNN.
The classic image of the "lone" schoolyard bully doesn't ring true, according to the study, conducted by the University of Illinois.
TIME INC. SITES: "By asking students if they had engaged in certain behaviors over the past month without telling them those behaviors are defined as bullying, we found that our MORE SERVICES: results support that adolescents don't neatly fall into categories of either bullies or video on demand non-bullies," said psychologist Dorothy Espelage, author of the study. video archive audio on demand Earlier research had concluded that bullies account for up to only 15 percent of news email services the school population. free email accounts desktop headlines "I think a lot more goes on in junior high than the teachers or supervisors really pointcast know about," said one girl.
http://www.cnn.com/US/9908/20/bullies/ (1 of 3) [12/2/2005 11:52:54 PM] CNN - Study: Bullying rampant in U.S. middle schools - August 20, 1999 pagenet 'Different' kids are likely targets
DISCUSSION: message boards Espelage believes adults should step in to stop bullies. chat feedback "Kids don't have the skills to stop it. They also fear that if they try, attention will turn to them," the psychologist said. SITE GUIDES: help "They also have a sense that it's all in fun. But to the victims, it's not funny," contents Espelage said. search "It would hurt my feelings so bad, I would cry at home, tell my mother and my FASTER ACCESS: mother would come and, you know, talk to them and tell them that it's wrong," europe one young female victim of bullies told CNN. japan The children who are different are usually the most vulnerable. WEB SERVICES: When one boy was asked why he thought the other students picked on him, he said, "I don't know, because I'm fat."
"If there's one message parents, teachers and administrators (should) hear out of all this (it's) pay attention to it," Espelage said.
Fun or danger?
So what makes bullies do what they do?
"It's fun," said one unrepentant bully. "These kids, they're like helpless -- I mean they've got the big glasses and fat stomachs."
Recent school shootings across the country have put a spotlight on bullying. The shooters in those tragedies had said they'd been made to feel like social outcasts.
Espelage is concerned that ignoring bullying behavior is the same as condoning it.
"We're creating a climate in which kids are sent the message, even those kids that don't do it, that it's okay to tease people," said Espelage.
The study concludes that parents and teachers must learn how to deal with bullying behavior, because that makes it clear that it's not just a normal part of growing up.
Reporter Lisa Price and Reuters contributed to this report.
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Crossfire: Has Fear of Violence Turned America's Schools Into Fortresses? August 18, 1999 Clinton to parents: Talk to kids about violence August 17, 1999 School violence helps spur rise in home schooling August 17, 1999 Drills, new security measures mark return to schools August 16, 1999 School lesson: Deflect bullies, prevent violence May 28, 1999
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http://www.cnn.com/US/9908/20/bullies/ (3 of 3) [12/2/2005 11:52:54 PM] CNN In-Depth Specials - Are U.S. Schools Safe?
MAIN PAGE WORLD ASIANOW Students at Columbine High School in Littleton, Colorado, used the term U.S. "new normal" when discussing their state of mind in the wake of the hellish violence that shattered their lives on April 20, 1999. Twelve LOCAL students and a teacher were killed that day and 23 others were wounded POLITICS before their teenage assailants took their own lives. WEATHER BUSINESS It was one of the bloodiest episodes in U.S. history, and one of a dozen SPORTS shootings in schools from Bethel, Alaska, to Conyers, Georgia, during an 18-month period. TECHNOLOGY NATURE The shootings aroused concerns about school safety and gun control, ENTERTAINMENT fears that were still very real for many Americans a year later. Just days BOOKS before the one-year anniversary of the Columbine shooting, a Wall Street TRAVEL Journal-NBC News poll found that 70 percent of Americans believed such a shooting could occur at a school in their own community. FOOD HEALTH Below are stories about the incidents and the issues at the heart of a STYLE uniquely American debate. IN-DEPTH
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Headline News brief ● State-by-State look at gun control ● TIME: The perception gap -- school violence daily almanac ● TIME: Guns and violence ● Clinton pushes Congress to pass new gun ● TIME: School shootings, a tragic control legislation CNN networks pattern ● TIME: Looking for trouble CNN programs ● Poll: Teenagers blame themselves ● Study: Bullying rampant in U.S. middle on-air transcripts ● School shootings map schools news quiz ● Guns under fire ● Panel probing school shootings finds no easy ● Related sites solutions ● Columbine tragedy was 'wakeup call' for CNN WEB SITES: nation's SWAT teams Columbine Attack: ● ● Official Columbine shooting report How New York got safer schools ● ● Columbine High School layout Drills, new security measures mark return to ● Portraits of the Littleton shooters schools ● ● Youth Voices: Students speak Secret Service studying 'motives and ● Killing of two Columbine students behavior' behind school violence reopens old wounds ● Authorities trace computer threat sent to Columbine student TIME INC. SITES: ● Columbine shooters documented their rage on home videos ● Gun provider sentenced to 6 years MORE SERVICES: in Columbine case
http://www.cnn.com/SPECIALS/1998/schools/ (1 of 2) [12/2/2005 11:53:14 PM] CNN In-Depth Specials - Are U.S. Schools Safe?
video on demand ● Counseling centers reopen after Columbine mother's suicide video archive ● Police compiling final Columbine audio on demand report say 2 gunmen acted alone news email services ● Students return to Columbine High free email accounts ● Bullet-scarred Columbine High School opens doors to media desktop headlines ● Columbine seniors graduate under pointcast the shadow of shooting pagenet ● School resumes today for Columbine students ● More CNN coverage DISCUSSION: message boards Other school shootings: chat ● 19-year-old linked to Michigan feedback school shooting charged with manslaughter SITE GUIDES: ● Prosecutor: Accused Georgia school help shooter admired Columbine gunmen ● Tapes show Kinkel's return to scene contents of Oregon school shooting search ● 13-year-old girl dies after New Mexico school shooting FASTER ACCESS: ● Teen charged with murder after europe Canada school shooting ● Teen guilty in Mississippi school- In America's worst instance of school japan shooting rampage violence yet, two teenagers in April 1999 ● Arkansas school shooting opened fire on classmates and teachers WEB SERVICES: ● More CNN coverage in their suburban Denver school, killing 15 people including themselves.
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http://www.cnn.com/SPECIALS/1998/schools/ (2 of 2) [12/2/2005 11:53:14 PM] Bullying in Schools. ERIC Digest.
Site Links ERIC Identifier: ED407154 Publication Date: 1997-04-00 Author: Banks, Ron Home Source: ERIC Clearinghouse on Elementary and Early Childhood Education Champaign IL.
Bullying in Schools. ERIC Digest. Search for ERIC Bullying in schools is a worldwide problem that can have negative consequences Digests for the general school climate and for the right of students to learn in a safe environment without fear. Bullying can also have negative lifelong consequences-- both for students who bully and for their victims. Although much of the formal research on bullying has taken place in the Scandinavian countries, Great Britain, and Japan, the problems associated with bullying have been noted and discussed wherever formal schooling environments exist. About This Site and Bullying is comprised of direct behaviors such as teasing, taunting, threatening, Copyright hitting, and stealing that are initiated by one or more students against a victim. In addition to direct attacks, bullying may also be more indirect by causing a student
to be socially isolated through intentional exclusion. While boys typically engage in direct bullying methods, girls who bully are more apt to utilize these more subtle indirect strategies, such as spreading rumors and enforcing social isolation (Ahmad Privacy & Smith, 1994; Smith & Sharp, 1994). Whether the bullying is direct or indirect, Policy the key component of bullying is that the physical or psychological intimidation occurs repeatedly over time to create an ongoing pattern of harassment and abuse (Batsche & Knoff, 1994; Olweus, 1993).
EXTENT OF THE PROBLEM Resources for Library Various reports and studies have established that approximately 15% of students are Instruction either bullied regularly or are initiators of bullying behavior (Olweus, 1993). Direct bullying seems to increase through the elementary years, peak in the middle school/junior high school years, and decline during the high school years. However, while direct physical assault seems to decrease with age, verbal abuse appears to remain constant. School size, racial composition, and school setting (rural, Information suburban, or urban) do not seem to be distinguishing factors in predicting the Literacy occurrence of bullying. Finally, boys engage in bullying behavior and are victims of Blog bullies more frequently than girls (Batsche & Knoff, 1994; Nolin, Davies, & Chandler, 1995; Olweus, 1993; Whitney & Smith, 1993).
CHARACTERISTICS OF BULLIES AND VICTIMS
Students who engage in bullying behaviors seem to have a need to feel powerful and in control. They appear to derive satisfaction from inflicting injury and suffering on others, seem to have little empathy for their victims, and often defend http://www.ericdigests.org/1997-4/bullying.htm (1 of 5) [12/2/2005 11:54:05 PM] Bullying in Schools. ERIC Digest.
their actions by saying that their victims provoked them in some way. Studies indicate that bullies often come from homes where physical punishment is used, where the children are taught to strike back physically as a way to handle problems, and where parental involvement and warmth are frequently lacking. Students who regularly display bullying behaviors are generally defiant or oppositional toward adults, antisocial, and apt to break school rules. In contrast to prevailing myths, bullies appear to have little anxiety and to possess strong self-esteem. There is little evidence to support the contention that they victimize others because they feel bad about themselves (Batsche & Knoff, 1994; Olweus, 1993).
Students who are victims of bullying are typically anxious, insecure, cautious, and suffer from low self-esteem, rarely defending themselves or retaliating when confronted by students who bully them. They may lack social skills and friends, and they are often socially isolated. Victims tend to be close to their parents and may have parents who can be described as overprotective. The major defining physical characteristic of victims is that they tend to be physically weaker than their peers-- other physical characteristics such as weight, dress, or wearing eyeglasses do not appear to be significant factors that can be correlated with victimization (Batsche & Knoff, 1994; Olweus, 1993).
CONSEQUENCES OF BULLYING
As established by studies in Scandinavian countries, a strong correlation appears to exist between bullying other students during the school years and experiencing legal or criminal troubles as adults. In one study, 60% of those characterized as bullies in grades 6-9 had at least one criminal conviction by age 24 (Olweus, 1993). Chronic bullies seem to maintain their behaviors into adulthood, negatively influencing their ability to develop and maintain positive relationships (Oliver, Hoover, & Hazler, 1994).
Victims often fear school and consider school to be an unsafe and unhappy place. As many as 7% of America's eighth-graders stay home at least once a month because of bullies. The act of being bullied tends to increase some students' isolation because their peers do not want to lose status by associating with them or because they do not want to increase the risks of being bullied themselves. Being bullied leads to depression and low self-esteem, problems that can carry into adulthood (Olweus, 1993; Batsche & Knoff, 1994).
PERCEPTIONS OF BULLYING
Oliver, Hoover, and Hazler (1994) surveyed students in the Midwest and found that a clear majority felt that victims were at least partially responsible for bringing the bullying on themselves. Students surveyed tended to agree that bullying toughened a weak person, and some felt that bullying "taught" victims appropriate behavior. Charach, Pepler, and Ziegler (1995) found that students considered victims to be "weak," "nerds," and "afraid to fight back." However, 43% of the students in this study said that they try to help the victim, 33% said that they should help but do not, and only 24% said that bullying was none of their business.
Parents are often unaware of the bullying problem and talk about it with their children only to a limited extent (Olweus, 1993). Student surveys reveal that a low percentage of students seem to believe that adults will help. Students feel that adult intervention is infrequent and ineffective, and that telling adults will only bring http://www.ericdigests.org/1997-4/bullying.htm (2 of 5) [12/2/2005 11:54:05 PM] Bullying in Schools. ERIC Digest.
more harassment from bullies. Students report that teachers seldom or never talk to their classes about bullying (Charach, Pepler, & Ziegler, 1995). School personnel may view bullying as a harmless right of passage that is best ignored unless verbal and psychological intimidation crosses the line into physical assault or theft.
INTERVENTION PROGRAMS
Bullying is a problem that occurs in the social environment as a whole. The bullies' aggression occurs in social contexts in which teachers and parents are generally unaware of the extent of the problem and other children are either reluctant to get involved or simply do not know how to help (Charach, Pepler, & Ziegler, 1995). Given this situation, effective interventions must involve the entire school community rather than focus on the perpetrators and victims alone. Smith and Sharp (1994) emphasize the need to develop whole-school bullying policies, implement curricular measures, improve the schoolground environment, and empower students through conflict resolution, peer counseling, and assertiveness training. Olweus (1993) details an approach that involves interventions at the school, class, and individual levels. It includes the following components:
* An initial questionnaire can be distributed to students and adults. The questionnaire helps both adults and students become aware of the extent of the problem, helps to justify intervention efforts, and serves as a benchmark to measure the impact of improvements in school climate once other intervention components are in place.
* A parental awareness campaign can be conducted during parent-teacher conference days, through parent newsletters, and at PTA meetings. The goal is to increase parental awareness of the problem, point out the importance of parental involvement for program success, and encourage parental support of program goals. Questionnaire results are publicized.
* Teachers can work with students at the class level to develop class rules against bullying. Many programs engage students in a series of formal role-playing exercises and related assignments that can teach those students directly involved in bullying alternative methods of interaction. These programs can also show other students how they can assist victims and how everyone can work together to create a school climate where bullying is not tolerated (Sjostrom & Stein, 1996).
* Other components of anti-bullying programs include individualized interventions with the bullies and victims, the implementation of cooperative learning activities to reduce social isolation, and increasing adult supervision at key times (e.g., recess or lunch). Schools that have implemented Olweus's program have reported a 50% reduction in bullying.
CONCLUSION
Bullying is a serious problem that can dramatically affect the ability of students to progress academically and socially. A comprehensive intervention plan that involves all students, parents, and school staff is required to ensure that all students can learn in a safe and fear-free environment.
REFERENCES
http://www.ericdigests.org/1997-4/bullying.htm (3 of 5) [12/2/2005 11:54:05 PM] Bullying in Schools. ERIC Digest.
Ahmad, Y., & Smith, P. K. (1994). Bullying in schools and the issue of sex differences. In John Archer (Ed.), MALE VIOLENCE. London: Routledge.
Batsche, G. M., & Knoff, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School PSYCHOLOGY REVIEW, 23 (2), 165- 174. EJ 490 574.
Charach, A., Pepler, D., & Ziegler, S. (1995). Bullying at school--a Canadian perspective: A survey of problems and suggestions for intervention. EDUCATION CANADA, 35 (1), 12-18. EJ 502 058.
Nolin, M. J., Davies, E., & Chandler, K. (1995). STUDENT VICTIMIZATION AT SCHOOL. National Center for Education Statistics--Statistics in Brief (NCES 95- 204). ED 388 439.
Oliver, R., Hoover, J. H., & Hazler, R. (1994). The perceived roles of bullying in small-town Midwestern schools. JOURNAL OF COUNSELING AND DEVELOPMENT, 72 (4), 416-419. EJ 489 169.
Olweus, D. (1993). BULLYING AT SCHOOL: WHAT WE KNOW AND WHAT WE CAN DO. Cambridge, MA: Blackwell. ED 384 437.
Sjostrom, Lisa, & Stein, Nan. (1996). BULLY PROOF: A TEACHER'S GUIDE ON TEASING AND BULLYING FOR USE WITH FOURTH AND FIFTH GRADE STUDENTS. Boston, MA: Wellesley College Center for Research on Women and the NEA Professional Library. PS 024 450.
Smith, P. K., & Sharp, S. (1994). SCHOOL BULLYING: INSIGHTS AND PERSPECTIVES. London : Routledge. ED 387 223.
Whitney, I., & Smith, P. K. (1993). A survey of the nature and extent of bullying in junior/middle and secondary schools. EDUCATIONAL RESEARCH, 35 (1), 3-25. EJ 460 708.
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BULLYING
Information for Parents and Teachers
This is an excerpt from the second edition of A.S.A.P.: A School-based Anti-Violence Program. For background reading on bullying, recommended videos, and a list of books for classroom use, see the full See our Publications Page for links to other A.S.A.P. package. material available from the Centre
WHAT IS BULLYING?
Bullying can be defined as repeated and systematic harassment and attacks on others. Bullying can be perpetrated by individuals or groups. Bullying takes many forms, and can include may different behaviours, such as:
● physical violence and attacks
● verbal taunts, name-calling and put-
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downs
● threats and intimidation
● extortion or stealing of money and possessions
● exclusion from the peer group
Racially or ethnically-based verbal abuse and gender-based put-downs are also found in the bullying situation.
How prevalent is bullying?
● Studies in several countries have consistently shown that at least 15 per cent of students in schools are involved.
● About 9 per cent are victims.
● About 7 per cent bully others repeatedly.
● More students in younger grades are victimized.
● Boys are more likely to be bullies than girls.
Dynamics of Bully-Victim Situations
● A power differential exists between the bully and the victim.
● Bullies tend to confident, aggressive, and lack empathy for the victim.
● Bullies come from homes where there is poor supervision, and modelling of and tolerance for aggressive behaviour.
● Victims tend to be quiet, passive children with few friends.
● Victims do not respond effectively to aggressive actions.
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● Bullying is often done so that adults are not aware of it.
● Victims are ashamed, and often don't tell an adult.
Research on Bullying
Professor Dan Olweus, the pre-eminent researcher of bullying among school-age children and youth, defines bullying as follows:
A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students (Olweus, 1993, p. 9).
A power imbalance is found at the heart of the bullying dynamic. A student who is stronger, more aggressive, bolder, and more confident than average typically bullies other students who are weaker, more timid, and who tend not to retaliate or act in an assertive manner. Sometimes older students bully younger ones, or upper year students bully new students. Sometimes bullies pick on students who are disadvantaged by being new immigrants or are from a cultural minority group.
As with other interpersonal violence, such as dating violence, racial harassment, child abuse, and wife assault, the power imbalance is a main factor in understanding what is going on. Interventions must take this into account.
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It is a myth that bullies are insecure underneath their bravado. Research indicates that their self esteem is, on average, average or above average. It appears that bullies tend to come from homes where aggressive strategies to conflict resolution is modelled, although more research needs to be done on this connection.
Victims tend to be timid and, in the case of boys, tend to be physically weaker and less skilled than bullies. Victims tend to lack assertive responses to peer aggression, and they tend to be low on skills for making friends. They generally do not retaliate when they are picked on, so that they come to be seen as "safe" targets for bullying.
Prevalence of Bullying
Bullying is an old and widespread problem. Most of us can recall episodes of bullying that we or our classmates were subjected to during our school years. Research estimates indicate that the problem affects far more students than teachers or parents are aware of. A recent study of 1041 students in four Toronto area schools (Grades K-8) showed that the proportion of children who reported being victimized more than once or twice over the term was between 12 and 15 per cent (Pepler, Craig, Ziegler & Charach, 1994). The proportion of students who reported having bullied others more than once or twice over the term ranged from 7 to 9 per cent.
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Olweus, in his extensive studies over the past twenty years in Norway, has found that about 15 per cent, or one in seven students, are involved in bully/victim problems. Of these, about 9 per cent are victims, and 7 per cent bully others with some regularity (Olweus, 1993). When Dr. Olweus and his colleagues looked at very serious bully-victim problems, they found that slightly more than 3 per cent of their very large sample were bullied once a week or more, while just less than 2 per cent of students bullied other that frequently.
Studies from a number of other countries have confirmed that rates of bullying are the same or higher in England, the United States, Japan, Ireland, Australia, and the Netherlands, among other countries.
Another important finding from these research studies is that most students who are bullied either do not report the bullying to adults, or they wait a very long time before doing so. The reasons include feelings of shame, fear of retaliation for reporting, and fear that adults cannot or will not protect the victim in the settings where bullying usually takes place: the playground, the hallway of the school, or on the way to and from school.
Olweus and colleagues have found that the percentage of students who report being victims of bullying decreases with age, over grades 2 to 9. In their sample of over 83,000 students in Norway, they found that while between 16 and 17 per cent of
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students in Grade 2 reported being bullied, by Grade 9, the percentages decreased to 3 per cent of girls and 6.5 per cent of boys (Olweus, 1993). A large proportion of the bullied children in the lower grades reported being bullied by older children. This again underlines the role of power differentials in bullying.
In Canada, the studies on bullying have been fewer and much smaller scale, than those in Norway, so there is less information available with regard to patterns over different grade levels. The study by Pepler et al. (1994) does not provide a grade breakdown in incidence of bullying. Another study, which was done by Ryan, Mathews and Banner (1993), provides information about aggression and victimization in a sample of 457 grade 7, 8, and 9 students. Ryan et al. (1993) used a substantially different set of questions compared to the Olweus and the Pepler et al. studies. Therefore, it is not possible to make direct comparisons between these studies, as to the rates of bullying at different grade levels. The students were asked to report whether each type of incident had ever happened to them, with no time period specified. Therefore, students in each grade may have been reporting incidents that happened to them in earlier grades. Also, the students in this study were asked to report on one-time occurrences of violence, rather than on repeated patterns or bullying. The Ryan et al. study found fairly high rates of occurrence of violent incidents, with a wide range of violent incidents being reported,
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from being threatened to harassed to having lunch money taken, to being threatened with a weapon.
Gender Differences in Bullying
Patterns of bullying and victimization are very different for boys and girls. Boys are much more likely to report being bullies, and perpetrating violent acts on others than are girls, at each age. Girls are somewhat less likely than boys to be the victims of bullying, although the rates are not as discrepant as the bullying (perpetrator) rates.
This suggests that it is important to study whether boys victimize other boys, or both boys and girls, and vice versa.
Olweus (1993) reports that one of his studies, conducted with students in grades five to seven, found that 60 per cent of girls who were bullied were bullied only by boys, while another 15-20 per cent were bullied by both boys and girls. The great majority of boys who were bullied (80 per cent) were bullied only by boys. This shows that it is boys who are more likely to be the perpetrators of what Olweus calls "direct" bullying, that is, bullying which involves direct physical or verbal attacks. He has concluded that girls are more likely to use indirect, subtle, social means to harass other girls. He refers to behaviour such as social exclusion, manipulation of friendship relationships, spreading rumours, etc. However, there appear to be
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few questions in his questionnaires to address this issue. The one question he did include was "How often does it happen that other students don't want to spend recess with you and you end up being alone?" The results indicated that boys and girls were equally likely to have this problem. Olweus sees this as a measure of "indirect" bullying, but an alternative explanation is that this question may address socially rejected children who are not liked, but who are not intentionally bullied either. These may simply be the less popular children.
One conclusion about gender differences is that boys are more likely to be both the perpetrators and the victims of aggressive physical and verbal bullying by peers. Another conclusion is that girls are much more often a target of bullying by boys than vice versa. Taken together, these conclusions indicate that interventions should take into account the higher rates of aggressive behaviour by males. A third conclusion is that more study is needed of "indirect" or subtle bullying and of social exclusion, by both girls and boys.
What Causes Bullying?
A number of different factors have been identified which contribute to bullying problems. Family, individual, and school factors all contribute.
Family factors: A number of child-rearing styles have been found to predict whether children will grow up to be aggressive
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bullies. A lack of attention and warmth toward the child, together with modelling of aggressive behaviour at home, and poor supervision of the child, provide the perfect opportunity for aggressive and bullying behaviour to occur (Loeber & Stouthamer-Loeber, 1986; Patterson, DeBaryshe & Ramsey, 1989; and Olweus, 1993). Modelling of aggressive behaviour may include use of physical and verbal aggression toward the child by parents, or use of physical and verbal aggression by parents toward each other. The connection between witnessing wife assault by children, particularly male children, and bully behaviour by children toward peers, has not been well studied, but studies do indicate that aggressive behaviour of all kinds is elevated in children who witness violence by their father toward their mother (Jaffe, Wolfe & Wilson, 1990).
Individual factors: The best-documented individual child factor in bullying is temperament. Temperament refers to basic tendencies by children to develop certain personality styles and interpersonal behaviours. Children who are active and impulsive in temperament may be more inclined to develop into bullies. With boys, physical strength compared to age peers also seems to be a characteristic which is associated with bullying, although of course there are many strong, physically adept boys who never bully.
School factors: The social context and supervision at school have been shown to play a major part in the frequency and
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severity of bullying problems. While teachers and administrators do not have control over individual and family factors which produce children who are inclined to bully, bullying problems can be greatly reduced in severity by appropriate supervision, intervention and climate in a school.
Supervision of children has been found to be of prime importance. Just as low levels of supervision in the home are associated with the development of bully problems in individual children, so too, are low levels of supervision at school, particularly on the playground or schoolyard and in the hallways. Also, the appropriateness of interventions by adults when they see bullying, or are made aware of it are very important.
The social climate in the school needs to be one where there is warmth and acceptance of all students, and one where there are high standards for student and teacher behaviour toward one another. Teacher attitudes toward aggression, and skills with regard to supervision and intervention, partly determine how teachers will react to bullying situations. Curricula and administrative policies and support are also very important. These are further outlined in the section on Program that Work.
Who Becomes a Victim?
Children who become repeated victims of aggression, and bullying, tend to be quiet
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and shy in temperament. They tend not to retaliate or make any assertive responses to the initial aggression, which is then repeated by the bully. Children who become victims typically lack friends and social support at school, and they are often not confident in their physical abilities and strength.
While most victims do not do anything to provoke the victimization, there is a subgroup of victims who tend to show irritating and inappropriate social behaviour. These children tend to be impulsive and have poor social skills. These "provocative victims" may also try to bully other children, so they are both bully and victim (Olweus, 1993).
What are the Long-term Consequences for Victims, Bullies, and Bystanders?
Victims of bullying typically are very unhappy children who suffer from fear, anxiety, and low self-esteem as a result of they bullying. They may try to avoid school, and to avoid social interaction, in an effort to escape the bullying. Some victims of bullying are so distressed that they commit, or attempt to commit suicide. Several instances of suicide by boys who had been severely bullied occurred in Norway in the early 1980's. These tragic events mobilized that country to begin a nation-wide anti-bullying program (Olweus, 1993).
Even when bullying does not drive victims
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to the extremes of suicide, victims experience significant psychological harm which interferes with their social and academic and emotional development. The sooner the bullying is stopped, the better for the long-term outcome for victims. If bullying patterns are allowed to continue unchecked, there are long-term consequences for the victim. A follow-up study by Olweus (1993b) found that by the time former male victims of bullying were in their early twenties, they had generally made a positive social adjustment, as they had more freedom to choose their social and work milieu. However, they were more likely to be depressed, and had lower self- esteem than a comparison group who had not been bullied.
The serious long-term outcomes for bullies are also important to recognize. Bullies tend to become aggressive adults who stand a much higher chance than average of obtaining multiple criminal convictions (Olweus, 1979). These findings by Olweus and his group fit well with other studies which have found exactly the same outcome for children, especially males, who are aggressive as children (e.g. Robins, 1978; Loeber & Dishion, 1983).
Another important but often overlooked group of children who are affected by bullying are those children who are neither victims nor perpetrators of bullying, but who see bullying happen to their peers. There are also children who will not take the intiative to bully themselves, but will follow a bully's lead in helping to harass or
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victimize a particular child in their class or school. All children, including bystanders, are negatively affected when bullying occurs. The bullying may cause anxiety or fear in bystanders. The learning environment is poisoned by bullying, particularly when there are no effective interventions in the bullying situation. Children who observe violent behaviour and see that it has no negative consequences for the bully, will be more likely to use aggression in the future.
WHAT CAN BE DONE TO STOP BULLYING?
There are many effective strategies for both teachers and parents who wish to stop bullying. An important starting point is to realize that much bullying occurs without the knowledge of teachers and parents, and that many victims are very reluctant to tell adults of their problems with bullying. They may be ashamed to be a victim, and they are afraid that adults cannot or will not help to resolve the situation. They may have been threatened with retaliation if they tell.
Also, adults must re-examine some of their own beliefs with regard to interpersonal behaviour before they can intervene effectively. Many teachers and parents tell children not to "tattle," and to resolve their problems themselves. In the bullying situation, though, there is a power imbalance of some kind which ensures that the victim always gets the worst of the interaction. The victim and bully both need
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intervention in order to stop the pattern.
Some important strategies in stopping bullying are: providing good supervision for children; providing effective consequences to bullies; using good communication between teachers and parents; providing all children opportunities to develop good interpersonal skills; and creating a social context which is supportive and inclusive, in which aggressive, bully behaviour is not tolerated by the majority.
What Can Parents Do if Their Children are Being Bullied?
1. Ask the child directly. Often children do not wish to tell their parents due to shame and embarrassment, or fear that bullies will retaliate if they tell. Look for signs such as: fear of going to school, lack of friends, missing belongings and torn clothing, and increased fearfulness and anxiety.
2. Work with the school immediately to make sure your child is safe, that effective consequences are applied toward the bully, and that monitoring at school is adequate. Advocate for involvement of the bully's parents. If the bullying is happening on the way to and from school, arrange for the child to get to school with older, supportive children, or take him or her until other interventions can take place.
3. If your child is timid, and lacks friends, try to arrange for your child participate in
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positive social groups which meet his or her interests. Developing your child's special skills and confidence in the context of a positive social group can be very helpful.
4. Suggest that the school implement a comprehensive anti-bullying program. A home-and school association meeting to discuss and support such an initiative can be helpful.
What to do if Your Child is Aggressive or Bullies Others?
Take the problem seriously. Children and youth who bully others often get into serious trouble in later life, and may receive criminal convictions. They may have continuing trouble in their relationships with others. Here are some things you can do to turn the situation around.
1. Talk to your child, talk to his or her teachers and administrators. Keep in mind that a bully will try to deny or minimize his or her wrong-doing.
2. Make it clear to your child that you will not tolerate this kind of behaviour, and discuss with your child the negative impact bullying has on the victims. Do not accept explanations that "it was all in fun."
3. Arrange for an effective, non-violent consequence, which is in proportion with the severity of your child's actions, and his
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or her age and stage of development. Corporal punishment carries the message that "might is right."
4. Increase your supervision of your child's activities and whereabouts, and who they are associating with. Spend time with your child, and set reasonable rules for their activities and curfews.
5. Co-operate with the school in modifying your child's aggressive behaviour. Frequent communication with teachers and/or administrators is important to find out how your child is doing in changing his or her behaviour.
6. Praise the efforts your child makes toward non-violent and responsible behaviour, as well as for following home and school rules. Keep praising any efforts the child makes.
7. If your child is viewing violent television shows, including cartoons, and is playing violent video games, this will increase violent and aggressive behaviour. Change family and child's viewing and play patterns to non-violent ones.
8. Make sure that your child is not seeing violence between members of his or her family. Modelling of aggressive behaviour at home can lead to violence by the child against others at school and in later life.
9. Seek help from a school psychologist, social worker, or children's mental health centre in the community if you would like
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support in working with your child.
What Can Schools Do About Bullying?
Schools can intervene effectively to reduce bullying by developing a safe and supportive school climate. A well- implemented program with parent, teacher, and community support can reduce bullying markedly. Olweus, in his very comprehensive and large-scale school- based program evaluation in Norway, found a reduction of 50 per cent in direct bullying two years after the start of implementation. In addition, both teachers and students reported very positive changes in school climate: improved order and discipline, more positive social relationships, greater satisfaction on the part of students, and reduced vandalism (Olweus, 1991, 1992).
The measures which Olweus (1993) considers to be crucial in the effectiveness of an anti-bullying program are as follows:
● Awareness and involvement on the part of adults, with regard to bully- victim problems.
● A survey of bully/victim problems at the start of the implementation.
● A school conference day devoted to bully/victim problems.
● Better supervision during recess and lunch hour by adults.
● Consistent and immediate consequences for aggressive behaviour.
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● Generous praise for pro-social and helpful behaviour by students.
● Specific class rules against bullying.
● Class meetings about bullying.
● Serious individual talks with bullies and with victims.
● Serious talks with parents of bullies and victims.
● A meeting of the school parent- teacher (home and school) organization on the topic of bullying.
Olweus also recommends implementation of some co-operative learning activities in the school, teaching of social skills; and formation of a council of teachers and administrators to take the lead in implementation.
With regard to the school conference day, Olweus recommends including teachers, administrators, parents, and some students, as well as staff such as school psychologists, nurses, and other support staff. He suggests that the participants be given readings on bullying in advance, and that a video on bullying be shown. Discussion on what needs to be done at the school can be held. The purpose of the meeting is to create awareness of and a collective commitment to reducing bullying at school. While more research is needed, especially with regard to implementation challenges, these are the most carefully evaluated and effective violence prevention programs we have encountered.
Additional, helpful suggestions, are provided by Pepler and Craig (1993) who
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have done considerable research about bullying and aggression at school. These researchers also evaluated the implementation of an anti-bullying program in four Toronto Board of Education schools, which was adapted from the Olweus Norwegian model. Pepler and Craig suggest a number of measures including the following:
● Develop a curriculum which promotes communication, friendship, and assertive skills.
● Improve communication among school administrators, teachers, parents and students
● Listen respectfully to bullying concerns raised by students, parents, and school staff.
● Avoid sex-role stereotyping (e.g. males need to be strong and tough).
● Avoid emphasis on competitiveness at school.
● Enlist classmates to help alleviate the plight of victims and include them in group activities.
In our experience, the above measures are all part of an effective school-wide anti- bullying program. The same measures which work toward violence prevention are effective in anti-bullying programs. Specific sections of the A.S.A.P manual which are most helpful in implementing an anti- bullying program include: the sections on elementary and secondary strategies; and the section on professional development. Specific model documents include the School Board Code of Conduct; and the
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Parent Newsletter.
Dealing with Bullying Incidents
Each school board or district (or in some cases, individual school) has its own policies and procedures for dealing with discipline and violent incidents at school. These policies and procedures should be reviewed at the start of an anti-bullying, in order to find out if adequate measures are in place for dealing with perpetrators of bullying and supporting victims. This should be done in addition to implementing school-wide prevention measures.
Suggested Steps for Intervening in Bullying Situations
● Intervene immediately: stop the bullying behaviour as soon as you see it or become aware of it.
● Talk to the bully, and talk to the victim, separately. If more than one child is involved in perpetrating the bullying, talk to each of the perpetrators separately, in quick succession.
● If a peer mediation program is in place, be very careful in referring cases where there is bullying, as the power imbalance will likely make this a very intimidating situation for the victim. The victim's communication and assertiveness skills may be very low, and will be further eroded by the fear resulting from past intimidation and fear of future
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retaliation. Your may wish to exclude such cases from peer mediation.
● Consult with administrator and other teachers, as well as staff, to get a wider reading on the problem, and to alert them to the problem. Get advice as to how this situation fits with school and board policies, and/or refer to written guidelines.
● Expect that the perpetrator(s) will minimize and deny his/her/their actions and responsibility. Refer to school and class codes of conduct in telling the bully why their behaviour was unacceptable. Tell them what behaviour you do expect of them. Inform the bully(ies) of the sanctions which will be imposed and that their parents will be involved.
● Reassure the victim that all possible steps will be taken to prevent a recurrence.
● Inform the parents of the bully and of the victim as soon as possible. A quick call to the home the same day is preferable, followed by an appointment at school for the parents, if it is deemed necessary. Better results are obtained when parents are involved early in a bullying situation, before behaviour patterns are entrenched and extremely serious.
● Involve parents in designing a creative plan of action, whenever possible.
● For victims, involving them in groups and situations where they can make appropriate friends and develop their
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social skills and confidence is important. An example of this is a peer support group, new student orientation group, a co-operative learning group in class, or a special activity group or club. Parents can also arrange for these kinds of opportunities outside of school. The goals should be to develop the child's peer support network, social and other skills and confidence. Specific instruction in assertiveness skills may also be helpful.
● For the bully(ies), specific re- education, as to his/her/their behaviour, is important, in addition to sanctions such as removal of privileges, detention, etc. Some schools have had good success with in-school detention situations where aggressive students must complete social skill modules designed to reduce aggressive behaviour and develop empathy for others.
● Follow up in communicating with parents and with other teachers and administrators about the situation, until it is clearly resolved.
● Monitor the behaviour of the bully and the safety of the victim on a school-wide basis.
● If the bully(ies) will not change their behaviour, despite concerted efforts by school personnel, they, and not the victim, should be the ones who are removed from the class or school, or transferred to another program. Consequences for the perpetrators will be of considerable
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interest to all students, and will set the tone for future situations.
Notes on Implementation of Anti-Bullying Measures
Implementation is a process which usually takes time. Often teachers find that implementing measures such as increased supervision in the schoolyard and hallway can increase workload at first. More incidents are usually dealt with at first, because many incidents of aggression and bullying were previously ignored, or not acted on. When the threshold of what will be tolerated is increased, there are initially more incidents to deal with. However, after a few months of this increased vigilance and intervention, the pay-off for the increased effort becomes evident. Fewer incidents, especially fewer serious incidents, occur. The school climate becomes more positive, as everyone can feel safer and more relaxed at school.
Better supervision of students, greater awareness and sensitivity among teachers, administrators, students and parents, and developing a positive, safe, and pro-social school makes for a better learning and teaching environment. Teachers often find that the professional development they receive with regard to anti-violence and conflict resolution also has positive effects on their own interpersonal and family relationships.
Classroom Activities and Resources http://www.lfcc.on.ca/bully.htm (23 of 29) [12/2/2005 11:54:56 PM] Information on Bullying for Parents and Teachers (1996)
Classroom activities on and ongoing basis are important to an anti-bullying program. At least seven measures can be taken in the classroom:
● Developing a class code of conduct with regard to treatment of other students, with specific reference to bullying and exclusion of other students. Both desirable and unacceptable behaviour should be simply and clearly defined and written down, with student input.
● Following up with immediate, consistent, non-violent consequences for all bullying and aggressive behaviour.
● Recognizing and praising positive, friendly, and supportive behaviours of students toward one another on a frequent basis.
● Teaching of non-violent, non-racist, and non-sexist ideas, values and behaviours, as a core part of the every-day curriculum.
● Teaching social skills, including communication, making friends, accepting feedback from others, conflict resolution, appropriate assertiveness, and problem-solving.
● Modelling by the teacher of positive, respectful, and supportive behaviour by the teacher, toward students.
● Using co-operative learning groups to include less popular, more timid children in small, positive, and accepting social groups.
http://www.lfcc.on.ca/bully.htm (24 of 29) [12/2/2005 11:54:56 PM] Information on Bullying for Parents and Teachers (1996) Developing a Class Code of Conduct
A class code of conduct could be started by holding several lessons on awareness of both bullying and friendly and co-operative behaviours. The class could begin by reading an appropriate story for their age level, or having it read to them. For the youngest (kindergarten and primary) age group, a book in the Berenstain Bears series, called Trouble with the Bully is available in many libraries. For intermediate age groups, the book Don't Pick on Me is a possibility. For older age groups, Lord of the Flies is one possibility. The school librarian or resource centre may have other suggestions. See the references section of A.S.A.P. for references and additional ideas.
A class discussion of the effects of bullying for the victim, for the bully, and for the class as a whole, could be the next step. Students can then be asked what rules they would like to see in the class for behaviour. The teacher may want to give examples of what other classes have done. The language should be simple and clear for all students. For example,
● We don't want any hitting, punching, or kicking.
● We don't want any name-calling or put-downs.
● We want to include everyone when we do group activities.
● We want to have a friendly class, and help other students if they are
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bullied.
Including violence prevention, anti-racist, and anti-sexist measures in the curriculum is important. Lessons on these topics should be incorporated in the day to day curriculum, not added on as 'extra' subjects. A helpful resource in this regard is the 65 Friendly Lessons for Violence Prevention (Board of Education for the City of London, 1994), which is included in the A.S.A.P. package, or can be ordered separately. These lessons are designed to be included in a number of different subject areas, such as language arts, health, social studies, physical education, and mathematics, or in a multi-faceted lesson.
Social skills training can be implemented with one of the programs outlined in A.S.A.P., such as the Mr. Turtle program from the Board of Education for the City of London, the Second Step curriculum, or other social skills modules available in the Resource Section of A.S.A.P.
An important element of an anti-bullying program in class is teacher attention and praise for positive, pro-social behaviours on the part of all students. This can be done verbally each day, as well as with special certificates recognizing specific pro- social behaviours which are given in class. Such awards can also be given at school assemblies, as part of a violence prevention or anti-bullying day or week. Two examples of such awards for the elementary grades are given in the
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A.S.A.P. (1996, p. 70). Teachers and schools may wish to develop their own versions of such awards to fit in with the content of their class code of conduct and their anti-violence program. Older students can also help develop these in art classes.
At the same time, students should be assisted to develop self-motivation for acting in positive, non-aggressive, helpful ways. This can be done by arranging opportunities for students to volunteer for different helpful activities with peers and younger students, while providing attention and support for these actions. Material rewards should generally not be used, as they may undermine self- motivation and "internal attributions" on the part of students for wanting to help.
REFERENCES
Jaffe, P., Wolfe, D. and Wilson, S. (1990). Children of Battered Women. Newbury Park CA: Sage.
Loeber, R. and Dishion, T. (1983). Early Predictors of Male Delinquency: A Review. Psychological Bulletin, 94, 69-99.
Loeber, R. and Stouthamer-Loeber, M. (1986). Family Factors as Correlates and Predictors of Conduct Problems and Juvenile Delinquency. In M. Tonry and N. Morris (eds.), Crime and Justice, Vol. 7 Chicago: University of Chicago Press.
Olweus, D. (1979). Stability of Aggressive Reaction Patterns in Males: A Review. Psychological Bulletin, 86, 852-75.
http://www.lfcc.on.ca/bully.htm (27 of 29) [12/2/2005 11:54:56 PM] Information on Bullying for Parents and Teachers (1996) Olweus, D. (1993a). Bullying at School: What We Know and What We Can Do. Oxford UK: Blackwell Publishers.
Olweus, D. (1993b). Victimization by Peers: Antecedents and Long-term Consequences. In K.H. Rubin and J.B. Asendorf (eds.), Social Withdrawal, Inhibition and Shyness in Childhood. Hillsdale NJ: Erlbaum.
Patterson, G.R., DeBaryshe, B.D. and Ramsey, E. (1989). A Developmental Perspective on Antisocial Behaviour. American Psychologist, 44, 329- 35.
Pepler, D., Craig, W., Ziegler, S. & Charach, A. (1994). An Evaluation of the Anti-Bullying Intervention in Toronto Schools. Canadian Journal of Community Mental Health, 13, 95- 110.
Robins, L.N. (1978). Sturdy Childhood Predictors of Adult Anti- Social Behavior: Replication from Longitudinal Studies. Psychological Medicine, 8, 611-22.
Sudermann, M., Jaffe, P., Schiek, E. et al. (1996). A School-Based Anti-violence Program. London, ON: London Family Court Clinic.
This is an excerpt from A.S.A.P.: A School-based Anti-Violence Program. See also the 65 Friendly Lessons on Violence Prevention. Both can be ordered from the Centre.
Also of interest...
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Peer-to-Peer Aggression in Residential Settings: Increasing Understanding to Enhance Intervention (2002) by Linda Baker, Alison Cunningham, and Cindy Male. A resource funded by Ontario's Ministry of Community, Family and Children's Services. Bullying in residential settings is serious and requires informed, pro- active intervention. Like the others in our popular SIGMA series, this 17- page booklet is a concise summary of the best research and lessons learned from practice. The target audience is front-line workers in residential settings for youth. Topics include impacts on victims, impact on perpetrators, and potential warning signs such as acting out to get relocated away from the aggressor. It contains everything you need to know to recognize and respond to bullying and aggression among youth, in group homes, mental health facilities, therapeutic care facilities, and custody or detention settings.
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www.lfcc.on.ca © 1996-2005 Centre for Children and Families in the Justice System
http://www.lfcc.on.ca/bully.htm (29 of 29) [12/2/2005 11:54:56 PM] Children of Battered Women, 1990
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Children of Battered Women
Peter G. Jaffe, David A. Wolfe & Susan Kaye Wilson
Newbury Park CA: Sage, 1990
Table of Contents
DEFINITION AND SCOPE OF THE PROBLEM
● Historical Perspective on Children from Violent Homes Also look at our newest resource ● Estimated Incidence of Children who Witness on this topic (2005) Violence in the Family
● Characteristics of Children and Families
● Summary
FAMILY VIOLENCE AND CHILDREN'S DEVELOPMENT
● Early Descriptions of Children Residing in Shelters for Battered Women
● The Behavioral Adjustment of Children of Battered Women
● Cognitive and Emotional Adjustment of Children
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of Battered Women
● Adult Conflict and Children's Coping Reactions: A Lesson to Learn
● Emotional and Cognitive Disorders Among Child Witnesses
● Subtle Symptoms: Children's Attitudes and Emotional Expression
● Summary
UNDERSTANDING THE IMPACT OF TRAUMATIC EVENTS IN THE LIVES OF CHILDREN
● Explaining the Relationship Between Family Learning to Listen, Learning to Help: Violence and Children's Adjustment Understanding Woman Abuse ● Related Literature on Children's Coping Reactions to Traumatic Events and its Effects on Children ● Posstraumatic Stress Disorder
● Children's Protective Factors Available for download at no cost ● Summary
ISSUES IN ASSESSMENT AND INTERVENTION STRATEGIES
● Measurement of Family Violence and Child Adjustment
● Disclosure of Violence
● Conceptualizing Goals for Intervention
● Current Strategies for Helping Children of Battered Women
● Primary Prevention Programs
● Existing Treatment Programs Applied to this Special Population
● Summary
IMPLICATIONS FOR RELATED CHILDREN'S SERVICES
● Children's Programs in Shelters
● Differential Assessment and Intervention Strategies in Children's Mental Health Centres
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● Issues for Child Protection Agencies
● Children in the Court System
● A Challenge for School Systems
● Summary
REFERENCES
This book may be ordered from the Centre for $20.00 plus shipping and handling. For information about how to order, see the Publication Order Form. This book also may be ordered directly from Sage.
Children and Domestic Violence Resource Page
In one place, you can find all the Centre's resources on children exposed to family violence, most of which are available for download at no cost. For example, see the resources generated from our "Best Evidence to Inform Better Practice" Project including a bibliography of the almost 400 sources used in that review and a list of available program manuals. We also list all our training resources and research reports. We are also starting to compile the PowerPoint presentations of our various conference presentations and workshops. Check back periodically for updates.
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www.lfcc.on.ca © 1997-2005 Centre for Children and Families in the Justice System
http://www.lfcc.on.ca/kidsbat.htm (3 of 3) [12/2/2005 11:55:24 PM] 65 Friendly Lessons on Violence Prevention (for Schools)
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65 Friendly Lessons on Violence Prevention
A Curricular Resource
Revised 1993
The London Board of Education London, Ontario, Canada
This curricular resource document for violence prevention has been developed with practical cross- curricular ideas for all teachers to use within the transition years (grades 7-9/10). Many of these ideas can also be altered and adapted for the formative or specialization years also. This document is only a starting point and it is expected that teachers will personalize and incorporate these ideas into their existing programs/documents.
The curricular ideas presented in this resource are not necessarily connected or should be taught as a package. The teacher is expected to choose appropriate ideas that co-exist with the objectives of the subject/course that is being implemented.
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Introduction
● Pilot Project
Initiatives in Violence Prevention
Resistance and Backlash
Essential Learnings
Indicators of Change
Understanding the Issues of Violence in Relationships
Violence Prevention Ideas
● Introductory Lessons
● Stereotyping
● Violence and Relationships
● Society and Violence
● Social Skills
● Safety in our Society
School-Wide Ideas
Self-Help Pamphlet
Resources
● Written Resources
● Written Resources - Novel Study
● Community Resources
● Media/Audio-Visual
● Family Violence References
This publication can be ordered from the Centre for $10.00 (CDN). For information on ordering publications from the Centre, contact the Publications Clerk or print off and submit
http://www.lfcc.on.ca/friendly.htm (2 of 3) [12/2/2005 11:55:47 PM] 65 Friendly Lessons on Violence Prevention (for Schools) an Order Form. All orders must be pre-paid. See also the ASAP: A School-based Anti-Violence Prevention Program.
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www.lfcc.on.ca
© 2003-2005 Centre for Children and Families in the Justice System Page Last Updated: September 11, 2003.
http://www.lfcc.on.ca/friendly.htm (3 of 3) [12/2/2005 11:55:47 PM] Bullying in school, school bullying
Tackling school bullying
Since September 1999, schools have had specific duties to combat bullying, and must have anti-bullying policies and procedures in place. LAs must be prepared to investigate them with individual schools if necessary.
On 22 November 2005, Jan Fry from the charity Parentline Plus answered your questions on bullying at school in a ParentsCentre hotseat.
DfES has teamed up with Actionwork Films to produce an anti-bullying film by young people for young people. The film, Making the Difference, is available to watch on TeacherNet.
TeacherNet hosts an online version of the DfES anti-bullying pack Don't Suffer in Silence, which features advice on formulating a whole-school policy on bullying.
The DfES Behaviour and attendance strategy has a dedicated website which provides the latest guidance, and includes information on new projects and programmes to address bullying in schools. Don't miss the information about homophobic bullying — it's a significant form of bullying which is all too often overlooked.
Other organisations working alongside the DfES on this issue which offer help to education professionals include Kidscape, the Anti-Bullying Alliance, Bully Free Zone and Ofsted, whose report, Bullying: Effective Action in Secondary Schools, is based on visits by inspectors to LEAs and schools in 2001/02. The report focuses on strategies to reduce incidents of school bullying, to support children who are bullied and to deal with children who bully.
Click on the links on the left to find lesson and competition ideas, resources and articles written by ChildLine experts with the needs of teachers and school staff in mind:
● Advice on how to beat bullying
● Practical recommendations for action against bullying made on the basis of new research ● Real-life examples of bullying you can quote in class
● Lesson ideas for primary and secondary schools
● Anti Bullying Alliance reading and resource list
● Useful sites
● The National Anti-bullying Poetry competition
Find out how ChildLine works with schools to combat bullying in the Childline area on Teachernet, which has an article on the CHIPS (Childline in partnership with schools) programme. Or visit the ChildLine website itself, for reports, research, articles, and a wide range of other services and activities.
http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/ (1 of 2) [12/2/2005 11:56:42 PM] Bullying in school, school bullying Recently visited
Home > Bullying
TeacherNet has been developed by the Department for Education and Skills as a resource to support the education profession. ©Crown copyright 1995–2005.
http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/ (2 of 2) [12/2/2005 11:56:42 PM] Bully B'ware - more information about bullying
MORE INFORMATION ON BULLYING
● Take Action Against Bullying
● What Is Bullying?
● Common Characteristics of Bullying
● Kinds of Bullies
● What makes a Bully?
● What makes a victim?
● What happens to Bullies?
● What happens to Victims??
● Reasons why we must take action against bullying
● Benefits of an Anti- Bullying Policy Bully B'ware Productions ● What Schools Can Do 1421 King Albert Avenue, ● Students are Key to A Successful Anti-Bullying Campaign Coquitlam, British Columbia, Canada V3J 1Y3 ● Bully Off UK
Telephone/Fax: (604) 936-8000 or 1-888-552-8559
Take Action Against Bullying E-mail: [email protected]
The United Nations Charter of Rights for Children states, in part, that: ABOUT BULLY B'WARE
RETURN TO MAIN PAGE ● every child has the right to an education and; ● every child has the right to be safe STORIES ABOUT BULLYING
As adults working in the public education system, it is our duty to MORE INFORMATION provide a safe school environment for all students. The following qualities are essential for a healthy and safe school environment.
Safe schools:
1. Are free from violence 2. Are nurturing, caring and respectful of everyone 3. Are physically and psychologically healthy
http://www.bullybeware.com/moreinfo.html (1 of 11) [12/2/2005 11:58:15 PM] Bully B'ware - more information about bullying 4. Promote sensible risk taking 5. Enhance the self-esteem of all (DASH, 1995)
Bullying has no place in a safe school.
"Take Action Against Bullying" was written to educate students, parents, teachers and administrators. We believe that by taking action against bullying, we can make a significant difference to the lives of all students, and have a profoundly positive impact on the climate of your school.
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What Is Bullying?
Bullying in its truest form is comprised of a series of repeated intentionally cruel incidents, involving the same children, in the same bully and victim roles. This, however, does not mean that in order for bullying to occur there must be repeat offenses. Bullying can consist of a single interaction. Bullying behavior may also be defined as a criminal act if the bully is twelve years of age or older.
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Common Characteristics of Bullying
So, what makes a bullying incident? Certain conditions must exist for a bullying incident to occur. Lots of kids joke around with each other, call each other names, or engage in some fairly physical horse- play and yet these incidents are not deemed as bullying when they occur between certain children. The difference lies in the relationship of the bully and victim, and in the intent of the interaction.
Bullying usually, although not always, occurs between individuals who are not friends. In a bullying situation, there is a power difference between the bully and the victim. For instance, the bully may be bigger, tougher, physically stronger or be able to intimidate
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The intention of bullying is to put the victim in distress in some way. Bullies seek power.
Bullying knows no financial, cultural or social bounds. Bullying may not look exactly the same everywhere, but it has the same devastating effect on everyone, and during adolescence, bullying is not a problem that usually sorts itself out.
The effects of bullying last a lifetime. It causes misery for the bully's victims, and leaves a lasting impression on all those who witness repeated bullying incidents.
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Kinds of Bullies
Physical Bullies
Physical bullies are action-oriented. This type of bullying includes hitting or kicking the victim, or, taking or damaging the victim's property. This is the least sophisticated type of bullying because it is so easy to identify. Physical bullies are soon known to the entire population in the school. As they get older, their attacks usually become more aggressive. These aggressive characteristics manifest themselves as bullies become adults.
Verbal Bullies
Verbal bullies use words to hurt or humiliate another person. Verbal bullying includes name-calling, insulting, making racist comments and constant teasing. This type of bullying is the easiest to inflict on other children. It is quick and to the point. It can occur in the least amount of time available, and its effects can be more devastating in some ways than physical bullying because there are no visible scars.
Relational Bullies
http://www.bullybeware.com/moreinfo.html (3 of 11) [12/2/2005 11:58:15 PM] Bully B'ware - more information about bullying Relational or relationship bullies try to convince their peers to exclude or reject a certain person or people and cut the victims off from their social connections. This type of bullying is linked to verbal bullying and usually occurs when children (most often girls) spread nasty rumors about others or exclude an ex-friend from the peer group. The most devastating effect with this type of bullying is the rejection by the peer group at a time when children most need their social connections.
Reactive victims
Reactive victims straddle a fence of being a bully and or victim. They are often the most difficult to identify because at first glance they seem to be targets for other bullies. However, reactive victims often taunt bullies, and bully other people themselves. Most of the incidents are physical in nature. These victims are impulsive and react quickly to intentional and unintentional physical encounters. In some cases, reactive victims begin as victims and become bullies as they try to retaliate. A reactive victim will approach a person who has been bullying him/her and say something like, "You better not bug me today, otherwise I'll tell the teacher and boy, will you be in trouble, so you just better watch out."
Statements such as this are akin to waving a red flag in front of a raging bull, and may provoke a bully into action. Reactive victims then fight back and claim self defense. Reactive victims need to learn how to avoid bullies.
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What makes a Bully?
Bullying behavior can be identified as early as pre-school age, and some children who are bullies continue this behavior into adulthood. Most children learn to control their anger and fighting instincts as they grow older, but not the bully. These children have special characteristics. Children who systematically bully others usually have a group of children they bully regularly while other bullies randomly target a variety of students.
http://www.bullybeware.com/moreinfo.html (4 of 11) [12/2/2005 11:58:15 PM] Bully B'ware - more information about bullying Bullies have particular behavior and personality traits. Dr. Sam Samenow describes these as:
● greater than average aggressive behavior patterns ● the desire to dominate peers ● the need to feel in control, to win ● no sense of remorse for hurting another child ● a refusal to accept responsibility for his/her behavior
Parent(s) of bullies usually support their child's aggressive behavior toward other children and often bully their child.
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What makes a victim?
Why aren't all children victims? Research on bullying states that sixty percent of all students are never involved in any kind of bullying incidents, either as victims or as bullies (Psychology Today, Sept. 1996). However, every day in schools, many students witness bullying incidents as they happen, and this forces their involvement. Often, these students do not realize that what they are witnessing is, in fact, bullying. Good natured teasing and rough-housing are only fun if both parties involved agree that it is fun. The power difference between bullies and victims determines the nature of the interaction.
Most children are approached by a bully early in their school career, and/or when they change schools. It is often the child's reaction to that first encounter with being bullied which determines whether or not he/she will be approached again. Children who are victimized tend to display "vulnerable behaviors". People who are identified as being highly vulnerable are often singled out as victims.
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What happens to Bullies?
The life-long outlook for bullies is not good. If bullies don't learn
http://www.bullybeware.com/moreinfo.html (5 of 11) [12/2/2005 11:58:15 PM] Bully B'ware - more information about bullying how to change their behavior, the pattern of bullying behavior often becomes a habit as the bully gets older.
Bullies have average social popularity up to approximately age 14 or 15. In fact, some children even look up to bullies in some ways because they are powerful and do what they want to, or have to, to get their way with their peers. However, by late adolescence, the bully's popularity begins to wane. By senior high school, if a bully is still attending school, his or her peers group includes other bullies, or more seriously, he or she has developed or is developing gang alliances. By late high school, school-yard bullying is a rare occurrence, but what takes its place is more serious.
By age 24, up to sixty percent of people who are identified as childhood bullies have at least one criminal conviction. A study spanning 35 years by psychologist E. Eron at the University of Michigan found that children who were named by their school mates, at age eight, as the bullies of the school were often bullies throughout their lives. In this longitudinal study of bullies, many of these children, as adults, required more support from government agencies (Psychology Today, Sept. 1995). For example, these children later had more court convictions, more alcoholism, more antisocial personality disorders and used more of the mental health services than the other children.
Unless new behaviors are learned and adopted, bullies continue to bully throughout their lifetime. They bully their mates, their children, and possibly their underlings in their place of business. Bullying gets them what they want, and although some bullies learn to refine the art of bullying in their professional lives and use it in situations where there is a power imbalance, it creates less than harmonious relations in the workplace.
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What happens to Victims?
Adults, like children, resent being bullied, except that adult victims have more options available to them than do child victims. Children cannot escape the school yard, the change room, or the cafeteria.
http://www.bullybeware.com/moreinfo.html (6 of 11) [12/2/2005 11:58:15 PM] Bully B'ware - more information about bullying Sometimes, victims do not survive the torture and humiliation of bullying.
In most situations, victims do survive, but carry their emotional scars for a lifetime.
By senior high school, regular bullying incidents are often a thing of the past, but all victims know who the bullies are, and avoid them. By age 16 or 17, bullies and victims are usually moving in different directions in terms of curricular interests in school, therefore their paths rarely cross. Social groupings are clearly defined by this time in a student's life and invisible boundaries have been drawn.
When a child has been repeatedly victimized, certain behaviors and attitudes tend to emerge which are inconsistent with his/her typical behaviors. Often children are too embarrassed and humiliated to report victimization.
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Reasons why we must take action against bullying:
● by age 24, 60% of identified bullies have a criminal conviction ● children who are repeatedly victimized sometimes see suicide as their only escape ● bullying is one of the most underrated and enduring problems in schools today ● schools are a prime location for bullying ● bullies lose their popularity as they get older and are eventually disliked by the majority of students ● primary age children who were labeled by their peers as bullies required more support as adults from government agencies, had more court convictions, more alcoholism, more antisocial personality disorders and used more mental health services ● many adults do not know how to intervene in bullying situations, therefore bullying is often overlooked ● bullying occurs once every seven minutes
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● on average, bullying episodes are brief, approximately 37 seconds long ● the emotional scars from bullying can last a lifetime ● the majority of bullying occurs in or close to school buildings ● most victims are unlikely to report bullying ● only 25% of students report that teachers intervene in bullying situations, while 71% of teachers believe they always intervene
We believe that bullying can be significantly reduced in schools if teachers, support staff, parent groups, student councils and administrators join together to take action against bullying.
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Benefits of an Anti- Bullying Policy
In talking to parents over the past years, it is clear that what they want most for their children is to know that they are safe at school. When a child does not feel safe at school, it affects everything else that goes on in that child's life. Many schools have an unofficial reputation for tolerating bullying. This reputation is usually common knowledge throughout the student community. In these schools more children tend to feel anxious about their personal safety and as a result many are reluctant to attend. By the time a school has a public reputation for being a "tough school", many victims have suffered in silence.
Once the issue of bullying is brought into the open by the school, and the community is made aware of the "No Bullying" policy, the school gains a reputation of being safe for all children and is seen as an active partner in taking care of children.
The benefits to students are significant as well. When children know that the school they attend actively works to make the learning environment a safe environment, and that bullying is not tolerated, they can afford to relax their guard and divert more of their attention to learning rather than staying safe. Even students who cannot be categorized as victims or bullies, but who witness bullying, feel more comfortable when they know that the school community,
http://www.bullybeware.com/moreinfo.html (8 of 11) [12/2/2005 11:58:15 PM] Bully B'ware - more information about bullying students, staff and administration stand together against bullying.
Regardless of what kind of school environment students have previously encountered, when they enter a school with a Zero Tolerance for bullying, students who have bullying potential usually test the policy. For this reason, it is important that the school maintains the active teaching of non bullying behaviors, and publishes school-based bullying statistics ( Appendix E). Students need to know that this is not just a 'shot in the dark', and that the policy will be reviewed and maintained each and every year.
Although it is best to have the entire school working toward a reduction in the number of bullying incidents, in situations where this cannot be achieved, classroom teachers can adopt individual programs. This is not as desirable for obvious reasons, but it is a start to tackling the bullying problem.
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What Schools Can Do
A major cause of stress at school for children is the fear of being taunted or bullied. Kids who are bullied are two to three times more likely to have headaches or other illnesses. (ABC News, Sept. 22, 1996)
Schools need to establish a social climate where physical aggression and bullying are not used to gain popularity, maintain group leadership or influence others to do what they are told to do. No one deserves to be bullied. Once the 60% of children who are neither victims nor bullies adopt the attitude that bullying is an unacceptable behavior, schools are well on their way to having a successful bullying program.
Schools need to advertise the fact that they have adopted a Zero Tolerance policy for bullying, and that they have a working Anti- Bullying plan in force. School faculty must maintain a high profile in terms of the behavioral expectations of their students in order to gain support from the community and send a clear message to the families of present and future students that bullying will not be
http://www.bullybeware.com/moreinfo.html (9 of 11) [12/2/2005 11:58:15 PM] Bully B'ware - more information about bullying tolerated.
Once a school has established itself as a safe place for all students, school personnel will need to continually work at maintaining that reputation. It is a difficult task that requires the school faculty to put student safety at the top of their priority list. Remember, students who do not feel safe at school are unlikely to perform as well academically as they are capable, thus possibly impeding their future opportunities. A commitment by the staff to no-bullying in the school must be a long term undertaking. When a new school year begins, staff should be sure Anti-Bullying policies have been included and discussed in the yearly goal setting process.
Schools can create support groups where victims can concentrate on developing the skills needed to change their place within the social hierarchy of the student body. The goal is for the victim to become a part of the group of students who do not bully and are not bullied. Such changes requires a great deal of time and effort, but it is possible, given the necessary support.
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Students are Key to A Successful Anti- Bullying Campaign
Students are key to a successful Anti-Bullying campaign primarily because they usually know who the bullies are long before the adults do.
When it comes to discipline or punishment issues, most students strongly believe in fairness and therefore welcome Anti-Bullying policies that encourage treating others with care and respect. However, students are more likely to support an Anti-Bullying campaign when they have been directly involved in determining the need for such a program, and deciding on its implementation. This includes developing Anti-Bullying policies and subsequent school- wide or classroom activities. It is necessary for students to promote the concept that caring for others is a valued quality, one that they accept and encourage.
http://www.bullybeware.com/moreinfo.html (10 of 11) [12/2/2005 11:58:15 PM] Bully B'ware - more information about bullying Teachers need to be sensitive to the fact that the level of student participation in the Anti-Bullying campaign will vary. Once students are mobilized to take action against bullies, they must feel secure that teachers understand their need to stay safe. For some students this means ensuring that the information they share will not cause them to lose status in their peer group. Confidentiality must be maintained in order for the program to be viewed by the students as credible. As well, to help students actively participate and take on the challenge of reducing bullying, it is very important that they learn the difference between "ratting" and "reporting". "Ratting" occurs when a student tells about an inappropriate act with the idea getting another student into trouble with the administration. "Reporting" happens when a student tells to protect the safety of another student. Once students have an understanding of the difference between the two, reporting bullying incidents becomes much less of a social taboo.
Thanks for your interest in this important issue.
Bully B'ware Productions has a book, video and posters to help students, parents, teachers and administrators "Take Action Against Bullying".
Bully B'ware Productions 1421 King Albert Avenue Coquitlam, British Columbia Canada V3J 1Y3
(604) 936-8000 1-888-55BULLY
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MATERIALS ORDERING TIPS & STRATEGIES WORKSHOPS
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Home | About the author | Contact details
Contents Bullying in Schools and what to do Focus on Bystanders (pdf) about it
Book: Stop the bullying (2nd Edition): a handbook for schools About the book Contents Sample pages Ordering
Book: Australian Teachers speak out The purpose of these pages is to provide information that will help people to about bullying understand more about bullying in schools and how it can be stopped. It is of special interest to educators, children and parents. Do interventions to reduce bullying in schools really work? These pages will inform you of what educationalists and researchers have discovered in the last few years about bullying and harassment and the Countering Bullying in practical suggestions that are now being made to overcome this age-old and schools troublesome problem.
Book: New Perspectives on It provides access to other Internet sources on bullying and various related bullying articles. It includes details of the author's publications, including his books, About the book 'Bullying in schools and what to do about it,' ' Stop the bullying: a guide for Contents Recent reviews teachers,' 'New perspectives on bullying' and a meta-evaluation of anti- Ordering bullying programs published by the Australian Commonwealth Attorney- General's Department. Book:Bullying in Schools and what to do The author invites readers to contact him with any suggestions about other about it resources and ideas that will help to counter the problem of bullying in schools. Defining Bullying: a new look at an old concept Last revised: December 2004
An introduction to bullying
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A Guide to Bullying in Schools on the Internet
Finding out about bullying in your school: Questionnaires
"Does bullying really do children any harm?"
Ken Rigby's research publications on bullying in schools (1990-2004)
Video excerpt: Ken Rigby talking about bullying
Practical resources for schools
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Bullying
see also Harassment, Victimization, Witnessing Violence
Stop Bullying Now www.stopbullyingnow.hrsa.gov The "Stop Bullying Now!" campaign was developed by the Health Resources and Services Administration in partnership with more than 70 health, safety, education, and faith-based organizations. The website, which has both children’s and adults’ sections, offers animated scenarios, public service announcements, and resources for educators, health and safety professionals, parents, children, and the general public. Federal Partner: Health Resources and Services Administration, U.S. Department of Health and Human Services
Bullying Fact Sheet for Teens www.safeyouth.org/scripts/teens/bullying.asp Facts on bullying for teens, and advice on how to prevent it from happening to you or somebody else. Federal Partner: National Youth Violence Prevention Resource Center
Schoolwide Prevention of Bullying www.nwrel.org/request/dec01/index.html This booklet provides an overview of what is currently known about bullying behavior and successful efforts to address it. It also profiles a number of anti-bullying programs and offers resources for further research and program development. Federal Partner: U.S. Department of Education
Preventing Bullying www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED463563 This digest examines the problem of bullying and some of its effects, discusses steps schools are taking, looks at ways peers can discourage bullying, and identifies other strategies that are being pursued. Federal Partner: Office of Educational Research and Improvement, U.S. Department of Education
Addressing the Problem of Juvenile Bullying www.ncjrs.org/pdffiles1/ojjdp/fs200127.pdf This fact sheet defines bullying, noting that it can take three forms: physical, verbal, and psychological. It also describes a recently published report by the National Institute of Child Health and Human Development (NICHD) and summarizes the report's findings on the long- and short- term effects of bullying. Federal Partner: Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice
The ABCs of Bullying: Addressing, Blocking, and Curbing School Aggression http://www.safeyouth.org/scripts/topics/bullying.asp (1 of 3) [12/2/2005 11:59:04 PM] SafeYouth.org - Violence Prevention Topics - Bullying
http://pathwayscourses.samhsa.gov/bully/bully_intro_pg1.htm This online course from the Center for Substance Abuse Prevention examines the causes and effects of bullying, prevention techniques and programs, screening, treatment options, and legal/ethical issues surrounding bullying.
The School Bully Can Take a Toll on Your Child’s Mental Health www.mentalhealth.org/publications/allpubs/Ca-0043/default.asp This fact sheet explains steps parents can take to insure that bullying does not consume their children. Federal Partner: Center for Mental Health Services (CMHS), Substance Abuse and Mental Health Services Administration
Bullying Among Children and Youth (published in “Combating Fear and Restoring Safety in Schools,” Juvenile Justice Bulletin, April 1998) http://ojjdp.ncjrs.org//jjbulletin/9804/bullying2.html Stimulated by the pioneering work of Dan Olweus in Norway and Sweden, researchers from several nations have begun to explore the nature, prevalence, and effects of bullying among schoolchildren. Although studies of comprehensive antibullying programs are scarce in the United States, evaluation data from other countries suggest that adopting a comprehensive approach to reduce bullying at school can change students' behaviors and attitudes, reduce other antisocial behaviors, and increase teachers' willingness to intervene. Federal Partner: Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice
Bullying (published in “Combating Fear and Restoring Safety in Schools,” Juvenile Justice Bulletin, April 1998) http://ojjdp.ncjrs.org//jjbulletin/9804/bullying.html This article lists services, strategies, programs, and suggested training classes identified as ways to mediate bullying. Federal Partner: Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice
Bullying in Schools www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED407154 The document discusses a wide range of topics related to bullying in schools, including the extent of the problem, characteristics of bullies and victims, consequences of bullying, perceptions of bullying, and intervention programs. Federal Partner: Office of Educational Research and Improvement, U.S. Department of Education
Educational Forum on Adolescent Health: Youth Bullying www.ama-assn.org/ama1/pub/upload/mm/39/youthbullying.pdf This publication documents the proceedings of a May, 2002, forum for health care practitioners focusing on youth bullying. National Organization: American Medical Association and Federal Partner: Maternal and Child Health Bureau, Health Resources and Services Administration
New Ways to Stop Bullying www.apa.org/monitor/oct02/bullying.html An October, 2002, article covering bullying statistics and trends, prevention programs, and new research findings. http://www.safeyouth.org/scripts/topics/bullying.asp (2 of 3) [12/2/2005 11:59:04 PM] SafeYouth.org - Violence Prevention Topics - Bullying
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http://www.stopbullyingnow.hrsa.gov/index.asp?area=whatbullyingis (1 of 2) [12/2/2005 11:59:51 PM] Stop Bullying Now! Information, Prevention, Tips, and Games.
A lot of young people have a good idea of what bullying is because they see it every day! Bullying happens when someone hurts or scares another person on purpose and the person being bullied has a hard time defending himself or herself. Usually, bullying happens over and over.
● Punching, shoving and other acts that hurt people physically ● Spreading bad rumors about people ● Keeping certain people out of a "group" ● Teasing people in a mean way ● Getting certain people to "gang up" on others
Bullying also can happen on-line or electronically. Cyberbullying is when children or teens bully each other using the Internet, mobile phones or other cyber technology. This can include:
● Sending mean text, e-mail, or instant messages; ● Posting nasty pictures or messages about others in blogs or on Web sites; ● Using someone else's user name to spread rumors or lies about someone.
Take a look at webisode #5 to see an example of cyberbullying. There are many ways that young people bully each other, even if they don't realize it at the time.
Unfortunately, not everyone takes bullying seriously, including adults. Which is one of the main reasons that the Youth Expert Panel has worked alongside the representatives of the U.S. Department of Health and Human Services (HHS) and the Maternal and Child Health Bureau (MCHB) to develop the Take A Stand. Lend A Hand. Stop Bullying Now! campaign.
Why do kids bully? Signs that you bully others Effects of bullying
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You're here, so at least you've been thinking about the fact that bullying is a pretty big problem. You're right, it is! But what can you do about it? You can do a lot!
Whether you are being bullied, you have seen kids being bullied, or you're pretty sure you have bullied others, there are plenty of good things you can do to help make sure it doesn't happen again. No matter how you've been affected by bullying, it's a good idea to talk to an adult. Even though it's hard to talk to grown-ups sometimes, they can help!
But there's way more to it than that ... that's why there are many more tips inside. So take a look around and learn how YOU can make a difference.
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Webisodes & characters Watch animated webisodes and get more info on all the Stop Bullying Now! animated characters!
Meet Our Youth Expert Panel Meet the goup of 9-through-13-year-olds that helped us create this campaign
Partners If there is a program where you live that you think we should know about, tell us here!
Games Play online games based on the Stop Bullying Now! characters!
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http://www.stopbullyingnow.hrsa.gov/index.asp?area=coolstuff (2 of 2) [12/2/2005 11:59:57 PM] Stop Bullying Now! What Adults Can Do
Welcome to the Take a Stand. Lend a Hand. Stop Bullying Now! adult pages. As an adult, one of best ways you can help stop or prevent bullying is to be educated about, and sensitive to, the issue. Bullying is NOT a rite of passage - an undesirable, but sometimes unavoidable, reality of growing up. Rather, bullying is a serious public health issue that affects countless young people everyday. Further, research shows that the effects of bullying can last well into adulthood. Whether you are a concerned parent, an educator or school employee, a health and safety professional, or someone else who works with children, there are many things you can do to help.
Campaign News
New prevention information on Cyberbullying
New articles in the News Archive
New materials for families in the Family Corner
The What Adults Can Do section of the Stop Bullying Now! site has been updated with new features, including materials for teachers in the new Educators' Corner
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Bullying
This document is also available in a portable document format (PDF 69 KB).
● Introduction
● What You Can Do
● Helpful Links
● References
Introduction top
In the United States, bullying among children and teenagers has often been dismissed as a normal part of growing up. Little attention has been paid to the devastating effects of bullying, or to the connection between bullying and other forms of violence. In recent years, however, students and adults around the country have begun to make a commitment to stop bullying in their schools and communities.
What is bullying?
Bullying includes a wide variety of behaviors, but all involve a person or a group repeatedly trying to harm someone who is weaker or more vulnerable. It can involve direct attacks (such as hitting, threatening or intimidating, maliciously teasing and taunting, name-calling, making sexual remarks, and stealing or damaging belongings) or more subtle, indirect attacks (such as spreading rumors or encouraging others to reject or exclude someone).
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How common is bullying?
Almost 30 percent of teens in the United States (or over 5.7 million) are estimated to be involved in bullying as either a bully, a target of bullying, or both. In a recent national survey of students in grades 6 to 10, 13 percent reported bullying others, 11 percent reported being the target of bullies, and another 6 percent said they bullied others and were bullied themselves.1
Limited available data suggest that bullying is much more common among younger teens than older teens. As teens grow older, they are less likely to bully others and to be the targets of bullies.2
Bullying occurs more frequently among boys than girls. Teenage boys are much more likely to bully others and to be the targets of bullies. While both boys and girls say others bully them by making fun of the way they look or talk, boys are more likely to report being hit, slapped, or pushed. Teenage girls are more often the targets of rumors and sexual comments.3 While teenage boys target both boys and girls, teenage girls most often bully other girls, using more subtle and indirect forms of aggression than boys. For example, instead of physically harming others, they are more likely to spread gossip or encourage others to reject or exclude another girl.4
How does bullying affect teens who are the targets of bullies?
Bullying can lead teenagers to feel tense, anxious, and afraid. It can affect their concentration in school, and can lead them to avoid school in some cases. If bullying continues for some time, it can begin to affect teens' self- esteem and feelings of self-worth. It also can increase their social isolation, leading them to become withdrawn and depressed, anxious and insecure. In extreme cases, bullying can be devastating for teens, with long-term consequences. Some teens feel compelled to take drastic measures, such as carrying weapons for protection or seeking violent revenge. Others, in desperation, even consider suicide.5,6,7 Researchers have found that years later, long after the bullying has stopped, adults who were bullied as teens have higher levels of depression and poorer self-esteem than
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other adults.8
Bullying can also affect those teens who witness the bullying.
In one study of junior high and high school students, over 88 percent said they had witnessed bullying in their schools.9 Teens who witness bullying can feel guilty or helpless for not standing up to a bully on behalf of a classmate or friend, or for not reporting the incident to someone who could help. They may experience even greater guilt if they are drawn into bullying by pressure from their peers. Some teens deal with these feelings of guilt by blaming the victim and deciding that he or she deserved the abuse. Teens sometimes also feel compelled to end a friendship or avoid being seen with the bullied teen to avoid losing status or being targeted themselves.10,11
Which teens are most likely to become bullies?
While many people believe bullies act tough in order to hide feelings of insecurity and self-loathing, in fact, bullies tend to be confident, with high self-esteem.12,13 They are generally physically aggressive, with pro-violence attitudes, and are typically hot-tempered, easily angered, and impulsive, with a low tolerance for frustration. Bullies have a strong need to dominate others and usually have little empathy for their targets. Male bullies are often physically bigger and stronger than their peers.14 Bullies tend to get in trouble more often, and to dislike and do more poorly in school than teens who do not bully others. They are also more likely to fight, drink, and smoke than their peers.15
Teens who come from homes where parents provide little emotional support for their children, fail to monitor their activities, or have little involvement in their lives, are at greater risk for engaging in bullying behavior. Parents' discipline styles are also related to bullying behavior: an extremely permissive or excessively harsh approach to discipline can increase the risk of teenage bullying.16
Surprisingly, bullies appear to have little difficulty in making friends. Their friends typically share their pro-violence
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attitudes and problem behaviors (such as drinking and smoking) and may be involved in bullying as well.17 These friends are often followers who do not initiate bullying, but participate in it.18
As mentioned above, some teenagers not only bully others but are also the targets of bullies themselves. Like other bullies, they tend to do poorly in school and engage in a number of problem behaviors. They also tend to be socially isolated, with few friends and poor relationships with their classmates.19
What are the long-term consequences of bullying behavior?
Bullying is often a warning sign that children and teens are heading for trouble and are at risk for serious violence. Teens (particularly boys) who bully are more likely to engage in other antisocial/delinquent behavior (e.g., vandalism, shoplifting, truancy, and drug use) into adulthood. They are four times more likely than nonbullies to be convicted of crimes by age 24, with 60 percent of bullies having at least one criminal conviction.20
What can schools do to stop bullying?
Effective programs have been developed to reduce bullying in schools. Research has found that bullying is most likely to occur in schools where there is a lack of adult supervision during breaks, where teachers and students are indifferent to or accept bullying behavior, and where rules against bullying are not consistently enforced.21
While approaches that simply crack down on individual bullies are seldom effective, when there is a school-wide commitment to end bullying, it can be reduced by up to 50 percent. One effective approach focuses on changing school and classroom climates by: raising awareness about bullying, increasing teacher and parent involvement and supervision, forming clear rules and strong social norms against bullying, and providing support and protection for all students. This approach involves teachers, principals, students, and everyone associated with the school, including
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janitors, cafeteria workers, and crossing guards. Adults become aware of the extent of bullying at the school, and they involve themselves in changing the situation, rather than looking the other way. Students pledge not to bully other students, to help students who are bullied, and to make a point to include students who are left out.22
What You Can Do top
If You Are Being Bullied…
1. Talk to your parents or an adult you can trust, such as a teacher, school counselor, or principal. Many teens who are targets of bullies do not talk to adults because they feel embarrassed, ashamed, or fearful, and they believe they should be able to handle the problem on their own. Others believe that involving adults will only make the situation worse. While in some cases it is possible to end bullying without adult intervention, in other more extreme cases, it is necessary to involve school officials and even law enforcement. Talk to a trusted adult who can help you develop a plan to end the bullying and provide you with the support you need. If the first adult you approach is not receptive, find another adult who will support and help you.
2. It's not useful to blame yourself for a bully's actions. You can do a few things, however, that may help if a bully begins to harass you. Do not retaliate against a bully or let the bully see how much he or she has upset you. If bullies know they are getting to you, they are likely to torment you more. If at all possible, stay calm and respond evenly and firmly or else say nothing and walk away. Sometimes you can make a joke, laugh at yourself, and use humor to defuse a situation.
3. Act confident. Hold your head up, stand up straight, make eye contact, and walk confidently. A bully will be less likely to single you out if your project self-confidence.
4. Try to make friends with other students. A bully is more likely to leave you alone if you are with your friends. This is especially true if you and your friends http://www.safeyouth.org/scripts/teens/bullying.asp (5 of 10) [12/3/2005 12:00:48 AM] SafeYouth.org - Teen Facts - Bullying
stick up for each other.
5. Avoid situations where bullying can happen. If at all possible, avoid being alone with bullies. If bullying occurs on the way to or from school, you may want to take a different route, leave at a different time, or find others to walk to and from school with. If bullying occurs at school, avoid areas that are isolated or unsupervised by adults, and stick with friends as much as possible.
6. If necessary, take steps to rebuild your self- confidence. Bullying can affect your self-confidence and belief in yourself. Finding activities you enjoy and are good at can help to restore your self-esteem. Take time to explore new interests and develop new talents and skills. Bullying can also leave you feeling rejected, isolated, and alone. It is important to try to make new friendships with people who share your interests. Consider participating in extra-curricular activities or joining a group outside of school, such as an after- school program, church youth group, or sports team.
7. Do not resort to violence or carry a gun or other weapon. Carrying a gun will not make you safer. Guns often escalate conflicts and increase the chances you will be seriously harmed. You also run the risk that the gun may be turned on you or an innocent person will be hurt. And you may do something in a moment of fear or anger you will regret for the rest of your life. Finally, it is illegal for a teen to carry a handgun; it can lead to criminal charges and arrest.
If Someone Else is Being Bullied…
1. Refuse to join in if you see someone being bullied. It can be hard to resist if a bully tries to get you to taunt or torment someone, and you may fear the bully will turn on you if you do not participate, but try to stand firm.
2. Attempt to defuse bullying situations when you see them starting up. For example, try to draw attention away from the targeted person, or take the bully aside and ask him/her to "cool it." Do not place yourself at risk, however.
3. If you can do so without risk to your own safety,
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get a teacher, parent, or other responsible adult to come help immediately.
4. Speak up and/or offer support to bullied teens when you witness bullying. For example, help them up if they have been tripped or knocked down. If you feel you cannot do this at the time, privately support those being hurt with words of kindness or condolence later.
5. Encourage the bullied teen to talk with parents or a trusted adult. Offer to go with the person if it would help.Tell an adult yourself if the teen is unwilling to report the bullying. If necessary for your safety, do this anonymously.
Helpful Links top
Addressing the Problem of Juvenile Bullying Office of Juvenile Justice and Delinquency Prevention, Department of Justice This fact sheet reviews recent research on bullying and presents information on effective bullying prevention approaches.
Division of Violence Prevention National Center for Injury Prevention and Control, Centers for Disease Control and Prevention This Web site contains a number of fact sheets and publications on youth violence, with links to other valuable resources. It also includes the truth and myths about youth violence, kids' stories, things you can do to avoid violence, and a reading list for teens.
Bullying In Schools. ERIC Digest U.S. Department of Education This document provides a concise summary of research on bullying and what we know about effective programs to prevent bullying in schools.
Survey on Bullying in U.S. Schools National Institute of Child Health and Human Development, National Institutes of Health This news release summarizes the results of a recent national survey of 6th to 10th graders on bullying in U.S.
http://www.safeyouth.org/scripts/teens/bullying.asp (7 of 10) [12/3/2005 12:00:48 AM] SafeYouth.org - Teen Facts - Bullying
schools.
A Teenager's Guide to... Fitting in, Getting involved, Finding yourself Family and Youth Services Bureau, Department of Health and Human Services When times get tough, it's important to know there are people you can count on. The ideas in this booklet can help you learn to deal with tough times and enjoy the good times by finding the people and places that are right for you. You might find these ideas useful in your everyday life. Or read them to see if they might be helpful to a friend.
References top
1. Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., and Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285(16), 2094- 2100. 2. Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., and Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment.Journal of the American Medical Association, 285(16), 2094- 2100. 3. Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., and Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285(16), 2094- 2100. 4. Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Cambridge, Massachusetts: Blackwell Publishers, Inc., 19. 5. Egan, S.K. and Perry, D.G. (1998). Does low self- regard invite victimization? Developmental Psychology, 34, 299-309. 6. Hodges, E.V.E. and Perry, D.G. (1999). Personal and interpersonal antecedents and consequences of victimization by peers. Journal of Personality and Social Psychology, 76, 677-685. 7. Rigby, K. (2001). Health consequences of bullying and its prevention in schools. In J. Juvonen and S. Graham, eds. Peer Harassment in School: The Plight http://www.safeyouth.org/scripts/teens/bullying.asp (8 of 10) [12/3/2005 12:00:48 AM] SafeYouth.org - Teen Facts - Bullying
of the Vulnerable and Victimized. New York, New York: Guilford Press. 8. Olweus D. (1994). Bullying at school: long-term outcomes for the victims and an effective school- based intervention program. In: L.R. Huesmann, ed. Aggressive Behavior: Current Perspectives. New York, New York: Plenum Press, 97-130. 9. Hoover, J.H., Oliver, R., and Hazler, R.J. (1992). Bullying: Perceptions of adolescent victims in Midwestern USA. School Psychology International, 13, 5-16. 10. Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Cambridge, Massachusetts: Blackwell Publishers, Inc., 43-44. 11. Salmivalli, C. (2001). Group view on victimization: Empirical findings and their implications. In J. Juvonen and S. Graham, eds. Peer Harassment in School: The Plight of the Vulnerable and Victimized. New York, New York: Guilford Press. 12. Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., and Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285(16), 2094- 2100. 13. Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Cambridge, Massachusetts: Blackwell Publishers, Inc., 34. 14. Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Cambridge, Massachusetts: Blackwell Publishers, Inc., 34-43. 15. Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., and Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment.Journal of the American Medical Association, 285(16), 2094- 2100. 16. Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Cambridge, Massachusetts: Blackwell Publishers, Inc., 39-43. 17. Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., and Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment.Journal of the American Medical Association, 285(16), 2094- 2100. 18. Olweus, D. (1978). Aggression in the Schools: Bullies and Whipping Boys. Washington, DC: Hemisphere (Wiley). 19. Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., http://www.safeyouth.org/scripts/teens/bullying.asp (9 of 10) [12/3/2005 12:00:48 AM] SafeYouth.org - Teen Facts - Bullying
Simons-Morton, B., and Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285(16), 2094- 2100. 20. Olweus D. (1992). Bullying among schoolchildren: Intervention and prevention. In: R.D. Peters, R.J. McMahon, V.L. Quinsey, eds. Aggression and Violence Throughout the Life Span. London, England: Sage Publications, 100-125. 21. Olweus, D., Limber, S., and Mihalic, S. (1999). Blueprints for Violence Prevention, Book Nine: Bullying Prevention Program. Boulder, Colorado: Center for the Study and Prevention of Violence 22. Olweus, D., Limber, S., and Mihalic, S. (1999). Blueprints for Violence Prevention, Book Nine: Bullying Prevention Program. Boulder, Colorado: Center for the Study and Prevention of Violence.
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Facts for Teens: Bullying
Introduction
In the United States, bullying among children and teenagers has often been dismissed as a normal part of growing up. Little attention has been paid to the devastating effects of bullying, or to the connection between bullying and other forms of violence. In recent years, however, students and adults around the country have begun to make a commitment to stop bullying in their schools and communities.
What is bullying? Bullying includes a wide variety of behaviors, but all involve a person or a group repeatedly trying to harm someone who is weaker or more vulnerable. It can involve direct attacks (such as hitting, threatening or intimidating, maliciously teasing and taunting, name-calling, making sexual remarks, and stealing or damaging belongings) or more subtle, indirect attacks (such as spreading rumors or encouraging others to reject or exclude someone).
How common is bullying?
Almost 30 percent of teens in the United States (or over 5.7 million) are estimated to be involved in bullying as either a bully, a target of bullying, or both. In a recent national survey of students in grades 6 to 10, 13 percent reported bullying others, 11 percent reported being the target of bullies, and another 6 percent said they bullied others and were bullied themselves.1 Limited available data suggest that bullying is much more common among younger teens than older teens. As teens grow older, they are less likely to bully others and to be the targets of bullies.2 Bullying occurs more frequently among boys than girls. Teenage boys are much more likely to bully others and to be the targets of bullies. While both boys and girls say others bully them by making fun of the way they look or talk, boys are more likely to report being hit, slapped, or pushed. Teenage girls are more often the targets of rumors and sexual comments.3 While teenage boys target both boys and girls, teenage girls most often bully other girls, using more subtle and indirect forms of aggression than boys. For example, instead of physically harming others, they are more likely to spread gossip or encourage others to reject or exclude another girl.4
How does bullying affect teens who are the targets of bullies? Bullying can lead teenagers to feel tense, anxious, and afraid. It can affect their concentration in school, and can lead them to avoid school in some cases. If bullying continues for some time, it can begin to affect teens' self-esteem and feelings of self-worth. It also can increase their social isolation,
Toll-Free: 1-866-SAFEYOUTH (1-866-723-3968) TTY: 1-800-243-7012 FAX: 301-562-1001 Facts for Teens: Bullying, National Youth Violence Prevention Resource Center, www.safeyouth.org Page 2 leading them to become withdrawn and depressed, anxious and insecure. In extreme cases, bullying can be devastating for teens, with long-term consequences. Some teens feel compelled to take drastic measures, such as carrying weapons for protection or seeking violent revenge. Others, in desperation, even consider suicide.5,6,7 Researchers have found that years later, long after the bullying has stopped, adults who were bullied as teens have higher levels of depression and poorer self-esteem than other adults.8
Bullying can also affect those teens who witness the bullying.
In one study of junior high and high school students, over 88 percent said they had witnessed bullying in their schools.9 Teens who witness bullying can feel guilty or helpless for not standing up to a bully on behalf of a classmate or friend, or for not reporting the incident to someone who could help. They may experience even greater guilt if they are drawn into bullying by pressure from their peers. Some teens deal with these feelings of guilt by blaming the victim and deciding that he or she deserved the abuse. Teens sometimes also feel compelled to end a friendship or avoid being seen with the bullied teen to avoid losing status or being targeted themselves.10,11
Which teens are most likely to become bullies?
While many people believe bullies act tough in order to hide feelings of insecurity and self-loathing, in fact, bullies tend to be confident, with high self-esteem.12,13 They are generally physically aggressive, with pro-violence attitudes, and are typically hot-tempered, easily angered, and impulsive, with a low tolerance for frustration. Bullies have a strong need to dominate others and usually have little empathy for their targets. Male bullies are often physically bigger and stronger than their peers.14 Bullies tend to get in trouble more often, and to dislike and do more poorly in school than teens who do not bully others. They are also more likely to fight, drink, and smoke than their peers.15 Teens who come from homes where parents provide little emotional support for their children, fail to monitor their activities, or have little involvement in their lives, are at greater risk for engaging in bullying behavior. Parents' discipline styles are also related to bullying behavior: an extremely permissive or excessively harsh approach to discipline can increase the risk of teenage bullying.16 Surprisingly, bullies appear to have little difficulty in making friends. Their friends typically share their pro-violence attitudes and problem behaviors (such as drinking and smoking) and may be involved in bullying as well.17 These friends are often followers who do not initiate bullying, but participate in it.18 As mentioned above, some teenagers not only bully others but are also the targets of bullies themselves. Like other bullies, they tend to do poorly in school and engage in a number of problem behaviors. They also tend to be socially isolated, with few friends and poor relationships with their classmates.19
What are the long-term consequences of bullying behavior?
Bullying is often a warning sign that children and teens are heading for trouble and are at risk for serious violence. Teens (particularly boys) who bully are more likely to engage in other
Toll-Free: 1-866-SAFEYOUTH (1-866-723-3968) TTY: 1-800-243-7012 FAX: 301-562-1001 Facts for Teens: Bullying, National Youth Violence Prevention Resource Center, www.safeyouth.org Page 3 antisocial/delinquent behavior (e.g., vandalism, shoplifting, truancy, and drug use) into adulthood. They are four times more likely than nonbullies to be convicted of crimes by age 24, with 60 percent of bullies having at least one criminal conviction.20
What can schools do to stop bullying?
Effective programs have been developed to reduce bullying in schools. Research has found that bullying is most likely to occur in schools where there is a lack of adult supervision during breaks, where teachers and students are indifferent to or accept bullying behavior, and where rules against bullying are not consistently enforced.21 While approaches that simply crack down on individual bullies are seldom effective, when there is a school-wide commitment to end bullying, it can be reduced by up to 50 percent. One effective approach focuses on changing school and classroom climates by: raising awareness about bullying, increasing teacher and parent involvement and supervision, forming clear rules and strong social norms against bullying, and providing support and protection for all students. This approach involves teachers, principals, students, and everyone associated with the school, including janitors, cafeteria workers, and crossing guards. Adults become aware of the extent of bullying at the school, and they involve themselves in changing the situation, rather than looking the other way. Students pledge not to bully other students, to help students who are bullied, and to make a point to include students who are left out.22
What You Can Do
If You Are Being Bullied…
1. Talk to your parents or an adult you can trust, such as a teacher, school counselor, or principal. Many teens who are targets of bullies do not talk to adults because they feel embarrassed, ashamed, or fearful, and they believe they should be able to handle the problem on their own. Others believe that involving adults will only make the situation worse. While in some cases it is possible to end bullying without adult intervention, in other more extreme cases, it is necessary to involve school officials and even law enforcement. Talk to a trusted adult who can help you develop a plan to end the bullying and provide you with the support you need. If the first adult you approach is not receptive, find another adult who will support and help you.
2. It's not useful to blame yourself for a bully's actions. You can do a few things, however, that may help if a bully begins to harass you. Do not retaliate against a bully or let the bully see how much he or she has upset you. If bullies know they are getting to you, they are likely to torment you more. If at all possible, stay calm and respond evenly and firmly or else say nothing and walk away. Sometimes you can make a joke, laugh at yourself, and use humor to defuse a situation.
Toll-Free: 1-866-SAFEYOUTH (1-866-723-3968) TTY: 1-800-243-7012 FAX: 301-562-1001 Facts for Teens: Bullying, National Youth Violence Prevention Resource Center, www.safeyouth.org Page 4
3. Act confident. Hold your head up, stand up straight, make eye contact, and walk confidently. A bully will be less likely to single you out if your project self-confidence.
4. Try to make friends with other students. A bully is more likely to leave you alone if you are with your friends. This is especially true if you and your friends stick up for each other.
5. Avoid situations where bullying can happen. If at all possible, avoid being alone with bullies. If bullying occurs on the way to or from school, you may want to take a different route, leave at a different time, or find others to walk to and from school with. If bullying occurs at school, avoid areas that are isolated or unsupervised by adults, and stick with friends as much as possible.
6. If necessary, take steps to rebuild your self-confidence. Bullying can affect your self- confidence and belief in yourself. Finding activities you enjoy and are good at can help to restore your self-esteem. Take time to explore new interests and develop new talents and skills. Bullying can also leave you feeling rejected, isolated, and alone. It is important to try to make new friendships with people who share your interests. Consider participating in extra- curricular activities or joining a group outside of school, such as an after-school program, church youth group, or sports team.
7. Do not resort to violence or carry a gun or other weapon. Carrying a gun will not make you safer. Guns often escalate conflicts and increase the chances you will be seriously harmed. You also run the risk that the gun may be turned on you or an innocent person will be hurt. And you may do something in a moment of fear or anger you will regret for the rest of your life. Finally, it is illegal for a teen to carry a handgun; it can lead to criminal charges and arrest.
If Someone Else is Being Bullied…
1. Refuse to join in if you see someone being bullied. It can be hard to resist if a bully tries to get you to taunt or torment someone, and you may fear the bully will turn on you if you do not participate, but try to stand firm.
2. Attempt to defuse bullying situations when you see them starting up. For example, try to draw attention away from the targeted person, or take the bully aside and ask him/her to "cool it." Do not place yourself at risk, however.
3. If you can do so without risk to your own safety, get a teacher, parent, or other responsible adult to come help immediately.
Toll-Free: 1-866-SAFEYOUTH (1-866-723-3968) TTY: 1-800-243-7012 FAX: 301-562-1001 Facts for Teens: Bullying, National Youth Violence Prevention Resource Center, www.safeyouth.org Page 5
4. Speak up and/or offer support to bullied teens when you witness bullying. For example, help them up if they have been tripped or knocked down. If you feel you cannot do this at the time, privately support those being hurt with words of kindness or condolence later.
5. Encourage the bullied teen to talk with parents or a trusted adult. Offer to go with the person if it would help. Tell an adult yourself if the teen is unwilling to report the bullying. If necessary for your safety, do this anonymously.
Helpful Links Addressing the Problem of Juvenile Bullying www.ncjrs.org/pdffiles1/ojjdp/fs200127.pdf Office of Juvenile Justice and Delinquency Prevention, Department of Justice This fact sheet reviews recent research on bullying and presents information on effective bullying prevention approaches.
Division of Violence Prevention www.cdc.gov/ncipc/dvp/dvp.htm National Center for Injury Prevention and Control, Centers for Disease Control and Prevention This Web site contains a number of fact sheets and publications on youth violence, with links to other valuable resources. It also includes the truth and myths about youth violence, kids' stories, things you can do to avoid violence, and a reading list for teens.
Bullying In Schools. ERIC Digest www.ericfacility.net/ericdigests/ed407154.html U.S. Department of Education This document provides a concise summary of research on bullying and what we know about effective programs to prevent bullying in schools.
Survey on Bullying in U.S. Schools www.nichd.nih.gov/new/releases/bullying.cfm National Institute of Child Health and Human Development, National Institutes of Health This news release summarizes the results of a recent national survey of 6th to 10th graders on bullying in U.S. schools.
A Teenager's Guide to... Fitting in, Getting involved, Finding yourself www.ncfy.com/expreng.pdf Family and Youth Services Bureau, Department of Health and Human Services When times get tough, it's important to know there are people you can count on. The ideas in this booklet can help you learn to deal with tough times and enjoy the good times by finding the people and places that are right for you. You might find these ideas useful in your everyday life. Or read them to see if they might be helpful to a friend.
Toll-Free: 1-866-SAFEYOUTH (1-866-723-3968) TTY: 1-800-243-7012 FAX: 301-562-1001 Facts for Teens: Bullying, National Youth Violence Prevention Resource Center, www.safeyouth.org Page 6
Virtual Library on Bullying in Schools http://ericcass.uncg.edu/virtuallib/bullying/bullyingbook.html ERIC Clearinghouse on Counseling and Student Services, U.S. Department of Education This site offers a rich collection of documents on bullying, ranging from techniques to avoid bullying to descriptions of effective bullying prevention programs.
References
1. Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., and Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285(16), 2094-2100. 2. Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., and Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285(16), 2094-2100. 3. Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., and Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285(16), 2094-2100. 4. Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Cambridge, Massachusetts: Blackwell Publishers, Inc., 19. 5. Egan, S.K. and Perry, D.G. (1998). Does low self-regard invite victimization? Developmental Psychology, 34, 299-309. 6. Hodges, E.V.E. and Perry, D.G. (1999). Personal and interpersonal antecedents and consequences of victimization by peers. Journal of Personality and Social Psychology, 76, 677-685. 7. Rigby, K. (2001). Health consequences of bullying and its prevention in schools. In J. Juvonen and S. Graham, eds. Peer Harassment in School: The Plight of the Vulnerable and Victimized. New York, New York: Guilford Press. 8. Olweus D. (1994). Bullying at school: long-term outcomes for the victims and an effective school-based intervention program. In: L.R. Huesmann, ed. Aggressive Behavior: Current Perspectives. New York, New York: Plenum Press, 97-130. 9. Hoover, J.H., Oliver, R., and Hazler, R.J. (1992). Bullying: Perceptions of adolescent victims in Midwestern USA. School Psychology International, 13, 5-16. 10. Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Cambridge, Massachusetts: Blackwell Publishers, Inc., 43-44. 11. Salmivalli, C. (2001). Group view on victimization: Empirical findings and their implications. In J. Juvonen and S. Graham, eds. Peer Harassment in School: The Plight of the Vulnerable and Victimized. New York, New York: Guilford Press.
Toll-Free: 1-866-SAFEYOUTH (1-866-723-3968) TTY: 1-800-243-7012 FAX: 301-562-1001 Facts for Teens: Bullying, National Youth Violence Prevention Resource Center, www.safeyouth.org Page 7
12. Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., and Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285(16), 2094-2100. 13. Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Cambridge, Massachusetts: Blackwell Publishers, Inc., 34. 14. Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Cambridge, Massachusetts: Blackwell Publishers, Inc., 34-43. 15. Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., and Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285(16), 2094-2100. 16. Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Cambridge, Massachusetts: Blackwell Publishers, Inc., 39-43. 17. Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., and Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285(16), 2094-2100. 18. Olweus, D. (1978). Aggression in the Schools: Bullies and Whipping Boys. Washington, DC: Hemisphere (Wiley). 19. Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., and Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285(16), 2094-2100. 20. Olweus D. (1992). Bullying among schoolchildren: Intervention and prevention. In: R.D. Peters, R.J. McMahon, V.L. Quinsey, eds. Aggression and Violence Throughout the Life Span. London, England: Sage Publications, 100-125. 21. Olweus, D., Limber, S., and Mihalic, S. (1999). Blueprints for Violence Prevention, Book Nine: Bullying Prevention Program. Boulder, Colorado: Center for the Study and Prevention of Violence 22. Olweus, D., Limber, S., and Mihalic, S. (1999). Blueprints for Violence Prevention, Book Nine: Bullying Prevention Program. Boulder, Colorado: Center for the Study and Prevention of Violence.
Date of Publication: 2002
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Foreword
Introduction
In Context
Untangling the Myths: What the Research Tells Us
Schoolwide Efforts To Prevent Bullying
Addressing Bullying One-on- One: What Parents, Teachers, and Counselors Can Do
Considerations for Policymakers
Potential Pitfalls
Conclusion
SCHOOL SAMPLER Lebanon, Oregon Maine Project Against December 2001 Bullying Ashland, Virginia Seattle, Washington Northwest Regional Educational Laboratory Idaho Falls, Idaho Jennifer Railsback Planning & Program Development Resources Cori Brewster Choosing a Bullying Writing Instructor, Treasure Valley Community College Prevention Program;
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SCHOOLWIDE PREVENTION OF BULLYING
D ECEMBER 2001
N ORTHWEST R EGIONAL E DUCATIONAL L ABORATORy T ITLES IN THE B Y R EQUEST S ERIES:
• Service Learning in the Northwest Region • Tutoring: Strategies for Successful Learning BY REQUEST... • Scheduling Alternatives: Options for Student Success • Grade Configuration: Who Goes Where? • Alternative Schools: Approaches for Students at Risk • All Students Learning: Making It Happen in Your School • High-Quality Professional Development: An Essential Component of Successful Schools SCHOOLWIDE PREVENTION • Student Mentoring • Peaceful Schools OF BULLYING • After-School Programs: Good for Kids, Good for Communities • Parent Partners: Using Parents To Enhance Education C ORI B REWSTER • When Students Don't Succeed: Shedding Light on Grade & Retention J ENNIFER R AILSBACK • Making Positive Connections With Homeschoolers • Increasing Student Motivation and Engagement: From Time-on-Task to Homework • Power of Public Relations In Schools • Supporting Beginning Teachers: How Administrators, Teachers, and Policymakers Can Help New Teachers Succeed • Technology In Early Childhood Education: Finding the Balance • Profiles of Progress: What Works in Northwest Title I Schools
D ECEMBER 2001
N ORTHWEST R EGIONAL E DUCATIONAL L ABORATORy TABLE OF C ONTENTS F OREWORD
Foreword...... 3 By Request is a quarterly booklet series produced by the Introduction...... 4 Northwest Regional Educational Laboratory. These reports In Context...... 7 briefly address current educational concerns and issues as Untangling the Myths: What the Research Tell Us...... 9 indicated by requests for information that come to the Schoolwide Efforts To Prevent Bullying...... 14 Laboratory from the Northwest region and beyond. Each Addressing Bullying One-on-One: What Parents, Teachers, booklet in the series contains a discussion of research and and Counselors Can Do...... 19 literature pertinent to the issue, a sampling of how Considerations for Policymakers...... 23 Northwest schools are addressing the issue, suggestions for Potential Pitfalls...... 25 adapting these ideas to schools, selected references, and con- Conclusion...... 27 tact information. School Sampler...... 28 Assumption St. Bridget School (Grades K-8)...... 29 One objective of the series is to foster a sense of community Liberty Middle School (Grades 6-8)...... 34 and connection among educators. Another is to increase Rocky Mountain Middle School (Grades 6-8)...... 40 awareness of current education-related themes and concerns. Lebanon School District...... 44 Each booklet will give practitioners a glimpse of how fellow Maine Project Against Bullying...... 47 educators are addressing issues, overcoming obstacles, and Common Keys to Success ...... 51 attaining success in certain areas. The series goal is to give Resources...... 54 educators current, reliable, and useful information on topics Choosing a Bullying Prevention Program...... 58 that are important to them. Creating Safe Schools Anti-Bullying Planning Worksheet...59 References...... 60 Acknowledgments...... 64
3 INTRODUCTION Despite these numbers, bullying behavior is rarely detected by teachers, and is even less frequently taken seriously I Hate My Life (NRCSS, 1999). Overwhelmingly, the research reflects a By Sarah significant gap between educators’ perceptions and actual incidents of bullying at school. In one study, classroom I have always been bullied. I don’t know why or anything teachers identified and intervened in only 4 percent of bul- but it’s something I thought would go away but it didn’t and lying incidents (Skiba & Fontanini, 2000). Part of the prob- I often think that I’m going to completely crack. I do have lem is that bullying is more likely to occur in places where friends and they are the bestis friends that you could possi- adults are not. However, lack of understanding of the bly ask for but it doesn’t make you feel any better! nature and severity of bullying behavior also contributes significantly to many adults’ inability or unwillingness to I told the school cause it’s really bad now but they haven’t get involved (U.S. Department of Education [USDOE], done anything about it and I now suffer from tension 1998). headaches because of it. I have exams this year and I don’t want it to get in the way but it probably will and that really The consequences of bullying are far reaching, ranging ***** me off!* from lower attendance and student achievement to increased incidence of violence and juvenile crime. Children who This story is just one of many cries for help posted on the bully are more likely to become violent adults, while vic- www.bullying.org Web site, a forum for children and tims of bullying often suffer from anxiety, low self-esteem, teenagers who have experienced bullying. Daily, students and depression well into adulthood (Banks, 2000; NRCSS, from around the world post stories, poems, plays, and songs 1999). Even students who are not directly involved in bully- that speak to their pain and frustration, as well as their sense ing are affected: Children and teens who regularly witness that the adults in their lives are unwilling to help. bullying at school suffer from a less secure learning envi- ronment, the fear that the bully may target them next, and It is estimated that 30 percent of American children are regu- the knowledge that teachers and other adults are either larly involved in bullying, either as bullies, victims, or both unable or unwilling to control bullies’ behavior (USDOE, (National Resource Center for Safe Schools [NRCSS], 1998). 2001). Approximately 15 percent of students are “severely traumatized or distressed” by encounters with bullies, and 8 Clearly, understanding—and taking seriously—the dynam- percent report being victimized at school at least once a ics of bullying behavior among school-aged children is week (Hoover & Oliver, 1996; Skiba & Fontanini, 2000). essential if we are to succeed in building safe and effective schools (Banks, 2000). This booklet provides an overview of what is currently known about bullying behavior and * Used with permission from www.bullying.org, “Where You Are Not Alone”
4 5 successful efforts to address it. The Northwest Sampler sec- IN CONTEXT tion at the end of the booklet profiles a number of anti-bul- lying programs and offers resources for further research and Across the country, bullying is receiving increased attention program development. in school board meetings, in the media, and in state legisla- tures. Between 1999 and 2001, at least eight states consid- ered and/or adopted legislation directing schools to develop anti-bullying policies or programs (Zehr, 2001). In some states, statewide bullying programs are already in place, while in other states, such as Michigan, Colorado, and Oregon, schools are scrambling to build programs and com- ply with new laws.
To be sure, bullying is not a new phenomenon. What is new is the growing awareness that bullying has serious conse- quences for both students and schools. According to Banks (2000), bullying behavior contributes to lower attendance rates, lower student achievement, low self-esteem, and depression, as well as higher rates of both juvenile and adult crime. Consider the following statistics:
• 160,000 students miss school every day due to fear of attack or intimidation by a bully (Fried & Fried, 1996); 7 percent of eighth-graders stay home at least once a month because of bullies (Banks, 2000)
• Approximately 20 percent of students are scared throughout much of the school day (Garrity, et al., 1997)
• 14 percent of eighth- through 12th-graders and 22 percent of fourth- through eighth-graders surveyed reported that “bullying diminished their ability to learn in school” (Hoover & Oliver, 1996, p. 10)
6 7 • 10 percent of students who drop out of school do so UNTANGLING THE MYTHS: because of repeated bullying (Weinhold & Weinhold, WHAT THE RESEARCH TELLS US 1998) Myths about bullying behavior abound. It is not uncommon • “Bullies identified by age eight are six times more likely to hear that bullying is just a “normal” part of childhood, to be convicted of a crime by age 24 and five times more that children who bully simply suffer from low self-esteem, likely than non-bullies to end up with serious criminal that victims really ought to figure out how to stand up for records by the age of 30” (Maine Project Against themselves. Children and adults both frequently accuse vic- Bullying, 2000); 60 percent of students characterized as tims of bringing the bullying on themselves—either by pro- bullies in grades 6-9 had at least one criminal voking the bullies or by making themselves look weak and conviction by age 24 (Banks, 2000) defenseless (Banks, 2000).
• Roughly two-thirds of school shooters had “felt The first step in untangling these myths is to define exactly persecuted, bullied, threatened, attacked, or injured what bullying is and how it differs from “normal” childhood by others. …a number of the teenagers had suffered conflicts. Perhaps the most important distinctions have to do sustained, severe bullying and harassment” (Bowman, with duration, power, and intent to harm (Greene, 2001). 2001) Bullying, unlike isolated conflicts between individuals, occurs when a student or group of students targets an indi- While school shootings and violent retaliations to bullying vidual repeatedly over time, using physical or psychological remain rare, these incidents have forced educators, parents, aggression to dominate the victim (Hoover & Oliver, 1996; and legislators to take a more serious look at bullying behav- Rigby, 1995; USDOE, 1998). The repeated incidents func- ior and the impact it has on both students and the school tion to create and enforce an imbalance of power between environment. The following sections look more closely at bully and victim. bullying and at what we can do to limit the level of harass- ment, intimidation, and aggression that students routinely Among middle and high school students, bullying behavior witness and experience at school. most frequently involves teasing and social exclusion, but may also include physical violence, threats, theft, sexual and racial harassment, public humiliation, and destruction of the targeted student’s property. Bullying behavior in elementary grades is more likely than in older grades to involve physical aggression, but is characterized by teasing, intimidation, and social exclusion as well (Banks, 2000).
8 9 Additional facts about bullying: are smaller or less able to defend themselves. The • Both boys and girls bully; some research indicates that taunting and harassment is not two-way, and appears boys bully more than girls do, but this may have to do to reinforce an imbalance of status or power (Olweus, with how bullying is defined and/or identified. 1993).
• Bullying by girls is often more subtle and harder to detect • The student may believe that he or she is superior to than bullying by boys (NRCSS, 1999). Boys tend to use other students, or blame others for being smaller, more physical aggression than girls do. Bullying by girls physically weaker, or different; students who bully “may more often takes the form of teasing and social exclusion brag about their actual or imagined superiority over other (Hoover & Oliver, 1996). students” (Olweus, 1993, p. 59).
• Boys tend to bully both boys and girls, while girls are • The student frequently fights with others as a way to more likely to victimize other girls (Hoover & Oliver, assert dominance; students who bully often pick fights 1996). with students they believe to be weaker, and who do not want to be involved in the conflict (Olweus, 1993). • Girls are more likely to bully in a group (Kreidler, 1996). Students who bully may also “induce some of their followers to do the ‘dirty work’ while they themselves • Bullying in school tends to increase through elementary keep in the background” (Olweus, 1993, p. 58). grades, peak in middle school, and drop off by the 11th and 12th grades (Banks, 2000; NRCSS, 1999). • Students who bully tend to have little empathy, “derive satisfaction from inflicting injury and suffering,” and “seem to desire power and control” (NRCSS, 1999). Identifying students who bully others When working to determine if one student is bullying anoth- Despite popular perceptions of bullies, students who bully er, it is important to remember that a key element of bullying generally have average to high self-esteem, may be popular behavior is an imbalance or abuse of power. Conflicts with both teachers and classmates, and may also do well in between students of roughly the same social status or who school (Olweus, 1993; NRCSS, 1999). are equally capable of defending themselves are not typically bullying situations. Signs that may be helpful in identifying Identifying children who are being bullied a student who bullies others include: Again, it’s important to note that primary indicators of bullying behavior include duration, power, and intent to • The student regularly engages in hurtful teasing, name harm—there is a difference between children who are occa- calling, or intimidation of others, particularly those who sionally teased by friends and those who are being harassed
10 11 and intimidated. Depending on the situation, some or all of In general, children who are bullied tend to have lower self- the following signs may help identify a student who is being esteem and self-confidence (Kriedler, 1996). They may per- bullied. ceive themselves negatively (particularly after repeated harassment and victimization), and shy away from con- • Students who are bullied are frequently “teased in a frontation and conflict—traits that other students may pick nasty way, called names (may also have a derogatory up on (Kreidler, 1996; Olweus, 1993). As a result of the nickname), taunted, belittled, ridiculed, intimidated, bullying, they may often “appear distressed, unhappy, degraded, threatened, given orders, dominated, [or] depressed, [and] tearful,” and their performance and interest subdued” (Olweus, 1993, p. 54). in school may begin to deteriorate, as well (Olweus, 1993, p. 55). • A student who regularly has bruises, torn clothing, or injuries that can’t be easily explained, or who often has That said, there is no hard evidence to show that children his or her belongings taken or damaged, may be being who are targeted by bullies share certain physical character- bullied (Olweus, 1993). istics, such as wearing glasses or being overweight (NRCSS, 1999). Although students themselves often identify specific • Students who are bullied often have few or no close physical and social factors as contributing to victimization, friends at school (NRCSS, 1999), and are frequently the research does not appear to support this. According to socially isolated (Banks, 2000). Further, they may Hoover and Oliver (1996), “It is not clear … that chronic frquently be chosen last for teams or other group scapegoats are objectively different from students not victim- activities (Olweus, 1993). ized” (p. 17).
• A student who is being bullied is often less assertive, or lacks the skills necessary to respond to other students’ teasing and harassment (NRCSS, 1999); he or she may also appear weak or easily dominated (Banks, 2000; Kreidler, 1996; NRCSS, 1999).
• Students who are bullied repeatedly may also “try to stay close to the teacher or other adults during breaks,” avoid restrooms and other isolated areas, and/or make excuses to stay home from school as much as possible (Olweus, 1993, p. 55).
12 13 SCHOOLWIDE EFFORTS TO this booklet indicate. Whether your school plans to imple- PREVENT BULLYING ment a bullying prevention curriculum, develop an anti-bul- lying task force, or integrate anti-bullying efforts into estab- Without question, the most effective means of addressing lished violence prevention programs, there are seven impor- bullying is through comprehensive, schoolwide programs tant steps to take: (Atlas & Pepler, 1998; Garrity et al., 1997; Skiba & Fontanini, 2000). Although teachers, counselors, and parents 1. Assess your school’s needs and goals. may be able to deal with individual cases of bullying as they During the initial phases of program development, survey come up, it is unlikely to have a significant impact on the students, teachers, and parents about the occurrence of bully- incidence of bullying in the school (Banks, 2000). ing in the school (USDOE, 1998). This will not only provide information about where, when, and between whom bullying For one thing, bullying often goes undetected by both teach- occurs at your school, but will also allow you to examine ers and parents (Skiba & Fontanini, 2000). As noted earlier, any disparities between student, teacher, and parent percep- adults typically identify less than 10 percent of bullying inci- tions (Saufler, n.d.). You will then need to spend time dis- dents. In addition, many teachers and administrators fail to cussing which of the issues identified in the survey are most understand the dynamics of bullying. Without adequate train- urgent and how best to address them, given available staff, ing, some educators may actually endorse bullying behavior, funding, resources, and time (American Federation of either by sending students the message that bullying is “part Teachers, 2000). of growing up,” or by simply ignoring the behavior (USDOE, 1998). 2. Develop an anti-bullying policy. Using the findings of the needs assessment to guide discus- Perhaps the most important reason for developing a school- sion, work with parents, students, administrators, teachers, wide anti-bullying program, however, is to engage and and other school staff to develop a comprehensive, school- empower “the silent majority”: the large percentage of stu- wide policy on bullying (Hoover & Oliver, 1996). The policy dents who regularly witness bullying at school but don’t should include a clear definition of bullying and a descrip- know what they can do to help (Atlas & Pepler, 1998). tion of how the school will respond to bullying incidents Programs that teach students to recognize and intervene in (Rigby, 1995), as well as a discussion of program philosophy bullying have been found to have the greatest impact on and goals. curbing incidents of bullying and harassment at school (Rigby, 1995). 3. Provide training for teachers, administrators, and other school staff. Schoolwide anti-bullying programs can take many shapes, as Set aside time during the school year to share and discuss the programs profiled in the Northwest Sampler section of information about bullying with all school employees
14 15 (USDOE, 1998). If possible, make an effort to include staff 6. Provide increased supervision in areas where members who are likely to be present in places bullying bullying tends to occur. tends to occur: playground monitors, bus drivers, cafeteria Identify places on school grounds where bullying is more workers, custodial staff, and so forth. Training should likely to occur, and work with the school staff to ensure include definitions of bullying, indicators of bullying behav- there is adequate adult supervision in those areas. ior, characteristics of bullies and victims, ways to integrate Playgrounds, bus stops, hallways, and school bathrooms anti-bullying material into curriculum, and strategies for often provide easy opportunities for bullies to isolate and addressing bullying behavior. Quality training and opportuni- intimidate their victims (NRCSS, 1999; USDOE, 1998). ties for discussion are essential if all staff are to buy in to anti-bullying policies and programs. 7. Integrate anti-bullying themes and activities into curriculum. 4. Involve parents. Classroom teachers play a central role in the way that bully- If possible, get parents involved in both program planning ing policies and programs are presented and delivered to stu- and implementation (USDOE, 1998). Invite them to provide dents. Curricula should include definitions of bullying, dis- information for program assessments, share survey results cussions of how bullying affects everyone, ways students can with them, offer them training and information, and keep help others, and assertiveness training (Fried & Fried, 1996; them abreast of program developments. Encourage parents to Kreidler, 1996). Depending on the age of the students, you contact teachers or administrators if they suspect that a child may want provide students opportunities to role-play, and/or is bullying or being bullied (Fried & Fried, 1996). involve students in strategizing specific ways bullying can be addressed in their school (Pirozzi, 2001). Most important, 5. Identify resources for bullies, victims, and families. though, bullying curriculum should emphasize to students Efforts to address bullying behavior are not over when the the difference between tattling and telling on someone, and bully is caught and disciplined. Students who bully repeat- encourage them to report to adults any situation in which a edly may benefit from anger management classes or indi- peer is being bullied or abused. vidual counseling, while students who have been victimized may require support in dealing with anxiety and depression Two good resources for developing anti-bullying curriculum (Fried & Fried, 1996). Because many children who bully or are Nan Stein and Lisa Sjostrom’s (1996) Bullyproof: A are victimized experience bullying at home, it may be nec- Teacher’s Guide on Teasing and Bullying for Use with essary to develop intervention strategies involving the whole Fourth- and Fifth- Grade Students and Allan L. Beane’s family (Fried & Fried, 1996; Hoover & Oliver, 1996). Anti- (1999) Bully Free Classroom: Over 100 Tips and Strategies bullying programs should clearly identify resources for stu- for Teachers K-8. Both texts provide specific, detailed dents and families that are available both at school and in descriptions of activities and assignments dealing with bully- the community.
16 17 ing that can be copied directly from the text or modified for ADDRESSING BULLYING ONE-ON-ONE: different age groups. WHAT PARENTS,TEACHERS, AND COUNSELORS CAN DO For descriptions of anti-bullying programs that have been implemented by individual schools and districts, see the Keeping in mind that most incidents of bullying go unno- Northwest Sampler section at the end of this booklet. ticed by adults, parents and educators may need to take an active role in identifying bullying behavior and working with students to address it. Although there is no substitute for a schoolwide program, there are some specific things that par- ents and educators can do to help students one-on-one as problems with bullying arise.
Probably the most important thing adults can do is to listen (NRCSS, 1999). Too often, children and young adults are told to “toughen up” or “ignore it” when they attempt to talk about bullying encounters at school. This kind of response makes students who are already socially isolated feel even more alone and helpless to prevent the harassment. It also sends the message that bullying is not taken seriously, and may even be their fault (USDOE, 1998).
Described below are a number of strategies available to adults concerned about bullying behavior. Some tips are more appropriate to classroom teachers, while some may be more applicable to parents, counselors, or other school staff.
• Initiate conversations with students about bullying. Don’t wait for them to bring it up, or assume that because you haven’t heard about it, that it’s not happening. The vast majority of bullying behavior is never detected by adults, and many students are either too embarrassed or scared to talk about it. Conversations about specific bullying incidents may be held with individual students in
18 19 private, or the subject can be dealt with more generally in • Work with students on developing assertiveness and whole-class discussions (Fried & Fried, 1996). conflict resolution skills. This is an important step in helping both students who are • Be prepared to intervene. victimized and students who witness bullying learn ways If you observe that a student is being bullied, step in to diffuse the situation. Adults should avoid teaching immediately (USDOE, 1998). In situations in which children to fight back, however, or to respond to violence bullying incidents are reported to you, you may want to in kind (USDOE, 1998). Fighting back only escalates the work with the victim first to determine the best way to problem and reinforces the belief that weaker and get involved. noncombative students somehow deserve to be bullied.
• Don’t expect students to solve things themselves. • Focus on developing empathy and respect for others. Peer mediation does not work in bullying situations and Create opportunities for students to learn to work should be avoided. According to the U.S. Department of together, such as assignments that require sharing and Education, the “difference in power between bullies and collaboration (Hoover & Oliver, 1996; Rigby, 1995). victims may cause victims to feel further victimized by Praise students, especially those who tend to bully others, the process or believe that they are somehow at fault” for acts of kindness and respect (Kreidler, 1996; USDOE, (USDOE, 1998, p. 7). 1998). Although focusing on empathy alone is unlikely to lead to significant change, it demonstrates to students that • Encourage students to report incidents of bullying. everyone is valued and respected in your classroom. Especially with younger students, discuss the difference between simply telling on someone and stepping in to • Avoid physical forms of discipline, such as spanking. help another person (Fried & Fried, 1996; Kreidler, Hitting children when they misbehave simply reinforces 1996). the belief that “might makes right” and that violence and intimidation are appropriate ways to get what you want • Express strong disapproval of bullying when it occurs (Fried & Fried, 1996). Whenever possible, model or comes up in conversation. nonviolent means of resolving conflicts. Be sure students know that you don’t condone any kind of harassment or mistreatment of others, whether it be • Keep a log of bullying incidents. teasing, social exclusion, or physical violence (Kreidler, Record all incidents of bullying, including who was 1996). As much as possible, reassure students that your involved, where it occurred, how often, and what classroom is a safe and supportive place (USDOE, 1998) strategies you used to address it (Kreidler, 1996). Over time, the log will allow you to identify any patterns in bullying behavior, as well as what kinds of interventions worked best to stop it. 20 21 • Deal with bullying incidents consistently, in a manner CONSIDERATIONS FOR appropriate to the situation. POLICYMAKERS If your school does not already have a policy in place for dealing with bullying, write a policy specific to your As states such as New Hampshire, West Virginia, and classroom (Hoover & Oliver, 1996; Kreidler, 1996). In Oregon have demonstrated, there is much that can be done general, discipline policies concerning bullying should about school bullying at the policy level. Legislators can ear- include an immediate response to the behavior, follow-up, mark funds for bullying prevention, encourage school lead- and feedback (USDOE, 1998). Depending on the severity ers to provide training for students and staff, and highlight of the bullying, sanctions such as suspension may be the importance of including anti-bullying policies in efforts appropriate (Rigby, 1995). Remember that you may not to create safer schools. be able to monitor students’ progress very easily, as most bullying occurs outside the view of teachers, parents, and During the 2000-2001 legislative sessions, for example, sev- other adults. eral states either debated or adopted legislation requiring school districts to develop anti-bullying policies (Zehr, 2001). Although provisions vary from state to state, most of the legislation:
• Acknowledges that if students are to learn and achieve to high standards, they must feel safe and secure at school
• Advises state departments of education to develop model anti-bullying policies and prevention programs to share with school districts
• Mandates individual school districts to develop and implement anti-bullying policies and/or programs, and to report those policies and programs to the state education department
• Recommends that school employees receive training on addressing bullying behavior in the classroom and on school grounds
22 23 • Encourages school districts to form an anti-bullying task POTENTIAL PITFALLS force, which would include parents, students, counselors, and law enforcement in addition to school staff Schools that have struggled to implement anti-bullying pro- grams frequently cite time, lack of support, and inadequate Although most state legislation proposes a number of criteria training as the main obstacles to building an effective pro- for school districts to follow when developing anti-bullying gram. To increase your chances of success, consider the fol- programs and policies, it also strongly recommends that the lowing suggestions from researchers and seasoned program local policies be developed in collaboration with parents, staff: teachers, school staff, volunteers, students, administrators, and community members. (See, for example, Oregon and 1. As with any new program, avoid creating a great deal of Michigan anti-bullying legislation.) As with any legislation extra paperwork for teachers or other school staff. directed toward schools, providing opportunities for local Anti-bullying programs are more likely to succeed if input and involvement is likely to create greater buy-in for a they are not seen as a burden, or as just another set of program than mandating a strict course of action. hoops that teachers and students must jump through.
Policymakers are also advised to think carefully about any 2. Before moving forward with an anti-bullying program, additional demands new initiatives will place on educators’ secure administrative support at both the school and resources and time. What is the minimum amount of paper- ditrict levels. Depending on the scope of the program, work and documentation necessary for the policy to be this may mean soliciting funding, release time, and/or implemented effectively? Will the program require a part- or support for new policies and curriculum. full-time coordinator, and if so, where will the money come from to support this position? What incentives can be pro- 3. Be careful that the bullying program does not result in vided for schools and teachers not just to comply with the students being stigmatized—either as bullies or as legislation, but to build strong and innovative programs? victims. Placing a label on a student may ensure that he Again, involving educators in developing the legislation is or she gets help, but it may also work to reinforce the likely to generate greater support and avoid potential obsta- bullying dynamic and make it more difficult for students cles to program implementation. to escape those roles.
4. Remember that the most effective anti-bullying programs are ongoing throughout the school year, and are integrated with the curriculum, the school’s discipline policies, and other violence prevention efforts at school. A handful of isolated lessons is unlikely to produce significant change (Pirozzi, 2001). 24 25 5. And finally, don’t expect change overnight. Effectively CONCLUSION addressing bullying behavior takes time, and will require a sustained and conscious effort to change the overall Given the serious effects bullying behavior has on both stu- culture of the school. In order to accomplish this, the dents and schools, we can’t afford to simply dismiss it as a entire school community must be engaged, committed, “normal” or inevitable part of childhood. There is nothing and involved. “normal” about ongoing incidents of harassment, violence, and intimidation. Bullying not only leads to depression, anx- iety, and low self-esteem in students who are targeted, but also causes other students to feel unsafe at school and signif- icantly interferes with learning. Long-term effects of bully- ing on students who bully, such as aggressive behavior con- tinuing into adulthood, cannot be ignored either (Schwarzbeck, 1998). Students of all ages deserve to feel safe and supported at school (USDOE, 1998).
Taking bullying behavior seriously is an important step in working toward safe and effective schools. Through training, collaboration, and carefully designed programs, educators, policymakers, parents, and students can work together to ensure that schools are a place where students feel welcome, included, and ready to learn.
26 27 SCHOOL SAMPLER LOCATION Assumption St. Bridget School (Grades K–8) On the following pages is a sampling of how schools 6220 32nd Avenue NE (including one district and one state organization) are Seattle, WA 98115 responding to the problem of bullying. All have taken a schoolwide approach to bullying, using research-based pro- CONTACT grams and curricula. Although some schools have been Michael Foy, Principal implementing bullying strategies for several years, many Phone: (206) 524-7452 have just started. Many schools do not yet have data from E-mail: [email protected] formal evaluations, however, staff and administrators have offered their own observations as to the outcomes of their efforts. DESCRIPTION A private K–8 school serving 540 students in Seattle, The goal in describing the schools’ efforts is not to focus on Assumption St. Bridget had been using the Committee for the merits of a specific program, although certainly the pro- Children’s award-winning conflict resolution program, gram chosen is important. Rather we want to describe the Second Step, for a number of years. While Second Step has ways school staff members have implemented and adapted a been very effective, especially with the younger children program for their students’ needs. Schools starting to consid- who are learning the skills of impulse control, empathy, and er how they might implement bullying prevention strategies solving problems with peers, exclusionary behavior among can find examples in these pages. Contact information is list- the older children was not being addressed. When the school ed for each school. was asked to pilot Committee for Children’s new research- based bullying prevention program, Steps to Respect, Principal Michael Foy was delighted to agree. Says Foy, “Steps to Respect builds on what the children have already learned with Second Step, and further helps children identify healthy relationships.”
Consistent with the research that demonstrates the effective- ness of a whole-school approach to bullying, Steps to Respect provides strategies to decrease bullying at the indi- vidual child, peer group, and schoolwide levels.
28 29 The student curriculum part of the program focuses on three • Communicate with parents regarding curriculum and main components: friendship skills; the “three R’s” of bully- policy ing (Recognizing, Refusing, and Reporting); and the role of bystanders. Lessons build on each other as students learn The most crucial parts of the program as seen by Foy over concrete skills for making friends, conversational skills, the years, have been: managing conflicts between friends, and role-playing the techniques. 1. Using a survey to understand and assess student and teacher perceptions about bullying. This is a powerful The skill lessons relating to the role of bystanders are key to tool to show parents and teachers the extent of the the curriculum. Students are given the skills to make it easier problem. When Assumption St. Bridget first surveyed for them to intervene when they see bullying behavior. students and teachers, the students reported a much higher incidence of bullying than their teachers. This Improving the effectiveness of adults’ response to bullying is came as quite a wake-up call to parents. a major goal. The importance of adult training is crucial to the success of the program, especially to rally the entire staff 2. Providing extensive teacher and staff training so that around the importance of the issue. For the program to work, everyone understands how to help. report the developers, you must have a consistent approach for all staff to use when dealing with problems. “The lessons 3. Empowering both kids who are targeted by bullies and teach all children to report bullying,” says Karen Summers, a those who are bystanders. The foundation of Steps to trainer and implementation specialist for Steps to Respect, Respect is in giving children the skills to resolve the “and adults need to learn to listen and coach them on how to problem themselves if possible. deal with it. Children know their problems will be taken seri- ously when teachers take action.” 4. Helping all have a common language for identifying healthy relationships. The program recommends that the following steps be taken before the lessons are taught to the children so that an envi- When asked why a whole-school approach has worked for ronment is created that is less conducive to bullying: the school, Foy said, “This program is well integrated into the curriculum and is not just an add-on.” For example, the • Establish an anti-bullying policy literature component of the program reinforces the concepts • Train the entire staff in the harmful effects of bullying introduced in the other lessons. Teachers can choose from a and the need to consistently respond to children’s reports selection of novels at each grade level. Different types of (include all staff members, from playground monitors to bullying occur in each novel. teachers to bus drivers)
30 31 Another plus about this program has been the different cur- 5. Parents are also calling other parents and resolving ricula for different age groups. “One-shot programs don’t problems without conflict, where “no one has to be the work for middle school students to really see the continuum bad guy.” of behavior. An ongoing curriculum for each grade enables children to recognize patterns as they mature.”
Although the school is just now tabulating data based on a recent survey, staff members have made many observations since the program was implemented, including:
1. Kids are reporting incidents of bullying or asking for assistance in dealing with bullying much more often than before. Rather than seeing this as a sign that bullying has increased, staff see that the program has been successful in empowering students to take action against bullying, and also in creating a climate where students feel safe in approaching an adult and knowing that an adult will help them.
2. Children understand how being a bystander affects bullying behavior. Many kids who have observed bullying behavior are reporting these incidents to adults. “This is what we want to see happening in our school,” says Foy.
3. The program has given the school a forum to talk to parents about what is valued at the school. The parent education component shows parents that even incidents outside school affect learning inside school.
4. As a result of the parent education program, more parents are calling the school staff asking for assistance in dealing with children who are bullied and also asking what to do about children who exhibit bullying behavior. 32 33 LOCATION Prevention Program in Norway in 1983. The staff applied for Liberty Middle School (Grades 6–8) a grant from the Office of Juvenile Justice and Delinquency 13496 Liberty School Road Prevention (OJJDP) and became one of five schools in the Ashland, VA 23005 United States to pilot the program. Although the program was new to this country, it has proven results in decreasing CONTACT the frequency of bullying incidents by 50 percent after two Marilyn Towsey years of implementation in Norway schools. The program is Bullying Prevention Committee Member the only bullying prevention program at this time to have Phone: (804) 752-6020 been identified by OJJDP and the Center for the Study and E-mail: [email protected] Prevention of Violence at the University of Colorado at Boulder as an exemplary, proven, replicable program meet- DESCRIPTION ing strict standards of effectiveness. Liberty Middle School is a rural school located near Richmond, Virginia. It serves 1,200 students in grades 6–8. The Bullying Prevention Program is designed to reduce bul- The school has become more ethnically diverse in recent lying by providing a comprehensive, schoolwide framework years, drawing students from the nearby town as well as for intervention at the school, classroom, and individual rural families who have been in the community for genera- levels. The goal in using interventions at all three levels is tions. The school is now about 20 percent African American, to ensure that students are given a consistent, coordinated, and has a small but growing population of students who and strong message by everyone in the school that bullying speak English as a second language. will not be tolerated. An important part of the program is making sure that adults respond quickly to student concerns For the past 12 years, the school has had a violence preven- and that the responsibility for stopping the problem is on tion team working to keep the school a safe place for learn- adults rather than on the children themselves. Another ing. The prevention strategies focus on fostering respect, important aspect to the program is teaching children that building social skills, and working together. Students have bystanders have a responsibility to prevent bullying, either been very willing to come together and work on peer media- by refusing to support bullying behavior or to alert an adult tion. The topic of bullying was a sensitive issue, however— to a problem. many students were unwilling to talk about this subject. This was a sign for the school staff that more attention needed to Liberty was visited several times by the U.S. program coordi- be paid to discussing and preventing bullying. nator Susan Limber of Clemson University and a representa- tive from Boulder, Colorado to determine if the environment The school discovered the well-respected work of Dan was conducive to implementing the schoolwide program Olweus who developed the research-based Bullying effectively. For example, the program requires that a coordi-
34 35 nating team be established at either the district or school that The results of the survey also showed that education was includes a school administrator, a teacher from each grade, a needed about what bullying really is. Says Towsey: “About guidance counselor, a school-based mental health/social serv- halfway through the survey, students said that they had begun ices professional, and parent and student representatives. to realize that bullying was more than pushing and hitting, Because the school already had a violence prevention team in that it was other kinds of behavior as well. Now children place represented by various staff and students, it was easier to could put a label on behavior that they had assumed they just start the process. Bullying prevention builds on what staff needed to put up with.” Children were also able to see that members have already been doing in terms of violence pre- they weren’t alone in having a problem. vention. Marilyn Towsey, former prevention coordinator and currently a member of the bullying program committee, said Liberty has a three-step process for dealing with bullying that it is important to show the staff that a new program will infractions which emphasizes education rather than punish- build on what they already do, rather than being just another ment. The first offense is noted in a student’s file with a “add-on” requiring more work. warning that adults will be watching closely for further inci- dents. After a second offense, the child must sign a behav- It was important that time be available for weekly student ioral contract not to bully others and teachers contact the stu- and faculty meetings. Liberty already had time built into the dent’s parent. The third offense requires parental notification schedule for these meetings, so that the whole schedule did- and “re-education” counseling. n’t need to be reconfigured. Groups of 10–12 children and one adult now meet every week for 40 minutes to discuss the Both teacher and student education are important at Liberty. week’s events and issues, and share concerns regarding bul- At the beginning of the year, teachers attend a half-day semi- lying. The groups also have planned lessons on bullying. nar with the coordinator. Teachers from each grade form a task force to develop bullying prevention curricula. Although Before implementation, the school administered the “Olweus the six lesson plans were designed by the program develop- Bully/Victim Questionnaire’’ to students to assess and focus er, teachers meet in teams to tailor the lesson plans to their the attention of adults on the problem. The questionnaire own class. The lesson plans are adapted each year to keep assesses the severity and frequency of bullying by age and the material fresh for teachers and students. Seventh-grade gender, focuses adults on the need to address the problem, students are invited to the sixth-grade planning meetings to and identifies areas in the school where bullying occurs most give advice based on their previous experience with the cur- often. Results showed that 29 percent of the students said riculum. they had been bullied in the preceding month, which is simi- lar to the percentage found in other schools, according to Bullying prevention has also become a community focus. A recent national surveys. group of students has formed the STOP SQUAD, which has written and performs a skit called “Sticks and Stones” to
36 37 illustrate the different types of bullying. One segment of the Last year only 83 bullying incidents were reported (out of skit portrays a popular student who abuses the power of 1,200 students). Of those 83, only one student had more than being popular to bully others. The skits also show how it is two reports of bullying. All others had one or two bullying sometimes difficult to bring up the problem at home, how reports. Says Towsey, “In 90 percent of the cases, the first hard it can be for children to talk about it with their families. offense [a reprimand of a note going in the student’s file and “The skits have a tremendous effect on adults,” says Towsey. a warning that teachers will be watching closely for repeated “We show the skit to other schools and community groups to offenses] was all it took.” help develop a great awareness of the problem.”
Funding is an issue. The largest source of funding has been a three-year grant from the Governor’s Safe and Drug-Free Schools and Communities program. Towsey has been full- time coordinator of the program for the past two years. With funding cutbacks, this year there is a part-time coordinator, but the bullying committee in still firmly in place. Although the implementation of the program was originally funded by a grant, funding is now coming from the school and grants from the community services board. It was important to involve the entire community in the bullying issue, such as having the STOP SQUAD perform to community groups, so that the community will support the program. In fact, the community services board will help the school look for addi- tional funding.
Although the data are not in yet from the first schoolwide post-survey taken last spring, a random sampling of students (60) who were asked questions regarding bullying is quite encouraging. The sampling indicated an increase in aware- ness of the problem—which is an important first step, since you can’t solve a problem if people don’t recognize there is one. More students, especially bystanders, are speaking up about bullying. Students are more willing to file reports of bullying, and are also speaking up more about adult bullying.
38 39 LOCATION reports will always be followed up on, and that everyone Rocky Mountain Middle School (Grades 6–8) knows what the consequences are.” 3443 N. Ammon Road Idaho Falls, ID 83401 Bullying prevention strategies do not end with the video and discussion. Many other strategies are in place. “Hassle logs” CONTACT in which children log incidents of bullying have been effec- Lori Wickham or Jim Veazey, Bullying Prevention tive for determining where a problem is and how much of a Coordinators problem it is. If the logs indicate certain areas of the school Phone: (208) 525-4403 where bullying often takes place, teacher observation is E-mail: [email protected] beefed up in those areas.
DESCRIPTION One effective strategy has been the formation of PALS, a Rocky Mountain Middle School counselor Lori Wickham at program in which children are taught how to be aware of first did not refer to the school’s anti-bullying strategies as a what is going on with their peers, including bullying. PALS “program.” As she discussed the strategies in an interview, emphasizes how bystanders can prevent bullying behavior, however, it became evident that the school’s methods were teaches children the skills to recognize bullying, and encour- very much part of a whole-school, comprehensive effort ages children to report any signs of it. where everyone is involved in creating a physically and emo- tionally safe place for children to learn. The most effective strategy has been forming separate groups for children who have been targets of bullying and To initiate discussion and create awareness of what everyone for children who bully others. These groups allow the chil- can do about bullying, all students and staff together in indi- dren to communicate with each other in a safe setting. About vidual classes watch the video, “Set Straight on Bullies” one-third of all staff members in the school have been (produced by the National School Safety Center in collabo- trained in facilitating these groups by a program called ration with the National Education Service). The 18-minute Student Assistant Training from the Chemical Awareness video, shown over two class sessions, explores all sides of Training Institute. [For more information, call CATI at: the bullying problem--bullying behavior, what can victims (602) 867-7851]. The group provided training for one-third do, what parents can do, and how the school and community of the school staff, including non-teachers, to facilitate these can work to prevent the problem. A facilitator's guide is groups. All the facilitators train together in Phoenix for three designed for up to four hours of staff development time that days. The facilitators are also given manuals to guide them lays the groundwork for an anti-bullying action plan. Says in facilitating their bullying groups. This strategy has been in Wickham, “it is very important to get across to all staff and place for the last three years. students that bullying is not acceptable at our school, that
40 41 The groups have been effective for middle school students, teeism in the last two years. Children are reporting fewer who have the communication and social skills to be able to overt incidences of bullying. verbalize issues in the safe group climate. Wickham, who had been a counselor in an elementary school as well as at When Wickham was asked, “What do you say to people who the middle level, said that in working with younger children doubt the usefulness of a bullying prevention program, or on the issues of bullying, social and communication skills even doubt that there is a problem?” she replied: are emphasized more, as these children are still learning the art of getting along. Role-playing and empathy training are “Anything that is making kids not want to be at school is too key. Role playing and empathy training are also necessary much. We want kids to be here. We want it to be a safe and with middle school children, adds Wickham, but because pleasant place to learn.” older students have the verbal skills to articulate the prob- lem, group sessions have developed an interpersonal con- nection for students that is crucial to creating that safe cli- mate.
In a climate where teachers, administrators, and students all feel the push of high academic standards, it might be more of struggle to have staff invested in issues such as bullying. However, there has been little problem with buy-in at Rocky Mountain. Most staff members realize that anything that cre- ates an unsafe climate will affect student learning. As staff are trained in the bullying prevention strategies and group facilitation, the message is spread to others in the school. “The training is crucial,” says Wickham. “You can see the difference [in the understanding of the problem] between teachers who have been trained and [those] who haven’t been.” Because so many staff members are given the same training, the students know they will get the same message and assistance from many staff at their school, says Wickham.
To evaluate how the various strategies are working, the chil- dren are surveyed before they see the video and are again at the end of the school year. Children have reported feeling 42 safer in school. There also has been a lower level of absen- 43 LOCATION 1. Primary or Universal Prevention for All Students Lebanon School District • Creating schoolwide discipline plans 485 S. Fifth Street • Providing instruction in conflict resolution/anger Lebanon, OR 97355 management strategies • Providing effective teaching and schooling procedures CONTACT Kerry Luber, Director of Student Services 2. Secondary Prevention (One-on-One, Individual Phone: (541) 451-8511, ext. 241 Interventions) for Students At-Risk for Anti-Social Behavior DESCRIPTION • Identifying at-risk clusters of students If there is any doubt that Oregon schools are taking the bul- • Providing direct instruction in moral reasoning lying issue seriously, one need only read the results of a sur- • Lessons in anger management and self-control vey of Oregon school principals conducted in spring 2000 • Providing school-based mentoring (Sprague, 2001). Of the 432 surveys returned, the top-rated • Encouraging family support and parent management risk factor shown to increase school violence and discipline training problems was bullying. • Providing consultant-based one-to-one interventions
Certainly, student shootings such as the one at Thurston 3. Tertiary Prevention (Comprehensive) for High-Risk High School in Springfield, Oregon, have given schools a Students wake-up call to the seriousness of violence, bullying, and • Connecting students to community-based social service other less-serious problem behaviors. Lebanon School agencies District responded to the seriousness of the issue by con- • Developing individually tailored, wraparound services ducting its own survey of teachers and students last year; • Providing alternative education strategies bullying and harassment were among the top three con- cerns. The objective is to “inoculate” students against developing antisocial behavior by teaching prosocial behaviors. You Lebanon has taken a whole-school approach to addressing can’t just be reactive to a situation; you must be develop a problems of antisocial behavior, of which bullying is one social environment in which children will be less likely to be step in a long continuum. Lebanon is using a research-based affected by antisocial behavior. Of course, there are students model, Effective Behavioral Support (EBS), developed at the for whom the universal approach is not enough, and further University of Oregon. The model takes a three-tiered strategies as outlined above are needed. approach to prevention (Walker et al., 1996):
44 45 Lebanon started implementing universal interventions five LOCATION years ago. Kerry Luber, director of student services, empha- Maine Project Against Bullying sizes that a three-to-five year commitment to this process is Chuck Saufler, Director necessary, and that one-day inservice training sessions are Phone: 207-443-9145 not enough. “Workshops are helpful if people know how to E-mail: [email protected] apply what they have learned to their own situation.” Web site: http://lincoln.midcoast.com/~wps/against/bully- ing.html Lebanon is making sure information is synthesized and applied. First, five to eight inservice training sessions are DESCRIPTION held in each school. District consultants work with teams in The Maine Project Against Bullying (MPAB) was created in each school to apply what was learned in the inservice ses- 1997 to investigate the prevalence of bullying at the elemen- sions to individual school situations. Each school team looks tary school level in Maine and to develop a bullying preven- at its data to make decisions as to what changes should be tion curriculum. The project was commissioned by the made. Gender Equity Division of the Maine State Department of Education and funded by a Carl D. Perkins Grant. Evaluations of the strategies are ongoing. External consult- ants work with the principal to make sure rules are posted. The first step for the MPAB task force was to research and Students will be randomly invited to explain the rules. If review available current curricula and other resources on bul- there is consistency of responses, then the message is getting lying. This literature review provided concrete evidence to out. Although formalized data are still being analyzed from support early intervention and prevention efforts. evaluations and results are not yet available, schools are reporting dramatic decreases in student referrals. Next, a needs-assessment was necessary to obtain specific information for the State of Maine. As Chuck Saufler, direc- Green Acres Elementary has started implementing the tor of the project points out, if there are no data about a par- research-based Steps to Respect bullying prevention program ticular region, people will refuse to believe there is a prob- this year within the context of the EBS framework [see the lem. Assumption St. Bridget profile for more information about Steps to Respect]. Says Luber, implementing a bullying pre- A survey was developed for third-graders to assess the vention program is the “next logical step.” He adds, “For the nature and extent to which bullying occurs in school, chil- program to be more powerful, it should be part of a larger dren’s reaction to bullying, whether they have informed oth- context of schoolwide prevention program.” ers and what outcome resulted, children’s perception of their own bullying behaviors, and gender differences regarding these issues. [To download a copy of the survey for your
46 47 own use, go to front of teachers,” as the survey results indicate. They are http://lincoln.midcoast.com/~wps/against/3survey.html] bullying in the hallways, on the school routes, and in school buses. It is important that there be supervision in these areas. The survey defined bullying behaviors in ways that third- graders easily understand: teased in a mean way; called hurt- During the third year of the project, the task force worked on ful names; left out of things on purpose; threatened; hit, developing a training curriculum based on Olweus’ school- kicked, or pushed. wide Bullying Prevention Program. MPAB brokered an agreement to implement a curriculum, train trainers in the The results of the survey taken by 4,496 children from 127 curriculum and train school staff who applied for the schools (28 percent of all third grade students in Maine) Department of Health grant. Fourteen schools have begun showed that something needed to be done. Here are some of implementation. the more compelling results: (for complete survey results see http://lincoln.midcoast.com/~wps/against/finalreport.html) The bullying education program is a six-phase intensive schoolwide approach: • 22.6 percent of third-graders said they were threatened, 40.7 percent said they were teased in a mean way, 40 Phase One: Introduce the Program percent were called hurtful names, 34.3 percent were left Invite parents to attend the first awareness program. out of things on purpose, and 37.5 percent were hit, Conduct a needs assessment and set goals based on the kicked, or pushed every day, once or twice a week or results. month. Conduct a bullying survey to acquire baseline data. • Only 44.3% of the students said they felt “very happy Make the community aware of the program. and good” about being at their school. Secure funding. • Although 91.3 percent reported taking action against bullies, 15.3 percent of children said it got worse after Phase Two: Train Staff they reported it, and 21.7 percent said nothing happened. Hold a one-day workshop to present survey results and staff • 13.8–17.7 percent reported that they engaged in bullying development in bullying education and prevention. behaviors. This was twice as high as MPAB expected Introduce staff training curricula to all staff; orient coordi- • 26.3 percent said they felt “very unsafe” or “kind of nating committee; provide reflective meetings for staff. unsafe” walking to and from school. Phase Three: Develop Bullying Prevention Policies Schools that don’t believe bullying is a problem should sur- Include documenting of bullying incidents, link to discipline vey their students, says Saufler. “Clearly teachers do not see system through gradual consequences, and include parental 90 percent of bullying that goes on. Kids aren’t doing it in notification and meetings.
48 49 Phase Four: Introduce Bullying Prevention Curriculum COMMON KEYS TO SUCCESS Select and purchase age-appropriate curricula. The schools and state task force profiled in this booklet have Integrate in all classrooms. indicated similar keys to implementing a successful school- Support bullying lessons with guidance program. wide bullying prevention:
Phase Five: Reinforce Bullying Prevention 1. Schools need to be serious about implementing the Develop a “telling climate” in the school so bullying is program. This means that: reported to adults. Provide appropriate interventions for children engaged in • Administrators from the principal to the school board bullying behavior and their targets. need to promote the program and fund it fully.
Phase Six: Evaluate the Program • The principal must provide leadership in the school and Re-administer the bullying survey to measure changes. have the commitment to carry it out. Revise/update the program to meet changing needs. • Implementing a balanced, thoughtfully written policy that Throughout all phases of the program, working on improv- isn’t overresponsive is crucial. So-called punitive “zero ing school climate is key to the program’s success. Saufler tolerance” and “three strikes and you’re out” policies are emphasizes that a bullying prevention program must be inte- not effective. Tougher rules with tougher consequences grated with other climate improvement work such as vio- won’t build a positive culture. lence prevention. • Policies are no good if they aren’t backed up by the administration. Teachers need to know that the principal is fully behind the policy so there is consistency on what is important schoolwide.
• One-shot workshops will not improve the situation. There are no magic bullets, no quick fixes; success requires remaking the school climate. This can’t be done with half your staff.
• The school must have a committee to share the responsibility and ideally a committee coordinator who receives a stipend.
50 51 • A schoolwide bullying prevention program should build 5.Playground areas, cafeterias, and bus stops must be a climate in which children feel cared for and respected, supervised. These are the areas where most bullying with consistent rules and policies, and where adults occurs. Supervision means being alert and responsive to model appropriate behavior. children’s interactions.
2. Teachers need to understand that their response to 6. Teach children strategies to reduce bullying incidents. bullying makes a difference. Teachers need to validate a Teach them that if they invite a child who is standing child’s pain and concern when a child comes to them for alone to join their conversation or game, the child will be help. “If we are minimizing the problem, we are sending a less likely target for bullying. a message that their concerns don’t matter,” says Saufler from the Maine Project Against Bullying.
3. Children can’t do it alone. You must develop an atmosphere of trust within which kids can have the courage to report bullying, either of themselves or others. If you teach the students to report bullying, but you don’t prepare your staff to respond appropriately and effectively, you will be defeating your purpose. Children will quickly learn that they will receive inconsistent or non-responses and will no longer report bullying.
4. Bullying is not part of normal conflict. Says Saufler, “Be real clear about that with parents, teachers, and children: bullying is continued abuse of power that is intentionally hurtful.” Teacher and staff training should emphasize this fact and train teachers to look at the dynamics between children who are bullied and those who bully. Peer mediation is an inappropriate response to bullying because of the power imbalance of the situation. Says Saufler, “You would no more sit a child who bullies and his/her target down to talk it out than you would sit down a wife and her husband who abuses her.”
52 53 RESOURCES Susan Limber, Ph.D. Institute on Family and Neighborhood Life PROGRAMS MENTIONED IN THIS BOOKLET: Clemson University 158 Poole Agricultural Center Steps to Respect: A Bullying Prevention Program Clemson, SC 29634 (864) 656-6320 Contact: (864) 656-6281 FAX Committee for Children E-mail [email protected] 2203 Airport Way South, Suite 500 Seattle, WA 98134-2027 Effective Behavior Support (EBS) Program Phone: 1-800-634-4449 Web site: http://www.cfchildren.org/ Contact: Institute on Violence and Destructive Behavior College of Education Olweus’ Core Program Against Bullying and Antisocial 1265 University of Oregon Behavior (also known as the Bullying Prevention Eugene, OR 97403-1265 Program) (541) 346-3592 E-mail: [email protected] For more information visit the Center for the Study and Web site: http://www.uoregon.edu/~ivdb/ Prevention of Violence (CSPV) at the University of Colorado Web site at: http://www.colorado.edu/cspv/blueprints/model/bully_mate- rials.html
Or contact: Dan Olweus, Ph.D. University of Bergen Research Center for Health Promotion (HEMIL) Christies gt. 13, N-5015 Bergen, Norway 47-55-58-23-27 47-55-58-84-22 FAX E-mail [email protected]
54 55 TECHNICAL ASSISTANCE RESOURCE ADDITIONAL RESOURCES
National Resource Center for Safe Schools (NRCSS) Ballard, M.B., Argus, T., & Remley, T.P. (1999). Bullying and school violence: A proposed prevention program. NRCSS provides technical assistance and resources on NASSP Bulletin, 83(607), 38-47. school safety and violence prevention to schools and school districts. The Center is operated by NWREL under a cooper- Gropper, N., & Froschl, M. (1999, April). The role of ative agreement with the U.S. Department of Justice, Office gender in young children’s teasing and bullying behavior. of Juvenile Justice and Delinquency Prevention, and the Safe Paper presented at the annual conference of the American and Drug Free Schools Program of the U.S. Department of Educational Research Association, Montreal, Canada. Education. (ERIC Document Reproduction Service No. ED431162)
The Center provides access to research on school safety, and Leckie, B. (1997, December). Girls, bully behaviours and includes a lending library. The Web site includes answers to peer relationships: The double edged sword of exclusion frequently asked questions about school safety, promising and rejection. Paper presented at the conference of the and effective programs, timely information about hot topics Australian Association for Research in Education, such as bullying and crisis response, and news about funding Brisbane. Retrieved November 19, 2001, from opportunities to assist with planning and program implemen- http://www.aare.edu.au/97pap/leckb284.htm tation. Slaby, R.G., Roedell, W.C., Arezzo, D., & Hendrix, K. For more information call the National Resource Center for (1995). Early violence prevention: Tools for teachers of Safe Schools at 1-800-268-2275, e-mail young children. Washington, DC: National Association [email protected] or visit the Web site at www.safety- for the Education of Young Children. (ERIC Document zone.org Reproduction Service No. 382384) Weinhold, B.K. (2000). Bullying and school violence: The tip of the iceberg. Teacher Educator, 35(3), 28-33.
56 57 CHOOSING A BULLYING PREVENTION CREATING SAFE SCHOOLS PROGRAM ANTI-BULLYING PLANNING WORKSHEET When sorting through the various options available, note that effective prevention programs share key elements. Choose a program after you con- Using the Creating Safe Schools Process, these questions can help duct a needs assessment to ensure that the goals of the program meet the you develop a schoolwide anti-bullying program. goals of your school. 1. Develop School/Community Partnerships Here are some questions to consider in selecting a program, adapted from Who should be involved? the Comprehensive Health Education Foundation (1994): 2. Conduct Comprehensive Need Assessment 1. Is the program research-based? What data indicate the need for the program? Where will the data come from? 2. Does the program use a comprehensive curriculum developmentally tailored to be age specific? Does the program build on what is learned each year? 3. Develop an Anti-Bullying Plan What are the measurable goals and objectives? How 3. Does the program include practical lessons and activities in addition much and when? to information? 4. Identify Strategies/Implement Programs 4. Is the program comprehensive, involving family, peers, all school Which intervention(s) will you choose? What do you staff, and the entire community? need to know before you select?
5. Does the program use culturally sensitive material appropriate for 5. Conduct Evaluation students from a wide variety of cultural and ethnic backgrounds? How will you evaluate? Who will do it? What if it 6. Does the staff find the program satisfying and valuable? Does it doesn’t say what you had hoped? include staff training? 6. Share Outcomes and Make Adjustments 7. Is the program cost efficient? Who will get the results? How will adjustments be made? 8. Can the program be incorporated into the curriculum? Is it incorporated into the safe schools or violence prevention program?
9. Do students find the program meaningful and enjoyable? The National Resource Center for Safe Schools Northwest Regional Educational Laboratory
58 59 REFERENCES Short-Camilli, C. (1997). Bullyproofing your school: Creating a positive climate. Intervention in School and American Federation of Teachers. (2000). Building on the Clinic, 32(4), 235-243. best, learning from what works: Five promising discipline and violence prevention programs. Washington, DC: Greene, M. (2001, October). Put downs, insults, bullying: Author. Retrieved November 16, 2001, from The beginning of the violence continuum. PowerPoint http://www.aft.org/edissues/downloads/wwdiscipline.pdf presentation at the Northwest Regional Educational Laboratory's Education Now and in the Future Atlas, R.S., & Pepler, D.J. (1998). Observations of bullying Conference, Portland, OR. in the classroom. Journal of Educational Research, 92(2), 86-99. Hoover, J.H., & Oliver, R. (1996). The bullying prevention handbook: A guide for principals, teachers, and Banks, R. (2000). Bullying in schools. ERIC Review, 7(1), counselors. Bloomington, IN: National Educational 12-14. Retrieved November 19, 2001, from http: Service. //ericcass.uncg.edu/virtuallib/bullying/1036.html Kreidler, W.J. (1996). Smart ways to handle kids who pick Beane, A.L. (1999). Bully free classroom: Over 100 tips on others. Instructor, 105(2), 70-74. and strategies for teachers K-8. Minneapolis, MN: Free Spirit. Maine Project Against Bullying. (2000). A survey of bullying behavior among Maine third graders [Electronic Bowman, D.H. (2001, May 2). Survey of students doc fact sheet]. Wiscasset, ME: Wiscasset Elementary School. ments the extent of bullying. Education Week, 20(33), 11. Retrieved November 19, 2001, from http: Retrieved November 19, 2001, from //lincoln.midcoast.com/~wps/against/bullying.html http://www.edweek.org/ew/ewstory.cfm?slug= 33bully.h20&keywords=bullying McNamara, B.E., & McNamara, F.J. (1997). Keys to dealing with bullies. Hauppauge, NY: Barron’s Comprehensive Health Education Foundation (1994). Educational Series. Preventing violence: A framework for schools and communities. Seattle, WA: Author. National Resource Center for Safe Schools. (1999). Recognizing and preventing bullying (Fact Sheet No. 4). Fried, S., & Fried, P. (1996). Bullies & victims: Helping Portland, OR: Northwest Regional Educational your child survive the schoolyard battlefield. New York, Laboratory. Retrieved November 19, 2001, from NY: M. Evans. http://www.safetyzone.org/publications/fact4_index.html Garrity, C., Jens, K., Porter, W.W., Sager, N., & 60 61 National Resource Center for Safe Schools. (2001). New Sprague, J. (2001). How safe are Oregon schools? Status study reveals prevalence, harm of bullying. The Safety and recommendations. Salem, OR: Attorney General’s Zone, 3(1), 1-2. Retrieved November 19, 2001, from School/Community Safety Coalition. Retrieved http://www.safetyzone.org/publications/zone8_ November 28, 2001 from story1.html http://www.doj.state.or.us/ads08561.pdf
Olweus, D. (1993). Bullying at school: What we know and Stein, N., & Sjostrom, L. (1996). Bullyproof: A teacher’s what we can do. Malden, MA: Blackwell. guide on teasing and bullying for use with fourth and fifth grade students. Wellesley, MA: Wellesley College Pirozzi, K. (2001). We don’t allow that here. Harvard Center for Research on Women, & Annapolis Junction, Education Letter, 17(1), 4-7. Retrieved November 19, MD: NEA Professional Library. 2001, from http://www.edletter.org/past/issues/ 2001-jf/pirozzi.shtml U.S. Department of Education. (1998). Preventing bullying: A manual for schools and communities. Washington, DC: Rigby, K. (1995). What schools can do about bullying. Author. Retrieved November 19, 2001, from The Professional Reading Guide for Educational http://www.cde.ca.gov/spbranch/ssp/bullymanual.htm Administrators, 17(1), 1-5. Retrieved November 19, 2001, from http://ericcass.uncg.edu/virtuallib/ Walker, H.M., Horner, R.H., Sugai, G., Bullis, M.,Sprague, bullying/1043.html J.R., Bricker, D., & Kaufman, M.J. (1996). Integrated approaches to preventing antisocial behavior patterns Saufler, C. (n.d.). Bullying education program among school-age children and youth. Journal of implementation outline. Portland, ME: University of Emotional and Behavioral Disorders 4(4), 194-209. Maine School of Law, Maine Law & Civics Education. Weinhold, B.K., & Weinhold, J.B. (1998). Conflict Schwarzbeck, C. (1998, April 10). Catch bullying young resolution: The partnership way in schools. Counseling or risk future problems. New Bedford Standard Times, and Human Development, 30(7), 1-2. B2. Retrieved December 3, 2001 from http://www.s-t.com/daily/04-98/04-10-98/b02li043.htm Zehr, M.A. (2001, May 16). Legislatures take on bullies with new laws. Education Week, 20(36), 18, 22. Skiba, R., & Fontanini, A. (2000). Fast facts: Bullying Retrieved November 19, 2001, from prevention. Bloomington, IN: Phi Delta Kappa http://www.edweek.org/ew/ewstory.cfm?slug= International. Retrieved November 19, 2001, from 36bully.h20 http://www.pdkintl.org/whatis/ff12bully.htm
62 63 ACKNOWLEDGMENTS
REVIEW Chuck Saufler, Director, Maine Project Against Bullying Jennifer Fager, Instructor, Eastern Oregon University Ann Gerson, Principal, West Sylvan Middle School (Portland, Oregon) Kathy Fuller, Program Officer, U.S. Office of Educational Research and Improvement Bryan Williams and William Modzeleski, Safe and Drug-Free Schools Program, U.S. Department of Education Margaret Greene, Training Associate, National Resource Center for Safe Schools Ira Pollack, Resource Librarian, National Resource Center for Safe Schools Mark Taylor, Training Associate, NWREL’s Equity Center Jennie L. Snell, Ph.D., Clinical Psychologist, Department of Research and Evaluation, Committee for Children (Seattle, WA)
BIBLIOGRAPHY REVIEW Linda Fitch
PRODUCTION Renaissance Group Inc. & Paula Surmann
DESIGN Denise Crabtree
EDITING Suzie Boss and Eugenia Cooper Potter
64 Published quarterly for NWREL member institutions
Northwest Regional Educational Laboratory 101 S.W. Main Street, Suite 500 Portland, Oregon 97204
To order additional copies of this booklet call (503) 275-9720 For questions about the By Request series call (503) 275-0454 Available on the World Wide Web at: www.nwrel.org/request
This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-01-CO-0013. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.
© 2001 Northwest Regional Educational Laboratory ED463563 2002-03-00 Preventing Bullying. ERIC Digest.
ERIC Development Team www.eric.ed.gov
Table of Contents
If you're viewing this document online, you can click any of the topics below to link directly to that section. Preventing Bullying. ERIC Digest...... 1 WHAT IS BULLYING AND HOW PREVALENT IS THE PROBLEM?. 2 WHAT IS THE IMPACT OF BULLYING ON TARGETED STUDENTS?...... 3 WHAT CAN SCHOOLS DO TO COUNTERACT BULLYING?...... 3 HOW CAN PEERS DISCOURAGE BULLYING?...... 4 WHAT ELSE CAN BE DONE?...... 5 RESOURCES...... 5
ERIC Identifier: ED463563 Publication Date: 2002-03-00 Author: Lumsden, Linda Source: ERIC Clearinghouse on Educational Management Eugene OR. Preventing Bullying. ERIC Digest.
THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC School is supposed to be a place where students feel safe and secure and where they can count on being treated with respect. The reality, however, is that a significant number of students are the target of bullying episodes that result in serious, long-term academic, physical, and emotional consequences. Unfortunately, school personnel
ED463563 2002-03-00 Preventing Bullying. ERIC Digest. Page 1 of 7 www.eric.ed.gov ERIC Custom Transformations Team
often minimize or underestimate the extent of bullying and the harm it can cause. In many cases, bullying is tolerated or ignored (Barone 1997; Colvin and others 1998).
When teachers and administrators fail to intervene, some victims ultimately take things into their own hands, often with grievous results. In its recent analysis of 37 school shooting incidents, the U.S. Secret Service learned that a majority of the shooters had suffered "bullying and harassment that was longstanding and severe" (U.S. Secret Service National Threat Assessment Center 2000).
This Digest examines the problem of bullying and some of its effects, discusses steps schools are taking, looks at ways peers can discourage bullying, and identifies other strategies that are being pursued. WHAT IS BULLYING AND HOW PREVALENT IS THE PROBLEM?
Bullying occurs when a person willfully and repeatedly exercises power over another with hostile or malicious intent. A wide range of physical or verbal behaviors of an aggressive or antisocial nature are encompassed by the term bullying. These include "insulting, teasing, abusing verbally and physically, threatening, humiliating, harassing, and mobbing" (Colvin and others). Bullying may also assume less direct forms (sometimes referred to as "psychological bullying") such as gossiping, spreading rumors, and shunning or exclusion (O'Connell and others 1999). In a recent survey of more than 15,000 sixth- through tenth-graders at public and private schools in the U.S., "30 percent of the students reported bullying others, being the target of bullies, or both" (Bowman 2001). The information, gathered in 1998 as part of the World Health Organization's Health Behavior in School-Aged Children Survey and released in April 2001, is "the first nationally representative research on the frequency of bullying among students in the United States" (Bowman).
Although the WHO survey queried only students in grades 6 through 10, younger students are also victims of bullying. In a study of fourth- through eighth-graders, about 15 percent reported being severely distressed by bullying and 22 percent reported academic difficulties stemming from mistreatment by peers (Hoover and Oliver 1996).
According to research done by Janice Gallagher, one out of four children is bullied, and one out of five defines themselves as a bully (Schmitt 1999). Approximately 282,000 students are physically attacked in secondary schools every month (Schmitt).
Many avoid public areas of the school such as the cafeteria and restrooms in an attempt to elude bullies. For some students, the fear is so great that they avoid school altogether. Every day approximately 160,000 students stay home from school because they are afraid of being bullied (Vail 1999).
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WHAT IS THE IMPACT OF BULLYING ON TARGETED STUDENTS?
Bullying can have devastating effects on victims. As one middle-school student expressed it, "There is another kind of violence, and that is violence by talking. It can leave you hurting more than a cut with a knife. It can leave you bruised inside" (National Association of Attorneys General 2000). Students who are targeted by bullies often have difficulty concentrating on their school work, and their academic performance tends to be "marginal to poor" (Ballard and others 1999). Typically, bullied students feel anxious, and this anxiety may in turn produce a variety of physical or emotional ailments.
As noted above, rates of absenteeism are higher among victimized students than rates among their nonbullied peers, as are dropout rates. According to Nansel and colleagues (2001), "youth who are bullied generally show higher levels of insecurity, anxiety, depression, loneliness, unhappiness, physical and mental symptoms, and low self-esteem." When students are bullied on a regular basis, they may become depressed and despondent, even suicidal or homicidal. As a report by the National Association of Attorneys General notes, bullying "is a precursor to physical violence by its perpetrators and can trigger violence in its victims."
The psychological scars left by bullying often endure for years. Evidence indicates that "the feelings of isolation and the loss of self-esteem that victims experience seem to last into adulthood" (Clarke and Kiselica 1997). Studies have found a higher level of depression and lower self-esteem among formerly bullied individuals at age twenty-three, even though as adults these individuals were no more harassed or socially isolated than a control group (Nansel and others). WHAT CAN SCHOOLS DO TO COUNTERACT BULLYING?
According to Froschl and Gropper (1999), a written anti-bullying policy distributed to everyone in the school community can help to send the message that bullying incidents will be taken seriously. Of course, to be effective, the policy must have the support of school staff, and it must be fairly and consistently applied. To discern the nature and extent of the bullying problem in their school, administrators can distribute surveys to students, school personnel, and parents (Colvin and others). Once baseline data are collected, school personnel will be better able to judge whether any subsequent changes are actually making a difference.
Debra Pepler, director of the LaMarsh Centre for Research on Violence and Conflict Resolution at York University in Toronto, suggests mapping a school's "hot spots" for
ED463563 2002-03-00 Preventing Bullying. ERIC Digest. Page 3 of 7 www.eric.ed.gov ERIC Custom Transformations Team
bullying incidents (Ruth Walker 2001). Once problematic locations have been pinpointed through survey responses or a review of disciplinary records, supervision can be concentrated where it is most needed.
Barone points out that providing better supervision is not necessarily costly. For example, principals can ask teachers to stand in the doorways of their classrooms during passing time so that the halls are well supervised.
To achieve permanent changes in how students interact, Colvin and others recommend not only delivering negative consequences to those who bully, but teaching positive behavior through modeling, coaching, prompting, praise, and other forms of reinforcement. Similarly, Ballard and others encourage schools to take a proactive stance by implementing programs that teach students "social skills, conflict resolution, anger management, and character education."
One 15-year-old girl said, "I don't know how you do this, but we need to make acceptance cool" (National Association of Attorneys General).
At Central York Middle School in Pennsylvania, all students sign anti-teasing pledges and are taught how to appropriately manager their anger. Since this practice was started, the school reports a reduction in fistfights. At Laurel Elementary in Fort Collins, Colorado, students undergo "Be Cool" training in which counselors present them with provocative situations and help them recognize the difference between a "hot response" and a "cool response" (Labi 2001). HOW CAN PEERS DISCOURAGE BULLYING?
O'Connell and others (1999) assert that "peers may actively or passively reinforce the aggressive behaviors of bullies through their attention and engagement. Peer presence is positively related to the persistence of bullying episodes." Similarly, psychologist Peter Fonagy says, "The whole drama is supported by the bystander. The theater can't take place if there's no audience" (Labi 2001). According to Salmivall (1999), bullying is increasingly viewed as a "group phenomenon," and intervention approaches should be directed toward witnesses as well as direct participants. Salmivall encourages the development of anti-bullying attitudes among peers through awareness-raising, the opportunity for self-reflection and awakening feelings of responsibility, and role-playing or rehearsing new behaviors.
To discourage peers from acting as an "audience" to bullying behavior, Seeds University Elementary School (UES) in Los Angeles has a policy of sending bystanders as well as bullies for after-school mediation. Students and their parents sign contracts at the beginning of the school year acknowledging they understand it is unacceptable to ridicule, taunt, or attempt to hurt other students (Labi). If an incident occurs, it can be used as an opportunity to educate students about alternative ways of resolving similar
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situations in the future.
Teaching respect and nonviolence should start in elementary school. Some suggest that nonviolence training conducted by older peers can be particularly powerful because, as one high school student put it, younger students "don't look up to old people; they look up to teenagers" (National Association of Attorneys General).
A survey administered by Naylor and Cowie (1999) found positive effects of peer-support systems designed to challenge bullying. Students accessing support, offered in the form of mentoring, befriending, mediation, and counseling, as well as their peers who provided the support, both derived benefits. WHAT ELSE CAN BE DONE?
Some states are beginning to require schools to adopt anti-bullying policies. Colorado, New Hampshire, and West Virginia recently passed legislation that makes it mandatory for schools to have anti-bullying policies. Massachusetts has allocated one million dollars to "bully-proof" its schools. Students who bully often need intensive support or intervention, so it is important for schools and social-service agencies to work together. Perpetrators are frequently from "hostile family environments" (Ballard and others). They may be victims of acts of aggression at home, or witness aggression among other family members.
Parents can play a role in reducing bullying. William Pollack, a psychologist, says, "Research shows that the success of any program is 60% grounded in whether the same kinds of approaches are used at home" (Labi).
If everyone works together to discourage bullying and respond to incidents, fertile conditions are created for students to develop a greater sense of connection to their peers and for seeds of respect and acceptance to grow. RESOURCES
Ballard, Mary; Tucky Argus; and Theodore P. Remley, Jr. "Bullying and School Violence: A Proposed Prevention Program." NASSP Bulletin (May 1999): 38-47. Barone, Frank J. "Bullying in School: It Doesn't Have to Happen." Phi Delta Kappan (September 1997): 80-82. EA 533 807.
Bowman, Darcia Harris. "Survey of Students Documents the Extent of Bullying." Education Week on the Web (May 2, 2001).
Clarke, E. A., and M. S. Kiselica. "A Systemic Counseling Approach to the Problem of Bullying." Elementary School Guidance and Counseling 31 (1997): 310-24.
ED463563 2002-03-00 Preventing Bullying. ERIC Digest. Page 5 of 7 www.eric.ed.gov ERIC Custom Transformations Team
Colvin, G.; T. Tobin; K. Beard; S. Hagan; and J. Sprague. "The School Bully: Assessing the Problem, Developing Interventions, and Future Research Directions." Journal of Behavioral Education 8, 3 (1998): 293-319.
Garrity, C.; K. Jens; W. Porter; N. Sager; and C. Short-Camilli. Bully-Proofing Your School. Longmont, Colorado: Sopris West. 1996.
Hoover, J. H.; and R. Oliver. The Bullying Prevention Handbook: A Guidefor Principals, Teachers, and Counselors. Bloomington, Indiana: National Education Service, 1996.
Khosropour, Shirin C., and James Walsh. "The Effectiveness of a Violence Prevention Program: Did It Influence How Children Conceptualize Bullying?" Paper presented at the annual meeting of the American Educational Research Association in Seattle, April 2001.
Labi, Nadya. "Let Bullies Beware." Time online, March 25, 2001.
Nansel, Tonja R.; Mary Overpeck; Ramani S. Pilla; W. June Ruan; Bruce Simons-Morton; and Peter Scheidt. "Bullying Behaviors Among U.S. Youth: Prevalence and Association with Psychosocial Adjustment." Journal of the American Medical Association 286, 16 (April 25, 2001).
National Association of Attorneys General. Bruised Inside: What Our Children Say About Youth Violence, What Chauses It, and What We Should Do About It. Author, 2000.
Naylor, Paul, and Helen Cowie "The Effectiveness of Peer Support Systems in Challenging School Bullying: The Perspectives and Experiences of Teachers and Pupils." Journal of Adolescence 22, 4 (August 1999): 467-79. EJ 609 417.
O'Connell, Paul; Debra Pepler, and Wendy Craig. "Peer Involvement in Bullying: Insights and Challenges for Intervention." Journal of Adolescence 22 (1999): 437-52.
Salmivalli, Christina. "Participant Role Approach to School Bullying: Implications for Interventions." Journal of Adolescence 22 (1999): 453-59.
U.S. Secret Service National Threat Assessment Center. Safe School Initiative: An Interim Report on the Prevention of Targeted Violence in Schools. Washington, D.C.: Author, October 2000.
Vail, Kathleen. "Words That Wound." American School Board Journal (September 1999): 37-40.
Walker, Ruth. "To Stop Bullying, Involve the Whole School." Christian Science Monitor (March 13, 2001): 19.
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Title: Preventing Bullying. ERIC Digest. Note: Digest number 155. Document Type: Information Analyses---ERIC Information Analysis Products (IAPs) (071); Information Analyses---ERIC Digests (Selected) in Full Text (073); Available From: ERIC Clearinghouse on Educational Management, 5207 University of Oregon, Eugene, OR 97403-5207. Tel: 800-438-8841 (Toll Free); Fax: 541-346-2334; Web site: http://eric.uoregon.edu. For full text: http://eric.uoregon.edu/publications/digests/index.html. Descriptors: Academic Achievement, Antisocial Behavior, Bullying, Elementary Secondary Education, Group Dynamics, Intervention, Peer Acceptance, Peer Influence, Peer Mediation, Prevention, School Responsibility, Violence Identifiers: ERIC Digests ###
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ED463563 2002-03-00 Preventing Bullying. ERIC Digest. Page 7 of 7 U.S. Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency Prevention
June 2001 #27
Addressing the Problem of Juvenile Bullying by Nels Ericson Bullying, a form of violence among children, is common on What Is Bullying? school playgrounds, in neighborhoods, and in homes throughout Bullying among children encompasses a variety of negative acts the United States and around the world. Often occurring out of carried out repeatedly over time. It involves a real or perceived the presence of adults or in front of adults who fail to intercede, imbalance of power, with the more powerful child or group at- bullying has long been considered an inevitable and, in some tacking those who are less powerful. Bullying can take three ways, uncontrollable part of growing up. School bullying has forms: physical (hitting, kicking, spitting, pushing, taking person- come under intense public and media scrutiny recently amid al belongings); verbal (taunting, malicious teasing, name calling, reports that it may have been a contributing factor in shootings at making threats); and psychological (spreading rumors, manipulat- Columbine High School in Littleton, CO, in 1999 and Santana ing social relationships, or engaging in social exclusion, extortion, High School in Santee, CA, in early 2001 and in other acts of or intimidation). juvenile violence including suicide. Bullying can affect the social environment of a school, creating a climate of fear among stu- The NICHD survey found that males tend to bully and be bullied dents, inhibiting their ability to learn, and leading to other anti- more frequently than females. For males, experiencing physical social behavior. Nevertheless, through research and evaluation, and verbal bullying is most common; for females, verbal bullying successful programs to recognize, prevent, and effectively inter- (both taunting and insults of a sexual nature) and spreading ru- vene in bullying behavior have been developed and replicated in mors are most common. Bullying generally begins in the elemen- schools across the country. These schools send the message that tary grades, peaks in the sixth through eighth grades, and persists bullying behavior is not tolerated and, as a result, have improved into high school. safety and created a more inclusive learning environment. A recently published report by the National Institute of Child The Effects of Bullying Health and Human Development (NICHD) on the U.S. contribu- The NICHD study found that bullying has long-term and short- tion to the World Health Organization’s Health Behavior in term psychological effects on both those who bully and those who School-Aged Children survey found that 17 percent of the re- are bullied. Victims experienced loneliness and reported having spondents had been bullied “sometimes” or “weekly,” 19 percent trouble making social and emotional adjustments, difficulty mak- had bullied others sometimes or weekly, and 6 percent had both ing friends, and poor relationships with classmates. Victims of bullied others and been bullied. The researchers estimated that bullying often suffer humiliation, insecurity, and a loss of self- 1.6 million children in grades 6 through 10 in the United States esteem, and they may develop a fear of going to school. The im- are bullied at least once a week and 1.7 million children bully pact of frequent bullying often accompanies these victims into others as frequently. The survey, the first nationwide research on adulthood; they are at greater risk of suffering from depression the problem in this country, questioned 15,686 public and private and other mental health problems, including schizophrenia. In school students, grades 6 through 10, on their experiences with rare cases, they may commit suicide. bullying. In a study of 6,500 middle school students in rural Bullying behavior has been linked to other forms of antisocial South Carolina, 23 percent said they had been bullied regularly behavior, such as vandalism, shoplifting, skipping and dropping during the previous 3 months and 20 percent admitted bullying out of school, fighting, and the use of drugs and alcohol. Pioneer- another child regularly during that time (Olweus and Limber, ing research by Professor Dan Olweus in Norway and Sweden 1999). suggests that bullying can lead to criminal behavior later in life: 60 percent of males who were bullies in grades 6 through 9 were U.S. Department of Justice PRESORTED STANDARD Office of Justice Programs POSTAGE & FEES PAID Office of Juvenile Justice and Delinquency Prevention DOJ/OJJDP PERMIT NO. G–91 Washington, DC 20531 Official Business Penalty for Private Use $300
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Delinquency Prevention (www.ojjdp.ncjrs.org). Prevention Delinquency
against bullying behavior, and support and protect victims. The victims. protect and support and behavior, bullying against
ratory (www.nwrel.org), and the Office of Juvenile Justice and Justice Juvenile of Office the and (www.nwrel.org), ratory
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Prevention Program, developed, refined, and systematically evalu- systematically and refined, developed, Program, Prevention 80309–0439; 303–492–8465; 303–443–3297 (fax); (fax); 303–443–3297 303–492–8465; 80309–0439;
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rule-breaking behavior pattern that can extend into adulthood. into extend can that pattern behavior rule-breaking contact Delbert S. Elliot, Ph.D., Director, Center for the Study the for Center Director, Ph.D., Elliot, S. Delbert contact
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http://virtual.clemson.edu/groups/ifnl/index.htm.
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volvement in problem behaviors such as smoking and drinking. and smoking as such behaviors problem in volvement Susan P. Limber, Ph.D., Institute on Family and Neighborhood and Family on Institute Ph.D., Limber, P. Susan
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10 percent of those who did not bully. not did who those of percent 10 declined during the 2-year period. 2-year the during declined
bullies had three or more convictions by age 24, compared with compared 24, age by convictions more or three had bullies of antisocial behavior, such as theft, vandalism, and truancy, and vandalism, theft, as such behavior, antisocial of
cent of males who did not bully; 35 to 40 percent of these former these of percent 40 to 35 bully; not did who males of cent program was in effect. The school climate improved, and the rate the and improved, climate school The effect. in was program
convicted of at least one crime as adults, compared with 23 per- 23 with compared adults, as crime one least at of convicted 2 years. Behavioral changes were more pronounced the longer the longer the pronounced more were changes Behavioral years. 2 Pathways Courses - The ABCs of Bullying
The ABCs of Bullying Addressing, Blocking, and Curbing School Aggression
About This Course - Page 1 of 3
At one time, school bullying may have been viewed as a "rite of passage" which built "character." Today, however, it's no longer regarded as just something that happens during playground routines.
Educators, health and mental health practitioners, parents, and community members are realizing that bullying is a serious problem that can lead to more severe long-term problems for individuals and communities. Some experts believe that bullying should be considered a special form of child abuse- sometimes called "peer abuse," the cruelty of children to each other.
This course examines the causes and effects of bullying, prevention techniques and programs, screening, treatment options, and legal/ethical issues surrounding bullying.
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http://pathwayscourses.samhsa.gov/bully/bully_intro_pg1.htm (2 of 2) [12/3/2005 12:02:35 AM] School Bullies, National Mental Health Information Center
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The School Bully Can Take a Toll
on Your Child's Mental Health
PDF version You will need Adobe Acrobat Reader to view this file. Online Publications Order Publications Ask any child what a bully looks like, and he or she is likely to describe someone who is bigger and stronger. Yet, while bullies certainly are known for their ability to overpower others physically, mental bullying can be National Library of Medicine just as damaging to children. National Academies Press
Publications Homepage When children are picked on by bullies, whether physically or mentally, many feel the need to suffer in silence for fear that speaking up will provoke further torture. But bullying is not a problem that usually just takes care of itself. Action needs to be taken. printer friendly page e-mail this page Parents and caregivers are sometimes reluctant to intervene in conflicts between children but they can teach bookmark this page children not to take part in—or become victims of—bullying. Children can be taught to assert themselves effectively. As a caring adult, you can: shopping cart current or new account ● Demonstrate assertive behavior. Teach children to ask for things directly and respond directly to each other. It is OK to say "no" to an unacceptable demand. Let children role-play with puppets or dolls.
● Teach social skills. Suggest ways for children to compromise or to express their feelings in a positive way. Show children how to resolve problems firmly and fairly.
● Identify potential friendship problems and correct them. Teach children how to ignore routine teasing. Not all provocative behavior must be acknowledged. Teach children the value of making new friends.
● Teach common courtesy skills. Teach children to ask nicely and to respond appropriately to polite requests.
● Identify ways to respond to bullies. Help children identify acts of aggression, bossiness or discrimination. Encourage children not to give up objects or territory to bullies. This discourages bullying behavior.
● Demonstrate the rewards of personal achievement. Teach children to trust and value their own feelings. They will be more likely to resist peer pressure, respect warm and caring adults, and be successful in achieving their personal goals.
Children who are victims or witnesses to acts of bullying often suffer from serious emotional problems including depression and anxiety. The Caring for Every Child's Mental Health Campaign is part of the Comprehensive Community Mental Health Services Program for Children and Their Families of the federal Center for Mental Health Services. Parents and caregivers who wish to learn more about mental well-being in children, please call 1-800-789-2647 (toll-free) or visit the Web site at www.mentalhealth.samhsa.gov/child to download a free publications catalog (CA-0000). The federal Center for Mental Health Services is an agency of the Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services.
CA-0043 Updated 11/03
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http://www.mentalhealth.samhsa.gov/publications/allpubs/Ca-0043/default.asp [12/3/2005 12:02:47 AM] The School Bully Can Take a Toll on Your Child’s Mental Health
Ask any child what a bully looks like, and he or she is likely to de- scribe someone who is bigger and stronger. Yet, while bullies certainly are known for their ability to over- power others physically, mental bul- lying can be just as damaging to chil- dren. When children are picked on by bullies, whether physically or men- tally, many feel the need to suffer in silence for fear that speaking up will provoke further torture. But bullying of aggression, bossiness or dis- is not a problem that usually just takes crimination. Encourage children care of itself. Action needs to be taken. not to give up objects or terri- Parents and caregivers are some- tory to bullies. This discourages times reluctant to intervene in con- bullying behavior. flicts between children but they can • Demonstrate the rewards of teach children not to take part in— personal achievement. Teach or become victims of—bullying. children to trust and value their Children can be taught to assert own feelings. They will be more themselves effectively. As a caring likely to resist peer pressure, re- adult, you can: spect warm and caring adults, • Demonstrate assertive behav- and be successful in achieving ior. Teach children to ask for their personal goals. things directly and respond di- rectly to each other. It is OK to Children who are victims or say “no” to an unacceptable de- witnesses to acts of bullying often mand. Let children role-play with suffer from serious emotional prob- puppets or dolls. lems including depression and anxi- • Teach social skills. Suggest ways ety. The Caring for Every Child’s for children to compromise or to Mental Health Campaign is part of express their feelings in a posi- the Comprehensive Community tive way. Show children how to Mental Health Services for Children resolve problems firmly and and Their Families Program of the fairly. federal Center for Mental Health • Identify potential friendship Services. Parents and caregivers problems and correct them. who wish to learn more about Teach children how to ignore rou- mental well-being in children, tine teasing. Not all provocative please call 1-800-789-2647 (toll- behavior must be acknowledged. free) or visit the Web site at Teach children the value of mak- www.mentalhealth.org/child to ing new friends. download a free publications cata- • Teach common courtesy skills. log (CA-0000). The federal Center Teach children to ask nicely and for Mental Health Services is an to respond appropriately to polite agency of the Substance Abuse and requests. Mental Health Services Administra- • Identify ways to respond to bul- tion, U.S. Department of Health and lies. Help children identify acts Human Services.
CA-0043 Bullying Among Children and Youth Bullying Among Children and Youth Susan P. Limber and Maury M. Nation
Recent research in the United States and abroad has documented that bullying is a common and potentially damaging form of violence among children. Not only does bullying harm both its intended victims and the perpetrators, it also may affect the climate of schools and, indirectly, the ability of all students to learn to the best of their abilities. Moreover, the link between bullying and later delinquent and criminal behavior cannot be ignored. Although studies of comprehensive antibullying programs are scarce in the United States, evaluation data from other countries suggest that adopting a comprehensive approach to reduce bullying at school can change students' behaviors and attitudes, reduce other antisocial behaviors, and increase teachers' willingness to intervene.
Stimulated by the pioneering work of Dan Olweus in Norway and Sweden, researchers from several nations -- Australia, Canada, England, Ireland, Japan, Norway, and the United States -- have begun to explore the nature, prevalence, and effects of bullying among school children. Their findings provide compelling reasons for initiating interventions to prevent bullying. Its high prevalence among children, its harmful and frequently enduring effects on victims, and its chilling effects on school climate are significant reasons for prevention and early intervention efforts in schools and communities.
The phenomenon of bullying deserves special attention by educators, parents, and children concerned with violence prevention for two significant reasons. First, the prevalence of bullying and the harm that it causes are seriously underestimated by many children and adults. It is critical that any violence prevention strategy work to raise the awareness of children, school staff, and parents regarding the link between bullying and other violent behaviors.
Second, the nature of bullying does not necessarily lend itself to the same interventions that may effectively reduce other types of conflict among children. Because it involves harassment by powerful children against children with less power (rather than a conflict between peers of relatively equal status), common conflict resolution strategies such as mediation may not be effective.
Definition
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Bullying among children is understood as repeated, negative acts committed by one or more children against another. These negative acts may be physical or verbal in nature -- for example, hitting or kicking, teasing or taunting -- or they may involve indirect actions such as manipulating friendships or purposely excluding other children from activities. Implicit in this definition is an imbalance in real or perceived power between the bully and victim.
Intervention Model
The first and best-known intervention to reduce bullying among school children was launched by Olweus in Norway and Sweden in the early 1980's. Inspired by the suicides of several severely victimized children, Norway supported the development and implementation of a comprehensive program to address bullying among children in school. The program involved interventions at multiple levels:
Schoolwide interventions. A survey of bullying problems at each school, increased supervision, schoolwide assemblies, and teacher inservice training to raise the awareness of children and school staff regarding bullying.
Classroom-level interventions. The establishment of classroom rules against bullying, regular class meetings to discuss bullying at school, and meetings with all parents.
Individual-level interventions. Discussions with students identified as bullies and victims.
The program was found to be highly effective in reducing bullying and other antisocial behavior among students in primary and junior high schools. Within 2 years of implementation, both boys' and girls' self-reports indicated that bullying had decreased by half. These changes in behavior were more pronounced the longer the program was in effect. Moreover, students reported significant decreases in rates of truancy, vandalism, and theft and indicated that their school's climate was significantly more positive as a result of the program. Not surprisingly, those schools that had implemented more of the program's components experienced the most marked changes in behavior.
http://ojjdp.ncjrs.org//jjbulletin/9804/bullying2.html (2 of 5) [12/3/2005 12:02:59 AM] Bullying Among Children and Youth The core components of the Olweus antibullying program have been adapted for use in several other cultures, including Canada, England, and the United States. Results of the antibullying efforts in these countries have been similar to the results experienced in the Scandinavian countries, with the efforts in Toronto schools showing somewhat more modest results. Again, as in the Scandinavian study, schools that were more active in implementing the program observed the most marked changes in reported behaviors.
Bullying in the United States
Although there have been few studies of the prevalence of bullying among American schoolchildren, available data suggest that bullying is quite common in U.S. schools. In a study of 207 junior high and high school students from small midwestern towns, 88 percent reported having observed bullying, and 77 percent indicated that they had been victims of bullying during their school careers.1 A study of 6,500 students in fourth to sixth grades in the rural South indicated that 1 in 4 students had been bullied with some regularity within the past 3 months and that 1 in 10 had been bullied at least once a week. Approximately one in five children admitted that they had bullied another child with some regularity in the previous 3 months.2 These figures are consistent with estimates of several other researchers. Furthermore, contrary to popular belief, bullying occurs more frequently on school grounds than on the way to and from school.3
Consequences of Bullying
Studies of bullying suggest that there are short- and long-term consequences for both the perpetrators and victims of bullying. Students who are chronic victims of bullying experience more physical and psychological problems than their peers who are not harassed by other children4 and they tend not to grow out of the role of victim. Longitudinal studies have found that victims of bullying in early grades also reported being bullied several years later.5 Studies also suggest that chronically victimized students may as adults be at increased risk for depression, poor self-esteem, and other mental health problems,6 including schizophrenia.7
It is not only victims who are at risk for short- and long-term problems; bullies also are at increased risk for negative outcomes. One researcher found that those elementary students who were bullies attended school less frequently and were more likely to drop out than other students.8 Several studies suggest that bullying in early childhood may be a critical risk factor
http://ojjdp.ncjrs.org//jjbulletin/9804/bullying2.html (3 of 5) [12/3/2005 12:02:59 AM] Bullying Among Children and Youth for the development of future problems with violence and delinquency. For example, Olweus' research found that in addition to threatening other children, bullies were several times more likely than their nonbullying peers to commit antisocial acts, including vandalism, fighting, theft, drunkenness, and truancy, and to have an arrest by young adulthood.9 Another study of more than 500 children found that aggressive behavior at the age of 8 was a powerful predictor of criminality and violent behavior at the age of 30.10
Antibullying Initiative
Until recently, little attention has been given to the establishment of antibullying initiatives in U.S. schools. Within the past several years, a number of school-based programs have been developed to address bullying, although the degree to which they embrace a whole-school approach to the problem varies.
Only one U.S. program has been based explicitly on the comprehensive model developed by Olweus in Sweden and Norway. Through a grant from the Office of Juvenile Justice and Delinquency Prevention, Gary B. Melton, Susan P. Limber, and colleagues at the Institute for Families in Society of the University of South Carolina in Columbia, SC, have adapted Olweus' model for use in rural middle schools in that State. Interventions are focused at the levels of the individual, classroom, school, and community at large. A comprehensive evaluation involving 6,500 children currently is under way to measure the effects of the program.
Endnotes
1. J.H. Hoover, R. Oliver, and R.J. Hazler, "Bullying: Perceptions of adolescent victims in Midwestern USA," School Psychology International 13:5-16,1992.
2. S.P. Limber, P. Cunningham, V. Florx, J. Ivey, M. Nation, S. Chai, and G. Melton, "Bullying among school children: Preliminary findings from a school-based intervention program," paper presented at the Fifth International Family Violence Research Conference, Durham, NH, June/July 1997.
3. S.P. Limber et al., June/July 1997; D. Olweus, "Victimization by peers: Antecedents and long-term outcomes," in Social Withdrawal, Inhibitions, and Shyness, edited by K.H. Rubin and J.B. Asendorf, Hillsdale, NJ:
http://ojjdp.ncjrs.org//jjbulletin/9804/bullying2.html (4 of 5) [12/3/2005 12:02:59 AM] Bullying Among Children and Youth Erlbaum, 1993, pp. 315-341; I. Rivers and P.K. Smith, "Types of bullying behavior and their correlates," Aggressive Behavior 20:259-368, 1994; I. Whitney and P.K. Smith, "A survey of the nature and extent of bullying in junior/middle and secondary schools," Educational Research 35:3-25, 1993.
4. K. Williams, M. Chambers, S.Logan, and D. Robinson, "Association of common health symptoms with bullying in primary school children," British Medical Journal 313:17-19, 1996.
5. Olweus, 1993.
6. Olweus, 1993.
7. J.G. Parker and S.R. Asher, "Peer relations and later personal adjustment: Are low accepted children at risk?" Psychological Bulletin 102:357-389, 1987.
8. B.J. Byrne, "Bullies and victims in school settings with reference to some Dublin schools," Irish Journal of Psychology 15:574-586, 1994.
9. Olweus, 1993.
10. L.D. Eron, L.R. Husemann, E. Dubow, R. Romanoff, and P.W. Yarmel, "Aggression and its correlates over 22 years," in Childhood Aggression and Violence: Sources of Influence, Prevention and Control, edited by D.H. Crowell, I.M. Evans, and C.R. O'Donnell, New York: Plenum, 1987, pp. 249- 262.
For more information, contact Susan Limber, Assistant Director, Institute for Families in Society, University of South Carolina, Carolina Plaza, Columbia, SC 29208, 803-737-3186.
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Combating Fear and Restoring Safety in Schools Juvenile Justice Bulletin · April 1998
http://ojjdp.ncjrs.org//jjbulletin/9804/bullying2.html (5 of 5) [12/3/2005 12:02:59 AM] Bullying Bullying
The acts of violence featured in headlines are not the only concerns on today's school grounds. Age-old "lesser" forms of violence are also widespread in and near schools. Among the problems confronting students and schools is bullying -- the more insidious and fear inducing because of its commonplace occurrence at school and away from the notice of adults.
In this country, bullying has traditionally been viewed as some perverse sort of child's play, its occurrence usually eliciting the common phrase, "Kids will be kids." Today, bullying is rightfully being recognized for what it is: an abusive behavior that often leads to greater and prolonged violent behavior. This phenomenon is more accurately termed "peer child abuse." Schoolyard bullying, which occurs in kindergarten through 12th grade, spans many different behaviors -- from what some may call minor offenses to the more serious criminal acts. Name calling, fistfights, purposeful ostracism, extortion, character assassination, libel, repeated physical attacks, and sexual harassment all are bullying tactics.
In May 1987, international authorities on schoolyard bullies and victims gathered at Harvard University for a Schoolyard Bully Practicum, which was sponsored by NSSC in conjunction with OJJDP. The practicum was one of the first meetings of prominent researchers, psychologists, school and law enforcement authorities, and public relations practitioners for the purpose of developing an awareness and prevention program to address bullying in the United States.
The following list of services, strategies, and suggested training classes were identified by practicum participants as ways to mediate bullying:
Rules against bullying that are publicized, posted schoolwide, and accompanied by consistent sanctions.
Student and adult mentors who assist victims and bullies to build self-esteem and to foster mutual understanding of and appreciation for differences in others.
A buddy system that pairs students with a particular friend or older buddy with whom they share class schedule information and plans for the school day and on whom they can depend for help.
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An on-campus parents' center that recruits, coordinates, and encourages parents to take part in the educational process, volunteer, and assist in school activities and projects.
Classes for adults in parenting skills and for students in anger management, assertiveness training, and behavior modification training.
Behavior contracts signed by students and parents and written behavior codes for students, teachers, and staff members that are circulated to all parents and students.
Emphasis on discipline that stresses right behavior instead of reprimands that focus on punishing wrong behavior.
Friendship groups that support children who are regularly bullied by peers.
Peer mediation programs and teen courts that train students to mediate problems among themselves.
Conflict and dispute resolution curriculums available in all grades.
Close monitoring of cafeterias, playgrounds, and "hot spots" where bullying is likely to occur away from direct adult supervision.
Cooperative classroom activities and learning tasks, with care taken to vary the grouping of participants and to monitor groups for balanced reception and treatment of participants.
Classroom and schoolwide activities designed to build self-esteem by spotlighting special talents, hobbies, interests, and abilities of all students.
Publicity about organizations and groups that build children's social skills and self-discipline, such as the Boys & Girls Clubs, Scouting, and junior cadet programs, and various disciplines such as yoga, tai chi chuan, jujitsu, karate, kung fu, and tae kwon do.
Both bullies and their victims need help in learning new ways to get along in school. Curriculum developers and publishers now offer a variety of prevention/intervention materials to eliminate bullying from school life. Three programs, highlighted in NSSC's School Safety, are outlined below.10
No Bullying program.11 This Johnson Institute program, first implemented last year in schools across the country, pinpoints the "tell or tattle" dilemma facing many victims of bullying. Teachers are given step-by-step guidelines on how to teach students the difference between telling and tattling. Teachers also are shown how to establish and use immediate consequences when dealing with bullies.
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Bully-Proofing Your School.12 This program, available from Sopris West since 1994, uses a comprehensive approach. Key elements include conflict resolution training for all staff members, social skills building for victims, positive leadership skills training for bullies, intervention techniques for those who neither bully or are bullied, and the presence of parental support.
Second Step.13 The Committee for Children's Second Step curriculum teaches positive social skills to children and families, including skill building in empathy, impulse control, problem solving, and anger management. Initial results indicate that students are able to identify more often with other people's feelings and are more readily able to control anger.
In the effort to make schools and communities safer for children, it is important that educators, parents, and policymakers be encouraged to support schoolwide programs that address all forms of violence, including bullying and its organized manifestation, gangs.
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Combating Fear and Restoring Safety in Schools Juvenile Justice Bulletin · April 1998
http://ojjdp.ncjrs.org//jjbulletin/9804/bullying.html (3 of 3) [12/3/2005 12:03:07 AM] Proceedings Educational Forum on Adolescent Health Youth Bullying
May 3, 2002 The American Medical Association’s (AMA) Educational Forum on Adolescent Health is funded in part through a cooperative agreement (2 U93 MC 00104) with the Health Resources and Services Administration, Maternal and Child Health Bureau’s (MCHB) Office of Adolescent Health. We wish to acknowledge MCHB’s generous support and the direction provided by our Partners In Program Planning for Adolescent Health (PIPPAH) Project Office Audrey Yowell, PhD and Trina M. Anglin, MD, PhD, Chief, HRSA Adolescent Health Branch. The AMA PIPPAH project is addressing Healthy People 2010’s 21 critical adolescent objectives through its Educational Forum sessions. Each session considers a single issue that is directly related to one of the 21 critical adolescent objectives and one of the ten Healthy People leading health indicators. The May 3, 2002 Educational Forum featured a discussion of bullying which is related to the reduction of physical fighting (Objective 15-38) which is included in the Injury and Violence leading health indicator. Missy Fleming, PhD Program Director, Child and Adolescent Health American Medical Association Kelly J. Towey, MEd Child and Adolescent Health American Medical Association Susan P. Limber, PhD, MLS Institute on Family & Neighborhood Life Clemson University Richard L. Gross, MD American Academy of Child and Adolescent Psychiatry Marcia Rubin, PhD, MPH American School Health Association Joseph L. Wright, MD, MPH American Academy of Pediatrics Susan M. Anderson, MLS Information Consultant Citation: Fleming, M and Towey, K, eds. Educational Forum on Adolescent Health: Youth Bullying. May 2002. Chicago: American Medical Association. Copies are available at www.ama-assn.org/go/adolescenthealth Copyright 2002, American Medical Association
PD10:02-0239:1M:7/02 Table of contents
Youth Bullying: An Overview ...... 1
Introduction ...... 3
Missy Fleming, PhD American Medical Association
Featured speaker ...... 4
Susan P. Limber, PhD, MLS Institute on Family & Neighborhood Life, Clemson University
Panelists
Richard L. Gross, MD ...... 18 American Academy of Child and Adolescent Psychiatry
Joseph L. Wright, MD, MPH ...... 22 American Academy of Pediatrics
Marcia Rubin, PhD, MPH ...... 26 American School Health Association
Participant discussion and questions ...... 29
Areas for future research ...... 34
Bibliography ...... 35
Resources ...... 39
Appendices
A. Attendees ...... 41
B. American Medical Association Policy ...... 43 “We are all either bullies, bullied, or bystanders.”
Richard L. Gross, MD American Academy of Child and Adolescent Psychiatry Youth Bullying An Overview
Bullying is a pervasive, serious problem with long lasting consequences; it’s not just a natural part of growing up. It happens in schools which means that parents, teachers, students, and administrators must be aware of the problem and ways to handle it. Bullying can be direct or indirect and is different for girls and boys.
Regardless of the gender or the form, bullying has long-term effects for the bully and the bullied. For the bully: •Other antisocial/delinquent behaviors such as vandalism, shoplifting, truancy, and frequent drug use •This antisocial behavior pattern will continue into young adulthood •More apt to drink, smoke, and perform poorly in school • One in four boys who bully will have a criminal record by age 30 For the bullied: • Short-term problems can include depression, anxiety, loneliness, difficulties with school work •Long-term problems can include low self-esteem, depression
We are still working on solutions. One excellent program, the Olweus Bullying Prevention Program, is discussed in this volume. We do know that solutions must be system- and community-wide. Policies of zero tolerance, “three strikes”,mediation, and short-term fixes just don’t work.
Educational Forum on Adolescent Health • Youth Bullying 1 What physicians, health educators, and other professionals can do: Be vigilant in clinical practice •Ask patients about their experiences with bullying •Look for potential victims, such as disabled patients. Answer important research questions •What is the psychopathology of bullying? •What are the cues parents and teachers can use that signal the need to make a referral? •What are the protective factors? (eg, relationships, school administrators, good academic skills) Promote sound research •Collect data on occurrence •Design tools to measure bullying •Develop risk management techniques •Create screening questionnaires •Outline responses to screening Education •Integrate into medical school curricula •Develop continuing professional education opportunities •Disseminate research findings Support community efforts
We are all involved as bullies, bullied, or bystanders. This Educational Forum highlights the problems, some solutions, and areas for further research.
2 American Medical Association Introduction American Medical Association Educational Forum on Adolescent Health Youth Bullying
May 3, 2002
Missy Fleming, PhD
would like to welcome you to the first session building more prisons. In fact, we probably invested of the American Medical Association’s (AMA) more resources in building prisons than we have in IEducational Forum on Adolescent Health. We are primary prevention. That is something we want to very excited about today’s program. Those of you talk about today. who attended our meetings the last several years may remember that we typically had a number of speakers Today we want to begin thinking about injury and who addressed one topic. We have switched to a new violence which is one of the Healthy People 2010’s structure that includes a featured speaker and panelists leading health indicators. Our speaker, Dr. Susan who react to the speaker’s remarks. Limber, and our three panelists are going to discuss the pervasive issue of bullying, its impact on young I would like to begin by recognizing our sponsor, people, and how we, as health care professionals, the Health Resources and Services Administration’s can better understand and address this issue. (HRSA) Maternal and Child Health Bureau, Office of Adolescent Health. Today’s program is sponsored, I want to tell you briefly about some AMA activities in part, by our Partners In Program Planning for that address injury and violence. The AMA and its Adolescent Health (PIPPAH) project. partners on the Commission for the Prevention of Youth Violence have identified bullying and being A number of our current and former partners are bullied as warning signs for violence. I hope that here today and I would like to recognize them. everyone will take a copy of our excellent report that •Karen Howze from the American Bar Association; was sponsored jointly through medicine, nursing, • Sheila Clark and Tracy Whitaker from the and public health. (Commission for the Prevention of National Association of Social Workers; Youth Violence. Youth and Violence. Medicine, Nursing, and Public Health: Connecting the Dots to Prevent •Mary Campbell from the American Psychological Violence. December 2000. 44p www.ama-assn.org/ Association; violence) •Marcia Rubin from the American School Health Other AMA efforts include an article published in Association, one of our panelists; and the April 25, 2001 issue of The Journal of the • Shahla Ortega from the American Nurses American Medical Association (JAMA) on bullying Foundation behaviors among youth in the United States. In June 2001, the American College of Preventive Medicine Most of us witnessed the violence epidemic of the and American Academy of Child and Adolescent 1990s. During that time, as we discussed many times Psychiatry, both of whom are represented here today, during our previous five years of meetings, arrests submitted a resolution to the AMA House of Delegates for serious violent crimes increased by close to 50%. that was passed and adopted as policy to support Homicide rates doubled between 1984 and 1994. research on bullying. The AMA is also represented The search for solutions to this epidemic has become on the HRSA’s task force on bullying. a national priority; many of us are involved in that Please join me in welcoming our featured speaker and search. One solution for addressing the violence panelists who are going to lead today’s discussion of epidemic of which we are all aware, is the strategy of bullying.
Educational Forum on Adolescent Health • Youth Bullying 3 Featured speaker address
Susan P. Limber, PhD, MLS Associate Director Institute on Family and Neighborhood Life Clemson University Clemson, SC
Dr. Susan Limber is associate director of the Institute on Family and Neighborhood Life. She is also an associate professor of psychology at Clemson University. Dr. Limber is a developmental psychologist who completed her training and education at the University of Nebraska in Lincoln. Her research and writing have focused on both legal and psychological issues related to youth violence, child protection, youth participation, and child rights.
Dr. Limber has directed the first wide-scale implementation and evaluation of the Olweus Bullying Prevention Program in the United States. She coauthored the Bullying Prevention Program, one of the model programs in the Office of Juvenile Justice and Delinquency Prevention (OJJDP) Blueprints for Violence Prevention, as well as many other articles on the topic of bullying.
In recent years, Dr. Limber has consulted with numerous schools around the country on the reduction of bullying among school children.
4 American Medical Association Addressing Youth Bullying Behaviors*
ullying among children is not a new phenom- feeling persecuted, bullied, or threatened by their enon. Indeed, the experience of children being peers (Dedman, 2000). Another recently-published Bsystematically harassed by their peers has been study in The Journal of the Medical Association, which documented in literary works for hundreds of years. examined all school-associated violent deaths in the (Recall, for example, the torture that classmates exacted United States between 1994 and 1999, found that on Tom Brown in the 19th century classic, Tom Brown’s homicide perpetrators at school were twice as likely School Days). It was not until fairly recently, however, as homicide victims to have been bullied by peers that bullying was on the radar screens of researchers (Anderson et al., 2001). In the last several years, the or the general public. air waves and print media have been filled with stories Strong societal interest in the phenomenon of about bullying. What do we really know about the bullying began in Scandinavia in the late 1960s and nature and prevalence of bullying and the experiences early 1970s. Efforts to systematically study bullying also of victims and their perpetrators? emerged in Scandinavia and were led by the pioneering Before we launch into reviewing the numbers, the research of Dan Olweus and colleagues in Sweden data, the statistics, the research, and what we know and Norway during the 1970s. In the early 1980s in about bullying, I would like to make sure that we put Norway, public attention was captured by the suicides a face on bullying. I think it is important that we of three young boys who took their lives after being keep at the forefront of our minds a clear image of persistently bullied by some of their peers. This horrific the children who are involved as victims, as bullies, event triggered a chain of events that resulted in a or as bystanders to bullying. I am going to show you national campaign against bullying in the Norwegian a five-minute clip from a February 2002 ABC News schools and the development of the Olweus Bullying special with John Stossel called, “The ‘In’ Crowd and Prevention Program which is now an international Social Cruelty.” (http://abcnews.go.com/onair/2020/ model (Olweus, Limber, & Mihalic, 1999). stossel_020215_popularity.html) You are going to see Here in the United States, it has only been in the last footage of children on a playground. You will hear several years that public attention has focused on from kids who have been bullies, from kids who have bullying. Columbine and several subsequent school been victimized, and as you watch this, I would like shootings likely were our wake-up calls causing us to for you to think to yourselves, “Do you recognize pay attention to the experiences of bullied children these children from your schools and from your in American schools and communities. Early anec- communities?” (Video clip) dotal reports that emerged from the investigations in Do any of those kids look familiar from your commu- Littleton, Colorado suggested that the troubled teens nities or maybe your personal memories? The video who went on a shooting rampage had been the subjects showed a number of different types of bullying that of bullying by their peers. A subsequent investigation kids experience and in which they engage, but let’s by the U.S. Secret Service of 41 school shooters makesure we have a common understanding of what involved in 37 incidents (including Columbine) bullying is and a common understanding of the term. revealed that two-thirds of the perpetrators described
*This paper is based in part on research conducted for the HRSA’s Maternal and Child Health Bureau (MCHB) in development of a national Bullying Prevention Campaign.
Educational Forum on Adolescent Health • Youth Bullying 5 Bullying defined or more often within a three-to-five month period. Approximately 9% reported that they had been bullied The most common definition of bullying used in the by peers “several times or more”,and 7% reported literature was formulated by Dan Olweus, who is that they had bullied others. About 2% of all students widely recognized as the father of bullying research. reported both bullying and being bullied by their peers. According to Olweus (1993a), bullying is aggressive Studies elsewhere in Europe and in the United States behavior that: (a) is intended to cause harm or distress, typically have revealed higher rates of bullying (b) occurs repeatedly over time, and (c) occurs in a among children and youth. For example, in a study relationship in which there is an imbalance of power of 6,500 4th to 6th graders in rural South Carolina, or strength. It is important to note that bullying, 23% reported being bullied “several times” or more as a form of peer abuse, shares many characteristics during the previous three months, and 9% reported with other types of abuse, namely child maltreatment being the victim of very frequent bullying—once a and domestic violence. week or more often. One in five reported bullying Traditionally, many members of the general public other students “several times” or more during that think of bullying as being physical and overt same period (Melton et al., 1998). Similar rates of (eg, hitting, kicking, shoving another child). However, bullying were found by Nansel and colleagues (2001) bullying also may involve words or other non-verbal, in their nationally-representative study of 15,600 non-physical means (see Table 1). Moreover, although 6th to10th graders. Seventeen percent of their sample bullying behaviors may involve direct, relatively open reported having been bullied “sometimes” or more attacks against a victim, bullying frequently is indirect, frequently during the school term and 19% reported or subtle, in nature. bullying others “sometimes” or more often. Six percent of the full sample reported both bullying and having been bullied. The prevalence of bullying Age trends Most studies have found that rates of victimization decrease fairly steadily through elemen- The most comprehensive study of bullying was tary grades (Melton et al., 1998; Olweus, 1991, 1993a), conducted by Olweus (1993a) in Norway and Sweden, middle school (Nansel et al., 2001; Olweus, 1993) with 150,000 students in grades one through nine. and into high school (Nansel et al, 2001). For example, In this sample, 15% of students reported being in a recent study of over 10,000 Norwegian school involved in bully/victim problems “several times” children, Olweus (personal communication,
Table 1. Common Forms of Bullying
Direct bullying Indirect bullying
Verbal bullying Taunting, teasing, Spreading rumors name-calling Physical bullying Hitting, kicking, Enlisting a friend to assault shoving, destruction someone for you or theft of property Non-verbal/ Threatening, Excluding others from a group, Non-physical bullying obscene gestures manipulation of friendships, threatening e-mail
Source: Adapted from Rigby (1996). See also Olweus, (1993a).
The majority of studies show that the most common type of bullying experienced by both boys and girls is verbal (Olweus, 1993a; Melton et al., 1998; Unnever, 2001).
6 American Medical Association February 23, 2002) found that rates of victimization (February 23, 2002, personal communication) studied were twice as high in 4th grade compared with 8th the nature of same-gender bullying (the bullying of grade, and lower still in 10th grade. Similarly, Nansel girls by girls) and found that girls are more likely than and colleagues in the United States (2001) found that boys to bully each other through social exclusion. although about one-quarter of 6th graders reported Bullying in urban, suburban, and rural communities being bullied during the current school term, less Bullying often is viewed as a problem of urban schools. than one-tenth of the 10th graders reported similar In fact, recent findings from a nationally-representa- experiences during the same period of time. tive study of 6th to10th graders found that youth Although self-reported victimization decreases with from urban, suburban, town, and rural areas in the age, the picture is not as clear for age trends in self- United States were bullied with the same frequency reported bullying. In the study of 6th to 10th graders (Nansel et al., 2001). Very small differences were in the United States, Nansel and colleagues (2001) found in students’ reports of bullying others. Youth found that older students were less likely to bully in rural areas were 3% to 5% more likely than youth their peers than were younger students. However, in towns, suburban areas, or urban areas to admit other studies (eg, Melton et al., 1998; Olweus, 1993a) bullying their peers. have found no marked age differences, suggesting that older children who bully tend to find younger children to target (Olweus, 1993a).
Gender differences There are some interesting (and Conditions surrounding perhaps predictable) gender differences in bullying the bullying experiences. By self-report, boys are more likely than Recent research has focused on better understanding girls to bully other students (Duncan, 1999; Melton the conditions surrounding bullying incidents, et al., 1998; Nansel et al., 2001; Olweus, 1993a). namely the number of perpetrators and the location The picture is less clear with regard to gender differ- of the bullying. ences in victimization experiences. Some studies (Boulton & Underwood, 1992; Nansel et al., 2001; Number of perpetrators Children who are bullied Olweus, 1993a; Perry, Kusel, & Perry, 1998; Rigby & most commonly report that they have been bullied Slee, 1991; Whitney & Smith, 1993) have found that by one other child or by a very small group of peers. boys report higher victimization than girls. Other It is much less common for children to be bullied studies, however, have found either no gender differ- by large groups (Melton et al., 1998; Unnever, 2001). ence or marginal differences (Boulton & Smith, 1994; Location of bullying Although the locations where Chrach, Pepler, & Ziegler, 1995; Duncan, 1999; children are bullied vary somewhat from survey to Hoover, Oliver, & Hazler, 1992; Melton et al., 1998). survey, several general trends are consistently noted. What is clear is that girls report being bullied by both Bullying is much more common at school than on boys and girls, whereas boys typically are bullied only the way to and from school, such as on the bus, at the by other boys (Melton et al., 1998; Olweus, 1993a). bus stop, or elsewhere in the community (Harris et al., There are some marked differences in the kinds of 2002; Melton et al., 1998; Nansel et al., 2001; Olweus, bullying that boys and girls experience. Boys are more 1993a; Rivers & Smith, 1994; Whitney & Smith, 1993; likely than girls to report being physically bullied by Unnever, 2001). Common locations for bullying at their peers (Harris, Petrie, & Willoughby, 2002; Nansel school include the playground (for elementary school Overpeck, Pilla, Ruan, Simons-Morton, & Scheidt, children), the classroom (both with and without the 2001). Girls, on the other hand, are more likely than teacher present), the lunchroom, and the hallways. boys to report being the targets of rumor-spreading and sexual comments (Nansel et al., 2001). Recognizing that girls are bullied by both girls and boys, Olweus
Educational Forum on Adolescent Health • Youth Bullying 7 Children who bully positive attitudes toward violence and who also tend to bully other children. Finally, there are school-related What is known about children who regularly bully risk factors for bullying, as some schools have signifi- their peers? A significant body of research on antiso- cantly higher rates of bullying than others. Bullying cial behavior among children indicates that such tends to thrive in schools in which there is a lack of behavior is the result of an interaction between the adequate adult supervision (particularly during breaks) individual child and his or her family, peer group, and where teachers, other staff, and students have school, and community (Olweus, Limber, & Mihalic, indifferent or accepting attitudes toward bullying 1999). Similarly, research specifically focused on (Olweus, Limber, & Mihalic, 1999). bullying behavior suggests that there typically is no Common myths about children who bully Despite the single cause of bullying. Rather, individual, familial, significant increase in our understanding of bullying peer, school, and community factors may place a in recent years, several “myths” about bullies are child or youth at risk for bullying his or her peers. common among educators, practitioners, and the Common characteristics of children who bully general public. Correction of these myths may be Researchers have identified several general character- important in the development of appropriate bullying istics of children who bully their peers regularly interventions. (ie, admit to bullying peers more than occasionally).1 1. “Children who bully are loners.” In fact, research These children tend to have impulsive, hot-headed, indicates that children who bully are not socially dominant personalities; are easily frustrated; have isolated (Cairnes, Cairnes, Neckerman, Gest, & difficulty conforming to rules; and view violence Gariepy, 1998; Nansel et al., 2001; Olweus, 1978, in a positive light (Olweus, 1993a; Olweus, Limber, 1993a). Nansel and colleagues found that in their & Mihalic, 1999). Boys who bully tend to be physi- sample, 6th to 10th graders who bullied their cally stronger than their peers (Olweus, 1993a). peers reported having an easier time making Risk factors for bullying Research also has identified friends than their peers. Olweus (1978, 1993a) a number of risk factors within the family environment has found that bullies are average or somewhat that are common to children who bully (Espelage, below average in popularity among their peers, Bosworth, & Simon, 2000; Loeber & Stouthammer- but they have at least a small group of friends Loeber, 1986; Olweus, 1980, 1993a; Olweus, Limber, (a.k.a. “henchmen”) who support their bullying & Mihalic, 1999). These include a lack of warmth and behavior. These findings suggest that effective involvement on the part of parents; overly permissive interventions must focus not only on bullies but parenting (with a lack of clear limits for the child’s on bystanders who support the bullying (whether behavior); a lack of parental supervision; and harsh, actively or passively). corporal discipline. Recent studies also point to 2. “Children who bully have low self-esteem.” links between the experience of child maltreatment Contrary to the assumptions of many, most (physical and sexual abuse) and bullying behavior research indicates that children who bully have (see eg, Shields, & Cicchetti, 2001). average or above average self-esteem (Olweus, Peer and school risk factors for bullying In addition to 1993a; Rigby & Slee, 1991; Slee & Rigby, 1993; individual risk factors for bullying, the research liter- but see Duncan, 1999; O’Moore & Kirkham, 2001). ature has identified significant risk factors for bullying Children who bully also are no more likely than within the peer group and the school environment. their peers to be characterized as anxious or Children who bully their peers are more likely than uncertain (Olweus, 1984, 1993a). These findings children who do not bully to have friends who have have implications for bullying interventions and confirm the experience of many that efforts that 1 Although research has identified these as common traits of children who bully, it should be emphasized that individual children may not exhibit any or focus solely on improving the self-esteem of all of these characteristics.
8 American Medical Association children who bully may help create more confi- somewhat, bully-victims comprise a smaller subset of dent bullies but may have no effect on their victims than do passive victims. For example in their bullying behavior. nationally-representative sample of 6th to10th graders, Nansel and colleagues (2001) found that 6% of the Bullying and its relation to other antisocial behavior sample were bully-victims, compared to 11% of the Frequent or persistent bullying behavior commonly sample who were passive victims. What characterize is considered part of a conduct-disordered behavior these two groups of victimized children? pattern (Olweus, 1993a; Salmon, James, Cassidy, & Javoloyes, 2000). Researchers have found bullying Common characteristics of “passive victims” Passive behavior to be related to other antisocial behaviors victims tend to be cautious, sensitive, insecure children (Melton et al., 1998) such as vandalism, fighting, who have difficulty asserting themselves among their theft (Olweus, 1993b), drinking alcohol (Nansel et al., peers (Olweus, 1993a). They frequently are very 2001; Olweus, 1993b), smoking (Nansel et al., 2001), socially isolated (Nansel et al., 2001; Olweus, 1993a) truancy (Byrne, 1994; Olweus, 1993b), and school and report feeling lonely (Nansel et al., 2001). This drop-out (Byrne, 1994). In addition, a recent study social isolation places children at particular risk for of 5th through 7th grade students in rural South being bullied because the presence of friends helps Carolina found that students’ reasons for gun owner- to buffer children from bullies. Boys who are bullied ship were linked with rates of bullying (Cunningham, frequently are physically weaker than their peers Henggeler, Limber, Melton, & Nation, 2000). High- (Olweus, 1993a). Finally, children who have been risk gun owners (those who owned guns to gain respect victims of child maltreatment (neglect, physical, or frighten others) reported higher rates of bullying or sexual abuse) are more likely to be victimized by than did low-risk gun owners (those who owned guns their peers (Shields & Cicchetti, 2001). to feel safe or to use in hunting or target-shooting) It is important to note that some characteristics of or those who did not own guns. passive victims may be seen as both contributing Finally, bullying behavior also may be an indicator factors as well as consequences of victimization that boys are at risk for engaging in later criminal (Olweus, 2001). For example, if a child feels insecure, behaviors (Loeber & Dishion, 1983; Olweus, 1993a). his or her behavior may signal to others that he or For example, in a longitudinal study in Norway, 60% she is an “easy target” for bullying. Here, the child’s of boys who were identified as bullies in middle insecurity may be viewed as contributing to the abuse.2 school had at least one conviction by the age of 24, However, a child who is bullied regularly also is likely and 35-40% had three or more convictions. Thus, to have his or her confidence further shaken by the bullies were three to four times as likely as their non- bullying experience. So, in this sense, insecurity may bullying peers to have multiple convictions by their also be a consequence of bullying. early 20s. Similar patterns may also hold true for girls, A common misperception is that children are victim- but as of now, the longitudinal studies have examined ized because of external characteristics that make them only boys (Olweus, 1993a). stand out among their peers (eg, thick glasses, freckles, red hair). Such characteristics typically are not as significant as those noted above (eg, insecurity) in eliciting bullying. However, emerging research on Children who are victims children with disabilities does suggest that children of bullying who have particular disabilities such as stammering (Hugh-Jones & Smith, 1999), cerebral palsy, muscular Children who are bullied by their peers tend to be characterized in the literature either as “passive victims” 2 In noting that particular behaviors of children may contribute to bullying, or as “bully-victims” (also referred to as “provocative one must be careful not to blame the victim. It should be emphasized that no children deserve to be bullied, and they are not responsible for the bullying victims”) (Olweus, 1993a). Although estimates vary they receive.
Educational Forum on Adolescent Health • Youth Bullying 9 dystrophy, or hemiplegia (Dawkins, 1996; Yude, Goodman, & McConachie, 1998) may be more likely Warning signs of victimization What behaviors targets of bullying. Educators, parents, practitioners or other signs may signal that a child is being and other adults must be particularly vigilant to bullied by peers? Possible warning signs of bully 3 possible bullying of children with disabilities. victimization include those below:
Common characteristics of “bully-victims” Bully-victims •Returns from school with torn, damaged, display many of the characteristics of passive victims, or missing articles of clothing, books but they also tend to be hyperactive (Kumpulainen & or belongings; Räsänen, 2000; Kumpulainen, Räsänen, & Puura, 2000) •Has unexplained cuts, bruises, and have difficulty concentrating (Olweus, 1993a). and/or scratches; These children (often referred to as provocative •Has few, if any, friends; victims) tend to be quick-tempered and try to fight back if they feel insulted or attacked. When these •Appears afraid of going to school; children are bullied, many students (and sometimes •Has lost interest in school work; the whole class) may be involved in the abuse. Although provocative victims are frequent targets of bullying, •Complains of headaches, stomach aches; they also may tend to bully younger or weaker •Has trouble sleeping and/or has children (Olweus, 1993a). frequent nightmares; Recent research suggests that there is particular •Appears sad, depressed, or moody; reason to be concerned about bully-victims (Anderson et al., 2001; Haynie et al., 2001; Kumpulainen & •Appears anxious and/or has poor self-esteem; Räsänen, 2000; Nansel et al., 2001; Smith & Myron- •Is quiet, sensitive, and passive. Wilson, 1998), as they frequently display not only the social-emotional problems of victimized children but also the behavioral problems of bullies. For example, If a child exhibits any of the characteristics above, in their study of middle and high school youth, follow-up investigation is warranted with the child Nansel and colleagues (2001) found that bully-victims and his or her parents to discern whether the child reported more loneliness and problems with class- may be bullied by peers and to help address whatever mates, but also poorer academic achievement and problems the child may be experiencing (whether more frequent alcohol use and smoking than their ultimately related to bullying or not). peers. In their study of school-associated violent deaths in the United States, Anderson and colleagues (2001) speculated that the violent youth in their study who had been bullied by their peers “may represent Coping with bullying the ‘provocative’ or ‘aggressive’ victims described in How do victimized children cope with the bullying recent studies on bullying behavior, who often retal- that they experience? Some recent studies have focused iate in an aggressive manner in response to being on the various ways that children react to the bullying bullied” (p. 2702). Clearly, particular attention needs that they experience. to be paid to this high risk group of children by researchers and those designing prevention and Reporting bullying experiences Despite the high intervention strategies. prevalence of bullying and the harm that it may cause, substantial numbers of children indicate that they report their victimization neither to adults at school nor to their parents. For example, studies of children
3 From Olweus, Limber, & Mihalic (1999)
10 American Medical Association in England revealed that less than one quarter of or simply enduring the bullying (27%), physically those who had been bullied with some frequency had retaliating against the bully or bullies (7%), trying to subsequently reported the incidents to teachers or manipulate the social context by seeking out protec- other school staff (Boulton & Underwood, 1992; tion from other peers without telling them about the Whitney & Smith, 1993). Somewhat higher reporting bullying, avoiding bullies at school (5%), and planning was found in a study of fourth to sixth graders in the revenge (2%). Nine percent of the children reported United States (Melton et al., 1998), in which approxi- that they simply were not coping with the bullying. mately half indicated that they had told a teacher or another adult at school about their experience. Not surprisingly, reporting of bullying varies by age and gender. Older children and boys are particularly Effects of bullying on its victims unlikely to report their victimization (Melton et al., Bullying may seriously affect the psychosocial func- 1998; Rivers & Smith, 1994; Whitney & Smith, 1993). tioning, academic work, and the physical health of Children are somewhat more likely to inform children who are targeted. Bully victimization has family members about their bullying experiences. been found to be related to lower self-esteem (Hodges For example, in a British study (Boulton & & Perry, 1996; Olweus, 1978; Rigby & Slee, 1993), Underwood, 1992), 42% had reported their bullying higher rates of depression (Craig, 1998; Hodges & to a parent. Olweus (1993a) found that 55% of Perry, 1996; Olweus, 1978; Rigby & Slee, 1993; Salmon bullied children in primary grades reported that et al., 2000; Slee, 1995), loneliness (Kochenderfer & “somebody at home” had talked with them about Ladd, 1996; Nansel et al., 2001), and anxiety (Craig, their bullying experiences. In secondary/junior high 1998; Hodges & Perry, 1996; Olweus, 1978; Rigby & grades, this percentage had decreased to 35%. Slee, 1993). Victims are more likely to report wanting Studies suggest that a relatively small yet worrisome to avoid attending school (Kochenderfer & Ladd, percentage of children (14 to17%) do not discuss 1996) and have higher school absenteeism rates their experiences with anyone (Harris et al., 2002; (Rigby, 1996). Although more research is needed to Naylor, Cowie, & delRey, 2001). assess health-related outcomes of bullying, researchers have identified that victims of bullying were more For many children, their reluctance to report bullying likely to report experiencing poorer general health experiences to school staff likely reflects their lack (Rigby, 1996), have more migraine headaches of confidence in their teachers’ (and other school (Metsähonkala, Silanpaa, & Tuomien, 1998), and authorities’) handling of incidents and reports. report more suicidal ideation (Rigby, 1996) than For example, in a survey of high school students in their non-bullied peers. For example, in a study the United States, 66% of those who had been bullied of Australian school children, those who reported believed that school personnel responded poorly being bullied at least once a week were twice as likely to bullying incidents at school, and only 6% felt that as their peers to “wish they were dead” or admit school staff handled these problems very well to having a recurring idea of taking their own life (Hoover et al., 1992). (Rigby, 1996). In another study (Harris et al., 2002), ninth grade Some consequences of bullying may persist into early students were asked what happened after they did tell adult years. In a longitudinal study of males in their someone about their experiences. Only one quarter early 20s, Olweus (1993a) found that those who had felt that things got better as a result. been bullied in school (during grades six to nine) Other coping strategies Reporting bullying is perhaps were more depressed and had lower self-esteem than the most common strategy that children use to cope their non-bullied peers. These results were observed with bullying, but it is not their only strategy. In a even though as young adults they were no longer study of 11- to 14-year-olds, Naylor and colleagues victims of bullying and no longer exhibited other (2001) found that other strategies included ignoring signs of victimization.
Educational Forum on Adolescent Health • Youth Bullying 11 Bystanders to bullying reveal that teachers miss much of the bullying that occurs not only on the playground but also in their Both research and experience suggest that most own classrooms. For example, Atlas and Pepler (1998) bullying incidents do not merely involve a single bully observed that teachers intervened in only 18% of the and his or her target (Craig & Pepler, 1997; Olweus, bullying incidents that took place in their elementary 1993a). For example, a study by Craig and Pepler and middle school classes. (1997) conducted on an elementary school play- Many children also question the commitment of ground revealed that other children were involved in teachers and administrators to stopping bullying. For 85% of bullying incidents. Their involvement ranged example, in a recent study of 136 ninth grade students from joining in the bullying, to observing passively, (Harris et al., 2002), only 35% believed that their to actively intervening to stop the bullying. teachers were interested in trying to stop bullying. When students are asked what they usually do if they Forty-four percent reported that they did not know witness bullying, many (50% or more) admit that if their teachers were interested in stopping bullying, they do not try to intervene. For example, a study by and 21% felt that their teachers were not interested. Melton and colleagues (1998) found that 38% of Fewer students still (25%) believed that administrators fourth through sixth graders reported that they “did at their school were interested in stopping bullying. nothing” when they observed bullying because they felt it was none of their business. An additional 35% reported that they tried to help, and 27% admitted that they were conflicted about intervening—they did Prevention and intervention not help but felt that they should. Likely reasons for Despite the pessimism of students, today, increasing children’s inaction include fears of reprisal from bullies numbers of educators, practitioners, parents, and (“If I tell an adult or try to help out, maybe I’ll be other adults who interact with children understand targeted next time”) and uncertainty about how best the seriousness of bullying among children and youth to intervene without making the situation worse for and the importance of bullying prevention and inter- the bullied child. vention. The old refrains of “Kids will be kids!” or, “Kids have to figure out how to deal with bullying on their own–it builds character” are less common, as we Adults as witnesses to bullying come to better understand the toll that bullying can exact on victims, bystanders, and bullies themselves. Adults play critical roles in bullying prevention and Perhaps not surprisingly, schools have taken the lead intervention, particularly in light of the reluctance of in the implementation of bullying prevention and many children to intervene when they witness bullying. intervention strategies. The most effective strategies Unfortunately, adults within the school environment are very comprehensive in nature, involving the dramatically overestimate their effectiveness in iden- entire school as a community to change the climate tifying and intervening in bullying situations. Seventy of the school and the norms for behavior (eg, Olweus, percent of teachers in one study (Charach et al., 1995) 1993a; Olweus, Limber, & Mihalic, 1999). The Olweus believed that teachers intervene “almost always” in Bullying Prevention Program, which is being imple- bullying situations, while only 25% of the students mented in several hundred schools world-wide, is the agreed with their assessment. best researched of the comprehensive programs, and These findings suggest that teachers are simply has been identified as one of the national model or unaware of much of the bullying that occurs around “Blueprint” programs for Violence Prevention by them (likely because much of the bullying is difficult the Center for the Study and Prevention of Violence to detect and because children frequently are reluctant at the University of Colorado, and as an Exemplary to report bullying to adults). Observational studies Program by the Center for Substance Abuse
12 American Medical Association Prevention (Substance Abuse and Mental Health not particularly lack self-esteem (Olweus, 1993a). Services Administration, U.S. Department of Health Thus, such interventions may help to create more and Human Services). confident bullies but may have no effect on bullying.
Unfortunately, a number of more questionable inter- Mediation for bullies and victims Other interventions vention and prevention strategies also have been have focused on reducing conflict among children developed in recent years: who bully and their victims. A common strategy is the use of peer mediation programs to deal with “Zero tolerance” or “three strikes” policies A number bullying problems. Although peer mediation may of schools and school districts have adopted “zero be appropriate in cases of conflict between students tolerance” or “three strikes and you’re out” policies of relatively equal power, it is not recommended towards bullying, in which children who bully their in bullying situations (see eg, Cohen, 2002). First, peers are suspended or even expelled from school. bullying is a form of victimization; it should be Such policies raise a number of concerns. First, they considered no more a “conflict” than child abuse may cast a very large net (recall that approximately or domestic violence. As a result, the messages that 20% of elementary school children admit to bullying mediation likely sends to both parties are inappro- their peers with some frequency). Even if policies are priate (“You’re both partly right and partly wrong.” limited to forms of physical bullying, the numbers “We need to work out the conflict between you.”). of affected children is not insignificant. Second, such The appropriate message to the child who bullies severe punishments also may tend to have a chilling should be, “Your behavior is inappropriate and effect on the willingness of students and school staff won’t be tolerated.” The message to children who to report bullying (Mulvey & Cauffman, 2001). are victimized should be, “No one deserves to be Finally, children who bully are in great need of pro- bullied and we’re going to do everything we can to social role models, including classmates and adults stop it.” Not only may mediation send inappropriate at their school. Although suspension and expulsion messages, but it also may further victimize a child may be necessary in a small minority of cases in who has been bullied. Because of the imbalance of order to maintain public safety, zero tolerance power that exists between bullies and their victims, policies cannot be considered an effective bullying facing one’s tormenter in an attempt at mediation prevention or intervention strategy. may be extremely distressing. Group treatment for bullies Other interventions for Simple, short-term solutions to bullying As educators children who bully involve group therapeutic treat- and members of the public are increasingly recognizing ment, which may focus on anger management, skill- the need to focus on bullying prevention, many are building, empathy-building, or the enhancement of (quite understandably) searching for simple, short- bullies’ self-esteem. Experience and research confirm term solutions. However, as Bob Chase, President of that these groups are often ineffective at best even the National Education Association recently noted, with skilled and committed adult facilitators. “a single school assembly won’t solve the problem” In the worst cases, students’ behavior may further (2001); nor will a curriculum that is taught for six deteriorate, because group members may serve as weeks by the health teacher. What is required to reduce role models and reinforcers for each other’s bullying the prevalence of bullying in our schools is nothing and antisocial behavior. Moreover, therapeutic efforts less than a change in the school climate and in the that are designed solely to boost the self-esteem of norms for behavior (see Mulvey & Cauffman, 2001). bullies (whether done in group or individual settings) To do so requires a comprehensive, school-wide likely will not be effective in reducing children’s effort that involves the entire school community. bullying behavior. Such efforts are premised on the assumption that low self-esteem is at the root of bullying behavior among children. As noted above, most evidence suggests that children who bully do
Educational Forum on Adolescent Health • Youth Bullying 13 Conclusions and Efforts are also underway to raise the awareness of the public about problems associated with bullying recommendations for health through public information campaigns. Health care care professionals professionals, together with other professionals, can play important roles in helping to craft the messages Although much bullying takes place in school, bullying of these campaigns and develop appropriate resources clearly is not solely a “school” problem or just a to complement these campaigns. problem for educators. Health care professionals (in their roles as practitioners, educators, and researchers) In conclusion, we have come a long way in recent and other professionals also play important roles years in the United States in raising the consciousness in bullying prevention and intervention. I will note of children, the general public, educators, and other just a few. professionals about problems of bullying. To ensure that this is not just a “blip” on the radar screen, there • As practitioners, health care professionals should is a great deal of work to be done to promote quality be vigilant for possible signs of victimization research, education, and interventions. Health care or bullying behavior among children and youth, professionals will have important roles to play in this particularly among high-risk youth such as critical work to help ensure that children are not children with disabilities or children who display belittled, harassed, or excluded. characteristics of bully-victims. Health care professionals should ask children about their experiences with bullying and discuss possible concerns with parents. They should be prepared to make referrals to appropriate mental health professionals within the school or community. • As researchers, health care professionals should continue to promote solid research on bullying. Although research on bullying has exploded in recent years, there is still very much that we need to learn about topics such as the physical and psychological effects of bullying on victims. • As educators, health care professionals should promote training and continuing education for other health professionals on bullying, its char- acteristics, its effects, and effective interventions to reduce bullying. • As community members, parents, and profes- sionals committed to promoting the health and well-being of children and their families, health care professionals should support effective school-based and community-based bullying prevention efforts and public information bullying prevention campaigns. Effective bullying prevention programs require a great deal of effort on the part of school staff. These efforts are greatly enhanced with support from parents and other committed members of the community.
14 American Medical Association Duncan, R. D. (1999). Peer and sibling aggression: An investi- References gation of intra- and extra-familial bullying. Journal of Anderson, M., Kaufman, J., Simon, T. R., Barrios, L., Paulozzi, Interpersonal Violence, 14, 871-886. L., Ryan, G., Hammond, R., Modzeleski, W., Feucht, T., Potter, Espelage, D., Bosworth, K., & Simon, T. (2000). Examining L., and the School-Associated Violent Deaths Study Group. the social context of bullying behaviors in early adolescence. (2001). School-associated violent deaths in the United States, Journal of Counseling & Development, 78, 326-333. 1994-1999. Journal of the American Medical Association, 286, 2695-2702. Harris, S., Petrie, G., & Willoughby, W. (2002). Bullying among 9th graders: An exploratory study. NASSP Bulletin, 86 (630). Atlas, R. S., & Pepler, D. J. (1998). Observations of bullying in the classroom. The Journal of Educational Research, 92, 86-99. Haynie, D. L., Nansel, T., Eitel, P., Crump, A. D. 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16 American Medical Association Educational Forum on Adolescent Health • Youth Bullying 17 Panelist remarks
Richard L. Gross, MD American Academy of Child and Adolescent Psychiatry
Dr. Richard Gross is a child and adolescent psychiatrist, recently retired from private practice. He currently devotes his professional time to consulting and teaching. Dr. Gross is a clinical professor at The George Washington University School of Medicine and Health Sciences and a member of the American Psychiatric Association’s School Health Committee.
18 American Medical Association want to thank Dr. Limber for her wonderful talk. who remembered being bullied. One caller who was I learned a great deal reading and hearing more 19 or 20 talked about being bullied from ages 5 to 14 Iabout it. I was struck by several things, especially because she was overweight. how each of us can identify with somebody in those videotapes. Bullying and harassment, long considered an inevitable part of the school milieu, are beginning to be viewed We are all either bullies, bullied, or bystanders. as pathological behaviors, pathological behaviors that I had the good fortune of not being bullied as a are indicative of a disorder that may have a profound child because I was as big in sixth grade as I am now effect on those victimized. Bullying is a manifestation and was also athletic and a good student. But I can of aggression and youngsters who engage in bullying remember being a bystander and not wanting to others are at a risk of becoming violent later. intervene for fear that I somehow would lose my Conversely, students who are habitually bullied or status if I intervened to protect the bullied person. harassed because they are different from their peers I imagine all of us have been in one of those three may retaliate in a violent manner to get revenge. roles in the past. I concur with the definition Dr. Limber presented I was also struck by this. In the Stossel video, most, if and the description of bullying as direct or indirect. not all, of the bullies showed an inability to empathize. When listening to the call-in show I mentioned, The young lady talked about how she enjoyed bullying, I was particularly struck by how often bullying is how it didn’t bother her. It is reported that bullies are ostracization, particularly among girls. I have seen unable to put themselves in the role of the bully to that a great deal in my practice over the years including have any feeling for what it is like to be bullied. That’s girls who are ostracized or who have rumors circulated something about which we should all be aware. about them. I think it is a very common occurrence I am a child and adolescent psychiatrist and in my and certainly much less likely to come to the attention private practice over the years, the ratio of bullied to of school personnel. It may come to light if there is bullies in children I have seen must be at least 10 to 1 at least a decent relationship at home to parents; of bullied children. I can’t remember very many bullies daughters will talk with their mothers about being that came into my practice. I suspect it has something ostracized or rumored about by others. to do with the lack of insight, but also that they are Because bullying occurs predominantly at school, it is not referred to mental health services as often. When incumbent upon all of us to do something about it. some event happens, bullies are more likely to get Although I have not found any research to support it, into the juvenile justice system than the mental I have a feeling that bullying is more likely to occur health system. The children I have seen who are the in larger schools than in smaller schools. In small bullies are “bully victims”,or children with attention schools, the staff know the children better, are more deficit hyperactivity disorder (ADHD) who tend to likely to intervene, and there is a sense of community. get bullied and then, in turn, bully younger children. Someone bullying another person would less likely I think it would be an interesting study: in children be tolerated by peers or by the school personnel. receiving mental health treatment, how many are I would like to comment on the common character- bullies, how many are bullied? istics of the “bully victims” and their tendency to be Diane Rehm on National Public Radio hosted hyperactive. In any child and adolescent psychiatric Rachel Simmons, the author of a book called Odd practice, for better or for worse, a lot of our patients Girl Out: The Hidden Culture of Aggression in Girls, are ADHD children. It has been my experience that a book about girls who are bullied. (April 29, 2002, they often are both bullies and bullied. www.wamu.org/dr/shows/drarc_020429.html) It is The hyperactive boy has a short fuse, is impulsive a call-in show; there were so many telephone calls, and especially overreacts, so it is fun to tease and both from mothers of bullied daughters and people bully him and watch the results as he makes a fool
Educational Forum on Adolescent Health • Youth Bullying 19 of himself because he loses control and runs wild. the children learned at home. I believe that to reduce The audience, or bystanders, who will watch, enjoy violence and bullying in schools, we must reduce seeing the child make a fool of himself. domestic violence. Then, in turn, the hyperactive boy may bully younger It needs to be emphasized again and again that children. It seems better to get negative attention than changes to bullying behavior require a comprehensive to get no attention at all, and I think this is what school and community-wide effort. happens very frequently with ADHD children. I think Professional groups have also responded to youth it is very sad about our society, or societies throughout violence. The American Academy of Child and the world, that victimized children do not report Adolescent Psychiatry and the American College of their victimization. I hear from child patients, and Preventive Medicine jointly introduced Resolution 413 remember from my own childhood, that there is a which was amended and adopted at the AMA 2001 concern about being identified as a tattletale. I think Annual Meeting. In June 2002, a paper on bullying teachers often would say, “don’t be a tattletale” or behavior among youth will be presented to the “stand up to him, stand up for yourself.” I particularly Council on Scientific Affairs (CSA) of the AMA remember coaches on athletic teams and physical House of Delegates. (Editor’s note: CSA report was education teachers who, if you reported being bullied, approved June 2002, www.ama-assn.org/go/csa). would consider you a wimp and make light of your complaints about being bullied or say “well, hit him One section of the paper addresses the role of peers. or take care of him yourself.” A child’s peer group can have a key role in the devel- opment and maintenance of bullying and other anti- Children also are concerned that if they tell their social and deviant behaviors. The presence of a peer parents or talk to the teacher, it will identify them audience is positively related to relentlessness during even more as a loser, a wimp, or someone who can’t bullying episodes. In studies of playground bullying, handle themselves, so they are much more likely to peers are substantially involved, whether as active either keep it to themselves or ask their parents not participants or bystanders who are unable or unwilling to intervene to call the school or the parent of the to intervene. Participants typically involve assistants bully for fear of worse retribution. who physically help the bully, “reinforcers” who incite It is my experience that a very important component the bully, outsiders who remain inactive and pretend of bullying is that bullies require an audience. not to see what is happening, and defenders who It is my impression that there isn’t much satisfaction provide help for the victim and confront the bully. in bullying unless the bully has an audience to see By their presence, peers may give power to bullies by what he is doing and to give him some of the gratifi- giving them popularity and status. While these peers cation he seeks. A bystanding audience facilitates can be a negative influence, they can also be a positive the bullying and can intensify the misery and humil- influence through friendship and acting on behalf iation of the victim, whose weakness and despair of victims. Peers who witness bullying, however, may are displayed before the “applauding bystanders.” remain silent or be reluctant to intervene. Silence The incident promotes an intense grandiosity with may result from denial, a psychological defense against heightened feelings of personal power in the bully. anxiety evoked by the situation, as well as from lack Bystanders may mastermind or provoke the bullying of trust that telling someone will not result in retalia- so that they can enjoy it vicariously. I think that tion. Failure of peers to act on behalf of victims is happens not infrequently. likely to reinforce bullies who may interpret ambiva- Another issue to consider is how many bullies come lence or inaction as condoning the bullying behavior. from homes in which there is domestic violence, Consequences of bullying are outlined in the CSA where violence is a way of dealing with the issue that report. Chronic bullies can maintain their behaviors into adulthood, which may adversely affect their
20 American Medical Association ability to develop and maintain positive relationships. Olweus reported that over a 20-month study period As adults, childhood bullies may experience more of 2,500 youth, grades one to nine, in 42 schools, alcoholism, antisocial personality disorders and need students’ self-reports indicated that the program for mental health services. Unfortunately, I’m not led to a 50% or greater reduction in bullying across sure how many of them get to mental health services. all grades. As I mentioned before, in my practice I see the The AMA CSA report also discusses the implications bullied rather than the bullies. Childhood bullies are for physicians identifying at-risk individuals, screening also at increased risk for criminal convictions and for psychiatric comorbidities, counseling families involvement in serious recidivist crime in adulthood. about the problem (including prevention and inter- The victims experience more physical and psycho- vention), and advocating for violence prevention. logical problems than peers who are not chronically There are suggestions, eg, helping children avoid harassed by other children. Repeatedly victimized being victimized by a bully, preventing children from children experience real suffering that can interfere becoming bullies, and screening questions for health with social and emotional development and academic care providers. performance. They may suffer humiliation and develop a fear of going to school. Chronically victim- In closing, I commend to your attention, a book that ized children can display symptoms similar to those came out in 2001 by Mo Shafii called, School Violence, of victims of chronic domestic violence. Assessment, Management and Prevention. It also includes a discussion of bullying. A pattern of bullying can begin at an early age, even before the child enters school. Preventive action should be started at home before a child enters school. Parents and other care givers have the important task of preparing children to fit into the world socially. By the time they start school, children should have been taught responsible levels of aggression and impulse control. The Olweus Bullying Prevention Program has been widely used in schools. The strategy involves school staff, students, and parents in efforts to raise awareness about bullying, improve peer relations, intervene to stop intimidation, develop clear rules against bullying behavior, and support and protect victims. In addition to explicit anti-harassment policies, the program was designed to improve the social awareness and inter- action of students and staff. Instructional materials include a series of exercises that help students see problems from the victim’s perspective and raise consciousness about the role of bystanders in encour- aging the bully. Seeing problems from the victim’s perspective is especially important related to the lack of empathy in bullies.
Educational Forum on Adolescent Health • Youth Bullying 21 Panelist remarks
Joseph L. Wright, MD, MPH American Academy of Pediatrics
Dr. Joseph Wright is medical director of Advocacy and Community Affairs at Children’s National Medical Center in Washington, DC. He is an associate professor of pediatrics, emergency medicine, and prevention and community health at The George Washington University Schools of Medicine and Public Health. He practices pediatric emergency medicine in the Emergency Medicine and Trauma Center at Children’s. Administratively, Dr. Wright is founder and director for the Center of Prehospital Pediatrics in the Division of Emergency Medicine at CNMC, and he also serves as the state EMS medical director for pediatrics within the Maryland Institute for Emergency Medical Services and Systems. His major areas of academic interest include injury prevention and the evolution of emergency care environments as appropriate for health settings. He has received several federal grants to study various aspects of emergency care for children and is currently developing a comprehensive program for pediatric, prehospital research in the District of Columbia.
22 American Medical Association am a pediatric emergency physician, and I work that there are well known developmental and matu- at a very busy urban trauma center. I would like rational risk factors that we accept from the cognitive Ito talk about and react to Dr. Limber’s very development of young people that put them at risk comprehensive review from the perspective of being for injury. If we think about them, the antecedents “downstream.” I take care of the victims and the are not only developmental but also environmental, perpetrators, and I would like to talk about some of psychological, and sociocultural. However, this does the take-away messages and questions that came to set up a recidivist cycle. In our emergency departments, mind as I went through Dr. Limber’s paper. we refer to frequent fliers, those young people that At Children’s National Medical Center we see about we see over and over again for intentional injury. 65,000 children annually in our emergency depart- If you think about points of intervention in the ment. The most common injury we see in kids is falls. context of this model and in the context of bullying, But with regard to intentional injury, we have an when is it that we can intervene during the matura- extremely high rate of assault injuries. We still have tional and developmental processes that are norma- epidemic proportions of intentional injuries happening tive, and through which all kids will proceed? in our urban centers; clearly it is no time to relax. To get to behavior change and get out of that vicious As I was reading Dr. Limber’s paper, I had an idea of cycle and back up to what contributes to risk an idyllic playground where kids are playing then, behavior, you have to drill backwards. In my practice, in contrast, we saw the Stossel videotape. Earlier in I am dealing with the trauma and the recovery. But, the week there was a piece in the Washington Post to go upstream and really deal with the contributing about school crowding. The description was of one elements that lead to behavior, that lead to injury of our suburban high schools during a change of risk in the first place, is where I believe this research class periods. Things are tight; space is tight; bodies is headed. are tight. In her paper, Dr. Limber mentioned oppor- tunities and locations in the school setting for Unpublished work at the National Institute of Child bullying. Clearly, the hallway between classes seems Health and Human Development (NICHD) like an ideal location and opportunity for kids who by Mary Overpeck, Peter Scheid, Denise Haynie and are intent on carrying out bullying behaviors. their group is very provocative with regard to the association of the bullying with what I’m seeing I always return to the time-tested traditional public downstream and the intentional injury behavior risk health model when trying to frame approaches and in which kids I take care of are involved. This is actually issues of prevention. What struck me as we moved an international study conducted in 29 countries through Dr. Limber’s paper was the prevalence, the using the World Health Organization (WHO) Health epidemiology of bullying. As Dr. Limber mentioned, Behaviour in School-aged Children survey with the Nansel paper described an almost 30% prevalence; 120,000 respondents which was incidentally, I believe, these are figures from Dr. Limber and her group’s the same survey database used for the Nansel study. work in South Carolina. These are remarkable rates of bullying. If this were a medical issue, for example I want to show qualitatively, we won’t get into the an infectious disease in my pediatrics practice, rates where the United States ranks in relation to this we would have the Epidemic Intelligence Service question: “How often have you been bullied in this (EIS) people from the Centers for Disease Control term in school?” This is a school-based survey. The and Prevention investigate it. The prevalence and United States falls mid-range. When the question is epidemiology of bullying is striking. asked: “How often have you taken part in bullying other students?”,the United States again is mid-range Given its pervasiveness, how normative is this? compared to other countries. Is this what kids do all the time? It was mentioned that bullying has been around a long time. Along a continuum of normative behavior, we understand
Educational Forum on Adolescent Health • Youth Bullying 23 You might conclude that this behavioral data in bullying behavior. What factors are protective? suggests that US adolescents are engaged in bullying Actually, the Nansel and the Overpeck study I no more often than those in other countries. Yet, this mentioned are the only wide-scale surveys that, to survey also asked about fighting behavior. Again, my knowledge, specifically asked the bullying question. the United States is right in the middle. But look at With regard to the risk factor issue, from my vantage our homicide rates relative to other countries. This point in the emergency department, it would be is a discussion for another educational forum but useful to know what questions to ask and how to ask one of the well-documented risk factors that I believe them. We could participate and be a repository of contributes to homicide rates is the high rate of or collection site for information and data. We could penetrating injuries and the lethality of the firearm, administer instruments to collect this information. the weapon of choice for assault in this country. We are one center that treats 65,000 kids. One emerging In looking at the data I thought, “Well, we have opportunity is that the community of pediatric information from the Youth Risk Behavior Survey emergency medicine has been awarded funding (www.cdc.gov/nccdphp/dash/yrbs/) about what’s through HRSA to develop a research network, the going on relative to fighting behavior, aggression, Pediatric Emergency Care Applied Research Network and weapon carrying. Those rates have been falling (PECARN). That network will allow for pooling through the 1990s.” Note: the YRBS doesn’t specifi- pediatric emergency departments to conduct large- cally address bullying. Similarly, homicide rates have scale studies. been falling and, notably, nonfatal rates have been To return to the public health approach, I was also falling as well. In emergency departments across the impressed with developing and emerging interven- country over the last part of the 1990s, rates for tions. The Olweus Prevention Program was absolutely nonfatal firearm assaults in youths have been falling. true to the public health model in terms of defining However, what is the contribution or the attribution the problem and moving ahead with a comprehen- of bullying as part of this? Clearly, we don’t have the sive approach. To quote from the Commission for breadth and the length of data to let us know what the Prevention of Youth Violence, from the AMA, trends are, but I think it would be very interesting to and others, “The answer is rooted in a public health relate what might be happening with bullying behavior approach.” It is about prevention and not, as was relative to what is happening with fighting aggression mentioned at the outset, about building more prisons and morbidity and mortality down the line. There is and school suspensions. As we move ahead in also the vexing question of risk and resilience, and designing and evaluating interventions, we should stay what factors contribute to bullying. As I read the risk true to the public health model. The Olweus Prevention factor section of Dr. Limber’s paper, I see overlap Program is the only one that has been comprehen- with regard to those risk factors that put kids at high sively evaluated, has shown efficacy, and is available risk for being victims or perpetrators of violence and now. Its one of the Blueprints for Violence Prevention bullying behavior. (www.ncjrs.org/html/ojjdp/jjbul2001_7_3/ Work that we conducted at our center as part of a contents.html). city-wide injury surveillance system looks at some of One thing I would like to see in my setting is an these factors. We interviewed victims and perpetra- instrument that could be easily administered in an tors of intentional injury that came through our acute care setting. We are developing some risk tools emergency department to see what would fall out as at the American Academy of Pediatrics. I believe significant. Not surprisingly, although these may seem that we have an opportunity to capture young people somewhat intuitive, there were a number of factors as subjects for research, even if they are not admitted that did not fall out. I think it is incumbent upon us to the hospital. to try and figure out the factors that confer resilience to those kids on the playground who are not involved
24 American Medical Association With regard to screening and monitoring for violence risk, the Office for Juvenile Justice and Delinquency Prevention (OJJDP) has funded the launch of our Violence Intervention and Prevention Program (VIPP). We would like to see -in the office setting- anticipa- tory guidance and the use of a screening risk classifi- cation to identify problems, not a comprehensive behavioral assessment but a screening and risk assessment tool. If you have a high-risk category you could drill down and ask about issues that might fall into a mental health category and referral. Dr. Gross mentioned the importance of referral to mental health services. If we can get this to work, it would truly make for a more robust health maintenance role for practicing community-based practitioners. Work has already been done in a pilot form by Bob Saggi and colleagues at Tufts, where they have devel- oped a screening tool for patients who present with obvious violence-related injuries. I personally would like to move this into the emergency department setting. Dr Howard Spivak is the principal investigator on that project. And one of their parent tip cards is on bullying (www2.mms.org/pages/tip_bully.asp); I particularly like it. The role of the bystander is included, and that’s a very important part for parents in terms of intervening and counseling their kids. At the American Academy of Pediatrics, we have just reaffirmed our policy statement on the The Role of the Pediatrician in Youth Violence Prevention in Clinical Practice and at the Community Level (RE9832).
Educational Forum on Adolescent Health • Youth Bullying 25 Panelist remarks
Marcia Rubin, PhD, MPH American School Health Association
Dr. Marcia Rubin has served as Director of Research and Sponsored Programs for the American School Health Association since 1995. In that capacity Dr. Rubin has overseen grant-funded projects including the Guidelines for Protecting Confidential Student Health Information, the Substance Abuse and Mental Health Services Administration’s Achieving Coordinated Mental Health Programs in Schools, and a Journal of School Health special issue, which was published in May 2000.
26 American Medical Association would like to bring some distinctions to the I believe we need better research about what is discussion that we have had this morning. We are pathological aggressive behavior. We need to educate Ibeginning to interchange a lot of terminology and both parents and teachers in preschool and the primary beginning to think about the bully and the bullied in grades about what cues they should be looking for to similar ways, and I would like to tease out that language refer these children early for extensive evaluation and a little bit, because Dr. Limber and several of the other diagnosis. I don’t think we yet are at that place where speakers have mentioned that children who bully tend we can say, when do we need to intervene? When is to exhibit very classic indicators of mental illness and it not just boys being boys or girls acting out in inap- mental health problems. We tend to gloss over that point and begin to talk about other kinds of issues. propriate ways? However, I would like to return to that, because The other side of that, though, is this victimization I think if we take a mental health approach to these issue that I think we need to handle, and that is a children, we wind up in a different place than if we whole societal issue. We tolerate kids being picked on. take a socialization orientation to these issues. I think If we are going to address that, we need a whole part of the challenge is that there is a blurring in our school approach, and I think the Olweus program society about what is appropriate and acceptable is one that looks not only at the culture of a school, behavior, and what is illness. I think that if we take but also at the environment. a mental health perspective, looking at a person We have emerging research that says elementary who bullies, I think we deal with one set of issues. schools, when they get larger than 600 kids, are However, if we consider children who are victimized, fomenting problems. The evidence is beginning to we are talking about something entirely different. emerge that high schools can’t be any larger than If we look at a child who is hyperaggressive, indica- 1200 kids. So, the physical size of the environment tions of pathology occur very early in those children’s is a factor, but the other issue is the culture of that lives, much the same way a child with ADHD begins environment, and that’s where principals, school to exhibit certain symptoms early in life. If we were board members, and superintendents need to be very able, and I don’t think we are able yet in our under- clear. Research coming out of the Office of Juvenile standing of mental illness, to have some cardinal Justice and Delinquency Prevention, Gottfredson’s indicators of when aggressive behavior is patholog- work, is saying that the adults in that environment ical, we would respond to these children differently need to set very clear expectations for behavior, not and much sooner. The fact is that boys begin to just for academic performance but for behavior. exhibit aggressive behaviors early and, in our society, There need to be clear rules so that everyone under- being an aggressive male is okay and an advanta- stands that verbal put-downs, physical touching, geous thing to be. Therefore, we tend to let hyperag- or inappropriate touching are simply not acceptable. gressive behavior in young boys go on much longer Suspension and expulsion from school is not the than it should in terms of early intervention. answer, but there have to be expectations that are clearly communicated. The work of Hawkins and Catalano in Seattle with the social development program has established that Other beginning evidence is that there are some if you intervene early with young children who show curriculum-based programs that promote social and hyperaggressive behaviors, either in preschool or in emotional learning. Although these programs are first, second, or third grade, and you work with them not going to fix the problem, they may be helpful in intensively, you can help those children learn how generating a school climate. We all know that if it is to deal with their aggression in ways that are more important, you spend time on it in schools. If it is prosocial and avoid winding up in emergency rooms not important, you don’t study it. These researchers either as perpetrators or victims of violence, homicide, argue that unless you have initiatives in the school and gun injury. that help children to learn to be prosocial, then we are missing an opportunity to establish a culture that
Educational Forum on Adolescent Health • Youth Bullying 27 permeates throughout the entire school. This is espe- cially important if children are not learning this at home and we know there are many families that don’t have good socialization processes for their children. This culture and climate must be established by prin- cipals and all the adults in school and complemented by specific curricula that talk about prosocial and emotional development of children from the bottom up. The children realize that it is important to learn to be a good neighbor, it is important to learn how to cooperate and communicate effectively with their classmates. We are beginning to obtain a body of knowledge that will be useful, but we are not quite there yet in terms of knowing how to fix this problem, and I am afraid it is going to be years before we can fine tune this well enough to really see an impact on the demographic statistics that were presented earlier.
28 American Medical Association Participant discussion and questions
Audience member First, thank you all for the compre- early intervention, then clearly access is a critical factor. hensive presentations. It is excellent information. As long as we have general disparities in our health To any of the panelists, what kind of information or system access, I don’t think we are going to be able to insight would you share around the cultural context address this problem across all different groups. of this phenomena related to racial/ethnic popula- Audience member Thank you very much for the tions, as well as the social context? I am thinking that great presentation. My name is Stephanie Bryn. this issue may be defined and perceived differently in I am with the Maternal and Child Health Bureau various communities. Communities may have different of HRSA. We have launched a national campaign feelings about how they are able to access systematic which includes a media campaign. I am going to ask resolutions, whether it’s talking to someone, whether Jason Smith from Widmeyer Communications to you have access and responsiveness by teachers, etc. follow-up with comments. Are there other contextual issues related to what may be vulnerabilities for children? For example, what Most of you have seen the initial flier we have about communities in which children are in foster published about the campaign. The goals of the care because their parents have been incarcerated? campaign are very exciting because we have a two- Other kids know about these situations and may pick year window to plan, launch, execute, and evaluate on children because of the social things in their the campaign on reducing bullying. Our target family that are common knowledge in the community. audience is “tweens”,aged 9 to 13 years, and those who influence their lives, which really means everyone. Dr. Limber I think the context issue is critical. And, boy, Dr. Limber asked, “Who are the players in the school did I learn that in working to adapt a Norwegian setting?” and as Dr. Wright and Dr. Rubin mentioned, prevention program to rural South Carolina. I think “In the community, everybody is a player.” we know from research that bullying exists in all communities and in all cultures. I think that the We want you to know that partnerships are key to Nansel, et al., study didn’t find overwhelming ethnic/ this campaign. Jason, will you tell us about the time racial differences in bullying. This is a community frame and the focus groups with tweens? issue for many communities, but I think your point Audience member I am Jason Smith, a vice president is well taken, we need to look to adapting interven- at Widmeyer Communications. We are the contractor tion and prevention strategies to be consistent with for HRSA, Maternal and Child Health Bureau. I can the cultural context. To be perfectly honest, I think tell you briefly about ways in which we are involving we are just beginning to do that. Do the others want the community in this campaign. First, on partner- to add to that? ships, we will be having a partner summit in October Audience member I don’t think there is any question 2002 when we will be convening organizations like that there is a tremendous disparity in terms of access yours to describe more about the campaign and what to medical care or mental health care among different our plans are. Our launch will be in September of populations in this country. If we are talking about 2003; as Stephanie Bryn (HRSA, Maternal and Child
Educational Forum on Adolescent Health • Youth Bullying 29 Health Bureau) said, we have two years to develop intervention, even a simple screen to assess risk. this appropriately. We have been conducting focus This is truly a mindset shift that has to happen in groups for the past three months; we are learning a the emergency care environment, but I think that lot. We haven’t come to any conclusions yet, but we with enough pushing, it can happen. do know that the children confirm what we have Audience member I think we need to learn a lot more heard today. Adults and teachers don’t necessarily about bullying of kids with alternative lifestyles. respond appropriately. Adults don’t know where to Some surveys have asked about bullying using sexual go yet, and they don’t necessarily have the strategies. language but haven’t really teased out enough infor- We will be helping them with that. We are also mation. Anecdotally, and from talking with teachers convening a group of advisors. These tweens will be and students, the language that kids use to bully is coming to talk to us for about a year on a regular very sexual. “Fag” is probably one of the most common basis so that we can have some continuity in our terms that kids use to bully. I think it is a huge concern. advice. If you have any questions, I would be happy Whether or not the kids are using it to single out to answer them. kids with different lifestyles or whether it is just the Audience member I have a couple of questions. language and the culture, I think it can be extremely One, are there any studies done on children either as damaging. victims or bulliers who have alternative lifestyles, Audience member I would like to make one brief such as sexual orientation? Are they picked on more comment. I was thinking the same thing as the than other youngsters? We do know that they are at previous person. In the practice of a private pediatri- risk for suicide. cian, or primary care physician, we are adding all Second question, I am a pediatrician and as Dr. Wright these things, which we should, even as the HMOs mentioned, we all know how little time we all have in and the insurance companies and hospitals are a visit. We need to think about how, given the time demanding less time per patient. It is incredible to constraints in managed care, we can get this inserted me how we are going in opposite directions, with into an extremely busy practitioner’s office or an suicide and violence and bullying and sex education, extremely busy emergency room. etc. There are the same time demands on schools. I say this partly because my wife is a teacher. We are Audience member Let me tackle the back end of that. adding all these things to the schools as we are putting Howard Spivak has been persistent on this issue. more kids in classes and cutting budgets. It is a One of the advantages of having this project come problem; I don’t know the solution. through the American Academy of Pediatrics is that it provides not only the credibility, but it also will Audience member I am Tracy Whitaker, and I am the provide the evidence that this can be done, and the director of program, policy and practice at the National practice community is involved in the development. Association of Social Workers. I have an observation There is also the question of reimbursement. and also a question. My observation is that as we Reimbursement issues for the value of providing this struggle with observing social phenomena, I think level of screening and monitoring is something that more and more the general public and professionals, is happening simultaneous to the development of the we are becoming the bystanders. Even videotaping actual tools that will be used as part of the project. children being bullied but not intervening removes us one more step. I was just thinking about the Panelist Dr. Wright I think that we undersell the proliferation of talk shows and the media where the opportunity in the emergency department setting. national audience becomes the confidant, where There is down time for individual patients. I think it children begin to talk about their bullying experiences is not living up to your obligation as an academic on national television with all kinds of entertain- medical center for patients to come in with injuries ment value, audience participants harass and berate and not to have intervention beyond the medical children and this has become acceptable.
30 American Medical Association Yet we wonder why we can’t manage it in the school response. And I’m not clear we have a response for system. My question is, to any of the panelists, I the screening. We have done a fair amount of work would be interested in your thoughts, about the within managed care systems in getting doctors and school risk factors. Not from the perspective of the systems to change what they do. And they are pretty culture and the climate of the school, but in terms of effective in changing what they do in very short what kinds of opportunities are available for children periods of time. But generally there is an opportunity to compete successfully in a variety of ways? I wonder for them to do something once they get a positive if bullies learn that behavior in school, not from response. Unless there is an algorithm, they don’t like students, but possibly from teachers and administra- wasting their time unless they can do something. tors. I am also wondering if there are any studies about Docs and nurses, and I hope I am not offending the onset at the age of bullying, “do children aggres- anyone, because I am a physician, are pretty concrete. sive in day care become bullies in school?” And I They are fixers, so I think we have to be clear on the wonder about the achievement rates of children who identification process and then what the outcome will be categorized as children who bully. Because is going to be. And I’m not certain we are there yet. one of the kids in the video said, “I needed attention.” Second, I am the parent of a 13-year-old and I wonder who is getting the attention and is it being I have been on a lot of boards at schools. I’m over- shared? Are there more opportunities for that? whelmed at teachers’ and administrators’ expectations Dr. Limber You raise a number of good points and for kids to come forward regarding reporting bullying questions, and I think the school context issue is an experiences. Schools and teachers don’t seem to assume important one. I have had an ongoing debate with any ownership for what is happening. I feel we have Dan Olweus who, from his research in Norway, for a lot of work to do on educating teachers and school example, did not find that school size made a differ- boards and parents and organizations on how to ence. But when asked, “How big are your biggest intervene and what to do. I feel that the victims are schools in Norway?”,they are in a different league being asked to come forward and disclose when, than ours. And as one of my colleagues mentioned, in fact, they become more victimized by disclosing. we don’t know, for example, the effect of these tight I have seen this repeatedly in schools that are small, quarters or school size on bullying. My guess is that private schools with lots of resources. So not just at in larger schools, kids can be invisible. the upper end of school size. Size is important, and there is a lot of data on size, but I would say that it’s Audience member I am not sure I have the number not just size. correct but I heard this at the meeting where the school violence book originated. Denmark has a law The third comment: we participated on Wednesday that says schools or high schools may not be larger (May 1, 2002) in a briefing on Capitol Hill on than, I think, 600 students. violence. It attempted to highlight materials that work in violence prevention. As we have identified Audience member I am Charlie Irwin. I am a pedia- risk factors, we see that there are a whole series of trician and I direct the National Adolescent Health protective factors. In spite of kids doing X, Y, and Z, Information Center at the University of California or coming from horrific families, in spite of all of this, San Francisco. It is funded by the HRSA, Maternal there really are protective factors such as parents who and Child Health Bureau. A couple of comments and have high expectations for their kids, teachers and questions. I would like to put them in three levels. administrators who have expectations for the kids that First, as a pediatrician, my feeling is that physicians, attend their schools, a connectedness the kids felt to nurses, and other primary care clinicians aren’t going the school. Sometimes I think maybe we ought to to do any screening unless there is an intervention. concentrate on the protective factors. The risk factors The real issue is, if we have questions, they always seem to be impossible to diminish, but there have to know what to do when they get a positive is a whole litany on protective factors. It was quite
Educational Forum on Adolescent Health • Youth Bullying 31 interesting to see these data presented. What was the diminution of some of the health risk behaviors. fascinating to me was the level of decrements in If we can help kids learn to read, if we can help kids violence when kids have all these risk factors of having socialize to school routines, those kinds of interven- witnessed violence, having used substances, having tions have multiple benefits that accrue to those kids. had suicide attempts, etc. When the protective If kids do not succeed in school, for whatever reason, factors were there, they outweighed the risk factors they turn to alternatives that help them to survive and actually led to decreases both in poor kids on in schools, whether it’s substance abuse, bullying, Medicaid and kids who weren’t on Medicaid by equal or any other acting out behavior. They are trying to amounts. It wasn’t just the kids with resources who survive as best they can in that environment. Helping had decrements. kids succeed in school is our first priority, and if it takes smaller schools, if it takes more tutoring, more Panelist Dr. Rubin May I respond to the first part about intensive intervention to help these kids learn to read, having pediatricians and other primary care physi- that money will be extremely well spent in the return cians screen? We do have programs that are effective. in later years. The primary care mental health project has been around for 25 years and has consistently demonstrated Audience member May I add one point to that? I agree. and provided longitudinal data that early intervention I think our response, whether it is clinical or in terms doing specific kinds of things will make a major of school responses to concerns about bullying, is difference. Hawkins and Catalano’s work is longitu- very sketchy right now. I frequently get calls from dinal data. parents who feel like they are at their wits end, trying to get the administration’s attention regarding these The problem is, and this is always true, we have effi- issues. Other schools are undertaking really heroic cacious treatment, but it isn’t disseminated to the efforts and see the importance of changing that practice level. We know how to do it, but we lack the climate. I think clinically the same thing is true; it is will to make sure that those programs are in place as very frustrating. There is a recent case in Canada safety nets for kids across the country. where the parents went to court to sue their schools It would be wonderful if we could do the primary care to try to help change, or to recognize the importance mental health care project. It does not rely on expen- of the social climate of the school to support the sive professionals but can be done with paraprofes- academic learning environment. I have second grade sionals and trained individuals which makes teachers who tell me, “I understand it’s a part of this managed care happy. We could do that program, but program. It’s important, for example, to put the books we haven’t disseminated it, it is not widely known, away once a week and to talk to kids about peer rela- and even if it were widely known, it is no guarantee tions and bullying. We get that. But I don’t have time that people are going to implement those programs to do it.” That is a horrible thing to think about, that in the way that they should be implemented. I think in second grade there is not 30 minutes once a week we have good data on how to fix some of these to talk with kids about their concerns. problems, but we don’t follow through and do it. Audience member I am Isadora Hare and I am with The second statement is about being a parent and HRSA, Maternal and Child Health Bureau, Office of feeling frustrated about what teachers know: I am Adolescent Health. In relation to school climate and very sympathetic to teachers because so much is put the whole context within which bullying occurs and on them. We have such little time, and there is so other violent behaviors, I am wondering if any of much pressure to improve test scores. And the prior- the research has looked at the relationship between ities in schools are not health priorities. Fortunately, schools that still practice corporal punishment and we are beginning to get good data that says early the prevalence of violence, including bullies. success in school, in and of itself, not only predicts academic success but also is a protective factor for
32 American Medical Association I don’t know the latest statistics, but I do know that Because it is in the public domain you can use all up to about 10 years ago, there were only four this material and put your own logos on it. That will or five states in this country that had actually banned go a long way in really helping to move this forward, corporal punishment. Since that time more states because we need to deal with all levels. We also worked have banned it, but it seems to be one of the hidden with the Center for Substance Abuse Prevention things that exist in our society. There is a small (CSAP) and just completed a training of trainers so group of researchers who consistently focus on this. people will know how to get these programs. We are But the topic doesn’t seem to be integrated with any looking at social marketing techniques to get this of the other conversations that we are having about out to people. more violence in schools. I find that fascinating. Audience member A brief comment on the issue about Could you comment on that? principals and teachers in schools and about dissem- Dr. Limber That’s an interesting point. One of the first ination. It is my impression that we need to dissemi- schools I consulted with to implement a bullying nate that information to schools of education, because prevention program said, “Okay, we get the impor- I believe teachers aren’t being taught much about tance of consistent sanctions for bullying.” Their bullying and violence and areas of learning disabili- number one sanction was the paddle. That was how ties. I have the impression that schools of education they anticipated they would deal with bullies, and, may not be sharing current research findings with so, we had to take a few big steps backwards to work their students. through that. In South Carolina, for example, corporal Audience member Well, they also don’t understand punishment is quite prevalent in many schools. social marketing and how to use these same techniques Just as we talked about harsh corporal punishment to really market an issue. Social marketing includes being a family risk factor, I wouldn’t be surprised a collaboration around any social issues which is a if that atmosphere within a school setting couldn’t concept with which I agree. contribute to that climate, as well. I don’t know that we have research specifically focused on that, but it’s a concern of mine. It is the messages that we are sending to kids.
Audience member Hello. I am Dr. Louise Peloquin. I am with the Center for Mental Health Services, which is part of the Substance Abuse and Mental Health Services Adminsitration (SAMHSA). I would like to talk about the issue of dissemination. I am a psychologist and a school counselor and worked with the AMA for many years. I realized when I went to the government that there is so much great stuff out there through associations and governments, but it is not being disseminated. In working with Stephanie Bryn (HRSA, Maternal and Child Health Bureau), we are utilizing social marketing techniques to try to get this information out. HRSA will be doing a national campaign at the Center for Mental Health Services. We are adapting Dr. Olweus’ material for parents. It is all going to be public domain and on the Web for downloading. We are going to have public service announcements and prime time specials.
Educational Forum on Adolescent Health • Youth Bullying 33 Areas for future research
■ What is pathological aggressive behavior? When do we need to intervene? We need to educate both parents and teachers in preschool and the primary grades about cues that suggest that children should be referred for extensive evaluation and diagnosis. (Rubin)
■ Among children receiving mental health treatment, how many are bullies, how many are bullied? (Gross)
■ What are the factors that confer resilience to those kids on the playground who are not involved in bullying behavior? What factors are protective? What factors contribute to bullying? (Wright)
■ There are protective factors such as parents who have high expectations for their kids, schools that have expectations for their students, and a connect- edness the kids feel to their school. The risk factors always seem to be impos- sible to diminish, but there is a whole litany of protective factors. (Irwin)
■ We need survey instruments that can be evaluated. We need an instrument and risk tool that can be easily administered in an acute care setting. (Wright)
■ What is the correlation between corporal punishment in schools and bullying? (Hare)
■ It would be very interesting to relate what might be happening with bullying behavior relative to what is happening with fighting, aggression, morbidity, and mortality. (Wright)
■ Adapt intervention and prevention strategies to be consistent with the cultural context. (Limber)
■ Are there studies on children either as victims or bulliers who have alterna- tive lifestyles, such as sexual orientation?
■ We have to discuss the ethics of this type of research; if we watch/observe bullying and don’t intervene, aren’t we just bystanders?
■ Our findings must be disseminated—to practitioners, schools, parents, and schools of education.
34 American Medical Association Bibliography This list represents suggestions by our speaker and panelists and recommendations from professionals in the field. It is not intended to be an exhaustive list on the topic of bullying, aggression, or violence.
Anderson MA, Kaufman J, Simon TR, Barrios L, Ryan G, Hammond R, et al. School- associated violent death in the United States, 1994-1999. JAMA. 2001; 286:2695-2702. Blueprints for Violence Prevention Initiative, Office of Juvenile Justice and Delinquency Prevention, US Department of Justice. www.ncjrs.org/html/ojjdp/ jjbul2001_7_3/contents.html Bosworth K, Espelage DL, Simon TR. Factors associated with bullying behavior in middle school students. J Early Adolescence. 1999; 19:341-342. Clemson University, Institute on Family and Neighborhood Life. The Olweus bullying prevention program: background and program review. Institute on Family and Neighborhood Life fact sheet. March 2002. Commission for the Prevention of Youth Violence. Youth and Violence: Medicine, Nursing, and Public Health: Connecting the Dots to Prevent Violence. Chicago, Ill: American Medical Association. 2000. 44p. Available at: www.ama-assn.org/violence. Conduct Problems Prevention Research Group. A developmental and clinical model for prevention of conduct disorders: The FAST Track program. Development Psychopathology. 1992; 4: 509-527. Council on Scientific Affairs. Bullying Behaviors among Children and Adolescents. CSA Report 1-A-02. Chicago, Ill: American Medical Association; 2002. Available at www.ama-assn.org/go/csa. Council on Scientific Affairs. School Violence. CSA Report 11-I-99. Chicago, Ill: American Medical Association; 1999. Available at www.ama-assn.org/ama/pub/ article/2036-2512.html Drug Strategies. Safe schools, safe students: A guide to violence prevention strategies. New York: Drug Strategies. 1998. Espelage DL, Bosworth K, Simon TR. Examining the social context of bullying behaviors in early adolescence. J Counseling Develop. 2000; 78:326-333. Giannetti CC, Sagarese M. Cliques: 8 steps to help your child survive the social jungle. New York: Broadway Books. 2001. Glew G, Rivara F, Feudtner C. Bullying: children hurting children. Pediatr Review. 2000; 21:183-190.
Educational Forum on Adolescent Health • Youth Bullying 35 Gottfredson DC. An empirical test of school-based environmental and individual interventions to reduce the risk of delinquent behavior. Criminology. 24:705-731. Gottfredson DC, Gottfredson GD. Theory-guided investigation: Three field experi- ments. In Preventing Antisocial Behavior, McCord J and Tremblay RE, eds. New York: Guilford. 1992. Gottfredson GD, Gottfredson DC. Victimization in Schools. New York: Plenum Press. 1985. Hawkins JD, VonCleve E, Catalano RF. Reducing early childhood aggression: Results of a primary prevention program. J Am Acad Child Adolesc Psychiatr. 1991; 30:208-217. Haynie DL, Nansel T, Eitel P, Crump AD, Daylor K, Yu K, Simons-Morton B. Bullies, victims, and bully/victims: distinct groups of at-risk youth. J Early Adolescence. 2001; 21:29-49. JAMA Patient Page: Youth Violence in Schools. JAMA. 2001; 286: 2766. www.ama-assn.org/public/journals/patient/archive/pat1205.htm JAMA Patient Page: Bullying. JAMA. 2001; 285: 2156. http://jama.ama-assn.org/issues/v285n16/fpdf/jpg0425.pdf Kelley BTR, Loeber R, Kennan K, DeLamatre M. Developmental pathways in boys’ disruptive and delinquent behavior. Juvenile Justice Bulletin. Washington, DC: Office of Juvenile Justice and Delinquency Prevention; December 1997. Available at: www.ncjrs.org/html/ojjdp/jjbul9712-2/jjb1297.html Khosropour SC, Walsh J. That’s not teasing-that’s bullying: A study of fifth graders’ conceptualization of bullying and teasing. Champaign, Ill: Educational Resource Information Center. ERIC/CASS Virtual Library. April 2001. Available at http://ericcass.uncg.edu/virtuallib/bullying/1065.html Kumpulainen K, Rasanan E, Henttonen I, Almqvist F, Kresanov K, Linna S, et al. Bullying and psychiatric symptoms among elementary-age children. Child Abuse Neglect. 1998; 22:705-717. Lonczak HS, Abbott RD, Hawkins R, Catalano RF. Effects of the Seattle social development project on sexual behavior, pregnancy, birth and sexually transmitted disease by age 21 year. Arch Pediatr Adolesc Med. 2002 May; 156(5)438-47. Mihalic S, Irwin K, Elliot D, Fagan A, Hansen D. Blueprints for violence prevention. NCJ 187079. Juvenile Justice Bulletin. Washington, DC: Office of Juvenile Justice and Delinquency Prevention; July 2001. Minogue N, Kingery P, Murphy L. Approaches to Assessing Violence among Youth. Rosslyn, Va: The Hamilton Fish National Institute on School and Community Violence; 1999. Available at http://hamfish.org/pub/vio_app.pdf. Nansel TR, Overpeck M, Pilla RS, Ruan WJ, Simons-Morton B, Scheidt P. Bullying behaviors among US youth: prevalence and association with psychosocial adjustment. JAMA. 2001 Apr 25; 285(16):2094-100.
36 American Medical Association National Association of Social Workers. Bullying among school-age youths (part 1). Washington, DC: National Association of Social Workers. In Children, Families, & Schools: Practice Update from the National Association of Social Workers. May 2002. O’Connell P, Pepler D, Craig W. Peer involvement in bullying: insights and challenges for intervention. J Adolescence. 1999; 22:437-457. Olweus D. Bullying at School: What We Know and What We Can Do. Cambridge, MA: Blackwell Publishers, Inc; 1993. Pearce JB, Thompson AE. Practical approaches to reduce the impact of bullying. Arch Dis Child. 1998; 79:528-531. Pellegrini AD. School bullies, victims, and aggressive victims: factors relating to group affiliation and victimization in early adolescence. J Educ Psychol. 1999; 91:216-224. Shafii M, Shafii SL, eds. School Violence: Assessment, Management, Prevention. Washington, DC: American Psychiatric Publishing, Inc. 2001. 352p. Simmons R. Odd girl out: The hidden culture of aggression in girls. New York: Harcourt, Inc. 2002. Smith PK, Myron-Wilson R. Parenting and school bullying. Clinic Child Psychol Psychiatr. 1998; 3: 405-417. Spivak H, Prothrow-Stith D. The need to address bullying—an important component of violence prevention. Comment on: JAMA. 2001 Apr 25; 285(16):2094-100. JAMA 2001 Apr 25; 285(16):2131-2. Strain PS, Tim MA. Remediation and prevention of aggression: An evaluation of the regional intervention program over a quarter century. Behavioral Disorders, 26(4), 297-313. 2001. Talbot M. Girls Just Want to Be Mean. The New York Times Magazine, February 24, 2002, Sunday, Page 24, Column 1, 8083 words. Thorton TN, Craft CA, Dahlberg LL, Lynch BS, Baer K, eds. Best Practices of Youth Violence Prevention: A Sourcebook for Community Action. Atlanta, Ga: Centers for Disease Control and Prevention, National Center for Injury Prevention and Control. 2000. Tremblay RE, Pagaini-Kurtz L, Vitaro F, Masse LC, Pihl RO. A biomodal preventive intervention for disruptive kindergarten boys: its impact through mid-adolescence. J Consulting Clin Psychology. 1995; 63: 560-568. US Department of Education. Preventing bullying: A manual for schools and communities. Washington, DC. US Department of Education. 1998. US Department of Health and Human Services, Health Resources and Services Administration, Maternal and Child Health Bureau. Bullying prevention youth media campaign. Washington DC: US Department of Health and Human Services, Health Resources and Services Administration. 2001.
Educational Forum on Adolescent Health • Youth Bullying 37 US Department of Health and Human Services. Youth Violence: A Report of the Surgeon General. Rockville, MD: US Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Injury Prevention and Control; Substance Abuse and Mental Health Services Administration, Center for Mental Health Services; National Institutes of Health, National Institute of Mental Health. 2001. Weller EB, Rowan A, Elia J, Weller RA. Aggressive behavior in patients with attention-deficit/hyperactivity disorder, conduct disorder, and pervasive developmental disorders. J Clinical Psychiatry 1999; 60[suppl 15]:5-11. Wolke D, Woods S, Bloomfield L, Karstadt L. Bullying involvement in primary school and common health problems. Arch Dis Child. 2001;85:197-201.
38 American Medical Association Resources This list is presented as a starting point and is not intended to be exhaustive.
American Medical Association, Child & Adolescent Health Bullying Resource page www.ama-assn.org/ama/pub/category/7830.html
American Academy of Child and Adolescent Psychiatry (AACAP) Bullying, Facts for Families© fact sheets, No. 80, March 2001 www.aacap.org/publications/factsfam/80.htm
American Academy of Pediatrics (AAP) www.aap.org • Aggressive Behavior (AAP) www.medem.com/MedLB/article_detaillb.cfm?article_ID=ZZZ986OWQ7C&sub_cat=21 • Anger (AAP) www.medem.com/MedLB/article_detaillb.cfm?article_ID=ZZZPZO9TA7C&sub_cat=21 • The Role of the Pediatrician in Youth Violence Prevention in Clinical Practice and at the Community Level (RE9832), AAP www.aap.org/policy/re9832.html
US DHHS, Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau National Bullying Prevention Campaign A multi-year public awareness and prevention campaign for tweens Information: Stephanie Bryn, [email protected]
Juvenile Justice Bulletin www.ncjrs.org/html/ojjdp/jjbul.
Center for the Study and Prevention of Violence (CSVP) www.colorado.edu/cspv.
Massachusetts Medical Society Bullying—It’s Not O.K. tip card, October 2001 www2.mms.org/pages/tip_bully.asp
School Mental Health Project Conduct and Behavior Problems: Interventions and Resources http://smhp.psych.ucla.edu/pdfdocs/conduct/CONDUCT.pdf
Educational Forum on Adolescent Health • Youth Bullying 39 Quit it! A Teacher’s Guide on Teasing and Bullying for Use with Students in Grades K-3 Merle Froschl, Barbara Sprung, and Nancy Mullin-Rindler with Nan Stein and Nancy Gropper. 1998. 128p. www.edequity.org/featuremain.htm
Preventing Bullying (ERIC Digest) March 2002 ERIC Clearinghouse on Educational Management http://ericcass.uncg.edu/virtuallib/bullying/bullyingbook.html
Child and Adolescent Violence Research at National Institute of Mental Health (NIMH) www.nimh.nih.gov/publicat/violenceresfact.cfm
Bullying and Your Child www.kidshealth.org/parent/emotions/behavior/bullies.html Created by The Nemours Foundation’s Center for Children’s Health Media
National Education Association National Bullying Awareness Campaign www.nea.org/issues/safescho/bullying/
National PTA Safeguarding Your Children at School—Helping Children Deal with a School Bully www.pta.org/programs/sycsch.htm
Committee for Children Information on Bullying and Sexual Harassment www.cfchildren.org/bully.html Committee for Children, Seattle, WA, is a not-for-profit organization dedicated to promoting the safety, well-being, and social development of children.
International Education and Resource Network www.bullying.org/ The International Education and Resource Network is a non-profit global telecom- munications community of over 5,000 primary and secondary schools and youth organizations in over 95 countries.
National School Safety Center (NSSC) www.nssc1.org/ America’s Safe Schools Week, October 20-26, 2002 School bullying and victimization. NSSC resource paper. Westlake Village, CA: National School Safety Center. July 1999.
National Resource Center for Safe Schools Recognizing and preventing bullying. Fact sheet No. 4. Washington, DC: National Resource Center for Safe Schools. Winter 1999.
Safe Schools Healthy Students Action Center Clearinghouse www.sshsac.org/
40 American Medical Association Appendix: A American Medical Association Educational Forum on Adolescent Health Youth Bullying
May 3, 2002 Washington, DC
Speaker and panelists Mary Crosby American Academy of Child and Adolescent Susan P. Limber, PhD, MLS Psychiatry Institute on Family & Neighborhood Life Clemson University Arthur Elster, MD American Medical Association Richard L. Gross, MD American Academy of Child and Adolescent Ted Feinberg, EdD Psychiatry National Association of School Psychologists Marcia Rubin, PhD, MPH Michael Fishman, MD American School Health Association American Psychiatric Association Joseph L. Wright, MD, MPH Missy Fleming, PhD American Academy of Pediatrics American Medical Association
Attendees Marcela Gaitan, MA, MPH National Association for Hispanic Health Michael Barry American College of Preventive Medicine Bonnie Gance-Cleveland, PhD, RNC, PNP National Association of Pediatric Nurses and Audrey Rhodes Boyd, MD Practitioners American Academy of Family Physicians Isadora R. Hare, LCSW David Brenner US DHHS, Health Resources and Services Institute for Youth Development Administration (HRSA) Stephanie Bryn, MPH Maternal and Child Health Bureau US DHHS, Health Resources and Services Denise L. Haynie, PhD, MPH Administration (HRSA) Society for Research on Adolescence Maternal and Child Health Bureau Karen Howze, JD Mary Campbell, MS American Bar Association American Psychological Association Charles E. Irwin, Jr., MD Elvia Chavarria, MPH National Adolescent Health American Medical Association Information Center Sheila Clark, MSW Jennifer Jimenez National Association of Social Workers US DHHS, Health Resources and Services Administration (HRSA) Maternal and Child Health Bureau
Educational Forum on Adolescent Health • Youth Bullying 41 Woody Kessel, MD Audrey Yowell, PhD US DHHS Office of Disease Prevention and Health US DHHS, Health Resources and Services Promotion (ODPHP) Administration (DHHS) Office of Public Health and Science Maternal and Child Health Bureau Office of the Secretary Susan M. Anderson, MLS Sue Martone, MPH PIPPAH Information Consultant US DHHS Office of Disease Prevention and Health Project Steering Committee Promotion (ODPHP) Office of Public Health and Science Michael A. Barry Office of the Secretary Deputy Director American College of Preventive Medicine Jeannine Nielsen Office of Population Affairs Janet Chapin, RN, MPH Director, Division of Women’s Health Issues Shahla Ortega American College of Obstetricians and Gynecologists American Nurses Foundation Mary Crosby Louise Peloquin, PhD Deputy Executive Director Center for Mental Health Services (SAMHSA) American Academy of Child and Adolescent Sara Roschwalb, MSW Psychiatry Association of Maternal and Child Health Programs Darcy Steinberg, MPH Nancy Sheehan, MD, MPH Director American College of Preventive Medicine Division of Child and Adolescent Health American Academy of Pediatrics Becky J. Smith, PhD, CHES American Association for Health Education Jason Smith Widmeyer Communications Darcy Steinberg, MPH American Academy of Pediatrics Mary Tierney, MD, MPH American Institutes for Research Kelly Towey, MEd American Medical Association Deidre Washington, MPH National Assembly on School-Based Health Care Vicky Weill, MSN, CRNP American Nurses Association Tracy Whitaker, MSW National Association of Social Workers
42 American Medical Association Appendix: B The American Medical Association Adopts Policy Recommendations to Address Bullying Among Children and Adolescents
June 2002
ullying can take place almost anyplace where programs. Effective prevention places special emphasis children are present, but typically occurs at on helping families improve their parenting skills. Bschool or on the way to and from school. Parent training can help reinforce the need for If not addressed early, bullying is an antisocial behav- adequate nurturing, supervision, appropriate disci- ioral that can extend into adulthood. Such behavior pline practices, and modeling of positive social is recognizable in all social, economic, and racial behaviors including development of a strong value strata. Bullying occurs in many forms and may involve system that considers bullying unacceptable. teasing, physically hitting or attacking, ignoring, Expanding school health and mental health services socially isolating others, and calling others names. Bullies are deliberate in their intents to harm their to reach troubled students and assist them before victims physically or psychologically. Children who their problems become severe is critical in addition are victims of bullies may be repeatedly harassed, to comprehensive evaluations by a child psychiatrist lose their personal property, have rumors spread or other qualified mental health professional. about them, or be publicly or privately humiliated Physicians and other health professionals need to be and embarrassed. alert to possible warning signs so they can intervene Typically, bullying is insidious and hidden from direct appropriately to minimize immediate and potential adult scrutiny. As a consequence, adults may under- long-term effects in bullies and victims. Children and estimate its prevalence and effects. Students often adolescents should be asked about bullying experi- remain silent about their bullying experiences because ences when they present with unexplained psychoso- they fear that bullies will retaliate by intensifying matic and behavioral symptoms; when they experi- their abuse of victims who bring it to the attention ence problems at school or with friends; when they of authorities. The tendency to remain silent must express thoughts of suicide or other deliberate acts be counteracted by efforts to educate children and of self-harm; or if they begin to use tobacco, alcohol, adolescents about the importance of reporting inci- or other drugs. dents to proper and responsive authorities. Children The Health Resources and Services Administration’s must be assured that bullies will not be allowed to (HRSA) Maternal and Child Health Bureau (MCHB)’s continue (or increase) their abusive behavior after “Bullying Prevention Campaign” is designed to engage incidents are reported. families, schools, students, and communities in Parents, teachers, and health care professionals must reducing the impact of bullying, teasing, and harass- become more adept at and sensitive to identifying ment by youth. This issue also is being addressed by possible victims and bullies in order to understand the AMA’s National Advisory Council on Violence the severity of this problem and intervene appropri- and Abuse, the AMA Alliance’s national violence ately. Early-intervention approaches that feature prevention and awareness campaign, and the AMA social and cognitive skills training and development, Partners In Program Planning for Adolescent Health problem-solving techniques, and anger management, (PIPPAH) project’s emphasis on professional educa- are recommended components of anti-bullying tion and youth development.
Educational Forum on Adolescent Health • Youth Bullying 43 In June 2002, the AMA House of Delegates adopted psychiatric comorbidities in at-risk patients; the following policy statements to stimulate national (4) counsel affected patients and their families action against this problem: on effective intervention programs and coping strategies; and (5) advocate for family, school, •The AMA recognizes bullying as a complex and and community programs and services for abusive behavior with potentially serious social victims and perpetrators of bullying and other and mental health consequences for children forms of violence and aggression. and adolescents. Bullying is defined as a pattern of repeated aggression with deliberate intent to •The AMA advocates federal, state, and local harm or disturb a victim despite apparent victim resources to increase the capacity of schools to distress and a real or perceived imbalance of provide safe and effective educational programs power (eg, due to age, strength, size), with the from which students can learn to reduce and more powerful child or group attacking a physi- prevent violence. This includes: (1) programs to cally or psychologically vulnerable victim. teach, as early as possible, respect and tolerance, sensitivity to diversity, and interpersonal problem •The AMA will work with appropriate federal solving; (2) violence reduction curricula as part agencies, medical societies, the Alliance, mental of education and training for teachers, adminis- health organizations, education organizations, trators, school staff, and students; (3) age and schools, youth organizations, and others in a developmentally appropriate educational mate- national campaign to change societal attitudes rials about the effects of violence and aggression; toward and tolerance of bullying, and advocate (4) proactive steps and policies to eliminate for multifaceted age and developmentally bullying and other aggressive behaviors; and appropriate interventions to address bullying in (5) parental involvement. all its forms. •The AMA advocates expanded funding of •The AMA advocates federal support of research comprehensive school-based programs to provide (1) for the development and effectiveness testing assessment, consultation, and intervention of programs to prevent or reduce bullying services for bullies and victimized students, as behaviors, which should include rigorous program well as provide assistance to school staff, parents, evaluation to determine long-term outcomes; and others with the development of programs (2) for the development of effective clinical tools and strategies to reduce bullying and other and protocols for the identification, treatment, aggressive behaviors. and referral of children and adolescents at risk for and traumatized by bullying; (3) to further •The AMA urges parents and other caretakers of elucidate biological, familial, and environmental children and adolescents to (1) be actively involved underpinnings of aggressive and violent behav- in their child’s school and community activities; iors and the effects of such behaviors; and (4) to (2) teach children how to interact socially, resolve study the development of social and emotional conflicts, deal with frustration, and cope with competency and resiliency, and other factors that anger and stress; and (3) build supportive home mitigate against violence and aggression in environments that demonstrate respect, tolerance, children and adolescents. and caring and that do not tolerate bullying, harassment, intimidation, social isolation, •The AMA urges physicians to (1) be vigilant for and exclusion. signs and symptoms of bullying and other psychosocial trauma and distress in children and adolescents; (2) enhance their awareness of the social and mental health consequences of bullying and other aggressive behaviors; (3) screen for
44 American Medical Association New ways to stop bullying
Volume 33, No. 9 October 2002 New ways to stop bullying
Psychologists are driving efforts to get effective, research-based bullying-prevention and intervention programs into schools.
BY NICOLE CRAWFORD Monitor staff Print version: page 64
Further reading As an expert on bullying, Dorothy Espelage, PhD, hates to see her research collecting dust on library shelves. She wants it in the hands of educators "Bullying is a very common where it can make a difference. So, the counseling psychologist/researcher experience for kids in heads to Wisconsin almost weekly to update teachers on the latest facts school." about bullying.
Susan Limber "We're doing good peer-reviewed research on bullying, and the only way to Clemson University get the message out there is to go into the schools," says Espelage, who with colleagues has surveyed 20,000 Wisconsin second- through 12th- graders about the subject. Her "research talks" to teachers and administrators dispel common myths about bullying, such as that bullies are always unpopular.
Espelage is one of a growing number of American psychologists helping schools establish effective bullying prevention and intervention programs, which are being mandated by many school systems across the country in the wake of Columbine and other school shootings.
"A lot of work has been done internationally on this topic," says developmental psychologist Susan Limber, PhD, who is associate director of the Institute on Family and Neighborhood Life at Clemson University in Clemson, S.C. "U.S. researchers are just beginning to catch up."
New research from the Secret Service and the U.S. Department of Education on 37 school shootings, including Columbine, found that almost three-quarters of student shooters felt bullied, threatened, attacked or injured by others. In fact, several shooters reported experiencing long-term and severe bullying and harassment from their peers.
Indeed says Limber, "Bullying is a very common experience for kids in school" and more widespread than previously thought.
Other findings from the report on school shootings:
* Attackers were rarely impulsive; they planned their actions.
* In more than 80 percent of the cases, at least one person knew the attacker was planning something; two or more people knew in almost 60 percent of the cases.
* School shooters don't fit an accurate "profile." The attackers studied were all boys, but they varied in age, race, family situations, academic achievement, popularity and disciplinary history.
http://www.apa.org/monitor/oct02/bullying.html (1 of 4) [12/3/2005 12:03:31 AM] New ways to stop bullying
* Most attackers did not threaten their targets beforehand.
* Before the shootings, most attackers exhibited behaviors that caused others concern, such as trying to obtain a gun or writing troubling poems and essays.
Bullying experts say that, while it's important to understand the connection between bullying and school shootings, more studies are needed on the full range of bullying behavior and on the socio-ecological conditions that allow it to flourish in some schools. Only studying "the extreme end is neglecting the fact that there's a peer group supporting [bullying] behavior and that we have kids playing various roles," says Espelage, who teaches psychology at the University of Illinois at Urbana-Champaign.
New and innovative research
A nationally representative study of 15,686 students in grades six through 10, published last year in the Journal of the American Medical Association (Vol. 285, No. 16) is among the most recent to document the scope of bullying in U.S. schools.
In the study, psychologist Tonja R. Nansel, PhD, and colleagues found that 17 percent of students reported having been bullied "sometimes" or more frequently during the school term. About 19 percent reported bullying others "sometimes" or more often. And six percent reported both bullying and having been bullied.
Nansel and colleagues also found that:
* Bullying occurs most frequently from sixth to eighth grade, with little variation between urban, suburban, town and rural areas.
* Males are more likely to be bullies and victims of bullying than females. Males are more likely to be physically bullied, while females are more likely to be verbally or psychologically bullied.
* Bullies and victims of bullying have difficulty adjusting to their environments, both socially and psychologically. Victims of bullying have greater difficulty making friends and are lonelier.
* Bullies are more likely to smoke and drink alcohol, and to be poorer students.
* Bully-victims--students who are both bullies and recipients of bullying-- tend to experience social isolation, to do poorly in school and to engage in problem behaviors such as smoking and drinking.
Susan M. Swearer, PhD, lead investigator for the Nebraska Bullying Prevention and Intervention Project, is among the researchers taking a closer look at bully-victims. "In the past, bullying behavior was dichotomized--students were classified as either bullies or victims," she says. "But, kids [often] report that they're both."
In one of Swearer's studies, bully-victims experience higher levels of depression and anxiety than the bully-only group or the victim-only group. "The bully-victim subgroup is really more impaired in terms of internalizing problems," says the University of Nebraska-Lincoln school psychology professor.
In another line of her research, Swearer found that teachers aren't always http://www.apa.org/monitor/oct02/bullying.html (2 of 4) [12/3/2005 12:03:31 AM] New ways to stop bullying
able to identify bullies. Limber concurs. "Unfortunately, adults within the school environment dramatically overestimate their effectiveness in identifying and intervening in bullying situations," she says.
This can have serious implications, Swearer believes. For instance, to cut costs, some schools conduct intervention programs in group settings. "If bully-victims are in the group, they may cause problems for kids who are victims." It's better for bully-victims to be treated separately, she says.
According to Limber, mediation programs for bullies and victims are also problematic. Peer mediation may be appropriate in resolving conflict between students with equal power, but "bullying is a form of victimization," she says. "It's no more of a 'conflict' than child abuse or domestic violence."
The University of Illinois's Espelage is also doing research on bullying that she says is a radical departure from how previous studies have defined bullying. "Although folks have studied aggression and bullying, the focus in the United States has been on physical aggression. [Bullying has also been] seen as the behavior of only a small percentage of students," she explains. "We see bullying as a continuum in which many students engage in these behaviors at various levels."
For example, some studies focused on extreme cases of bullying by excluding students reporting low and moderate levels of bullying behavior or by collapsing participants into extreme categories on a bullying scale, continues Espelage. That approach "reduces the precision in measurement of bullying behavior and fails to consider an important aspect of the ecological framework--the school."
However, Espelage's research shows that adolescents don't fit neatly into strict categories of bullying or nonbullying. Instead, her findings indicate that bullying behavior is common, with most students reporting some involvement in bullying others. In fact, some of these students are unwilling participants in low-level bullying--teasing, name-calling, threatening and social ridiculing of peers--but are afraid to go against their peer group.
"The sixth-grader who wants to fit in will go along with harassing other kids," explains Espelage. "You can see the empathy in them. They're engaging in behavior that doesn't feel good to them. I feel for these kids the most."
Creating programs that work
Many psychologists agree that to design effective bullying-prevention and intervention programs, they need to understand that a child's tendency toward bullying is influenced by individual, familial and environmental factors. To this end, Espelage and colleagues at K12 Associates in Madison, Wis., have surveyed and continue to study 20,000 public school students-- as well as teachers, parents and administrators--on issues including the prevalence and incidence of bullying, teasing, locations of bullying, school climate and respect for diversity. After survey data are entered and analyzed, reports are given to individual schools so that they can design prevention and intervention programs based on their own data.
Like Espelage, Limber is also helping schools develop programs. The most effective strategies to stop bullying involve "the entire school as a community to change the climate of the school and the norms of behavior," she says. This is why her institute promotes the Olweus Bullying Prevention Program, developed by Norwegian psychologist Dan Olweus, PhD-- considered by many to be the "father" of bullying research. In this http://www.apa.org/monitor/oct02/bullying.html (3 of 4) [12/3/2005 12:03:31 AM] New ways to stop bullying
intervention, school staff introduce and implement the program, which seeks to improve peer relations and make the school a safe and pleasant environment.
Limber is also a consultant on The National Bullying Prevention Campaign, a multiyear public awareness and prevention effort by the Health Resources and Services Administration in the U.S. Department of Health and Human Services. The research-based campaign, set to launch next September, will include input from educators, parents, students, health and mental health professionals and the community, says Limber.
The campaign's goals are to raise public awareness about bullying, prevent and reduce bullying behaviors, identify and provide appropriate interventions for "tweens"--9- to 13-year-olds--and other targeted audiences, and foster links between public health and other partners.
To avoid "reinventing the wheel," the campaign plans to disseminate information about successful programs such as Olweus's, which was named a "blueprint" program by the University of Colorado's Center for the Study and Prevention of Violence.
"I really am committed to getting the word out on bullying and prevention measures," says Limber who also has consulted with the Substance Abuse and Mental Health Services Administration to develop a bullying-prevention and intervention campaign. "I see these efforts as terrific opportunities to help translate what researchers know about bullying into effective prevention strategies."
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http://www.apa.org/monitor/oct02/bullying.html (4 of 4) [12/3/2005 12:03:31 AM] Further reading
Volume 33, No. 9 October 2002 Further reading Print version: page 66
* Brills, A.E., & Ollendick, T.H. (2002). Peer victimization, global self-worth, and anxiety in middle school children. Journal of Clinical Child and Adolescent Psychology, 31, 59-68.
* Espelage, D.L., & Asidao, C. (2001). Conversations with middle school students about bullying and victimization: Should we be concerned? Journal New ways to stop bullying of Emotional Abuse, 2(2), 49-62.
* Espelage, D.L., Bosworth, K., & Simon, T. (2001). Short-term stability and change of bullying in middle school students: An examination of demographic, psychosocial, and environmental correlates. Violence & Victims, 16(4), 411-426.
* Espelage, D.L., & Holt, M. (2001). Bullying and victimization during early adolescence: Peer influences and psychosocial correlates, Journal of Emotional Abuse, 2(3), 123-142.
* Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094-2100.
* Olweus, D., Limber, S., & Mihalic, S. (1999). The bullying prevention program. Blueprints for violence prevention. Boulder, Colo.: Center for the Study and Prevention of Violence.
* Schwartz, D., Dodge, K.A., Pettit, G.S., & Bates, J.E. (1997). The early socialization of aggressive victims of bullying. Child Development, 68, 665- 675. (A prospective study of the early family experiences of boys who later emerged as bully/victims.)
* Shields, A., & Cicchetti, D. (2001). Parental maltreatment and emotion dysregulation as risk factors for bullying and victimization in middle childhood. Journal of Clinical Psychology, 30, 349-363.
* Swearer, S.M. & Doll, B. (2001). Bullying in schools: An ecological framework. Journal of Emotional Abuse, 2(2/3), 7-23.
* Swearer, S.M., Song, S.Y., Cary, P.T., Eagle, J.W., & Mickelson, W.T. (2001). Psychosocial correlates in bullying and victimization: The relationship between depression, anxiety, and bully/victim status. Journal of Emotional Abuse, 2(2/3), 95-121.
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NASBE Policy Update, Vol. 11, No. 10 National Association of State Boards of Education
Bullying in Schools
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Bullying has long been common among children and young people, but only recently - particularly after several widely publicized incidents of shootings at schools - has this behavior begun to be addressed by educators, by school boards, and in the media. Many bullying incidents involve students who are considered to be "different." For example, some students fall victim to bullying based on their sex, race, religion, sexual orientation, mental or physical disability, or other personal traits or habits that are perceived as uncommon. While this is not new, in recent years bullying acts have become more violent and lethal. Bullying has also been considered as a contributing factor in other violent acts: two-thirds of 41perpetrators in recent school shooting incidents described feeling persecuted, bullied, or threatened by their peers.
The academic consequences of bullying include decreased interest in school, increased absences, and decreased concentration levels for students. Bystanders are also affected by bullying. Many lack a sense of mental and physical well-being. The perpetrators of bullying incidents also experience short-term problems such as depression, anxiety, loneliness, suicidal thoughts, difficulties with school work and long-term problems such low self-esteem and depression. Some more extreme long-term effects for the bully are equally disturbing; they include other antisocial behaviors such as vandalism, shoplifting, truancy, and frequent drug use. One in four boys that bully will have a criminal record by age 30.
Today, attitudes among parents, educators, and policmakers toward bullying are changing, and it is no longer accepted as a part of normal childhood experiences. Bullying is now considered a marker for serious or violent behavior, and information about how to effectively respond to bullying is readily available. The bad news is that tens of thousands of children are still afraid to go to school because of teasing, harassment and intimidation from other students. According to a study by the National Crime Prevention Council, six out of ten American teenagers witness bullying in school once a day. The number of students being bullied is on the rise, particularly among girls.
Issues to Consider
● Defining bullying, harassment, and intimidation. In order for schools to address inappropriate behaviors, descriptive details are needed to define bullying. Bullying is defined as systematically and chronically inflicting physical hurt and or psychological distress on one or more students. The chart below provides further definitions of the major forms of bullying.
http://www.nasbe.org/Educational_Issues/Policy_Updates/11_10.html (1 of 3) [12/3/2005 12:04:34 AM] Bullying in Schools
Descriptions of Common Forms of Bullying
Direct bullying Indirect bullying Taunting, teasing, Verbal Bullying Spreading rumors name calling Hitting, kicking, Enlisting a friend Physical Bullying destruction or to assault some-one theft of property for you Excluding others from a group, Nonverbal/Nonphysical Threatening or obscene gestures manipulation of Bullying friendships, threatening email D. Owlets, Bullying at School: What We Know and What We Can Do (Cambridge, MA:Blackwell Publishers, Inc., 1993).
● Sexual harassment is another form of bullying. Its intent is to demean, embarrass, humiliate, or control another person on the basis of their gender or sexual orientation. Both boys and girls can experience unwanted jokes, comments or taunts about sexual body parts, teasing about sexual orientation or starting rumors about sexual activities, passing unwanted notes or pictures about sex. However, inappropriate behavior has a more significant impact on girls. Female students that endure sexual harassment are less confident, more self-conscious, shamed, and embarrassed. They can be so affected by harassment that their grades fall.
● When bullying becomes a school issue. Bullying becomes an issue of the school when it takes place on school property, at a school function, or on a school bus. Regardless of the type of bullying, the results are the same. Students who are bullied are afraid to go to school, have difficulty concentrating on their studies, have lower academic achievement levels, or are fearful of calling attention to themselves by speaking up in class. Ultimately bullying creates a poor learning environment for all students. Some parents of students who are victims of bullying find it necessary to have their children transfer to other schools when bullying persists.
● Staff training and development. Many educators simply are not aware of indirect and direct bullying that occurs around them. Effective policies provide training for teachers so that can they can identify bullying behaviors and characteristics of a victim of bullying. Some states require local school systems and staff to develop a safe schools action plan. In Maryland this plan must include initial and annual training on harassment, bullying, bias, and discrimination; local school system policy; consequences for violating policies; and procedures for staff to address bullying incidents. Other components involve a system of record keeping for the school and system level, a continuum of consequences for all staff who participate in bullying, a process for training new staff, and development of training materials.
Implications for Policymakers
● Investigate ways of addressing bullying through school-based programs, strategies, and curriculum. Some examples of programs include character education, cooperative discipline, conflict resolution, peer programs, and assertiveness training for students. These programs and strategies should take place at all levels.
● Assure that bullying policies and safe schools policies include language that is detailed and specific. For example, language should address bias-motivated harassment incidents that involve race, gender, religion, and sexual orientation differences. A common language in the description of bullying will increase the recognition of such acts in schools. Information should be readily accessible to students, parents, and community members.
● Become familiar with the research on bullying intervention programs. Some highly publicized policies and programs have had mixed results. For example the "zero tolerance" and "three strikes" policies, adopted in recent years by many school districts, expel or suspend students from school. This policy generally addresses only one type of bullying (physical) and the
http://www.nasbe.org/Educational_Issues/Policy_Updates/11_10.html (2 of 3) [12/3/2005 12:04:34 AM] Bullying in Schools
severe punishments tend to discourage students and staff from reporting bullying. Other policies that are also of questionable value include group treatment for bullies and short-term solutions to bullying (e.g., a one-shot, six week curriculum on bullying). Policies that assist in changing the overall school climate and behavioral norms and fostering school connectedness have been more successful.
State and National Actions
Michigan. The Michigan Model is an age-appropriate curriculum that is used throughout the state in grades K-12. In the early grades, the curriculum addresses similarities and differences among people, along with ways to avoid violence. Middle school students learn about stopping assault and preventing violence, respecting others, getting help, sexual harassment, and conflict resolution. The upper grades focus is on resolving conflict peacefully, stopping escalation of conflict, and helping others who are in violent situations. All of these components come with resource sheets on topics of communication, anger management, friendship, and bullying that are sent home to parents.
West Virginia's policy spells out clear guidelines for local districts about their role in the prevention and intervention of bullying behavior. Schools and school boards are encouraged to form a bullying prevention task force, program, or other initiative that involves school staff, students, teachers, administrators, volunteers, parents, law enforcement personnel, and community members. West Virginia encourages its schools to become "telling" schools where anyone who is aware of an act of harassment, intimidation, or bullying is encouraged to report the incident to a designated school staff member. As stated in the policy, full immunity is given to school employees, students, or volunteers who report information about bullying.
Nebraska. The Nebraska Anti-Bullying Policy targets three major areas. Area one details ways in which the state will provide information and resource development, such as disseminating the state board policy and expansion of the Nebraska Safety Website, which will include articles on positive behavior and include interactive question/answer sections for emerging issues. Area two focuses on training of staff and students. This includes ensuring that there are training resources and coordination of training sessions at various educational service units. Area three details ways that the plan can be evaluated. Surveys, monitoring websites, and periodic reports to the state board will be parts of the evaluation.
NASBE is partnering with the Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau (MCHB) in its launch of The National Bullying Prevention Campaign. The purpose of this multi-year, research-based campaign is raise public awareness about bullying, prevent and reduce bullying behaviors, identify and provide appropriate interventions for 9- to 13- year-olds and other targeted audiences. The campaign will be launched in the early fall of 2003.
http://www.nasbe.org/Educational_Issues/Policy_Updates/11_10.html (3 of 3) [12/3/2005 12:04:34 AM] NASBE pppppppppppppppp NATIONAL ASSOCIATION OF STATE BOARDS OF EDUCATION POLICYPOLICY UPDUPDAATETE Vol. 11, No. 10 A Publication of the POLICY INFORMATION CLEARINGHOUSE June 2003
Bullying in Schools
Bullying has long been common among children Issues to Consider and young people, but only recently—particularly after several widely publicized incidents of shootings p Defining bullying, harassment, and intimidation. In order for at schools—has this behavior begun to be addressed schools to address inappropriate behaviors, descriptive details are by educators, by school boards, and in the media. needed to define bullying. Bullying is defined as systematically and Many bullying incidents involve students who are chronically inflicting physical hurt and or psychological distress on considered to be “different.” For example, some one or more students. The chart below provides further definitions of students fall victim to bullying based on their sex, the major forms of bullying. race, religion, sexual orientation, mental or physical disability, or other personal traits or habits that are perceived as uncommon. While this is not new, in Descriptions of Common Forms of Bullying recent years bullying acts have become more violent and lethal. Bullying has also been considered as a Direct bullying Indirect bullying contributing factor in other violent acts: two-thirds of Verbal Bullying Taunting, teasing, Spreading rumors 41perpetrators in recent school shooting incidents name calling described feeling persecuted, bullied, or threatened by their peers. Physical Bullying Hitting, kicking, Enlisting a friend destruction or to assault some- The academic consequences of bullying include theft of property one for you decreased interest in school, increased absences, and decreased concentration levels for students. Nonverbal/Nonphysical Threatening or Excluding others Bullying Bystanders are also affected by bullying. Many lack a obscene gestures from a group, manipulation of sense of mental and physical well-being. The friendships, perpetrators of bullying incidents also experience threatening email short-term problems such as depression, anxiety, loneliness, suicidal thoughts, difficulties with school D. Owlets, Bullying at School: What We Know and What We Can Do work and long-term problems such low self-esteem (Cambridge, MA:Blackwell Publishers, Inc., 1993). and depression. Some more extreme long-term effects for the bully are equally disturbing; they include other antisocial behaviors such as vandalism, shoplifting, p Sexual harassment is another form of bullying. Its intent is to truancy, and frequent drug use. One in four boys that demean, embarrass, humiliate, or control another person on the basis bully will have a criminal record by age 30. of their gender or sexual orientation. Both boys and girls can experience unwanted jokes, comments or taunts about sexual body Today, attitudes among parents, educators, and parts, teasing about sexual orientation or starting rumors about sexual policmakers toward bullying are changing, and it is no activities, passing unwanted notes or pictures about sex. However, longer accepted as a part of normal childhood inappropriate behavior has a more significant impact on girls. Female experiences. Bullying is now considered a marker for students that endure sexual harassment are less confident, more self- serious or violent behavior, and information about how conscious, shamed, and embarrassed. They can be so affected by to effectively respond to bullying is readily available. harassment that their grades fall. The bad news is that tens of thousands of children are still afraid to go to school because of teasing, p When bullying becomes a school issue. Bullying becomes an issue harassment and intimidation from other students. of the school when it takes place on school property, at a school According to a study by the National Crime Prevention function, or on a school bus. Regardless of the type of bullying, the Council, six out of ten American teenagers witness results are the same. Students who are bullied are afraid to go to bullying in school once a day. The number of students school, have difficulty concentrating on their studies, have lower being bullied is on the rise, particularly among girls. academic achievement levels, or are fearful of calling attention to themselves by speaking up in class. Ultimately bullying State and National Actions creates a poor learning environment for all students. Some parents of students who are victims of bullying find it Michigan. The Michigan Model is an age-appropriate necessary to have their children transfer to other schools curriculum that is used throughout the state in grades K-12. In when bullying persists. the early grades, the curriculum addresses similarities and differences among people, along with ways to avoid violence. p Staff training and development. Many educators simply are Middle school students learn about stopping assault and not aware of indirect and direct bullying that occurs around preventing violence, respecting others, getting help, sexual them. Effective policies provide training for teachers so that can harassment, and conflict resolution. The upper grades focus is they can identify bullying behaviors and characteristics of a on resolving conflict peacefully, stopping escalation of victim of bullying. Some states require local school systems and conflict, and helping others who are in violent situations. All staff to develop a safe schools action plan. In Maryland this of these components come with resource sheets on topics of plan must include initial and annual training on harassment, communication, anger management, friendship, and bullying bullying, bias, and discrimination; local school system policy; that are sent home to parents. consequences for violating policies; and procedures for staff to address bullying incidents. Other components involve a system West Virginia’s policy spells out clear guidelines for local of record keeping for the school and system level, a continuum districts about their role in the prevention and intervention of of consequences for all staff who participate in bullying, a bullying behavior. Schools and school boards are encouraged process for training new staff, and development of training to form a bullying prevention task force, program, or other materials. initiative that involves school staff, students, teachers, administrators, volunteers, parents, law enforcement Implications for Policymakers personnel, and community members. West Virginia encourages its schools to become “telling” schools where p Investigate ways of addressing bullying through school- anyone who is aware of an act of harassment, intimidation, or based programs, strategies, and curriculum. Some examples bullying is encouraged to report the incident to a designated of programs include character education, cooperative school staff member. As stated in the policy, full immunity is discipline, conflict resolution, peer programs, and given to school employees, students, or volunteers who assertiveness training for students. These programs and report information about bullying. strategies should take place at all levels. Nebraska. The Nebraska Anti-Bullying Policy targets three p Assure that bullying policies and safe schools policies major areas. Area one details ways in which the state will include language that is detailed and specific. For example, provide information and resource development, such as language should address bias-motivated harassment incidents disseminating the state board policy and expansion of the that involve race, gender, religion, and sexual orientation Nebraska Safety Website, which will include articles on differences. A common language in the description of bullying positive behavior and include interactive question/answer will increase the recognition of such acts in schools. sections for emerging issues. Area two focuses on training of Information should be readily accessible to students, parents, staff and students. This includes ensuring that there are and community members. training resources and coordination of training sessions at various educational service units. Area three details ways that p Become familiar with the research on bullying intervention the plan can be evaluated. Surveys, monitoring websites, and programs. Some highly publicized policies and programs have periodic reports to the state board will be parts of the had mixed results. For example the “zero tolerance” and “three evaluation. strikes” policies, adopted in recent years by many school districts, expel or suspend students from school. This policy NASBE is partnering with the Health Resources and Services generally addresses only one type of bullying (physical) and Administration (HRSA), Maternal and Child Health Bureau the severe punishments tend to discourage students and staff (MCHB) in its launch of The National Bullying Prevention from reporting bullying. Other policies that are also of Campaign. The purpose of this multi-year, research-based questionable value include group treatment for bullies and campaign is raise public awareness about bullying, prevent short-term solutions to bullying (e.g., a one-shot, six week and reduce bullying behaviors, identify and provide curriculum on bullying). Policies that assist in changing the appropriate interventions for 9- to 13-year-olds and other overall school climate and behavioral norms and fostering targeted audiences. The campaign will be launched in the early school connectedness have been more successful. fall of 2003.
POLICY UPDATES are developed and produced at the National Association of State Boards of Education, NASBE 277 South Washington Street, Suite 100, Alexandria, VA 22314, (703) 684-4000. Website: www.nasbe.org. NATIONAL ASSOCIATION OF Brenda Welburn, Executive Director; David Kysilko, Director of Publications. All rights reserved. STATE BOARDS OF EDUCATION Dealing with bullies and how not to be one Dealing with Bullies and How Not to be One Featured Links Carol E. Watkins, M.D.
Strattera: Where Does It Fit In? Northern County Psychiatric Associates
Psychiatric Services For What is a bully? It is someone who takes advantage of another individual that he Children, Adolescents, Adults and Families or she perceives as more vulnerable. The goal is to gain control over the victim or over the bully’s social group. This type of behavior occurs in all ages and in all Baltimore, Maryland social groups. Most adults, if they think about it, have experienced bullying too. 410-329-2028 Bullying behavior harms both the victim and the perpetrator. If a child experiences chronic intimidation, he or she may learn to expect this from others. He may Attention Deficit Disorder develop a pattern of compliance with the unfair demands of those he perceives as Adult AD/HD Children & Adolescents stronger. He may become anxious or depressed. Finally, he may identify with the Treating Girls and Women with Medication bully and become a bully himself. AD/HD Organization Skills School
Depression Children & Adolescents The bully is also harmed. If he or she is allowed to continue the behavior, it Adults Medication becomes habitual. He becomes more likely to surround himself with friends who Postpartum condone and promote aggressive behavior. He may not develop a mature sense Seasonal Depression of justice. If he intimidates others to cover up his own insecurities, his own anxiety Bipolar Disorder may increase. Family Issues Medication Anxiety Obsessive-Compulsive Disorder When a child or adolescent is mean to another, it is important to look for patterns Slides From Our Past Body Dysmorphic Disorder Panic and motivations. Bullies are often different from children who fight indiscriminately. Presentations Agoraphobia Children who are fighters may simply do so as a result of impulsivity or misreading Separation Anxiety Disorder of social cues. A fighter is often unpopular with his peers. He tends use fighting to
Medication settle a dispute and will fight anyone, whether or not adults are watching. He tends http://www.ncpamd.com/Bullies.htm (1 of 10) [12/3/2005 12:04:53 AM] Dealing with bullies and how not to be one Specific Medications not to chose a particular victim. Free Medication Programs
Women's Mental Health Postpartum Depression PMS On the other hand, a bully often surrounds himself with a group of peers. He Menopause AD/HD consciously picks weaker, more vulnerable victims, and repeatedly bothers the same people. He tends to do his bullying when authorities are not around. The For Kids and Teens bullying is not to settle a clear dispute. Instead, the motive is to gain control over Depression Anxiety others. He may enjoy watching the victim’s reaction. Family therapy Phobias Is It Still Safe to Treat Kids with Antidepressants? Psychotherapy There are a number of reasons that a child or adolescent becomes a bully. He or Dementia she may need to cover his own feelings of inadequacy. He may lack good adult role models. If he sees parents bullying him or each other, he may regard this type Mental Health Book Reviews of behavior as simply the way one should act. Other children fall in with a peer Bereavement group that uses bullying. They may learn it from these friends. In some cases, the behavior improves when the child is separated from that peer group, and makes Managed Care Humor new friends.
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Enter the word or phrase to search for: Which children are most likely to be the victims of a bully? Children who are Why Do I Take So Many isolated, physically or socially; children who are perceived as different; sensitive Medications? children; those with poor social skills; and sometimes children who are just in the Only match whole words wrong place at the wrong time.
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Sometimes parents may not know if their child is being bullied. Some children are intimidated into secrecy. They may also keep quiet because they feel shameful that they have allowed this to happen. They may fear that the parents will either criticize them or that the parents will intervene in a way that will make everything worse. What are the signs that your child is the victim of a bully? One may see non-specific signs of school distress: These might include falling grades, physical What's New in Our Practice complaints on school days, and lack of interest in school work or sports. More
specific signs would be unexplained injuries or torn clothes, missing belongings or money, or repeated requests for more money. If someone is taking your child’s lunch, he or she may come home hungry even though he took an adequate lunch to school. http://www.ncpamd.com/Bullies.htm (2 of 10) [12/3/2005 12:04:53 AM] Dealing with bullies and how not to be one
You need to know how to get your child talking about his concerns. It is best to broach the subject at a calm neutral time. Ask general questions about whether something is bothering your child. Get as detailed a narrative as possible. Avoid interrupting or judging. Try to stay calm and do not make outraged statements while your child is telling his tale. Avoid offering premature solutions. You may not get the entire story on the first telling. Be patient and bring up the topic again later. Finally, if you feel that something is going on and suspect that your child is withholding information, call his or her teacher.
How can you help your child deal with the bullying? First, help teach him to avoid being an easy target. Start with posture, voice and eye contact. These can communicate a lot about whether you are vulnerable. Practice with a mirror or even videotape. Tell your child to avoid isolated places where no one can see or
hear him. He should learn to be vigilant for suspicious individuals or for trouble brewing. If bullying starts, he might be able to deflect it with humor or by changing the subject. He should run over a list of positive attributes in his mind. This reminds him that he is worthy of something better than bullying behavior. Teach your child not to obey the commands of the bully. Often it is better to run away
than to comply. The parent may help the child make more positive friends. If he or she sticks around with a group, he is less likely to be a target. Finally, if the child sticks up for other children he sees being bullied, people may get the idea that he is not someone who tolerates bullies.
The child must learn to discriminate the difference between social bullying and more dangerous physically threatening situations. If he is in an isolated place and truly feels physically threatened, he should give the bully the item he demands. However, if someone is demanding that he get into the car of a stranger, he should resist with as much force as possible. Once he gets away, he should notify a responsible adult as soon as possible.
Some children benefit from a good martial arts class. It is important to select an http://www.ncpamd.com/Bullies.htm (3 of 10) [12/3/2005 12:04:53 AM] Dealing with bullies and how not to be one instructor who talks about alternatives to physical violence and who teaches children how to get out of dangerous situations with the least amount of physical contact. Children who stick with these lessons rarely use their skills in aggressive
ways. The discipline often raises their self esteem which makes them less likely to become a target.
What if your child is unable or unwilling to take these measures (or if the measures are ineffective?) The parent should privately contact the teacher or guidance counselor. Describe the problem and your concerns. Follow up regularly to make sure that any plan is followed consistently and to make sure that the system is being followed. Sometimes if the bullying is chronic or severe, the parents and teacher may have to take decisive action. They may ask the bully to apologize, verbally or in writing. They may insist that the bully stay a certain distance from the victim. The teacher may make an effort to seat or group the child with more supportive peers.
These guidelines may need to be modified according to the child’s age or the intensity of the bullying. In general the older the child, the more the parent acts as a coach and the less the parent or teacher intervene directly. However, when there are actual physical or sexual actions, direct adult intervention may be justified at any age.
What if your child is the bully? A child can be a bully for a variety of reasons. Not all bullies are the product of a violent or neglectful home. If your child continually bullies others, he too experiences psychological harm. Patterns of aggression and intimidation can become ingrained. The longer they persist, the more difficult they are to expunge. Find out as much as you can about the problem. Is your child the leader or just one of the group of followers? If your child is a follower, talk to him about the situation. If his behavior persists, you may need to keep him away from the leader or even the entire group. Supervise your child more closely when he plays. You may need to insist that he play where you or another parent can see him. If the bullying occurs on the way to or from school, he should be driven or should go directly to school or home. If he is an adolescent, you may need to put the brakes on certain unsupervised activities. http://www.ncpamd.com/Bullies.htm (4 of 10) [12/3/2005 12:04:53 AM] Dealing with bullies and how not to be one
If your child is the leader in bullying activities, you need to find out as much as you can about the extent and nature of his or her activities. Protect your child by seeing that his victim is protected. If necessary, restrict your child from going near his victim. Cooperate with teachers and other parents in monitoring your child’s activities. Make sure that they know that you are responsible and want to be involved. Ask them to report back to you if your child resumes any form of intimidation. Talk to your child about alternatives to violent or socially intimidating behavior. Make sure that he or she understands the personal impact that the bullying can have on the victim. Make sure that your child apologizes and makes meaningful reparations. If material objects have been stolen or destroyed, your child must pay for them. If he or she cannot do so, you should pay and then insist that he or she work off the payments over time. Finally, you and your child should try to understand why he has the need to intimidate others. You should start an ongoing dialogue. In some cases, your child may have so much anger, impulsivity or depression that you cannot handle it alone. In this case, you should seek professional advice.
Suggested Reading:
The Safe Zone: A Kid's Guide to Personal Safety by Chaiet and Russell 1998: Beech Tree Publishing, New York
Good Friends are Hard to Find: Help your child find, make and keep friends by Frankel 1996 Perspective Publishing, Los Angeles
Why is Everybody Always Picking on Me? A Guide to Handling Bullies by Webster, 1991 Weatherhill Inc., New York
Bully on the Bus by Bosch, 1988 Parenting Press,, Seattle
See Our Other Articles on Bullying
Bullying Throughout the Life Cycle (Intimidation in school leads to intimidation in the workplace) http://www.ncpamd.com/Bullies.htm (5 of 10) [12/3/2005 12:04:53 AM] Dealing with bullies and how not to be one Dealing with Bullies (a shorter article aimed at elementary school children)
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Carol Watkins, M.D. Glenn Brynes, Ph.D., M.D. Rita Preller, LCSW-C
Copyright © 2004 Northern County Psychiatric Associates Last modified: December 09, 2004
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Contact Us: Telephone:410-329-2028 Fax: 410-343-1272 Postal address: We have two locations in Baltimore County Monkton Office16829 York Road/PO Box 544/Monkton, MD 21111 Lutherville Office: 2360 West Joppa Road Suite 223/ Lutherville, MD Email: [email protected] Please use telephone for appointments or medical questions.
Carol Watkins, M.D. Glenn Brynes, Ph.D., M.D. Rita Preller, LCSW-C
Copyright © 2004 Northern County Psychiatric Associates http://www.ncpamd.com/Bullies.htm (9 of 10) [12/3/2005 12:04:53 AM] Dealing with bullies and how not to be one Last modified: January 23, 2005
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Traffic Safety Child Safety Home Safety Seniors' Safety Occupational Safety and Health Sports and Active Living Home > Information > Child Safety > Bullying
School Bullies Safe School Study and Toolkit (2004) Ever been beaten up? Threatened? Ridiculed over and over? Ever watched on helplessly while someone was humiliated in front of you? Ever picked on a weaker person because it made you feel better about yourself? Most of us have either seen or experienced bullying. www.bullying.org - SIte for victims of bullying If a school is rife with bullying, it doesn't feel safe. Bullying poisons the social environment for everyone, has long-term consequences for the bully and the victim, and is a factor in Cyberbullying suicides and violent incidents.
Is your child affected by The National Film Board of Canada's Bully Dance video was the starting point for the bullying? Contact : Canada Safety Council's school safety campaign last October. The Parent Help Line In it, animated characters show what can happen in a bullying situation, and how the whole community must be involved in the solution. The Canada Safety Council has produced a The Canadian poster which features Bully Dance graphics and content as a Safe School Network resource for children in grades four to six.
Bully Dance is part of the ShowPeace conflict resolution Visit the National Film series which has won 21 international and national awards Board's No More Bullies site!
Bullying is Bad for Everyone
Bullying is a social relationship where an individual repeatedly picks on another individual. It can be physical, verbal or psychological. Perpetrators are equally likely to be boys or girls. Boys are more likely to be physically aggressive - for instance hitting and kicking - whereas girls are more likely to be verbally aggressive when they bully. Extortion, intimidation and destruction of property are all part of the behavior pattern.
Bullying affects the whole community, not just the bully and the victim. Peers are more important than they realize. They can be part of the audience, support the destructive behavior, or intervene in a positive way, perhaps by reporting the situation.
As they grow up, playground bullies may transfer their abuse of power to other forms of harassment, violence, or abuse, and they may become workplace bullies. Boys who were bullies in elementary school are more likely to have criminal convictions by the time they are in their 20s. This is not surprising, given that many bullying activities are offenses under the Criminal Code.
Victims, on the other hand, typically suffer withdrawal and anxiety. Their school performance may drop and they may try to avoid going to school. In rare cases they lash out in revenge, endangering the entire school.
Hear No Evil, See No Evil.... http://www.safety-council.org/info/child/bullies.html (1 of 2) [12/3/2005 12:05:24 AM] School Bullies
Most children know when there's bullying, but they don't report it. Bullying problems tend to fester under the surface.
● A study of Toronto schools found that a bullying act occurred every seven seconds but teachers were aware of only four per cent of the incidents ● Seven out of 10 teachers but only one in four students say that teachers almost always intervene. Close to 40 per cent of victims say they have not talked to their parents about the problem. ● Ninety per cent of children say they find it unpleasant to watch bullying. ● Peers are present in 85 per cent of bullying episodes on the playground and in the classroom.
First Steps
Lack of intervention implies that bullying is acceptable and can be done without fear of consequences. Bullies and their accomplices need to understand the harm they cause and that their behavior will not be tolerated at school. They can change.
Victims are often too fearful to ask an adult to intervene, but they can start by calling Kids Help Phone, or joining a Kids Help Phone online forum. The toll-free number is 1-800-668- 6868, and the forum is at kidshelp.sympatico.ca.
The Canada Safety Council anti-bullying initiative was funded by the National Strategy on Community Safety and Crime Prevention, the Government of Canada's initiative to help Canadians deal with the root causes of crime and victimization.
Safety Canada, January 2002
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© 2005 Canada Safety Council
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1. Bullying and Sexual Harassment in OUR PROGRAMS: Schools Printer-friendly version of this article 2. What Makes a Bully? Second Step: A Violence 3. Who Are Their Victims? Bullying and Sexual Harassment in Schools Prevention Curriculum 4. Intervention Efforts Steps to Respect: A 5. Sexual Harassment by Lisa Walls 6. Additional Resources Bullying Prevention Several years ago, Barry Loukaitis, a junior high student in Moses Program Lake, Washington, walked into his algebra classroom carrying a high- Talking About Touching: A powered rifle under a trenchcoat. He pointed the gun at a student sitting Personal Safety Curriculum near the door and pulled the trigger. The boy died instantly. During the next 15 minutes, he shot two more classmates and his teacher. Only NEW! Woven Word: Early one victim survived the attack. According to his teachers and fellow Literacy for Life students, Barry Loukaitis had been a victim of chronic bullying by classmates. Now available in Loukaitis's name was listed on the honor roll before he brought national the United Kingdom! attention to his small town. His classmates described him as a shy and In Articles: serious loner, someone with few friends who was a much-used target for harassment. According to students "his outsized feet, his gangly ● build, his studiousness, and his cowboy clothing" (Tizon, 1996) were Linking Literacy and Language with Social attributes that made him ripe for bullying. and Emotional Learning
Ronald Stephens, executive director of the National School Safety ● Center, said, "As we look at the profile of perpetrators, the majority Indicators of Child were victims first. When spurned, rejected, or bullied, some Sexual Abuse and adolescents resort to violence. They want to resolve their problems Guidelines for Mandated quickly and with a measure of finality that is oftentimes rather scary" Reporters (Timms, 1998). A rash of shootings at schools shows that an alarming number of students use violence as a panacea for the difficulties ● The Cost of Emotional riddling their lives. Loukaitis was no exception. Illiteracy
Many researchers agree that "decreasing social violence lies in the ● Kennedy Middle School: prevention Teaching Social Skills When Social Lives Matter Most Victims of prolonged of bullying behavior" (Fried and Fried, 1996). Across North America, violent bullying can find their crime has risen sharply over the past ● What School Is All About dreams suffocated as 40 years. Most of this violence is committed by young people (Craig day-to-day survival ● What's Happening with takes precedence over and Peplar, 1996). In just the past two Child Sexual Abuse academic years, there have been at least five Prevention? achievement. shootings at U.S. schools, killing 18 and wounding several more—an ● average of about one death every five weeks. The attackers' ages Why Teach Social and Emotional Skills? ranged from 11 to 17 (Timms, 1998). This trend is sobering and sadly believable; half the households in the United States now contain firearms (Miller, 1996), some within a child's reach. ● Academics and Social and Emotional Learning Even if a student isn't pushed to aim a gun at a classmate and pull the trigger, the consequences of bullying are potentially crippling. Victims of ● Bullying and Sexual prolonged bullying can find their dreams suffocated as day-to-day Harassment in Schools survival takes precedence over academic achievement. Maslow's
hierarchy of needs explains how a student's motivation can ● Battling Bullying: A become sabotaged if she's having to deal with constant Maslow Whole-School Approach harassment at school. A student whose sense of safety is destroyed won't feel like she belongs, will have a diminished ● sense of self, and will be thwarted in reaching any goals. A school that Partnering with Parents
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silently condones such behavior creates an environment that is toxic for to Prevent Child Sexual its students. Abuse
Children's behavior usually falls somewhere on the spectrum between Contact us bully and victim; the majority have acted in both capacities. A small percentage are regularly engaged in bullying, either as oppressor or victim. Some 78 percent of students reported being bullied "in the past month" in a survey Committee for Children gave to 338 children in third through eighth grade. A small percentage—5–6 percent—experienced Search: severe bullying. These statistics are within the bounds of similar surveys' findings, that 5–15 percent of children are suffering harsh and repeated abuse at school (Olweus, 1993). Advanced
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Bullying Prevention: An Overview of Bullying FS-SC07
What is Bullying?
A student is bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students. Bullying is characterized by three criteria:
1. It is aggressive behavior or intentional "harmdoing;" 2. It is carried out repeatedly and overtime; and 3. It occurs within an interpersonal relationship characterized by an imbalance of power.
Types of Bullying
Direct bullying is a relatively open attack on a victim. It can be physical or verbal in nature:
● Physical Attacks: hitting, kicking, pushing, choking ● Verbal Attacks or Harassment: name calling, threatening, taunting, malicious teasing, rumor spreading, slandering
Indirect bullying is more subtle and may be more difficult to detect:
● Social isolation, intentional exclusion, making faces, obscene gestures, manipulating friendship relationships
Risk Factors for Bullying Peers
There are individual, familial, peer, and school factors that can place a youth at risk for participating in bullying behavior. Generally, boys are much more likely to engage in bullying behavior than girls. Girls who bully are less likely to be physically abusive than boys are. Although most bullying occurs between students in the same grade, older students sometimes bully younger students.
Individual Risk Factors:
● impulsive, hot-headed, dominant personality lacking empathy ● difficulty conforming to rules and low frustration tolerance ● positive attitudes toward violence ● physically aggressive ● gradually decreasing interest in school (achievement)
Family Risk Factors:
● lack of parental warmth and involvement ● overly-permissive or excessively harsh discipline/physical punishment by parents ● lack of parental supervision
Peer Risk Factors:
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● friends/peers with positive attitudes toward violence ● exposure to models of bullying
School Risk Factors:
● lack of supervision during breaks (e.g., lunchrooms, playgrounds, hallways, locker rooms, and bathrooms) ● unsupervised interactions between different grade levels during breaks ● indifferent or accepting teacher attitudes toward bullying ● indifferent or accepting student attitudes toward bullying ● inconsistent enforcement of the rules
Risk Factors for Being Bullied by Peers
There are individual, familial, peer, and school factors that can place a youth at risk for being bullied. Both boys and girls are most likely to be victimized by boys. Younger and weaker students are most likely to be bullied.
Individual Risk Factors:
● cautious, sensitive, insecure personality ● difficulty asserting themselves among peers ● physical weakness (particularly in boys)
Family Risk Factors:
● over-protection by parents (possibly)
Peer Risk Factors:
● lack of close friends
School Risk Factors:
● presence of aggressive students in same or slightly higher grade ● lack of supervision during breaks ● indifferent or accepting teacher attitudes toward bullying ● indifferent or accepting student attitudes toward bullying ● uneven, inconsistent enforcement of the rules
Where Bullying Occurs
Bullying takes place in the classroom, on the playground, in hallways, in gyms, in locker rooms, and in bathrooms. Bullying is two to three times more likely to occur at school as on the way to and from school.
Why Should we Attempt to Prevent/Reduce Bullying?
Short-term effects on the victims:
● Painful and humiliating experiences can cause young victims to be unhappy, distressed, and confused. ● Victims lose self-esteem and become anxious and insecure. ● Physical injury or threats of physical injury may affect concentration and learning and result in a refusal to attend school. ● Victims may feel stupid, ashamed, and unattractive, and may start to view themselves as failures. ● Victims may develop psychosomatic symptoms such as stomach and headaches. ● Constant devaluation of themselves may lead to depression and suicide.
Long-term effects on the victims:
● Former victims tend to be more depressed and have poorer self-esteem than http://www.colorado.edu/cspv/publications/factsheets/safeschools/FS-SC07.html (2 of 3) [12/3/2005 12:06:52 AM] Safe Schools Fact Sheets: Bullying - An Overview of Bullying
their nonvictimized peers.
Long-term effects on bullies:
● Students (particularly boys) who bully are more likely to engage in other antisocial/delinquent behavior (e.g., vandalism, shoplifting, truancy, and drug use) into adulthood. ● Bullies are four times as likely as non-bullies to be convicted of crimes by age 24. ● Physical bullying is a moderate risk factor for serious violence at ages 15-25.
Effects on school social climate:
● Students tend to feel less safe and are less satisfied with school life in schools where bully/victim problems occur. ● In schools where bully/victim problems are ignored, students may start to regard bullying behavior as acceptable. This may result in more bullying behavior as well as other, possibly more severe, problems.
Four Basic Principles for Prevention/Intervention in Bully/Victim Problems
● Awareness and warm, positive involvement of adults (e.g., teachers, principals, school counselors, parents); ● Set and stick to firm limits as to what behavior is unacceptable (i.e., Bullying is not accepted in our school); ● Consistently apply non-hostile, nonphysical negative consequences for rule violation and unacceptable behavior; and ● Encourage adults to act as authorities and positive role models in students’ academic learning and social relationships in school.
References
Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Cambridge, MA: Blackwell Publishers, Inc.
Olweus, D., Limber, S., & Mihalic, S. (1999). Blueprints for Violence Prevention, Book Nine: Bullying Prevention Program. Boulder, CO: Center for the Study and Prevention of Violence.
U.S. Department of Health and Human Services. (2001). Youth Violence: A Report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Injury Prevention and Control; Substance Abuse and Mental Health Services Administration, Center for Mental Health Services; and National Institutes of Health, National Institute of Mental Health.
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Health & Safety Bullying Learning
Parenting
Bullying can take many forms, and happen in many different places. We see it in the workplace, in the home, and the sports field, but most commonly, at school, where children learn as much about how to behave towards others as they do about the 3 R's. Unfortunately, some children learn only too well how to dominate others by foul means, and sadly begin to enjoy doing so, setting a pattern for how they will behave as adults. Meanwhile other children, more easily dominated, suffer miserably, often in silence, and develop a victim mentality that they may be unable to shake off.
Research is being conducted worldwide. He we offer you information to some of the current thinking and provide concrete ways to help if this is happening to someone in your own family. Internet Resources http://www.nassaulibrary.org/parent/bully.html (1 of 4) [12/3/2005 12:07:08 AM] ParentsPage Bullying
Below are some of the best web sites available on Bullying. If you are looking for more websites on the topic, try using these terms when you do your search: bullying, bullies, bully, "bullies and schools."
Bullying.org www.bullying.org Bullying.org is dedicated to increasing the awareness of, and the problems associated with, bullying and to preventing, resolving and eliminating bullying in society.
Bullyfreeworld www.bullyfreeworld.com/ They provide information about bullying behavior, give examples of strategies that can be used to free people and institutions from its harmful effects and provide training courses for people who wish to promote anti- bullying policies and strategies in schools and institutions.
Bullying At School Information www.scre.ac.uk/bully/ The Scottish Council for Research in Education provides information about bullying.
Education-world.com/a_admin/admin018.shtml http://www.education-world.com/a_admin/admin018.shtml This article helps parents understand bullying from a school administrator's perspective.
Rachel's Challenge http://www.rachelschallenge.com A program available to schools by the family of Rachel Scott, a victim of the Columbine school shootings. Library Resources
Library books may be located in either the Children's,Adult or a special Parenting collection classified under the Dewey numbers 303.6, 371.58 or 649.1. Magazine and newspaper articles can be found in your local library's database collection. Ask your librarian for help in locating the materials you need or visit your library online at www.nassaulibrary.org/list/nasslist.html
Books
Bullies & Victims: helping your child survive the schoolyard http://www.nassaulibrary.org/parent/bully.html (2 of 4) [12/3/2005 12:07:08 AM] ParentsPage Bullying
battlefield by SuEllen & Paula Fried.
This book explores the context of teasing and the power of relationships between children, as well as the roles of adults, schools, the media and society at large.
Bullies are a Pain in the Brain by Trevor Romain. Every child needs to know how to coope with bullies, and this book blends humor with serious, pratical suggestions that will help kids understand, avoid and stand up to bullies while preserving their own self- esteem.
The Bully, the bullied, and the bystander: from pre-school to high schoool: breaking the cycle of violence by Barbara Coloroso. The author explains not only the ways that the bully, the bullied and the bystander are "three characters in a tragic play" but also how "the scripts can be rewritten, new roles created, the plot changed." She breaks down the behavior that defines each role, analyzes the specific ways that each character can have their behaviors changed for the better, and suggests a range of methods that parents and educators can use to identify bullying behavior and deal with it effectively.
Mom, They're Teasing Me: helping your child solve social problems by Michael Thompson and Lawrence Cohen. The authors, use their experiences as parents and child psychologists to unravel the complex dynamics of social interactions among children. They note that parents and teachers approach conflicts between children from their own biased perspectives and bringing childhood memories to their evaluations. This book is aimed at helping parents put things in perspective, learn about what children often don't reveal, and find the balance between agonizing over every slight and overlooking significant problems.
Talking about Bullying by Jillian Powell. This easy to understand book for young children depicts children coping with their feelings and taking positive action. A note to adults provides suggestions for talking with children about bullying.
Your Child: bully or victim?: understanding and ending schoolyard tyranny by PeterSheras. Specific tools to use against bullying are highlighted in the text, including coping mechanisms for hostile encounters at school and on the bus, strategies for confronting the parents of bullies, and legal, therapeutic, and community remedies.
Nassau Library System | Kidspage
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http://www.nassaulibrary.org/parent/bully.html (4 of 4) [12/3/2005 12:07:08 AM] School Bullies from educational Horizons Summer 1998 School Bullies ©1999 Gary K. Clabaugh RETURN edited 1/14/05 See also, Columbine: bullying & massacre, According to classmates, both Mitchell Johnson, thirteen, and Andrew or Hurt and Harm Golden, eleven, were school bullies. And their bullying reached a climax on Monday, March 30, 1998 when police say the two boys ambushed students and teachers outside Westside Middle School in Jonesboro, Arkansas. Armed with three stolen rifles and four handguns, police officials explain that the two youth flushed kids and teachers out of the school by means of a false fire alarm then opened up on them. When they stopped shooting, four students and a teacher lay dead and 11 others were wounded, one critically.
One classmate, Michael Barnes, 12, is quoted as saying that when the shooting started he immediately thought of the pair. "They're rough," Barnes recounted, "and they always said they would, but nobody believed them." Barnes was referring to signs of the impending ambuscade. Long before the event Johnson reportedly told a fellow student that he wanted to hurt people. He also allegedly pulled a knife on a classmate. And officials say that just before the ambush, Johnson told an acquaintance, "I got a lot of killing to do and I'll see you tomorrow." When a girl asked if she was one of those scheduled for killing, Johnson reportedly replied, "You'll have to wait to find out."
Were Jonesboro school officials adequately alert to this bullying? Had they been more vigorous in rooting it out could the disaster have been averted? We will never know. But we do know is that entirely too much bullying goes on in US schools. The National Center for Education Statistics National Household Education Survey, 1993, reported that a majority of students in the 6th to 12th grades, 56%, said that bullying had occurred in their school during the last year.
Despite its prevalence, bullying is easily overlooked. It usually is covert and both victims and witnesses often are coerced into silence. So busy educators often either fantasize that bullying doesn't exist in their school, or at least cynically pretend that it doesn't. Consequently, in classroom after classroom, kids sit with knots of fear in their stomach because bullies are making their school lives miserable. Even kids not directly assaulted or threatened are victimized by such bullying because they know they might be next.
It should be self-evident that students who have reason to fear for their safety experience a very different learning environment than kids who feel protected. And because of bullying the very weakest school kids can lead a hellish existence that scars them for life. Consider John Famalaro,the man convicted of abducting Denise Huber off a California freeway in 1991. A jury found that he sodomized and murdered her then froze her body for three years. But his older sister testified in court that Famalaro was bullied so
http://www.newfoundations.com/Clabaugh/CuttingEdge/Bullies.html (1 of 3) [12/3/2005 12:08:13 AM] School Bullies much in grade school that she rode the bus to protect him from other children. "He was a weakling," Marion Thobe, the convicted murderer's sister, told the court. And she added that he dreaded school so much that he would break into nervous fits on Monday mornings. Did relentless bullying contribute to Famalaro's cruelty? We can't be certain; but it sure didn't make him any kinder. Besides, no child should be forced to endure such torture.
Educators who don't stop that sort of thing are failing in their most fundamental obligation, to protect those in their charge. And bullying not only ruins individual lives and retards learning, it also sows the seeds of general school disorder and rebellion. Just as it is foolish to maintain allegiance to a government that fails to protect its citizens, so it is senseless for students to cooperate with educators who permit their victimization by bullies. Most kids know that and act accordingly.
Lamentably there is a melancholy similarity between schools where bullies operate with impunity and out-of-control prisons. Savage victimization goes on in jails when warden and guards look the other way; and victimization also takes over in schools when educators fail to exercise due diligence. And when inmates are victimized at least there is the modest consolation that most of them did nasty things to get themselves into this predicament. In the case of school children, however, innocents are sentenced to daily misery just because they have the misfortune of living in a neighborhood served by a bully dominated school.
This prison analogy might seem a bit much; but actually, at least when it comes to bullying, some schools are more like concentration camps than out-of-control prisons. In the November 1988 Readers Digest, for instance, former Secretary of Education William Bennett praises a principal who took over a troubled inner-city Washington, D. C. school. The first day of school this "educational leader" assembled the student body and, in Bennett's words, "... with practiced eye chose 20 potential troublemakers to help enforce her tough new standard of discipline." Can you imagine? The school is out of control and the principal's solution is to put the bullies in charge! How is that like a concentration camp? Hitler's SS used bully boy inmates, called Kapos, to maintain order there. Frankly,even a former Secretary of Education should be able to see how extraordinarily cruel and stupid such a policy is. Perhaps Bennett was too busy working on his The Book of Virtues: A Treasury of Great Moral Stories to think the right and wrong of this one through.
Is putting the bullies in charge the very bottom of the wicked school practices septic tank? Unhappily, no. The most unscrupulous practice of all is when school authorities first abandon kids to bullying; then, if they happen to muster enough courage to defend themselves, suspend them for "fighting." This diablolical system spares administrators the burden of finding out why a "fight" took place. And it even pays public obeisance to popular simple-minded mewing against school "violence." But it puts the victims of bullying in an impossible position. The school is a jungle; but protect yourself rather than meekly submit to domination or a beating and both you and the bully are suspended. Imagine a criminal justice system first failing to maintain law and order, then punishing self-defense. This is the worst possible combination -- a witches stew of immorality seasoned with stupidity. Yet this is exactly what school officials are doing when they administer blanket suspensions for "fighting". And to make matters worse, bullies often celebrate the suspension. It's just time off from school for them. But missing school
http://www.newfoundations.com/Clabaugh/CuttingEdge/Bullies.html (2 of 3) [12/3/2005 12:08:13 AM] School Bullies usually is very real punishment for their victims. So, in the end, decent kids with guts end up being punished more severely than the indecent gutless bullies who make their school lives miserable.
Kids in bully dominated schools sometimes feel forced to use deperate measures. I know of a situation in a Philadelphia public school where a frail and studious Vietnamese-American lad was subjected to relentless bullying by a gang of African-American toughs. Many teachers knew about the bullying, but did nothing. After all, it wasn't happening in their class. Administrators must have known too, though they might have been too busy filling out central office paperwork to notice what was going on under their noses. Anyway, the youngster finally couldn't take the bullying any longer and brought a knife to school. Then when a young thug started to give him the usual treatment, he stabbed him. The bully was only superficially damaged, but his victim ended up in very serious trouble with the law. Was the Vietnamese-American kid the only person responsible for the stabbing? You decide.
Sure, bullying sometimes is tough to spot; and even the most diligent educators aren't able to stop it completely. But that is all the more reason for them to develop policies and procedures that aid early detection and insure swift and certain punishment. That at least discourages bullying while it simultaneously encourages victims and witnesses to break the silence that fosters it. Were Jonesboro school officials sufficiently vigilant regarding school bullies? Could they have prevented the tragedy had they taken greater care? Maybe yes, maybe no; but the tragedy certainly should remind us that school bullying must never be ignored or winked at. Children whom we require to go to school must not be turned over to bullies once they get there.
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Main Menu Main > Parenting Tips > Bullies Video Health Library Ask the Pediatrician Bullies Index of Topics Pediatric Problems Almost 10% of school age children are the victims of a bully. Bullying is most Parenting Tips common by the second grade and then supposedly declines by the high school Symptom Guide years. Bullying can be either physical or verbal, and can range from mild Treatment Guides teasing to pushing and hitting. Nutrition Immunizations Victims of bullies are usually stereotyped as being loners, passive, quiet, sensitive, anxious, with low Being the victim of a bully Medicine Cabinet can lead to your child self esteem and they are often smaller and/or avoiding school, and Safety weaker than other children of the same age and developing fear and anxiety First Aid may come from an overprotective home. More about going to school. Web Links importantly, they usually react to bullying by crying, acting out or withdrawing. Some victims may actually bring on the bullying attack by teasing or provoking a bully. Being the victim of a bully Online Resources can lead to your child avoiding school, and developing fear and anxiety about What's New going to school. It can also cause your child to feel insecure and have feelings Reviews of low self worth and poor self-esteem and can ultimately lead to depression Growth Charts and/or violence, either against himself or against the bully. Online Forums Because victims of bullies often do not seek help or Vaccine Schedule confide in anyone about the bullying, either because of Baby Names Guide shame or embarrassment or fear that it will be worse if BMI Calculator the bully finds out, it is important to look for signs in Lead Screening your children. School avoidance behaviors, especially Product Recalls chronic nonspecific complaints, such as headaches or stomachaches, or they may have trouble sleeping. Also, Height Calculator if your child seems afraid or anxious about going to school, has a change in his personality or his behavior, Newsletters: or a change in his grades, you should consider that he Subscribe to get free news, may be a victim of a bully at school, especially if he fits tips and updates. the stereotypes described above. more books Recommend Us If you suspect that your child may be a victim of a tell a friend about us or bully, you can ask him if he is being teased at school, or ask more open-ended email this page to a friend questions, such as 'What do you like to do at recess?' or 'at lunchtime?'
Children are most often bullied at school, usually on the playground or at lunchtime when children are more likely to have minimal supervision, or it may occur in the hallways between classes or on the school bus. In any situation, the better supervised children are, the less likely that bullying will occur.
http://www.keepkidshealthy.com/parenting_tips/bullies.html (1 of 3) [12/3/2005 12:08:52 AM] Bullies - Parenting Tips for dealing with a bully
Children who are bullies may have problems with low self-esteem, but newer theories argue that bullies are driven more by a desire to have power over others and to be 'in control' than because they have poor self-esteem and that they have little empathy for their victims. They may also be aggressive, bossy, bullies controlling, have a low level of self control, and have difficulty making friends. Bullies are also more likely to develop criminal behaviors as adults.
While this may help you understand why a bully acts the way he does, this doesn't necessarily help avoid teaching your child to fight back, since he may get your child deal with the problem. Things that you hurt and it may also get him should avoid include teaching your child to fight in trouble at school... back, since he may get hurt and it may also get him in trouble at school, but that doesn't mean that you can't teach your child to be assertive and to show self-confidence.
Parents often turn to enrolling their children in a martial arts class, and while this can be helpful to build his self-esteem and help him be more assertive, the aim of the classes should not be so that he can fight back.
It may also help to talk with school officials about the problem (so that they can better supervise your child, observe the bully and intervene when necessary) and teach your child to not respond too strongly to the bully (either by crying or giving in to demands), because the bully is more likely to continue bullying your child if he knows that he will get a response.
It may also help to schedule a meeting between the parents of the children involved and school officials.
You can teach your child to walk away (but while staying calm and not running), tell the bully to stop and leave him alone, or to use humor and come up with a good comeback when a bully teases him. It can also help if your child has high self-esteem and if he has some strong friendships, so that he is less of a target. Teaching your child to make eye contact with others (especially the bully) and to talk with a strong voice may also help. Role playing situations where he is bullied may be helpful in teaching how to respond.
It is also important for the bully to understand that bullying is not acceptable and will not be tolerated. If the bullying behavior or other aggressive behaviors persist, then he may need to see a child psychologist for further help.
Also keep in mind that while bullying most often involves boys (both as the bully and victim), girls can also be the victim of bullying and they may bully other children (usually with gossip or isolating someone socially, instead of physical bullying).
It may also help to educate all children about bullying and its consequences. Even if your child is not a victim of a bully, you can teach him to inform an adult if he sees a child being bullied.
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http://www.keepkidshealthy.com/parenting_tips/bullies.html (3 of 3) [12/3/2005 12:08:52 AM] Welcome To No Bullies - Colorado's Anti-Bullying Project
http://www.no-bully.com/middle_school.html [12/3/2005 12:09:10 AM] Bullying Widespread in Middle School, Say Three Studies
VOLUME 30 , NUMBER 9 October 1999
Bullying widespread in middle school,
say three studies
As many as 80 percent of middle school students engage in bullying behaviors, say researchers, who also point to an increase in such incidents when children move from elementary to middle schools. Three different studies on bullying were presented at APA's 1999 Annual Convention, Aug. 20-24 in Boston.
One study, led by Dorothy Espelage, PhD, Christine S. Asidao, and Shontelle Vion, of the University of Illinois at Urbaba-Champaign found that:
● Many students tease their peers to go along with the crowd, but feel uncomfortable with their own behavior.
● Students who are physically different (i.e., in race, body size, clothing) are more likely to be victimized, as are those who "are not good at things that everybody else is."
● Those who report bullying other often state that they are bullied themselves. Another study examined the accuracy of teacher, peer and self-ratings of bullies and victims. Diana L. Paulk, Susan M. Swearer, PhD, Sam Song and pauleete Tam Cary of the University of Nebraska-Lincoln questioned 83 sixth-graders and six sixth- grade teachers about bully and victim behavior. They reported:
● About 75 percent of students had been bullied, victimized or both bullied and victimized during th e1998-99 school year.
● Students, more than teachers, overidentified other students as bully-victims rather than just bullies or just victims.
In a third study, A.D. Pelligrini, PhD, of the University of Minnesota and Maria Bartini of the University of Georgia used a longitudinal approach. They assessed bullying attitudes of 154 fifth-grade students, following up with them a year later when they had entered middle school. Measurements included self-ratings on bullying behavior and victimization; ratings on their own and each other's popularity, friendships and feeling of isolation; teachers' ratings of the students' behavior; and student diaries.
"Our findings do support that early adolescence witnesses an increase in aggression while youngsters look for new friendsips," said the researchers. "As soon as peer groups are formed, many of the aggressive behaviors subside."
- S. Kass
http://www.apa.org/monitor/oct99/cf3.html (1 of 2) [12/3/2005 12:12:05 AM] Bullying Widespread in Middle School, Say Three Studies
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Letters to Editors Parents’ Primer on School Bullying
It's a Fact If the school says “We don’t have that problem here,” don’t believe it
Archive BY RICHARD B. GOLDBLOOM, M.D.
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Crossword In march 2000 an honour-roll student named Hamed Nastoh jumped off the Pattullo Bridge in New Westminster, B.C. Hamed, 14, left a seven-page note that said he was killing himself because Wallpaper his classmates tormented him with names like gay or faggot. He had never told his mother he was Laugh With Us being bullied. More Fun & Games A few months later, on November 10, another 14-year-old, Dawn-Marie Wesley of Mission, B.C., Health hanged herself with a dog leash in her bedroom. She too left a note for her family. It read: “If I try
Food to get help, it will get worse. They are always looking for a new person to beat up, and they are the toughest girls. Home & Garden
Money If I ratted, there would be no stopping them. I love you all so much!”
Contact Us/FAQ Most Canadians remember the tragic 1997 murder of Reena Virk, a high-school student whose Sweepstakes battered body was recovered from the Gorge Waterway, near Victoria. Her head and internal Privacy Policy organs had been severely damaged by a beating that rendered her senseless before she was deliberately drowned. One girl and a boy were convicted of second-degree murder, and six girls Tell a Friend were found guilty of aggravated assault. Her death is an example of bullying taken to its ultimate Printer Version expression. But even in its mildest everyday forms, bullying is about one thing: the strong taking En Français unfair advantage of the weak.
Advertising Bullying has been defined as “the tendency for some children to frequently oppress, harass or RD International intimidate other children, verbally, physically or both, in and out of school.” Careers It is not the minor behaviour problems that are a part of growing up, such as horseplay, occasional good-natured teasing or even the odd physical scrap between children of equal strength. http://www.readersdigest.ca/mag/2001/10/bullying.html (1 of 5) [12/3/2005 12:12:55 AM] Parents’ Primer on School Bullying The most common form is name-calling. Children call others names for many reasons: because the other child is short or fat, is of a different skin colour, or has a lisp, a stutter or a physical disability. Maybe he is a slow learner or wears clothes that differ from the run of the mill. Victims are often smaller or Books, Music, Video weaker than average, or shy and insecure. Free Catalogue Select Editions Boys bully more than girls, and the tormenting is more often physical. Debra J. Pepler of the LaMarsh Centre for Research on Violence and Conflict Our Canada Resolution at York University has reported that 23 percent of boys surveyed said they had engaged in bullying, compared to only eight percent of girls.
Among victims, however, both genders were equally affected. With girls, bullying often takes more subtle forms, such as whispering campaigns, spreading rumours and shunning—acts designed to destroy friendships. This can be every bit as painful as physical aggression. Many parents are unaware that it is happening because they never discuss it with their kids and because bullying is often a kind of underground activity that many children won’t report.
Most bullying takes place in and around school and is often reinforced by an audience. In one study, 120 hours of video surveillance in Toronto schools showed that in over 20 percent of bullying, peers actively reinforced bullying by physically or verbally joining in the aggression. In 54 percent of cases, they reinforced the bully by watching but not joining in. In only 25 percent of cases did peers support the victim.
How common is bullying? Toronto’s Board of Education has documented that in grades 4 to 8, one child in five was victimized periodically, while one in 12 was bullied weekly or daily.
Patrick mcniven* is a happy-go-lucky seven-year-old, now in Grade 2 at a small elementary school near Halifax. His parents, Tracy and Kevin, say Patrick loves everybody and talks to everyone. But shortly after starting school last year, Tracy remembers, “Patrick started crying one night and said he didn’t want to go to school anymore.
“At first he would not tell me what the problem was. But with some coaxing, he finally revealed that an older boy from Grade 2 (‘Jimmy’) was spitting on him every morning in the bus.” When Tracy told Kevin, his first response was, “Just tell Patrick to hit that kid!”
But the following day, Tracy decided to speak to the bus driver about it. He wasn’t much help. “I can’t see everything that goes on, you know!”
The next day, the boy spat in Patrick’s face again. Tracy approached the bus driver a second time. Finally, he agreed to seat Jimmy up front, next to him. That lasted exactly one day, after which Jimmy was back to spitting on Patrick again.
In desperation, Tracy decided to speak to Jimmy’s parents. The boy’s father met her on his front doorstep. He listened for a minute, then said Patrick must have done something to deserve it. He then became belligerent. “He said it was my problem, not his—so I just walked away, thinking Jimmy’s father must have been a bully as a child, because he’s still a bully as an adult.”
Frustrated, Tracy told Patrick that if Jimmy spit on him again, he should spit right back. He did, the next morning, and Jimmy hasn’t spit on him since. Tracy admits, “I know it was probably the wrong thing to do—but I’m almost sorry I didn’t tell him to spit back from the beginning.”
What turns some children into bullies? Researchers, led by Kris Bosworth of the University of Arizona, collected information from 558 students in grades 6 to 8, then divided the students into three groups: 228 who rarely or never bullied anyone; 243 who reported a moderate level of bullying; and 87 who reported excessive amounts of bullying. Those who reported the most bullying behaviour had received more forceful, physical discipline from their parents, had viewed more TV violence and showed more misconduct at home. Thirty-two percent lived with a stepparent, and 36 percent lived in a single- http://www.readersdigest.ca/mag/2001/10/bullying.html (2 of 5) [12/3/2005 12:12:55 AM] Parents’ Primer on School Bullying parent household. Bullies generally had fewer adult role models, more exposure to gang activity and easier access to guns. This partly explains why bullies need help as much as victims: Many learn their behaviour by example.
Bullies often want people to look up to them, and they try to achieve this by acting tough. Their behaviour is usually initiated to create status for themselves. They are often unhappy in school, immature and unpopular, but other kids may associate with them out of fear rather than friendship. In some, bullying is part of an overall pattern of antisocial behaviour and rule breaking.
Many boys who have been bullies continue their style of behaviour in later life. As adults, they are at increased risk for criminality, marital violence, child abuse and sexual harassment. Beginning in 1961, Drs. Donald West and David Farrington of Cambridge University studied over 400 South London boys from ages eight to 32. They found convicted delinquents had previously tended to be troublesome and dishonest in their primary schools, only to become aggressive and frequent liars at age 12 to 14, and bullies at age 14.
Dr. Dan Olweus of the University of Bergen, Norway, an international authority on bullying, has found that 60 percent of boys identified as bullies in grades 6 to 9 had at least one court conviction by age 24. Over time, compared to the general population, they had four times more relatively serious, recidivist criminality than nonbullies.
How can you tell if your child is being bullied? Most schoolchildren won’t tell you, often because they are afraid of reprisals. But certain symptoms should make you suspicious. These include unexplained reluctance to go to school; fearfulness or unusual anxiety; sleep disturbances and nightmares; vague physical complaints (headaches, stomachaches), especially on school days; or belongings that come home ripped or are missing altogether.
If you suspect your child may be a victim, it’s best not to ask the question outright. Dr. Sarah Shea, director of the Child Development Clinic at the IWK Health Centre in Halifax, suggests: “Ask your child indirectly how he or she is spending lunch hour; or what it’s like walking to school, walking home or taking the school bus. Ask if there are any children at school who are bullies, without personalizing it. And when you meet with teachers, ask how they deal with conflict when it occurs. If you are certain your child is being bullied, let the school know that you take it seriously, and ask what can be done to help.”
Some parents find it embarrassing to learn that their child is being bullied. But a few simple rules make it a lot easier to deal with: • Be a good listener. Stay calm, and give your child plenty of time to tell you how he or she feels. Make it clear it’s not your child’s fault. Above all, don’t suggest your child simply fight back. That may increase your child’s chances of further victimization. Some children are nonaggressive by nature, and you can’t change that. • Don’t overreact. Ask yourself, is this serious enough to discuss with the teacher? With the principal? With the police? • Help your child avoid the situations that expose him or her to bullying. If it occurs on the way to or from school, find a safe route and arrange for an older child companion. Also, point out places the child can go for help. Finally, let the school authorities know if there is a problem, and keep a written record of incidents and who was involved.
What can a community do about bullying? Hetty van Gurp has more than 30 years experience as a teacher and school principal in Halifax. Van Gurp’s son, Ben, would be 25 years old today had his life not ended abruptly in an episode that changed her life. In 1991 Ben was an athletic Grade 9 student. He also had an uncommon condition called neurofibromatosis, which can weaken blood-vessel walls.
Another boy at school had been picking on Ben for about a year. One day in the gym, he pushed Ben to the ground. Ben collapsed and was rushed to the hospital, where emergency surgery showed that the main artery that runs along the spine had been weakened by the neurofibromatsis and the force of the fall had caused it to rupture. Despite heroic efforts, he died. Ben’s death turned van Gurp to thinking about aggression in schools. With the help of colleagues, she wrote a proposal to establish an organization she called the League of Peaceful Schools. http://www.readersdigest.ca/mag/2001/10/bullying.html (3 of 5) [12/3/2005 12:12:55 AM] Parents’ Primer on School Bullying
Among criteria for membership were a discipline policy developed with input from students, staff Bully Tactics and parents; programs that promoted positive social behaviour; and a peer-mediation and crisis- intervention plan. “It is essential,” van Gurp says, “for children to understand the difference between tattling (getting someone into trouble) and reporting (being helpful). It’s also essential that Cindi Seddon, cofounder of Coquitlam's Bully the school respond to all incidents so that children and parents realize that the school really will do B'ware program, and a teacher as well as a school something—not just sit back and make judgements.” principal, recommends the following when your child encounters a bully: So far, 170 schools in Nova Scotia and Prince Edward Island have become members, and more are joining every year. KIDS ● Stand straight and tall if faced with a bully; In October 1999 the Halifax Regional Police launched Canada’s first Anti-Bullying Hotline, the look him straight in the eye. brainchild of Const. Ian Burke, one of the force’s community-relations/crime-prevention co- ● Be polite but firm. Tell the bully "Stop it, I ordinators. Burke saw that seemingly minor incidents of school-yard bullying were contributing don't like it. Leave me alone." significantly to youth violence in the community. He set up the hot line so that students, parents or ● If at all possible, don't cry or show you are teachers could speak to a police officer quickly, directly and—if they wished—anonymously. upset. Walk away if you can't hide your feelings. Participating officers carry cell phones and students are provided with fridge magnets and ● Report events to an adult you trust. Expect bookmarks with the contact number. Phone calls are handled personally—never by an answering action to be taken. machine. PARENTS Burke and Const. Peter Myatt have now trained some 40 Halifax officers and volunteers in ● Contact your child's school, anonymously, mediation for intervening in a bullying situation. Since its establishment, the Anti-Bullying Hotline and ask if there is a bullying policy. has received close to 1,400 calls, and over the first year, some 350 individual mediation or ● Then, if assured your child won't be conferencing sessions were held. exposed to greater risk, inform them of the events that transpired, including a date, time and place. In considering a school for your child, you should ask the principal if it has an antibullying policy ● Follow up with school authoritie. Ask what and, if it does, how well it works. If you are told “We don’t have that problem here,” don’t believe action has been taken and how your child it. The problem exists in all schools. will be kept safe if his identity has been exposed. School bullying is everyone’s business. It is unrealistic to expect it can be totally eliminated: We can’t eradicate the conditions that turn some children into bullies and others into targets.
But if everyone concerned—teachers, school authorities, police, parents and children—is truly committed to zero tolerance, then there is solid evidence that the amount and the severity of bullying can be reduced dramatically.
How to deal with a bullying problem
Click here to read selected questions submitted by our readers along with answers from Cindi Seddon, cofounder of Coquitlam's Bully B'ware program, and Halifax Regional Police officer Ian Burke, who conceived of and runs an Anti-bullying Hotline.
For more information on Bullying, visit www.talk-helps.com http://www.readersdigest.ca/mag/2001/10/bullying.html (4 of 5) [12/3/2005 12:12:55 AM] Parents’ Primer on School Bullying
* The family’s names have been changed to protect privacy.
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http://www.readersdigest.ca/mag/2001/10/bullying.html (5 of 5) [12/3/2005 12:12:55 AM] Elmer the Safety Elephant's School Bullying Program
Traffic Safety Child Safety Home Safety Seniors' Safety Occupational Safety and Health Sports and Active Living Home > Information > Child Safety > Elmer the Safety Elephant Related Information
Elmer the Safety Elephant's School Bullying Program "BULLIES NEVER WIN"
Rule #1
The purpose of this program is to help address bullying in schools, playgrounds and in your community. Bullying is a problem that has been around for a long time. Many children have dealt with bullies at one time or another in their lives.
Children need to learn how to protect themselves against the school yard bully without having to resort to unacceptable behaviour themselves.
To reduce or to eliminate peer abuse, we must address the underlying causes that provide the societal foundation that support antisocial behaviour. We must understand how we as adults can help stop the cycle of bullying in our schools and in the community.
THE FOLLOWING ELMER'S SEVEN RULES SUGGEST PRACTICAL METHODS THAT A STUDENT CAN USE IF CONFRONTED BY A BULLY.
Elmer's Seven Rules
1. Be confident. Bullies don't like people who are not afraid. 2. Walk away, get help! 3. If you are being bullied tell a friend, teacher or parent. 4. Be a friend, violence is never a good response. 5. Always stay in places known to be safe. 6. If you see someone being bullied, tell someone. 7. Always treat others the way you want to be treated.
This program is to be used by police and school authorities only.
For more information, please contact Carole Deavey at the Canada Safety Council, 1020 Thomas Spratt Place, Ottawa, ON, K1G 5L5, telephone: (613) 739-1535, ext. 231, fax: (613) 739-1566 or e-mail: [email protected]
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http://www.safety-council.org/info/child/elmer/bully.html (2 of 2) [12/3/2005 12:13:13 AM] School Bullying is Nothing New, But Psychologists Identify New Ways to Prevent It
School Bullying is Nothing New, But Psychologists PSYCHOLOGY MATTERS Identify New Ways to Prevent It Psychology Matters Homepage Systematic international research has shown school bullying to be a frequent Glossary of and serious public health problem. But psychologists are using this research Psychological Terms Glossary of Psychological to develop bullying prevention programs that are being implemented in Terms schools around the world. RESEARCH TOPICS Consumer/Money Issues Findings Decision Making Driving Safety Bullying at school is an age-old problem and until recently, many took the "children will be children" attitude toward the problem. However, recent school violence cases - Education including the Columbine school shooting tragedy - highlight the serious and Environmentally Friendly sometime deadly consequences of bullying behavior. In response, educators and Behaviors politicians are turning to psychologists such as Dan Olweus, PhD, of Norway, recognized as a pioneer and "founding father" of research on bullying and Gender Issues victimization. Health Improving Human Olweus defines school bullying in a general way as "repeated negative, ill- Performance intentioned behavior by one or more students directed against a student who has difficulty defending himself or herself. Most bullying occurs without any apparent Law/Justice provocation on the part of the student who is exposed." Lifespan Issues Memory In his 1993 book, Bullying at school: What we know and what we can do, Dr. Olweus identifies characteristics of students who are most likely to be bullies and those that Parenting are most likely to be victims of bullying. Bullies tend to exhibit the following Product Design characteristics: Psychological Well-Being ● Safety They have a strong need to dominate and subdue other students and to get their own way Sexuality ● Are impulsive and are easily angered Sports/Exercise ● Are often defiant and aggressive toward adults, including parents and teachers Trauma, Grief & Resilience ● Show little empathy toward students who are victimized Testing and Assessment ● If they are boys, they are physically stronger than boys in general Violence/Violence Prevention The typical passive or submissive victims, according to Olweus' research, generally Workplace/Industry have some of the following characteristics:
● Are cautious, sensitive, quiet, withdrawn and shy ● Are often anxious, insecure, unhappy and have low self-esteem ● Are depressed and engage in suicidal ideation much more often than their peers ● Often do not have a single good friend and relate better to adults than to peers ● If they are boys, they may be physically weaker than their peers
These characteristics are likely to be both a partial cause and a consequence of the bullying. There is also another, much smaller group of victims, called provocative victims or bully-victims, with partly different characteristics, including frequent reading and writing problems and ADHD characteristics. The behavior of the bully- victims tends to elicit negative reactions from many students in the classroom, and the teacher often dislikes them also.
Bullies and victims naturally occupy key positions in the configuration of bully/victim problems in a classroom, but other students also play important roles. The "Bullying
http://www.psychologymatters.org/bullying.html (1 of 4) [12/3/2005 12:13:21 AM] School Bullying is Nothing New, But Psychologists Identify New Ways to Prevent It
Circle" shows the various ways in which most students in a classroom with bully/victim problems are involved in or affected by them. Certain group mechanisms such as social contagion and diffusion of responsibility have also been identified as facilitating factors when several students take part in the bullying.
Psychological research has debunked several myths associated with bullying, including one that states bullies are usually the most unpopular students in school. A 2000 study by psychologist Philip Rodkin, PhD, and colleagues involving fourth- through-sixth-grade boys found that highly aggressive boys may be among the most popular and socially connected children in elementary classrooms, as viewed by their fellow students and even their teachers. Another myth is that the tough and aggressive bullies are basically anxious and insecure individuals who use bullying as a means of compensating for poor self-esteem. Using a number of different methods including projective tests and stress hormones, Olweus concludes that there is no support for such a view. Most bullies had average or better than average self- esteem.
How common is bullying? A 2001 study by psychologist Tonja Nansel, PhD, and colleagues involving more than 15,000 U.S. students in grades six through 10 found that 17 percent of students reported having been bullied "sometimes" or more often during the school year. Approximately 19 percent said they bullied others "sometimes" or more often and six percent reported both bullying others and being a victim of bullying.
There are clearly more boys than girls who bully others, and a relatively large percentage of girls - some 50 % - report that they are mainly bullied by boys. Although bullying is a greater problem among boys, there occurs a good deal of bullying among girls as well. Bullying with physical means is less common among girls who typically use more subtle and indirect ways of harassment such as excluding someone from the group, spreading of rumors, and manipulation of friendship relations. Such forms of bullying can certainly be as harmful and distressing as more direct and open forms of attacks.
Significance
Research by the Secret Service and the U.S. Department of Education involving 37 school shootings, including Columbine, finds that about two-thirds of student shooters felt bullied, harassed, threatened or injured by others. Most school bullying cases do not lead to school shootings, but bullying is a serious and more common problem than previously recognized that can leave emotional wounds long after the physical wounds have healed.
Practical Application
Dr. Olweus's research has led to the development of the Olweus Bullying Prevention Program, a comprehensive, multilevel, school-wide program designed to reduce and prevent bullying among students in elementary, middle, and junior high schools. As part of a governmental initiative, the program is offered to all of Norway's public schools. A growing number of schools in the U.S. now use the program, which was identified by the University of Colorado's Center for the Study and Prevention of Violence as one of eleven Blueprint or Model Programs for Violence Prevention. Six large-scale evaluations of the program over a period of more than 20 years have yielded quite positive results, including the following:
● Substantial reductions - typically in the 30-50 percent range - in the frequency with which students report being bullied and bullying others; similar reductions have been obtained with peer ratings ● Significant reductions in students' reports of general antisocial behavior such as vandalism, theft, drunkenness, and truancy ● Significant improvements in the "social climate" of the class, as reflected in students' reports of improved order and discipline, more positive social relationships, and a more positive attitude toward schoolwork and school ● Improvements in students' satisfaction with school life. http://www.psychologymatters.org/bullying.html (2 of 4) [12/3/2005 12:13:21 AM] School Bullying is Nothing New, But Psychologists Identify New Ways to Prevent It
Partial replications of the program in England and the United States have also yielded positive, though somewhat weaker results.
The intervention program is built on four key principles. These principles involve creating a school - and ideally, also a home - environment characterized by: (1) warmth, positive interest, and involvement from adults; (2) firm limits on unacceptable behavior; (3) consistent application of non-punitive, non-physical sanctions for unacceptable behavior and violation of rules, and, (4), adults who act as authorities and positive role models. The program works both at the school, the classroom and the individual levels, and important goals are to change the "opportunity and reward structures" for bullying behavior, resulting in fewer opportunities and rewards for bullying.
The research of Olweus, along with that of other psychologists such as Susan Limber, Ph.D., of Clemson University, is also being used as part of a bullying prevention campaign launched in 2004 by the United States Department of Health and Human Services, "Take A Stand. Lend A Hand. Stop Bullying Now!" (see http://www.stopbullyingnow.hrsa.gov). The campaign also features television and radio public service announcements.
Various other bullying prevention efforts are described in a book edited by three important contributors to the field, psychologists Peter Smith, PhD (UK), Debra Pepler, PhD (Canada), and Kenneth Rigby, PhD (Australia): School Bullying: How successful can interventions be? (2004).
Cited Research & Additional Sources
Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Washington, D.C.: Hemisphere (Wiley).
Olweus, D. (1993). Bullying at School: What we know and what we can do. Oxford: Blackwell Publishers.
Olweus, D. (2001). Olweus' core program against bullying and antisocial behavior: A teacher handbook. HEMIL-senteret, Universitetet i Bergen, N-5015 Bergen, Norway.
Olweus, D. (2002) A profile of bullying at school. Educational Leadership, Vol.60, pp. 12-17.
Olweus, D. (2004). Bullying at school: Prevalence estimation, a useful evaluation design, and a new national initiative in Norway. Association for Child Psychology and Psychiatry Occasional Papers. No. 23, pp. 5-17.
Olweus, D., & Limber, S. (1999). Blueprints for violence prevention: Bullying Prevention Program. Institute of Behavioral Science, University of Colorado, Boulder.
Solberg, M. & Olweus, D. (2003) Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire. Aggressive Behavior. Vol 29. pp. 239-268.
Juvonen, J. & Graham, S. (Eds.) (2001). Peer harassment in school. New York: Guilford Publications.
Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, Vol. 285, pp. 2094-2100.
Rodkin, P. C., Farmer, T. W., Pearl, R. & Van Acker, R. (2000). Heterogeneity of popular boys: Antisocial and prosocial configurations. Developmental Psychology, http://www.psychologymatters.org/bullying.html (3 of 4) [12/3/2005 12:13:21 AM] School Bullying is Nothing New, But Psychologists Identify New Ways to Prevent It
Vol. 36, No. 1., pp. 14-24.
Smith, P.K., Pepler, D., & Rigby, K. (Eds.) (2004). Bullying in schools: How successful can interventions be? Cambridge University Press.
APA Monitor on Psychology article: New ways to stop bullying: http://www.apa.org/monitor/oct02/bullying.html.
Olweus Bullying Prevention Program: http://www.clemson.edu/olweus or [email protected].
For more on Violence/Violence Prevention, click here. For more on Education, click here. For more on Parenting, click here. For more on Lifespan Issues, click here.
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Search Parenting of Adolescents Parenting & Family Bullying and The School Bully Parenting Teens Bullying is a problem all over. Many children and teens have to deal with Essentials more than one school bully, and sometimes even friends can bully. Here you Take an Online Parenting Quiz!Body ImageMust Have Books for will find bullying resources for children who are being bullied and for those ParentsCraft Project IdeasParenting Teens Q & A who bully. Articles & Resources Articles & Resources More Categories Up a EducationAges and StagesTeen HealthFamily LifeActivities, Crafts, Sort By : Guide Picks | Alphabetical | Recent category GamesThanksgiving FunTalk to Your TeenCollege InformationTeen DatingTeen Drug UseParenting Troubled TeensBooks and Five Steps to Take if Your Child is Being Gang Violence @ ResourcesRules and ResponsibiliesTeen CultureTeen Sexuality BulliedThese five steps will help your Buyer's Guide child trust that you can help them with School Violence @ Before You BuyTop PicksSelf Help/Guide Books ~ Parents of their bullying problem. TeensInspirational Books For TeenagersHumorous Books on Television Violence @ Parenting TeenagersProduct Reviews Warning Signs Your Child is Being Forums BulliedChecklist of warning signs that a Help bully is picking on your child. If you see these bullying type signs, it is time to FREE Newsletter have a gentle but firm talk with your teen. Sign Up Now for the Parenting of Adolescents newsletter! Children Who BullyCharacteristics of children who bully. See Online Courses Bullying: What Is the School’s Responsibility?What should your teen's school be doing about a bullying problem? Here is a list of the steps that should be taken by your teen's school if your child is facing a bully problem.
School BullyWhile a bully certainly is known for their ability to overpower others physically, mental bullying can be just as damaging to a child.
5 more Articles & Resources below Articles & Resources more from your guide
Bullying Widespread in U.S. SchoolsBullying is widespread in American schools, with more than 16 percent of U.S. school children saying they had been bullied by other students during the current term, according to a survey funded by the National Institute of Child Health and Human Development (NICHD).
Make Your Child Bully Proof"Sticks and stones may break my bones, but names will never hurt me." Remember that old rhyme? It wasn't true when you were in school, and it isn't true now. Read more here.
BulliesBullying is not just a normal, if unpleasant, part of growing up, according to Federal researchers. Rather, children who bully other children appear to be at risk for engaging in more serious violent behaviors, such as frequent fighting and carrying a weapon. Moreover, victims of bullying also are at risk for engaging in these kinds of violent behaviors.
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Are School Bullies Bothering Your Child?If you a single parent who separated from or divorced your child's other parent due to abuse, your child may already have witnessed emotional or physical bullying in her own home and may react grievously to this kind of treatment from peers. Learn more here.
Children's Books about Bullies and BullyingUse children's books about the experiences of children with bullies and bullying to initiate a discussion with your child about coping with bullies and not bullying others.
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Bullying Resources
From Denise Witmer, Your Guide to Parenting of Adolescents. FREE Newsletter. Sign Up Now! Five Steps to Take if Your Child is Being Bullied
If your child comes to you because a bully is bothering him, you need to pay close attention to the problem. The worst thing you can do is ignore it. Too often parents feel children and teens need to ‘work things out’ on their own. While your child does need to develop his social skills by doing things independently, being victimized by a bully is not a social skill one needs to learn. If the problem is ignored, your child’s self-esteem will become
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unhealthy, he will be hurt mentally or physically, and he could become a bully himself.
Here are five steps you can take if your child is having problems with a bully:
1. Believe what your child tells you. This is an important first step and will help your child trust that you are able to help him with his problem. Accept what he has to say at face value by using your active listening skills. 2. Let your child know that he is not alone. Most children have to deal with some type of bullying behavior at one time or another. Reassure your child that he is not the problem. Nothing he did caused the bully to go after him. 3. If your child is being threatened in a physical or illegal way at school, report the problem. Your child may not want you to do this, or the school may not take it seriously, but violence cannot be tolerated. If you choose not to do anything, that is what you’re teaching your child. You will need to model assertive behavior by alerting those in charge where the bullying is taking place. 4. Teach your child assertive behavior and how to ignore routine teasing. Let them know it is okay to say ‘No.’ Sometimes even friends bully, so letting your child know they can be true to their own feelings and say ‘no’ can go a long way. 5. Encourage your child not to give in to a bully. Giving up possessions or giving into a bully in anyway encourages the bully to continue. Identify ways for your child to respond to a bully - showing assertive but not aggressive behavior - and role-play them.
Other tips that will help:
● If your child is not involved in social groups, help him find some that he will enjoy and encourage him to become involved. The more social skills your child has, the easier it will be for him to stand up for himself. ● Children and teens who hang out in groups of 2 or more tend not to be picked on by bullies. Encourage friendships by allowing your teen to invite friends over or out for activities.
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Bullying Resources
from HRSA
Warning Signs That Your Child is Being Bullied
Possible warning signs that a child is being bullied:
● Comes home with torn, damaged, or missing pieces of clothing, books, or other belongings ● Has unexplained cuts, bruises, and scratches ● Has few, if any friends, with whom he or she spends time ● Seems afraid of going to school, walking to and from school, riding
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the school bus, or taking part in organized activities with peers (such as clubs) ● Takes a long, “illogical” route when walking to or from school ● Has lost interest in school work or suddenly begins to do poorly in school ● Appears sad, moody, teary, or depressed when he or she comes home ● Complains frequently of headaches, stomachaches, or other physical ailments ● Has trouble sleeping or has frequent bad dreams ● Experiences a loss of appetite ● Appears anxious and/or suffers from low self-esteem
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Bullying Resources
from HRSA
Bullying: What Is the School’s Responsibility? All children are entitled to courteous and respectful treatment by students and staff at school. Educators have a duty to ensure that students have a safe learning environment. Fortunately, most educators take their responsibilities to stop bullying very seriously. Several states have passed anti-bullying laws and require public schools to have an anti-bullying program in place. Ask for a copy of your school’s policy or check the student handbook to see if your school has policies that will help resolve the
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problem.
What Can You Expect Staff at Your Child’s School to Do About Bullying?
● School staff should investigate the bullying immediately. After investigating your concerns, they should inform you as to what they plan to do about it. ● School staff should never have a joint meeting with your child and the child who bullied them. This could be very embarrassing and intimidating for your child. They should not refer the children to mediation. Bullying is a form of victimization, not a conflict. It should not be mediated. ● Staff should meet with your child to learn about the bullying that he or she has experienced. They should develop a plan to help keep your child safe, and they should be watchful for any future bullying. Educators should assure your child that they would work hard to see that the bullying stops. ● School personnel should meet with the children who are suspected of taking part in the bullying. They should make it clear to these children that bullying is against school rules and will not be tolerated. If appropriate, they should administer consequences (such as a loss of recess privileges) to the child who bullied and notify their parents. ● Educators and parents should be careful not to “blame the victim.” Bullying is never the “fault” of the child who is bullied, and he or she shouldn’t be made to feel responsible for being bullied. However, if your child is impulsive or lacks social skills, talk with a school counselor. It is possible that some students who are bullying your child are reacting out of annoyance. This doesn’t make the bullying right, but it may help to explain why they are being bullied. ● Give the school reasonable time to investigate and hear both sides of the story. Sometimes, a child who bullies will make false allegations about a child as an additional way of bullying them. Educators should not jump to hasty conclusions and assign blame without a thorough assessment of the situation. This entire process should not take longer than a week. ● If bullying continues, write to the school’s principal or administrator, and include evidence from your notes to back up your complaint. Putting a complaint in writing is important so there is a record of your concern. ● Most administrators and staff are responsive to bullying concerns. However, if your school administrator is unable or unwilling to stop the bullying, write to your school superintendent for assistance. ● Be persistent. You may need to keep speaking out about bullying that your child experiences.
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Make Your Child Bully Proof
from The Heroes and Dreams Foundation
'Sticks and stones may break my bones, but names will never hurt me.' Remember that old rhyme? It wasn't true when you were in school, and it isn't true now. Teasing, taunting and other forms of bullying can cause serious emotional harm to children that lasts much longer than the bloody nose or scraped knees. Ignoring or excusing the behavior, saying things like 'kids will be kids,' only perpetuates the situation.
Bullying takes place in every school: According to the Heroes and Dreams Foundation, a nonprofit resource center for parents in Minneapolis, on average, one student in 10 is bullied at least once a week, and one in three
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has experienced bullying as either a bully or a target during the average school term. The children most likely to experience bullying are in fifth, sixth and seventh grades. Boys are more likely to be involved than girls.
There are three types of bullying. It can be physical (hitting, kicking, taking things or returning things damaged), verbal (name-calling, taunting, insulting), or emotional (shunning, spreading nasty gossip). It is deliberate and hurtful behavior, usually repeated over a period of time. Bullying is almost always done to kids who are perceived to be more vulnerable than the bullies.
The fear of being harassed in school gets in the way of learning, and makes going to school a miserable experience. Being bullied can make children feel lonely, unhappy and unsafe. Children who are being bullied may develop stomach aches, nightmares, nervousness and anxiety.
What Parents Can Do If your child complains about being bullied at school, or if you suspect that might be happening, here are some suggestions.
● Make it clear that you accept your child's reports of what is happening and that you take them seriously. She needs to know she has someone on her side who is willing to help her. Today, you are her hero. ● Reassure her that this situation can be resolved. ● At the same time, let her know that you do not think this is her fault. Her confidence has already taken a big hit, and she already feels like a victim. ● While it is natural to want to protect your child by solving the problem for him, it will serve your child better if you teach him how to solve the problem himself. By learning the skills to stand up for himself, he can use them in other situations. ● Ask your child how she has been dealing with the bullying, talk about what else can be done and discuss what actions you can both take to solve the problem. Reassure her you will consult her before taking any action. ● Teach your child how to respond to a bully in a bold, assertive way. ● Practice with him at home by role playing. Participation in other activities builds confidence and develops social skills, making it easier to find ways of saying, "Leave me alone." ● Suggest that your child stick with two or more other children when at the playground, the bus stop or wherever she comes face-to-face with the bully. ● Make sure your child knows it is okay to ask for help from a teacher or other adult. Practice what he'll say so he doesn't sound like he's whining or tattling. ● Determine if your child has healthy friendships with other children. If not, perhaps she can benefit by developing better social skills. ● Encourage her to invite friends over to your home and participate in school activities. ● If necessary, meet with school representatives to discuss the problem. ● Remember, bullying is not a normal part of growing up. Help your child develop the necessary tools to stick up for himself and others.
The Heroes and Dreams Foundation develops and distributes multimedia learning tools to help parents help their kids ages 5 to 13 achieve academic and social success.
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Bullying, Victims at Risk for Violence and Other Problem Behaviors
from NIH
Bullying is not just a normal, if unpleasant, part of growing up, according to Federal researchers. Rather, children who bully other children appear to be at risk for engaging in more serious violent behaviors, such as frequent fighting and carrying a weapon. Moreover, victims of bullying also are at risk for engaging in these kinds of violent behaviors.
http://parentingteens.about.com/cs/bullying/a/bullying2.htm (1 of 2) [12/3/2005 12:17:25 AM] Bullying and Violent Behavior
“It appears that bullying is not an isolated behavior, but a sign that children may be involved in more violent behaviors,” said Duane Alexander, M.D., Director of the National Institute of Child Health and Human Development (NICHD). “The implication is that children who bully other children may benefit from programs seeking to prevent not just bullying, but other violent behaviors as well.”
The researchers conducted a nationally representative survey of bullying in U.S. schools. Their findings appear in the April Archives of Pediatrics and Adolescent Medicine. The research team included members from the National Institute of Child Health and Human Development (NICHD) of the National Institutes of Health (NIH), and from the Health Resources and Services Administration (HRSA). Both NIH and HRSA are part of the Department of Health and Human Services.
An objective of the research was to determine if bullying is related to other forms of violence-related behavior, said the study’s first author, Tonja R. Nansel, Ph.D., of NICHD’s Division of Epidemiolgy, Statistics, and Prevention Research. The study authors analyzed information from an NICHD-funded survey of 15,686 students in grades 6 through 10 in public and private schools throughout the United States. The survey included questions about whether students had bullied others, had been bullied themselves, had carried a weapon, fought frequently, or had been injured in a fight.
Before questions about bullying were asked, the survey provided a definition of bullying to the students. “We say a student is BEING BULLIED when another student, or group of students, say or do nasty and unpleasant things to him or her. It is also bullying when a student is teased repeatedly in a way he or she doesn’t like.”
The researchers found that boys across all age groups were more likely to be involved in bullying and violent behaviors than were girls.
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http://parentingteens.about.com/cs/bullying/a/bullying2.htm (2 of 2) [12/3/2005 12:17:25 AM] Learning Disabilities OnLine: LD In-Depth: LD-Indepth - Social Skills - Preventing Bullying
The leading Web site on learning disabilities for parents, teachers, and other professionals
Home Page | ABCs of LD | IDEA 2004 Update | Headlines | Experts | Parents | Kids | Teachers | Frequently Asked Questions LD In Depth | LD Resources | First Person Essays | Newsletter | Calendar | Forums | Contact Us | Yellow Pages | LD OnLine Store Bullying: Peer Abuse in Schools Source: Preventing Bullying - A Manual for Schools and Communities US Department of Education 11/3/1998
Every day in our Nation's schools, children are threatened, teased, taunted and tormented by schoolyard bullies. For some children, bullying is a fact of life that they are told to accept as a part of growing up. Those who fail to recognize and stop bullying practices as they occur actually promote violence, sending the message to children that might indeed makes right.
Bullying often leads to greater and prolonged violence. Not only does it harm its intended victims, but it also negatively affects the climate of schools and the opportunities for all students to learn and achieve in school.
What Is Bullying?
Bullying among children is commonly defined as intentional, repeated hurtful acts, words or other behavior, such as name-calling, threatening and/or shunning committed by one or more children against another. These negative acts are not intentionally provoked by the victims, and for such acts to be defined as bullying, an imbalance in real or perceived power must exist between the bully and the victim.
Bullying may be physical, verbal, emotional or sexual in nature. For example:
● Physical bullying includes punching, poking, strangling, hair pulling, beating, biting and excessive tickling. ● Verbal bullying includes such acts as hurtful name-calling, teasing and gossip. ● Emotional bullying includes rejecting, terrorizing, extorting, defaming, humiliating, blackmailing, rating/ranking of personal characteristics such as race, disability, ethnicity, or perceived sexual orientation, manipulating friendships, isolating, ostracizing and peer pressure. ● Sexual bullying includes many of the actions listed above as well as exhibitionism, voyeurism, sexual propositioning, sexual harassment and abuse involving actual physical contact and sexual assault.
Bullying among schoolchildren is quite common in the United States. In a study of junior high and high school students from small Midwestern towns, 88 percent of students reported having observed bullying, and 76.8 percent indicated that they had been a victim of bullying at school. http://www.ldonline.org/ld_indepth/social_skills/preventing_bullying.html (1 of 14) [12/3/2005 12:20:03 AM] Learning Disabilities OnLine: LD In-Depth: LD-Indepth - Social Skills - Preventing Bullying Of the nearly 77 percent who had been victimized, 14 percent indicated that they experienced severe reactions to the abuse! (1)
A study of 6,500 fourth- to sixth-graders in the rural South indicated that during the three months preceding the survey, one in four students had been bullied with some regularity and that one in 10 had been bullied at least once a week. In the same survey, approximately one in five children admitted that they had bullied another child with some regularity during the three months preceding the survey. (2)
Bullying also occurs under names. Various forms of hazing - including "initiation rites" perpetrated against new students or new members on a sports team - are nothing more than bullying (3). Same-gender and cross-gender sexual harassment in many cases also qualifies as bullying.
Who Is Hurt?
Bullying and harassment often interfere with learning. Acts of bullying usually occur away from the eyes of teachers or other responsible adults. Consequently, if perpetrators go unpunished, a climate of fear envelops the victims.
Victims can suffer far more than actual physical harm:
● Grades may suffer because attention is drawn away from learning. ● Fear may lead to absenteeism, truancy or dropping out. ● Victims may lose or fail to develop self-esteem, experience feelings of isolation and may become withdrawn and depressed. ● As students and later as adults, victims may be hesitant to take social, intellectual, emotional or vocational risks. ● If the problem persists, victims occasionally feel compelled to take drastic measures, such as vengeance in the form of fighting back, weapon-carrying or even suicide. ● Victims are more likely than nonvictims to grow up being socially anxious and insecure, displaying more symptoms of depression than those who were not victimized as children.
Bystanders and peers of victims can be distracted from learning as well. They may:
● be afraid to associate with the victim for fear of lowering their own status or of retribution from the bully and becoming victims themselves; ● fear reporting bullying incidents because they do not want to be called a "snitch," a "tattler" or an "informer"; ● experience feelings of guilt or helplessness for not standing up to the bully on behalf of their classmate; ● be drawn into bullying behavior by group pressure; ● feel unsafe, unable to take action or a loss of control.
Bullies themselves are also at risk for long-term negative outcomes. In one study, elementary students who perpetrated acts of bullying attended school less frequently and were more likely to drop out of school than other students(4). Several studies suggest that bullying in early childhood http://www.ldonline.org/ld_indepth/social_skills/preventing_bullying.html (2 of 14) [12/3/2005 12:20:03 AM] Learning Disabilities OnLine: LD In-Depth: LD-Indepth - Social Skills - Preventing Bullying may be an early sign of the development of violent tendencies, delinquency and criminality.(5)
A Comprehensive Approach
Bullying and the harm that it causes are seriously underestimated by many children and adults. Educators, parents and children concerned with violence prevention must also be concerned with the phenomenon of bullying and its link to other violent behaviors.
Research and experience suggest that comprehensive efforts that involve teachers and other school staff, students, parents and community members are likely to be more effective than purely classroom-based approaches. Identified by the Center for the Study and Prevention of Violence as one of 10 model violence prevention programs is that of Norwegian researcher Dan Olweus. The U.S. application of his comprehensive model program included the following core elements:
School-level Interventions
● Administration of a student questionnaire to determine the nature and extent of bullying problems at school. ● Formation of a bullying prevention coordinating committee (a small group of energetic teachers, administrators, counselors and other school staff, who plan and monitor the school's activities). ● Teacher in-service days to review findings from the questionnaire, discuss problems of bullying, and plan the school's violence prevention efforts. ● Schoolwide events to launch the program (e.g., via school television or assemblies). ● Increased supervision in areas that are hot spots for bullying and violence at the school. ● Development of schoolwide rules and sanctions against bullying. ● Development of a system to reinforce prosocial behavior (e.g., "Caught you Caring" initiatives). ● Parent involvement in school activities (e.g., highlighting the program at PTA meetings, school open houses, and special violence prevention programs; encouraging parents' participation in planning activities and school events).
Classroom Activities
● Regularly scheduled classroom meetings during which students and teachers engage in discussion, role-playing and artistic activities related to preventing bullying and other forms of violence among students.
Individual Interventions
● Immediate intervention by school staff in all bullying incidents. ● Involvement of parents of bullies and victims of bullying, where appropriate. ● Formation of "friendship groups" or other supports for students who are victims of bullying. ● Involvement of school counselors or mental health professionals, where appropriate.
Community Activities http://www.ldonline.org/ld_indepth/social_skills/preventing_bullying.html (3 of 14) [12/3/2005 12:20:03 AM] Learning Disabilities OnLine: LD In-Depth: LD-Indepth - Social Skills - Preventing Bullying
● Efforts to make the program known among a wide range of residents in the local community (e.g., convening meetings with leaders of the community to discuss the school's program and problems associated with bullying, encouraging local media coverage of the school's efforts, engaging student in efforts to discuss their school's program with informal leaders of the community). ● Involvement of community members in the school's anti-bullying activities (e.g., soliciting assistance from local business to support aspects of the program, involving community members in school districtwide "Bully-Free Day" events). ● Engaging community members, students, and school personnel in anti-bullying efforts within the community (e.g., introducing core program elements into summer church school classes).
Clearly, there is no "silver bullet" for preventing bullying or other forms of violence at school. A comprehensive approach, such as this one, shows the most promise in helping to create a safe school environment that will help children to grow academically and socially. Before implementing any efforts to address bullying or other violence at school, school administrators should keep in mind that:
● Ideally, efforts should begin early - as children transition into kindergarten - and continue throughout a child's formal education; ● Effective programs require strong leadership and on going commitment on the part of school personnel; ● Ongoing staff development and training are important to sustain programs; ● Programs should be culturally sensitive to student diversity issues and developmentally appropriate; and ● Parental and community involvement in the planning and execution of such programs is critical.
Following are suggested action steps, strategies and resources that school administrators, educators, students and parents can employ in an effort to stop bullying in schools.
Action Steps for School Administrators
● Assess the awareness and the scope of the bullying problem at your school through student and staff surveys. ● Closely supervise children on the playgrounds and in classrooms, hallways, rest rooms, cafeterias and other areas where bullying occurs in your school. ● Conduct schoolwide assemblies and teacher/staff in-service training to raise awareness regarding the problem of bullying and to communicate a zero tolerance for such behavior. ● Post and publicize clear behavior standards, including rules against bullying, for all students. Consistently and fairly enforce such standards. ● Encourage parent participation by establishing on-campus parents' centers that recruit, coordinate and encourage parents to take part in the educational process and in volunteering to assist in school activities and projects. ● Establish a confidential reporting system that allows children to report victimization and that records the details of bullying incidents. http://www.ldonline.org/ld_indepth/social_skills/preventing_bullying.html (4 of 14) [12/3/2005 12:20:03 AM] Learning Disabilities OnLine: LD In-Depth: LD-Indepth - Social Skills - Preventing Bullying
● Ensure that your school has all legally required policies and grievance procedures for sexual discrimination. Make these procedures known to parents and students. ● Receive and listen receptively to parents who report bullying. Establish procedures whereby such reports are investigated and resolved expeditiously at the school level in order to avoid perpetuating bullying. ● Develop strategies to reward students for positive, inclusive behavior. ● Provide schoolwide and classroom activities that are designed to build self-esteem by spotlighting special talents, hobbies, interests and abilities of all students and that foster mutual understanding of and appreciation for differences in others.
Strategies for Classroom Teachers
● Provide students with opportunities to talk about bullying and enlist their support in defining bullying as unacceptable behavior. ● Involve students in establishing classroom rules against bullying. Such rules may include a commitment from the teacher to not "look the other way" when incidents involving bullying occur. ● Provide classroom activities and discussions related to bullying and violence, including the harm that they cause and strategies to reduce them. ● Develop a classroom action plan to ensure that students know what to do when they observe a bully/ victim confrontation. ● Teach cooperation by assigning projects that require collaboration. Such cooperation teaches students how to compromise and how to assert without demanding. Take care to vary grouping of participants and to monitor the treatment of participants in each group. ● Take immediate action when bullying is observed. All teachers and school staff must let children know that they care and will not allow anyone to be mistreated. By taking immediate action and dealing directly with the bully, adults support both the victim and the witnesses. ● Confront bullies in private. Challenging a bully in front of his/her peers may actually enhance his/her status and lead to further aggression. ● Notify the parents of both victims and bullies when a confrontation occurs, and seek to resolve the problem expeditiously at school. ● Refer both victims and aggressors to counseling whenever appropriate. ● Provide protection for bullying victims, whenever necessary. Such protection may include creating a buddy system whereby students have a particular friend or older buddy on whom they can depend and with whom they share class schedule information and plans for the school day. ● Listen receptively to parents who report bullying and investigate reported circumstances so that immediate and appropriate school action may be taken. ● Avoid attempts to mediate a bullying situation. The difference in power between victims and bullies may cause victims to feel further victimized by the process or believe that they are somehow at fault.
Strategies for Students
Students may not know what to do when they observe a classmate being bullied or experience such victimization themselves. Classroom discussions and activities may help students develop a variety of appropriate actions that they can take when they witness or experience such http://www.ldonline.org/ld_indepth/social_skills/preventing_bullying.html (5 of 14) [12/3/2005 12:20:03 AM] Learning Disabilities OnLine: LD In-Depth: LD-Indepth - Social Skills - Preventing Bullying victimization. For instance, depending on the situation and their own level of comfort, students can:
● seek immediate help from an adult; ● report bullying/victimization incidents to school personnel; ● speak up and/or offer support to the victim when they see him/her being bullied-for example, picking up the victim's books and handing them to him or her; ● privately support those being hurt with words of kindness or condolence; ● express disapproval of bullying behavior by not joining in the laughter, teasing or spreading of rumors or gossip; and ● attempt to defuse problem situations either single handedly or in a group - for example, by taking the bully aside and asking him/her to "cool it."
Strategies for Parents
The best protection parents can offer their children who are involved in a bully/victim conflict is to foster their child's confidence and independence and to be willing to take action when needed. The following suggestions are offered to help parents identify appropriate responses to conflict experienced by their children at school:
● Be careful not to convey to a child who is being victimized that something is wrong with him/her or that he/she deserves such treatment. When a child is subjected to abuse from his or her peers, it is not fair to fault the child's social skills. Respect is a basic right: All children are entitled to courteous and respectful treatment. Convince your child that he or she is not at fault and that the bully's behavior is the source of the problem. ● It is appropriate to call the school if your child is involved in a conflict as either a victim or a bully. Work collaboratively with school personnel to address the problem. Keep records of incidents so that you can be specific in your discussion with school personnel about your child's experiences at school. ● You may wish to arrange a conference with a teacher, principal or counselor. School personnel may be able to offer some practical advice to help you and your child. They may also be able to intervene directly with each of the participants. School personnel may have observed the conflict firsthand and may be able to corroborate your child's version of the incident, making it harder for the bully or the bully's parents to deny its authenticity. ● While it is often important to talk with the bully or his/ her parents, be careful in your approach. Speaking directly to the bully may signal to the bully that your child is a weakling. Speaking with the parents of a bully may not accomplish anything since lack of parental involvement in the child's life is a typical characteristic of parents of bullies. Parents of bullies may also fail to see anything wrong with bullying, equating it to "standing up for oneself." ● Offer support to your child but do not encourage dependence on you. Rescuing your child from challenges or assuming responsibility yourself when things are not going well does not teach your child independence. The more choices a child has to make, the more he or she develops independence, and independence can contribute to self-confidence. ● Do not encourage your child to be aggressive or to strike back. Chances are that it is not his or her nature to do so. Rather, teach your child to be assertive. A bully often is looking for an indication that his/her threats and intimidation are working. Tears or passive acceptance only reinforces the bully's behavior. A child who does not respond as the bully http://www.ldonline.org/ld_indepth/social_skills/preventing_bullying.html (6 of 14) [12/3/2005 12:20:03 AM] Learning Disabilities OnLine: LD In-Depth: LD-Indepth - Social Skills - Preventing Bullying desires is not likely to be chosen as a victim. For example, children can be taught to respond to aggression with humor and assertions rather than acquiescence. ● Be patient. Conflict between children more than likely will not be resolved overnight. Be prepared to spend time with your child, encouraging your child to develop new interests or strengthen existing talents and skills that will help develop and improve his/her selfesteem. Also help your child to develop new or bolster existing friendships. Friends often serve as buffers to bullying. ● If the problem persists or escalates, you may need to seek an attorney's help or contact local law enforcement officials. Bullying or acts of bullying should not be tolerated in the school or the community. Students should not have to tolerate bullying at school any more than adults would tolerate such situations at work.
Classroom Resources
Both bullies and their victims need help in learning new ways to get along in school. Children need to learn about gaining, using and abusing power and about the differences between negotiating and demanding. They must also learn to consider the needs, behaviors and feelings of others. Curriculum developers and publishers now offer a variety of prevention/intervention materials to eliminate bullying and other forms of personal conflict from school life. Curricula such as those listed below are examples of tools that may be used as part of a comprehensive approach to bullying:
● No Bullying. This Johnson Institute curriculum, first implemented during the 1996-97 school year in schools across the country, describes the tell-or-tattle dilemma facing many victims of bullying. Teachers are given step-by-step guidelines on how to teach students the difference between telling and tattling. Teachers are also shown how to establish and use immediate consequences when dealing with bullies. ● Bullyproof: A Teacher's Guide on Teasing and Bullying for Use with Fourth and Fifth Grade Students. This guide by Lisa Sjostrom and Nan Stein contains 11 sequential lessons designed to help children understand the difference between teasing and bullying and to gain awareness about bullying and harassment through class discussions, role-play and writing, reading and art exercises. ● Bully-Proofing Your School. This program, available from Sopris West, uses a comprehensive approach. Key elements include conflict resolution training for all staff members, social skills building for victims, positive leadership skills training for bullies, intervention techniques for those who neither bully nor are bullied and the development of parental support. ● Quit It! A Teacher's Guide on Teasing and Bullying. This guide by Merle Frosche, Barbara Sprung, and Nancy Mullin- Rindler with Nan Stein contains 10 lesson plans. Each lesson is divided into activities geared to the developmental needs of students in kindergarten through third grade. Class discussions, role plays, creative drawing and writing activities, physical games and exercises and connections to children's literature give children a vocabulary and a conceptual framework that allows them to understand the distinction between teasing and bullying. ● Second Step. The Committee for Children's Second Step curriculum teaches positive social skills to children and families, including skill building in empathy, impulse control, problem solving and anger management. Initial evaluations of Second Step indicate that second and third grade students engaged in more prosocial behavior and decreased physically http://www.ldonline.org/ld_indepth/social_skills/preventing_bullying.html (7 of 14) [12/3/2005 12:20:03 AM] Learning Disabilities OnLine: LD In-Depth: LD-Indepth - Social Skills - Preventing Bullying aggressive behavior after participating in the program.(6) ● "Bullying." This video and accompanying teacher's guide (produced by South Carolina's Educational Television in collaboration with the Institute for Families In Society at the University of South Carolina) contains five lesson plans that incorporate classroom discussions, roleplaying and artistic exercises. It is appropriate for older elementary and middle-school students.
In the effort to make schools and communities safer, educators, parents and concerned citizens are encouraged to support schoolwide programs that address bullying. As part of this schoolwide effort, adults - including bus drivers, playground supervisors, hall monitors, security officers, cafeteria workers, maintenance personnel, clerical staff, teachers, parent volunteers, counselors and administrators - must present a united front that communicates to all students that bullying will not be tolerated at school.
Innovative Approaches to Bully Prevention
School-based bullying prevention programs across the United States vary a great deal in their target populations, their comprehensiveness and the specific approaches they take. When considering use of a given curriculum or program to eliminate bullying, request from the publisher evaluation data and names of persons to contact for information about the effectiveness of the program, its procedures and materials.
Below are descriptions of anti-bullying programs being used in schools and communities around the country. These programs employ some or all of the elements of a comprehensive bully prevention strategy described above.
Charleston, South Carolina
In collaboration with the Medical University of South Carolina, staff at Alice Birney Middle School will launch a unique violence prevention initiative in the fall of 1998 that combines two model programs targeted at aggressive behavior: a comprehensive bullying prevention effort and multisystemic therapy for children with serious behavior problems. Following the model bullying prevention program developed by Olweus, the entire school will participate in violence prevention activities to reduce bullying among the school's sixth-, seventh- and eighth-graders. Activities include the development of rules against bullying, increased supervision of students' behavior, role playing, discussions and other classroom activities and the active involvement of parents and community members. In addition, students who exhibit particularly aggressive behavior will be invited to participate in multisystemic therapy (MST), an intensive family and home-based treatment that attempts to change how youth function in their natural settings - home, school and neighborhood. MST therapists will have small caseloads (four to six families) and will provide services in the family's home or at school. A therapist will be available 24 hours a day, seven days a week. Says project director Phillippe Cunningham, "Individually, these two models have shown success in reducing aggressive behavior among kids by targeting the many causes of aggressive behavior in the child's natural environment. We are anxious to see how effective this combined approach can be." An evaluation of this project will continue over the next two years.
Austin, Texas http://www.ldonline.org/ld_indepth/social_skills/preventing_bullying.html (8 of 14) [12/3/2005 12:20:03 AM] Learning Disabilities OnLine: LD In-Depth: LD-Indepth - Social Skills - Preventing Bullying
In the fall of 1998, students and staff at six elementary schools in Austin, Texas, are preparing to implement and evaluate a comprehensive violence prevention program called "Expect Respect." This program is a collaborative effort among SafePlace (a domestic violence and sexual assault center), the Austin Independent School District, and the University of Texas at Austin, and is funded by the Centers for Disease Control and Prevention. "Expect Respect" will focus on the reduction of bullying and the promotion of respectful relationships among students as a means of preventing dating and domestic violence.
The program includes classroom activities that are cofacilitated by SafePlace staff and teachers, and staff and parent seminars to increase awareness of prevention strategies for bullying and sexual harassment and to increase understanding of the effects of domestic violence on children. Individual support services for students experiencing difficulties in peer or family relationships will be provided on campus. In addition, existing Campus Advisory Councils (consisting of administrators, parents, teachers and students) will review and develop campuswide policies and procedures to reduce bullying and sexual harassment. According to Barri Rosenbluth, director of School-based Services at SafePlace, "Bullying is at the heart of domestic violence. The goal of this project is to reduce the social acceptance of bullying and sexual harassment in schools and to help children increase their skills and expectations for healthy relationships."
Englewood, Colorado
Willow Creek Elementary School in suburban Englewood, Colorado, employed the "Bully-Proofing Your School" (Sopris West) Program beginning in the fall of 1995. The program began increasing the knowledge of staff and students, clearing misconceptions regarding bullying and emphasizing the importance of a consistent schoolwide intervention. Staff were taught different methods for dealing with bullies and victims. Students were taught protective skills that gave them a sense of empowerment in dealing with bullying situations. The students were also encouraged to form a caring community in which everyone looks out for and sticks up for everyone else. During the first year, students in grades one through five participated in nine weekly group meetings. Children also participated in optional sessions dealing with conflict resolution and diversity. Follow-up review sessions were conducted one to two months later. Kindergarten students were introduced to an abbreviated version of the program. During the second year, first-grade students were provided with the entire program, and students in grades two through five participated in a three- session review of the program.
A series of student and parent surveys were conducted over the two-year program. Based on these reports, the bully-proofing program appears to be impacting the school environment in a positive way. Central to the success of the program is the caring majority concept whereby 80 percent of children who are neither bullies nor victims set the climate for the school by working together to stop bullying. According to William Porter, associate director for Student Achievement Services for the Cherry Creek School District, "Perceptions of safety increased before the actual incidence of bullying declined. We believe that the mere act of informing students about bullying, letting them know that the Willow Creek staff were working together, and giving them strategies for handling bullying increased their sense of safety even before behaviors began to change."
Caruthersville, Missouri http://www.ldonline.org/ld_indepth/social_skills/preventing_bullying.html (9 of 14) [12/3/2005 12:20:03 AM] Learning Disabilities OnLine: LD In-Depth: LD-Indepth - Social Skills - Preventing Bullying
Principal J.J. Ballington believes that Respect & Protect, a violence prevention and intervention program developed by the Johnson Institute of Minneapolis, has made a significant difference in the atmosphere at Caruthersville Middle School in Caruthersville, Missouri. Implemented in September 1996, the program emphasizes a comprehensive approach to violence prevention, encouraging all school personnel to commit to a violence prevention plan and to consistently enforce appropriate measures to intervene when violent acts occur. School staff have learned to recognize and control actions that enable violence - actions such as denying, rationalizing, justifying, avoiding or blaming. They have also learned that appropriate consequences coupled with prevention and intervention programs will change negative behaviors and ultimately the school environment. Students are reminded daily that no form of violence - including hurtful words, looks, signs or acts that cause harm to a person's body, feelings or possessions - will be tolerated. Students who engage in physical violence, bullying or intimidation are required to attend after-school violence intervention counseling that focuses on anger management and conflict resolution. Failure to attend results in suspension. Prevention programs that have been implemented at Caruthersville Middle School as part of its comprehensive approach include the Fight-Free School program, Violence is Preventable exploratory course, the No Bullying program, and Resolve All Problems Peacefully (R.A.P.P.) peer mediation program.
Principal Bullington is conducting an evaluation of the Respect and Protect program at Caruthersville Middle School. Initial results indicate a 16 percent reduction in the first year and a 25 percent reduction in the second year in the number of students involved in physical confrontations. He reports, "'Students as well as teachers feel empowered to help stop the violence. Students are realizing they are responsible for their own behavior and if they choose to engage in unacceptable behavior, appropriate consequences will apply.
Additional Resources
● Bitney, James. No Bullying. Minneapolis, Minn.: The Johnson Institute. ● Bullying: Don't Suffer in Silence. An Anti-Bullying Pack for Schools. London: HMSO Publications, 1994. ● California Association of School Psychologists. "The Good, The Bad And The Bully." Resource Paper April 1997: 1-8. ● Edmondson, Daisy. "Bullies." Parents April 1988: 100-106. ● Eron, Leonard D. "Aggression through the ages." School Safety Fall 1987: 12-16. ● Foltz-Gray, Dorothy. "The Bully Trap." Teaching Tolerance Fall 1996: 19-23. ● Franklin, Deborah. "Charm School for Bullies." Hippocrates May/June 1989: 75-77. ● Fried, SuEllen and Paula Fried. Bullies & Victims: Helping Your Child Through the Schoolyard Battlefield. New York: M. Evans and Company, Inc., 1996. ● Gabarino, James. Let's Talk About Living in a World With Violence, available from Erikson Institute, Suite 600, 420 North Wabash Avenue, Chicago, IL 60611. ● Garrity, Carla, Kathryn Jens, William Porter, Nancy Sager and Cam Short-Camilli. Bully- Proofing Your School: A Comprehensive Approach for Elementary Schools. Longmont, Colo.: Sopris West, 1994. ● Greenbaum, Stuart, Brenda Turner and Ronald D. Stephens. Set Straight on Bullies. Malibu, Calif.: Pepperdine University Press, 1989. ● Hazler, Richard J. "Bullying Breeds Violence: You Can Stop It!" Learning February 1994: 38- 40. ● Hodges, Ernest V.E. and David G. Perry. "'Victimization Is Never Just Child's Play." School http://www.ldonline.org/ld_indepth/social_skills/preventing_bullying.html (10 of 14) [12/3/2005 12:20:03 AM] Learning Disabilities OnLine: LD In-Depth: LD-Indepth - Social Skills - Preventing Bullying Safety Fall 1996: 4-7, 30. ● Hodges, Ernest V.E. and David G. Perry. "Victims of Peer Abuse: An Overview." Reclaiming Children and Youth Spring 1996: 23-28. ● Hoover, John H. and Ronald Oliver. The Bullying Prevention Handbook: A Guide for Principals, Teachers, and Counselors. Bloomington, Ind.: National Educational Service, 1996. ● Huggins, Pat. "The Assist Program," a series of nine books to promote students' self- esteem and build interpersonal skills. Titles include Teaching Friendship Skills (primary and intermediate versions); Helping Kids Handle Anger; Helping Kids Find Their Strengths; Building Self-Esteem in the Classroom (primary and intermediate versions); Teaching Cooperation Skills; Creating a Caring Classroom; Teaching About Sexual Abuse. Longmont, Colo.: Sopris West. ● Jenson, William R., Ginger Rhode and H. Kenton Reavis. The Tough Kid Book. Longmont, Colo.: Sopris West, 1994. ● Limber, Susan P. "Bullying among schoolchildren." School Safety Fall 1996: 8-9, 30. ● McCoy, Elin. "Bully-Proof Your Child." Reader's Digest November 1992: 199-204. ● Olweus, Dan. Bullying at school: What we know and what we can do. NY: Blackwell, 1993. ● Olweus, Dan. "Bully/Victim Problems at School: Facts and Effective Intervention." Reclaiming Children and Youth Spring 1996: 15-22. ● Olweus, Dan. "Schoolyard bullying-grounds for intervention." School Safety Fall 1987: 4- 11. ● Olweus, Dan. Aggression in the Schools: Bullies and Whipping Boys. Washington, D.C.: Hemisphere, 1978. ● Perry, David G. "How is aggression learned?" School Safety Fall 1987: 23-25. ● Rhode, Ginger, William R. Jenson and H. Kenton Reavis. The Tough Kid Book: Practical Classroom Management Strategies. Longmont, Colo.: Sopris West, 1992. ● Roberts, Marjory. "School Yard Menace." Psychology Today February 1988: 52-56. ● Ross, Dorothea M. Childhood Bullying and Teasing: What School Personnel, Other Professionals, and Parents Can Do. Alexandria, Va.: American Counseling Association, 1996. ● Saunders, Carol Silverman. "Taming Your Child's Bully." Good Housekeeping November 1995: 206. ● Sheridan, Susan M. The Tough Kid Social Skills Book, Longmont, Colo.: Sopris West, ● Sjostrom, Lisa and Nan Stein. Bullyproof: A Teachers Guide on Teasing and Bullying for Use with Fourth and Fifth Grade Students. Wellesley, Mass.: Center for Research on Women, 1996. . Skinner, Alison. Bullying: An annotated bibliography of literature and resources. Leicester, England: Youth Work Press, 1992. ● Smotherman, Jill. "Help for victims and bullies: 'tease out' success potential." School Safety Fall 1996: 10-12. ● Sousa, Chris, Mary Sousa and Carol Peters. "Parents become advocates to fight disruption, violence." School Safety Fall 1996: 24-29. ● STOP Violence Coalition. Kindness Is Contagious, Catch It! available from STOP Violence Coalition, 301 E. Armour, Suite 205, Kansas City, MO 64111. ● Tattum Delwyn and Graham Herbert. Countering Bullying: Initiatives by Schools and Local Authorities. Stoke-on-Trent, England: Trentham Books, 1993. ● Tattum, Delwyn and David A. Lane, eds. Bullying in Schools. Stoke-on-Trent, England: Trentham Books, 1989. ● Teel Institute for the Development of Integrity and Ethical Behavior. Project Essential, available from Teel Institute for the Development of Integrity and Ethical Behavior, 101 E. http://www.ldonline.org/ld_indepth/social_skills/preventing_bullying.html (11 of 14) [12/3/2005 12:20:03 AM] Learning Disabilities OnLine: LD In-Depth: LD-Indepth - Social Skills - Preventing Bullying Armour Blvd., Kansas City, MO 64111-1203. ● Tobin, Tary and Larry K. Irvin. "The Olweus Bully/Victim Questionnaire." Reclaiming Children and Youth Spring 1996: 29-33. . Walsleben, Marjorie Creswell. "Bully-free schools: What you can do." School Safety Fall 1996: 13-15. ● Webster-Doyle, Terrence and Adryan Russ. Why Is Everybody Always Picking on Me: A Special Curriculum for Young People to Help Them Cope with Bullying. Middlebury, Vt.: Atrium Society Publications, 1994. ● Weinhold, Barry K., ed. Spreading Kindness: A Program Guide for Reducing Youth and Peer Violence in the Schools, available from The Kindness Campaign, c/o the C.U. Foundation, University of Colorado, Colorado Springs, P.O. Box 7150, Colorado Springs, CO 80933.
Bullying videos
● "Bully." 1973. National Instructional Television Center, Box A, Bloomington, IN 47401. ● "Bullying." 1995. South Carolina Educational Television, PO Box I 1000, Columbia, SC 29211. ● "Bully Smart." 1995, Street Smart, 105 North Virginia Avenue, Suite 305, Falls Church, VA 22042. ● "Broken Toy." 1993. Summerhills Productions, 846-1/2 McIntire Ave., Zanesville, Ohio, 43701. ● "Coping with Bullying." 1991. James Stanfield Company, Drawer G, P.O. Box 41058, Santa Barbara, Calif., 93140. ● "Dealing with Bullies, Troublemakers and Dangerous Situations" (Part of the PeaceTalks series). The Bureau for At-Risk Youth, 135 Dupont St., P.O. Box 760, Plainview, N.Y., 118030760. ● "Don't Pick on Me." 1993. Sunburst Communications, 101 Castleton St., Pleasantville, N.Y., 10570. ● "Groark Learns About Bullying" (Volume 4 in the Prevent Violence with Groark series). Wisconsin Clearinghouse for Prevention Resources, University Health Services, University of Wisconsin-Madison, Dept. 7B, P.O. Box 1468, Madison, Wis., 53701-1468. ● "Michael's Story: The No Blame Approach." 1990. Lame Duck Publishing, 71 South Road, Portshead, Bristol BS20 90Y, England. ● "Set Straight on Bullies." 1988. National School Safety Center, 4165 Thousand Oaks Blvd., Suite 290, Westlake Village, Calif., 91362. ● "Stamp Out Bullying." 1990. Lame Duck Publishing, 71 South Road, Portshead, Bristol BS20 90Y, England.
Bullying books for children
● Alexander, Martha. Move Over, Twerp. New York: Dial, 1981. ● Berenstain, Stan and Jan Berenstain. The Berenstain Bears and the Bully. New York: Random House, 1993. ● Bosch, Carl W. Bully on the Bus. Seattle: Parenting- Press, 1988. ● Bottner, B. Mean Maxine. New York: Pantheon, 1980. ● Boyd, L. Baily the Big Bully, New York: Puffin Books, 1991. ● Carlson, Nancy. Loudmouth George and the Sixth.-Grade Bully. New York: Puffin Books, 1985. ● Carrick, Carol. What a Wimp! New York: Clarion Books, 1983. http://www.ldonline.org/ld_indepth/social_skills/preventing_bullying.html (12 of 14) [12/3/2005 12:20:03 AM] Learning Disabilities OnLine: LD In-Depth: LD-Indepth - Social Skills - Preventing Bullying
● Chapman, C. Herbie's troubles. New York: Dutton Children's Books, 1981. ● Cohen-Posey, Kate. How to Handle Bullies, Teasers, and Other Meanies: A Book that Takes the Nuisance Out of Name Calling and Other Nonsense. Highland City, Fla.: Rainbow Books, 1995. ● Cole, J. Bully Trouble. New York: Random House, 1989. ● Coombs, Karen Mueller. Beating Bully O'Brien. New York: Avon, 1991. ● Cushman, D. Camp Big Paw. New York: Harper & Row, 1990. ● Dinardo, Jeffrey. Timothy and the Big Bully. New York: Simon & Schuster, 1988. ● Freshet, B. Furlie Cat. New York: Lothrop, 1986. ● Henkes, K. Chrysanthemum. New York: Greenwillow Books, 1991. ● Naylor, Phyllis Reynolds. Reluctantly Alice. New York: Dell, 1992. ● Rosenberg, Liz. Monster Mama. New York: Philomel Books, 1993. ● Shreve, Susan. Joshua T. Bates Takes Charge. New York: Alfred A. Knopf, Inc., 1993. ● Stoltz, Mary. The Bully of Barkham Street. New York: Harper & Row, 1985. ● Walker, Alice. Finding the Green Stone. San Diego: Harcourt Brace Jovanovich, 1991. ● Webster-Doyle, Terrence. Why Is Everybody Always Picking on Me: A Guide to Understanding Bullies for Young People. Middlebury, Vt.: Atrium Society Publications, 1991. ● Wilhelm, Hans. Tyrone the Horrible. New York: Scholastic, Inc., 1988. ● Williams, Karen Lynn. First Grade King. New York: Clarion Books, 1992.
Endnotes
1. J.H. Hoover, R. Oliver, and R.J. Hazier. "Bullying: Perceptions of adolescent victims in the Midwestern USA," School Psy chology International 13:5-16, 1992.
2. S.P. Limber, P. Cunningham, V. Florx, J. Ivey, M. Nation, S. Chai, and G. Melton, "Bullying among school children: Preliminary findings from a school- based intervention program," paper presented at the Fifth International Family Violence Research Conference, Durham, NH, June/July 1997.
3. Carol Chmelynski, "School boards fight back against hazing," School Board News, 13:12 May 1997.
4. B.J. Byrne, "Bullies and victims in school settings with reference to some Dublin schools," Irish Journal of Psychology 15:574586, 1994.
5. Dan Olweus, "Victimization by peers: Antecedents and longterm outcomes," in Social Withdrawal, Inhibition, and Shyness, edited by K.H. Rubin and J.B. Asendorf, Hillsdale, N.J.: Erlbaum, 1993, pp. 315-341.
L.D. Eron, L.R. Husemann, E. Dubow, R. Romanoff, and P.W. Yarmel, "Aggression and its correlates over 22 years," in Childhood Aggression and Violence: Sources of Influence, Prevention and Control, edited by D.H. Crowell, I.M. Evans, and C.R. O'Donnell, New York: Plenum, 1987, pp. 249-262.
6. D.C. Grossman et a]., "Effectiveness of a violence prevention curriculum among children in elementary school," Journal of the American Medical Association, 277:1605-1611, 1997.
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http://www.nmha.org/pbedu/backtoschool/bullying.cfm (2 of 5) [12/3/2005 12:20:25 AM] Bullying and What To Do About It
Bullying and What To Do About It ● Getting Ready for School home
Although its always been around, bullying should never be ● Is Your Child Totally Ready?
accepted as normal behavior. The feelings experienced by ● Bullying and Gay Youth
victims of bullying are painful and lasting. Bullies, if not ● September 11 Anniversary stopped, can progress to more serious, antisocial behavior. Recent incidents of school violence show that bullying can have tragic consequences for individuals, families, schools, and entire communities.
Recognize It (for what it is)
Bullying is aggressive behavior. A child is targeted by one or more youths with repeated negative actions over a period of time. These are intentional attempts to cause discomfort or injury and can include name-calling, making faces, obscene gesturing, malicious teasing, threats, rumors, physical hitting, kicking, pushing, and choking. More subtle is simply excluding a child from the group. Generally, bullying occurs when there’s an imbalance of power favoring the bully. Victims usually feel they don’t have the strength to defend themselves. Make no mistake, bullying is a form of violence that shouldn’t be tolerated.
See the Scope of the Problem
● The Journal of the American Medical Association recently reported that one-third of U.S. students experience bullying, either as a target or a perpetrator.
● A high level of parents (47%) and teachers (77%) report children victimized by bullies. [1]
● Bullying and violence cause 160,000 fearful children to miss one or more school days each month. [2]
● Only a small percentage of children believe that telling adults will help. Children generally feel that adult intervention is ineffective and will only bring more harassment. [3]
Spot the Bullies
● They are both boys and girls. Boys bully more often and more physically than girls. Girls are more likely to use rejection and slander. ● Bullies usually pick on others out of frustration with their own lives. They target other children because they need a victim who is weaker than them. ● While they may feel uneasy about it, many children tease their peers simply to go along with the crowd. ● Bullies sometimes suffer from depression. [4] They’re often from homes where harsh punishment and inconsistent discipline are used. [5] Sixty percent of male bullies will be arrested by age 24. [6]
Know Their Targets
● Girls and boys alike are targeted.
● Those who are physically different in race, body size, or clothing. Those with disabilities or those who are dealing with sexual orientation issues. Both groups are kids who are typically anxious, insecure, and suffering from low self-esteem. This makes them good targets.
● There are few differences among racial and ethnic groups in the numbers of students being http://www.nmha.org/pbedu/backtoschool/bullying.cfm (3 of 5) [12/3/2005 12:20:25 AM] Bullying and What To Do About It
bullied. White and black students are more likely to report it than others. [7]
● Three million U.S. teenagers have serious problems in school because they’re taunted with anti-gay slurs. [8] According to several surveys, four out of five gay and lesbian students say they don’t know one supportive adult at school. They say teachers ignore harassment 97 percent of the time. [9]
Take Steps to Stop It
● Start early. Parent/child talks are critical. Teach kids to respect others before they start school and continue to talk about this topic on an ongoing basis. Even small acts of teasing should be stopped in their tracks. Don’t fail to correct this kind of behavior due to a child’s young age. This is exactly when to stop it.
● Teach your children how to be assertive. Encourage your children to express their feelings clearly, say no when they feel uncomfortable or pressured, stand up for themselves without fighting, and walk away in dangerous situations. Bullies are less likely to intimidate children who are confident and resourceful.
● Stop bullying when you see it. Adults who remain silent when children are bullying others give permission to the behavior and thereby encourage it.
● Tell your children to take action when they see bullying behavior. Tell them to speak out against the bully and inform a teacher if the behavior doesn’t stop. Bullying continues only when we allow it to.
● Communicate clear policies and consequences. Bullying is less likely in schools where adults are involved and firm about stopping bullying behaviors. Send out a clear message at your school that bullying will have negative consequences.
● Team up. Work with your PTA or local mental health association to make sure that schools treat bullying as violence. Help them develop programs to prevent bullying and promote safe school environments.
Other resources:
You can find more helpful information about bullying at the following websites:
● KidsHealth for Parents: Bullying and Your Child –http://kidshealth.org/parent/emotions/feelings/bullies.html
● National PTA: Safeguarding Your Child at School, Helping Children Deal with a School Bully, http://www.pta.org/parentinvolvement/healthsafety/hs_safeguarding_children_school.asp
For more information, contact your local mental health association or the National Mental Health Association.
[1] National Parent Teachers Association, 2001
[2] National Education Association, 1993
[3] Charach, Pepler & Ziegler, 1995
http://www.nmha.org/pbedu/backtoschool/bullying.cfm (4 of 5) [12/3/2005 12:20:25 AM] Bullying and What To Do About It
[4] Pollock, 2002
[5] Batche and Knoff, 1994
[6] Olweus, 1993
[7] National Center for Education Statistics, 2001
[8] Human Rights Watch report, 2001
[9] College Board Review, 2001
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December 2, 2005 Visit The search help Healthy Kids Home Page Printer-Friendly Format | Email to a Friend
School Bullying Stresses Perpetrators and Victims
FRIDAY, Nov. 11 (HealthDay News) -- As most any harassed child will tell you, being the subject of bullying at school is a cause of psychological distress. But a new study finds that bullies are likely to be stressed out, too.
Psychologically distressed children are more likely than other children to be involved in bullying as either victims or as bullies, say researchers at the University ● Depression of Washington in Seatlle. They report their findings in the November issue of the ● Anemia journal Archives of Pediatrics & Adolescent Medicine. ● Pleurisy
● Chest Pain Researchers surveyed 3,530 grade three, four, and five students and classified
● Palpitations them as victims, bullies, bully-victims (those who were both victimized and bullied other children) and bystanders (children who didn't bully others and were not bullied).
The study found that 22 percent of the children were involved in bullying -- either as victims, bullies, or both. Six percent of the children reported always being bullied, 14 percent said they bullied other children, and 2 percent said they both bullied and were bullied.
All three of these groups of children were much more likely than children classified as bystanders to say they felt unsafe at school. Students who said they felt they didn't belong at school were 4.1 times more likely to be bullied and 3.1 times more likely to be bullies than those who said they did feel they belonged at school. http://www.medicinenet.com/script/main/art.asp?articlekey=55292 (1 of 3) [12/3/2005 12:20:47 AM] School Bullying Stresses Perpetrators and Victims - Healthy Kids and Pediatrics - health and medical information produced by doctors
● Seroquel
● Zoloft Bullies and victims were most often male, and both bullies and victims were more
● Vicodin likely than bystanders to feel sad most days.
● Plavix (clopidogrel) "The prevalence of frequent bullying among elementary school children is substantial. Associations between bullying involvement and school problems ● Coumadin (warfarin) indicate this is a serious issue for elementary schools," the study authors wrote. -- Robert Preidt
SOURCE: JAMA/Archives journals, news release, Nov. 7, 2005
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Home > Administrator's Desk Center > Archives > Improvement/Safety > School Administrators Article SCHOOL ADMINISTRATORS ARTICLE School Administrators Center Stop Bullying Before It Starts! Sponsored links: Archives: Fundraisers & Bullying is no longer seen as the norm in the Fundraising Ideas: -- VIEW ALL ARTICLES school or the community at large, and prevention Earn 90% Profit! has become the name of the game. Included: Poor -- Columnists and good solutions to bullying. Walden University -- Conventions & Conferences M.S. in Education -- Exceptional Events The killings at Columbine High School in Littleton, Degrees Online -- Funding Colorado, focused attention on the age-old problem of -- Goals bullying. Eric Harris and Dylan Klebold were apparently Host Department -- Grants taunted and tormented, which has led some observers to attribute their subsequent Web Hosting -- Great Meetings violent acts at least in part to the cruelty they suffered. Of course, typical bullying -- How I Handled doesn't usually lead to carnage. It does, experts increasingly recognize, cause more Best Sellers -- Instant Meeting harm than is readily apparent though. -- Leadership Best Websites -- Morning Math -- Newsletters 'R Us How prevalent is bullying? One in seven children is a bully or the target of a bully, Marketing Questions -- Parent Involvement according to the National Association of School Psychologists. Targets of teasing and -- Principal Files bullying often remain silent, but they may suffer the effects of bullying, such as a lack of Management -- Principal Ideas self-confidence, underachievement in school, and withdrawal. -- Principal Pointer of the Day Questions -- Principal Profiles "While the school crime rate is decreasing," says the first Annual Report on School -- Programs Safety, "students feel less safe at school. [This] climate of fear erodes the quality of any Online Directory -- Special Theme school." -- Staffing / Teacher Trng Weight Loss Pills -- Technology & Internet There are ways to stop bullying, however, and those are what educators now explore, -- Tools and Templates Master's in Ed rather than accepting bullying as part of school life. -- Wire Side Chats The University of Scranton Click Here.
Administrators Message PUT A STOP TO BULLYING Boards Get your Masters "To prevent bullying, educators need to do nothing less than change school culture -- in Education what noted education researcher J. David Hawkins of the University of Washington degree online! Administrators Desk calls the 'social environment' in which learning takes place," Lee Sherman, editor of the Free Weekly Newsletter Northwest Education magazine issue Learning in Peace, told Education World. Kaplan University Master's of Arts in Administration "A safe environment," Sherman said, "is one where students are not only free of Teaching & Learning Resources physical threat but also free of emotional and psychological threat. The harm bullies inflict on their peers is less visible, but no less real, than the damage done by guns. As Hoodia Diet Pills we have seen in the school shootings that have stunned the nation, kids who are Hoodia Gordonii mercilessly harassed often become angry and alienated -- sometimes to the point of & Diet Hoodia Pills exploding in lethal ways." Administrators Leading Trade and Lesson Planning To end bullying and violence, Sherman says, schools must do the following: "Along with Vocational Career Professional Development zero tolerance for weapons, schools must send a clear message of zero tolerance for Schools and School Issues harassment, put-downs, and bullying. Schools won't eliminate cliques and differences Courses Site Reviews among students. They can, however, demand that students respect one another, Special Themes despite those differences, and treat every student with the dignity he or she has a right Save on an HP Color Teacher Lessons to expect in the public school system. Tech in Classroom LaserJet printer.
"Hawkins and his colleagues have identified four steps for eliminating disruption, Earn your teaching incivility, and violence in schools: The Arts degree 100% online Foreign Languages at University of History ● fostering social bonding and academic achievement; Phoenix Language, Literature ● promoting norms of nonviolence;
http://www.educationworld.com/a_admin/admin/admin117.shtml (1 of 4) [12/3/2005 12:21:34 AM] Education World ® Administrators Center: Stop Bullying Before It Starts!
Math ● teaching skills for living according to nonviolent norms (skills include anger PE and Health management, conflict resolution, and problem-solving); Muscle milk protein - Science ● eliminating firearms and other weapons. Muscle building Social Sciences education Technology "Parents must be partners in any effort to change school culture," Sherman said. "The expectations of schools must be supported and reinforced in the family and throughout college admission the community." essay, college guide Counseling Early Childhood Run down already? Higher Ed IT'S A LEGAL ISSUE Preservice Ed Stay energized, focused, and Special Ed Increasingly, parents are turning to the law to protect their children from bullying. The Vocational Ed parents of two children in a Roman Catholic school in Las Vegas sued the parents of healthy. seven other students, claiming that those students had bullied the two youngsters for more than a year. Both students were sixth-graders at the school, which was not named Sprint cellular at Add A Site as a defendant. [See Education Week, Suit Says Pupils Were Bullied, June 3, 1998.] a SPECIAL "Best Of" Series discount! Careers 888-448-6611 Contests/ Competitions In California, children who are bullied by classmates can get stay-away orders issued Ed Standards against the aggressors. Passed in 1998, the law provides for stay-away orders that Grants Center allow police officers to arrest violators for making telephone contact, mailing letters, or Holidays coming within a specified distance of the victim. Message Boards Newsletters Democratic state senator Sheila Kuehl, who co-sponsored the bill, said the law closes Parents "a very important and problematic loophole" by specifying that minors are covered by Prof Development civil protection orders. School Issues Glossary Students Before bullying reaches a point at which parents turn to the law, other actions can be Quick Research taken. World Resources School Directory Fundraising POOR SOLUTIONS AND GOOD SOLUTIONS TO BULLYING
Many teachers are concerned about bullying. One teacher commented, "Calling kids E-Learning names and picking on them many times leads to physical violence. The key is to stop it Prof Dev Oppty Center at the elementary-grade level and reinforce the 'no bullying' policy right through high School Funding Center school. Strong measures and consistency are key to stopping this abusive behavior." Fundraising
Bullying strips away a victim's feeling of safety, leaving the person feeling, at times, Ed World History totally vulnerable. A girl who received telephone threats from a boy became frightened Sponsorship at night when tree branches brushed her window. She thought her tormentor was trying About Our Fellows to break into her room. "All I want to do is make her feel safe," her mother told The Advertisers Sacramento Bee. "He's taken away my ability to do that." In such an extreme situation, Leading Fellows of Ed a solution is hard to come by. Many other, less threatening, kinds of bullying can be Contact Us handled in a constructive way, however. An Australian teacher has created an Anti- Help Bullying Unit that offers a practical list of poor solutions and good solutions for students who are being bullied.
The poor solutions include
● Do nothing. ● Change schools or classes to avoid the problem.
Potentially good solutions include
● Talk about being bullied. Schools need to encourage students to do this and then act against bullying.
● Get a buddy; friends will help deter bullying. Experts agree that bullies are cowards who won't feel comfortable picking on more than one person at a time.
● Establish behavior contracts for bullies. Some schools send bullies home for a couple days; before they can start classes again, the bullies must return with their parents and sign a contract of good behavior.
● Adopt a no-blame policy. In some schools, a victim of bullying reports the
http://www.educationworld.com/a_admin/admin/admin117.shtml (2 of 4) [12/3/2005 12:21:34 AM] Education World ® Administrators Center: Stop Bullying Before It Starts!
situation to a coordinator, who then talks to the bully and any witnesses. There is a meeting between the victim and the bully to air their differences. Then an action plan is drawn up to solve the problem. This approach is based on the theory that being nice to people brings out the best in them and is less punitive than some other solutions. Some students also seem to feel freer to report a bully if they know he or she won't be punished.
● Take a no-bullying course. Victims of bullies must learn how to stop being bullied. They must learn to be positive, to stand their ground, to maintain eye contact, and to surprise bullies by doing the unexpected. Schools can offer such courses.
PEACEFUL SCHOOLS
"Peaceful Schools" is a booklet published by the Northwest Regional Educational Laboratory. It calls for schools to address the following issues in preventing bullying:
● The physical plant should feel safe to students and staff; entrances should be visible, hallways well lighted, and playgrounds monitored.
● A strong sense of organization tends to permeate safe schools.
● Safe schools discipline students for disruptive behavior early and fairly. For students to feel safe, discipline needs to be fair, consistent, and clear. Rules and guidelines need to be clearly and repeatedly communicated to students and parents.
● Schools must challenge social norms that encourage violence.
● Advance planning is needed for a timely response in the event of a crisis.
● In-service training for teachers helps them understand a violence-prevention curriculum.
The Northwest Regional Educational Laboratory has been selected to operate the National Safe Schools Resource Center to provide training and technical help to the nation's schools and communities to assist them in creating crime- and violence-free learning environments.
The new emphasis is on preventing bullying, stopping it before it starts. In that way, educators hope to avoid further tragedies like the killings at Columbine High School.
ANTI-BULLYING RESOURCES
To obtain a copy of the Northwest Education magazine issue Learning in Peace, call (503) 275-9515. To obtain a copy of the booklet "Peaceful Schools," call (503) 275- 0666.
On the Internet...
Bullying Education World's "Bullying" archive includes lesson plans, success stories from schools, resources, and much more.
The Safetyzone A clearinghouse for information and material related to schools safety. Includes eight school safety technical assistance guides.
Bullying Resource List This Web site lists publications, videos, posters, children's books, and organizations that offer help in combating bullying.
http://www.educationworld.com/a_admin/admin/admin117.shtml (3 of 4) [12/3/2005 12:21:34 AM] Education World ® Administrators Center: Stop Bullying Before It Starts!
Annual Report on School Safety, October 1998 Containing a portion of the "Annual Report on School Safety," this site provides contacts for information on bully-proofing your school.
Center for Safe Schools and Communities This Web site offers community and school-based prevention programs that address school safety and promote cultural diversity.
No Bully This Web site provides concise answers to such questions as What is bullying?, Why do some people bully?, and Why are some young people bullied?
Article by Sharon Cromwell Education World® Copyright © 2004 Education World
Originally published 06/07/1999 Links last updated 12/14/2004
Copyright 1996-2005 by Education World, Inc. All Rights Reserved. Home | About Us | Reprint Rights | Help | Site Guide | Fellows | Contact Us
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Home > Topics > Support > Behaviour > Children and common concerns > Bullying.
Bullying
Bullying is ongoing physical or verbal aggression by a child or children against other children. It can have detrimental effects on all involved, including the bully. Schools have a responsibility to ensure a safe environment and should have policies to deal with bullying. Parents can help by supporting
their child, helping them to develop coping techniques and speaking to the school.
Bullying - it's more than just intimidation Bullying is the deliberate desire by one or more people to hurt, threaten or frighten someone with words or actions, and can vary in its severity. Bullying can include threatening, teasing, name-calling, preventing others from going where they want to or doing what they want to, pushing or hitting, and all forms of physical abuse.
Why children are bullied Children who bully sometimes pick on anyone around them. Sometimes, though, they will choose children who seem easy to hurt. They may pick on children who:
● Look or are different in some way. ● Are stressed, either at home or at school. ● Have a disability. ● Struggle with schoolwork. ● Are not good at sport. ● Lack social confidence. ● Are anxious. ● Are unable to hold their own because of being smaller, weaker or younger.
Occasionally, children provoke other children to bully them by teasing first. A very competitive school environment can contribute to bullying.
Look out for signs and effects
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Bullying?OpenDocument (1 of 4) [12/3/2005 12:22:28 AM] Bullying Children who are being bullied may not always tell adults. They may be afraid or ashamed. Some signs of being bullied may include:
● Not wanting to go to school and finding excuses to stay at home (for example, feeling sick). ● Wanting to go to school a different way to avoid the children who are bullying them. ● Being very tense, tearful and unhappy after school. ● Talking about hating school or not having any friends. ● Bruises or scratches. ● Refusing to tell you what happens at school.
Your child may show other signs of unhappiness, such as problems with sleeping. These signs may not necessarily mean your child is being bullied, but you need to check out what is worrying your child.
If bullying is allowed to continue, it can have a very bad effect on the child who is being bullied. If children are allowed to go on bullying, they are more likely to grow up to bully or hit their partners and their own children.
Parents can help There are several things parents can do to help. These include:
● Listen to your child and take their feelings and fears seriously. ● Try not to take everything into your own hands, as this is likely to make your child feel less in control. ● Help your child to work out their own ideas about coping with the problem. ● Don't call your child names (such as 'weak' or 'a sook') and don't let anyone else do so. ● If the bullying is verbal teasing, you may be able to help your child to learn to ignore it. Practise at home ways to help your child gain confidence (for example, walking past with their head up). ● Help your child think of ways to avoid the situation (for example, by going home a different way or staying with a group). ● Some children are helped by imagining a special wall around them, which protects them so that the hard words bounce off. ● Work on building your child's confidence in things they do well.
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Bullying?OpenDocument (2 of 4) [12/3/2005 12:22:28 AM] Bullying
● Be very careful that your child does not feel that being bullied is their fault.
At school If bullying happens at school, talk to the school about it. Many schools have policies that deal with bullying.
● Make a list of the things that have happened to your child. Be clear and be firm about their suffering. Be prepared to name the children who bully. If bullying persists, write down 'who', 'what', 'where' and 'when'. ● Talk to the school principal about the school's way of dealing with bullying and what steps they take to prevent it and protect children from it. ● Talk to the teacher about what can be done to help your child. Keep in contact until the problem is sorted out. ● If you find it difficult to go to the school and talk about this, take a friend with you.
It is important to get professional support if this is an ongoing problem for your child, or if it happens to your child a lot in different situations and with different children.
If your child is the bully If your child is bullying others, it is worth looking at the home environment and considering issues such as:
● The way you handle discipline - are you modelling helpful ways to communicate with other people? ● Is there unhappiness, arguing, marital discord, fighting or violence at home? ● Is your child worried or frightened about something? Where is your child learning the bullying behaviour? Are you keeping in contact with the school? ● Is the school handling it?
Where to get help
● Your child's school ● Your doctor ● Your local community health centre ● Youth worker.
Things to remember
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Bullying?OpenDocument (3 of 4) [12/3/2005 12:22:28 AM] Bullying
● Let your child know that bullying is wrong, take your child's fears and feelings seriously, and help work out ways of dealing with it. ● Reassure your child that being bullied is not their fault, and that something can and will be done about it. ● Let your child know that bullying happens to lots of children. ● Protect your child by involving the school or club, or those in charge of wherever the bullying is happening. ● Help your child to feel good about the other things in his or her life.
Related articles: Discipline - children. Teenage health.
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“Someone is picking on me.” Help for Teenage Victims of Crime Bullying and Harassment
■ What is it? more than physical force. Girls often Bullying is when one person hurts or bully by spreading rumors, taking part in threatens someone else physically, gossip, or threatening someone. verbally, or in writing. The bully may
choose a victim who is smaller or younger than they are, or who is from a different race or culture, or they may pick on ■ If you are a victim of bullying, you someone who is different in some other might… way. The bullying might happen once or over and over again. Bullying can include • Feel angry, sad, lonely, or depressed. pushing, shoving, kicking, hitting, teasing, • Feel like you have no friends. or writing mean or threatening notes. • Find that you are always getting into fights. If the bullying or harassment gets so bad • Want to hurt someone else or that it physically harms you or your yourself. property, makes you feel intimidated or • Feel like taking steps to defend afraid to go to school, or causes yourself. disruptions at school, it is probably against • Feel helpless to stop the bullying. school rules and may also be against the • Feel hopeless that anything can be law. Check with an adult in your school to done. find out more. • Be afraid to go to school, or feel anxious all the time. Assault and theft are always against the • Feel badly about yourself. law. So if a bully physically attacks you or steals something from you, you can ■ You're Not Alone report this to the police. If an assault or attack takes place at school or on a school • 3 out of 4 students report that they have been bullied at some time while bus, you can also report it to the principal, 1 and the school should take action to they were in school. confront and/or discipline the bully. • 5.4% of high school students (about 864,000 teens) report staying home at least one day a month because Anyone can be a bully. Girls and boys 2 tend to bully in different ways, though. they fear for their safety. Boys are usually more physical when they bully—shoving, pushing, and hitting. ■ Get Help Girls, on the other hand, tend to use words Being bullied is not your fault, and it is
1-800-FYI-CALL 2000 M Street, NW Suite 480 • Washington, DC 20036 • T (202) 467-8700 F (202) 467-8701 www.ncvc.org • [email protected] TTY 1-800-211-7996
“Someone is picking on me.”
wrong. Nothing you say, the way you look, or and teachers are around. what you believe in gives anyone else the right • Try not to be in a bathroom or locker room to make fun of you or hurt you. by yourself.
• Tell your parents, and talk with them ■ Help Someone Else about ways that they can help you to be If you see bullying happening in your school, safe. you can help put a stop to it. • Tell a teacher, counselor, or your school's principal. They can take action to stop the • Refuse to join in if a bully tries to get you bullying. to tease someone. • Most schools are required to have a policy • Get a teacher, parent, or another adult to on dealing with bullying. If you feel that come help. You won't be snitching; you'll nobody in your school is helping you, see be taking a stand against bullying. if you can find out what the policy is, and • Talk to the person being bullied and try to talk with the principal about how the get them to talk to an adult. Offer to go policy applies to your case. with them. • If there is no policy in your school, talk • Report the bullying to an adult you trust. with friends, a teacher, or the principal about creating one. ■ If you want to read more... ■ Help Yourself • ...about crimes that happen in schools, read our GET HELP series bulletin on • Try to walk away from the bullies. school crime K-12, or • Sit near the bus driver on the school bus. • ...about people being targeted because of • Take different routes to and from school. their race, religion, national origin, ethnic See if you can get a friend or two to walk identification, gender, or sexual with you. orientation, read our GET HELP series • Do not bring lots of money or expensive bulletin on hate crimes at things to school. www.ncvc.org/gethelp. • Try to stay in areas where other students
1 Hoover, J.H., Oliver, R., & Hazler, R.J. (1992). Bullying: Perceptions of adolescent victims in Midwestern USA. School Psychology International, 13, 5-16. 2 Centers for Disease Control and Prevention (2004). Surveillance Summaries. MMWR 2004:53. No. Ss-2. Bullying - AACAP Facts for Families #80
BULLYING No. 80 (03/01) Bullying is a common experience for many children and adolescents. Surveys indicate that as many as half of all children are bullied at some time during their school years, and at least 10% are bullied on a regular basis.
Bullying behavior can be physical or verbal. Boys tend to use physical intimidation or threats, regardless of the gender of their victims. Bullying by girls is more often verbal, usually with another girl as the target. Recently, bullying has even been reported in online chat rooms and through e-mail.
Children who are bullied experience real suffering that can interfere with their social and emotional development, as well as their school performance. Some victims of bullying have even attempted suicide rather than continue to endure such harassment and punishment.
Children and adolescents who bully thrive on controlling or dominating others. They have often been the victims of physical abuse or bullying themselves. Bullies may also be depressed, angry or upset about events at school or at home. Children targeted by bullies also tend to fit a particular profile. Bullies often choose children who are passive, easily intimidated, or have few friends. Victims may also be smaller or younger, and have a harder time defending themselves.
If you suspect your child is bullying others, it's important to seek help for him or her as soon as possible. Without intervention, bullying can lead to serious academic, social, emotional and legal difficulties. Talk to your child's pediatrician, teacher, principal, school counselor, or family physician. If the bullying continues, a comprehensive evaluation by a child and adolescent psychiatrist or other mental health professional should be arranged. The evaluation can help you and your child understand what is causing the bullying, and help you develop a plan to stop the destructive behavior.
If you suspect your child may be the victim of bullying ask him or her to tell you what's going on. You can help by providing lots of opportunities to talk with you in an open and honest way.
It's also important to respond in a positive and accepting manner. Let your child know it's not his or her fault, and that he or she did the right thing by telling you. Other specific suggestions include the following:
http://www.aacap.org/publications/factsfam/80.htm (1 of 3) [12/3/2005 12:23:25 AM] Bullying - AACAP Facts for Families #80
● Ask your child what he or she thinks should be done. What's already been tried? What worked and what didn't? ● Seek help from your child's teacher or the school guidance counselor. Most bullying occurs on playgrounds, in lunchrooms, and bathrooms, on school buses or in unsupervised halls. Ask the school administrators to find out about programs other schools and communities have used to help combat bullying, such as peer mediation, conflict resolution, and anger management training, and increased adult supervision. ● Don't encourage your child to fight back. Instead, suggest that he or she try walking away to avoid the bully, or that they seek help from a teacher, coach, or other adult. ● Help your child practice what to say to the bully so he or she will be prepared the next time. ● Help your child practice being assertive. The simple act of insisting that the bully leave him alone may have a surprising effect. Explain to your child that the bully's true goal is to get a response. ● Encourage your child to be with friends when traveling back and forth from school, during shopping trips, or on other outings. Bullies are less likely to pick on a child in a group.
If your child becomes withdrawn, depressed or reluctant to go to school, or if you see a decline in school performance, additional consultation or intervention may be required. A child and adolescent psychiatrist or other mental health professional can help your child and family and the school develop a strategy to deal with the bullying. Seeking professional assistance earlier can lessen the risk of lasting emotional consequences for your child.
For more information see Facts for Families: #33 Conduct Disorder #55: Understanding Violent Behavior in Children #65: Children's Threats #66: Helping Teenagers with Stress. See also: Your Child (1998 Harper Collins)/Your Adolescent (1999 Harper Collins).
Facts For Families Main Menu See also Facts for Families Translations: [Deutsch] [French] [Polish] [Spanish]
If you find Facts for Families© helpful and would like to make good mental health a reality for all children, click here to donate to the Campaign for America’s Kids. Your support will help us continue
http://www.aacap.org/publications/factsfam/80.htm (2 of 3) [12/3/2005 12:23:25 AM] Bullying - AACAP Facts for Families #80 to produce and distribute Facts for Families, as well as other vital mental health information, free of charge.
You may also mail in your contribution. Please make checks payable to the AACAP and send to Campaign for America’s Kids, P.O. Box 96106, Washington, DC 20090.
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Facts for Families© information sheets are developed, owned and distributed by the American Academy of Child and Adolescent Psychiatry (AACAP) and are supported by a grant from the Klingenstein Third Generation Foundation. Hard copies of Facts sheets may be reproduced for personal or educational use without written permission, but cannot be included in material presented for sale or profit. All Facts can be viewed and printed from the AACAP website (www.aacap.org). Facts sheets many not be reproduced, duplicated or posted on any other Internet website without written consent from AACAP. Organizations are permitted to create links to AACAP’s website and specific Facts sheets. To purchase complete sets of Facts for Families, please contact the AACAP Circulation Clerk at 800.333.7636, ext. 131.
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http://www.aacap.org/publications/factsfam/80.htm (3 of 3) [12/3/2005 12:23:25 AM] Identification of School Bullies
Joanna Cole, MS, Dewey Cornell, Ph. D., & Peter Sheras, Ph. D Dan Olweus, founding father of bullying programs. Professor of Psychology, University of Bergen, Norway. Implemented nationwide program in Norway in early 1980’s in response to national outcry in 1982 over three middle school students who committed suicide because of bullying.
Olweus, D (1993). Bullying at school. Cambridge, MA: Blackwell Publishers. How can we measure bullying? • Teachers and parents often do not know about bullying. • Only students know the full extent of bullying. • Face-to-face interviews provide valuable information, but are time-consuming and not anonymous. They can be used in some situations. • Confidential written surveys are most efficient, and are widely regarded as the standard approach. They yield quantitative results to document program effects. School Climate Survey Analysis • School Climate Survey (Brockenbrough & Cornell, 2001) with 56 items for middle school students
• Administered in September • • Peer nominations collected two weeks after first survey
• Collected year-end data on student discipline referrals
• Compared two types of bullies – Self-reported bullies – Peer-nominated bullies
• Compared groups by gender, grade level, types of bullying, attitudes toward aggression, disciplinary infractions, and self-concept School Climate Survey Brockenbrough & Cornell, 2001
Self-Reported Bullies defined as those who agreed to bullying others “About Once a Week” or more (N = 9) “I have bullied others in the past month.”
75.4 75
60
45
30 21.8
15 1.6 1.3 0 Several X 1X Week 1 or 2 X Never week 416 middle school students (Cole, Cornell, & Sheras, 2003) Peer Nomination Method • Used to identify bullies and victims • Do not have to rely on any single student, so you minimize the problem of over- and under-reporting. • Well-respected approach in research on children’s social status and emotional adjustment
“List up to three students who often bully others.” Peer Nominated Bullies defined as those that denied the “I bully others” measure, but received 2 or more nominations from peers (N = 70) Students identified as bullies by their classmates 300 260 250
200
150
100 54 50 22 18 13 13 6 0 0 1 2 3 4 or 5 6 to 9 10+ Cole, Cornell, & Sheras, 2003 Can teachers identify bullies? • Bullying is a covert activity, often brief and undetectable • Ziegler and Pepler (1993) study found only 47% of victimized primary school students reported telling a teacher • Boulton (1997) found that 1 in 4 teachers did not identify name calling, spreading rumors, intimidating by staring, taking another’s things, or leaving people out as bullying. 3 or more student Do students and teachers nominations as bully identify the same students as bullies? Not a bully Bully
Not a bully Teacher 480 56 nomination as bully Bully 20 25
Students identified more bullies than teachers. Most students identified as bullies were NOT identified by teachers. Brockenbrough, 2001 Identified Bullies by Gender
60
55 50
40
30
20
15 10 self-reported 7
Frequency 0 peer nominated male female
Identified Bullies by Gender N=79 Cole, Cornell, & Sheras, 2003 Identified Bullies by Grade Level Cole, Cornell & Sheras, 2003 30
26
20 22 22
10
5 self-reported N=9 3
Frequency 0 peer nominated N=70 6th 7th 8th
Identified Bullies by Grade Level N=79 School Climate Survey Brockenbrough & Cornell, 2001 • Focus on physical, verbal, and social bullying Types of Bullying Behaviors Cole, Cornell, & Sheras, 2003
3.5
3.0
2.5
IMEAN 2.0
IHIT Mean Scores 1.5 IJOIN
IGRAB 1.0 ITHREAT
.5 IFRIEND self reported bully peer nominated bully
Identified Bullies N=79 Attitudes Toward Aggression
• If someone threatens you, it is okay to hit that person. • It feels good when I hit someone. • If you fight a lot, everyone will look up to you. • Sometimes you have only two choices -- get punched or punch the other kid first. • If you are afraid to fight, you won’t have any friends. Attitudes Toward Aggression for Identified Bullies
Cole, Cornell, & Sheras, 2003
18
17
16
15
14
13
12 Mean Attitudes towards Aggression 11 self reported bully peer nominated bully
Type of Nomination Types of Disciplinary Infractions
5
4
3
2 suspensions
1 detentions
Mean (October - April) 0 discipline referrals self reported bully peer nominated bully
Identified Bullies N = 79 Cole, Cornell, & Sheras, 2003 Levels of General Self Concept
• I do lots of important things. • In general, I like being the way I am. • Overall, I have a lot to be proud of. • I can do things as well as most other people. • Other people think I am a good person. • A lot of things about me are good. • I am as good as most other people. • When I do something, I do it well. General Self Concept for Identified Bullies
Cole, Cornell, & Sheras, 2003
34
33
32
31
30
29
28 Mean of Overal Self-Concept Scores 27 self reported bully peer nominated bully
Type of Nomination Pitfalls of Student Surveys • Students can under-report or over-report bullying. • Bullying must be defined clearly. • Survey questions must be worded carefully. • Samples can be biased by low response rates. • Survey administration must be standard. Therefore, schools should use established surveys, not homegrown surveys. Surveys should be administered in a standard manner to the entire student body. Raw data should be screened for validity before results are tabulated. Concluding Comments The best way to identify bullies is to utilize a Multimethod Approach:
Self Report Surveys Teacher Nomination Peer Nomination Student Interviews with Victims School-Wide Awareness Contact Us
For more information regarding bullying in schools:
Virginia Youth Violence Project Curry School of Education University of Virginia 434-924-8929 [email protected] Website: youthviolence.edschool.virginia.edu http://www.rand.org/health/centers/adolescent/bullying.html
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http://www.rand.org/health/centers/adolescent/bullying.html (1 of 5) [12/3/2005 12:24:03 AM] http://www.rand.org/health/centers/adolescent/bullying.html
Bullying in Schools Pervasive, Disruptive and Serious
More than one in five 12-year-olds are repeatedly either bullies, victims or both, and bullies are often popular and viewed by classmates as the "coolest" in their classes, according to new research from the most comprehensive study on young adolescent bullying in an ethnically diverse, large urban setting.
The study was conducted based on a longitudinal research on bullying conducted at UCLA in collaboration with the UCLA/RAND Center for Adolescent Health Promotion.
Bullies, seven percent of the students, are psychologically strong.
"Bullies are popular and respected: they are considered the 'cool' kids," said Jaana Juvonen, UCLA professor of psychology, adjunct behavioral scientist at RAND, and lead author of "Bullying Among Young Adolescents: The Strong, the Weak and the Troubled," published in the December issue of the journal Pediatrics. "They don't show signs of depression or social anxiety and they don't feel lonely.
"We hope that these findings help us dispel the myth that bullies suffer from low self-esteem," Juvonen said. "Our data indicate that bullies do not need ego boosters. Unfortunately, this myth is still guiding many programs conducted in schools. Instead, we should be concerned about the popularity of bullies and how to change the peer culture that encourages bullying."
Depression, social anxiety and loneliness are common among victims of bullies, who are nine percent of the students in the study.
"Young teens who are victims of bullying are often emotionally distressed and socially marginalized," said Juvonen, who also works as a consultant to Los Angeles elementary schools on developing anti-bullying programs. "Many of the victims are disengaged in school.
"Victims are reluctant to talk about their plight," she said. They suffer is silence and often blame themselves. This is one of our challenges for intervention: We need to provide students with educational settings in which they feel comfortable talking about their plight. But we also need to http://www.rand.org/health/centers/adolescent/bullying.html (2 of 5) [12/3/2005 12:24:03 AM] http://www.rand.org/health/centers/adolescent/bullying.html
give kids tools to effectively deal with bullying. One method of doing so involves engaging students to talk about strategies that might help them stop bullying and tactics that make them feel better after being bullied. Teachers can facilitate the generalization of these skills if they help students mediate incidents between students."
One of the schools that Juvonen has worked with, UCLA's Corinne Seeds University Elementary School, regards bullying incidents as "teachable moments" that allow students to develop not only behavioral skills, but also cognitive coping strategies that alleviate the pain associated with being bullied.
Students who witness bullying often encourage bullies by watching someone getting pushed around or called names or helping a classmate spread rumors about another student, Juvonen said. Bystanders rarely intervene with bullying. Juvonen regards this as one of the biggest challenges for effective anti-bullying intervention.
"Bully-victims," the six percent of students who both bully and get bullied, are the most disturbed group of all, Juvonen and her colleagues found. They are by far the most unpopular students, least engaged in school, most disruptive in class and they also reported somewhat elevated levels of depression and loneliness, Juvonen said. Teachers ranked these "bully- victims" as having by far the most conduct problems.
The study shows that the bully-victim group has the worst of both worlds of bullies and victims, and a unique risk profile. "Their high levels of disruptive behavior, disengagement from school and social problems with their peers suggest they are a particularly high-risk group," Juvonen said.
The study shows that compared with other students, all three groups show less interest in school and have difficulties getting along with classmates.
Sandra Graham, UCLA professor of education, and Juvonen are in the fourth year of a long-term study of more than 1,900 sixth graders, and their teachers, in 11 Los Angeles-area public middle schools with predominantly minority and low-income students. Each student provides confidential reports on which classmates bully others and which are victims of bullying. They also report about their own feelings of depression, anxiety and loneliness. In addition, teachers rate students' behavior. The http://www.rand.org/health/centers/adolescent/bullying.html (3 of 5) [12/3/2005 12:24:03 AM] http://www.rand.org/health/centers/adolescent/bullying.html
research is funded federally by the National Science Foundation and privately by the William T. Grant Foundation.
Boys are twice as likely to be bullies as girls, almost twice as likely to be victims of bullies, and more than three times as likely to be in both categories, report Juvonen, Graham and Mark Schuster, associate professor of pediatrics in UCLA's David Geffen School of Medicine and a senior natural scientist and director of the UCLA/RAND Center for Adolescent Health Promotion.
"Both boys and girls can be mean and use a variety of tactics to intimidate or humiliate one another," Juvonen said.
In the study, bullying is defined as "starting fights and pushing other kids around," "putting down and making fun of others," and "spreading nasty rumors about others."
Bullying is a significant problem in schools and is associated with a range of problems, including poor mental health and violent behavior, Juvonen said. Other studies have shown that bullies are significantly more likely to engage in antisocial behavior later in life, particularly assaults and rapes, Juvonen said.
Additional research from Graham and Juvonen's project, not yet published, shows that victims of bullying experience headaches, stomach aches and colds more often than students not involved in bullying, Juvonen said.
Juvonen advises parents to talk with their children about bullying before it ever happens.
"If you've never discussed this issue with your child, it might be difficult for your child to tell you about it," she said. "The older children get, the harder it is for them to bring it up. Start by talking with your child about other kids in the school. 'Do other kids in your school get picked on? Tell me what happens. How do you think these kids feel? What do you think should happen? Does anybody tell the teacher? Has it ever happened to you? What did you do then? Would you do the same thing if it happened again?
"Find out from your child as much as you can and how your child is dealing with it. Role-playing different strategies, especially with young children, is
http://www.rand.org/health/centers/adolescent/bullying.html (4 of 5) [12/3/2005 12:24:03 AM] http://www.rand.org/health/centers/adolescent/bullying.html
very helpful. 'What would you do or say? How would you say it?' If your child is being bullied or is concerned about getting bullied, contact the school and talk with the teacher. You don't want to contact the parents of the bully."
As the study continues, Graham and her collaborators hope to learn whether the students who were bullies and victims in sixth grade remain so in high school, whether changes can be predicted and why changes occur. "The transitions that come with moving into high school and moving into full adolescence make it particularly important to track these children's development across time," said National Science Foundation Program Officer Peg Barratt. "Part of what makes this work unique is the broader focus not only on bullies and victims, but on the impact of witnessing bullying."
Juvonen speaks to teachers, administrators and parents at Los Angeles elementary schools, including UCLA's Corinne Seeds University Elementary School, where she worked on developing the school's anti-bullying program.
An abstract of the article, "Bullying Among Young Adolescents: The Strong, the Weak and the Troubled," is available on the Pediatrics web site.
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http://www.rand.org/health/centers/adolescent/bullying.html (5 of 5) [12/3/2005 12:24:03 AM] Bullying in schools - Are Victorian attitudes towards children partly to blame?
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Home Page Bullying in schools - Are Medical News Letter Victorian attitudes towards Institutions A to Z children partly to blame? Medical A to Z • Child Health News Child Health News • Disease/Infection Published: Monday, 14-Nov-2005 Email to a Friend News Printer Friendly • Devices/Technology • Healthcare News • Medical Condition Professor Al Aynsley-Green, the new News children's commissioner, has announced that • Medical Procedure tackling bullying in schools is his number one News priority. • Medical Patent News His comments come in a week when bullying in • Medical Research schools is very much in the public's mind- after a News schoolgirl was stabbed in the eye and, in another • Medical Study News incident, a victim of bullying was found guilty of • Men's Health News manslaughter after killing one of his tormentors • Medical Science News with a pool cue. • Miscellaneous News But are we in a state of moral panic over violence • Pharmaceutical News in schools? If you remove a bully from school- • Women's Health News another will appear, argues Dr Hilary Cremin, Archived Stories Director of Citizenship Studies in Education at the Info University of Leicester. She says the most Legals effective way of tackling bullying in schools is through educating young people in how to deal with group behaviour.
http://www.news-medical.net/?id=14496 (1 of 5) [12/3/2005 12:24:33 AM] Bullying in schools - Are Victorian attitudes towards children partly to blame?
Medical Books A survey in 1993 (DfES) found that around one in ten children are victims of bullying, but Prof Aynsley-Green is suggesting that this has Medical Conferences increased to almost every child in school.
The issue here is how bullying is defined. Featured Certainly it has become a word that is used very Publications frequently in schools. If what is meant is bullying Child Health in its widest form (teasing, name-calling, psychological bullying) then it would certainly be Epidemiology accurate to suggest that almost all children are bullied.
Food and Nutrition Bullying implies an imbalance of power, and the deliberate attempt to cause harm. In the jostling Gender and for power, status and control that takes place in Health any group setting (animal, adult or child) bullying is certainly manifest. This is not to suggest, however, that bullies are a clearly identifiable Health Promotion group who can be 'dealt with.' A child who has more power at one moment, and who is using it to bully a less powerful child, may find themselves in a relatively powerless position a moment later, and could become a victim themselves.
Relationships in groups are rarely stable, and it is the fluid and dynamic nature of peer relations in school which makes tackling bullying so difficult. If a teacher removes a child who is bullying, another one will appear. Bullies are a function of groups, and teachers can only really be effective if they educate young people in how to deal with group behaviour, both the positive and negative aspects. Hilary Cremin's work investigating peer mediation as a strategy for reducing bullying is an example of this - see: http://www.le.ac.uk/education/staff/hc74.html.
The recent case of a girl who was stabbed in the face with scissors represents every parent's http://www.news-medical.net/?id=14496 (2 of 5) [12/3/2005 12:24:33 AM] Bullying in schools - Are Victorian attitudes towards children partly to blame? nightmare. It must be stressed, however, that this case is extremely unusual. The fact that bullying in its widest sense is pervasive in schools does not mean that these extreme incidents are common in schools - they are not. In fact a young person is safer in school than in anywhere else in the community, including the home. International research into violence in schools (Smith, 2003) shows that there is moral panic throughout Europe, the USA, Canada and Australia concerning increases in violence in schools. None of this is borne out by research.
In general, schools take such incidents extremely seriously, and do all that they can to ensure zero tolerance of violent and abusive behaviour. This is not to say that schools are havens of peace. They are a continuation of the communities that they serve, and it would be na? to suggest that pupils, teachers and parents are transformed as they walk through the schools gates. The media and globalisation have a part to play. So does the climate of the education system itself. The current education system values academic achievement above personal and social values and skills. Teachers have been brought into line and required to go 'back to basics' in the classroom by successive conservative and labour governments. They have less time now than ever before for responding to children's emotional needs. ressures of the standards agenda, league tables and OfSted leave little time for dealing pro- actively with peer relationship issues. Teachers have raised standards, improved exam results, and ensured that more and more 18 year olds can enter university, but all of this is at a price. They have done as they were asked.
As a contributor on a phone-in programme on national radio, Hilary Cremin was confronted by
http://www.news-medical.net/?id=14496 (3 of 5) [12/3/2005 12:24:33 AM] Bullying in schools - Are Victorian attitudes towards children partly to blame? callers who wanted the re-introduction of the cane for bullies. It is hard to imagine how this would reduce a climate of violence in schools. It is also hard to understand why these attitudes persist despite widespread support of the rights of the child. Why is it still acceptable to propose the use of violence against children when its use against adults has been unacceptable for decades? If it is tenable to cane children, then surely it must be tenable to flog workplace bullies? After all, the problem is just as wide-spread amongst adults. Here, Hilary Cremin believes, is the crux of the problem: Victorian attitudes towards children persist in society, and lead to the diminishing of their voices and power. Some of our institutions still expect children to be seen and not heard. Those who can reclaim some power through hoisting themselves up in the eyes of their peers will do so. Slapping them back down will merely result in more subtle attempts to gain advantage and power.
Schools need to be places where children are safe, rules need to be agreed with all young people and applied in ways that are consistent and fair. This, however, is only the beginning. More needs to be done to empower teachers to work pro-actively to develop the pro-social skills of the young people in their care. This needs curriculum time and proper training and support for teachers. The introduction of Citizenship as a statutory obligation at secondary level is a positive sign, as are many of the ideas enshrined in Every Child Matters, and the opening up of the 14-19 curriculum. It is to be hoped that teachers will increasingly be enabled to respond to the needs of the whole child, and to actively work towards non-violent, ethical and moral school communities.
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Bullying at school: tackling the problem
By Dan Olweus, Research Centre for Health Promotion,
University of Bergen, Norway Published: March 2001
“For two years, Johnny, a quiet 13-year-old, was a human plaything for some of his classmates. The teenagers badgered Johnny for money, forced him to swallow weeds and drink milk mixed with detergent, beat him up in the restroom and tied a string around his neck, leading him around as a ‘pet’. When Johnny’s torturers were interrogated about the bullying, they said they pursued their victim because it was fun.”
(Excerpt from a Norwegian newspaper article cited in Olweus, 1993.)
Bullying among schoolchildren is certainly a very old phenomenon, though it was not until the early 1970s that it was made the object of systematic research. Though this research originally focused on Scandinavia, by the 1980s bullying among schoolchildren had attracted wider attention in countries such as Australia, Canada, Japan, the Netherlands, the United Kingdom and the United States.
A broad definition of bullying is when a student is repeatedly exposed to negative actions on the part of one or
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more other students. These negative actions can take the form of physical contact, verbal abuse, or making faces and rude gestures. Spreading rumours and excluding the victim from a group are also common forms. Bullying also entails an imbalance in strength between the bullies and the victim, what experts call an asymmetric power relationship.
Our surveys of more than 150,000 students show that some 15% of pupils in elementary and lower secondary/junior high schools (roughly corresponding to ages 7 to 16) in Scandinavia are involved in bully/victim problems with some regularity – either as bullies, victims or both. Approximately 9% are victims, and 7% bully other students with some regularity. A relatively small proportion (15-20%) of the victims are themselves bullies of other pupils. These figures probably underestimate the problem, and there are indications that the level of bullying has risen over the last 10-15 years. More worrying, it is the more frequent and severe forms of bullying that have increased most.
Scandinavia is clearly not the stable rock of peace and calm it is often portrayed to be. Still, bullying may be more prevalent in other countries. For example, one British study of over 6,700 students shows that more than a quarter (27%) of primary school students reported being bullied with some regularity; this figure was 10% for secondary school students. With regard to bullying other students, corresponding figures were 12% for primary and 6% for secondary school students (Smith & Sharp, 1994).
These are the raw data, but what about the background? There is considerable research literature on the characteristics, family backgrounds, long-term outcomes for victims and bullies, mechanisms and group processes involved, and some of the key titles are included in the reference section of this article. Fundamentally, bullying has to be seen as a component of more generally antisocial and rule-breaking behaviour. In my follow-up studies, some 35% to 40% of boys who were characterised as bullies in Grades 6 to 9 (ages 13 to 16) had been convicted of at least three officially registered crimes by the age of 24. In contrast, this was true of only 10% of boys who were not classified as bullies. In other words, former school bullies were four times more likely than other pupils to engage in relatively serious crime.
SOME MYTHS
There are several common assumptions about the causes of bullying for which there is no supporting evidence. They include claims that bullying is a consequence of large class or school sizes, or of the competition for grades and other pressures that school generates. Another common assumption is that under a tough surface bullies, in fact, suffer from poor self-esteem and insecurity. These views are no more accurate than the stereotype that students who are fat, red-haired and wear glasses are particularly likely http://www.oecdobserver.org/news/fullstory.php/aid/434/Bullying_at_school:_tackling_the_problem.html (2 of 7) [12/3/2005 12:25:33 AM] OECD Observer: Bullying at school: tackling the problem
to become victims of bullying.
In reality, other factors are more important. Certain personality characteristics and typical reaction patterns, combined with the level of physical strength or weakness in the case of boys, can help to explain the development of bullying problems in individual students. At the same time, environmental influences, such as teachers’ attitudes, behaviour and supervisory routines play a crucial role in determining the extent to which these problems will manifest themselves in a classroom or a school.
FUNDAMENTAL HUMAN RIGHTS
Victims of bullying form a large group of students who tend to be neglected by their schools. Yet it is a fundamental human or democratic right for a child to feel safe in school and to be spared the oppression and repeated, intentional humiliation of bullying. Governments and school authorities have therefore an important role to play in assuring that these rights are honoured.
A Swedish law passed in 1994 and amended in 1997 goes some way to upholding these children’s rights at school. The associated regulations also make school principals responsible for realising these goals, including the development of an explicit intervention plan against bullying. Similar legal moves, although with somewhat weaker formulations, have been made in a few other countries, notably Norway and the United Kingdom.
As bully/victim problems have gradually been placed on formal school agendas in many countries, a number of suggestions about their handling and prevention have been proposed; see Peter K. Smith et al (1999) for an overview of a number of such measures. Some of these suggestions and approaches seem ill-conceived or even counterproductive, such as excessive focus on changing the victims’ behaviour to make them less vulnerable to bullying. Others appear meaningful and potentially useful. A key problem, however, is that most of them have either not had positive results or have not been subjected to proper evaluation. Therefore it is difficult to know which measures actually work and which do not. Yet it is the results that count, not how adults might feel about using a programme.
CAN BULLYING BE STOPPED?
The situation is well illustrated by the following. Recently, a US expert committee under the leadership of a respected criminologist, Professor Delbert Elliott, systematically evaluated more than 400 violence (or problem-behaviour) prevention programmes. Only 10 of the programmes (four of which were school-based) satisfied the specified minimum criteria of the evaluation. These criteria were that they could show documented successful results, that the
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positive effects had lasted at least a year and that the programme had produced positive results in at least one site beyond the original one. These “Blueprint” or model programmes are now being implemented in a number of sites with financial support from the US Office of Juvenile Justice and Delinquency Prevention. A similar evaluation of 25 programmes designed to counteract or prevent “problem behaviour” was recently carried out by an officially appointed committee in Norway. Only one programme was recommended for further use without reservations.
My own Bullying Prevention Programme is one of the 10 US Blueprint programmes and was the programme selected by the Norwegian committee. In this programme, the tools themselves are quite straightforward, ranging from adult awareness and parent meetings to classroom rules against bullying, followed up by regular classroom meetings with the students; these elements are summarised in the box.
The first evaluation of the use of the intervention programme was based on data from approximately 2,500 students (aged 11-14) in 42 primary and lower secondary/junior high schools in Bergen, Norway. The subjects of the study were followed over a period of two and a half years, from 1983 to 1985 (Olweus 1993; and Olweus & Limber, 1999).
The main findings were threefold. First, there were marked reductions – by 50% or more – in bully/victim problems for the periods studied, which included 8 and 20 months of intervention. Second, clear reductions were recorded in general antisocial behaviour, such as vandalism, fighting, pilfering, drunkenness and truancy. And third, the social climate of the classroom greatly improved, while student satisfaction with school life rose too.
Similar results have been documented in a recent large- scale intervention project (1997-1999) in Bergen and in a new project (results not yet published) in 10 Oslo schools. Positive, although somewhat lesser, effects have also been reported in Germany, the United Kingdom and the United States.
The Norwegian government has now decided to offer the Bullying Prevention Programme to all comprehensive schools in Norway. A key element of the new initiative is the establishment of educational teacher discussion groups at each school. These groups will receive training and supervision from special trainer candidates, who in turn are trained and supervised by my Group for the Prevention of Bullying and Antisocial Behaviour at the University of Bergen. In this way, it will be possible to reach out to a large number of schools in a relatively short time.
Key components of Olweus bullying prevention programme
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++ core component; + highly desirable component
GENERAL PREREQUISITES
++ awareness and involvement on the part of adults
MEASURES AT SCHOOL LEVEL
+ + questionnaire survey
+ school conference day
++ effective supervision during break times
++ educational teacher discussion groups
++ formation of coordinating group
MEASURES AT CLASS LEVEL
++ class rules against bullying
++ class meetings with students
+ meetings with parents of the class
MEASURES AT THE INDIVIDUAL LEVEL
++ serious talks with bullies and victims
++ serious talks with parents of involved students
+ development of individual intervention plans
The basic message is clear: bullying is a large problem in schools, but with a suitable intervention programme, it is possible to considerably reduce it. An effective anti- bullying programme can be implemented relatively easily and without major cost; it is primarily a question of changing attitudes, knowledge, behaviour and routines in school life.
****
For more detail, please contact Research Professor Dan Olweus at the e-mail address below.
More information can also be obtained at the same email address on the intervention “package” for the Olweus Bullying Prevention Programme. This package consists of a book by Dan Olweus called Bullying at School – What we know and what we can do (1993), a teacher manual, Olweus’ Core Program Against Bullying and Antisocial Behavior: A Teacher Handbook (1999), and the Revised Olweus Bully/Victim Questionnaire, with its
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accompanying PC software programme and a 20-minute video cassette.
REFERENCES
Elliott, D. (1999). Editor’s introduction. In D. Olweus & S. Limber (1999) Blueprints for violence prevention: Bullying Prevention Program. Institute of Behavioral Science, University of Colorado, Boulder, USA.
Farrington, D. (1993). Understanding and preventing bullying. In M. Tonry (Ed.), Crime and justice: A review of research. Vol. 17 (pp.348-458). Chicago: University of Chicago Press.
Hawker, D.S.J., Boulton, M.J. (2000). Twenty years of research on peer victimization and psychological maladjustment: a meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41, 441-455.
Olweus, D. (1973). Hackkycklingar och översittare: Forskning om skolmobbning. Stockholm: Almqvist & Wiksell.
Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Washington, D.C.: Hemisphere (Wiley).
Olweus, D. (1981b). Vad skapar aggressiva barn? In A.O. Telhaug & S.E. Vestre (Eds.), Normkrise og oppdragelse (pp.67-82). Oslo: Didakta.
Olweus, D. (1986, 1991). Mobbning i skolan- vad vi vet och vad vi kan göra. Stockholm: Liber.
Olweus, D. (1991). Bully/victim problems among schoolchildren: Basic facts and effects of a school based intervention program. In D. Pepler and K. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411-448). Hillsdale, N.J.: Erlbaum.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: Blackwell Publishers.
Olweus, D. (1996). The Revised Olweus Bully/Victim Questionnaire. Research Center for Health promotion (Hemil Center). Bergen, Norway.
Olweus, D. (1999a). Sweden. In P.K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, & P. Slee (Eds), The nature of school bullying: A cross-national perspective (pp.7-27). London, UK: Routledge.
Olweus, D. (1999b) Olweus’ core programme against bullying and antisocial behavior: A teacher handbook. Research Center for Health promotion (Hemil Center). Bergen, Norway. http://www.oecdobserver.org/news/fullstory.php/aid/434/Bullying_at_school:_tackling_the_problem.html (6 of 7) [12/3/2005 12:25:33 AM] OECD Observer: Bullying at school: tackling the problem
Olweus, D., & Alsaker, F.D. (1991). Assessing change in a cohort longitudinal study with hierarchical data. In D. Magnusson, L.R. Bergman, G. Rudinger, and B. Törestad (Eds.), Problems and methods in longitudinal research (pp.107-132) New. York: Cambridge University Press.
Olweus, D., & Limber, S. (1999). Blueprints for violence prevention: Bullying Prevention Program. Institute of Behavioral Science, University of Colorado, Boulder, USA.
Smith, P.K. (1999). England and Wales. In P.K. Smith, Y. Morita, J.
Junger-Tas, D. Olweus, R. Catalano, & P. Slee (Eds), The nature of school bullying: A cross-national perspective (pp.68-90). London, UK: Routledge.
Smith, P. K., Morita, Y., Junger-Tas, J., Olweus, D., Catalano, R., & Slee, P. (1999). (Eds.) The nature of school bullying: A cross-national perspective. London: Routledge.
Smith, P.K., & Sharp, S. (1994). School bullying: Insights and perspectives. Routledge.
Related links
● Bullying Prevention Program ● Research Professor Dan Olweus
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http://www.oecdobserver.org/news/fullstory.php/aid/434/Bullying_at_school:_tackling_the_problem.html (7 of 7) [12/3/2005 12:25:33 AM] Youth Violence Project - Middle School Bullying
Middle School Bullying
School bullying has both immediate and long-term detrimental effects. Victimization due to bullying is correlated with student absenteeism (Rigby, 1996; Reid, 1989), poorer academic achievement (Nolin et al., 1996), social isolation (Slee & Rigby, 1993), and internalizing problems such as depression, anxiety, and poorer psychosocial adjustment (Callaghan, 1995; Olweus, 1979; Nansel et al., 2001; Sourander et al., 2000). Craig (1998) reported that all forms of bullying — physical, verbal, and social — were predictive of victim anxiety. Sourander et al. (2000) found that students who were repeatedly victimized in elementary school reported higher levels of internalizing problems at age 16. Likewise, longitudinal research suggests that many of the negative effects associated with childhood victimization (e.g., low self-esteem, depression, social isolation) continue into adulthood (Olweus, 1993; Rigby, 1996).
According to our survey of 402 students in grades 6, 7, and 8 in a suburban middle school in central Virginia, nearly half of all middle school students reported being bullied in the past month. About 15% of these students reported being bullied at least once a week. Students completed an anonymous survey that included a standard definition of bullying. This definition indicated that bullying involves the use of one's strength or status to intimidate, injure, or humiliate another person of lesser strength or status, and that bullying could be physical, verbal, or social.
Approximately half of these middle school students reported that they were bullied in the past month. About 7% reported being bullied several times a week.
Approximately one-third of the students admitted bullying someone in the past month. Only 4% reported bullying several times a week.
We asked students to “List up to three students whom are bullied often” and “List up to three students who often bully others.”
http://youthviolence.edschool.virginia.edu/bullying/bullying-middle-school-research.html (1 of 3) [12/3/2005 12:26:02 AM] Youth Violence Project - Middle School Bullying
Approximately two-thirds of the students were not identified as victims by their classmates. Out of those who were identified as victims, about 75% were identified by 1 to 3 students, while 25% were identified by four or more students.
Approximately two-thirds of the students were not identified as bullies by their classmates. Out of those who were identified, about 75% were identified by 1 to 3 classmates and about 25% were identified by four or more students.
References
Callaghan, S. & Joseph, S. (1995). Self-concept and peer victimization among school children. Personality and Individual Differences, 18, 161-163.
Craig, W.M. (1998). The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children. Personality and Individual Differences, 24, 123-130.
Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among U.S. youth, prevalence and association with psychosocial adjustment. The Journal of the American Medical Association, 285, 2094- 2100.
Nolin, M.J., Davies, E., & Chandler, K. (1996). Student victimization at school. Journal of School Health, 66, 216-226.
Olweus, D. (1979). Aggression in the schools. New York: John Wiley & Sons.
Olweus, D. (1993). Bullying in schools: What we know and what we can do. Oxford: Blackwell Publishers.
Reid, K. (1989). Bullying and persistent school absenteeism. In D.P. Tattum & D.A. Lane (Eds.) in Bullying in Schools. England: Trentham Books.
Rigby, K. (1996). Bullying in schools and what to do about it. Melbourne, Victoria: The Australian Council for Educational Research Ltd.
Slee, P.T. & Rigby, K. (1992). Australian school children's self appraisal of interpersonal relations: The bullying experience. Child Psychiatry and Human Development, 23, 273-282.
http://youthviolence.edschool.virginia.edu/bullying/bullying-middle-school-research.html (2 of 3) [12/3/2005 12:26:02 AM] Youth Violence Project - Middle School Bullying
Sourander, A., Helstela, L, Helenius, H., & Piha, J. (2000). Persistence of bullying from childhood to adolescence: A longitudinal 8-year follow-up study. Child Abuse & Neglect, 24, 873-881.
Links
Publications Websites YVP publications on bullying Bullying in schools and what to do about it More publications on bullying The Olweus Bullying Prevention Program Your Child: Bully or Victim? Understanding and Ending Bully Prevention is Crime Prevention School Yard Tyranny by Peter Sheras, PhD.
What is Bullying? | Middle School Bullying | Book on Bullying | Bullying Links
Virginia Youth Violence Project, School of Education, University of Virginia Email: Telephone: 434-924-8929
Youth Violence Project Homepage
http://youthviolence.edschool.virginia.edu/bullying/bullying-middle-school-research.html (3 of 3) [12/3/2005 12:26:02 AM] Bullying, Harassment, School-based Violence - Safe Schools Coalition
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Bullying, Harassment, School-based Violence This page was last updated on 10/18/05. If you know of errors please click here to let us know.
The academic consequences of bullying are severe, not to mention the mental and physical well-being of targeted students and bystanders alike. Bullying is not a new phenomenon, of course, but neither is it an unalterable fact of childhood. School-wide anti-bullying projects, involving parents and non-teaching staff along with teachers and student leaders have been shown to reduce harassment by as much as fifty percent. Handouts from the Safe Schools Coalition
● A Student's Guide To Surviving Anti-Gay (LGBTQ) Harassment And Physical or Sexual Assault: Washington ~ revised 9/05 http://www.safeschoolscoalition.org/guide_student_surviveharass2005WA.pdf (pdf format)
● A Student's Guide To Surviving Anti-Gay (LGBTQ) Harassment And Physical or Sexual Assault: national ~ revised 9/05 http://www.safeschoolscoalition.org/guide_student_surviveharass2005NAT.pdf (pdf format)
● UK-specific: A Pupil's Guide To Surviving Anti-Gay Harassment And Physical Or Sexual Assault http://www.safeschoolscoalition.org/PupilsGuide.pdf (pdf format)
● A Family's Guide to Handling Anti-Gay (LGBTQ) Harassment: Washington ~ revised 9/05 http://www.safeschoolscoalition.org/guide_family_handleharass2005WA.pdf (pdf format)
● A Family's Guide to Handling Anti-Gay (LGBTQ) Harassment: ~ national ~ revised 9/05 http://www.safeschoolscoalition.org/guide_family_handleharass2005NAT.pdf (pdf format)
● En Español: Guía Familiar para Manejar el Acoso Anti-Gay: http://www.safeschoolscoalition.org/guide_family_in_spanish.pdf (pdf format)
● UK-specific: A Family's Guide To Handling Anti-Gay Harassment: http://www.safeschoolscoalition.org/FamilysGuide.pdf
● An Administrator's Guide To Handling Anti-Gay (LGBTQ) Harassment: revised 9/05 http://www.safeschoolscoalition.org/guide_administrator_handleharass2005.pdf (pdf format)
● UK-specific: A Head Teacher's Guide To Handling Anti-Gay Harassment: http://www.safeschoolscoalition.org/HeadTeachersGuide.pdf (pdf format)
● An Educator's Guide to Intervening In Anti-Gay (LGBTQ) Harassment: Washington ~ revised 9/05 http://www.safeschoolscoalition.org/guide_educator_interveneharass2005WA.pdf (pdf format)
● An Educator's Guide to Intervening In Anti-Gay (LGBTQ) Harassment: national ~ revised 9/05 http://www.safeschoolscoalition.org/guide_educator_interveneharass2005NAT.pdf (pdf format)
● An Educator's Guide To Surviving Anti-Gay Harassment: revised
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9/05 http://www.safeschoolscoalition.org/guide_educator_surviveharass2005.pdf (pdf format)
● UK-specific: A Teacher's Guide To Intervening In Anti-Gay Harassment: http://www.safeschoolscoalition.org/TeachersGuideIntervene.pdf (pdf format)
● UK-specific: A Teacher's Guide To Surviving Anti-Gay Harassment: http://www.safeschoolscoalition.org/TeachersGuideSurvive.pdf (pdf format)
4GirlsHealth: offers great sections for girls, for educators and for parents and guardians: http://www.4girls.gov/4girls.cfm?page=bullying/index.htm
"Brothers, Sisters and Friends" from Bullying at School: Advice for Families. Brothers, sisters and friends often know that someone is being bullied long before teachers and parents do. Here's advice for students who feel confused about what to do for a brother, sister or friend: http://www.scre.ac.uk/bully/bother.html
Bullying Among Young Adolescents: The Strong, the Weak and the Troubled: The largest investigation to date on bullying and victimization among urban ethnic minority youth finds that there are significant differences between bullies, victims and students who are both, suggesting that different kinds of intervention are in order. Victims suffer emotional distress, but are unlikely to draw attention to their difficulties. Students who are both bullies and victims are by far the most troubled, socially ostracized by their peers, the least engaged in school and the most likely to display conduct problems. Bullies tend to enjoy high social status among their peers, even though classmates tend to avoid their company: abstract: http://pediatrics.aappublications.org/cgi/content/abstract/112/6/1231
Bullying and Bias-Based Harassment in King County Schools: this Data-Watch report from Public Health - Seattle & King County analyzes a Washington statewide study of bullying among 6th, 8th, 10th and 12th graders and a Seattle Public Schools study of high school students that asked about three types of bias-based harassment (race-, gender- and orientation-based harassment): http://www.metrokc.gov/health/datawatch/bullying.pdf (pdf format)
Bullying in Schools: Harassment Puts Gay Youth at Risk: a free 3-page handout from the National Mental Health Association: http://www.nmha.org/pbedu/backtoschool/bullyingGayYouth.pdf (pdf format)
Bullying, It's Not Okay: Brochure for parents contains sections on "When your Child is the Victim," "When your Child is the Bully," and "When your Child is a Bystander." It was jointly produced by the Washington State Medical Association, the Washington State Chapter of the American Academy of Pediatrics, and the Washington State Attorney General's Office. It is now available free online: http://www.wa.gov/ago/safetytools.html
Bullying Prevention: The web site on Safe Schools/ Safe Communities from the Center for the Study and Prevention of Violence (U. of Colorado, Boulder) contains a great section called "Bullying Prevention Page." It includes definitions, myths; bullying prevention tips for students, for parents, and for schools; model legislation (Colorado's law on "Safe Schools - Bullying Policy"); fact sheets and wonderful links: http://www.colorado.edu/cspv/safeschools (then click on "Bullying Prevention" in menu on the left)
Bullying special: Don't be a victim. Read here and learn how to cope with bullying and how to get on with your life after it stops.: by Jason Mitchell, a gay man in the UK who was bullied when he was in school. This article on his interesting web site "Being Gay is OK" looks specifically at homophobic bullying. http://www.bgiok.org.uk/bullying_special.htm
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California's Department of Education: Web site offers suggestions and links to anti-bullying resources, many in New Zealand and the United Kingdom, at http://www.cde.ca.gov/spbranch/ssp/bullyhmb.htm
Discussing Hate and Violence with Children: free, downloadable brochure from the National PTA and the Anti- Defamation League: http://www.pta.org/parentinvolvement/healthsafety/violence_english.pdf (pdf format)
"Hatred in the Hallways: Violence and Discrimination Against Lesbian, Gay, Bisexual and Transgender Students in U.S. Schools" Based on in-depth interviews with 140 youth and 130 teachers, administrators, counselors, parents, and youth service providers in seven states, this report offers the first comprehensive look at the human rights abuses suffered by lesbian, gay, bisexual, and transgender students at the hands of their peers. Full report available on line [http://www.hrw.org/reports/2001/uslgbt/] and paperback book version is available from Human Rights Watch for $15 + $5 s/h. Order online or call 212-290-4700.
“Hostile Hallways: Bullying, Teasing, and Sexual Harassment in School”: A report on the findings of a nationally representative survey of 2,064 eighth- through 11th-graders, it investigates sexual harassment in public schools: http://www.aauw.org/member_center/publications/HostileHallways/hostilehallways.pdf (pdf format)
Incidence and Implications of Sexual Harassment and Sexual Violence in K-12 Schools: This 112-page paper by Nan Stein, Ed.D. of the Wellesley College Center for Research on Women, cites among dozens of studies GLSEN's and Safe Schools Coalition's research. View it as a PDF file at: http://hamfish.org/pub/nan.pdf (pdf format)
Information on bullying and sexual harassment: links to research and curriculum resources, from The Committee For Children: http://www.cfchildren.org/bully.html
In memory of Jared High: Jared Benjamin High was a middle school student who committed suicide in 1998. His mother, Brenda L. High, names it a "Bullycide". http://www.jaredstory.com
Knowledge Path: Adolescent Violence Prevention: from the Maternal and Child Health Library at Georgetown University, this web site is *rich* with resources on youth violence: http://www.mchlibrary.info/KnowledgePaths/kp_adolvio.html#Journal
Mobile Phone Bullying: What it is and how to stop it: from the BBC (British Broadcasting Company): http://www.bbc.co.uk/schools/bullying/mobile.shtml
Raven Days: a frank, sobering web site on bullying, a place where current and former outsiders can gather, for support in dealing with the status quo, and for help in changing it: http://www.ravendays.org
The Respectful School: How Educators and Students Can Conquer Hate and Harassment: S. Wessler and W. Preble, 2003. ISBN: 0-87120-783-4. Draws on research and the experience of young victims to explain fundamental changes that every school should make to preserve a respectful learning environment. LGBT- inclusive. Browse (read excerpts of) this book online: http://rdr.sbml.cc/Click?q=57- YJBXII09Fpwy6tvF0FCVtdQG Alexandria, VA: Association for Supervision and Curriculum Development. $23.95, $18.95 for ASCD members.
Responding to Hate at School - A guide for teachers, counselors and administrators from Teaching Tolerance. http://www.tolerance.org/pdf/rthas.pdf (pdf format)
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Safe Passage: Voices from the Middle School: a web page for parents and educators on bullying from the Learning Network: http://familyeducation.com/topic/front/0,1156,24-18106,00.html
Stop Bullying Now: web site with some interactive sections for elementary-aged children as well as great, downloadable handouts for adults, from the U.S. Department of Health and Human Services' Health Resources and Services Administration: http://www.stopbullyingnow.hrsa.gov
Take Action Against Bullying: a free 12-page handout for parents from the U.S. Department of Health and Human Services' Substance Abuse and Mental Health Services Administration: http://media.shs.net/ken/pdf/SVP- 0056/SVP-0056.pdf (pdf format)
Take It Back: A Manual for Fighting Slurs on Campus: This amazing 50-page manual is available FREE online from the GSA network. "Through student organizing and activism, you can work to prevent slurs and respond effectively when they happen; you can focus on the source, meaning, and impact of slurs in order to take back hurtful language in your school. By speaking out against slurs on your campus, you can also take back the ability of language to empower and strengthen our communities." http://www.gsanetwork.org/takeitback/TakeItBack.pdf (pdf format)
Teen killers feel trapped by masculine stereotypes: This article addresses the link between bullying and violence and, most important, between attitudes (bias) and bullying ... http://story.news.yahoo.com/news?tmpl=story&cid=679&ncid=679&e=5&u=/usatoday/20031112/cm_usatoday/11948852
“They Don’t Even Know Me”: Understanding Anti-Gay Harassment and Violence in Schools: A report on this five year qualitative study of anti-gay harassment and violence in elementary, middle and high schools in Washington State. On the Safe Schools Coalition website at: http://www.safeschoolscoalition.org/theydontevenknowme.pdf (pdf format) and available in print with ordering information at: http://www.safeschoolscoalition.org/ssc_order.htm
The United Kingdom's Department for Education and Skills: This site offers practical tips and resources. http://www.dfes.gov.uk/bullying/
What If Your Child is Being Bullied? There are concrete strategies you can teach your child to help him or her protect themselves from a bully, but sometimes notifying school authorities is important: click here
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A Family's Guide to Handling Anti-Gay (LGBTQ) Harassment
First, take pride in your child's trust. Only half the young people who experience anti-gay harassment and harassment based on gender identity or expression feel safe going to their families for help. Your child clearly sees you as a resource.
Then, support your child: • Listen. If you ask questions, try to make them supportive, not blaming, questions. • Make sure your child knows that you … • love and believe in your child, no matter how you may feel about his or her being gay, lesbian, bisexual or transgender (or someone thinking s/he is) • do not blame him or her for what happened or think he or she "deserved" what happened. • are upset that it happened – but angry not at your child, just at the offenders and those who let them think it was OK. • will do what you can to make sure school is a safe place for him or her.
You may want to gather information and support for yourself: • Call a trusted school counselor, nurse, teacher, administrator or social worker. • Contact another parent. Try PFLAG, Parents Families and Friends of Lesbians and Gays: Phone: (202) 467-8180, Email: [email protected]. If your child was the victim of a hate crime, contact FUAH, Families United Against Hate: Email: Gabi Clayton (mother of a hate crime victim); Message phone: (360) 943-2590, voicemail box #2; Email: [email protected]; Web site: www.fuah.org • Contact an advocate. Try GLSEN, the Gay Lesbian Straight Education Network (212-727-0135 or [email protected]) or The Safe Schools Coalition ([email protected]) • Contact a local community resource, such as a gay-friendly minister or counseling agency. For information about support in your area, see the Safe Schools web site www.safeschoolscoalition.org/blackboard-organizations.html • Find a book at your local library. These were written by and for parents: Beyond Acceptance: Parents of Lesbians and Gays Talk About Their Experiences, C. Griffin, M. Wirth and A. Wirth, 1997. Trans Forming Families: Real Stories about Transgendered Loved Ones, M. Boenke, 1999.
Next, you may want to talk with your child's teacher, if the problem is confined to a specific classroom: • Explain what happened and what makes you think the harassment or violence was bias-based. • Explain that you want the teacher's help to ensure your child's emotional and physical safety at school and in transit. • Discuss with the teacher … • how the investigation will be handled and how your child's safety might be considered in that process. • what the possible disciplinary outcomes are, if the offender(s) is/are identified, and whether that is consistent with the way other forms of malicious harassment are generally handled. • what the teacher will do to stop the harassment from continuing … by the same offender(s) or any others. • what the teacher will do to reduce the chances of retribution against your child for speaking up and what to do if there is retribution despite his/her best efforts. • what the teacher will do to avoid a recurrence of the harassment … against your child or anyone else's child next semester or next year. • Send the teacher a letter thanking him/her for meeting with you and spelling out your understanding of what was agreed upon. Keep a copy of the letter.
http://www.safeschoolscoalition.org/guide_family_handleharass2005NAT.pdf page 1 of 2 Safe Schools Coalition
If meeting with the teacher doesn't stop the abuse, or if it is happening in the halls and on the playground rather than in a single classroom, you may want to go through exactly the same steps … • with your principal, • and if that doesn't solve the problem, with the assistant superintendent or the superintendent, • and if that doesn't solve the problem, with the school board president.
If you do find yourself climbing this ladder of responsibility, • Keep in mind that each new individual with whom you speak must care about children or s/he probably would not have become an educator. You have this in common, although of course you know and love your own child better than anyone does. • Keep track of all the events, including dates, times, and witnesses to each act of harassment and each meeting of adults.
Do not hesitate to involve the police if your child is the victim of a crime … if, for example, his or her belongings were damaged or stolen or your child was threatened or physically injured because the offender thought she or he was gay or lesbian. • Find out whether your state has a hate crime statute and whether it covers sexual orientation and gender identity and expression: www.hrc.org/ (click on “Laws in Your State”). • If it does, tell the police officer the specific name of the crime you are reporting. For instance, in Washington state, it’s "malicious harassment as defined by RCW 9A.36.080." Stress to the officer that the crime was motivated by hate based on perceived sexual orientation. You don't have to say whether the child is actually gay and you shouldn't be asked. • Describe in detail the hate or prejudice that was expressed and what caused your child to fear harm. For example, "They called him 'faggot' and said they would 'kick his butt'." Or, "They asked her why 'dykes' liked other girls and said they would, 'teach her to like boys'." If your child has any physical pain, make sure it is written down in the police report. Get the incident number from the officer and ask how to get a copy of the police report. Get the officer's name and badge number.
Some people also decide to: • Contact the United States Department of Education's Regional Office for Civil Rights … Phone: 1- 800-421-3481, TDD: 202-205-5166; Email: [email protected]; Web site: www.ed.gov/ocr • Contact a lawyer about bringing a "civil suit" against the offenders: • Lambda Legal Defense and Education Fund (212-809-8585 or [email protected]) • American Civil Liberties Union (212-549-2585 or find your local chapter: http://www.aclu.org/community/community.html) • Youth Legal Information Line at the National Center for Lesbian Rights, Staffed (Pacific Standard Time): Monday - Friday 9:00 a.m. – 5:00 p.m. [noon-8, Eastern] Web site: www.nclrights.org … Phone: 1-800-528-3257
The bottom line is … Your child deserves a safe education no matter what his or her race, religion, sex, sexual orientation, gender identity or expression, language of origin, or physical or mental abilities. You obviously agree or you wouldn't have read this far. Your child is lucky to have you for a parent. Together, you can help your school become a safe place.
Revised 9/05 – national version
http://www.safeschoolscoalition.org/guide_family_handleharass2005NAT.pdf page 2 of 2 Bullies, Victims at Risk for Violence and Other Problem Behaviors
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News & Events - News Releases
April 14, 2003
Bullies, Victims at Risk for Violence and Other Problem Behaviors
Bullying is not just a normal, if unpleasant, part of growing up, according to Federal researchers. Rather, children who bully other children appear to be at risk for engaging in more serious violent behaviors, such as frequent fighting and carrying a weapon. Moreover, victims of bullying also are at risk for engaging in these kinds of violent behaviors.
"It appears that bullying is not an isolated behavior, but a sign that children may be involved in more violent behaviors," said Duane Alexander, M.D., Director of the National Institute of Child Health and Human Development (NICHD). "The implication is that children who bully other children may benefit from programs seeking to prevent not just bullying, but other violent behaviors as well."
The researchers conducted a nationally representative survey of bullying in U.S. schools. Their findings appear in the April Archives of Pediatrics and Adolescent Medicine. The research team included members from the National Institute of Child Health and Human Development (NICHD) of the National Institutes of Health (NIH), and from the Health Resources and Services Administration (HRSA). Both NIH and HRSA are part of the Department of Health and Human Services.
An objective of the research was to determine if bullying is related to other forms of violence- related behavior, said the study's first author, Tonja R. Nansel, Ph.D., of NICHD's Division of Epidemiolgy, Statistics, and Prevention Research. The study authors analyzed information from an NICHD-funded survey of 15,686 students in grades 6 through 10 in public and private schools throughout the United States. The survey included questions about whether students
http://www.nichd.nih.gov/new/releases/bullies.cfm (1 of 3) [12/3/2005 12:28:49 AM] Bullies, Victims at Risk for Violence and Other Problem Behaviors had bullied others, had been bullied themselves, had carried a weapon, fought frequently, or had been injured in a fight.
Before questions about bullying were asked, the survey provided a definition of bullying to the students. "We say a student is BEING BULLIED when another student, or group of students, say or do nasty and unpleasant things to him or her. It is also bullying when a student is teased repeatedly in a way he or she doesn't like."
The researchers found that boys across all age groups were more likely to be involved in bullying and violent behaviors than were girls.
Both children who bullied and their victims were more likely than youth who had never been involved in bullying to engage in violent behaviors themselves. However, the association between bullying and other forms of violence was greatest for those who bullied others. For example, among boys who said they had bullied others at least once a week in school, 52.2 percent had carried a weapon in the past month, 43.1 percent carried a weapon in school, 38.7 percent were involved in frequent fighting, and 45.7 percent reported having been injured in a fight. By comparison, of the boys who said they had been bullied in school every week, 36.4 percent had carried a weapon, 28.7 percent carried a weapon in school, 22.6 percent said they were involved in frequent fighting, and about 31.8 percent said they had been injured in a fight.
Of the boys who had never bullied others in school, 13.4 percent carried a weapon in the past month, 7.9 percent carried a weapon in school, 8.3 percent were involved in frequent fighting, and 16.2 percent had been injured in a fight. Among the boys who had never been bullied in school, 18.7 percent carried a weapon in the last month, 12.2 percent carried a weapon in school, 12.4 percent were involved in frequent fighting, and 18.3 percent were injured in a fight.
Boys who bullied others when they were away from school were at the greatest risk for engaging in violence-related behaviors. Among the boys who had bullied others once a week while away from school, 70.2 percent had carried a weapon, 58.1 percent reported carrying a weapon in school, 44.8 percent said they fought frequently, and 56.1 percent had been injured in a fight.
Among the boys who had never bullied others away from school, 14.3 percent had carried a weapon in the past month, 8.4 percent had carried a weapon in school, 8.8 percent were involved in frequent fighting, and 16.6 percent had been injured in a fight. Of the boys who had never been bullied away from school, 16.9 percent had carried a weapon in the past month, 10.6 percent carried a weapon in school, 11.2 percent were involved in frequent fighting, and 17.9 percent had been injured in a fight.
The researchers wrote that bullying occurring away from school grounds may be more severe than bullying at school, where there is adult supervision and more protection against violence.
http://www.nichd.nih.gov/new/releases/bullies.cfm (2 of 3) [12/3/2005 12:28:49 AM] Bullies, Victims at Risk for Violence and Other Problem Behaviors
"Findings from this study suggest that programs designed to reduce violent behaviors should address less severe forms of aggressive behavior, particularly bullying," the study authors wrote. "Bullying, as a behavior that is inflicted with the desire to harm another, seems to be an important marker for violence-related behaviors."
The authors believe their study is the first to examine how bullying relates to other forms of violence. Previous studies, Dr. Nansel explained, have included youth from a small geographic area and looked only at how bullying relates to a single violence-related behavior.
In 2001, Dr. Nansel and colleagues at NICHD and HRSA conducted a survey that determined the extent of bullying in U.S. Schools. A release describing this earlier study has been posted at http://www.nichd.nih.gov/new/releases/bullying.cfm.
Dr. Nansel said earlier studies have concluded that the effects of bullying behavior carry into adulthood. People who were bullied as children are more likely to suffer from depression and low self esteem as adults, and the people who bullied others when they were children are more likely to engage in criminal behavior later in life.
"In this study, a strong and consistent relationship between bullying and violent behaviors was observed," the authors wrote. "This suggests that bullying is likely to occur concurrently with more serious aggressive behavior, and while prevalent, should not be considered a normative aspect of youth development."
###
The NICHD is part of the National Institutes of Health (NIH), the biomedical research arm of the federal government. NIH is part of the U.S. Department of Health and Human Services. The NICHD sponsors research on development, before and after birth; maternal, child, and family health; reproductive biology and population issues; and medical rehabilitation. NICHD celebrates its fortieth anniversary in 2003. NICHD publications, as well as information about the Institute, are available from the NICHD Web site, http://www.nichd.nih.gov, or from the NICHD Information Resource Center, 1-800-370-2943; e-mail [email protected].
NICHD Home | NIH Home | DHHS Home | NICHD Disclaimer | Accessibility | Top of Page Last Modified: 12/02/2005 02:45:52
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When Kids Bully Other Kids At School When To Seek Therapy How Does Therapy Work? Related Topics By: Lisa Dunning, MFT Choosing The Right Therapist Anxiety & Phobias Types of Therapy Coping With Crisis Confidentiality For many children school is a Family & Relationships Therapy and Insurance great place to learn, socialize Family Caregivers Find a Therapist and build self-esteem. But for Gay & Lesbian a child who is the victim of a Grief & Loss Anxiety & Phobias bully, school can become a Parenting Family & Relationships place of terror. If you notice Sadness & Depression Coping With Crisis your child exhibiting any of Smoking Cessation Family Caregivers the following 5 behaviors, there is a good chance he or Gay & Lesbian Stress she is being bullied. Grief & Loss Substance Abuse Parenting 1. Sunday Night "Flu": Many children who are bullied do Therapists' Perspectives Sadness & Depression not want to go to school. You might notice your child Work & Career Smoking Cessation behaving normally on the weekend, but as soon as Sunday Stress night approaches they will suddenly complain about feeling Substance Abuse too sick to go to school. Post Your Thoughts Therapists' Perspectives Anxiety Work & Career 2. Increase or Decrease In Appetite: Pay attention to your child's eating habits. When a child is having emotional problems their appetite can decrease or increase Related Products dramatically. Nobody Likes Me, Everybody Hates Me : 3. Loss of Interest In Activities They Once Enjoyed: The Top 25 Friendship Children who are bullied will attempt to isolate themselves Problems and How to from the outside world. You might notice your child not Solve Them Support Groups going over to friends' houses or participating in activities Treatment Centers they once enjoyed. Toll-Free Numbers 4. Seemingly Inexplicable Drop In Grades: Being a victim of a bully takes a toll on a child emotionally and physically. Books and Magazines Because of this, a child might not have the mental Self-Help Products strength to focus on their studies and care about their Anxiety Attacks grades.
5. Abrupt and Unexpected Releases of Anger: Your child might experience anger or violent outbursts at home. The Brand New Kid When your child is emotionally attacked all day at school, they build up anger and resentment. This release of anger Bullies and Victims: often happens at home where they feel safe to express it. Helping Your Child Survive the Schoolyard If you suspect that your child is being bullied, talk to them Battlefield about school. See if they become agitated or if they try to change the subject. Let them know that you are there to help them. If your child confides in you about bullying at school, actively listen to them and let them explore ways they would like to handle the situation.
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Take a Poll Empower your child to talk to their teacher or the school principal about the bullying. If your child talks to the How did teacher and principal but the bullying does not stop, it's bullying time for you to take action. Schedule an immediate behavior affect meeting with the principal and your child's teacher and you during demand to know what action will be taken to stop the childhood? bullying of your child. I know it Do not treat bullying as a natural part of growing up or believe that it will all work itself out eventually. Bullying is went on, but a serious situation and the helplessness it engenders even I wasn't causes some children to resort to such extreme measures directly as suicide. Stay actively involved with your child's school and constantly talk to your child. If you notice signs of affected depression, seek out the services of a counselor or I was therapist. sometimes With your love and support, your child can regain the the victim of positive school experience they need and deserve. bullies Link: Find a Therapist I was sometimes a
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What made him do it? (March 8, 2001)
On Monday, March 5, Andrew "Andy" Williams, 15, reportedly brought a gun to school and killed two students at his high school and wounded 13 others. Andy now sits in a San Diego detention center awaiting trial.
No one knows for sure why Andy "lost it," but bullying may have been the culprit. Friends and acquaintances say Andy -- a thin, small boy -- was often called "freak," and "dork." Someone recently stole his skateboard and his shoes, and was apparently beaten by older boys. In his old neighborhood in Maryland, bullies vandalized his home and ripped apart his treehouse.
Bullying is among the forces that some people think drove Dylan Klebold and Eric Harris to kill at Columbine, and may have influenced the 14 other shootings at American schools. Some people say they feel sorry for Andy. Others say bullying is just a normal part of high school life and not an excuse for lashing out.
A 1999 Gallup Youth Survey, conducted among teens ages 13-17, shows that most teens believe that school violence stems from the social atmosphere in today's school system. When asked why the Columbine shooting happened, 40 percent of the students said social problems were the main cause. Students say taunting and teasing makes people feel like outcasts.
http://www.pbs.org/newshour/extra/features/july-dec99/gw.html (1 of 6) [12/3/2005 12:33:37 AM] NewsHour Extra: School Bullies and Shootings - March 8, 2001
For more on this They are lonely, and they can be pushed too far. topic, check out these NewsHour After the release of the survey, NewsHour Extra sat down stories: with students at George Washington Middle School in Arlington, Virginia to discuss bullying in their school. The Santee High School Shooting (3/6/01) Bullies are a big issue
Revisiting "Bullying is a big issue with certain Columbine High people, it depends on the person. (4/26/00) There are certain people you want to stay away from, you know not to Students discuss who's responsible mess with them," says Stephanie, for school 13. violence. (5/5/99) "When girls bully each other you usually don't know it, it is done in a How schools are very subtle way, but it is effective. dealing with Guys will just openly be mean to each other. They will just violence.(5/3/99) make fun of each other whether they are serious or not" explains Daniel, NewsHour Youth 13. index "You get used to it after a while. It will start off with people making fun of each other, and then the person who is getting made fun of says something and it turns into a fight." Keeping away from fights
The students estimate about one big fight every other week.
"There was one fight where this girl was pulling this other girl's hair and she had blood all over her face. Everybody
http://www.pbs.org/newshour/extra/features/july-dec99/gw.html (2 of 6) [12/3/2005 12:33:37 AM] NewsHour Extra: School Bullies and Shootings - March 8, 2001
was watching and saying fight, fight, fight, fight," recalls Stephanie.
Julio, 16, says that it's hard to stop the fights once they start. "You don't want your friends getting hurt, you try to stick up for them, but then you get blamed for it. Everyone wants to see a fight start."
Jandell, 13 agrees. "If you see somebody having a conflict, say a conflict is over here and you are sitting over there, you could just be watching, and then somebody could ask you, what are you looking at? You just turn your head, you just mind your own business."
There are people who report bullies, but it's hard, says Clotiel, 14. She says that if you keep reporting someone, people start to ignore you. "Some people are constantly reporting bullies and then the teachers and counselors don't take them seriously. They think that it is impossible for this one person out of everybody to continuously bully."
Hall monitors are in place to help prevent fights, but often times it's impossible to stop a fight once the swinging has begun. "One of the hall monitors will get on one of the students who is fighting, but as soon as they let them go, the students will go at each other again," says Martha, 14. What about the teachers?
http://www.pbs.org/newshour/extra/features/july-dec99/gw.html (3 of 6) [12/3/2005 12:33:37 AM] NewsHour Extra: School Bullies and Shootings - March 8, 2001
"The teachers are afraid of what the students will do to them," said, Julia, 13.
"Yeah, one time a teacher went down. He tried to get in the middle of it and he ended up on the ground," added Stephanie.
Peer mediation doesn't always work
Peer mediation, a program designed to help students resolve conflicts among themselves, was adopted to help combat bullying at GW. But the students complain that little has been done to enforce it.
"I am in the program, but they haven't done it in so long. They made several referrals, but no one does anything," says Stephanie.
Furthermore, many students are dismayed by the structure of the program. "In peer mediation, you get mediated by people who, often times, were just watching you fight, so you really don't take them seriously," explained Jandell, 13.
Julia thinks it would be a good idea for people from high school to come over an act as mediators, "If you get people who haven't seen the fight, and don't go to your school, say juniors and seniors, I think that would work much better."
Daniel adds: "I think that we really can't prevent bullying, but when it happens, and people get into fights, we need a real counselor who will actually sit down with you and discuss a problem, not necessarily try to solve it, but at least have everyone make amends and be happy."
Julio thinks "there should be a program where mentors can take us around and keep us out of trouble. We should have field trips after school and stuff like that to keep us out of
http://www.pbs.org/newshour/extra/features/july-dec99/gw.html (4 of 6) [12/3/2005 12:33:37 AM] NewsHour Extra: School Bullies and Shootings - March 8, 2001
trouble. After school is when most of the trouble occurs." Finding punishments that work
Students can avoid suspension if peer mediation is successful, however, most students who are involved in fights receive in school suspension or get sent home, depending on their prior offenses.
Clotiel pointed out that school suspension was not very effective, "I see people playing basketball outside. They have fun. People think of it as a good place to go rather than a punishment. And if they are at home they can basically do whatever they want to."
Many students feel that school suspension is useless unless parents take a direct role in disciplining their children. "If you get in a fight and you go home and your parents say, no big deal, maybe you think it's o.k.," Juan, age 14.
Clotiel adds that many of the students who get in trouble a lot are not punished at home, "they are not forced to think about the consequences of their actions, so it is not a big deal to them."
When parents are not available, sometimes the students have to find someone else to talk to. Jandell confides in his uncle. "When I have a problem I feel comfortable talking to my uncle. I don't feel comfortable talking to my mom or dad about school things. I feel more comfortable talking to http://www.pbs.org/newshour/extra/features/july-dec99/gw.html (5 of 6) [12/3/2005 12:33:37 AM] NewsHour Extra: School Bullies and Shootings - March 8, 2001
someone who I can get a good response from. I think kids need somebody who they can relate to. Someone who is younger."
All the students agree that being a teenager is hard work. And no one can do it alone.
The recent school shootings underscore the need to talk about bullies and communication within the school. These conversations can be fun--they remind us that no matter how different we are, we can all agree that violence belongs in the Shakespeare tragedies we have to read, and not in our lives.
Copyright © 2001 MacNeil-Lehrer Productions. All Rights Reserved.
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http://www.google.com/search?q=bully+school&hl=en&lr=&ie=UTF-8&start=90&sa=N (3 of 3) [12/3/2005 12:34:13 AM] CJP - October 2003 - Interventions to Reduce School Bullying
The Canadian Journal of In Review Psychiatry October 2003 Interventions to Reduce School Bullying
Peter K Smith, BA, BSc, PhD, FBPS1, Katerina Ananiadou, BA, MSc, PhD2, Helen Cowie, MA, La revue canadienne MSc, PhD, Dip Psychotherapy, PGCE, FBPS, Chartered Counselling Psychologist3 de psychiatrie 2003 octobre In the last 2 decades, school bullying has become a topic of public concern and research around the world. This has led to action to reduce the problem. We review interventions targeted at the Editorial Credits/ school level (for example, whole school policy, classroom climate, Crédits éditorials peer support, school tribunal, and playground improvement), at the class level (for example, curriculum work), and at the Subscription Rates individual level (for example, working with specific pupils). /Prix d'abonnements Effectiveness of interventions has been sporadically assessed. We review several systematically evaluated, large-scale, school-based Advertising Rates / intervention programs. Their effectiveness has varied, and we Tarifs publicitaires consider reasons for this. We suggest ways to improve the (PDF) evaluation and comparability of studies, as well as the effectiveness of future interventions.
(Can J Psychiatry 2003:48: 591–599) Guest Editorial Don’t Let Anyone Click here for author affiliations. Bully You Into Thinking Bullying Is Click here for research funding and support. Not Important! Ellen L Lipman (PDF) Highlights
● Many school-based interventions are being used In Review to tackle school bullying. Identifying and ● These can ameliorate the harmful effects of Targeting Risk for victimization. Involvement in ● More research on processes and outcomes is Bullying and needed to increase intervention effectiveness. Victimization Wendy M Craig, Debra J Pepler (PDF)
Key Words: bully, victim, school, intervention Consequences of Bullying in Schools Résumé : Interventions pour réduire l’intimidation en milieu Ken Rigby scolaire (PDF)
Bullying is a form of aggressive behaviour characterized by repeated acts against victims who cannot easily defend themselves (1,2). It can have severe negative consequences, especially for those victimized over a period of time. In the last 2 decades, research and action on school bullying have expanded worldwide (3); there has been widespread circulation of antibullying materials, and some countries legally require schools to have an antibullying policy (4). We review first a range of school-based intervention components to reduce school bullying. Second, http://www.cpa-apc.org/Publications/Archives/CJP/2003/october/smith.asp (1 of 13) [12/3/2005 12:34:31 AM] CJP - October 2003 - Interventions to Reduce School Bullying
Interventions to we review the outcomes of large-scale intervention projects. Reduce School Bullying Whole-School Policy Peter K Smith, Katerina Ananiadou, Helen Cowie (PDF) A whole-school policy is a written document that sets out the school’s aims in relation to bullying behaviour, together with a set of strategies to be followed. The document is supported by systems and procedures within the school to ensure that its aims and strategies are effectively implemented, monitored, maintained, and reviewed. The whole-school approach usually emphasizes the democratic involvement of all school members in devising and Review Paper maintaining the policy and has the advantage of potentially integrating numerous components Major Depressive of an antibullying strategy (5,6). It is usually a core component of the large-scale intervention Disorder in programs reviewed later in this paper and is best evaluated in that context. Adolescence: A Brief Review of the Recent Classroom Climate Treatment Literature Robert Milin, Selena One area of debate is the extent to which school antibullying policies and efforts should target Walker, Joy Chow bullying directly or focus more generally on improving relationships within the school. Recent (PDF) work in Norway and Spain has followed the latter approach. A study in Norway found that the quality of classroom management (that is, teacher–pupil relationships) and the social structure of the class (that is, pupil–pupil relationships) substantially predicted rates of reported victimization (7). Original Research Behaviour in Children Peer-Support Systems With Language Development Ways of involving pupils themselves in tackling bullying generally aim to encourage action by Disorders the majority of pupils who do not like bullying. Peer-support methods include the following: Ulrike Willinger, Esther cooperative group work in the classroom (8); circle time, in which the class addresses Brunner, Gabriele relationship issues, including anger, fighting, and bullying (9); circles of friends who provide a Diendorfer-Radner, Judith Sams, Ulrike Sirsch, support team of peers to work with a vulnerable pupil (10); befriending, in which a pupil or Brigitte Eisenwort pupils are assigned to “be with” or “befriend” a peer (11); Schoolwatch (12), a program in (PDF) which pupils elect a committee of peers who propose and implement antibullying activities; conflict resolution or mediation, which is a structured process wherein a neutral third party assists voluntary participants to resolve their dispute; and active-listening or counselling-based approaches, which employ pupil helpers trained and supervised to use active-listening skills to support peers in distress. An Electrophysiologic Study: Can Semantic Context Processes Be These methods hold promise, and evaluations so far find that peer supporters themselves benefit and that the school climate improves generally; however, specific benefits for victims of Mobilized in Patients bullying remain to be proven (13,14). Where peer helpers are not regularly supervised, where With Thought- there are not enough peer supporters to tackle the problem, or where the problem is Disordered particularly severe, the system is less likely to be effective (15). There is a sex divide in Schizophrenia? recruited peer supporters, with some 80% being girls; the sex balance of teachers in charge of Milena Kostova, Christine peer-support systems is similarly weighted. Passerieux, Jean-Paul Laurent, Marie-Christine Hardy-Baylé School Tribunals (PDF) In a school tribunal or “bully court,” pupils are elected to hear evidence and decide on sanctions or punishments for those involved in bullying. Anecdotal reports indicate that a children’s court set up in a Canadian day school for maladjusted children reduced bullying and increased Brief Communication awareness of the issue (16). After the UK charity Kidscape issued advice and guidance on bully Barometric Pressure, courts in 1990, it claimed that, in 8 schools, reports of being bullied dropped from 70% to 6% (17); however, it has been impossible to verify these claims (18). One case study of a UK Emergency secondary school in which a school tribunal was implemented together with a peer-mentoring Psychiatric Visits, and support scheme did find some evidence for effectiveness (19). Violent Acts Thomas J Schory, Natasha Piecznski, Sunil Nair, Rif S Playground Improvement El-Mallakh (PDF) A great deal of bullying occurs in playgrounds and school yards, especially in primary schools. Both improved supervision and improved playground design have been advocated. An evaluation of a peer-mediation scheme applied in 3 Canadian primary school playgrounds found that physically aggressive playground behaviour was reduced by 51% to 65% (20).
Curriculum Work http://www.cpa-apc.org/Publications/Archives/CJP/2003/october/smith.asp (2 of 13) [12/3/2005 12:34:31 AM] CJP - October 2003 - Interventions to Reduce School Bullying
Pilot Study: Access to At the classroom level, many programs advocate class discussion to raise awareness, to Fitness Facility and stimulate ideas, and (or) to develop rules to manage bullying (18,21,22). Various aids are Exercise Levels in available for classroom teachers, including films and videos, role-play activities, literature, and Olanzapine-Treated quality circles (23). There is little evaluation of these activities outside the framework of the Patients large-scale projects reviewed below. Suzanne Archie, Jane Hamilton Wilson, Shelley Working With Specific Pupils Osborne, Heather Hobbs, Jean McNiven (PDF) Assertiveness training has been recommended as a way to help victims or potential victims of bullying to cope in nonpassive, but also nonaggressive, ways. These techniques can be taught to pupils and appear to help some (18,24).
Behavioural and The Method of Shared Concern is a counselling-based approach (25) for situations wherein a Substance Use group of pupils have been bullying. This approach focuses on the children doing the bullying as Problems in Rural and well as on those being bullied. It encourages the bullying children to acknowledge the suffering of the victim and take steps to help the situation. Although used widely in Sweden, little Urban Delinquent evaluation of the technique exists, and some do not recommend it (1). Youths Frank J Elgar, John Knight, Graham J Worrall, Gregory A related approach is the No Blame, or Support Group, Approach developed in the UK (26). This Sherman problem-solving strategy creates a support group for the bullied pupil comprising both those (PDF) directly involved in the bullying episode and bystanders. This support group is responsible for solving the problem and for reporting on progress. An evaluation spanning 2 years found immediate success in 80% of cases and delayed success in 14%; in only 6% of cases did the victim report continued bullying (27).
Book Reviews (PDF) Community Conferencing as Transformative Justice
A Guide to Asperger Community conferencing was developed by Transformative Justice Australia (TJA) and has been Syndrome. extended elsewhere (28). This strategy brings together a community of people in conflict, such Reviewed by as that occurring in school bullying (29). The perpetrator(s) meet the victim(s), each Jovan Simeon, MD accompanied by friends, family and (or) other supporters. The perpetrator(s) make reparation, and the incident is regarded as finished. When evaluated in Australia, most schools in a pilot Effective Leadership. program reported high rates of participant satisfaction and high rates of compliance with Reviewed by decisions (30). Mary Pearson, MA Larger-Scale Intervention Projects in Schools With Systematic Evaluation Handbook of Depression. We now focus on larger-scale projects carried out in more than 1 school and with pre- and Reviewed by posttest evaluation of the outcomes. Bullying rates are estimates of pupils bullying other pupils, Mostafa Showraki, MD, and victimization rates are estimates of pupils being bullied by others. We report findings as FRCPC percentage changes (which we calculated ourselves, where necessary).
Studies have mainly employed 2 types of design. An age-cohort design has time-lagged Letters to the Editor comparisons between age-equivalent groups (see the Bergen project, described below). This (PDF) design avoids confound with age but still risks effects of historical period or cohort. Other studies have compared interventions with control groups of participants and schools; in them, Re: Evolutionary reported positive results may be attributable either to decreased bullying in intervention schools or to increased bullying in control schools. This design has some control for historical or cohort Perspectives on effects; however, where all schools may be affected by antibullying initiatives and activity, there Schizophrenia remains the question of what constitutes a control school. Re: 2002—Defining the 21st Century II Norway Following the suicides of 3 boys, Norway’s Ministry of Education initiated the first large-scale Re: Unfree Associations: antibullying campaign in fall 1983. The Ministry distributed a booklet for teachers and an information folder for parents to schools nationwide and also made available a video showing Inside Psychoanalytic role plays of bullying situations. To establish baseline bullying rates before the start of the Institutes campaign, all primary and junior high schools were invited to give the Olweus Bully–Victim questionnaire to pupils. The effects of the program were systematically evaluated in 2 samples Re: Strategies of from schools in Bergen and Rogaland, respectively. Collaboration Between General Practitioners We describe first the Bergen sample. This comprised 2500 students from 42 primary and and Psychiatrists: a secondary schools, aged 11 to 14 years at the initial evaluation. In addition to the Olweus Survey of Practitioners’ questionnaire, students completed questionnaires on anti- social behaviour and classroom http://www.cpa-apc.org/Publications/Archives/CJP/2003/october/smith.asp (3 of 13) [12/3/2005 12:34:31 AM] CJP - October 2003 - Interventions to Reduce School Bullying
Opinions and climate (1,21,31). Because the antibullying campaign was nationwide, it was not possible to Characteristics compare intervention schools with control schools. The study employed an age-cohort design involving 4 age (grade) cohorts tested at Time 1 (May 1983), Time 2 (May 1984), and Time 3 Reply to Dr Ungar (May 1985). Over the course of the program, this approach allowed 5 time-lagged comparisons between age-equivalent groups (for example, baseline data from Grade 5 children at Time 1 Fungal Dermatitis with were compared with baseline data of Grade 4 children at Time 2, at which time the latter Olanzapine in children had reached Grade 5 age but had also experienced 8 months of intervention). Schizophrenia The 8-month evaluation assessed the effects of the nationwide circulation of material. Re: Canadian Psychiatric Approximately 15 months after the start of the program, researchers met for 2 hours with Inpatient Religious Bergen school staff providing individual feedback information (31). It is not clear whether the Commitment program implemented in Bergen at the time amounted to the full Olweus program. The current Olweus antibullying program was developed “in connection with the nationwide campaign” (1, p 38). By introducing clear and firm rules and creating a warm and positive school environment, it aims to restructure the school setting to remove positive, and increase negative, consequences of bullying behaviour. In this program, antibullying measures work at school, classroom, and individual levels.
Using unspecified composite measures, the follow-up evaluation found reduced reports of direct bullying (that is, physical and verbal bullying) and of having been bullied. Effects were stronger after 20 months of intervention. For victimization, reductions after 8 months averaged 48% for boys and 58% for girls; after 20 months, they averaged 52% for boys and 62% for girls. For bullying others, reductions after 8 months averaged 16% for boys and 30% for girls; after 20 months, they averaged 35% for boys and 74% for girls. Antisocial behaviour also lessened, and school climate improved.
The second follow-up survey took place in October 1986, in Rogaland (32,33). This sample comprised 7000 students aged 8 to 16 years, in 37 primary and secondary schools. The fullest report of results describes direct victimization, social exclusion, and direct bullying in grades 4 to 9 only (ages 11 to 16 years; sample size not reported) (34).
In Rogaland, reported victimization increased by 44% for boys and decreased by 12.5% for girls. Social exclusion increased by 12.5% for boys and decreased by 8% for girls. Notably, however, bullying increased by 24% for boys and by 14% for girls. Summing over sex, outcomes are clearly negative on all measures.
Schools’ involvement was measured. For victimization, there was a linear relation between degree of involvement and positive changes, especially in primary schools (33). For bullying, there was a similar trend for primary schools only.
Although based on the same nationwide intervention campaign, the Bergen and Rogaland outcomes contrast strongly. As Roland emphasizes, the research team in Rogaland did not intervene in the schools between baseline and follow-up (in contrast to the Bergen study) (35). Olweus states that “the studies in Bergen and Rogaland were completely different in terms of planning, data quality, times of measurement, and contact with the schools, and accordingly, also in terms of expected results” (1, p 39).
The Bergen findings received more publicity in the 1990s, and a full version of the Olweus antibullying program became available. Since then, another large-scale intervention was implemented in Bergen, involving 14 intervention and 16 comparison schools (a total of 3200 students aged 11 to 15 years) over a period of 6 to 7 months (late 1997 to June 1998) (36). Preliminary findings suggest that being bullied and bullying others have been reduced by 25% to 30% in intervention schools.
Following the success of Bergen’s antibullying program, other countries developed and implemented several intervention programs with similar aims and methods.
England From 1991 to 1993, the Sheffield Anti-Bullying project worked with 23 schools (16 primary and 7 secondary) and 6500 students aged 8 to 16 years (18). Although inspired by the Bergen project, this project was designed independently. Its core component was a whole-school policy against bullying. Schools could also choose to implement the following additional interventions: curriculum work; playground interventions; and work at the individual level with bullies, victims, or the peer group. The effort that schools put into these core and optional program components was monitored and varied considerably. http://www.cpa-apc.org/Publications/Archives/CJP/2003/october/smith.asp (4 of 13) [12/3/2005 12:34:31 AM] CJP - October 2003 - Interventions to Reduce School Bullying
A preintervention survey was carried out at the end of 1990, followed by a second survey 18 months after the start of the program. According to the survey, victimization rates decreased by 14% in primary schools and by 7% in secondary schools. Bullying rates decreased by 12% in primary schools and by 12% in secondary schools. The proportion of pupils who told a teacher about bullying increased by 6% in primary schools and by 32% in secondary schools; the proportion of bullies reporting that a teacher had talked to them about it increased by 5% in primary schools and by 38% in secondary schools.
The project included 4 comparison schools (1 primary and 3 secondary), of which 2 did worse than most project schools, and 2 did not. All UK schools experienced some national circulation of antibullying materials during this period, and 1 of the comparison secondary schools did a lot of antibullying work. When data from all these schools were combined and action-outcome relations examined, positive correlations were found between measures of action taken and outcome measures such as changes in frequency of being bullied (in primary schools) or of telling a teacher (in secondary schools).
Another intervention program took place between 1991 and 1993 (37). Two schools in London and 2 schools in Liverpool took part (1 primary and 1 secondary school in each city; n = 1284 pupils). In all schools, a staff–student antibullying working party was set up to design and implement an antibullying policy. Video and peer-support programs were used in the primary schools, and assertiveness training and peer-mediation skills in the secondary schools. Decreased bullying levels were found in both primary schools (that is, the number of those never bullied increased on average by 10% after the first year and by 61% in the second year) but less consistently in both secondary schools (that is, although the number of those never bullied increased on average by 4%, the number decreased in the London secondary school, which was affected at the time by increased racial tension in the surrounding community).
Canada An antibullying program in Toronto (38,39) worked with approximately 1000 children, aged 8 to 14 years, from 4 elementary schools. Modelled after the Bergen program, the intervention worked at school, classroom, and individual levels. Program components included developing a code of behaviour; increasing supervision of playgrounds and corridors; establishing class rules; and introducing various classroom activities, such as drama and language work with bullying themes. Three schools implemented a peer-level conflict-mediation program.
Preintervention assessment and postintervention assessment after 18 months showed a nonsignificant increase (20%) in children bullied more than once or twice a term; however, assessment also showed a significant decrease (18%) in children reporting having been bullied at least once in the last 5 days. There was a significant increase (22%) in bullying others more than once or twice weekly and an increase (24%) in bullying others at least once during the last 5 days.
Germany From 1994 to 1996, an intervention took place in Schleswig-Holstein (40,41). In it, 37 primary and secondary schools (n = 10 600 students, aged 8 to 18 years) participated in the preintervention survey and a follow-up 1 or 2 years later. The program used an age-cohort design and followed the Bergen model, including core intervention measures at school, classroom, and individual levels.
Outcomes varied with age. Up to grade 10 (approximately age 16 years), having been directly bullied decreased on average by 17% across age groups; however, in grades 11 and 12 (ages 17 to 18 years), it increased by 44%. Social exclusion increased on average by 1.6% up to grade 10, and by 25% for grades 11 and 12. Bullying others decreased on average by 5% up to grade 10; however, in grades 11 and 12, it increased on average by 40.5%.
US In South Carolina’s rural communities, 39 schools participated in an intervention from 1995 to 1997 (42). Here, 6250 students in grades 4 to 6 (ages 9 to 11 years) were followed over 2 years. During the first year, 11 schools received the intervention, and 28 schools acted as control schools. During the second year, 7 of the original 28 control schools also started receiving the intervention. The results refer to differences between the intervention and control schools after the first year and also to differences between year 1 and year 2 of the program. Data were collected once before and twice after the program began. The project was similar to the Olweus program, including core interventions at all 3 levels; however, it offered additional
http://www.cpa-apc.org/Publications/Archives/CJP/2003/october/smith.asp (5 of 13) [12/3/2005 12:34:31 AM] CJP - October 2003 - Interventions to Reduce School Bullying
support materials for school staff and involved members of the local community.
Victimization rates did not change significantly for intervention schools in year 1 or year 2, compared with control schools. In intervention schools, bullying rates decreased significantly (by 20%) after 1 year; for control schools, they increased slightly (by 9%). After 2 years of intervention, no further significant differences were found between the 2 groups of schools, and both intervention and control groups showed slightly increased rates of victimization. With regard to general antisocial behaviour, neither the overall program effects nor the second-year program effects were significant: at best, the program showed trends in the intervention schools for slower rates of increase in certain antisocial behaviours, compared with control schools. No differences were found between intervention and control schools in attitudes toward bullying, either at year 1 or at year 2. No program effects were found on any measures for students in the 7 control schools that received the intervention in year 2.
Belgium (Flanders) A project carried out from 1995 to 1997 within 18 primary and secondary schools in the Flemish part of Belgium (n = 1104 students, aged 10 to 16 years) used an experimental design (43). In this project, 3 primary and 3 secondary schools were randomly assigned to each of 3 conditions: treatment with support, treatment without support, and control. Schools in either of the 2 treatment conditions took part in the intervention program, which was developed along the principles of the Bergen and Sheffield programs. To test the importance of external support, school staff in the treatment with support condition also undertook 25 hours of training and feedback on implementing antibullying measures.
Assessments were carried out before the start of the intervention program and at posttests 8 and 20 months later. Results are reported in terms of 3 outcome scales: victim, bully, and positive interactions. For victimization, there was no significant condition × time effect; both treatment and control schools showed a small (1% to 3%) decrease in victimization scores, which was more consistent in primary than in secondary schools. For bullying others, there was a significant condition × time effect. After 20 months, primary schools receiving treatment with support showed no change, primary schools receiving treatment without support showed a decrease of 2%, and primary control schools showed an increase of 5%. Secondary schools receiving treatment with support showed, notably, a 1% increase, secondary schools receiving treatment without support showed a 1% decrease, and secondary control schools showed no change (that is, differences were not significant). For positive interactions, there was also little difference among conditions: all schools reported increases of around 3% to 9% over time; however, the treatment without support schools reported smaller increases than did the control schools (at least in primary schools).
One study finding was that the intervention had some differential impact on primary and secondary school students in regard to bullying behaviour. The study also found no significant differences between outcomes for treatment with support and treatment without support.
Spain The Sevilla Anti-Violencia Escolar (SAVE) project took place in Seville from 1995 to 1996 and from 1999 to 2000 (22,44). The intervention program was inspired by the Sheffield and Bergen projects but developed autonomously. It had 4 parts: the democratic management of interpersonal relationships; cooperative group work and the curriculum; training in emotions, attitudes and values; and direct interventions for pupils at risk or involved in bullying. Ten schools participated in the intervention program, with pupils aged 8 to 18 years. Five of these schools (n = 910 students) took part in a postintervention survey 4 years after the initial survey. Three different schools (n = 751 students) participated in the posttest as control schools; however, these schools did not have pretest data, and this is therefore not a full experimental design.
In the intervention schools, the number of victimized pupils decreased by 57%, and the number of bullying pupils decreased by 16%. The proportion of bullies to victims (that is, those taking part in bullying and also being bullied) decreased by 57% and that of bystanders increased by 7%. The posttest results showed a significantly lower incidence of bullying problems at intervention schools, compared with control schools. The number of children reporting positive relationships with their peers increased by 16%, and long-term victims (those reporting being victimized for a year or more) decreased by 41%.
Switzerland In Bern, a bullying prevention program was undertaken in kindergarten from January through May, 1998 (45). This program had 8 intervention schools (n = 152 children) and 8 control http://www.cpa-apc.org/Publications/Archives/CJP/2003/october/smith.asp (6 of 13) [12/3/2005 12:34:31 AM] CJP - October 2003 - Interventions to Reduce School Bullying
schools (n = 167 children). The children ranged in age from 4 to 7 years. The program focused on enhancing teachers’ capacity to handle bully–victim problems and included sensitization, observing behaviour, practising consistent behaviour and appropriate use of positive and negative sanctions, and examining the role and responsibility of noninvolved children. Data were collected from peer nominations of victims and bullies and from teacher ratings before, and 6 months after, the start of the program.
In the intervention group, peer nominations of children as either bullies or victims did not differ significantly between pre- and posttest assessments (specifically, victim nominations decreased by 4% and bully nominations by 12%). However, in the control group, victim nominations increased significantly, by 71%; bully nominations also increased significantly, by 22%. For reported bullying, teacher ratings showed no significant differences in overall outcomes. For reported victimization, teacher ratings showed some decline in physical and indirect victimization (that is, exclusion) in the intervention group, but increased verbal bullying. In the control group, teacher-rated victimization increased for property-related bullying and remained stable for other types of bullying.
Overview of Large-Scale Interventions
The large-scale antibullying programs have had mixed results. The first implementation, in Bergen, has been the most successful, with subsequent attempts yielding much more modest outcomes—and at times, even negatives ones. Only the Seville program has produced outcomes matching the Bergen study. Several factors may explain these variable outcomes.
Type of Intervention Most programs have been multilevelled or multifaceted. There is no clear evidence as to which components have been most important. The Sheffield study attempted to assess program components independently but emerged with a general factor, “amount of total intervention” (18); a follow-up of primary schools 1 year later did suggest that keeping the whole-school policy active was important for continuing positive outcomes (46). The Seville project attempted some pupil assessment of program component effectiveness. Again, although some differences were found, all components registered positive assessments.
Some projects have added components to the Olweus program (for example, peer conflict mediation in Toronto and additional support materials and community involvement in South Carolina). These projects had less positive outcomes than the Bergen project, and there is therefore no evidence that the added components had positive effects.
Length of Program Intervention length has varied, with most projects lasting 1 to 2 years. The Seville project had the longest intervention (4 years), and is one of the most successful, suggesting that program length is an important variable. The Bergen project found that outcomes for bullying were better after 20 months than after 8 months but that outcomes for victimization were only slightly better. The South Carolina project found no beneficial effects from a second year of intervention, nor was it clearly found to be beneficial in the Flanders project.
Support by Researchers The extra support provided for Bergen schools offers an explanation for the different outcomes in Bergen and Rogaland: the research team’s continuing interest in school efforts, feedback on survey results, and further encouragement and support in antibullying work may lead to more effective work in the school. However, the Flanders project provided a direct experimental test of this hypothesis, and further support to schools from the researchers had no additional effect (43). Perhaps what is important is not external support but how much time and effort schools themselves decide to invest in the program.
Effort Invested by Schools Various researchers have reported a positive relation between outcomes obtained and the effort put into the program by each school (18,21,40). In the Sheffield project, schools that put more effort into the program (for example, by implementing more optional components or requesting more support from the research team) obtained better outcomes (18). This positive dosage effect was also reported in the Rogaland study (33), though more clearly for primary than for secondary schools.
Age of Students Some programs had a stronger positive effect on primary school pupils, compared with http://www.cpa-apc.org/Publications/Archives/CJP/2003/october/smith.asp (7 of 13) [12/3/2005 12:34:31 AM] CJP - October 2003 - Interventions to Reduce School Bullying
secondary school pupils. This was found in the Sheffield and Flanders studies, as well as in the London–Liverpool project. In the Schleswig-Holstein project, reported victimization (for direct bullying) decreased less for older children after the intervention and, in fact, increased for adolescents aged 17 to 18 years.
Developmental characteristics of older children and organizational features of secondary schools have been suggested as explanations (43). Younger children more willingly accept teacher authority and curriculum activities and school policies that reflect teacher influence. Older children—especially those involved in bullying and other antisocial activities—may explicitly reject teacher influence and values advocated by the school. The general peer climate and attitudes toward victims also become somewhat more negative in adolescence, particularly among boys (47). Further, secondary schools are larger and organized by year-group rather than by class, making whole-school processes more difficult to promote effectively (48).
Student Sex Although many projects did not report sex differences, both Norwegian studies indicate that girls are more receptive to antibullying interventions. Girls generally have more favourable attitudes to victims, especially in adolescence (47,49). Girls are also significantly more willing to play an active part in challenging school bullying (for example, through participation in peer- support interventions) (13).
Program Comprehensiveness The Bergen and Rogaland projects were part of a nationwide campaign, and the Schleswig- Holstein and South Carolina studies were part of large area campaigns. Conversely, the Toronto project and the London–Liverpool project focused on a few schools in a local area. Large-scale comprehensive programs can benefit from more support and resources and from associated media publicity. Nevertheless, while the success of the Bergen project may have been influenced by participation in a nationwide campaign, the Rogaland study, which had overall negative outcomes, was part of the same campaign. Similarly, although the Schleswig-Holstein and South Carolina studies were large-scale, they had less successful outcomes.
Suggestions for Future Research
Measurement Issues One difficulty in comparing outcomes of different projects is that, often, different measures are used. However, the presence of various outcome measures does have benefits. Informed comparisons are helped by the use of various standard outcome measures (for example, victimization, bullying, attitudes, coping strategies, and school climate) to ascertain which are affected by an intervention, and in what ways. It would be preferable to supplement self-report data with peer-nomination and teacher data, given limited concordance between these different kinds of assessment (50,51).
Some researchers attribute the rather small postintervention changes in victimization levels to sensitization effects (18,43). Intervention programs raise pupil awareness of bullying; this may indeed be one of the program aims—or even a general prerequisite, as with the Olweus program. Making children more aware of bullying problems increases the likelihood that they will identify and report bullying. For example, they may realize that rumour spreading or social exclusion are forms of bullying, which they had not previously understood. This could increase victimization responses at posttest, quite independently of any actual changes in behaviours. Raised awareness may affect not only self-report data but also peer nomination data and teacher reports. Only observational methods appear potentially able to exclude the sensitization issue. Observational methods are costly and time-consuming, but they are possible to use (52) and should be considered as a supplementary measure in future projects, perhaps on some subsample of schools or classes.
Developmental Issues The pattern of lesser program effects with older students indicates that intervention programs need to start earlier (perhaps at preschool age) or be tailored more to particular age groups. Research on the stability of victim and bully status suggests that few pupils enter into stable victim roles before ages 8 to 9 years (53,54). Future intervention programs might focus on children younger than age 8 to 9 years to prevent vulnerable children from being systematically targeted and stereotyped into a stable victim role from which it may be difficult to escape. The Bern antibullying program in kindergarten schools found some evidence for program effects in reducing victim nominations (45).
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Sex and Types of Bullying Do we tackle indirect bullying and girls’ bullying effectively? Boys and girls use and experience different types of bullying: boys’ bullying is more physical; girls’ bullying is more indirect or relational and includes social exclusion. The Sheffield project follow-up concluded that girls’ bullying, while less frequent than boys’, may be more difficult to tackle: boys’ bullying continued to fall in all 4 schools surveyed, but girls’ bullying only in 1 (46). There are difficulties in tackling relational bullying among adolescent girls (55). Policies and curriculum interventions need to target indirect and relational bullying as well as direct bullying.
Incentive Issues Do any effects last after the intervention stops? Legal requirements plus periodic inspections may help this process. Other incentives to encourage schools to maintain antibullying work are the efforts of parents, school councils, or governing bodies; the possibility of adverse media publicity; and the possibility of legal action by former pupils or their parents.
School and Community Issues The projects discussed have essentially focused on school-based interventions. It has been argued that models encapsulating the issue as solely a school-based problem are doomed to partial success, at best (56). Neglect of wider issues—deprivation in sections of society; positive presentation of violence in the mass media; and opportunities and reinforcement for violence, often in venues outside school— means that we cannot expect substantial positive outcomes to school-based initiatives, especially in the inner-city areas where social deprivation is most obvious and deeply embedded.
It could be argued that this analysis is less applicable to the European social democracies and Canada, which have less obvious social inequality than is seen in inner-city regions of the US. Nevertheless, the variable success of school-based antibullying interventions may suggest that, while worthwhile, they will have limited impact while we neglect such factors as the quality of parenting, parent training, and support for parents; the socioeconomic conditions of families and the opportunity benefits for crime and antisocial behaviour; the ways in which abuses of power are presented, and at times shown positively, in the mass media; and the ways in which abuses of behaviour are tolerated and rewarded in the wider society.
Summary
In our view, schools should continue with antibullying interventions. The cost of continued victimization is known to be considerable (57), and it is a moral imperative for schools to do what they can, within reason, to prevent this. Some form of school policy or class rules, plus curriculum work on awareness and other focused interventions, need not require a lot of time and effort and can have positive effects, especially in primary schools and especially when schools are fully committed to their antibullying work. However, more research and evaluation is needed to maximize the effectiveness of such endeavours.
Funding and Support
We acknowledge the financial support of the TMR project Causes and Nature of Bullying (contract ERB-FMRX-CT97-0139 from the European Commission).
References
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(SAVE). Revista de Educaci#n 2001;324:253–70.
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Author(s)
Manuscript received and accepted July 2003.
1. Professor of Psychology and Head, Unit of School and Family Studies, Goldsmiths College, University of London, London.
2. Research Officer, Institute of Education, University of London, London.
3. Professor of Mental Health, Head of Postgraduate Education, University of Surrey, Guildford, Surrey.
Address for correspondence: Professor PK Smith, Department of Psychology, Goldsmiths http://www.cpa-apc.org/Publications/Archives/CJP/2003/october/smith.asp (12 of 13) [12/3/2005 12:34:31 AM] CJP - October 2003 - Interventions to Reduce School Bullying
College, New Cross, London SE14 6NW, UK
email: [email protected]
1 | 2
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Bullying and Student Harassment
Legislative responses to school violence are multifaceted and involve several systems including education, juvenile justice, mental health and health. This compilation presents examples of recent state enactments and is not inclusive of all legislative actions. For more information on specific issues, contact NCSL's Denver office.
AR 2003 Arkansas Act 681, HB 2274 - Requires school districts to adopt policies to prevent student harassment and bullying. Policies must define bullying, prohibit bullying on school property, at school-sponsored activities and on school buses and state the consequences of engaging in bullying behavior. Also requires school employees to report incidents of bullying to the school principal and provides for immunity from tort liability for those who report but fail to remedy the incident. Requires the policy to be clearly communicated and available, reviewed by the State Board of Education and filed with the State Department of Education. Also adds bully prevention programs to the list of student services provided by school guidance counselors.
CA 2001 Cal. Stats., A.B. 79, Chap. 646 - Requires the Department of Education to develop model policies on the prevention of bullying and on conflict resolution, makes the model policies available to school districts and authorizes school districts to adopt one or both policies for incorporation into the school safety plan.
2001, Cal. Stats., S.B. 257 - Specifies that, for school and law enforcement partnership purposes, school crime includes hate crimes and requires the comprehensive school safety plan to include development of a discrimination and harassment policy, as specified, and development of hate crime reporting procedures.
1998 Cal. Stats., A.B. 499 - Charges the State Board of Education to develop guidelines, adopt policies, and fund programs to create a school environment free from discriminatory attitudes and hate violence.
CO 2001 Colo. Sess. Laws, S.B. 105 - Requires each school district to include a specific policy in the district conduct and discipline code concerning bullying prevention and education. Defines bullying as any written, verbal or physical act or gesture that is intended to inflict injury, violence or a reasonable fear of injury or violence upon one or more students in the school, on school grounds, in school vehicles or at school activities or sanctioned events. Requires school districts to submit their policy on bullying prevention and education, as well as information about any bullying prevention program they have implemented, to the state board of education.
CT 2002 Connecticut Public Act 2-119, SHB 5425 - Requires boards of education to develop a policy to address bullying. Requires the policy to: enable students to anonymously report acts of bullying; enable parents/guardians to file written reports of suspected bullying; require teachers and school personnel to report witnessed acts of bullying to school administrators; require school administrators to investigate any written reports of bullying submitted to them; requires parents/guardians of both suspected bullies and victims of bullying to be notified; requires schools to keep a record, open to public inspection, of all verified acts of bullying and the school's response to those acts; requires intervention strategy for school staff to deal with bullying and language in school codes of conduct that addresses bullying behavior.
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GA 2002 Acts, SB 291 - Expands education code to include the following offenses: verbal or physical assault, battery or disrespectful conduct directed at teachers, administrators, bus drivers and other school personnel, students or anyone attending school-related function or in a school vehicle. Requires student codes of conduct to include provisions governing conduct on public school buses. Prohibits students from physical violence, bullying, physical or verbal assault or battery on the school bus; bans disrespectful conduct toward the school bus driver or anyone on the school bus. Directs that students found by a tribunal to have committed an act of physical violence against a teacher, bus driver, school official, or school employee is expelled from the public school system for the remainder of the student's eligibility to attend public school. Allows the local board to permit the student to attend an alternative education program for the period of the student's expulsion.
1999 Georgia Laws, H.B. 84, Chap. 282 - Requires the implementation of a character education program at all grade levels that is to include methods of discouraging bullying and violent acts against fellow students. Adds razor blade to the definition of weapon.
IL 2001 Ill. Public Act 92-060, H.B. 646 - Requires school boards, in consultation with parent-teacher advisory committees and other community-based organizations, to include provisions in student discipline policies to address students who have demonstrated behaviors that put them at risk for aggressive behavior, including bullying, as defined in the policy. Requires these provisions to include procedures for notifying parents or legal guardians and early intervention procedures based upon available community-based and district resources.
2001 Ill. Public Act 92-96, S.B. 1026 - Provides that whoever by threat, menace or intimidation prevents a child entitled to attend a nonpublic school from attending that school or interferes with the child's attendance at that school is guilty of a Class A misdemeanor.
LA 2001 La. Acts, H.B. 364, Act 230 - Requires local school boards to adopt policies prohibiting harassment, intimidation and bullying by students and protecting students and employees who report such incidents. Authorizes local school boards to adopt zero tolerance policies for fighting in schools and requires students expelled for fighting to pay for and attend conflict resolution classes with their parents.
MS 2001 Miss. Laws, S.B. 2390 - Directs the State Board of Education to develop a list of recommended conflict resolution and peer mediation programs that address responsible decision making, the causes and effects of school violence and harassment, cultural diversity, and nonviolent methods for resolving conflict, including peer mediation. Requires the board to make the list available to local school administrative units and school buildings by the beginning of the 2002-2003 school year.
NV 2001 Nev. State Laws, A.B. 459 - Requires the Nevada Department of Education to develop a model program of education prohibiting harassment, intimidation or discrimination in schools. Requires local districts to adopt the department policy and provide appropriate training for school personnel.
NH 2004 N.H. Laws, HB 1162, Chap. 205 - Requires school districts to notify parents about the district's policies on bullying and harrassment and the appeals process available at the state and local levels. Also requires a report of any bullying incidents to be made by telephone and in writing to the parents or legal guardians of the students involved.
2002 N.H. Laws, S.B. 155 - Protects public and private school employees and contractors from liability for reporting acts of theft, destruction, violence (under RSA 193-D) or bullying (under RSA 193-F).
2000 N.H. Laws, S.B. 360 - Creates the Pupil Safety and Violence Prevention Act. Requires local school boards to adopt a pupil safety and violence prevention policy that addresses bullying and provides technical assistance. Requires school employees to report any information regarding bullying behavior to the school principal and provides immunity to any school employee who makes such a report from any cause of action arising from a failure to remedy the reported incident.
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NJ 2002 New Jersey Laws, AB 1874 - Requires each school district to adopt a policy prohibiting harassment, intimidation or bullying on school property, at a school-sponsored function or on a school bus. The policy must include a definition of bullying behavior, consequences for engaging in such behavior, a procedure for investigation of reports of such behavior, a statement prohibiting retaliation or reprisal against persons reporting bullying behavior and consequences for making a false accusation. Requires school employees, students or volunteers to report any incidents of bullying, intimidation and harassment to appropriate school officials. Grants immunity from any cause of action for damages arising from a failure to remedy the reported incident to persons reporting these incidents.
OK 2002 Oklahoma Sess. Laws H.B. 2215/ S.B. 992 - Enacts the Bully Prevention Act, defines bullying; amends 70 O.S. 2001, Section 24-100 to require Safe School Committees to give special attention to bullying, incidents of unwanted physical or verbal aggression and sexual harassment and make recommendations. Encourages community involvement, one-on-one student/staff relationships, use of problem solving teams of counselors and/or school psychologists and requires the review of bullying prevention programs utilized by other states, agencies or school districts. Requires each school district to have policies addressing the prevention of bullying and education about bullying behavior.
OR 2001 Oregon Laws, H.B. 3403 - Requires school districts to adopt policies prohibiting harassment, intimidation, or bullying no later than January 1, 2004. Encourages including in the policy incident reporting and investigation procedures and a statement of consequences and appropriate remedial action for a person who harasses, intimidates, or bullies. Encourages formation of task forces and training at the school district level. Prohibits engaging in retaliation against a victim of, witness to, or person with reliable information about, an act of harassment, intimidation, or bullying. Encourages reporting of incidents and provides immunity to school employees who promptly report incidents in compliance with the policies adopted under the measure.
1997 Oregon Laws, H.B. 3544 - Requires the State Department of Education to establish a two-year pilot program to address problems associated with disruptive students in schools, including counseling and social work services, and parent counseling/training classes. Defines "serious offense" as a violation of a school district rule related to alcohol or drugs, arson, assault, firearms, extortion, harassment, intimidation or menacing, knives, reckless endangering, sexual harassment, theft, vandalism, or weapons.
RI 2003 Rhode Island Acts, Chapter 213, HB 5919 - Defines harassment, intimidation and bullying and requires school boards to adopt policies prohibiting this behavior. Stipulates that policies must be adopted through a representative process including parents, school personnel, students and community members. Directs the state department of education to develop a model policy by December 2003, to assist schools in the development of their policies by September 1, 2004. Requires schools to provide training to employees on the anti-harassment and bullying policy and to develop a process for discussion of the policy with students. Encourages schools to form bullying prevention task forces, programs and initiatives. Encourages school employees and students to report any incident of harassment, intimidation or bullying and provides for protection against liability for those who report but do not remedy the incident.
VT 2004 Vermont Stats, Act 117, H. 629 - Defines bullying and requires schools to include bullying in their comprehensive plans for responding to student misconduct. Also directs the Commissioner of Education to update the model school plan on student discipline to include bullying prevention and distribute the new model plan to all superintendents, school boards and principals. Requires the model plan to: define bullying, enable students to report anonymously, enable parents to file written reports of suspected bullying, require teachers and other school staff to report witnessed acts of bullying or student-reported acts of bullying to school administrators, requires school administrators to investigate any written reports filed and to review anonymous reports, include an intervention strategy for school staff to deal with bullying, include anti- bullying policies and the penalties for bullying behavior in student handbooks, require schools to notify the parents of students who have committed verified acts of bullying as well as the parents of their victims; requires schools to collect data on the number of reported and verified instances of bullying and to make this data available to the commissioner, the public and the legislature.
1994 Vermont Stats, Act 162, S. 313 - Requires school boards to develop, adopt and make available to students and parents, policies prohibiting harassment of students in school. Unlawful harassment is defined as verbal or physical conduct based on race, creed, color, national origin, marital status, sex, sexual orientation or disability that has the purpose or effect of interfering with a student's educational performance or that creates an intimidating, hostile or offensive educational environment. Requires anti-harassment policies to include procedures for reporting and investigating complaints, consequences and remedial action for students who commit harassment, a statement prohibiting retaliation for reporting and procedures for educating students, staff and parents about the policy.
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WA 2002 Wash. Laws, H.B. 1444 - Relates to preventing harassment, intimidation, or bullying in schools; relates to the physical harm of a student or the students property; relates to false accusations; relates to students, school employees, or volunteers; provides that each school district shall adopt a policy that prohibits the harassment, intimidation, or bullying in schools.
2001 Wash. Laws, E.S.S.B. 6153 - Appropriates $500,000 from the general fund for anti-bullying and anti-harassment training at the school district level.
2001 Wash. Laws, H.B. 1041, S.B. 5842 - Allows parents to apply for a protection order when their child is being harassed by someone else under the age of 18, when the behavior rises to the level of unlawful harassment.
WV 2001 West Virginia Acts, H.B. 3023, Chap. 103 - Requires county school boards to develop and adopt a policy prohibiting harassment, intimidation or bullying on school property or at school-sponsored events. Requires state board of education to develop a model policy to assist county boards. Requires policy to include definition, statement prohibiting harassment, intimidation or bullying, reporting procedures, notification of parents, procedures for response and investigation, process for documentation of incidents, strategy for protecting victims from further harassment or bullying after a report is made and a disciplinary procedure for students found guilty. Policy must be printed in student handbooks. Provides immunity against damages for good-faith reporting of incidents. Encourages, but does not require, bullying prevention programs and initiatives, teacher training and student education about the policy.
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Getting Tough on Bullies
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[PDF] Bullying at School - School Environment (CA Dept of Education)
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http://www.google.com/search?q=bully+school&hl=en&lr=&ie=UTF-8&start=100&sa=N (3 of 3) [12/3/2005 12:36:49 AM] Steps to Address Bullying at Your School: Tips for School Administrators
Why does my school need a bullying Following are suggested initial steps that school prevention program? administrators can take to develop an effective • Bullying among children is aggressive behavior that bullying prevention program in their schools. is intentional and that involves an imbalance of power or strength. Initial steps for school administrators • Bullying can seriously affect the emotional, physical, 1. Assess bullying at your school and your staff’s and academic well-being of children who are bullied. commitment to address bullying. • Dealing with discipline problems related to bullying • Form a bullying prevention coordinating committee incidents can take a good deal of administrators’ (a small group of energetic teachers, students, and educators’ time during a school day. administrators, counselors, nonteaching staff, and • Bullying can contribute to a negative climate in schools. parents) to help you explore the problem of bullying • Bullying is more prevalent than many adults suspect. and devise possible solutions at your school.
Everyone in the school environment will benefit • Administer an anonymous student questionnaire from implementation of an effective bullying (grades three and higher) to assess the nature, prevention program. extent, and location of bullying problems in your school. A number of bullying prevention programs Before implementing any efforts to address bullying include such questionnaires. or other violence at school, keep in mind that • Effective programs require strong administrative • Talk with your staff members about their leadership and ongoing commitment on the part of perceptions of bullying at your school, their the adults in the school system. current efforts to address bullying, and their time and motivation to implement a bullying • Those programs that show the most promise prevention program. are comprehensive in approach. They involve the entire school community, including families, and • Hold an open house or a PTA meeting to solicit can take the forms of school-wide interventions, parent feedback about bullying and bullying classroom activities, and individual interventions. prevention needs at your school.
• Bullying prevention efforts should begin early—as 2. Learn about good bullying prevention programs. children transition into kindergarten—and continue • With the help of your coordinating committee, throughout the children’s education. research existing bullying prevention programs that your school might adopt. • Effective bullying prevention programs should have no “end date” but should instead become part • Talk with colleagues in other schools who have of the life of your school. Ongoing staff implemented bullying prevention programs. development is important to sustain bullying Program developers can often put you in touch with prevention programs. educators who can share their experiences with implementing bullying prevention programs.
• Assess your school’s current prevention and • Ensure that your school has all of the legally intervention programs. Determine whether they required policies and grievance procedures in place would be compatible with bullying prevention for bullying or harassment. Make these procedures programs that you are considering. Note: Conflict known to parents, students, and staff members. resolution programs are not a good idea. • Receive and listen receptively to parents and students who report bullying. Establish procedures • Share information about programs with committee whereby such reports are investigated and resolved members and staff. Most programs have fact sheets quickly and effectively at the school level in order or other summary information available. Some to avoid perpetuating bullying. have trainers who are available to provide brief “overviews” of the program to you and your staff. • Ensure that all staff members take immediate action when bullying is observed. All teachers and • Carefully select a program that best fits the needs school staff must let students know that they care of your school, with conscious consideration of the and will not allow anyone to be mistreated. By proven effectiveness of the model. taking immediate action and dealing directly with students who bully, adults support students who • Consider which program best fits the financial are bullied and those who are bystanders to constraints of your school’s budget. bullying.
3. If you do not have the resources or staff commitment • Notify the parents of all involved students when a to fully implement a bullying prevention program at bullying incident occurs and seek to resolve the your school, what can you do to address bullying? problem expeditiously at school. • Provide in-service training to your staff so that they can learn more about the issue of bullying. Include • Make referrals to your counseling or mental health non teaching staff who interact with students staff, when appropriate, for further work (such as bus drivers, school resource officers, school with students who are bullied and with students nurses, and cafeteria workers). who bully.
• Develop clear rules and sanctions related to • Ensure protection for students who are bullied. bullying. Post and distribute the school rules and Such protection may include creating a buddy discuss them with students, staff, and parents. system whereby students have a particular friend or older buddy on whom they can depend and • Develop strategies to reward students for positive, with whom they can spend time. inclusive behavior. • Encourage teachers to hold class meetings during • Using information obtained from your student which students can talk about issues related to questionnaire, increase supervision in areas that are bullying and peer relations. Encourage teachers to “hot spots” for bullying and violence in the school. integrate bullying prevention themes throughout the curriculum. • Establish a confidential reporting system that allows students to report victimization and that • Avoid common misdirections in bullying records the details of bullying incidents. prevention and intervention. See fact sheet, “Misdirections in Bullying Prevention and Intervention.”
These and other materials are available online at: www.stopbullyingnow.hrsa.gov Getting Tough on Bullies
Getting Tough on Bullies By CATHERINE LEE
It used to be considered a part of growing up on the school playground and in the classroom. Stealing lunch money. Dropping books. Flinging rubber bands. Hurling insults. Most everyone experienced it. The teasing and taunting by a school bully was considered an inevitable initiation into childhood.
Courts But now the rules and definitions have changed. "One time I saw a bully Jails and Alternatives hold a boy up to a fence and start choking him--all over a silly kick ball," Foster Care and said Jairro, a 10-year-old fifth-grader at P.S. 9 on the Upper West Side of Alternatives Manhattan. Homelessness Schools Domestic Violence Childhood bullying has even led to violence with knives, bats and guns. Drugs and Science Students said that classmates repeatedly bullied the 15-year-old accused of Lives killing two classmates and injuring 13 others in early March at Santana High School in Santee, Calif. They stole his shoes, swiped his skateboard, Downlow Home and mocked him for his pale skin and scrawny build. The Santee shooting About Us occurred less than two years after Eric Harris and Dylan Klebold, both Covering the Youth Beat considered outcasts, shot and killed 12 students and one teacher at Columbine High School in Littleton, Colo.
To raise awareness of the dangers posed by teasing, taunting, threatening or stealing from another student, some government officials are proposing anti- bullying bills.
"Bullying is a huge, overlooked problem," said Mary Harvey, co-founder of Safe Schools, Safe Students, an Arizona-based non-profit organization that created an anti-bullying hotline last August. "While school violence such as Columbine had headlines, there are numerous incidents of violence related to bullying that went unreported and were equally devastating."
It may be ignored, but statistics show that school bullying is not on the rise nationwide. The 1999 Annual Report on School Safety issued by the U.S. Department of Education and U.S. Department of Justice reported that a substantial majority of 15-year-old students were not bullied in school. However, nearly 5 percent of students ages 12 through 18 reported that they had been bullied at school in the last six months, according to the federal report, Indicators of School Crime and Safety 2000.
http://www.jrn.columbia.edu/studentwork/children/downlow/bullies.shtml (1 of 4) [12/3/2005 12:38:29 AM] Getting Tough on Bullies
Still other research indicates that bullying is a precursor to serious school violence, that rejection and bullying by classmates may be a common thread linking children involved in recent school shootings. In a federal report issued last fall by the Secret Service, more than two-thirds of the student shooters, in 37 school shootings since 1974, felt "persecuted, bullied, threatened, attacked or injured by others."
To curb anxieties over future school shootings, officials in Washington state, California and Georgia are debating policies ranging from government funded anti-bullying programs to stricter zero-tolerance policies.
Spurred by the Santee shooting, the Washington State Senate passed an anti- bullying bill in late March that would require each of the state's 296 school districts to adopt strict policies against harassment, intimidation and bullying. The bill would mandate systems for reporting and investigating all complaints, and districts would be required to provide training to school employees and volunteers. Washington Gov. Gary Locke proposes spending $500,000 to help school districts implement the policies.
Other states, such as Georgia, are taking a zero-tolerance stance by proposing suspension, expulsion or alternative schools for two-time offenders.
Last November, the New York state Legislature passed Project S.A.V.E. (Safe Schools Against Violence in Education Act). The policy requires school districts to develop a code of conduct in collaboration with student, teacher, administrator and parent organizations. The code will include provisions for disruptive and violent students. Teachers will have the authority to remove disruptive students from the classroom. Principals could suspend students for up to five days for such behavior, with the possibility of expulsion.
These guidelines, however, include no specific reference to bullying. Debra Nelson, a representative in the legislative office of New York State United Teachers, says that a bullying bill may not be necessary because Project S.A.V.E. addresses the problem without overstepping the boundaries of the school administrators.
Government involvement may give schools the push they need to curb bullying in a more effective manner, says Diane Davis, a program implementation specialist for the Committee for Children, a Washington- based non-profit organization. "If given federal money, schools can get
http://www.jrn.columbia.edu/studentwork/children/downlow/bullies.shtml (2 of 4) [12/3/2005 12:38:29 AM] Getting Tough on Bullies bullying under control before it runs rampant," she said. "In the long run, the government protects its constituents, and if the kids are the real victims, then someone has to step in."
Others point out that no studies show bullying can be controlled under a uniform umbrella of legislative guidelines. Bullying may be handled differently from school district to school district. "It is not a matter of designing a program where a school signs on the dotted line," said Rod Beaumont, founder and CEO of Safe Schools, Safe Students. "In the best- case scenario, state legislation would get the individual schools to re- evaluate what they are doing, and then come up with a policy that is flexible. It is not one-size-fits-all."
Opponents of anti-bullying legislation fear that all cases will be handled in the same manner, regardless of the situation or child. In fact, some schools deny that bullying is even a common problem in their schools. In a 1999 survey of 605 teachers across New York State, research firm Zogby International found that 13.9 percent of teachers said bullying was not a problem in their school, while 40 percent only considered it a minor problem.
Nicholas, a 10-year-old fifth-grader at P.S. 9 on the Upper West Side says that bullying has improved in his school. "A lot of kids in the fifth grade are really mean bullies," he said. "But it has gone down since last year. There is not as much fighting." Because bullying takes various forms, punishment depends on the circumstances and the particular school.
The school district should decide the needs of its community, says Barbara Bradley, deputy director of communications for the New York State School Boards Association. "The school board's position has always been of local control," she said. "We are not big believers in state mandates. To add another mandate would depend on what the mandate is, but we don't want the state to tell us how to handle situations when it can vary from community to community."
Others also worry that basic discipline decisions are being taken out of the hands of the educators, and placed in legislatures. Darcy Olsen, director of education and child policy at the Cato Institute, a non-partisan public-policy research foundation in Washington D.C., says that legislation will undermine the authority of school administrators and teachers. "This is feel- good legislation," she said. "It is worthless. It will only burden them with more paperwork. Administrators and teachers don't need more training. They need to be able to get rid of students if they need to."
http://www.jrn.columbia.edu/studentwork/children/downlow/bullies.shtml (3 of 4) [12/3/2005 12:38:29 AM] Getting Tough on Bullies
More importantly, state legislators have to consider who is capable of enforcing those laws. In proposing anti-bullying bills, the government can only issue mandates. In the end, the school districts must make sure those mandates are followed. "It is good to put forth a policy that says we don't condone bad behavior, but it needs to be a policy that will be enforceable," said Joanne McDaniel, executive director for the Center for the Prevention of School Violence, a North Carolina resource program. "Bullying can be different from one school to another. You can't broad brush a solution that might have different manifestations in various schools."
Orlando Arvelo, a 14-year-old freshman at Brandeis High School on the Upper West Side of Manhattan, says legislation is at least a step in the right direction. "They should go ahead with a bullying bill," he said. "But it's not like it's going to really help because some kids will keep doing it unless you can get them to actually listen."
© Downlow 2001
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RESEARCH Science RESEARCH General Education General Business SCHOOLS Archives In early middle school, popularity and NEWS INDEX bullying often connected This Year 2004 Archives Craig Chamberlain, Education Editor (217) 333-2894; [email protected]
PUBLICATIONS 8/1/2000 Inside Illinois II Archives II Advertising CHAMPAIGN, Ill. -- Previous research says the boys About II who bully most in grade school are often on the social
Postmarks fringe. In sixth grade, the first year of middle school, however, bullying apparently becomes popular, says
QUICK SEARCH Dorothy Espelage, a University of Illinois professor.
In a survey conducted at an Illinois middle school, Espelage found a "very strong" correlation between MORE Illinois in the News popularity and bullying among sixth-grade boys.
Campus Calendar "Those kids that were nominated as those that were doing the most teasing and bullying were also the kids Other News Sources that were being nominated as the most popular and having the most friends in the school," she said.
In her research, Espelage defines bullying as behaviors ranging from name-calling and teasing to threats and physical aggression. Not included is kidding among friends. Curiously, the correlation between popularity and bullying declined in the seventh grade, and basically disappeared in the eighth, Espelage said.
"So something happens in seventh grade that teasing and name-calling becomes less popular, or those kids who do it become less popular," she said.
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Maybe bullying serves a function for sixth-grade boys as they attempt to negotiate their way in the peer group, and as they find themselves on the lowest rung at a new school and on the verge of early adolescence, Espelage suggested.
"It could just be how males adjust to middle school."
Espelage will present her findings this month at the American Psychological Association convention Aug. 4- 8 in Washington, D.C.
The school that was the subject of the research covered grades six through eight, and the survey included 513 students, or about 90 percent of the enrollment.
In the same survey, Espelage also sought to determine what effect bullying was having on its victims, and found the results disturbing.
Using a standard mental health survey instrument, she found the victims were not taking their treatment by peers lightly.
"For sixth-grade males, the correlation between victimization, and anxiety, depression and suicidality [having suicidal thoughts] is … very, very strong," she found. The correlation went down but remained strong for boys in the next two grades.
Espelage is aware that many teachers and parents might fail to recognize and address the problem because they see a certain degree of bullying as just part of growing up. But with many of the kids most seriously victimized, "we're dealing with potentially serious mental health issues," she said.
Espelage, who has been researching bullying for more than six years, is among the first to examine the potential tie between bullying and peer influence in U.S. middle schools.
http://www.news.uiuc.edu/gentips/00/08bully.html (2 of 3) [12/3/2005 12:40:44 AM] In early middle school, popularity and bullying often connected
The interest in the connection grew out of a previous study, she noted, but it also makes sense to research it given that smoking, alcohol use and sexual decisions have all been examined in the light of peer influence.
"What happens to the kids that see that teasing and name-calling does make them more popular … do they go on to become more aggressive?" Espelage asked. "The goal here is to say 'If these things predict bullying, then how can we intervene.' "
News Bureau, University of Illinois at Urbana-Champaign 807 South Wright Street, Suite 520 East, Champaign, Illinois 61820-6261 Telephone 217-333-1085, Fax 217-244-0161, E-mail [email protected]
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The school that stopped bullies Pushing, shoving, taunting – they can damage a child forever. There’s a way to fight back.
By Rob Waters Reprinted with permission of Reader’s Digest
January 2003 - When Zak Hollis was 10 and a fourth-grader in Albuquerque, N.M., other kids would walk up to him, jerk their heads around, and laugh. They’d call him “dork” and “retard” and, when he complained to teachers, “tattletale.” Some teachers, he says, would even tell him to stop tattling.
“The kids would tease me and mimic me. They made fun of me every day,” Zak says, now 12. “I wouldn’t cry at school, but I would at home. I hated that school. I felt so stressed-out there; I felt sick all the time.”
Zak is large and soft-spoken, and because of a neurological disorder, he sometimes jerks his head and body. Being different from other children made him a target, but bullying isn’t a problem only kids with neurological problems or special needs experience.
Every year, millions of American children are victimized by bullies at school. A survey of 15,000 sixth- to tenth-graders published in the Journal of the American Medical Association in 2001 found that 30 percent were involved in bullying – as perpetrators, victims or both. Nearly half of sixth-graders reported being bullied, and 13 percent said they were bullied at least once a week.
But children don’t have to live with humiliation and fear. Three years ago, Zak Hollis transferred to Chelwood Elementary, also in Albuquerque, and he found a haven from teasing and unhappiness in a place where the whole school community – students, teachers and parents – have become part of the effort to deal with bullying. As studies begin to tie childhood taunts and punches to emotional troubles later in life, schools like Chelwood have decided to draw the line.
Littleton, Col.; Jonesboro, Ark.; Santee, Calif. – these towns are now synonymous with the most frightening outcome of bullying. A government report released in 2000 looked at 41 children who shot fellow students and found that two-thirds felt they had been “persecuted, bullied, threatened, attacked or injured” prior to the incident. In Jonesboro, the attackers were described as bullies.
Equally tragic and more common are kids who turn the anguish violently inward, taking their own lives. In one case, Hamed Nastoh, 14, left a suicide note for his parents before jumping off a bridge to his death in British Columbia in 2000. In the note, Hamed wrote that school was “horrible. Everyone calling me gay, fag, queer, and I would always act like it didn’t bug me and ignore them, but I was crying inside.” But most kids who are bullied don’t shoot up their schools or take their own lives. Experts say that children who are victimized by bullies are more likely than other kids to be lonely, depressed, anxious and angry. In a study from 2001, Australian researchers followed 2,680 13-year-olds for two school years and found that bullying pushed well-adjusted kids into depression and anxiety.
“When kids are picked on throughout elementary school, they’re struggling by the time they get to middle school,” says Laurie Austin, who is the former violence-prevention coordinator for the Albuquerque schools. “School becomes a place of anger and victimization.”
The young victims of bullies often turn into depressed adults, says Dan Olweus, a Norwegian psychologist who pioneered research on bullying. The bullies run into problems too. One study by Olweus found that 60 percent of kids who were defined as such in Norwegian and Swedish middle http://www.child-family.umd.edu/works_waters.htm (1 of 3) [12/3/2005 12:41:10 AM] Journalism Fellowships in Child and Family Policy
schools had criminal records by the time they were 24. The news is no better in the United States. A long-term study of 856 eight-year-olds in New York State found that one in four of the most aggressive kids had an arrest record by the age of 30; just one in 20 nonaggressive children did.
The grim statistics for victims and bullies prompted Olweus to develop the program that has now been copied in schools around the world – including Chelwood. He based it on the idea that bullies are a small minority who gain power over other children only because they are allowed to.
Jack Vermillion, Chelwood’s principal when the program was implemented, puts it this way: “In most schools, around 10 percent of kids act as bullies and another 15 percent play the victim,” he says. “The other 75 percent just want to stay out of it so they don’t get picked on. Our philosophy is you get that 75 percent who are not being bullied standing up with the 15 percent who are. Now you’ve got 90 percent against 10 percent saying, ‘No, you’re not going to do that at our school.’ ”
Starting in kindergarten, the school trains children who are being bothered by another child to ask that child to stop and then, if necessary, to get help from an adult. (Many victims never utter the words “Stop it.”) Kids who see an incident are urged to help out – again, by asking the bully to stop and getting adult help if needed. Says Vermillion: “We’re trying to get kids to become people who stand up and get involved.” Teachers and students alike are encouraged to identify and monitor bullying hot spots – a corner of the playground or the lunchroom, for instance – and regular class meetings are held to discuss any incidents.
This commonsense approach has been uncommonly effective. In elementary and middle schools in Norway, such programs led to a 50 percent drop in bullying, as well as lower rates of vandalism, fighting and truancy, according to the studies conducted by Olweus. Middle schools in South Carolina with a similar policy also experienced a marked decline in bullying, delinquency and vandalism.
At Chelwood, the staff has also enlisted deputies. Most fourth-graders are trained as mediators, and about three-quarters of the class goes on to volunteer on the playground. One bright afternoon, Erica and Tara are on patrol, clad in the uniform of peer mediators – red tunics over their shirts, clipboards clutched in their hands. Things are peaceful, so they pause for a moment to explain their jobs. “A mediator is where you walk around the playground and you look for problems,” Erica explains. “If there is a problem, you just discuss it with them and see if they can figure it out.”
On mediation duty a few weeks earlier, Tara came across a boy and girl fighting over a ball. “They were hitting each other,” she says. “I just told them to take turns with the ball and to solve the problem.”
Conversations like this are common at Chelwood, where students being the day by reciting this pledge:
We will not bully other students. We will help others who are being bullied by speaking out and by getting adult help. We will use extra effort to include all students in activities at our school.
Students seem to be honoring their words. Three years ago, Vermillion had to deal with 30 to 40 fights that broke out on the playground or in the lunchroom. The next year – the first year of the bully-proofing program – it was down to eight or nine. And last year, the 2001-02 school year, Vermillion says, there were only two fights.
Some school districts and states have adopted a tougher approach. Georgia, for instance, implemented a three-strikes-you’re-out policy requiring that middle school and high school students who commit just three physical bullying offenses be removed and then sent to an alternative school. This legislation was passed in the aftermath of a 13-year-old boy being punched and killed by one of his classmates in 1998.
Vermillion wanted to ensure that kids who bully are confronted for their behavior, but not ostracized from the school community. “I try to keep an eye on those kids, redirect them, and find the positive things they’re doing and praise them for it,” he says. he even gave some kids who have bullied extra responsibilities for helping other children. http://www.child-family.umd.edu/works_waters.htm (2 of 3) [12/3/2005 12:41:10 AM] Journalism Fellowships in Child and Family Policy
The ultimate goal of the program is not merely to stop bad behavior, but to create a “caring community” where kids treat each other with compassion.
On the playground at Chelwood Elementary, Ryan, a tall 10-year-old with wiry blond hair, recalls chasing down a boy who had taken a football away from him and his friends. The boy was on the ground and Ryan was hitting him. Then, Ryan says, “I saw his face and he looked sad. I told myself I wouldn’t like it if someone did that to me. I said I was sorry and he said sorry back. And we started playing football together.”
Don’t be a victim Parents can help kids deal with bullies
This advice comes from child psychologist Carla Garrity, who, with help from colleagues at the Cherry Creek, Col., school district, developed the program in use at Chelwood.
Listen to your child. If you r daughter says she’s getting picked on, believe her. Let her know you’re concerned. Ask questions to assess whether this is transient or minor. Has she asked the child to stop? Has she told a teacher?
Be ready to act. Go to school and talk to a staff member about the situation if the bullying is serious or continues. But don’t call the bully’s parents, since this rarely helps. Parents tend to defend their own children. Start with the teacher, but be prepared to go to the counselor or administrator.
Get an assistant. A friend or two who will look out for your child can make a big difference. If he has trouble getting help on his own, ask a teacher or counselor to recruit help from other kids. A friend can accompany a passive kid who is prone to being victimized when he goes to the bathroom or during recess.
Stay on top of things. Keep talking with your child and the school about how things are going. If necessary, try to meet with the principal and teacher regularly. If the school fails to respond or help, you may need to consider changing schools.
For materials to start a bully-proofing program at your school, look for Garrity’s book, available at sopriswest.com or the Olweus Bullying Prevention program at www.modelprograms.samhsa.gov/. - R.W.
For more on this issue, see www.rd.com.
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© 2005, Journalism Fellowships in Child and Family Policy, University of Maryland
http://www.child-family.umd.edu/works_waters.htm (3 of 3) [12/3/2005 12:41:10 AM] Case history #48 - bullying in school
Bullying, isolation, rumours, threats, false allegations, ignorance, denial? Read this
Case history #48
Bullying in school
On my second day in secondary school I was shoved into the road by a girl in my tutor group. I thought she was playing, and so shoved her back thinking it was all a bit of fun. From then on she continued to make the next four years of my life a living hell.
Rumours circulated around the school and I gained a reputation. The same girl accumulated a group of other girls who continued spreading rumours, and began stalking me in the playground. The teachers accused me of bullying her, and cautioned my parents about my "behaviour". Roughly once a fortnight my parents would meet with the Headmaster and Deputy Head to make them understand that I was in fact the victim, but my school simply claimed that - and I quote from the Deputy Head - "we don't have bullying at our school". Nothing more was done.
It progressed three years on with silent phone calls to my home in the evenings, and also to my mother during the day from the class I was sitting in at the time. Of course it was this same girl again - she was arrested for stealing a mobile phone after my home number appeared several times on the phone bill. From then on the teachers would push past me in the halls and glare at me like some sort of criminal.
After the girl was expelled (not for bullying me. She was expelled for stealing from a teacher's handbag!) a group of girls continued the bullying. I was cornered on one memorable occasion in a narrow hallway and boxed in against the wall. A teacher arrived from downstairs and took myself and one of the girls aside. The teacher threatened me with further punishment if I continued my "behaviour". The other girls were simply sent back to the playground.
I was then bullied by a new boy, who after only two months in our school 6th Form, sent me abusive internal email that I can only imagine was his reaction to the rumours spread about me years before. He then ignored me for the rest of the year, apparently on the advice of the Head of 6th Form. He was then made Head Boy weeks later.
I left school that year. I have never received an apology from the school.
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I made it through my experience, and although slightly bruised and on anti-depressants, I am trying to put the past behind me. My advice for long-term sufferers of school bullying is this - teachers went to school to go back to school. Thus I suspect most teachers (at least in my experience) to be immature adults who simply couldn't get enough of school while they were kids! How sad is that? ;) With that in mind I suggest that parents take some community action to make these teachers understand that saving face isn't their priority - it's the protection of the kids who are forced by law to attend the schools they feel imprisoned in.
Good luck - and I hope every victim of bullying can find it in themselves to find strength - and most importantly, to survive to tell the tale.
Back to bullying case history index
Want to share your experience? Send me an email outlining what happened, maximum one side of A4/Legal.
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http://www.successunlimited.co.uk/bully/case48.htm (3 of 3) [12/3/2005 12:42:20 AM] http://www.ribbonofpromise.org/pass/bullying.php
Back to Ribbon of Promise P. A. S. S.
P.A.S.S. Home Did you know... About P.A.S.S. Each day, about 160,000 American kids Volunteer skip school because they're afraid of bullies Parent Resource ~reports the National Association of School Guide for Bullying Psychologists in Bethesda, Maryland (PDF)
● Aggressive behavior in school affects school attendance and also the Reporting Safety work attendance of the parent. Numbers
Lockdown Nearly 51 percent of 7 and 8 year old girls Procedure said they worried about getting shot or stabbed at school or home Bullly/Harassment Info ~ nationwide pole done for Children Now ● Children are aware of who the bullies are, what they are capable of if Safety Checklist thwarted. Contact Us Although as many as 75% of kids are 40 Things Kids victimized by bullies at least once during Need To Succeed their school years, nearly 50% of parents End School mistakenly believe that harassment isn't a Violence Resource problem for their child, Room ~according to a 1999 survey by the National Crime Prevention Council in Washington, D.C. ● Older children are less likely to talk about being teased or bullied. Bring up the subject and discuss options for someone who might find himself or herself in such a difficult situation. ● During parent/teacher conferences make a point to ask about your child's social skill level ● Listen to your child - listen when you drive them places and when they talk with friends. ● Try to spend one-on-one time together. Ask about bullying in your child's school. ● Do not accept the idea that bullying in school is a rite of passage that we all get through.
Today's "normal" children between 9 and http://www.ribbonofpromise.org/pass/bullying.php (1 of 3) [12/3/2005 12:43:12 AM] http://www.ribbonofpromise.org/pass/bullying.php 17 are more anxious than those treated for psychiatric disorders 40 years ago. And while the suicide rate for the general population has been stable since the 1950s, the rate for 10 - 14 year olds more than tripled between 1980 and 1992
~ according to a report last year in the American Psychological Association's Journal of Personality and Social Psychology ● Bullies come in either gender and in any size and economic level. Do not be fooled into thinking because you live in a high-income area that your school will be exempt from bullying behavior. And don't think that because your school may be a low-income school or low-income area that you have to tolerate bullying behavior.
In more than two thirds of the 37 school shootings since 1974, the attackers felt "persecuted, bullied, threatened or attacked"
~says a study by the National Threat Assessment Center run by the U.S. Secret Service ● As an adult, step in when you see bullying happening. Bullying happens by adults also. Don't be a bully yourself or stand by quietly while other adults bully children. Simply by telling the bully that this behavior is unacceptable calls attention to the problem and sets guidelines and limits. ● For true bullies, you are not going to solve the bullying problem between two students by talking to them together. Bullies have no empathy or compassion for others. ● In disciplinary meetings, bullies will often agree to "be friends" or comply with "say you're sorry" type of discipline. However most often the bully will retaliate against the reporting student at a later date. ● The bullying child will not take responsibility for his/her behavior, and in fact sees no problem with their behavior.
Researchers have found key differences between the (high school age) sexes:
● Boys were more likely to be bullies or victims of bullying.
● Girls were more frequently the targets of malicious rumors, sexual harassment and jeers.
~according to the NICHD study
● Bullies come in all sizes, genders, shapes and dispositions. ● Bullies can be rough & tumble types, athletes, excellent students and sociable. ● Bullies can come from any economic, religious or ethnic background. ● Being a bully is all about having the power over others. Bullying is a sociological http://www.ribbonofpromise.org/pass/bullying.php (2 of 3) [12/3/2005 12:43:12 AM] http://www.ribbonofpromise.org/pass/bullying.php
behavior disorder and needs to be treated.
A new survey of nearly 16,000 children shows that about one third have been involved in bullying:
● 13% in grades 6-10 had taunted, threatened or been physically aggressive toward classmates
● 11% had been targets of such behavior
● 6% said they'd bullied others and been bullied themselves
~according to the National Institute of Child Health and Human Development (NICHD) in Washington, D.C. ● Bullies crave power and control. Bullies are manipulative.
While the stereotype is that bullies have low self- esteem, they're actually often self-confident
~says Kate Cohen-Posey, author of How to Handle Bullies, Teasers and Other Meanies ● Bullying students have their character and behavior in place by the age of eight. After age 8, it is difficult to change behavior patterns. First Step program works with ages K-3rd grade, a prime time to reach children to mold their behavior patterns. ● You are probably already aware if your child is a bully at school. School bullies are usually bullies at home with parents, siblings and neighborhood children.
Bullies are often popular and tend to make friends easily. But if a bully feels slighted, he may be tempted to take it out on some who can't fight back.
~according to the NICHD study ● This is the coping mechanism he's familiar with, as many bullies come from homes where they're harassed themselves. ● Bullies often surround themselves with others who are intimidated by their behavior to the point of egging them on, encouraging a "mob mentality".
By age 24, 60% of former bullies have been convicted of a crime
~according to a study conducted in Norway ● As a parent of a bully, do not protect them from the consequences of their actions. Excusing and/or ignoring their behavior sends the message of tacit consent. ● As a parent and adult, it is your job to find help and counseling for your child.
Frequency Next Page
http://www.ribbonofpromise.org/pass/bullying.php (3 of 3) [12/3/2005 12:43:12 AM] Important Things to Remember Resources
¥ If a weapon is any part of the bullying threat, contact your school — Networking with Other Parents: safety officer or police department at once to make a report. ¥ PTA - PTSA - PTO - other parent organizations Remind the officer you talk to that your child’s physical safety is to ¥ School open house, carnival, other school events remain their top priority at all times. ¥ Volunteering at school ¥ Parents of your child’s friends, community events, ¥ The child being bullied is not the problem. The child being bullied and the child who is the bully should be separated and interviewed talking to neighbors at different times. They should not be in the same room telling their ¥ Sporting events stories or one in the hallway or outer office while one is being — Documentation Ideas: interviewed. ¥ Photograph of physical evidence - if possible, use a camera which will display the date on the picture. ¥ The school needs to involve the parents as much as possible. The ¥ Letters received school should contact parents of both children, and inform the ¥ Letters written including time and date of incident parents of the bully that this conduct will not be tolerated. ¥ People you have spoken to, statements from them ¥ Written statements from others who have experienced ¥ It is crucial to document each conversation to achieve a positive similar problems with the same child. outcome. This is true no matter how short or how detailed. Without documentation, your complaints may not be taken seriously. With documentation, you have incident dates, witness information and — Definitions of Terms and Glossary: other facts at your fingertips. It is easy to make copies of your documentation, but impossible to make copies of a phone Reporting Adult - The adult the bullied child first tells about conversation weeks afterwards. Keep all parties informed each step the bullying incident. of the way that you are documenting and what resolution you Documentation - A written history of each bullying incident, expect. conversation and/or letter relating to the original or subsequent incident Documentation is the parents responsibility. Do not ¥ As you correspond, keep in mind that your priority is a positive expect the school to document anything for you. Parent Guide resolution for your child. In all letters, keep civil, remain polite but Resolution - When the child being bullied and/or harassed is firm and state the facts. Avoid name calling or derogatory remarks able to attend a school in which he feels safe, and the bullying/ about the people you have dealt with so far. harassment behavior is addressed to all party’s satisfaction. to ¥ Ask the school if the parents of the child doing the bullying have been notified. If the answer is no, ask them why they are not Ribbon of Promise provides this information as a guideline for Resolve Bullying notifying the parents. your use and it is not intended as legal advice. If you feel you need legal advice, please contact an attorney. ¥ Ask for a reply or response within three business days after they The Parent Group website includes this guide for printout and A step-by-step guide to help parents receive your complaint. Even a simple acknowledgment of your also has additional tools to help you deal with school violence letter is a step towards a positive resolution. and bullying issues. We hope this Parent Guide has been find a positive resolution helpful to you, and has helped you to address your child’s with bullying situations at school. ¥ As a Parent, make it a habit to stay active in your school and in safety at school. contact with parents of children your child is friends or classmates Please e-mail us with your positive results! with. If a discussion about another child, parent or school staff member comes up, state the facts of a situation only. Rumor and If you have further questions, please go to our website gossip can make a bad situation even worse and blow a story out of at www.ribbonofpromise.org/pass proportion, creating anger, over-reaction and possible legal Parent Resource Guide or call the Ribbon of Promise office at: problems if the gossip results in slanderous statements. (541) 726-0512 and ask to be directed to the — Description of Bullying / Harassment Parent Resource Group This guide is meant to assist you through the various Behavior Includes but is not limited to: steps to resolution. However this guide is limited in ¥ physical assault or intimidation Special thanks to the teachers, school counselors, community space. For more detailed information, please go to the ¥ visual or verbal intimidation or assault members, and especially to the Springfield Alliance for Equality & Parent Group site on the Ribbon of Promise website. • being within a person’s space without invitation or, after being Respect (Safer) for their valuable input towards this guide. asked to step back, intentional irritation behavior that continues This Parent Guide Made Possible Through Ribbon of Promise By Key Bank ¥ Springfield. Oregon www.ribbonofpromise.org/pass How to resolve bullying and harassing behavior directed If no resolution after the 4th report: Tips for Your Meeting with School Personnel toward your child at school - in a positive manner and with a positive resolution. Please see explanatory remarks, vocabu- 8. Request to be placed on the agenda of the next school board meeting. When you are scheduled to meet with your child’s teacher, counselor, or lary description and glossary on the last panel of this guide. Be sure to make this request in writing well in advance of the next school school principal it is best to arrive on time or 5 minutes early and fully board meeting and include all previous documentation with contact names prepared. It is also advisable to bring a supportive family member or Steps to Resolution and dates of letters. For the schedule of the school board meetings, call friend who can remain impartial and calm throughout the meeting. The the school district’s administration office. secondary purpose for this guest is another pair of eyes and ears, who will take notes of the meeting. Your guest should remain quiet and allow 1. Child reports the incident to the closest adult at school if the incident School board meetings are generally work sessions, they are you to state your case without interruption. Verbal involvement by your occurs on school grounds. If the incident occurs off school grounds, this made public so that citizens may attend and voice their opinions. Don’t guest will minimize the strength of your case. is reported to the parent. This closest adult at the school will be referred be intimated by the formal meeting layout. Be prepared with your docu- to as the “Reporting Adult”. mentation, be on time and dress as neatly as possible. Calmly state your Bring: case, referring to your written reports. Clearly outline what steps you ¥ your original documentation and a copy for the person you are 2. Child reports the incident to the parent. Parent documents the incident have taken, what resolution you have asked for, and the lack of coopera- and reads the Student Handbook. meeting tion you have received from school district personnel. Do Not Get An- ¥ a calendar for referencing documentation dates gry - this will not be productive. Remain as calm and rational as pos- 3. Parent follows up with a phone call to the school, speaking to the ¥ also use the calendar for noting when the school representative plans sible. Do not get personal, speak in a derogative manner or resort to to contact you Reporting Adult (see definition of terms). Parent writes down all con- name calling about the people you have dealt with up to this point. This versations with names, dates and what action and timeframe for action is will only minimize all the hard work you have done and weaken your After the meeting, you and your guest should go over the agreed upon. case. school representative’s responses. Go over your guest’s 4. Parent checks back, either with phone call or in written note, to the After you have finished speaking, thank the school board for notes and fill in any gaps for future documentation. Reporting Adult at the school to see that action was taken and that a listening and for acting in a responsible and cooperative manner. Re- resolution has occurred within the timeframe agreed upon. member - you will have a limited time to state your case: be brief, be Example contact letter to school personnel: factual, keep to the issue, and ask for the resolution you want. Keep an further steps are required only if no resolution is determined open mind to suggestions the school board may suggest. Do not expect Date any action the night you make your presentation. The school board may If no resolution after following the four steps above: just listen at this time, and then respond in writing at a later date to Dear ______: inform you of their decision. Ask when you might expect a response and 5. Submit a written report to the person who handles disciplinary action politely set a reasonable response time (1-2 weeks) if they do not offer a My child (name here) is a student of (insert school here) and in the (grade at your child’s school (school safety officer, vice-principal, principal). time frame for their response. Before acting, they will want to speak to level here). “John” reported to me today that “Vic” pushed him down Include copies of your written documentation (never send originals) to school district personnel you have named. on the asphalt on the playground and then threatened to hurt him after this person. Include a cover letter explaining what action you would like school. John reported this to the playground attendant (name here). to see happen. Request that this person contact you with a progress re- If no resolution after the 5th report: “Mrs. Fleeber” told my son to stay away from Vic because he is mean port and resolution within three days of the receipt of your letter. Re- before lunch, but Mrs. Fleeber did not appear to talk to Vic. quest that the bullying child meet with the school safety officer (SSO). This officer can help evaluate the situation. You can also request a meet- 9. You may want to consult an attorney and/or contact media. I am concerned that my child is not safe on the playground. My son tells ing with the SSO and ask for suggestion and assistance on the situation. me he was on the other side of the playground playing, that Vic and his If there is no safety officer at your child’s school, check to see if there is Appropriate Request for Resolution friends seem to walk around the playground area during recess, but don’t one in the school district who may be available to speak with you. play on the equipment. Since Vic and his friends are given free access to the playground, it will not be possible for my son to “stay away” from If no resolution after the 2nd report: Requested FOR the bully: Vic.
6. Report in writing to the School District Grade Level Coordinator. Each 1. counseling I would like the playground attendant to address Vic’s bad behavior with him, and an apology from Vic to John. I would also appreciate that a district is different, but most districts have an Elementary and a Second- 2. behavior modification letter be sent to Vic’s parents detailing Vic’s behavior and the possible ary Coordinator. Both are usually located at your school district’s ad- 3. parent notification ministration offices. For the name of your Coordinator, call the adminis- disciplinary actions that the school may take in the future should Vic 4. anger management skills training continue his behavior. tration office and simply ask for the information. You don’t have to 5. social skills training explain your interest or situation - this is public information. Then send 6. professional evaluation of social skill level I am available at xxx-xxxx Mondays and Tuesdays until 3pm. Or you a cover letter and copies of earlier documentation to the Coordinator. may e-mail me at john’[email protected]. Requested FOR the target child (child being bullied): If no resolution after the 3rd report: Thank you, 1. a written apology from the bully 7. Report in writing to the School District Superintendent. Include John’s mother copies of your previous reports and any conclusions to your requests 2. counseling for stress management 3. financial remuneration for medical costs and contacts previously. Include a cover letter outlining your re- For more examples, see our website quest and timeframe. Make sure you “cc” your letter showing whom 4. financial remuneration for damaged or vandalized property else has received copies of your written documentation. 5. absolute ceasing of all bullying activity www.ribbonofpromise.org/pass http://www.education.unisa.edu.au/bullying/pubs.html PUBLICATIONS ON BULLYING IN SCHOOLS
Associate Professor K. Rigby (1990-2003)
Published papers/articles
1990
Rigby, K. and Slee, P.T. (1990) Victims and bullies in school communities. Journal of the Australasian Society of Victimology, 1(2), 23-28.
1991
Rigby, K. and Slee, P.T. (1991) Bullying among Australian school children: reported behaviour and attitudes to victims. Journal of Social Psychology, 131, 615-627.
1993
Rigby, K. and Slee, P.T. (1993) Dimensions of interpersonal relating among Australian school children and their implications for psychological well-being. Journal of Social Psychology, 133(1), 33-42.
Rigby, K. (1993) Countering bullying in schools. CAFHS Forum, Vol 1, No 2.
Rigby, K. (1993) School children's perceptions of their families and parents as a function of peer relations. Journal of Genetic Psychology, 154(4), 501-514.
Rigby, K. (1993) Bullying. Our Gifted Children, November/December, 11-12.
Rigby, K. and Sharp, S. (1993) Cultivating the art of self-defence among victimized children. International Journal of Protective Behaviours, 1(2), 24-27.
Slee, P.T. and Rigby, K. (1993) The relationship of Eysenck's personality factors and self- esteem to bully/victim behaviour in Australian school boys. Personality and Individual Differences, 14, 371-373.
Slee, P.T. and Rigby, K. (1993) Australian school children's self-appraisal of interpersonal
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1994
Rigby, K. (1994) School Bullies. Independent Teacher, 10(2), 8-9
Rigby, K. (1994) Bullying in schools: What to do when the counting stops. Principal Matters, July, 1994, p34.
Rigby, K. (1994) The influence of family functioning on school children's involvement in bully/victim problems. In Families and Violence: Papers presented at the National Conference for the International Year of the Family. Centacare Australia and the Australian Catholic University, February,1994. (pp. 233-251)
Rigby, K. (1994) Psycho-social functioning in families of Australian adolescent schoolchildren involved in bully/victim problems, Journal of Family Therapy 16 (2) 173- 189.
Rigby, K. (1994) When is force reasonable? Directions in Education, Vol. 3 No 1 July, p.4
Slee, P.T. and Rigby, K. (1994) Peer victimization at schools. Australian Journal of Early Childhood, 19(1), 3-11.
Rigby, K, Whish, A. Black, G (1994) Implications of school children's peer relations for wife abuse in Australia. Criminology Australia. August,1994,8-12.
Rigby, K. (1994) Bullying prevalent in all schools In Education Alternatives, 3, 10, Dec. 1994, p. 3.
1995
Rigby, K. (1995) Preventing Peer Victimisation in Schools. In C. Sumner, M. Israel, M. O'Connell & R.Sarre International Victimology . Selected papers from the the Eighth International Conference on Victimisation, Canberra, Australian Institute of Crimimology, 303-311.
Rigby, K. (1995). New thinking about bullying in schools. Independent Education. New South Wales Education Union: Sydney , July, p. 3 - 6.
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Rigby, K. (1995). Reducing bullying in schools. Kids Helpline Newsletter .
Rigby, K. (1995). What schools can do about bullying. The Professional Reading Guide for Educational Administrators. Vol. 17, No. 1, November, 1995.
Rigby, K. (1995) Other School Bullies, Directions in Education, 20, December,1995, p. 2.
Rigby, K. (1995) The problem of bullying in schools. Keynote address for the 2nd National Conference for Safety House Australia, Dallas Brooks Convention Centre, Melbourne, August 4th., 1995. (Available through Safety House, Australia).
Rigby, K. (1995) The Motivation of Australian Adolescent schoolchildren to Engage in Group Discussions about Bullying. Current Problems and Resolutions, Journal of Social Psychology 135,6.
1996
Rigby, K. (1996) What should we do about school bullies ? Australian Journal of Counselling and Guidance. 6, May 1996, 71 - 76.
Rigby, K and Cox, I. K. (1996) The contributions of bullying and low self-esteem to acts of delinquency among Australian teenagers. Personality and Individual Differences. 21,4,609-612
Rigby, K. (1996) Victims of bullying. Education Alternatives, p3.
Rigby, K. (1996) Strategies for reducing bullying in schools. Human Rights Education Newsletter, Centre for Global Education, 14, Summer, 9-10
Rigby, K. (1996) When bullies rule. Principal Matters, Vol 8, 2,October, p 43-44.
Rigby, K. (1996) Peer victimisation and the structure of primary and secondary schooling. Primary Focus, 10, 7, October, 4-5.
Ijime:Sore-wa zettai okotte-wa naranai (Bullying: It just shouldn't happen. Seito shido (School Counselling).(9) September. Tokyo: Gakuji Publishing, 61 - 76. Slee, P.T. and Rigby, K. (1996).
1997
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Rigby, K., Cox, I. K. & Black, G. (1997) Cooperativeness and bully/victim problems among Australian schoolchildren. Journal of Social Psychology, 137, 3. 357-368.
Rigby, K. (1997) Reflections on Tom Brown's Schooldays and the problem of bullying today. Australian Journal of Social Science, 4,1,85-96.
Rigby, K. (1997) Conflict ! The Professional Reading Guide for Educational Administrators, 18, 3,1 - 5
Rigby, K. (1997) What children tell us about bullying in schools Children Australia, 22, 2, 28 - 34.
Rigby, K. (1997) Attitudes and beliefs about bullying among Australian school children. Irish Journal of Psychology, 18, 2, 202 - 220.
Rigby, K. (1997) Bullying and suicide among children. Beyond Bullying News, 2, 3-4.
1998
Rigby, K. (1998) Peer relations at school and the health of children Youth Studies Australia. Vol 17, 1, 13-17.
Rigby, K. (1998) Health effects of school bullying The Professional Reading Guide for Educational Administrators Vol 19, No.2. Feb/March .
Rigby, K. (1998). Suicidal ideation and bullying among Australian secondary school children. Australian Educational and Developmental Psychologist, 15,1,45-61..
Rigby, K. (1998) The relationship between reported health and involvement in bully/victim problems among male and female secondary school students. Journal of Health Psychology, 3, 4, 465-476
1999
Rigby, K. (1999) Peer victimisation at school and the health of secondary students. British Journal of Educational Psychology , 69, 95 - 104.
Rigby, K., Slee. P.T. & Cunningham, R. (1999) Effects of parenting on the peer relations of Australian adolescents. Journal of Social Psychology,139, 387-388.
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Rigby, K.and Slee, P.T. (1999) Suicidal ideation among adolescent school children,.involvement in bully/victim problems and perceived low social support Suicide and Life-threatening Behavior, 29, 119-130.
Petersen, L & Rigby, K.(1999) Countering bullying at an Australian secondary school Journal of Adolescence. 22, 4, 481-492.
Rigby, K (1999) What harm does bullying do ? Invited paper Australian Institute of Criminology on Children and Crime: Victims and offenders. Brisbane June 18th 1999. Download http://www.aic.gov.au/conferences/children/rigby.html
2000
Rigby, K. (2000) Effects of peer victimisation in schools and perceived social support on adolescent well-being. Journal of Adolescence, 23, 57-68.
Rigby, K (2000) Sharks of many shapes and colours. Principal Matters, July, 7-9.
2001
Rigby, K (2001) Ten steps to stop bullying. EQ Australia, (1) p42-44.
Rigby, K (2001) Parents, schools and bullying. Parents say... , May,
Rigby, K (2001) Bullying. Social Spectrum, September, 2-3.
Rigby, K (2001) Boys and bullying. The Boys in School Bulletin, 4, 2, pp 14-21.
Rigby, K (2001) Bullying now centre stage, The Professional Reading Guide, 22,2, 1-4
Rigby,K & Bagshaw, D. (2001) What hurts? The reported consequences of negative interactions with peers among Australian school children. Children Australia, 26, 4, 36-
2002
Rigby, K. (2002) Should we make our school a telling school ? Prime Focus, 30, July, p 34-36.
Rigby,K and Barnes, A. (2002) To tell or not to tell: the victimised student's dilemma.
http://www.education.unisa.edu.au/bullying/pubs.html (5 of 11) [12/3/2005 12:45:12 AM] http://www.education.unisa.edu.au/bullying/pubs.html Youth Studies Australia, 21, 33-36.
Rigby, K. (2002) Ramifications of peer victimisation for the mental well-being of schoolchildren In Proceedings of the Second National Conference on Bullying and Suicide in Schools, November 2002, Tralee, Ireland, pp 44-54.
Rigby, K (2002) How successful are anti-bullying programs for schools ? : Invited paper. Australian Institute of Criminology in conjunction with the Department of Education, Employment and Training, Victoria and Crime Prevention Victoria., Melbourne, October 1st 2002 Download http://www.aic.gov.au/conferences/schools/rigby.html
2003
Rigby, K (2003) Addressing Bullying in schools:theory and practice. Trends and Issues in crime and criminal justice, No 259, pp 1-6
Rigby, K (2003) Consequences of Bullying in schools. The Canadian Journal of Psychiatry, 48, pp 583- 590.
Rigby, K and Bagshaw, D (2003) Prospects of adolescent students collaborating with teachers in addressing issues of bullying and conflict in schools. Educational Psychology, 32, 535-546.
Rigby, K. (2003) The Bullying Noway! A critique. Educare News, 139, 24-25.
2004
Rigby, K (2004, in press) Addressing bullying in schools: theoretical perspectives and their implications School Psychology International ( July, 23, 2)
Rigby, K and Johnson, B (2004) Students as bystanders to sexual coercion. Youth Studies, Australia, 23, 11- 16.
Rigby, K and Johnson, B (2004) Innocent bystanders ? Teacher, September, 38-40.
Chodzinski, R.T., Pepler, D and Rigby, K (2004) Bullying: perspectives on research and interventions Teaching and Learning, 3, 6-14
Rigby, K (2004) Addressing bullying in schools: theoretical perspectives and their
http://www.education.unisa.edu.au/bullying/pubs.html (6 of 11) [12/3/2005 12:45:12 AM] http://www.education.unisa.edu.au/bullying/pubs.html implications School Psychology International, 25, 287-300.
Rigby, K (2004, in press) Why do some children bully at school ? The contributions of negative attitudes towards victims and perceived expectations of friends, parents and teachers. School Psychology International, vol 26
Books/chapters in books
1992
Rigby, K. and Slee, P.T. (1992) Bullying in Schools: an Instructional Manual to accompany the video. Adelaide: Institute of Social Research, University of South Australia.
1993
Rigby, K. and Slee, P.T. (1993) Children's attitudes towards victims. In D. P. Tattum (ed) Understanding and Managing Bullying, pp.119-135. Heinemann Books.
1994
Oxenberry, K., Rigby, K., and Slee, P.T. (1994) (Eds), Children's Peer/Relations Conference Proceedings, Adelaide: The Institute of Social Research, University of South Australia.
Rigby, K. (1994) Family Influence, Peer-Relations and Health Effects among School children. In K. Oxenberry, K. Rigby, and P.T. Slee (Eds.) Children's Peer Relations Conference Proceedings, Adelaide: The Institute of Social Research, University of South Australia, pp 294-304.
Rigby, K. (1994) An evaluation of strategies and methods for addressing problems of peer abuse in schools. In Mark Tainsh and John Izard,Widening Horizons: New Challenges, Directions and Achievements, Melbourne: The Australian Council for Educational Research Limited , Pp 1-11.
Rigby, K. (1994) The Method of Common Concern of Anatol Pikas. In Conference Proceedings: Improving Peer relations in secondary schools. Adelaide: Department for Education and Children's Services.
1996
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Rigby, K. (1996) An overview of Australian research into peer-victimisation in schools: policy and practice implications. In J. Izard and J. Evans (Eds.) Student Behaviour: policies, interventions and evaluations. Australian Council for Educational Research, pp. 113 - 133.
Rigby, K. (1996) Bullying in schools - and what to do about it. Melbourne: ACER.
1997
Rigby, K (1997) Bullying in schools - and what to do about it. (British version) London: Jessica Kingsley
Rigby, K. (1997) Can adverse peer-relations at school drive children to suicide ? Proceedings of the International School Psychology XXth Annual Colloquium, 15 th - 19 th July pp 246 - 253.
1998
Rigby, K. (1998) Bullying in schools. In Models for the Management of Student Behaviour: School Development Implementation Kit. Department of Education Training and Employment (South Australia), S6-6 - S6-13.
Rigby, K. (1998) Empowering students to help others In Models for the Management of Student Behaviour: School Development Implementation Kit. Department of Education Training and Employment (South Australia), S6-12 - S6-13
Rigby, K. (1998) Do victims become bullies ? K Healey (ed.) Bullying and Peer Pressure. Sydney: The Spinney Press, pp 22 - 23.
Rigby, K. Whish, A. and Black, G. (1998) School children's peer relations and wife abuse. In K Healey (ed.) Bullying and Peer Pressure. Sydney: The Spinney Press , pp3-6.
Rigby, K. (1998) Bullying at school and beyond. In P. McCarthy, Micheal Sheahan, Susanne Wilkie, and William Wilkie (Eds). In Bullying: causes, costs and cures. Nathan, Queensland: Beyond Bullying Association, Inc.
Rigby, K. (1998) Gender and bullying in schools. In P.T. Slee and K. Rigby (eds) Peer relations amongst children: current issues and future directions. London: Routledge, 48 - 59.
http://www.education.unisa.edu.au/bullying/pubs.html (8 of 11) [12/3/2005 12:45:12 AM] http://www.education.unisa.edu.au/bullying/pubs.html
Rigby, K (1998) Bullying in schools - and what to do about it. (North American edition Toronto: Pembroke Press.
1999
Rigby, K. and Slee P.T (1999) Bullying in Australian and New Zealand schools. The Australian response. In P.K. Smith (ed.) The nature of bullying. London: Routledge, 324- 339.
Rigby, K. and Slee, P.T (1999) The Pro-Victim Scale. In Sharp, S. Bullying behaviour in Schools, Windsor, Berkshire: NFER-NELSON, 31 33.
2001
Rigby, K. (2001) Stop the bullying: a handbook for schools. Melbourne. Australian Council for Educational Research.
Rigby, K (2001) Health consequences of bullying and its prevention in schools. In J Juvonen and S Graham(Eds) Peer Harassment in school. New York: Guilford
Rigby, K (2001) Bullying in schools and in the workplace. In P. McCarthy et al (eds) Bullying: from backyard to boardroom 2nd Edit. Sydney: Federation Press.
2002
Rigby, K. (2002) New perspectives on bullying. London: Jessica Kingsley.
Rigby, K (2002) A meta-evaluation of methods and approaches to reducing bullying in pre-schools and in early primary school in Australia, Commonwealth Attorney-General's Department, Canberra. Phone 1800 703 777 for free copies.
Rigby, K (2002) Bullying in childhood. In Peter K. Smith & Craig H. Hart (eds) Blackwell Handbook of Childhood Social Development. Oxford: Blackwell Publishers Ltd.
2003
Rigby, K (2003) Stop the bullying: a handbook for schools (Revised, updated edition) Melbourne, Australian Council for Educational Research.
http://www.education.unisa.edu.au/bullying/pubs.html (9 of 11) [12/3/2005 12:45:12 AM] http://www.education.unisa.edu.au/bullying/pubs.html Rigby, K & Thomas, E.B. (2003) How Australian schools are responding to the problem of peer victimisation in schools. Canberra: Criminology Research Council.
Rigby, K and Thomas, E.B. (2003) How schools counter bullying: policies and procedures in selected Australian schools. Geelong: The Professional Reading Guide.
2004
Smith, P.K., Pepler, D. and Rigby, K. (2004) Bullying in schools: How successful can interventions be ? Cambridge: Cambridge University Press
Video
1992
Rigby, K. and Slee, P.T. (1992) Bullying in Schools. Institute of Social Research, University of South Australia. Distributed by the Australian Council for Educational Research, Camberwell, Melbourne.
Questionnaires
1993
Rigby, K. and Slee, P. T. (1993) The Peer Relations Questionnaire (PRQ): Adelaide: University of South australia.
1997
Rigby, K. (1997) The Peer Relations Assessment Questionnaires (PRAQ). This consists of a package which includes short questionnaires about bullying and harassment to be answered by (i) students (ii) teachers and (iii) parents ). The questionnaires are available through the publisher, Dr. Barrington Thomas, P.O Box 104, Point Lonsdale, Victoria 3225. Fax (03) 5258 3878, ph. (03) 5258 2340.
Rigby, K. (1998) Manual for the Peer Relations Questionnaire (PRQ): Point Lonsdale, Victoria, Australia : The Professional Reading Guide.
CD ROM
Rigby, K, Whish, A. Black, G (1997 Implications of school children's peer relations for
http://www.education.unisa.edu.au/bullying/pubs.html (10 of 11) [12/3/2005 12:45:12 AM] http://www.education.unisa.edu.au/bullying/pubs.html wife abuse in Australia. From: Criminology Australia. August,1994,8-12. In Australian Family Resources. 2nd Edit., Melbourne: Institute of Family Studies.
Internet
Dr Rigby's Bullying Page. URL http://www.education.unisa.edu.au/bullying/
Dr. Ken Rigby's contact details
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Bullying and Your Child Sponsored Links Stop Bullying Bullies can take the fun out of school - where bullying happens most Practical skills for dealing with - and turn ... In fact, as many as one out of four elementary school bullies. Help for kids and parents! bullies have a ... kidpower.org kidshealth.org/parent/emotions/behavior/bullies.html - 39k - Dec 1, Stop Bullying 2005 - Cached - Similar pages Resources from National PTA to help stop bullying, teasing, & taunting. Dealing With Bullies www.pta.org Anti Bullying System Having bullies around can take the fun out of school. Some Report School Bullying Online Now! kids feel afraid to go to the lunchroom, the bathroom, or the Anonymously, Discreetly, & Free playground because of bullies. ... www.BullyAlert.com kidshealth.org/kid/feeling/emotion/bullies.html - 25k - Cached - Similar pages Anti-Bullying Activities [ More results from kidshealth.org ] K-8 Resources, Student Worksheets Character Ed, Conflict Mgt, more www.didax.com [PDF] Bullying FACTSHEET 1, 2, 3 Classroom Control K1-K6 Here is a program that teaches File Format: PDF/Adobe Acrobat - View as HTML self confidence and self control. Your browser may not have a PDF reader available. Google www.CampMakeBelieveKids.com recommends visiting our text version of this document. you about the school’s guidelines on. bullying. Most schools have a Stop the Bullying written. policy on bullying, and this may give. you an idea of what you Develop effective school policies can do and ... with this practical handbook! www.childline.org.uk/pdfs/info-bullying-secondary.pdf - Similar pages www.stenhouse.com
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"Bullying" — How to Stop It!
Revised by Kathy Bosch, Extension Specialist, Family Life Education John DeFrain, Extension Family and Community Development Specialist
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"Bullying" is a common experience for many children growing up. According to the National Association of School Psychologists, about one in seven school children-that's about 5 million kids-has been either a bully or a victim. And the costs of this situation are enormous. Children who experience persistent bullying may become depressed or fearful. They may even lose interest in going to school or being involved in church or other activities.
What can a parent do? It's important to arm kids against bullies early on-to teach them how to avoid being bullied and how to defend themselves when such abuse occurs. It's also important to teach your children not to be bullies.
Before you can take steps to protect your child, you need to understand what bullying is and why some kids tend to get picked on more than others.
What is bullying? Bullying is defined as any kind of ongoing physical or verbal mistreatment where there is dominance and control - usually a bigger, older child picking on a smaller or weaker one. Bullying is a game of usurping control in an attempt to win while the other loses. Another characteristic of bullying is that the assaulted person appears to be very upset by the incident, while the bully is saying things like, "What's the big deal?" or "The kid asked for it," according to William Porter, author of Bully Proofing Your School.
This difference in attitudes distinguishes bullying from more normal childhood conflicts-for example, a dispute during a kickball game or a heated argument over whose turn it is on the swings, where both
http://ianrpubs.unl.edu/family/nf309.htm (1 of 6) [12/3/2005 12:46:06 AM] "Bullying" - How to Stop It!, NF96-309 (Revised October 2003) children are equally upset and angry over what happened. It's important for adults not to mistake bullying for normal childhood conflict. Some conflict between kids is expected. Bullying, on the other hand, should not be tolerated.
Who gets picked on? Bullies tend to zero in on children who appear vulnerable for some reason. Children who are picked on are usually passive, anxious, sensitive, quiet or stand out in some way: perhaps they are taller or shorter, wear braces, are overweight or have a physical disability. At the same time, youngsters who are provocative and annoying, who seek negative attention from peers, also tend to get picked on. Both passive and aggressive children tend to have few friends, and, therefore, few allies to rally to their defense in a sticky situation.
How to help your child. Realizing that some kids seem doomed to be picked on because of their very nature or physical status, is there any real hope of bully-proofing your child? Yes, you can help your child develop a psychic bully-proof vest to deflect the insults and physical abuse that bullies like to dish out. It's never too early to begin laying this foundation for self-preservation. Following are steps you can take to help bully-proof your own youngster:
● Teach self-respect.A confident child is less likely to be assaulted by a bully. How can you help? A pat on the back every once in a while works wonders. Make positive comments. "I like the way you picked up your toys without being asked" or "You did a great job getting yourself dressed this morning," outweigh negative ones. Avoid labeling or name-calling (such as calling a child lazy, for instance) that may make a youngster feel bad and have low self-esteem.
● Let your children know it's OK to express anger or dissatisfaction. Don't chastise or stop your children when they are blowing off steam. Show them you value their opinions-even if it means listening to a 4-year-old argue about why a nap is not necessary or a 12-year-old explain why you are a mean parent. Letting your children stand up to you now and then makes it more likely they will stand up to a bully. However, don't allow your children to put you down or call you names. Teach your children to be respectful to you and others while being assertive.
● Stress the importance of body language.Verbally asserting oneself is not very effective if one's body language tells another story. Teach children to hold themselves confidently, to bolster assertive words by relaxing their bodies (deep breathing helps), keeping hands steady and maintaining frequent eye contact. Bullies tend to gravitate toward kids who are unsure of themselves. These practices will help youngsters seem self-assured, even if they are not.
● Encourage friendships.Children who are loners tend to be more vulnerable to bullies. Start early to help your children develop friendships and build social skills. By elementary school, it may be
http://ianrpubs.unl.edu/family/nf309.htm (2 of 6) [12/3/2005 12:46:06 AM] "Bullying" - How to Stop It!, NF96-309 (Revised October 2003) more difficult for a shy child to make friends. Perhaps your child needs help in learning how to initiate friendships or join in group activities. If your child has problems fitting in, encourage your child to seek out another youngster who's alone a lot, rather than try to break into a group of two or more children. It's easier to participate in unstructured activities, such as playing on the jungle gym, than to join an organized game in progress.
● Teach your children to express themselves clearly, yet diplomatically.Help your youngster learn to use "I" statements. This form of self-expression works for two reasons: first, it's indisputable. For example, if your daughter tells a friend, "I don't like to play that game anymore," who can argue with her? After all, that's how she feels. Second, the statement is nonjudgmental. Your child is not putting the other youngster on the defensive. When children know how to express themselves without stepping on other people's toes, they tend to get along better with peers - and, as mentioned, having friends is a good way to ward off bullies.
Is your child being bullied? Too often, parents are the last to know their child is in trouble. Remember, bullies work through fear and manipulation. They often intimidate children into silence by threatening to harm them or by labeling them "wimps" or "babies" if they tell an adult what's going on. Therefore, it's important for parents of school-age children to be on the lookout for signs of bullying. If your son routinely comes home from school extremely hungry, ask him why. Maybe someone is taking his lunch. Does your daughter rush to the bathroom as soon as she gets off the bus? Maybe she's afraid to enter the school bathroom because a child uses this place to threaten or intimidate her.
It's a good idea to make it a habit to ask your child what's happening at school, especially if you suspect a problem. Ask pointed questions ("Who's the bully in your class?" or "Who bothers kids on the bus?"), particularly if you are unable to be home when your child gets off the school bus. Every day, parents must ask children how their school-day went and how they felt about the day's happenings (at school, on the playground, at day care or on the bus).
Defensive Strategies
What should you do if you discover your child is being bullied? Discussing some of these bully-busting strategies with your youngster may help:
● Practice self-affirmation. One tactic is called "self-talk," or teaching children to give themselves a silent pep talk whenever they are being picked on. For instance, a child could repeat: "Even though you're saying those things about me, I know they're not true. I don't feel that way about myself." Positive self-talk addresses the issue of self-esteem. The better children feel about themselves, the less likely they are to be bullied.
●
http://ianrpubs.unl.edu/family/nf309.htm (3 of 6) [12/3/2005 12:46:06 AM] "Bullying" - How to Stop It!, NF96-309 (Revised October 2003) Know when to assert oneself.Put the bullies on notice that their actions won't be tolerated. This can be as simple as telling the bully, "You can't talk to me like that. Leave me alone." (A word of caution here: Some bullies actually feed on getting a response. Therefore your child should try being assertive once. If it doesn't work, move on to something else or the bullying may escalate. This may be a case for adult involvement.)
Whatever you do, don't encourage your child to fight the bully. Bullies tend to pick on kids who are smaller and weaker. That means your 80-pound child could be duking it out with a 130-pound aggressor. The bully is going to prevail. Such victories only encourage a bully to carry on with abusive behavior.
● Use humor to deflect an onslaught.Doing or say- ing something funny or unexpected is another effective means of deflecting a bully. Help your child come up with a silly one-liner ("You yellow- bellied school bus") that could throw the bully off balance. It might be enough to make the bully stop.
● Never let the bully see you sweat.Teach your children not to let a bully see that they're upset or scared. Anxious children who show emotions easily may be letting the bully know the dominating tactics are working. Help children find ways to display emotions to caring, responsible adults. If possible, children should try to hide feelings from a bully.
● Avoid bullies when necessary.One of the best ways to avoid bullying is to avoid the bully. Suggest that your children go down a different stairwell or take a new bike route home. However, don't view running away as a long-term solution, since it may only delay the bullying attempts. Rather, it should be looked at in terms of safety-a way to avoid immediate harm.
● Don't be ashamed to ask for help.As a last resort, if the above solutions don't work, encourage your child to report the bullying to a teacher or other responsible adult. There are times when parents must be an advocate for their children. Sometimes bullying is a problem that needs parental involvement and intervention.
Why Does a Child Become a Bully?
No one thing in particular turns a child into a bully. However, studies show that the problem is generally triggered by something at home in the youngster's environment. This could include having parents who are overly punitive or verbally or physically abusive. A bully might have been assaulted by a sibling or another child. Children can easily do something hurtful to another person because it was done to them. You can discourage a child from becoming a bully. Here's what to watch out for:
http://ianrpubs.unl.edu/family/nf309.htm (4 of 6) [12/3/2005 12:46:06 AM] "Bullying" - How to Stop It!, NF96-309 (Revised October 2003)
● Take a look at your parenting practices.Are you a bully at home? Do you frequently criticize your child or demand unquestioning obedience at every turn? Do you use spanking as a punishment? Are you abusive to your partner/spouse? Do you use put-downs or call others demeaning names? Stop and get help. If you send the message to your child that anger, violence and intimidation are ways to get what you want, your child very likely will turn around and use similar tactics on peers.
● Watch your tone-and your message.It's important for parents and caregivers to examine the tone of voice they use when speaking to children. Avoid undue criticism. Children learn by example, and someone who is belittled at home may resort to such tactics when dealing with peers.
● Teach the art of negotiation.The preschool years are the time to begin to teach children to mediate their own disputes. If your toddler is wrestling a toy from the hands of a playmate, offer an alternative. Parents and caregivers need to watch toddlers closely and intervene when trouble arises. Teach children to negotiate. "How do you think we can resolve this problem?" If children don't want to share you could say, "Samantha can play with the train and Antonio can play with the truck. Then in 10 minutes you can exchange toys."
● Parents must set limits. Parents may encourage bullying by being overly permissive. By giving in when a child is obnoxious or demanding, parents send the unintended message that bullying pays off. Children actually feel more secure when they know parents will set limits. Parents must be firm, yet kind, to their children. Set fair rules and follow through with reasonable consequences for misbehavior.
If you discover your child is acting like a tyrant, don't panic. It's important for parents to realize that all kids have the capacity to bully. Here's what to do if it's your child who's doing the bullying:
● Make it clear that bullying will not be tolerated. Although it's important to determine why your child is behaving like a bully, emphasize that you won't allow such actions and outline the consequences. If the problem occurs at school, tell your child that you respect the school's right to determine consequences. Tell your children they also are accountable to you for misbehavior or bullying at school, on the playground, at day care or on the bus.
● Have your child walk in the assaulted child's shoes.Since bullies have trouble empathizing with those they assault, it's important to discuss how it feels to be bullied. How would your children feel if it happened to them?
http://ianrpubs.unl.edu/family/nf309.htm (5 of 6) [12/3/2005 12:46:06 AM] "Bullying" - How to Stop It!, NF96-309 (Revised October 2003)
● Help your children feel successful.It's important to emphasize your children's good points, so they can start to experience how positive feedback (rather than negative attention) feels. Are your children good with animals? Do they do well in math? Are they proficient at team sports? Put your children in situations where their strengths make them shine. Find opportunities for each child to help others, perhaps by volunteering or helping a teacher after school. Helping others in a positive way increases a child's sense of self-worth.
Although it might be unrealistic to expect that your children will never cross paths with a bully, it is possible to teach them the skills needed to avoid being bullied. Children who feel valued and respected, and have been taught appropriate skills probably fare well when approached by a bully. However, adult supervision and intervention may be necessary.
File NF309 under: FAMILY LIFE H-4, Parenting Revised October 2003
Electronic version issued November 2003 [email protected]
Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture. Elbert C. Dickey, Director of Cooperative Extension, University of Nebraska, Institute of Agriculture and Natural Resources.
University of Nebraska Cooperative Extension educational programs abide with the non-discrimination policies of the University of Nebraska-Lincoln and the United States Department of Agriculture.
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Cause/Effect Research Sponsored Links Downloadable Papers Short essay by a Japanese exchange student on bullying in Japanese Established site features papers on schools. School bully www.lclark.edu/~krauss/ advwrf99/causeeffect/akikocause.html - 9k - http://www.1millionpapers.com Cached - Similar pages Bullies & Bullying Research bullies and bullying at Bullies and Children - Keep Kids Healthy the world's largest online library. www.questia.com
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Bully Busting (Gotham Gazette. May, 2005)
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New York City schools officially prohibit bullying, but verbal abuse, taunting, menacing, ... And bullying is not limited to schools - or even to children. ... www.gothamgazette.com/article/20050516/3/1416 - 45k - Cached - Similar pages textually.org: SMS bullies face school suspension
Students who bully by email and SMS could be suspended from NSW schools from next year, under tough new rules announced today, reports The Age Autralia. ... www.textually.org/textually/archives/2004/12/006271.htm - 7k - Cached - Similar pages
Bully Prevention In Schools
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Why Do Some Children Bully at School?: The Contributions of ...
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NEA: The ABCs of School Bullying
But a new school year often brings back a far greater concern: bullying. Bullying Can Happen Anywhere Today, bullying is as prevalent as ever, perhaps even ... www.nea.org/takenote/bullyabc0508.html - 43k - Dec 2, 2005 - Cached - Similar pages
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http://www.google.com/search?q=bully+school&hl=en&lr=&ie=UTF-8&start=130&sa=N (3 of 3) [12/3/2005 12:47:09 AM] Bullying in the Public Schools Bullying In The Public Schools
Internet Resources for Teachers, Parents and Students by Paula Fahy
Web Site Information I have compiled a list of internet resources that I felt could be helpful to teachers, parents and students. This site was produced 10/25/99, and all referenced sites were current and functional at the time.
Information is broken down into four categories. They include; general information, resources for teachers, resources for parents and resources for students. A number of sites include information that apply to all four; I did my best to put them in the category they were best suited to. Parents and teachers may want to check all categories, as may older students. The sites under "resources for students" are specifically geared towards children and may be more suitable for younger students.
General Information Bullying and School Violence: The Tip of The Iceberg Provides information on this topic. What is it? How to recognize it? What to do about it? Bully B'ware Site furnished by several highly experienced school administrators. Provides information on the prevalence of bullying and its effects. Also provides information on books, conferences, programs and related web sites aimed at educators. Does Bullying Do Harm? Provides information about bullying and its effects. Several good links also given.
Resources for Teachers Teasing Workshop
Interactive workshop, best suited for students in grades 4 through 6. It is 45 to 60 minutes in duration and allows the participants to fully comprehend the effects and results, for the victim and bully, of teasing and bullying. ERIC/CASS Virtual Library: Bullying in Schools
Directory to educational web sites dealing with bullying. Resources for students, parents and teachers. Getting Equipped to Stop Bullying
A series of three books geared to middle school students. Intended to encourage both bullies and victims to read about bullying and how to deal with bullying and school violence. Practical ideas for victims and bullies are featured in part two. A model for training students in mediation, conflict resolution, and
http://www.ecsu.ctstateu.edu/depts/edu/textbooks/bullying.html (1 of 4) [12/3/2005 12:47:39 AM] Bullying in the Public Schools leadership skills is the last book in the series. In-Service Training Program Targets Bullying Behavior in Schools Gives a brief description of the "Kindness Campaign" which was designed to help schools address the problem of bullying. Provides additional links for registration information. 372BK Tackling Bullying in Your School: A Practical Handbook for Teachers Book reference: Comprehensive collection of essays, providing a series of practical guidelines to be implement by schools. Provides advice on developing a whole school policy, which is seen as the essential to effective action. Contains suggestions methods for tackling bullying through classroom and curriculum activities. The Bullying Project The Bullying project is a comprehensive intervention to reduce bullying in elementary and middle schools. Gives suggestions for intervening - working with both bullies and victims. No Bullying The NO-BULLYING Program is a research based, early violence prevention program that reduces bullying behaviors in school. NO-BULLYING is a comprehensive safe schools program involving a number of strategies and component parts. The Support Group Approach to Bullying in Schools Approach described in Educational Psychology in Practice Vol. 14, No 1, April 1998 Site provides information on this particular intervention strategy, along with ordering information. The Anti Bullying Game
Therapeutic board game for children and adolescents. It is devised to facilitate the understanding and disclosure of complex feelings. The game provides a safe, boundaried space where children and adolescents may explore their inner feelings andreceive answer to questions which they may have been afraid to ask. Intervention - Role-play/ case study
Aimed at teaching students how bullying makes their victim feel. Outlines the tragic case of an eight year old that has committed suicide because of teasing. Students read the case study and then role play, the roles of her family, friends etc.
Resources for Parents
ERIC/CASS Virtual Library: Bullying in Schools
Directory to educational web sites dealing with bullying. Resources for students, parents and teachers. ANTI BULLYING CAMPAIGN FACT SHEET Campaign initiated by mother of a thirteen year old boy after his death. He had been the victim of bullying for years. Campaign seeks donations to raise awareness of this devastating problem. How can I protect my son from teasing at school? Advice to parents through the Web Site http://www.parentsoup.comwhich has a host of counselors and other "experts" that are available to answer questions. A list of the names of those offering advice, along with their credentials is provided.
http://www.ecsu.ctstateu.edu/depts/edu/textbooks/bullying.html (2 of 4) [12/3/2005 12:47:39 AM] Bullying in the Public Schools
Bullying - How to Help Your Child Great site with numerous links to related sites! Information for students, parents, family members, friends, teachers and school systems. Includes links to relevant media coverage on this issue. Parent's Guide - Bullying Provides parents information on bullying, including how to know if your child is being bullied and what you can do to help. Child Line: Bullying - What can parents do? Child Line is the UK's free national help line for children and young people in trouble or danger. It provides a toll free phone number (may be just inside of UK?), but it also provides on-line assistance. Bullying- Where to go for help
Teaches parents how to recognize the signs that their child may be a victim of bullying. Provides toll free phone number to help parents help their child. Bullying - Related Links
Provides links for both parents and students confronting this issue.
Resources for Students
ERIC/CASS Virtual Library: Bullying in Schools
Directory to educational web sites dealing with bullying. Resources for students, parents and teachers. Teasing Workshop
Interactive workshop, best suited for students in grades 4 through 6. It is 45 to 60 minutes in duration and allows the participants to fully comprehend the effects and results, for the victim and bully, of teasing and bullying. Child Line: Books to read about bullying
Books suggested for readers at all ability levels Why is Everybody Always Picking on Me?
Books and programs of Dr. TerrenceWebster-Doyle train young people to gather the confidence they need to stop being bullied. Suitable for young people of ages 8 through 18. Teasing Hints for Children Site geared towards children, providing suggestions for coping with bullying. Also provides links to other child friendly/ related web sites. Amazon.com: A Glance: Coping With Bullying in Schools Link to Amazon.com. Provides information on the books, videos etc. that they are able to provide to you. Information on ordering the aforementioned is provided. Band-Aids and Blackboards, Focus Group, Teasing Site geared towards children. Kids talk about why they think bullies bully, and what they feel should be done about it. Provides links to related web sites. Bullying - Related Links
http://www.ecsu.ctstateu.edu/depts/edu/textbooks/bullying.html (3 of 4) [12/3/2005 12:47:39 AM] Bullying in the Public Schools
Provides links for both parents and students confronting this issue.
http://www.ecsu.ctstateu.edu/depts/edu/textbooks/bullying.html (4 of 4) [12/3/2005 12:47:39 AM] Bully B'ware Productions - take action against bullying
BULLYING HURTS AND KEEPS ON HURTING
● most bullying goes unnoticed and unreported ● school is a prime location for bullying ● the effects of bullying can last a lifetime
Bullying is one of the most underrated and enduring problems in schools today and is a reality in the lives of all children, whether they are bullies, victims or witnesses. Bully B'ware Productions Teachers, students, support staff, parents and administrators need to 1421 King Albert Avenue, work as a team to take action against bullying. Coquitlam, British Columbia, Canada V3J 1Y3 More information about bullying... Telephone/Fax: (604) 936-8000 or 1-888-552-8559
E-mail: [email protected] MEDIA STORIES ABOUT BULLY B'WARE
STORIES ABOUT BULLYING
WORKSHOPS: Barbara Burrows Magazine How to deal with Bullying - Request a workshop in an area Parents’ Primer on School Bullying Facing Down the Enemy Sticks, Stones and Bullies cbc.ca
MATERIALS ORDERING TIPS & STRATEGIES WORKSHOPS
http://www.bullybeware.com/ (1 of 2) [12/3/2005 12:47:58 AM] Bully B'ware Productions - take action against bullying Stats since 2003
Maintained by Web Services BC
http://www.bullybeware.com/ (2 of 2) [12/3/2005 12:47:58 AM] NEA: The ABCs of School Bullying
NEA is 2.7 million members working to provide great public schools. NEA Home The ABCs of School Bullying join NEA » about NEA » Member Home
In the Classroom Tips for Parents and Teachers
Professional Development From Ken Druck and Jessica Malia Support Professionals
NEA Voices With the start of the school year fast approaching, students and parents are again becoming concerned with classes, notebooks and Grants & Resources pencils. But a new school year often brings back a far greater concern: bullying. › Grants & Awards
› Web Resources Bullying Can Happen Anywhere Today, bullying is as prevalent as ever, perhaps even more so. The › Books & TV reason behind this is that today's "anywhere" includes not only the playground at lunchtime, but also cyberspace. Before technology such › Calendar as cell phones and instant messengers, students were able to leave › Take Note bullies behind when they went home from school each afternoon. But now, bullies can send messages to their victims through text NEA Member Services messages on cell phones and instant messages on computers.
NEA Publications Because bullying is so difficult to escape, now is the time to talk to NEA Constituencies your child about how to handle a bully if faced with one. It's also the time to talk with your child if you suspect he is a bully. Members Only (registration required) Five Ways to Handle a Bully Subscribe to one - or all - of our newsletters. sign up » 1. Stay calm and alert. Consider the options and do nothing to escalate the situation.
2. Walk away. Fighting isn't worth it. You do not have to prove yourself by fighting. Select below to see your state affiliate website: 3. Take a non-violent stand. Speak respectfully: "I don't want to fight you." 4. Report it to authorities, but discuss with them how you will be protected from retaliation.
5. Get away. Find safety or call for help.
Five Ways to Prevent Bullying Conversely, parents often do not learn that their children are bullying other kids until they get a phone call from school or another child's parents. If you suspect that your child is picking on others, here are some ways to intervene:
http://www.nea.org/takenote/bullyabc0508.html (1 of 2) [12/3/2005 12:51:36 AM] NEA: The ABCs of School Bullying
1. Notice if your child lacks empathy, dominates others, is selfish or refuses to accept responsibility. This could be a warning sign of bullying tendencies.
2. If your child ever engages in bullying acts, he should apologize to the victims and undo any damage, such as replacing stolen or destroyed property.
3. Make sure your child doesn't hang out with other bullies who may be influencing his behavior. If he does, encourage new friendships.
4. Help your child understand that physical or emotional abuse is never acceptable.
5. Talk to your child, other parents, and teachers about what is going on. The more you know about your child's everyday activities, the better you can prevent at-risk behavior.
When parents talk to their children about how to handle bullying, they are better equipping their children to handle volatile situations on their own. By discussing problems before they escalate, conflicts can be resolved and school life can work for everyone.
Ken Druck is author of How to Talk to Your Kids About School Violence and founder of the "Families Helping Families" program. Jessica Malia writes on education and educational media. For more information on preventing violence -- some for free, some for sale -- see the publisher's Web site, http://www.howtotalktoyourkids.com/pressroom.
Related Links
» National Bullying Awareness Campaign -- NEA's National Bullying Awareness Campaign is designed to assist communities in developing solutions that will eradicate bullying from America's public schools.
» NEA on Bullying: Require Plans To Prevent and Respond to Bullying and Harassment -- NEA supports legislation for policies to prevent and respond effectively to bullying and harassment.
help contact us sitemap legal privacy policy advertise jobs@nea
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Schools Where Everyone Belongs additions Sponsored Links Stop Bullying The Stop Bullying Now website lists information and resources on Practical skills for dealing with how to identify and prevent/intervene in bullying in schools. bullies. Help for kids and parents! www.stopbullyingnow.com/bookadditions.htm - 40k - kidpower.org Cached - Similar pages Stop Bullying Resources from National PTA to help KSSD: School Violence: Bullying stop bullying, teasing, & taunting. www.pta.org
Bullying in school resources. ... Covers types of bullying, asking for Anti Bullying System help, standing up to bullies, and where to get help. (Added: 16-Jun- Report School Bullying Online Now! 2003 Hits: 340 ... Anonymously, Discreetly, & Free www.keepschoolssafe.org/pages/School_Violence/Bullying/ - 10k - www.BullyAlert.com Cached - Similar pages Bully School Great deals on Bully School University Of Leicester - Points of View: Bullying in Shop on eBay and Save! Schools- Are ... www.eBay.com
Downloadable Papers Dr Hilary Cremin, Director of Citizenship Studies in Education at the Established site features papers on University, comments on ways to tackle in . bullying schools School bully ebulletin.le.ac.uk/features/ 2000-2009/2005/11/nparticle-m8h-s5r-pgd - http://www.1millionpapers.com 15k - Dec 1, 2005 - Cached - Similar pages How to stop bullying. Herald.com | 11/16/2005 | Bullying incidents common at New ebook reveals easy strategies to bully proof your child. American ... www.freefrombullies.com
Bullying incidents common at American schools, experts say ... High, who helps schools deal with bullying issues, says it's easy to pick out the victims of ... www.miami.com/mld/miamiherald/13178056.htm - 24k - Dec 1, 2005 - Cached - Similar pages
Bullies at School - book notes
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Bullies at School. Booknotes. Book synopsis – Siobhan is unhappy at school. Tormented by some classmates she feels unable to confide in her teacher or her ... www.theresabreslin.co.uk/bulliesbn.htm - 13k - Cached - Similar pages
Superhighway Safety : Schools : Documents : Online bullying REVISED
Online bullying REVISED - Describes online bullying giving advice and strategies for preventing this bullying technique. Also includes further information ... safety.ngfl.gov.uk/schools/document.php3?D=d65 - 45k - Cached - Similar pages
School Bullying and Teasing Statistics Teen Bully
Teen Bullying and School Bullying / Teasing. Troubled Teens Residential treatment centers and programs for a child with conduct disorders such as defiance ... www.familyfirstaid.org/bullying.html - 20k - Cached - Similar pages
Amazon.com: Bullies & Victims : Helping Your Children through the ...
This book takes on school bullying with power and answers., September 20, ... Bullies and Victims is invaluable to school counselors., September 12, 1999 ... www.amazon.com/exec/obidos/ tg/detail/-/0871318407?v=glance - 74k - Cached - Similar pages
UMIST - Archived news - Work bullying linked back to school
Work bullying linked back to school. But company environment is still important. A study has linked bullying at school to bullying in the workplace. ... www.umist.ac.uk/news/articles/archive.htm?sid=939 - 21k - Cached - Similar pages
Bullied children tell of their school hell
'The past week has been hell, which is perfectly normal.' But 12 year-old runaway Simon Hanson isn't alone in finding school a desperate trial. www.childrens-express.org/dynamic/public/d314436.htm - 19k - Cached - Similar pages
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http://www.google.com/search?q=bully+school&hl=en&lr=&ie=UTF-8&start=140&sa=N (3 of 3) [12/3/2005 12:51:48 AM] Bullied children tell of their school hell
Bullied children tell of their school hell Hot off the press... March 10 1996 Children’s rights Education “The past week has been hell, which is perfectly normal.” Simon Hanson, 12, was found at Gatwick airport last Monday, 36 hours after disappearing from his Environment home at Haslemere, Surrey. His father found details of Simon’s torment by Family & relationships bullies in a book marked ‘Do Not Read My Diary. It is personal.’ Health & sexuality Identity & race Wendy Thompson, 12, was in hiding this In our opinion weekend after a severe beating from Law & crime school bullies. She was afraid to return to She attacked me Media, arts & leisure her school in Darlington, County Durham, or leave her home in case of and I got kicked Money & work further attacks. Politics & government in the head.
Science & technology Adults often regard bullies as merely an Social affairs unpleasant fact of childhood, but they can Values & religion ruin lives. A 1995 survey by the Calouste Gulbenkian Foundation found that 580 World affairs out of 1,000 had been bullied. Five members of Children Express talked about their experiences.” About CE Specials & series Georgina Drinkwater, 12, left her school in north London, on police advice, after Story index an assault put her in hospital. “At first, Janice [not her real name] would stand across the playground and give me dirty looks. Within two weeks, she attacked me and I got kicked in the head.” A schoolmate said Janice was jealous of Georgina’s friendship with a boy.
Georgina’s assailant was not expelled because the headteacher was trying to keep the school’s exclusion rates down. The bully has since received counselling.
Victoria Barrow-Williams, now 13, was 12 when she started to be bullied her school in Islington, north London. “The bully said I was fat, so I went on a diet and got in trouble with my mum.”
“I’d been knocked over by a car and broke my ankle. Everyone was friendly and sympathetic, but this group of girls bullied me, because they were jealous of the attention I got.”
http://www.childrens-express.org/dynamic/public/d314436.htm (1 of 2) [12/3/2005 12:52:35 AM] Bullied children tell of their school hell
Selina Gibson, 13, was bullied by a gang of boys while in primary school in Hackney. “I was a real tomboy,” she said. “At first, I was friends with this group of boys. One of them started to bully me for no reason. I told him how I felt about it, but it got worse. They all joined in.”
Selina’s mother visited the school and ordered the bullies to go to the head’s office, but, after a break, the bullying started again. “If you’re being bullied you have to sort something out yourself,” Selina said.
“It is vital that adults take bullying seriously, says Rachel O’Brien, of the Children’s Society. “It is one of the most common reasons why people run away from home.”
About the team This roundtable was led by editor Julia Press, 16, with reporters Victoria Barrow- Williams, 13, Selina Gibson, 13, Senab Adekunle, 13, and Georgina Drinkwater, 12. It was published in The Observer.
Home | Story library | In the Community | Young people | Journalists | Teachers www.childrens-express.org | Contact us | Registered Charity number 1043300
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[PDF] Bullies Sponsored Links Stop Bullying File Format: PDF/Adobe Acrobat - View as HTML Practical skills for dealing with bullies. Help for kids and parents! Your browser may not have a PDF reader available. Google kidpower.org recommends visiting our text version of this document. Bullies are usually failing in school. ______... at school and at Stop Bullying home. Books on Bullying:. Bullies Are a Pain in the Brain, by Trevor Resources from National PTA to help Romain ... stop bullying, teasing, & taunting. www.ces.ncsu.edu/depts/fcs/human/guide/bullies.pdf - Similar pages www.pta.org
Anti Bullying System School Smarts Can Outsmart Bullies :|: Parents: Let's Talk Report School Bullying Online Now! :|: NWREL Anonymously, Discreetly, & Free www.BullyAlert.com 'Given the serious effects bullying behavior has on both students and Bully School schools, we can't afford to simply dismiss it as a 'normal' or inevitable Great deals on Bully School part of ... Shop on eBay and Save! www.nwrel.org/comm/monthly/schoolsmarts.html - 7k - www.eBay.com Cached - Similar pages Downloadable Papers Teasing and Bullying Established site features papers on School bully http://www.1millionpapers.com Understanding bullying at school: What can we do about it? paper on Internet from York ... The Nature of School Bullying: A Cross- How to stop bullying. National Perspective. ... New ebook reveals easy strategies www.wcwonline.org/bullying/facts.html - 23k - Cached - Similar pages to bully proof your child. www.freefrombullies.com Take Action Against Bullying, National Mental Health Information ...
Bullying interferes with learning in school and may lead to increased ... Seek help from mental health/school counselors to help stop bullying and ... www.mentalhealth.samhsa.gov/ publications/allpubs/SVP-0056/ - 27k - Cached - Similar pages
Latest Survey Results: Bullying in Schools Summary
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Check out the results of our Bullying in Schools survey to find out what other ... The results show that the majority of you do not bully others at school, ... www.smartgirl.org/reports/3953669.html - 23k - Cached - Similar pages
Grade School Bullying Involves 22% of Students - CME Teaching ...
7 - There are a lot of bullies in elementary school, and for every bully there ... "They should be asking about bullying in school, because school is such a ... www.medpagetoday.com/ InfectiousDisease/URItheFlu/tb/2085 - 31k - Cached - Similar pages
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AboutOurKids.org | The Emotional Toll of Bullying in Schools
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http://www.google.com/search?q=bully+school&hl=en&lr=&ie=UTF-8&start=150&sa=N (3 of 3) [12/3/2005 12:52:45 AM] Bullies “You must be the change you wish to see in the world.” — Mahatma Gandhi
Teasing at bus stops, threats on playgrounds, determined, strong, and positive throwing rocks, kicking or shoving—it’s all even if you feel frightened. fair play to a bully. Children know who the • shouting, “NO, GO AWAY” as bullies are long before teachers and parents loudly as possible. do. Yet children do not tell on bullies. They • always telling a trusted adult if are afraid the bullying will become worse if you are bullied. they tell or that they might become the next victim if they speak up for someone else. And sadly, most victims believe no one will Which statements are true? help them or be able to stop the bully even if they do tell. True False 1. Bullies are boys. ______Children are naturally self-centered, and hurtful remarks are part of conflict at any 2. Victims usually bring the trouble age. A quarrel or a one-time fight is not upon themselves. ______bullying. Bullying is when a child is the target of repeated negative actions by 3. Bullies are usually failing in school. ______someone else. The bully displays more power than the victim does. 4. Bullies are larger than their victims. ______
What can we do? 5. Bullies don’t really mean to hurt Bullying behavior in elementary school can their victims. ______easily turn into violence by middle and high school. A boy who is a bully at age eight is 6. Looking different is the main three times more likely to be convicted of a reason children get bullied. ______crime by age thirty and less likely than others to finish college and locate a good job. Girls 7. If the victim fights back, the bully who bully are more likely to raise children will back down. ______who bully (Eron, 1987). 8. Other children should stay away from bullying situations or they’ll Distributed in furtherance Parents and teachers should stop of the Acts of Congress get bullied as well. ______of May 8 and June 30, 1914. bullying before someone gets hurt. It is Employment and program important to teach children bullying opportunities are offered to 9. Bringing the parents of the victim all people regardless of prevention strategies, such as: race, color, national origin, and of the bully together for a • ignoring the bullying. sex, age, or disability. discussion is a good idea. ______North Carolina State University, • pretending not to hear. North Carolina A&T State University, U.S. Department of • walking away quickly. 10. Bullies are insecure and have Agriculture, and local • using body language to look governments cooperating. low self-esteem. ______
(answers on page 2)
College of Agriculture and Life Sciences · NC State University School of Agriculture and Environmental Sciences · NC A&T State University 1. False. Both boys and girls bully, but their tactics are usually If a child cannot get rid of a bully him/herself, an adult may different. Boys usually bully with physical aggression, girls with have to intervene by talking with the bullying child and the social alienation or humiliation. child’s family. Replacing the bully’s negative actions with positive activities is critical. 2. False. Bullies are responsible for the aggression. Rather than randomly target victims, bullies choose them because of Parents: characteristics and behaviors that make them easier targets. • Listen to your children. Encourage them to talk These traits include being physically weak, crying easily, being about school, social events, other kids in class, anxious and insecure, and lacking age-appropriate social skills. the walk or ride to and from school so you can identify any problems they may be having. 3. False. Bullies tend to be at least average or only slightly below average academically. • Take children’s complaints of bullying seriously. Probe even minor complaints. Children are often 4. False. Bullies come in all sizes, and bullies can even intimidate afraid or ashamed to tell anyone that they are victims who are larger than they if there is an imbalance of power being bullied, so listen to their complaints. (bully is older or is part of a group). • Watch for symptoms that your children may be 5. False. Bullies lack compassion for their victims and feel bullying victims, such as withdrawal, a drop in justified in their actions. grades, torn clothes, or a need for extra money or supplies. 6. False. Looking different is one reason children are victimized, but not the main reason. Isolation (being alone, appearing to have • Tell the school or organization immediately if no friends) and personality type are more often determining you think your children are being bullied so that factors. adults can monitor the children’s activities.
7. False. Returned aggression is not usually effective and, in fact, • Work with other parents to ensure that the may incite the bully to further attacks. Assertion (verbally telling neighborhood children are supervised closely on how you feel, getting an adult to help), rather than aggression, is their way to and from school. effective, however. • Don’t bully your children physically or verbally. 8. False. When bullies are confronted with a united front of their Do not yell at or ignore your children when they peers who support the victims and show that bullying behavior is misbehave. Praise their kindness toward others. not socially acceptable, their power is taken away. Let them know that kindness is valued.
9. False. It is not a good strategy to bring the parent(s) of a bully and the parent(s) of a victim together. There are several reasons. The parents may be a partial cause of the bully’s misbehavior. Parents may feel a need to lash out at each other or may feel embarrassed if brought together. Meet with each set of parents individually to provide them the specific assistance they need to help their child.
10. False. Bullies are not anxious, insecure children, but have overly positive (often unrealistic) self-images that reflect a strong need to dominate with power and threat.
2 • Help your children find ways to manage their • Tell the bully, “NO” and teach children to tell the anger (exercise, drawing, using clay, talking). bully, “NO” to limit his or her power. Make it clear that bullying behavior will not be tolerated. • Arrange for the bully to: - call his or her parent(s) to explain the • Spend extra time with your children and monitor inappropriate behavior. their activities. Involve your children in - have lunch with or do something nice for volunteer work so they can learn about helping the student who was bullied. (This requires others. adult supervision and willingness on both children’s parts.) • Teach your children ways to solve arguments - help others, such as by assisting a younger without violent words or actions. Teach self- child with schoolwork. (It is best to coach protection skills—how to walk confidently, to and supervise the bully in this activity and stay alert to what’s going on around them, and to to match him or her with a child who has stand up for themselves verbally. not been bullied and is willing to accept help.) • Provide healthy, nonviolent entertainment. Violence on TV, in the movies, and in games and Summary toys promotes aggression and increases hostile Children cannot thrive when they are afraid. In the end, all behavior. children are affected when bullying goes unaddressed. The victims feel humiliated and fearful, and some are physically • Involve children with high energy or aggressive tormented and hurt. The silent majority of children, those tendencies in some kind of special activity, such who stand by and watch, are affected as well. Some are as sports, karate, or music, that will help them secretly afraid of being targeted themselves. The bullies gain self-confidence and the respect of other also lose. Parents and schools together can stop this cycle children. by providing safe, nurturing environments for all children at school and at home. Teachers: • Read a book on bullying to the class.
• Observe when children are playing. Praise children who display caring, kind behaviors.
• Encourage students to use energy in a positive way through healthy physical activities.
• Encourage children to develop a network of trusted friends.
Books on Bullying:
Bullies Are a Pain in the Brain, by Trevor Romain
How to Handle Bullies, Teasers and Other Meanies: A Book That Takes the Nuisance Out of Name Calling and Other Nonsense, by Kate Cohen-Posey
Simon’s Hook; A Story About Teases and Put-downs, by Karen Gedig Burnett
Nobody Knew What to Do: A Story About Bullying, by Becky Ray McCain
3 For additional information National Youth Violence Prevention Resource Center http://www.safeyouth.org/ Youth Violence: Beginning with Bullying http://www.oznet.ksu.edu/library/famlf2/mf2413.pdf Conflict Resolution http://ag.arizona.edu/fcr/fs/nowg/sc_conflict.html Youth Violence Scavenger Hunt http://www.oznet.ksu.edu/library/FAMLF2/MF2233B.PDF Children’s Threats: When Are They Serious? http://www.aacap.org/publications/factsfam/65.htm Childhood Aggression http://www.ces.ncsu.edu/depts/fcs/humandev/docs/ Partnerships Against Violence Network fcs_504.pdf http://www.pavnet.org/
Understanding Violent Behavior in Children and Teens National Crime Prevention Council http://www.aacap.org/publications/factsfam/behavior.htm www.ncpc.org/10adu3.htm
Bullying at School Information The Child Who Bullies by Bruce A. Epstein, M.D. http://www.scre.ac.uk/bully/ www.allkids.org/Epstein/Articles/Bullies.html
North Carolina Parenting Education Network newsletter on please STOP.com bullying http://www.pleaseSTOP.com/bullying.html http://www.ncpen.org/newsV3-3.pdf Reference Center for the Prevention of School Violence www.cpsv.org Eron, L. “Aggression through the ages,” School Safety, fall (1987): 12-16. Take A Stand® - Stop the Violence http://www.takeastand.com
5,000 copies of this public document were printed at a cost of $695.75 or $.14 cents per copy.
Prepared by Karen DeBord, Ph.D., State Extension Specialist, Child Development Published by NORTH CAROLINA COOPERATIVE EXTENSION SERVICE 2/02—DSB/GEM FCS-505 E02-39040 Take Action Against Bullying, National Mental Health Information Center
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Take Action Against Bullying
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Did you know that research has found that remarkable things can happen if parents and caregivers spent at least 15 minutes of undivided time a day listening and talking with their children? Research also tells us that children really do look to their parents and caregivers for advice and help about difficult choices and decisions. Online Publications Order Publications The document in your hands right now and other companion materials about bullying are part of 15+ Make National Library of Medicine Time to Listen... Take Time to Talk, an initiative developed by the Substance Abuse and Mental Health Services Administration, part of the U.S. Department of Health and Human Services, to promote healthy child National Academies Press development and to prevent youth and school-based violence. Publications Homepage The initiative builds on both the value children place on the advice they get from important adults in their lives and the benefits of those special 15 minutes each day. The listening and talking theme, however, also printer friendly page can be adapted by teachers, counselors, and other adults who are involved in the lives and futures of children. e-mail this page bookmark this page Whether focused on bullying – as is this module of the initiative – or on general principles of healthy shopping cart development and behavior, the messages exchanged between children and their parents and caregivers in current or new account just these 15 minutes or more a day, can be instrumental in building a healthier and safer future for children as individuals, as family members, and as active and engaged participants in the life of their communities.
Every day in our schools and communities, children are teased, threatened, or tormented by bullies. Bullying is a problem that creates a climate of fear, that affects the whole school, and in some cases, the entire community. When we fail to recognize and stop bullying behavior as it occurs, we actually promote violence. We are saying to the bully, “You have the right to hurt people,” and to the victim, “You are not worth protecting.” Safe schools are everyone’s responsibility and everyone can help keep our schools safe.
WHAT IS BULLYING?
Bullying involves repeated acts of physical, emotional, or social behavior that are intentional, controlling, and hurtful. Bullying is a learned behavior, evident as early as two years of age. Bullying can be either direct or indirect. Direct bullying usually is seen and felt readily. Indirect bullying (deliberate exclusion, name calling, etc.) is much more difficult to identify, often is more difficult to remedy, and should be clearly seen as different from direct bullying. Boys are more typically engaged in direct bullying and girls in indirect bullying, but that is not always the case. Just be alert and consider the following:
● Bullying is defined by a power imbalance between the bully and the target.
● A bully's power can be derived from physical size, strength, verbal skill, popularity, or gender.
● A bully's target feels tormented, helpless, and defenseless.
● Bullying can include hitting, name-calling, threatening, intimidating, kicking, spreading rumors, teasing, pushing, tripping, excluding someone from a group, or destroying someone's things.
WHY STOP BULLYING?
● Bullying interferes with learning in school and may lead to increased absenteeism and dropout rates.
● Students feel less safe and less satisfied in school when there are high levels of bullying in the school.
● Bullying children may become bullying adults and are more likely to become child and spouse abusers.
● The longer bullying lasts, the harder it is to change. Bullies identified by age 8 are six times more likely to have a criminal conviction by age 24.
● Bullying may be linked to other delinquent, criminal and gang activities, such as shoplifting, drug abuse, and vandalism.
● The targets of bullies grow socially insecure and anxious with decreased self-esteem and increased depression rates, even into adulthood.
http://www.mentalhealth.samhsa.gov/publications/allpubs/SVP-0056/ (1 of 3) [12/3/2005 12:53:31 AM] Take Action Against Bullying, National Mental Health Information Center
IS YOUR CHILD BEING BULLIED? If your child exhibits one or more of these warning signs, he/she may be a victim of bullying. Talk with your child to explore further whether or not he/she is being bullied.
A child being bullied often:
● Withdraws socially; has few or no friends.
● Feels isolated, alone and sad.
● Feels picked on or persecuted.
● Feels rejected and not liked.
● Frequently complains of illness.
● Doesn't want to go to school; avoids some classes or skips school.
● Brings home damaged possessions or reports them “lost.”
● Cries easily; displays mood swings and talks about hopelessness.
● Has poor social skills.
● Talks about running away; talks of suicide.
● Threatens violence to self and others.
● Changes in eating or sleeping patterns.
● Takes, or attempts to take, “protection” to school (a stick, knife, gun, etc.).
● Displays “victim” body language—hangs head, hunches shoulders, avoids eye contact.
Children being bullied may show some of these signs, or may show few.
If you suspect your child is being bullied
Do:
● Make sure your child knows being bullied is not his or her fault.mediation
● Let your child know that he or she does not have to face being bullied alone.
● Discuss ways of responding to bullies.
● Teach your child to be assertive.
● Tell your child not to react, but to walk away and get help if pursued.
● Tell your child to report bullying immediately to a trusted adult.
● Contact the school/teacher.
Don't:
● Ask children to solve a bullying problem between themselves—because of the differences in power, the child who has been bullied will suffer further. Bullying problems require adult intervention.
● Advise the bullied child to fight the bully—fighting is in violation of the school conduct code and the child might be seriously injured.
● Try to mediate a bullying situation. Bringing together children who are bullied and those who do the bullying, to “work out” the problems between them, generally is not a good idea. It may further victimize a child who is being bullied and it sends the wrong message to both parties.
● Blame either the victim or the bully. Instead, gather as much information as possible. Look at your own child’s behavior and style of interaction and consider how you might help him/her to handle these types of situations in the future. Contact the school for assistance.
WARNING SIGNS INDICATING A BULLY
A bully often
● Seeks to dominate and/or manipulate others.
● Enjoys feeling powerful and in control (whether real or not).
● Is both a poor winner (boastful and arrogant) and a poor loser.
● Seems to derive satisfaction from other’s fears, discomfort, or pain.
● Is good at hiding behaviors or doing them where adults can’t notice.
● Is excited by conflicts between others.
● Blames others for his/her problems.
● Displays uncontrolled anger.
● Has a history of discipline problems.
● Displays a pattern of impulsive and chronic hitting, intimidating, and aggressive behaviors.
● Has a history of violent and aggressive behaviors.
● Displays intolerance and prejudice towards others. http://www.mentalhealth.samhsa.gov/publications/allpubs/SVP-0056/ (2 of 3) [12/3/2005 12:53:31 AM] Take Action Against Bullying, National Mental Health Information Center
● May use drugs, alcohol or be a member of a gang.
● Lacks empathy towards others.
IF YOU THINK YOUR CHILD IS A BULLY
● Be sure that your child knows that bullying is NOT acceptable behavior.
● Tell your child the penalties for bullying and be sure that you enforce them fairly and consistently.
● Help your child learn alternative ways to deal with anger and frustration.
● Teach and reward more appropriate behavior.
● Work out a way for your child to make amends for the bullying.
● Help your child develop an understanding of the impact of their bullying on the target.
● Seek help or counseling if the behavior continues.
● If contacted by the school, STAY CALM; TRY NOT TO BECOME ANGRY AND DEFENSIVE! Make yourself really listen. Remember this is ultimately about the well-being of your child!
BULLYING PREVENTION PROGRAMS
When developing and implementing bullying prevention programs, be sure to include the following steps:
● Increase the awareness of everyone at school (students, staff and parents) toward bullying problems.
● Assess the scope of the problem.
● Identify both the children who are bullying and the children who are being bullied.
● Intervene in a timely manner with clear and consistent consequences for the child who is bullying andwith support and protection for the child who is being bullied.
● Encourage by-standers to intervene appropriately to help stop the bullying.
● Reward pro-social behavior of all students.
Bullying: NO WAY
Prevent your child from becoming a VICTIM:
● Instill self-confidence in your child.
● Help your child establish good social skills.
● Teach your child to speak out for him or herself.
● Teach your child to seek help, if harassed, from you and other caring adults.
Prevent your child from becoming a BULLY:
● Present yourself as a model of non-violent behavior.
● Clearly state that violence is not acceptable.
● Assist your child in finding non-violent strategies for anger management and conflict resolution.
● Seek help from mental health/school counselors to help stop bullying and aggressive behavior.
For more information
1-800-789-2647 www.samhsa.gov www.modelprograms.samhsa.gov
SVP-0056 printed 2003
Home | Contact Us | About Us | Awards | Privacy and Disclaimer Statement | Site Map
http://www.mentalhealth.samhsa.gov/publications/allpubs/SVP-0056/ (3 of 3) [12/3/2005 12:53:31 AM] stealing switching money seats in the classroom Take Action Against Bullying spreading rumors
pushing & tripping
U.S. DEPARTMENT OF HEALTH & HUMAN SERVICES Substance Abuse and Mental Health Services Administration Center for Mental Health Services www.samhsa.gov TakeTake ActionAction
id you know that research has Dfound that remarkable things can happen if parents and caregivers spent at least 15 minutes of undivided time a day listening and talking with their children? Research also tells us that children really do look to their parents and caregivers for advice and help about difficult choices and decisions.
The document in your hands right now and other companion materials about bullying are part of 15+ Make Time to Listen... Take Time to Talk, an initiative developed by the Substance Abuse and Mental Health Services Administration, part of the U.S. Department of Health and Human Services, to promote healthy child development and to prevent youth and school-based violence. AgainstAgainst BullyingBullying
The initiative builds on both the value children place on the advice they get from important adults in their lives and the benefits of those special 15 minutes each day. The listening and talking theme, however, also can be adapted by teachers, counselors, and other adults who are involved in the lives and futures of children.
Whether focused on bullying – as is this module of the initiative – or on general principles of healthy development and behavior, the messages exchanged between children and their parents and caregivers in just these 15 minutes or more a day, can be instrumental in building a healthier and safer future for children as individuals, as family members, and as active and engaged participants in the life of their communities. EVERY DAY in our schools and communities, children are teased, threatened, or tormented by bullies.
Bullying is a problem that creates a climate of fear, that affects the whole school, and in some cases, the entire community. When we fail to recognize and stop bullying behavior as it occurs, we actually promote violence. We are saying to the bully, “You have the right to hurt people,” and to the victim, “You are not worth protecting.”
Safe schools are everyone’s responsibility and everyone can help keep our schools safe. WHAT IS BULLYING?
ullying involves repeated acts of physical, B emotional, or social behavior that are intentional, controlling, and hurtful. Bullying is a learned behavior, evident as early as two years of age. Bullying can be either direct or indirect. Direct bullying usually is seen and felt readily. Indirect bullying (deliberate exclusion, name calling, etc.) is much more difficult to identify, often is more difficult to remedy, and should be clearly seen as different from direct bullying. Boys are more typically engaged in direct bullying and girls in indirect bullying, but that is not always the case. Just be alert and consider the following:
Bullying is defined by a power imbalance between the bully and the target. A bully’s power can be derived from physical size, strength, verbal skill, popularity, or gender. A bully’s target feels tormented, helpless, and defenseless. Bullying can include hitting, name-calling, threatening, intimidating, kicking, spreading rumors, teasing, pushing, tripping, excluding someone from a group, or destroying someone’s things. WHY STOP BULLYING?
Bullying interferes with learning in school and may lead to increased absenteeism and dropout rates. Students feel less safe and less satisfied in school when there are high levels of bullying in the school. Bullying children may become bullying adults and are more likely to become child and spouse abusers. The longer bullying lasts, the harder it is to change. Bullies identified by age 8 are six times more likely to have a criminal conviction by age 24. Bullying may be linked to other delinquent, criminal and gang activities, such as shoplifting, drug abuse, and vandalism. The targets of bullies grow socially insecure and anxious with decreased self-esteem and increased depression rates, even into adulthood. IS YOUR CHILD BEING BULLIED?
If your child exhibits one or more of these warning signs, he/she may be a victim of bullying. Talk with your child to explore further whether or not he/she is being bullied.
A CHILD BEING BULLIED OFTEN:
Withdraws socially; has few or no friends. Feels isolated, alone and sad. Feels picked on or persecuted. Feels rejected and not liked. Frequently complains of illness. Doesn't want to go to school; avoids some classes or skips school. Brings home damaged possessions or reports them “lost.” Cries easily; displays mood swings and talks about hopelessness. Has poor social skills. Talks about running away; talks of suicide. Threatens violence to self and others. Changes in eating or sleeping patterns. Takes, or attempts to take, “protection” to school (a stick, knife, gun, etc.). Displays “victim” body language—hangs head, hunches shoulders, avoids eye contact.
Children being bullied may show some of these signs, or may show few. IF YOU SUSPECT YOUR CHILD IS BEING BULLIED
DO: Make sure your child knows being bullied is not his or her fault. Let your child know that he or she does not have to face being bullied alone. Discuss ways of responding to bullies. Teach your child to be assertive. Tell your child not to react, but to walk away and get help if pursued. Tell your child to report bullying immediately to a trusted adult. Contact the school/teacher.
DON’T: Ask children to solve a bullying problem between themselves—because of the differences in power, the child who has been bullied will suffer further. Bullying problems require adult intervention. Advise the bullied child to fight the bully—fighting is in violation of the school conduct code and the child might be seriously injured. Try to mediate a bullying situation. Bringing together children who are bullied and those who do the bullying, to “work out” the problems between them, generally is not a good idea. It may further victimize a child who is being bullied and it sends the wrong message to both parties. Blame either the victim or the bully. Instead, gather as much information as possible. Look at your own child’s behavior and style of interaction and consider how you might help him/her to handle these types of situations in the future. Contact the school for assistance. WARNING SIGNS INDICATING A BULLY
A BULLY OFTEN
Seeks to dominate and/or manipulate others. Enjoys feeling powerful and in control (whether real or not). Is both a poor winner (boastful and arrogant) and a poor loser. Seems to derive satisfaction from other’s fears, discomfort, or pain. Is good at hiding behaviors or doing them where adults can’t notice. Is excited by conflicts between others. Blames others for his/her problems. Displays uncontrolled anger. Has a history of discipline problems. Displays a pattern of impulsive and chronic hitting, intimidating, and aggressive behaviors. Has a history of violent and aggressive behaviors. Displays intolerance and prejudice towards others. May use drugs, alcohol or be a member of a gang. Lacks empathy towards others.
For more information
www.samhsa.gov www.modelprograms.samhsa.gov 1-800-789-2647 IF YOU THINK YOUR CHILD IS A BULLY
Be sure that your child knows that bullying is NOT acceptable behavior. Tell your child the penalties for bullying and be sure that you enforce them fairly and consistently. Help your child learn alternative ways to deal with anger and frustration. Teach and reward more appropriate behavior. Work out a way for your child to make amends for the bullying. Help your child develop an understanding of the impact of their bullying on the target. Seek help or counseling if the behavior continues. If contacted by the school, STAY CALM–TRY NOT TO BECOME ANGRY AND DEFENSIVE! Make yourself really listen. Remember this is ultimately about the well-being of your child!
BULLYING PREVENTION PROGRAMS
When developing and implementing bullying prevention programs, be sure to include the following steps:
Increase the awareness of everyone at school (students, staff and parents) toward bullying problems. Assess the scope of the problem. Identify both the children who are bullying and the children who are being bullied. Intervene in a timely manner with clear and consistent consequences for the child who is bullying and with support and protection for the child who is being bullied. Encourage by-standers to intervene appropriately to help stop the bullying. Reward pro-social behavior of all students. Bullying...
NO WAY
Prevent your child from becoming a VICTIM:
Instill self-confidence in your child. Help your child establish good social skills. Teach your child to speak out for him or herself. Teach your child to seek help, if harassed, from you and other caring adults.
Prevent your child from becoming a BULLY:
Present yourself as a model of non-violent behavior. Clearly state that violence is not acceptable. Assist your child in finding non-violent strategies for anger management and conflict resolution. Seek help from mental health/school counselors to help stop bullying and aggressive behavior. LOCAL INFORMATION
1-800-789-2647 www.samhsa.gov www.modelprograms.samhsa.gov CMHS-SVP-0056 – “Take Action Against Bullying”
Call for additional 15+ information
CMHS-SVP-0051 – “Bullying Prevention Conversation Cards” CMHS-SVP-0052 – “Bullying Is Not A Fact of Life”
Printed 2003 Grade School Bullying Involves 22% of Students - CME Teaching Brief - MedPage Today
Grade School Bullying Involves 22% of Students
By Michael Smith, MedPage Today Staff Writer Reviewed by Rubeen K. Israni, M.D., Fellow, Renal-Electrolyte and Hypertension Division, University of Pennsylvania School of Medicine November 07, 2005
HOME/LATEST HEADLINES MedPage Today Action Points
NEWS BY SPECIALTY What's this? 2005 Meeting Coverage ● Inform parents that this study reveals that bullying, even Allergy & Immunology in the elementary grades, is relatively common and may Cardiovascular have adverse consequences. Dermatology
Endocrinology ● Note that this study suggests that victims of bullying - Gastroenterology even if they are sometimes the aggressors themselves - Hematology/Oncology appear to do worse in school than most other students. Infectious Disease IAS Meeting IDSA Meeting Review SEATTLE, Nov. 7 - There are a lot of bullies in elementary school, Hepatitis and for every bully there is at least one victim, according to a HIV/AIDS snapshot of a West Coast school system. In all, about 22% of Pneumonia school children are involved. Public Health STDs The victims of bullying appear to do worse in school, but all the URI & the Flu children involved in bullying - from either side -- say they're usually sad and don't feel they belong at school, according to Vaccines Gwen Glew, M.D., a fellow in developmental and behavioral Nephrology pediatrics at the University of Washington here. Neurology OB/GYN With colleagues, Dr. Glew surveyed 3,530 third, fourth, and fifth Pediatrics grade students in a single West Coast urban school system. The Primary Care goals, they reported in the November edition of Archives of Product Alert Pediatric and Adolescent Medicine, were threefold: http://www.medpagetoday.com/InfectiousDisease/URItheFlu/tb/2085 (1 of 4) [12/3/2005 12:54:45 AM] Grade School Bullying Involves 22% of Students - CME Teaching Brief - MedPage Today
Psychiatry ● To see what factors are associated with bullying Public Health & Policy involvement among young children. Pulmonary ● To see whether bullying is associated with poor academic Radiology achievement and attendance. Rheumatology ● To discover the behavioral and emotional problems Surgery associated with bullying.
NEW USERS: REGISTER HERE The children were asked a range of questions, Dr. Glew said, in RETURNING USERS: LOG IN language suited to their age group. Central questions were UPDATE YOUR PROFILE whether they had been bothered, made fun of, or hurt. They were CME TRACKER also asked whether they had ever made fun of, bothered, or hurt another student.
ABOUT MEDPAGE TODAY EDITORIAL POLICY Children who answered "always" to the first question were HELP CENTER classified as victims, while those who gave the same answer to RSS FEEDS the second question were regarded as bullies. Some children fit both categories - sometimes bullied, sometime the bully - and were categorized as bully-victims.
The study found that 22% of the children were involved in bullying in one of the three categories, Dr. Glew said.
Students who didn't answer the bullying questions were classified as non-responders, while those who said they were "sometimes" bullied or the aggressor were classified with the majority as "bystanders," she said.
The bystanders were used as a reference group.
"You could argue that we missed people" by assigning the occasional bullies or victims to the reference group, Dr. Glen said, "but we just really wanted to get at the true victims."
The key finding, she said, is that victims and bully-victims were more likely to have low academic achievement than the reference group. The odds ratios were 0.8 for both groups, but with slightly different 95% confidence intervals -- 0.7 to 0.9 for bullies and 0.6 to 1.0, for bully-victims.
The study is a cross-sectional snapshot, Dr. Glew said, so it's difficult to pin down causes. http://www.medpagetoday.com/InfectiousDisease/URItheFlu/tb/2085 (2 of 4) [12/3/2005 12:54:45 AM] Grade School Bullying Involves 22% of Students - CME Teaching Brief - MedPage Today "You don't know if the bullying started and then they started to fail, or if they we're doing well and then got bullied," she said. "It's a chicken and egg phenomenon."
The study also found:
● Victims were twice as likely to feel unsafe at school as members of the reference group. The odds ratio was 2.1, with a 95% CI 1.1 to 4.2.
● Bullies felt even less safe - the odds ratio was 2.5, (95% CI 1.5 - 4.1).
● And bully-victims were five times as likely to feel unsafe at school. The odds ratio was 5.0, (95%CI 1.9 to 13.6).
● Victims and bully-victims were much more likely to report feeling that they didn't belong at school. The odds ratios were 4.1 (95% CI 2.6-6.5) and 3.1 (95% CI 1.2-7.2) respectively.
● Bullies and victims felt sad most days more often than the bystanders. The odds ratios were 1.5 (95% CI 1.2-1.9) and 1.8, (95% CI 1.2-2.8) respectively.
Interestingly, she said, the study showed that bullies as well as their victims feel that the school is an unsafe environment
The take-home message for physicians, Dr. Glew said, is that they should "tune into the problem."
"Physicians don't often ask about bullying and they don't know what to say when they uncover it," said Dr. Glew, a pediatrician. "They should be asking about bullying in school, because school is such a large part of a child's day."
Dr. Glew noted that the study is relatively large, but is restricted to a single West Coast urban school system, which may limit its generalizability.
Primary source: Archives of Pediatric and Adolescent Medicine Source reference: Glew GM et al. Bullying, Psychosocial Adjustment, and Academic Performance in Elementary School. Arch Pediatr Adolesc Med. 2005;159:1026-1031.
Disclaimer http://www.medpagetoday.com/InfectiousDisease/URItheFlu/tb/2085 (3 of 4) [12/3/2005 12:54:45 AM] Grade School Bullying Involves 22% of Students - CME Teaching Brief - MedPage Today
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MODEL POLICY PROHIBITING HARASSMENT, INTIMIDATION AND BULLYING ON SCHOOL PROPERTY, AT SCHOOL-SPONSORED FUNCTIONS AND ON SCHOOL BUSSES
Printable Version (PDF )
BACKGROUND
Legislation (N.J.S.A. 18A:37-13 et seq.) enacted on September 6, 2002 requires each school district to adopt, by September 1, 2003, a policy prohibiting harassment, intimidation and bullying on school property, at school-sponsored functions and on school busses. To assist each school district in developing these policies, the legislation also requires the Commissioner of Education to develop and issue a model policy applicable to grades kindergarten through 12, by December 1, 2002.
Under N.J.S.A. 18A:37-15, each school district is granted local control over the contents of the policy and ancillary procedures, but, at a minimum, the ten components listed in the authorizing statute must be included in a school district’s policy prohibiting harassment, intimidation and bullying. Some of the provisions of the authorizing statute call for the school district to stipulate the consequences and appropriate remedial actions for the following instances: 1) persons violating the policy; 2) persons who engage in reprisal or retaliation against someone who reports a violation of the policy; and 3) persons who falsely report allegations of harassment, intimidation or bullying as a means of retaliation or as a means of harassment, intimidation or bullying. Another provision of the statute requires the school district’s policy to articulate the range of different measures a school will take to respond to violations of the policy.
The New Jersey Department of Education (NJDOE) recognizes that decisions about consequences and actions to be taken in response to violations of policies prohibiting harassment, intimidation and bullying should take into consideration the unique circumstances of the acts and the persons involved, as well as the unique conditions and characteristics in each school district. The NJDOE also recognizes that these decisions must comport with existing school district policies, including those that address the provisions of N.J.A.C. 6A:16, Programs To Support Student Development, in general, and N.J.A.C. 6A:16- 5.1, Code of student conduct, in particular, as well as the provisions of the district’s Memorandum of Agreement Between Education and Law Enforcement Officials, pursuant to N.J.A.C. 6A:16-6, Law Enforcement Operations For Substances, Weapons, and Safety.
The policy must conform to the case law and statutes, including Saxe v State College Area School Dist., 240 F. 3d 200 (3d Cir. 2001); Davis v. Monroe County Board of Education, 526 U.S. 629 (1999); N.J.S.A. 2C:33-4, Harassment; N.J.S.A. 10:5- 1 et seq., Law Against Discrimination; N.J.S.A. 18A:36-20, Discrimination; prohibition; N.J.S.A. 18A:38-5.1, No child to be excluded from school because of race, etc. Districts should also consult guidance documents, including "Recommended Guidelines for School Personnel for the Management of Student Sexual Harassment in Schools" signed by the Commissioners of the New Jersey Department of Education and Human Services and the New Jersey Attorney General on February 22, 2000. Additional resources are included at the end of his document.
POLICY FORMAT
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For the reasons explained above, the model policy provided below is written in a format that provides guidance for each school district to use in developing its own policies. This model policy spells out the provisions that a district policy must include; suggests model language, where appropriate; and notes issues for a district to consider in developing a policy that fits its own unique situations and that is consistent with existing policies. The model policy has been developed to address each provision of the statute, in sequence. However, nothing in the model policy or in the legislation is meant to preclude a school district from including additional provisions, or from using language and formats that are consistent with each district’s board-approved policies and procedures.
SAMPLE MODEL POLICY PROHIBITING HARASSMENT, INTIMIDATION AND BULLYING
1. Statutory Requirement
The policy shall contain a statement prohibiting harassment, intimidation or bullying of a student. N.J.S.A. 18A:37-15 (3)(b)(1)
Model Policy Language The board prohibits acts of harassment, intimidation or bullying.
A safe and civil environment in school is necessary for students to learn and achieve high academic standards; harassment, intimidation or bullying, like other disruptive or violent behaviors, is conduct that disrupts both a student’s ability to learn and a school’s ability to educate its students in a safe environment; and since students learn by example, school administrators, faculty, staff and volunteers should be commended for demonstrating appropriate behavior, treating others with civility and respect, and refusing to tolerate harassment, intimidation or bullying.
Issues for Consideration
● Although not required, a statement of purpose is helpful to clearly establish the goal of the policy.
● The board may consider parallel expectations against harassment, intimidation and bullying to include employees, visitors and volunteers; however, care should be taken to ensure that policies for these groups are consistent with the case law, federal and state laws, regulations and policies, including, but not limited to, those against hazing, bias crimes and assaults, as well as the district’s board-approved policies, procedures and agreements.
2. Statutory Requirement
The policy shall contain a definition of harassment, intimidation or bullying no less inclusive than:
"Harassment, intimidation or bullying" means any gesture or written, verbal or physical act that is reasonably perceived as being motivated either by any actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, or a mental, physical or sensory handicap, or by any other distinguishing characteristic, that takes place on school property, at any school-sponsored function or on a school bus and that:
a. a reasonable person should know, under the circumstances, will have the effect of harming a student
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or damaging the student’s property, or placing a student in reasonable fear of harm to his person or damage to his property; or
b. has the effect of insulting or demeaning any student or group of students in such a way as to cause substantial disruption in, or substantial interference with, the orderly operation of the school. N.J.S.A. 18A:37-15 (3)(b)(2)
Model Policy Language "Harassment, intimidation or bullying" means any gesture or written, verbal or physical act that takes place on school property, at any school-sponsored function or on a school bus and that:
a. is motivated by any actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, or a mental, physical or sensory disability; or,
b. by any other distinguishing characteristic; and
c. a reasonable person should know, under the circumstances, that the act(s) will have the effect of harming a student or damaging the student’s property, or placing a student in reasonable fear of harm to his person or damage to his property; or
d. has the effect of insulting or demeaning any student or group of students in such a way as to cause substantial disruption in, or substantial interference with, the orderly operation of the school.
Issues for Consideration Districts should make it clear that the policy includes the motivating factors set forth in the authorizing statute (N.J.S.A. 18A:37-14). Not all acts of bullying, however, are motivated by characteristics such as the target’s race, color, religion, gender or sexual orientation. Some acts of bullying are simply one child exercising power and control over another either in isolated incidents (e.g., intimidation, harassment) or patterns of harassing or intimidating behavior (e.g., bullying). If the district chooses to consider acts of bullying not motivated by the factors identified in the authorizing statute, they should take care to ensure that any expansion of the motivating factors should be consistent with the case law, Federal and State statutes, regulations and policies and the districts’ board-approved policies and procedures.
3. Statutory Requirement
The policy shall include a description of the type of behavior expected from each student. N.J.S.A. 18A:37-15 (3)(b)(3)
Model Policy Language The board of education expects students to conduct themselves in keeping with their levels of development, maturity and demonstrated capabilities with a proper regard for the rights and welfare of other students and school staff, the educational purpose underlying all school activities, and the care of school facilities and equipment.
The board of education believes that standards for student behavior must be set cooperatively through interaction among the students, parents/guardians, staff and community members, producing an atmosphere that encourages students to grow in self- discipline. The development of this atmosphere requires respect for self and others, as well as for district and community property on the part of students, staff and community members. http://www.state.nj.us/njded/parents/bully.htm (3 of 10) [12/3/2005 12:57:19 AM] Model Policy Prohibiting Harassment, Intimidation And Bullying On School Property, At School-Sponsored Functions And On School Busses
The board of education believes that the best discipline is self-imposed, and that it is the responsibility of staff to use disciplinary situations as opportunities to help students learn to assume and accept responsibility for their behavior and the consequences of their behavior. Staff members who interact with students shall apply best practices designed to prevent discipline problems and encourage students’ abilities to grow in self- discipline.
Based on broad community involvement (i.e., the use of a process that includes representation of parents/guardians and other community representatives, school employees, volunteers, students and administrators for the purpose of providing input regarding the development and content of the policy that is based on accepted core ethical values), the board of education shall develop general guidelines for student conduct and shall direct development of detailed regulations suited to the age levels of the students and the mission and physical facilities of the individual schools. Board policy requires all students in the district to adhere to the rules and regulations established by the school district and to submit to such disciplinary measures as are appropriately assigned for infraction of these rules.
The chief school administrator shall provide annually to students and their parents/guardians the rules of the district regarding student conduct, and the policy shall appear in all publications of the school district’s comprehensive rules, procedures and standards of conduct for schools within the school district, including the student handbook. Provisions shall be made for informing parents/guardians whose primary language is other than English.
The policy shall:
A. Describe student responsibilities, including the requirements for students to conform to reasonable standards of socially acceptable behavior; respect the person, property and rights of others; obey constituted authority; and respond to those who hold that authority;
B. Address appropriate recognition for positive reinforcement for good conduct, self-discipline, good citizenship and academic success.
C. Explain student rights; and
D. Identify disciplinary sanctions and due process.
Issues for Consideration The goal of this section is to explain global expectations for student conduct while leaving school administrators with the flexibility to define school-specific rules of conduct that are informed by the ages and abilities of students and the unique characteristics of the school. Per the provisions of the authorizing statute, the procedures should be included as a part of the board-approved policy. The district should give consideration to involving a broad-base of community members and organizations, including faith-based, health and human service, business and law enforcement, in the development of the policy.
Since bystander support of harassment, intimidation or bullying can support these behaviors, districts should consider including a statement prohibiting active or passive support for harassment, intimidation or bullying. The district should encourage students to support students who walk away from these acts when they see them, constructively attempt to stop them or report them to the designated authority.
4. Statutory Requirement The policy shall include the consequences and appropriate remedial actions for a person who commits an act http://www.state.nj.us/njded/parents/bully.htm (4 of 10) [12/3/2005 12:57:19 AM] Model Policy Prohibiting Harassment, Intimidation And Bullying On School Property, At School-Sponsored Functions And On School Busses
of harassment, intimidation or bullying. N.J.S.A. 18A:37-15 (3)(b)(4)
Model Policy Language In determining the appropriate response to students who commit one or more acts of harassment, intimidation or bullying, school administrators should consider the following factors: the developmental and maturity levels of the parties involved, the levels of harm, the surrounding circumstances, the nature of the behaviors, past incidences or past or continuing patterns of behavior, the relationships between the parties involved and the context in which the alleged incidents occurred. Concluding whether a particular action or incident constitutes a violation of this policy requires a determination based on all of the facts and surrounding circumstances. It is only after meaningful consideration of these factors that an appropriate consequence should be determined, consistent with the case law, Federal and State statutes, regulations and policies, and district policies and procedures. Consequences and appropriate remedial action for students who commit acts of harassment, intimidation or bullying may range from positive behavioral interventions up to and including suspension or expulsion.
Issues for Consideration The response to students who commit one or more acts in violation of this policy should be determined based on the totality of the circumstances. Responses ranging from positive behavioral interventions to expulsion should be considered, consistent with the framework of the existing Federal and State case law, statutes, regulations and policies and district policies and procedures. In all cases, the district should attempt to actively involve parents in the remediation of the behavior(s) of concern.
5. Statutory Requirement The policy shall include a procedure for reporting an act of harassment, intimidation or bullying, including a provision that permits a person to report an act of harassment intimidation or bullying anonymously; however, this shall not be construed to permit formal disciplinary action solely on the basis of an anonymous report. N.J.S.A. 18A:37-15 (3)(b)(5)
Model Policy Language At each school, the principal or the principal’s designee is responsible for receiving complaints alleging violations of this policy. All school employees are required to report alleged violations of this policy to the principal or the principal’s designee. All other members of the school community, including students, parents, volunteers and visitors, are encouraged to report any act that may be a violation of this policy. While submission of the report form is not required, the reporting party is encouraged to use the report form available from the principal of each building or available at the school district office. Oral reports also shall be considered official reports. Reports may be made anonymously, but formal disciplinary action may not be based solely on the basis of an anonymous report.
Issues for Consideration The goal of a reporting procedure is to encourage reports of alleged violations of this policy by making the reporting process simple and non-threatening. The district should consider every mechanism available to them to facilitate reporting, including web-based reporting mechanisms and locked boxes located in areas of the school where reports can be submitted without fear of being observed.
6. Statutory Requirement The policy shall include a procedure for prompt investigation of reports of violations and complaints, identifying either the principal or the principal’s designee as the person responsible for the investigation. N.J.S.A. 18A:37-15 (3)(b)(6)
Model Policy Language http://www.state.nj.us/njded/parents/bully.htm (5 of 10) [12/3/2005 12:57:19 AM] Model Policy Prohibiting Harassment, Intimidation And Bullying On School Property, At School-Sponsored Functions And On School Busses
The principal and/or the principal’s designee is responsible for determining whether an alleged act constitutes a violation of this policy. In so doing, the principal and/or the principal’s designee shall conduct a prompt, thorough and complete investigation of the alleged incident.
Issues for Consideration School districts are encouraged to use existing policies and procedures, including those used to investigate allegations of violations of the districts’ codes of student conduct, as appropriate. School districts are also encouraged to establish record keeping policies and procedures that create a defensible record that demonstrates the district’s efforts to reduce incidents of harassment, intimidation and bullying, and that facilitate the evaluation of districts’ efforts to reduce incidents of harassment, intimidation and bullying.
7. Statutory Requirement The policy shall contain the range of ways in which a school will respond once an incident of harassment, intimidation or bullying is identified. N.J.S.A. 18A:37-15 (3)(b)(7)
Model Language Some acts of harassment, intimidation or bullying may be isolated incidents requiring that the school respond appropriately to the individuals committing the acts. Other acts may be so serious or parts of a larger pattern of harassment, intimidation or bullying that they require a response either at the classroom, school building or school district levels or by law enforcement officials.
Consequences and appropriate remedial actions for students who commit an act of harassment, intimidation or bullying range from positive behavioral interventions up to and including suspension or expulsion, as permitted under N.J.S.A. 18A:37-1, Discipline of Pupils.
In considering whether a response beyond the individual level is appropriate, the administrator should consider the nature and circumstances of the act, the level of harm, the nature of the behavior, past incidences or past or continuing patterns of behavior, and the context in which the alleged incident(s) occurred. Institutional (i.e., classroom, school building, school district) responses can range from school and community surveys, to mailings, to focus groups, to adoption of research-based bullying prevention program models, to training for certificated and non-certificated staff, to participation of parents and other community members and organizations, to small or large group presentations for fully addressing the actions and the school’s response to the actions, in the context of the acceptable student behavior and the consequences of such actions and to involvement of law enforcement officers, including school resource officers..
Issues for Consideration Every incident of harassment, intimidation or bullying requires that the district respond appropriately to the individual who committed the act. The district is encouraged to set the range of responses, including individual, classroom, school or district level responses, as appropriate. Individual responses can include positive behavioral interventions (e.g., peer mentoring, short-term counseling, life skills groups) and punitive actions (e.g., in-school suspension, expulsion). Classroom responses can include class discussions about an incident of harassment, intimidation or bullying, role plays, research projects, observing and discussing audio- visual materials on these subjects and skill-building lessons in courtesy, tolerance, assertiveness and conflict management. School responses can include theme days, learning station programs, parent programs and information disseminated to students and parents. District-wide responses can include community involvement in policy review and development, professional development programs, adoption of curricula and coordination with community-based organizations (e.g., mental health, health services, health facilities, law enforcement, faith-based).
In addition, the district should make resources (e.g., counseling) available to individual victims of harassment,
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intimidation and bullying and respond in a manner that does not stigmatize victim(s). Social skills training provided for all students is an example of a school or district-level response for addressing victimization.
The school district is reminded that the required Memorandum of Agreement Between Education and Law Enforcement Officials (N.J.A.C. 6A:16-6.2(b)12) defines the conditions by which school officials are required to report suspected hate crimes or bias-related acts to law enforcement authorities. Since some acts of harassment, intimidation or bullying may be bias-related acts and potentially hate or bias crimes, school officials must report to law enforcement officials either serious acts or those which may be part of a larger pattern.
8 Statutory Requirement The policy shall contain a statement that prohibits reprisal or retaliation against any person who reports an act of harassment, intimidation or bullying and the consequence and appropriate remedial action for a person who engages in reprisal or retaliation. N.J.S.A. 18A:37-15 (3)(b)(8)
Model Policy Language The school district prohibits reprisal or retaliation against any person who reports an act of harassment, intimidation or bullying. The consequence and appropriate remedial action for a person who engages in reprisal or retaliation shall be determined by the administrator after consideration of the nature and circumstances of the act, in accordance with case law, federal and state statutes and regulations and district policies and procedures.
Issues for Consideration Acts of reprisal or retaliation can have a chilling effect on a school environment and can create an atmosphere where alleged violations of this policy are not reported. It is important to establish and maintain the norm that all suspected acts of reprisal or retaliation are taken seriously and appropriate responses are made, in accordance with the totality of the circumstances. Inconsistent applications of appropriate responses to acts of reprisal or retaliation can contribute to the culture of violence that this policy is intended to prevent.
9 Statutory Requirements The policy shall contain the consequences and appropriate remedial action for a person found to have falsely accused another as a means of harassment, intimidation or bullying. N.J.S.A. 18A:37-15 (3)(b)(9)
Model Policy Language Consequences and appropriate remedial action for a student found to have falsely accused another as a means of harassment, intimidation or bullying range from positive behavioral interventions up to and including suspension or expulsion, as permitted under N.J.S.A. 18A:37-1, Discipline of Pupils. Consequences and appropriate remedial action for a school employee found to have falsely accused another as a means of harassment, intimidation or bullying shall be disciplined in accordance with district policies, procedures and agreements. Consequences and appropriate remedial action for a visitor or volunteer, found to have falsely accused another as a means of harassment, intimidation or bullying shall be determined by the school administrator after consideration of the nature and circumstances of the act, including reports to appropriate law enforcement officials.
Issues for Consideration School districts are encouraged to consider the totality of the circumstances surrounding individuals who falsely accuse others as a means of harassment, intimidation or bullying. Decisions about consequences and appropriate remedial action should be consistent with existing case law, federal and state statutes and regulations and district policies and procedures.
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10. Statutory Requirement The policy shall contain a statement of how the policy is to be publicized, including notice that the policy applies to participation in school-sponsored functions. N.J.S.A. 18A:37-15 (3)(b)(10
Model Language The policy shall be disseminated annually to all school staff, students and parents, along with a statement explaining that it applies to all acts of harassment, intimidation and bullying that occur on school property, at school-sponsored functions or on a school bus. The chief school administrator shall develop an annual process for discussing the school district policy on harassment, intimidation and bullying with students.
Issues for Consideration The goal of this policy is to foster a safe and disciplined environment that is conducive to learning, where individuals treat one another with civility and respect. To accomplish this goal, the policy must be widely disseminated to inform everyone in the school and community of its provisions. A range of options are available to districts for publicizing the policy, including posting the policy in public buildings or in publications (e.g., newsletters, newspapers, web-sites, list serves, e-mail), utilization of the audio-visual media (e.g., public cable access, radio, public television), mailing copies, requiring all employees, students and parents to sign a written statement indicating that they have received and read the policy and agree to abide by the provisions of the policy and reviewing the policy at public meetings. While multiple methods for publicizing the policy can increase the chances of public awareness, support and compliance, school districts are encouraged to use the strategies that fit their unique situations.
11. Establishment of Bullying Prevention Programs
Statutory Provisions Pursuant to N.J.S.A.: 37-17(5)(c), information regarding the district’s policy against harassment, intimidation and bullying shall be incorporated into a school’s employee training program.
Pursuant to N.J.S.A.: 37-17(5)(a), the district and its schools are encouraged to establish bullying prevention programs, and other initiative involving school staff, students, administrators, volunteers, parents, law enforcement and community members.
Pursuant to N.J.S.A.: 37-17(5)(b), the school district is encouraged to, and if funds are appropriated for these purposes are required to:
1) provide training on the school district’s harassment, intimidation and bullying policies to school employees and volunteers who have significant contact with students; and
2) develop a process for discussing the school district’s harassment, intimidation and bullying policies with students.
Issues for Consideration Staff members should be encouraged to become trained in skills and strategies for developing student self- discipline and to apply best practices for positive behavioral interventions. It is particularly important to use the policy as an opportunity to prepare staff to prevent and effectively intervene with instances of harassment, intimidation and bullying, as well as use the policy as a prevention tool by explaining to students the district’s expectations for their behavior, consistent with the provisions of the district’s policy. For students to demonstrate preferred behaviors, it is important that they have a clear understanding of the district’s expectations under the policy, the reasons for and benefits of the policy, as well as the consequences for violations of the policy. http://www.state.nj.us/njded/parents/bully.htm (8 of 10) [12/3/2005 12:57:19 AM] Model Policy Prohibiting Harassment, Intimidation And Bullying On School Property, At School-Sponsored Functions And On School Busses
It is through explanation and dialogue with students and staff that the district can clearly distinguish, for example, "friendly teasing" and "rough and tumble play" from harassment, intimidation and bullying. It is also through discussion that the district can help students and staff discern between "telling" or responsible "reporting" (which is intended to keep someone from getting hurt) of acts of harassment, intimidation and bullying from "ratting" or "tattling." The district is encouraged to use experiential learning techniques, such as role play situations and other demonstration and modeling strategies in its information activities for students and staff.
RESOURCES ON HARASSMENT, INTIMIDATION AND BULLYING
Books and Programs
A Guide to Effective Statewide Laws/Policies: Preventing Discrimination Against LGBT Students in K-12. GLSEN and Lamda Legal Defense and Education Fund. 2001.
A School-Based Anti-violence Program. Sudermann, M., Jaffe, P., Schiek, E. et al. (1996).
London, ON: London Family Court Clinic.
Blueprint for Violence Prevention – Book 9, Bullying Prevention Program. United States Department of Justice, Office of Justice Programs, Juvenile Justice Delinquency Prevention.
Bullying at School: What We Know and What We Can Do. Olweus, D. 1993. Cambridge, MA: Blackwell.
Bullying Behavior: Current Issues, Research and Interventions. Geffner, R.A., Loring, M. and Young, C. (Eds.) 2001. Haworh Press, New York.
Bully proof: A Teachers Guide to Teasing and Bullying for Use with Fourth and Fifth Grade Students. Sjostrom, Lisa, & Stein, Nan. (1996). Boston, MA: Wellesley College Center for Research on Women and the NEA Professional Library.
Keys to Dealing With Bullies (Barron's Parenting Keys). Barry Edwards McNamara, Francine McNamara (Contributor). Keys Hauppauge, N.Y. : Barron's Educational Series, 1997.
Protecting Students from Harassment and Hate Crime: A Guide for Schools. United States Department of Education. 1999.
School Bullying: Insights and Perspectives. Smith, P. K., & Sharp, S. (1994). London : Routledge.
The Bullying Prevention Handbook: A Guide for Principals, Teachers and Counselors. Hoover, J.H. and Oliver, R. 1996. National Educational Service, Bloomington, IN.
Articles
Ahmad, Y., & Smith, P. K. (1994). Bullying in schools and the issue of sex differences. In John Archer (Ed.), Male violence.
http://www.state.nj.us/njded/parents/bully.htm (9 of 10) [12/3/2005 12:57:19 AM] Model Policy Prohibiting Harassment, Intimidation And Bullying On School Property, At School-Sponsored Functions And On School Busses
London: Routledge.
Batsche, G. M., & Knoff, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School Psychology Review, 23(2), 165-174.
Charach, A., Pepler, D., & Ziegler, S. (1995). Bullying at school--a Canadian perspective: A survey of problems and suggestions for intervention. Education Canada, 35(1), 12-18.
Loeber, R. and Dishion, T. (1983). Early Predictors of Male Delinquency: A Review. Psychological Bulletin, 94, 69-99.
McCoy, E. What to Do... When Kids Are Mean to Your Child (What to Do Parenting Guides, Vol. 1). Pleasantville, N.Y. : Reader's Digest, c1997. 96 p. : col. ill. ; 21 cm.
Nolin, M. J., Davies, E., & Chandler, K. (1995). Student victimization at school. National Center for Education Statistics3/4Statistics in Brief (NCES 95-204).
Olweus, D. (1993b). Victimization by Peers: Antecedents and Long-term Consequences. In K.H. Rubin and J.B. Asendorf (eds.), Social Withdrawal, Inhibition and Shyness in Childhood. Hillsdale NJ: Erlbaum.
Patterson, G.R., DeBaryshe, B.D. and Ramsey, E. (1989). A Developmental Perspective on Antisocial Behaviour. American Psychologist, 44, 329-35.
Whitney, I., & Smith, P. K. (1993). A survey of the nature and extent of bullying in junior/middle and secondary schools. Educational Research, 35(1), 3-25.
http://www.state.nj.us/njded/parents/bully.htm (10 of 10) [12/3/2005 12:57:19 AM] MODEL POLICY PROHIBITING HARASSMENT, INTIMIDATION AND BULLYING ON SCHOOL PROPERTY, AT SCHOOL-SPONSORED FUNCTIONS AND ON SCHOOL BUSSES
BACKGROUND
Legislation (N.J.S.A. 18A:37-13 et seq.) enacted on September 6, 2002 requires each school district to adopt, by September 1, 2003, a policy prohibiting harassment, intimidation and bullying on school property, at school-sponsored functions and on school busses. To assist each school district in developing these policies, the legislation also requires the Commissioner of Education to develop and issue a model policy applicable to grades kindergarten through 12, by December 1, 2002.
Under N.J.S.A. 18A:37-15, each school district is granted local control over the contents of the policy and ancillary procedures, but, at a minimum, the ten components listed in the authorizing statute must be included in a school district’s policy prohibiting harassment, intimidation and bullying. Some of the provisions of the authorizing statute call for the school district to stipulate the consequences and appropriate remedial actions for the following instances: 1) persons violating the policy; 2) persons who engage in reprisal or retaliation against someone who reports a violation of the policy; and 3) persons who falsely report allegations of harassment, intimidation or bullying as a means of retaliation or as a means of harassment, intimidation or bullying. Another provision of the statute requires the school district’s policy to articulate the range of different measures a school will take to respond to violations of the policy.
The New Jersey Department of Education (NJDOE) recognizes that decisions about consequences and actions to be taken in response to violations of policies prohibiting harassment, intimidation and bullying should take into consideration the unique circumstances of the acts and the persons involved, as well as the unique conditions and characteristics in each school district. The NJDOE also recognizes that these decisions must comport with existing school district policies, including those that address the provisions of N.J.A.C. 6A:16, Programs To Support Student Development, in general, and N.J.A.C. 6A:16- 5.1, Code of student conduct, in particular, as well as the provisions of the district’s Memorandum of Agreement Between Education and Law Enforcement Officials, pursuant to N.J.A.C. 6A:16-6, Law Enforcement Operations For Substances, Weapons, and Safety.
The policy must conform to the case law and statutes, including Saxe v State College Area School Dist., 240 F. 3d 200 (3d Cir. 2001); Davis v. Monroe County Board of Education, 526 U.S. 629 (1999); N.J.S.A. 2C:33-4, Harassment; N.J.S.A. 10:5-1 et seq., Law Against Discrimination; N.J.S.A. 18A:36-20, Discrimination; prohibition; N.J.S.A. 18A:38-5.1, No child to be excluded from school because of race, etc. Districts should also consult guidance documents, including “Recommended Guidelines for School Personnel for the Management of Student Sexual Harassment in Schools” signed by the Commissioners of the New Jersey Department of Education and Human Services and the New Jersey Attorney General on February 22, 2000. Additional resources are included at the end of his document.
POLICY FORMAT
For the reasons explained above, the model policy provided below is written in a format that provides guidance for each school district to use in developing its own policies. This model policy spells out the provisions that a district policy must include; suggests model language, where appropriate; and notes issues for a district to consider in developing a policy that fits its own unique situations and that is consistent with existing policies. The model policy has been developed to address each provision of the statute, in sequence. However, nothing in the model policy or in the legislation is meant to preclude a school district from including additional provisions, or from using language and formats that are consistent with each district’s board-approved policies and procedures.
2 SAMPLE MODEL POLICY PROHIBITING HARASSMENT, INTIMIDATION AND BULLYING
1. Statutory Requirement The policy shall contain a statement prohibiting harassment, intimidation or bullying of a student. N.J.S.A. 18A:37-15 (3)(b)(1)
Model Policy Language The board prohibits acts of harassment, intimidation or bullying.
A safe and civil environment in school is necessary for students to learn and achieve high academic standards; harassment, intimidation or bullying, like other disruptive or violent behaviors, is conduct that disrupts both a student’s ability to learn and a school’s ability to educate its students in a safe environment; and since students learn by example, school administrators, faculty, staff and volunteers should be commended for demonstrating appropriate behavior, treating others with civility and respect, and refusing to tolerate harassment, intimidation or bullying.
Issues for Consideration • Although not required, a statement of purpose is helpful to clearly establish the goal of the policy. • The board may consider parallel expectations against harassment, intimidation and bullying to include employees, visitors and volunteers; however, care should be taken to ensure that policies for these groups are consistent with the case law, federal and state laws, regulations and policies, including, but not limited to, those against hazing, bias crimes and assaults, as well as the district’s board-approved policies, procedures and agreements.
2. Statutory Requirement The policy shall contain a definition of harassment, intimidation or bullying no less inclusive than: “Harassment, intimidation or bullying” means any gesture or written, verbal or physical act that is reasonably perceived as being motivated either by any actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, or a mental, physical or sensory handicap, or by any other distinguishing characteristic, that takes place on school property, at any school-sponsored function or on a school bus and that: a. a reasonable person should know, under the circumstances, will have the effect of harming a student or damaging the student’s property, or placing a student in reasonable fear of harm to his person or damage to his property; or b. has the effect of insulting or demeaning any student or group of students in such a way as to cause substantial disruption in, or substantial interference with, the orderly operation of the school. N.J.S.A. 18A:37-15 (3)(b)(2)
3 Model Policy Language “Harassment, intimidation or bullying” means any gesture or written, verbal or physical act that takes place on school property, at any school-sponsored function or on a school bus and that: a. is motivated by any actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, or a mental, physical or sensory disability; or, b. by any other distinguishing characteristic; and c. a reasonable person should know, under the circumstances, that the act(s) will have the effect of harming a student or damaging the student’s property, or placing a student in reasonable fear of harm to his person or damage to his property; or d. has the effect of insulting or demeaning any student or group of students in such a way as to cause substantial disruption in, or substantial interference with, the orderly operation of the school.
Issues for Consideration Districts should make it clear that the policy includes the motivating factors set forth in the authorizing statute (N.J.S.A. 18A:37-14). Not all acts of bullying, however, are motivated by characteristics such as the target’s race, color, religion, gender or sexual orientation. Some acts of bullying are simply one child exercising power and control over another either in isolated incidents (e.g., intimidation, harassment) or patterns of harassing or intimidating behavior (e.g., bullying). If the district chooses to consider acts of bullying not motivated by the factors identified in the authorizing statute, they should take care to ensure that any expansion of the motivating factors should be consistent with the case law, Federal and State statutes, regulations and policies and the districts’ board- approved policies and procedures.
3. Statutory Requirement The policy shall include a description of the type of behavior expected from each student. N.J.S.A. 18A:37-15 (3)(b)(3)
Model Policy Language The board of education expects students to conduct themselves in keeping with their levels of development, maturity and demonstrated capabilities with a proper regard for the rights and welfare of other students and school staff, the educational purpose underlying all school activities, and the care of school facilities and equipment.
The board of education believes that standards for student behavior must be set cooperatively through interaction among the students, parents/guardians, staff and community members, producing an atmosphere that encourages students to grow in self- discipline. The development of this atmosphere requires respect for self and others, as well as for district and community property on the part of students, staff and community members.
4 The board of education believes that the best discipline is self-imposed, and that it is the responsibility of staff to use disciplinary situations as opportunities to help students learn to assume and accept responsibility for their behavior and the consequences of their behavior. Staff members who interact with students shall apply best practices designed to prevent discipline problems and encourage students’ abilities to grow in self-discipline.
Based on broad community involvement (i.e., the use of a process that includes representation of parents/guardians and other community representatives, school employees, volunteers, students and administrators for the purpose of providing input regarding the development and content of the policy that is based on accepted core ethical values), the board of education shall develop general guidelines for student conduct and shall direct development of detailed regulations suited to the age levels of the students and the mission and physical facilities of the individual schools. Board policy requires all students in the district to adhere to the rules and regulations established by the school district and to submit to such disciplinary measures as are appropriately assigned for infraction of these rules.
The chief school administrator shall provide annually to students and their parents/guardians the rules of the district regarding student conduct, and the policy shall appear in all publications of the school district’s comprehensive rules, procedures and standards of conduct for schools within the school district, including the student handbook. Provisions shall be made for informing parents/guardians whose primary language is other than English.
The policy shall: A. Describe student responsibilities, including the requirements for students to conform to reasonable standards of socially acceptable behavior; respect the person, property and rights of others; obey constituted authority; and respond to those who hold that authority; B. Address appropriate recognition for positive reinforcement for good conduct, self- discipline, good citizenship and academic success. C. Explain student rights; and D. Identify disciplinary sanctions and due process.
Issues for Consideration The goal of this section is to explain global expectations for student conduct while leaving school administrators with the flexibility to define school-specific rules of conduct that are informed by the ages and abilities of students and the unique characteristics of the school. Per the provisions of the authorizing statute, the procedures should be included as a part of the board-approved policy. The district should give consideration to involving a broad-base of community members and organizations, including faith-based, health and human service, business and law enforcement, in the development of the policy.
Since bystander support of harassment, intimidation or bullying can support these behaviors, districts should consider including a statement prohibiting active or passive
5 support for harassment, intimidation or bullying. The district should encourage students to support students who walk away from these acts when they see them, constructively attempt to stop them or report them to the designated authority.
4. Statutory Requirement The policy shall include the consequences and appropriate remedial actions for a person who commits an act of harassment, intimidation or bullying. N.J.S.A. 18A:37-15 (3)(b)(4)
Model Policy Language In determining the appropriate response to students who commit one or more acts of harassment, intimidation or bullying, school administrators should consider the following factors: the developmental and maturity levels of the parties involved, the levels of harm, the surrounding circumstances, the nature of the behaviors, past incidences or past or continuing patterns of behavior, the relationships between the parties involved and the context in which the alleged incidents occurred. Concluding whether a particular action or incident constitutes a violation of this policy requires a determination based on all of the facts and surrounding circumstances. It is only after meaningful consideration of these factors that an appropriate consequence should be determined, consistent with the case law, Federal and State statutes, regulations and policies, and district policies and procedures. Consequences and appropriate remedial action for students who commit acts of harassment, intimidation or bullying may range from positive behavioral interventions up to and including suspension or expulsion.
Issues for Consideration The response to students who commit one or more acts in violation of this policy should be determined based on the totality of the circumstances. Responses ranging from positive behavioral interventions to expulsion should be considered, consistent with the framework of the existing Federal and State case law, statutes, regulations and policies and district policies and procedures. In all cases, the district should attempt to actively involve parents in the remediation of the behavior(s) of concern.
5. Statutory Requirement The policy shall include a procedure for reporting an act of harassment, intimidation or bullying, including a provision that permits a person to report an act of harassment intimidation or bullying anonymously; however, this shall not be construed to permit formal disciplinary action solely on the basis of an anonymous report. N.J.S.A. 18A:37- 15 (3)(b)(5)
Model Policy Language At each school, the principal or the principal’s designee is responsible for receiving complaints alleging violations of this policy. All school employees are required to report alleged violations of this policy to the principal or the principal’s designee. All other members of the school community, including students, parents, volunteers and visitors, are encouraged to report any act that may be a violation of this policy. While submission
6 of the report form is not required, the reporting party is encouraged to use the report form available from the principal of each building or available at the school district office. Oral reports also shall be considered official reports. Reports may be made anonymously, but formal disciplinary action may not be based solely on the basis of an anonymous report.
Issues for Consideration The goal of a reporting procedure is to encourage reports of alleged violations of this policy by making the reporting process simple and non-threatening. The district should consider every mechanism available to them to facilitate reporting, including web-based reporting mechanisms and locked boxes located in areas of the school where reports can be submitted without fear of being observed.
6. Statutory Requirement The policy shall include a procedure for prompt investigation of reports of violations and complaints, identifying either the principal or the principal’s designee as the person responsible for the investigation. N.J.S.A. 18A:37-15 (3)(b)(6)
Model Policy Language The principal and/or the principal’s designee is responsible for determining whether an alleged act constitutes a violation of this policy. In so doing, the principal and/or the principal’s designee shall conduct a prompt, thorough and complete investigation of the alleged incident.
Issues for Consideration School districts are encouraged to use existing policies and procedures, including those used to investigate allegations of violations of the districts’ codes of student conduct, as appropriate. School districts are also encouraged to establish record keeping policies and procedures that create a defensible record that demonstrates the district’s efforts to reduce incidents of harassment, intimidation and bullying, and that facilitate the evaluation of districts’ efforts to reduce incidents of harassment, intimidation and bullying.
7. Statutory Requirement The policy shall contain the range of ways in which a school will respond once an incident of harassment, intimidation or bullying is identified. N.J.S.A. 18A:37-15 (3)(b)(7)
Model Language Some acts of harassment, intimidation or bullying may be isolated incidents requiring that the school respond appropriately to the individuals committing the acts. Other acts may be so serious or parts of a larger pattern of harassment, intimidation or bullying that they require a response either at the classroom, school building or school district levels or by law enforcement officials.
7 Consequences and appropriate remedial actions for students who commit an act of harassment, intimidation or bullying range from positive behavioral interventions up to and including suspension or expulsion, as permitted under N.J.S.A. 18A:37-1, Discipline of Pupils.
In considering whether a response beyond the individual level is appropriate, the administrator should consider the nature and circumstances of the act, the level of harm, the nature of the behavior, past incidences or past or continuing patterns of behavior, and the context in which the alleged incident(s) occurred. Institutional (i.e., classroom, school building, school district) responses can range from school and community surveys, to mailings, to focus groups, to adoption of research-based bullying prevention program models, to training for certificated and non-certificated staff, to participation of parents and other community members and organizations, to small or large group presentations for fully addressing the actions and the school’s response to the actions, in the context of the acceptable student behavior and the consequences of such actions and to involvement of law enforcement officers, including school resource officers..
Issues for Consideration Every incident of harassment, intimidation or bullying requires that the district respond appropriately to the individual who committed the act. The district is encouraged to set the range of responses, including individual, classroom, school or district level responses, as appropriate. Individual responses can include positive behavioral interventions (e.g., peer mentoring, short-term counseling, life skills groups) and punitive actions (e.g., in- school suspension, expulsion). Classroom responses can include class discussions about an incident of harassment, intimidation or bullying, role plays, research projects, observing and discussing audio-visual materials on these subjects and skill-building lessons in courtesy, tolerance, assertiveness and conflict management. School responses can include theme days, learning station programs, parent programs and information disseminated to students and parents. District-wide responses can include community involvement in policy review and development, professional development programs, adoption of curricula and coordination with community-based organizations (e.g., mental health, health services, health facilities, law enforcement, faith-based).
In addition, the district should make resources (e.g., counseling) available to individual victims of harassment, intimidation and bullying and respond in a manner that does not stigmatize victim(s). Social skills training provided for all students is an example of a school or district-level response for addressing victimization.
The school district is reminded that the required Memorandum of Agreement Between Education and Law Enforcement Officials (N.J.A.C. 6A:16-6.2(b)12) defines the conditions by which school officials are required to report suspected hate crimes or bias- related acts to law enforcement authorities. Since some acts of harassment, intimidation or bullying may be bias-related acts and potentially hate or bias crimes, school officials must report to law enforcement officials either serious acts or those which may be part of a larger pattern.
8 8 Statutory Requirement The policy shall contain a statement that prohibits reprisal or retaliation against any person who reports an act of harassment, intimidation or bullying and the consequence and appropriate remedial action for a person who engages in reprisal or retaliation. N.J.S.A. 18A:37-15 (3)(b)(8)
Model Policy Language The school district prohibits reprisal or retaliation against any person who reports an act of harassment, intimidation or bullying. The consequence and appropriate remedial action for a person who engages in reprisal or retaliation shall be determined by the administrator after consideration of the nature and circumstances of the act, in accordance with case law, federal and state statutes and regulations and district policies and procedures.
Issues for Consideration Acts of reprisal or retaliation can have a chilling effect on a school environment and can create an atmosphere where alleged violations of this policy are not reported. It is important to establish and maintain the norm that all suspected acts of reprisal or retaliation are taken seriously and appropriate responses are made, in accordance with the totality of the circumstances. Inconsistent applications of appropriate responses to acts of reprisal or retaliation can contribute to the culture of violence that this policy is intended to prevent.
9 Statutory Requirements The policy shall contain the consequences and appropriate remedial action for a person found to have falsely accused another as a means of harassment, intimidation or bullying. N.J.S.A. 18A:37-15 (3)(b)(9)
Model Policy Language Consequences and appropriate remedial action for a student found to have falsely accused another as a means of harassment, intimidation or bullying range from positive behavioral interventions up to and including suspension or expulsion, as permitted under N.J.S.A. 18A:37-1, Discipline of Pupils. Consequences and appropriate remedial action for a school employee found to have falsely accused another as a means of harassment, intimidation or bullying shall be disciplined in accordance with district policies, procedures and agreements. Consequences and appropriate remedial action for a visitor or volunteer, found to have falsely accused another as a means of harassment, intimidation or bullying shall be determined by the school administrator after consideration of the nature and circumstances of the act, including reports to appropriate law enforcement officials.
Issues for Consideration School districts are encouraged to consider the totality of the circumstances surrounding individuals who falsely accuse others as a means of harassment, intimidation or bullying. Decisions about consequences and appropriate remedial action should be consistent with
9 existing case law, federal and state statutes and regulations and district policies and procedures.
10. Statutory Requirement The policy shall contain a statement of how the policy is to be publicized, including notice that the policy applies to participation in school-sponsored functions. N.J.S.A. 18A:37-15 (3)(b)(10
Model Language The policy shall be disseminated annually to all school staff, students and parents, along with a statement explaining that it applies to all acts of harassment, intimidation and bullying that occur on school property, at school-sponsored functions or on a school bus. The chief school administrator shall develop an annual process for discussing the school district policy on harassment, intimidation and bullying with students.
Issues for Consideration The goal of this policy is to foster a safe and disciplined environment that is conducive to learning, where individuals treat one another with civility and respect. To accomplish this goal, the policy must be widely disseminated to inform everyone in the school and community of its provisions. A range of options are available to districts for publicizing the policy, including posting the policy in public buildings or in publications (e.g., newsletters, newspapers, web-sites, list serves, e-mail), utilization of the audio-visual media (e.g., public cable access, radio, public television), mailing copies, requiring all employees, students and parents to sign a written statement indicating that they have received and read the policy and agree to abide by the provisions of the policy and reviewing the policy at public meetings. While multiple methods for publicizing the policy can increase the chances of public awareness, support and compliance, school districts are encouraged to use the strategies that fit their unique situations.
11. Establishment of Bullying Prevention Programs
Statutory Provisions
Pursuant to N.J.S.A.: 37-17(5)(c), information regarding the district’s policy against harassment, intimidation and bullying shall be incorporated into a school’s employee training program.
Pursuant to N.J.S.A.: 37-17(5)(a), the district and its schools are encouraged to establish bullying prevention programs, and other initiative involving school staff, students, administrators, volunteers, parents, law enforcement and community members.
Pursuant to N.J.S.A.: 37-17(5)(b), the school district is encouraged to, and if funds are appropriated for these purposes are required to:
10 1) provide training on the school district’s harassment, intimidation and bullying policies to school employees and volunteers who have significant contact with students; and 2) develop a process for discussing the school district’s harassment, intimidation and bullying policies with students.
Issues for Consideration
Staff members should be encouraged to become trained in skills and strategies for developing student self-discipline and to apply best practices for positive behavioral interventions. It is particularly important to use the policy as an opportunity to prepare staff to prevent and effectively intervene with instances of harassment, intimidation and bullying, as well as use the policy as a prevention tool by explaining to students the district’s expectations for their behavior, consistent with the provisions of the district’s policy. For students to demonstrate preferred behaviors, it is important that they have a clear understanding of the district’s expectations under the policy, the reasons for and benefits of the policy, as well as the consequences for violations of the policy.
It is through explanation and dialogue with students and staff that the district can clearly distinguish, for example, “friendly teasing” and “rough and tumble play” from harassment, intimidation and bullying. It is also through discussion that the district can help students and staff discern between “telling” or responsible “reporting” (which is intended to keep someone from getting hurt) of acts of harassment, intimidation and bullying from “ratting” or “tattling.” The district is encouraged to use experiential learning techniques, such as role play situations and other demonstration and modeling strategies in its information activities for students and staff.
11 RESOURCES ON HARASSMENT, INTIMIDATION AND BULLYING
Books and Programs
A Guide to Effective Statewide Laws/Policies: Preventing Discrimination Against LGBT Students in K-12. GLSEN and Lamda Legal Defense and Education Fund. 2001.
A School-Based Anti-violence Program. Sudermann, M., Jaffe, P., Schiek, E. et al. (1996). London, ON: London Family Court Clinic.
Blueprint for Violence Prevention – Book 9, Bullying Prevention Program. United States Department of Justice, Office of Justice Programs, Juvenile Justice Delinquency Prevention.
Bullying at School: What We Know and What We Can Do. Olweus, D. 1993. Cambridge, MA: Blackwell.
Bullying Behavior: Current Issues, Research and Interventions. Geffner, R.A., Loring, M. and Young, C. (Eds.) 2001. Haworh Press, New York.
Bully proof: A Teachers Guide to Teasing and Bullying for Use with Fourth and Fifth Grade Students. Sjostrom, Lisa, & Stein, Nan. (1996). Boston, MA: Wellesley College Center for Research on Women and the NEA Professional Library.
Keys to Dealing With Bullies (Barron's Parenting Keys). Barry Edwards McNamara, Francine McNamara (Contributor). Keys Hauppauge, N.Y. : Barron's Educational Series, 1997.
Protecting Students from Harassment and Hate Crime: A Guide for Schools. United States Department of Education. 1999.
School Bullying: Insights and Perspectives. Smith, P. K., & Sharp, S. (1994). London : Routledge.
The Bullying Prevention Handbook: A Guide for Principals, Teachers and Counselors. Hoover, J.H. and Oliver, R. 1996. National Educational Service, Bloomington, IN.
Articles
Ahmad, Y., & Smith, P. K. (1994). Bullying in schools and the issue of sex differences. In John Archer (Ed.), Male violence. London: Routledge.
Batsche, G. M., & Knoff, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School Psychology Review, 23(2), 165-174.
12 Charach, A., Pepler, D., & Ziegler, S. (1995). Bullying at school--a Canadian perspective: A survey of problems and suggestions for intervention. Education Canada, 35(1), 12-18.
Loeber, R. and Dishion, T. (1983). Early Predictors of Male Delinquency: A Review. Psychological Bulletin, 94, 69-99.
McCoy, E. What to Do... When Kids Are Mean to Your Child (What to Do Parenting Guides, Vol. 1). Pleasantville, N.Y. : Reader's Digest, c1997. 96 p. : col. ill. ; 21 cm.
Nolin, M. J., Davies, E., & Chandler, K. (1995). Student victimization at school. National Center for Education Statistics3/4Statistics in Brief (NCES 95-204).
Olweus, D. (1993b). Victimization by Peers: Antecedents and Long-term Consequences. In K.H. Rubin and J.B. Asendorf (eds.), Social Withdrawal, Inhibition and Shyness in Childhood. Hillsdale NJ: Erlbaum.
Patterson, G.R., DeBaryshe, B.D. and Ramsey, E. (1989). A Developmental Perspective on Antisocial Behaviour. American Psychologist, 44, 329-35.
Whitney, I., & Smith, P. K. (1993). A survey of the nature and extent of bullying in junior/middle and secondary schools. Educational Research, 35(1), 3-25.
13 ArticleCity.com - Middle School Bullying: 9 Universal Points for Catching Bullies!
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SITE MENU system – communication about the Search bullies can be typed into the computer in a location all staff can access. Submit An Article Submit Articles in Bulk 8. Communication among staff Submit Press Release members about the bullying behavior is Syndicate Articles key to stopping the bullying of innocent Distribute Articles students. Most bullies continue because Privacy Policy they don’t think the adults are able to catch them. Terms of Use Link To Us 9. Set up a communication system that Contact Us is easy for staff to input information as Site Map well as access the information as Home needed and you will stop the bullying in your middle school.
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Friendship relations and bullying in school Sponsored Links Stop Bullying Friendship relations and bullying in school classes. Psykologia 31/6 Practical skills for dealing with (433-439). Rauma ISSN 0355-1067. The purpose of this study was to bullies. Help for kids and parents! investigate how ... kidpower.org www.psykologienkustannus.fi/ Stop Bullying sps/abstraktit/abstract_696433_439.htm - 4k - Cached - Similar pages Resources from National PTA to help stop bullying, teasing, & taunting. Cyber Bullying: No Muscles Needed | Connect for Kids www.pta.org Anti Bullying System "The difficulty that schools have in responding to cyber bullying is Report School Bullying Online Now! that much of this activity is occurring outside school. ... Anonymously, Discreetly, & Free www.connectforkids.org/node/3116 - 25k - Dec 2, 2005 - www.BullyAlert.com Cached - Similar pages Bully School Great deals on Information Bully School Bully Shop on eBay and Save! www.eBay.com A comprehensive site for safe schools and Prevention of School Violence. We rely upon nationally researched methods for early Downloadable Papers warning signs and intervention ... Established site features papers on keystosaferschools.com/bully.htm - 51k - Cached - Similar pages School bully http://www.1millionpapers.com
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Everyone loves a bully; middle school tormentors win the popularity contest Psychology Today, March-April, 2004 by Elizabeth Svoboda
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WEDGIE-GIVING KEARNEY ON THE Simpsons is the kind of kid we consider most likely to steal lunch money: a lumbering hulk who empties his victim's pockets and then punches his lights out. Such stereotypes are off the mark, however, according to University of California-Los Angeles psychologist Jaana Juvonen. Her study found that kids who harass other kids typically aren't outcasts with low self- esteem. In fact, they tend to be better adjusted socially than the average middle school student, challenging the common assumption that bullies need ego boosters.
When Juvonen and her colleagues surveyed nearly 2,000 sixth-graders in the Los Angeles area, they found that bullies were consistently among the most liked and respected kids in school. "Bullies are psychologically strong and very popular among their peers," Juvonen says. "This peer status is important in terms of boosting their well-being. It's disturbing to think that bullies are feeling really good about themselves." Other bullying experts, including psychologist Dan Olweus of Norway's University of Bergen, applaud efforts to dispel the myth that bullies are anxious and insecure. Instead, habitual bullying behavior is self-reinforcing: When kids find that putting others down earns them approval from their peers, they are likely to do it again and again.
How should parents and teachers approach the news that tormentors are more likely to star in football games rather than hang out alone after school? Juvonen thinks that intervention must address a social system that privileges bullies, rather than simply targeting individual perpetrators. "No matter how you teach bullies to see their world differently, the rewards of the behavior are still there once they step back into the schoolyard," Juvonen says. Teaching children not to applaud antagonizers by giving them
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http://www.findarticles.com/p/articles/mi_m1175/is_2_37/ai_n6006212 (3 of 3) [12/3/2005 1:04:18 AM] Bullying is no game - The Boston Globe
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Home >News >Boston Globe >Opinion >Op-ed Advertisement JARRETT T. BARRIOS AND ROBERT A. ANTONIONI
Bullying is no game SEARCH THE ARCHIVES
By Jarrett T. Barrios and Robert A. Antonioni | September 20, 2005 Today (free) Yesterday (free) AS IF THE real thing were not bad enough, a new kids' video game called ''Bully" Past 30 days will hit the stores next month. The player gets to be a bully, violently attacking fellow students and even teachers. The game glamorizes school bullying -- an Last 12 months Advanced search issue parents hear about all too often but one that schools and policymakers have failed to address effectively across the Commonwealth. Advertisement According to the Families and Work Institute's 2002 report, 30 percent of students surveyed nationwide said they had been bullied at least once in the previous month. School bullying is viewed by some as a rite of passage, beyond the ability of schools to prevent. According to the National Association of School Psychologists, two-thirds of students believe that school personnel respond inadequately to bullying. But for those who care about successful schools and safe communities, bullying will never be merely a harmless rite, and its presence should never be tolerated. A school community's failure to stop bullying on school grounds has the immediate effect of forsaking children's ability to thrive in a safe, supportive educational environment. Bullied children are less able to concentrate, less likely to do their homework, more likely to become more disruptive in and out of class. Serious cases of bullying require long-term counseling and, if unaddressed, disrupt children's education for months or years. Less obviously, bullying presents itself as a gateway to more serious -- and often violent -- criminal activity. The consequence of public inaction toward these early violent behaviors can be tragic. Twin brothers Daniel and Peter McGuane of Ayer allegedly beat to death Kelly Proctor after July 4th fireworks. In the days following the incident, parents and students in the community shared stories of how the brothers had spent much of their time in middle and high school bullying other students. This story is telling, and so are the statistics: Sixty percent of males who were bullies in grades 6 through 9 were, as adults, convicted of at least one crime, according to Dan Ollweus's book ''Bullying at School: What We Know and What We can Do."
As the Senate chairmen of the joint committees on Education and Public Safety & Homeland Security, we believe the underlying truth could not be clearer: Massachusetts needs a solution to bullying that focuses on early response and prevention, encourages ''best practices," and pushes schools throughout the state to confront the problem before it escalates to more serious violence. Massachusetts should join the 18 other states that have addressed bullying legislatively since 2004.
http://www.boston.com/news/globe/editorial_opinion/oped/articles/2005/09/20/bullying_is_no_game/ (1 of 2) [12/3/2005 1:04:52 AM] Bullying is no game - The Boston Globe
Fortunately, there are examples of positive change within the state. The Massachusetts Aggression Reduction Center at Bridgewater State College has proven effective at collaborating with school districts to prevent bullying. Some district attorneys have developed antibullying curriculums for school systems in their counties. Earlier this year, Attorney General Tom Reilly launched a pilot antibullying project.
These initiatives are an important beginning, but they are not enough. It is up to the Legislature to expand the programs available and ensure that schools across the Commonwealth have access to the resources they need to create a healthy school environment.
The state must do everything possible to support schools in their effort to maintain a safe and healthy place for students to learn and socialize. Any effort passed by the Legislature must help schools begin to implement antibullying programs. Clearly, schools cannot be expected to do it alone; we must also provide them with the tools -- like trainings, peer counseling, and expert advice -- to reduce bullying before it happens. Schools must also be encouraged to join in collaborations with community leaders, law enforcement, and district attorneys. Bullying affects whole communities and requires a communitywide response. A child's experiences in middle and high school are the some of the most formative. The pressures to achieve mixed with social acceptance and growing maturity are difficult to bear for many adolescents. If we allow bullying to enter into that developmental mix, the results can be disastrous for many children. The creators of ''Bully" may think it is OK to condone bullying as an act of aggression and violence. As a society that values safe communities and a quality education for every student, we cannot.
Senator Jarrett T. Barrios is Senate chairman of the Joint Committee on Public Safety and Homeland Security, and Senator Robert A. Antonioni is Senate chairman of the Joint Committee on Education.
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The Epoch Times | Canadian Schools Tackle Bullying Sponsored Links Stop Bullying In the not-too-distant past, bullying was more or less a rite of passage Practical skills for dealing with for kids. But things are changing... bullies. Help for kids and parents! english.epochtimes.com/news/5-4-2/27514.html - 19k - kidpower.org Cached - Similar pages Stop Bullying Resources from National PTA to help Resources on dealing with bullying - Fayette County Public stop bullying, teasing, & taunting. Schools ... www.pta.org Anti Bullying System Office of SAFE Schools. Resources for dealing with bullying ... The Report School Bullying Online Now! Safe Schools Office offers a variety of services related to bully Anonymously, Discreetly, & Free prevention and ... www.BullyAlert.com www.fcps.net/sa/support/bully/ - 18k - Cached - Similar pages Bully School Great deals on Bully School Kikizo Games: News: Rockstar Goes Back to School for Shop on eBay and Save! Bully www.eBay.com Downloadable Papers First videogames news, reviews, previews, features and exclusive Established site features papers on media. School bully games.kikizo.com/news/200505/066.asp - 51k - http://www.1millionpapers.com Cached - Similar pages How to stop bullying. New ebook reveals easy strategies Anti- Centre, Trinity College Dublin - Information on Bullying to bully proof your child. ... www.freefrombullies.com
Our aims in regard to school bullying remain: 1. To conduct research into the multi-level and multi-factorial nature of bullying behaviour. 2. ... www.abc.tcd.ie/ - 6k - Cached - Similar pages
Tolerance.org: Teaching Tolerance: Bully on the Bus
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Does your school's anti-bullying policy end at the edge of the parking lot? ... 'Stop the Sting of Bullying' Hermitage School District, where Kelsey attends ... www.tolerance.org/teach/magazine/ features.jsp?p=0&is=37&ar=608 - 30k - Dec 1, 2005 - Cached - Similar pages
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It is the responsibility of the adults in the school to take bullying seriously and to ... Olweus, Dan Bullying At School. Blackwell Publishing. 1993. ... www.state.de.us/attgen/main_page/teachers/bully.htm - 22k - Cached - Similar pages ePolitix.com - Schools minister pledges action on bullying
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http://www.google.com/search?q=bully+school&hl=en&lr=&ie=UTF-8&start=190&sa=N (3 of 3) [12/3/2005 1:05:05 AM] News: Bullying in Schools: Pervasive, Disruptive and Serious, UCLA Study Finds - UCLA College
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More than one in five 12-year-olds are repeatedly either bullies, victims or both, and bullies are often popular and viewed by classmates as the "coolest" in their classes, according to new UCLA research from the most comprehensive study on young adolescent bullying in an ethnically diverse, large urban setting.
Bullies, seven percent of the students, are psychologically strong.
"Bullies are popular and respected: they are considered the 'cool' kids," said Jaana Juvonen, UCLA professor of psychology, and lead author of "Bullying Among Young Adolescents: The Strong, the Weak, and the Troubled," published in the December issue of the journal Pediatrics. "They don't show signs of depression or social anxiety, and they don't feel lonely.
"We hope that these findings help us dispel the myth that bullies suffer from low self-esteem," Juvonen said. "Our data indicate that bullies do not need ego boosters. Unfortunately, this myth is still guiding many programs conducted in schools. Instead, we should be concerned about the popularity of bullies and how to change the peer culture that encourages bullying."
Depression, social anxiety, and loneliness are common among victims of bullies, who are nine percent of the students in the UCLA study.
"Young teens who are victims of bullying are often emotionally distressed and socially marginalized," said Juvonen, who also works as a consultant to Los Angeles elementary schools on developing anti-bullying programs.
http://www.college.ucla.edu/news/03/juvonen.html (1 of 4) [12/3/2005 1:06:01 AM] News: Bullying in Schools: Pervasive, Disruptive and Serious, UCLA Study Finds - UCLA College
"Many of the victims are disengaged in school.
"Victims are reluctant to talk about their plight," she added. They suffer is silence and often blame themselves. This is one of our challenges for intervention: we need to provide students with educational settings in which they feel comfortable talking about their plight. But we also need to give kids tools to effectively deal with bullying. One method of doing so involves engaging students to talk about strategies that might help them stop bullying and tactics that make them feel better after being bullied. Teachers can facilitate the generalization of these skills if they help students mediate incidents between students."
One of the schools that Juvonen has worked with, UCLA's Corinne Seeds University Elementary School, regards bullying incidents as "teachable moments" that allow students to develop not only behavioral skills, but also cognitive coping strategies that alleviate the pain associated with being bullying.
Students who witness bullying often encourage bullies by watching someone getting pushed around or called names or helping a classmate spread rumors about another student, Juvonen said. Bystanders rarely intervene with bullying. Juvonen regards this as one of the biggest challenges for effective anti-bullying intervention.
"Bully-victims," the six percent of students who both bully and get bullied, are the most disturbed group of all, Juvonen and her colleagues found. They are by far the most unpopular students, least engaged in school, most disruptive in class and they also reported somewhat elevated levels of depression and loneliness, Juvonen said. Teachers ranked these "bully-victims" as having by far the most conduct problems.
The UCLA study shows that the bully-victim group has the worst of both worlds of bullies and victims, and a unique risk profile. "Their high levels of disruptive behavior, disengagement from school, and social problems with their peers suggest they are a particularly high-risk group," Juvonen said.
The study shows that compared with other students, all three groups show less interest in school and have difficulties getting along with classmates.
Sandra Graham, UCLA professor of education, and Juvonen are in the fourth year of a long-term study of more than 1,900 sixth graders, and their teachers, in 11 Los Angeles area public middle schools with http://www.college.ucla.edu/news/03/juvonen.html (2 of 4) [12/3/2005 1:06:01 AM] News: Bullying in Schools: Pervasive, Disruptive and Serious, UCLA Study Finds - UCLA College
predominantly minority and low-income students. Each student provides confidential reports on which classmates bully others and which are victims of bullying. They also report about their own feelings of depression, anxiety, and loneliness. In addition, teachers rate students' behavior. The research is funded federally by the National Science Foundation and privately by the William T. Grant Foundation.
Bullying includes physical aggression, verbal harassment, and public humiliation.
Bullying occurs across ethnic groups, and income brackets, and the problems associated with bullying are similar across these groups, Juvonen said.
Boys are twice as likely to be bullies as girls, almost twice as likely to be victims of bullies, and more than three times as likely to be in both categories, report Juvonen, Graham, and Mark Schuster, associate professor of pediatrics in UCLA's David Geffen School of Medicine and a senior natural scientist and director of the UCLA/RAND Center for Adolescent Health Promotion.
"Both boys and girls can be mean, and use a variety of tactics to intimidate or humiliate one another," Juvonen noted. In the study bullying is defined as "starting fights and pushing other kids around," "putting down and making fun of others," and "spreading nasty rumors about others."
Bullying is a significant problem in schools, and is associated with a range of problems, including poor mental health and violent behavior, Juvonen said. Other studies have shown that bullies are significantly more likely to engage in anti-social behavior later in life, particularly assaults and rapes, Juvonen noted.
Additional research from Graham and Juvonen's project, not yet published, shows that victims of bullying experience headaches, stomach aches and colds more often than students not involved in bullying, Juvonen said.
Juvonen advises parents to talk with their children about bullying before it ever happens.
"If you've never discussed this issue with your child, it might be difficult for your child to tell you about it," she said. "The older children get, the harder it is for them to bring it up. Start by talking with your child about other kids in the school. 'Do other kids in your school get picked on? Tell me what happens. How do you think these kids
http://www.college.ucla.edu/news/03/juvonen.html (3 of 4) [12/3/2005 1:06:01 AM] News: Bullying in Schools: Pervasive, Disruptive and Serious, UCLA Study Finds - UCLA College
feel? What do you think should happen? Does anybody tell the teacher? Has it ever happened to you? What did you do then? Would you do the same thing if it happened again?
"Find out from your child as much as you can, and how your child is dealing with it. Role playing different strategies, especially with young children, is very helpful. 'What would you do or say? How would you say it?' If your child is being bullied or is concerned about getting bullying contact the school, and talk with the teacher. You don't want to contact the parents of the bully."
As the study continues, Graham and her collaborators hope to learn whether the students who were bullies and victims in sixth grade remain so in high school, whether changes can be predicted, and why changes occur.
"The transitions that come with moving into high school and moving into full adolescence make it particularly important to track these children's development across time," indicated National Science Foundation Program Officer Peg Barratt.
"Part of what makes this work unique is the broader focus not only on bullies and victims but on the impact of witnessing bullying," she added.
Juvonen speaks to teachers, administrators and parents at Los Angeles elementary schools, including UCLA's Corinne Seeds University Elementary School, where she worked on developing the school's anti-bullying program.
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Bullying Widespread in U.S. Schools
from NICHD
The children were asked to complete a questionnaire during a class period that asked how often they either bullied other students, or were the target of bullying behavior. A total of 10.6 percent of the children replied that they had "sometimes" bullied other children, a response category defined as "moderate" bullying. An additional 8.8 percent said they had bullied others once a week or more, defined as "frequent "bullying. Similarly, 8.5 percent
said they had been targets of moderate bullying, and 8.4 percent said they were bullied frequently.
http://parentingteens.about.com/cs/bullying/a/bullying_2.htm (1 of 2) [12/3/2005 1:06:11 AM] Bullying Widespread in U.S. Schools
Out of all the students, 13 percent said they had engaged in moderate or frequent bullying of others, while10.6 percent said they had been bullied either moderately or frequently. Some students-6.3 percent-had both bullied others and been bullied themselves. In all, 29 percent of the students who responded to the survey had been involved in some aspect of bullying, either as a bully, as the target of bullying, or both.
Bullying occurred most frequently in sixth through eighth grade, with little variation between urban, suburban, town, and rural areas; suburban youth were 2-3 percent less likely to bully others. Males were both more likely to bully others and more likely to be victims of bullying than were females. In addition, males were more likely to say they had been bullied physically (being hit, slapped, or pushed), while females more frequently said they were bullied verbally and psychologically (through sexual comments or rumors).
Regarding verbal bullying, bullies were less likely to make derogatory statements about other students' religion or race. "There seem to be stronger social norms against making these kinds of statements than against belittling someone about their appearance or behavior," Dr. Nansel said.
Both bullies and those on the receiving end of bullying were more likely to have difficulty adjusting to their environment both socially and psychologically. Students who were bullied reported having greater difficulty making friends and poorer relationships with their classmates. They were also much more likely than other students to report feelings of loneliness.
"It's likely that kids who are socially isolated and have trouble making friends are more likely to be targets of bullying," Dr. Nansel said. "In turn, other kids may avoid children who are bullied, for fear of being bullied themselves."
The study authors also reported that bullies were more likely to be involved in other problem behaviors, such as smoking and drinking alcohol, and to do more poorly academically. However, youth who were both bullies and recipients of bullying tended to fare the most poorly of all, experiencing social isolation, as well as doing poorly in school and engaging in problem behaviors, like smoking and drinking.
"Unfortunately, we don't know much about this group," Dr. Nansel said. "We need to learn more about them to provide them with the help they need." She added that it is not known whether these children are first bullied by others and then imitate the bullying behavior they experienced, or if they are bullies who were later retaliated against.
The study's authors concluded that the prevalence of bullying in U.S. schools suggests a need for more research to understand, and devise ways to intervene against, bullying. The authors noted that researchers in Norway and England have shown that school intervention programs can be successful. These programs focused on increasing awareness of bullying, increasing teacher and parent supervision, establishing clear rules prohibiting bullying, and providing support and protection for those bullied.
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Mobbing i
OPINION Campañas Boletín de noticias sobre acoso Campaña francesa contra la Portada psicológico violencia doméstica mobbing.nu | foros | el refugio | el pequeño david | las 26/11/05. Contra la violencia Buscador barricadas | asacamt inmobiliaria: Vamos a chabolear óptica social | modoso | mobbing no! | clam | acam | agacamt | Hemeroteca Barcelona sos-mobbing | asascapt Barcelona 29/10/05. cvv-psi | alto ya | prevención y mitigación | univ.sevilla | Campañas Manifestación contra la anacasit | anamib Barcelona Màfies Point. Contra Noticias escríbanos | aporte información la violència immobiliaria Actos y jornadas Noticias Estudios jurídicos El tránsfuga denuncia ante Legislación y Trabajo “mobbing jurisprudencia parlamentario” por parte de las School hit by bully boycott row Cortes Psicología y Evening News Caso Telefónica: Recurre la psiquiatría. 24.05.2004 enviar artículo imprimir página sentencia por "mobbing" contra Antropología y su jefe sociología School hit by bully boycott row Se aprueba Proposición no de Opinión Ley 161/001130 por la Mesa de la Comisión de Noticias del mundo A GROUP of parents so fed up with bullying at a city Administraciones Públicas Otras webs school have pulled their children out of lessons and are teaching them at home. Actos y jornadas Bibliografía Barcelona. 15/12/05. El Acoso Cine, literatura, Alex White, 37, of Beecheno Road, North Earlham, laboral en Transportes poesía, teatro y TV is keeping his 11-year-old son Dean at home Metropolitanos de Barcelona (TMB) Asociaciones because he has been picked on by other boys. Valladolid: IX Jornadas Tertulias-café Mr White, a cleaner for Bernard Matthews, regularly Nacionales Técnico–Jurídicas. collects work for his son from school to make sure Hospitalet 25/11/05. Cinquena his education does not suffer. xerrada sobre mobbing He told the Evening News: "I just had enough of Dean coming home with bruises and nothing getting Estudios jurídicos done about it. La civilista Rosa Peñasco describe el perfil del "Mobbing "He's a good lad, but this was having a terrible effect en la Universidad" y reclama su on him. He would just go into a shell and not speak tipificación about it." http://mobbingopinion.bpweb.net/artman/publish/article_1200.shtml (1 of 4) [12/3/2005 1:06:21 AM] School hit by bully boycott row
Las sentencias judiciales He said during nine months of persecution Dean had respecto del Mobbing been punched, kicked, headbutted and stabbed with EL ACOSO EN LAS AULAS. a pencil. RESPUESTA PENAL "He's still got a mark in his head from the pencil six months ago, and he's come home bruised no end of Legislación y times, sometimes five or six bruises in a day. jurisprudencia Juzgado de lo Social nº2 de "He's a different boy now that he's at home. The Valencia. Autos núm 815/2004 bullying has to be stamped out." Sentencia núm 342/2005 de 22 de julio de 2005. Hostigamiento Nicola Blanchflower, 29, of Gilbard Road, has been y acoso en el trabajo. keeping her 11-year-old son, Lee Seaman, at home Resarcimiento por daños y for a week. perjuicios. She said the difference in his mood has been PRIMER FALLO ARGENTINO profound. QUE RECONOCE EL MOBBING She said: "He doesn't talk about it much, but he Mobbing Inmobiliario. Audiencia woke up Tuesday morning last week and said he'd de Barcelona. Sentencia 802 slept better than he had for ages. (C/ Verdi 28 de Barcelona) "It's just the relief of not having to go through that every day." Psicología y psiquiatría. Antropología y She said Lee had been having problems with sociología bullying for about a year. LA RESILENCIA. El oculto potencial del ser humano She said: "It just started off like boys do, but it got to Acoso escolar the stage where there were quite a few joining in. ACOSO EN LA ESCUELA¡¡¡¡¡ "He's run away from school on a number of occasions." Opinión She said the school's handling of the situation would Reflexió personal (Reflexión not make any difference. personal) Malos tiempos para Petete "They said they would sort it out but they just sent Mobbing: La voz de los expertos letters to the parents which is not going to be very effective." Noticias del mundo Doreen Atkins, 32, of Clarkson Road, said two of her Inauguran en la Fiscalía sons had also experienced problems at the school. Nacional de Investigaciones Administrativas de Buenos She said: "It's 10 or 11 children doing this, and it's Aires, Argentina, dos Oficinas the same names coming up all the time. de Denuncias y Orientación para casos de violencia laboral "It's been going on since September and I've had en el empleo público. enough of it. It needs to be sorted out. It's getting out of control." UN NEGOCIO NO LUCRATIVO: LA VIOLENCIA Head teacher Martin Neave said everything was INSTITUCIONAL
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being done to root out bullying at the school. Primera Legislación de Puerto Rico contra el mobbing He said: "Letters to parents are just one stage of the process which contains many sanctions, including Otras webs use of the exclusion centre. La CGT inaugura unos nuevos "We are concerned that two pupils are being kept out foros de debate sobre mobbing of school because of this and I am in contact with Despedido con 60 años por la their parents. Unión Sindical Obrera
"Our next step is to work with the parents to resolve La CVV-PSI presenta su primer the situation. The best place for children is in school, boletín. but no head teacher can guarantee total protection." Bibliografía He acknowledged that some pupils' names were Cuando el Estado castiga regularly mentioned in connection with incidents but stressed that every allegation of bullying had two Próxima publicación del libro sides. "Pablo Díez: la otra cara de TMB" He said: "There are some who are named more than Mobbing en la Administración others, but every child here matters. We work with all Pública of them and take account of all sides of the argument." Cine, literatura, poesía, teatro y TV David Walker, chairman of the governors, said: "There are some problems which we are aware of BAC!05. Festival internacional and Mr Neave and his team are dealing with them. d'art contemporani de Barcelona. Del 8/11/05 a "We are making it clear that bullying is not l'11/12/05 acceptable behaviour. Whenever there are Una novela sobre el 'bulliyng' accusations, we investigate them thoroughly. gana el Premi 10 de literatura infantil "No school is exempt from this sort of problem, and I Teatro sobre bullying. "El país am confident we will come out of this situation." de nunca jamás" He said the school had been on special measures, but had come off well in a 2002 Ofsted inspection. Asociaciones CONSTITUCION DE VICTIMAS He said: "We are ranked as one of the most DEL ACOSO MORAL EN LAS improved schools in England. We are on the way up, UNIVERSIDADES but we do not expect it to be without difficulties." Universidades. Nace una A spokeswoman for Norfolk County Council said: asociación en Cádiz para luchar "Bullying is an issue that we take very seriously. If contra el 'mobbing' parents have concerns about bullying their first point Nace una nueva asociación of contact should be the school. contra el mobbing en Cádiz
"We offer training to teachers and school support Last news in english staff, organise anti-bullying conferences and give schools guidance on anti-bullying policies and More victims of bullying strategies. School hit by bully boycott row
"We have a team of experts on hand who can, if http://mobbingopinion.bpweb.net/artman/publish/article_1200.shtml (3 of 4) [12/3/2005 1:06:21 AM] School hit by bully boycott row
needed, support and help children, parents and Teacher accused of bully schools, for example, by offering a facilitator to help incident: Administration says it the school and the parent resolve an issue. will review third charge
arriba Tertulias-café LLiçà de Vall, 17 gener 2004 actualizado el : 02.06.2004 - 16:18:05 © Copyright 2003 por Mobbing.nu Ayuda a Mobbing Opinion
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Challenging Cyber Bullying | Backgrounder Sponsored Links Stop Bullying Tips to address online bullying at home and in schools. ... Schools Practical skills for dealing with are struggling to address the issue of cyber bullying among students, bullies. Help for kids and parents! especially when it ... kidpower.org www.media-awareness.ca/.../wa_resources/ Stop Bullying wa_shared/backgrounders/challenge_cyber_bullying.cfm - 40k - Dec Resources from National PTA to help 2, 2005 - Cached - Similar pages stop bullying, teasing, & taunting. www.pta.org Forums - bullies and school Anti Bullying System Report School Bullying Online Now! I know that he has been bullied at school for some time, I have talked Anonymously, Discreetly, & Free to the ... I home-educate my grandson and one of the reasons was www.BullyAlert.com bullying in school. ... www.parentscentre.gov.uk/forum/ Bully School messageview.cfm?catid=17&threadid=805 - 74k - Great deals on Bully School Cached - Similar pages Shop on eBay and Save! www.eBay.com
Bullying - some strategies used in schools - British Downloadable Papers Stammering ... Established site features papers on School bully http://www.1millionpapers.com British Stammering Association Stuttering Stutters Stammers Speech Problems. How to stop bullying. www.stammering.org/bullying03c.html - 21k - Cached - Similar pages New ebook reveals easy strategies to bully proof your child. Bullying Resources : The Zero 5.0laf - The Official Website www.freefrombullies.com of ...
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Office of SAFE Schools Resources for dealing with bullying What schools can do
Contents Home | Information for Parents about Bullying | Categories of Bullying Behavior Chart | Possible Signs of Bullying | Parents' Role in Bullying Prevention and Intervention | What to do if you suspect your child is being bullied | When Teasing Goes Too Far | What Schools Can Do | Bullying Resource List
What we know about bullying prevention and intervention
Individual interventions (e.g., assertiveness training for victims or empathy or anger management training for bullies) can be somewhat effective but may not significantly reduce overall bullying behavior. Comprehensive, schoolwide bully prevention programs have been shown to have the greatest effect because they change the overall culture and climate of a school so that bullying behavior is no longer tolerated, by the adults or the students. Clearly, changing the attitudes of the bystanders so that bullying is not accepted shifts the balance of power away from the bullies.
Comprehensive schoolwide bully prevention programs typically contain the following elements:
● Comprehensive Strategy or Policy Statement regarding Bullying ● Staff Training (including paraprofessional, clerical, and custodial staff) ● Student Training ● Range of Consequences for Bullying ● Clear Reporting Procedure for Students ● Increased Supervision in Unstructured Areas ● Curriculum Integration ● Involvement of Students' Families and Broader Community ● Additional Resources/Support for Students Involved in Bullying Incidents
Below is an article from the November 4, 2003, edition of the Washington Post regarding schoolwide bully prevention: http://www.fcps.net/sa/support/bully/schools.htm (1 of 4) [12/3/2005 1:08:24 AM] What schools can do: What we know about bullying prevention and intervention
Some Schools Take On the Classroom Bully By Valerie Strauss
Derrick Shaver admits that he used to be a bully. At his suburban elementary school near Denver, the fourth-grader would call classmates ugly names, and he lost friends as a consequence. Then a new school program taught other kids how to tell him to stop. The 9-year-old said he got the message.
"I learned if you don't bully, a lot of good things happen," Derrick said.
The program was started two years ago at Vivian Elementary School in Lakewood, Colo., about 12 miles from the site of the 1999 shootings at Columbine High School. It engages every child and adult in an effort to instill respect for others: Students are taught that bullying is not acceptable; that bystanders should get involved; and, contrary to what they might think, bullies are not cool.
Every class holds a weekly meeting to talk about the topic, letting students air their grievances. Principal Michelle Stansbury spreads the message that staff buy-in is vital, "or you might as well not do it." The school is noticeably calmer now, Stansbury said, and even the quiet kids are more involved in classes and activities because they no longer feel threatened.
This type of comprehensive strategy against bullying — generally defined as the repeated verbal or physical actions by someone intended to inflict injury or discomfort on another — is what experts say is the best, and perhaps only, way to change a school's negative climate.
Norwegian psychologist Dan Olweus, known as the father of anti-bullying research, is a leading advocate of this philosophy. "It is really important that it be a schoolwide effort," said Grace Taylor, director of the Safe Communities- Safe Schools project at the University of Colorado's Center for the Study and Prevention of Violence. "One teacher doing it in one classroom is not going to be enough."
A spate of shootings at U.S. public schools this fall has heightened concerns about bullying and its effects, an issue brought into chilling focus by the events at Columbine. Some state governments are mandating bully-prevention curriculum, and the federal government is launching an awareness program.
No longer do experts consider any type of bullying to be normal kid's stuff. Elizabeth M. Duke, administrator of the U.S. Health Resources and Services Administration, told a steering committee of the National Bullying Prevention Campaign that "it often represents a disturbing precursor to more serious violence and antisocial behavior."
But at a time when these concerns are rising, the ability of many schools to respond is being hampered, according to researchers. Taylor and others say that state and local budget cuts, along with heightened emphasis on raising
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standardized test scores, are squeezing out anti-bullying efforts — particularly the time-consuming programs that appear to work the best.
Since President Bush's No Child Left Behind initiative became law last year, "schools and districts are under a lot of pressure to make those [test] scores go up," said Janice Sellers, principal of Quincy Elementary School in Topeka, Kan. "We have to decide what we are going to work on. Unfortunately, those kinds of issues, like bullying, are getting a back seat."
Quincy Elementary took part in an anti-bullying study designed by the private Menninger Clinic, a nationally known psychiatric and behavioral hospital. Stuart Twemlow, a researcher on Menninger's Peaceful Schools Project, said that forcing principals to make this kind of choice "oversimplifies" the learning process. "It presumes that if you give a student a competent teacher, they will learn," he said. "The way you improve intellectual performance is to create a peaceful environment."
Another problem is the nature of funding. Many anti-bullying resources come from grants; when the money runs out, the programs sputter. With a three- year grant, Leslie Stuler of the Arlington County Department of Parks, Recreation and Community Resources started an anti-bullying effort at Barrett Elementary School and in the department's after-school programs. It was deemed a success, but now that the money has run out, Stuler is struggling to keep the program alive. She recognizes that a lot of elements will be diminished.
Meanwhile, educators themselves have differing views on the extent of bullying and on the most effective methods of prevention.
Sellers said she has seen a big increase in bullying in the past five years, which she attributes to changes within families. Scott Henson, principal at nearby Avondale West Elementary School in Topeka, also part of the Menninger study, said bullying merely gets more attention than it once did.
As for prevention, Daniel A. Domenech, superintendent of schools in Fairfax County, said the best approach is to use "discipline codes that are enforced and show no tolerance for bullying." But Susan Limber, associate director of the Institute on Family and Neighborhood Life at Clemson University, said that zero- tolerance codes can stifle the reporting of bullying behavior because students and teachers fear the consequences.
Bill Voors, author of "The Parent's Book About Bullying: Changing the Course of Your Child's Life," said the keys to success are commitment and persistence.
Marty Gies learned that lesson in the early 1990s. He had been principal of Ross Elementary School in Topeka for less than a month when a second-grade girl was thrown to the ground by six schoolmates and sexually assaulted. Gies said he soon realized that the attack was not isolated but part of a pattern of bullying that led some kids to stay home because they didn't feel safe.
Gies sought help from Twemlow, and over time they implemented a http://www.fcps.net/sa/support/bully/schools.htm (3 of 4) [12/3/2005 1:08:24 AM] What schools can do: What we know about bullying prevention and intervention
comprehensive plan to change the school's climate. Not only were interventions worked out with students identified as bullies and victims, but the spectators — kids who watched bullies at work and did nothing to stop them — were also involved in the program, along with every adult at the school.
Academic achievement went up, and suspensions plummeted, said Gies, who moved to another elementary school three years ago and implemented a version of the anti-bullying program to fit that group of children.
"You need to teach kids respect," he said. "And you need to teach everybody that they are part of the solution. If you are in class and something is happening and you are letting it happen, you are just as much of a problem as the person doing it."
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Frequently Asked Back to School: Is bullying a concern? Questions Parents across the country are busy preparing their children for returning to school this fall, unaware of a sense of dread Visit Our Education & lurking in the minds of more than a few kids. Their concern? Resource Center School bullies. (includes Forms) Some estimates tell us that as many as 160,000 children skip Find a Provider school each day because of bullying. Another recent study reveals that nearly 1/3 of 6th through 10th graders - or about 5.7 million children - have experienced some kind of bullying Contact Us at school.
While bullying - with the exception of the most serious cases of physical harm - has traditionally been dismissed as "kids being kids," there is a growing awareness that bullying of both Employer ID: a physical and mental nature has a severe and long-lasting negative effect on the victim. PIN: How do you know if your child is a victim? There are several warning signs that can indicate victimization by a Don't know your Employer ID or PIN? bully. These include your child: Call CBH eCommerce Customer Service toll-free at 1.888.259.6279. ● Coming home with torn, ripped, or dirty clothing
● Having unexplained cuts, bruises, scratches
● Having few friends
● Seeming to be afraid of going to school, attending extra- curricular activities, etc.
● Having difficulty sleeping
If you find that your child has been victimized, speaking with the appropriate school administrators and staff to discuss prevention and punishment will not only help resolve the issue
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effectively, but help prevent further incidents of bullying against your child and others.
What can you do to stop bullying? Prevention and communication are essential for ensuring a healthy, respectful environment for your child and others at school. Some steps you can take include:
● Listening to and speaking with your children regularly. Find out who their friends are, and who they "look out" for at school. They may bring up small problems that can be handled appropriately before they turn into bigger, more harmful issues.
● Being active in your children's school environment and activities. Speak regularly with teachers and staff, and work with parent-teacher organizations. Learn about the school's policy on anti-bullying and find out what measures they have in place to enforce the policy.
● Acting as a role model to your children by settling conflicts and disagreements at home respectfully, peacefully, and without anger. This will help your children develop appropriate non-violent problem- solving skills.
What if your child is the one doing the bullying? Don't panic if you discover that your child is intimidating others. Under certain conditions, all children have the capacity to develop into a bully. If you determine your child is bullying others, you can address the situation by:
● Making it clear that bullying will not be tolerated. Discussing punishments and rewards and developing a consistent framework of discipline will help you teach both respect and self-discipline, which are valuable skills for your child's later years. Discuss what violence is and what it isn't, and answer any questions your child may have in a thoughtful, patient manner. Emphasize your support of the school's right to discipline your child for unacceptable behavior if bullying persists.
● Putting your child in the shoes of the one being bullied. Bullies have a hard time looking at the effects of their behavior from the viewpoint of the ones they intimidate. By discussing the feelings of the victims with your child, you can chip away at any sense of respect your child may get from bullying, and help your child understand the harmful results of such behavior.
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● Giving your child positive feedback, not negative attention. Emphasizing your child's positive qualities can help counter the notoriety that comes from the negative attention that bullying can bring. For example, does your child excel in math, athletics, or other activities? If so, try to put your child into situations where these strengths can be used and shared with others and bring the kind of attention and respect that help undermine the desire to bully others. The increase in your child's sense of self-worth can be dramatic. If you find that the bullying behavior persists, seek professional assistance for further guidance and support.
Using these tips to deal with bullying will not only help improve your children's educational environment, but also underscore your commitment to their mental and physical well- being and success. That's not something they'd find in their textbooks.
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Southern Cross Feature: Bullying Sponsored Links Stop Bullying Time was when society regarded bullying in school a normal part of Practical skills for dealing with school life. ... Bullying, which is a worldwide problem in schools, bullies. Help for kids and parents! negates the right of ... kidpower.org www.thesoutherncross.co.za/features/bully.htm - 11k - Stop Bullying Cached - Similar pages Resources from National PTA to help stop bullying, teasing, & taunting. Bully-Proof Your Kids www.pta.org Anti Bullying System bully.gif Bullies. Every school has them. They taunt, tease, shove, Report School Bullying Online Now! and beat up other kids. Indirect bullying -- where kids are ignored or Anonymously, Discreetly, & Free excluded -- can ... www.BullyAlert.com www.familyeducation.com/article/0,1120,66-9245,00.html - 37k - Dec 1, 2005 - Cached - Similar pages Bully School Great deals on Bully School Shop on eBay and Save! Internet bullying | csmonitor.com www.eBay.com
Downloadable Papers Talk about the issues surrounding bullying at school and at home. "It's not new bullying, it's just a vehicle," says Nancy Mullin-Rindler, Established site features papers on director of the ... School bully www.csmonitor.com/2003/1230/p11s01-legn.htm - 14k - http://www.1millionpapers.com Cached - Similar pages How to stop bullying. New ebook reveals easy strategies Character Education, Gifted Students, Service Learning & to bully proof your child. Many More ... www.freefrombullies.com
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Teasing and Bullying: No Laughing Matter
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At a Glance • 20 to 30 percent of school-age Teasing and Bullying: No Laughing Matter children are involved in bullying incidents. What you must know — even if you don't think it affects your child. • If your child is the victim of a By Diana Townsend-Butterworth bully, his schoolwork will likely Shop by Age show it. • Birth-2 Take our pop quiz. Bullying can: • Help your child problem-solve. • 3-5 • Work with the teacher. • 6-8 a. Include name-calling and spreading rumors, in addition to physical • 9-12 violence b. Have long-lasting repercussions not only for victims, but also for bullies and even innocent bystanders Specialty Shops c. Begin as early as preschool • Friendship d. Be expressed differently by boys and girls • Award Winners e. Cause victims to fear school or refuse to attend • See all The answer? You guessed it — all of the above. Bullying can take many forms, but all of them can have consequences for your child's Brands physical and mental health, as well as her success at school. • Creativity For Kids
• Klutz What Bullying Is • See all How Bullying Starts Effects of Bullying Learn It Warning Signs • Test Taking Essentials How to Help • En Español • See all What Bullying Is Unfortunately, teasing is often part of growing up — almost every child experiences it. But it isn't always as innocuous as it seems. Shop by Department Words can cause pain. Teasing becomes bullying when it is • Books repetitive or when there is a conscious intent to hurt another child, • Toys & Games says Merle Froschl, Co-Director of Educational Equity Concepts, a • Software non-profit organization that addresses issues of teasing and bullying. • Videos & Music Bullying includes a range of behaviors, all of which result in an imbalance of power among children. It can be:
● Verbal: making threats, name-calling ● Psychological: excluding children, spreading rumors ● Physical: hitting, pushing, taking a child's possessions
Gender makes a difference: With girls, bullying is often subtle and
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indirect, says Rachel Simmons, author of Odd Girl Out: The Hidden Culture of Aggression in Girls. Instead of snatching a toy from another child, a young girl might say, "Give me that toy or I won't be your friend anymore." Older girls can be mean without saying a word: by telling other girls not to be friends with a particular girl, giving her the silent treatment, rolling their eyes in class, or making rude noises. Sometimes, says Simmons, girls make a hurtful remark and then pretend they didn't mean it by saying "just kidding."
Boys, on the other hand, tend to be more physical, says James Silvia, a teacher at St. Bernard's School in New York City who has taught children from fourth through seventh grades for 38 years. "Boys push each other or take someone's sneaker and put it in the garbage, but they don't hold grudges. One boy can do something really mean to another boy and then later the same day they will be pals again."
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How Bullying Starts Bullying behavior is prevalent throughout the world and it cuts across socio-economic, racial/ethnic and cultural lines. Researchers estimate that 20 to 30 percent of school-age children are involved in bullying incidents, as either perpetrators or victims. Bullying can begin as early as preschool and intensify during transitional stages, such as starting school in first grade or going into middle school, says Sharon Lynn Kagan, Virginia and Leonard Marx Professor of Early Childhood and Family Policy at Teachers College, Columbia University.
Children learn bullying behavior from older children, from adults, and from television, says Kagan. Sometimes unconsciously, parents may repeat things their own parents said to them: "Why are you always late? Why do you always lose everything? Why can't you act your age?" If children experience put-downs or physical punishment at home or in school, and if they see emotional and psychological abuse go unchallenged, they believe this behavior is acceptable. Bullies like to feel powerful and in control. They are insensitive to the feelings of others and defiant toward adults.
Victims are often shy and tend to be physically weaker than their peers. They may also have low self-esteem and poor social skills, which makes it hard for them to stand up for themselves. Bullies consider these children safe targets because they usually don't retaliate.
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Effects of Bullying If your child is the victim of a bully, he may suffer physically and emotionally, and his schoolwork will likely show it. Victims of bullying often have trouble concentrating, says Simmons. Grades drop because, instead of listening to the teacher, kids are wondering what they did wrong and whether anyone will sit with them at lunch. If bullying persists, they may be afraid to go to school. Problems with low self-esteem and depression, Simmons finds, can last into adulthood and interfere with personal and professional lives.
Bullies are affected, too, even into adulthood; they may have difficulty forming positive relationships. They are more apt to use tobacco and alcohol, and to be abusive spouses. Some studies have http://www.scholastic.com/familymatters/raisingkids/bullying.htm (2 of 5) [12/3/2005 1:10:25 AM] Teasing and Bullying: No Laughing Matter
even found a correlation with later criminal activities.
Teasing and bullying create a classroom atmosphere that affects children's ability to learn and teachers' abilities to teach, says Merle Froschl. Even kids who aren't directly involved can be distressed. "Children who see bullying can be as traumatized as the victims because they fear becoming victims themselves. And they feel guilty for not doing something to help," according to James Garbarino, professor of human development at Cornell University, and author of Lost Boys and Words Can Hurt Forever.
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Warning Signs If you're concerned that your child is being teased or bullied, look for these signs of stress:
● Increased passivity or withdrawal ● Frequent crying ● Recurrent complaints of physical symptoms such as stomach- or headaches with no apparent cause ● Unexplained bruises ● Sudden drop in grades, or other learning problems ● Not wanting to go to school ● Significant changes in social life — suddenly no one is calling or extending invitations ● Sudden change in the way your child talks — calling herself a loser, or a former friend a jerk
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How to Help First, give your child space to talk. If she recounts incidences of teasing or bullying, be empathetic. Gene Gardino, director of counseling services and life skills at The Chapin School in New York City, suggests saying, "I'm so sorry. That must be really painful." Then place the ball gently back in your child's court, asking, "What do you think might help? What works with your friends?" If your child has trouble verbalizing her feelings, Froschl suggests reading a story about children being teased or bullied. You can also use puppets, dolls or stuffed animals to encourage a young child to act out problems.
Once you've opened the door, help your child begin to problem- solve. Role-play situations and teach your child ways to respond effectively (see below), advises Vicki DeLuca, mother of three and a graduate student at Fairfield University doing research on bullying.
You might also need to help your child find a way to move on, says Gardino, by encouraging her to reach out and make new friends. She might join teams and school clubs to widen her circle.
At home and on the playground: Adults need to intervene to help children resolve bullying issues, but calling another parent directly can be tricky unless he or she is a close friend. It is easy to find yourself in a "he said/she said" argument. Try to find a intermediary: Even if the bullying occurs outside of school, a teacher, counselor, coach or after-school program director may be able to help mediate a productive
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discussion.
If you do find yourself talking directly to the other parent, try to do it in person rather than over the phone. Don't begin with an angry recounting of the other child's offenses. Set the stage for a collaborative approach by suggesting going to the playground, or walking the children to school together, to observe interactions and jointly express disapproval for any unacceptable behavior. In general, promote acceptable behavior with these strategies:
● Model the behavior you expect from your child. Avoid making jokes that stereotype or ridicule people.
● Make sure playdates and after-school activities are supervised. Most bullying happens when adults aren't around.
● Intervene immediately when you see inappropriate behavior. If adults are aware of bullying and don't say or do anything, children may see this as an endorsement of the behavior.
● Teach your child to be assertive and to make eye contact. Arm him with "I" messages: "When you push me, I feel annoyed. Please stop."
At school Many schools (sometimes as part of a statewide effort) have programs especially designed to raise awareness of bullying behavior and to help parents and teachers deal effectively with it. Check with your local school district to see if it has such a program.
Even if it doesn't, a close partnership between parents and teachers is an effective frontline defense against bullying. When Silvia sees a child bullying other children, he makes it clear that the behavior is unacceptable and brings the parents and the child (usually the bully, but occasionally others who are affected as well) in for a talk. Gardino finds that schools and parents can work effectively behind the scenes to help a child meet and make new friends via study groups or science-lab partnerships. If you are concerned about your child:
● Share with the teacher what your child has told you; describe any teasing or bullying you may have witnessed.
● Ask the teacher if she sees similar behavior at school and enlist her help in finding ways to solve the problem.
● If she hasn't seen any instances of teasing, ask that she keep an eye out for the behavior you described.
● If the teacher says your child is being teased, find out whether there are any things he may be doing in class to attract teasing. Ask how he responds to the teasing and discuss helping him develop a more effective response.
● After the initial conversation, be sure to make a follow-up appointment to discuss how things are going.
● If the problem persists, or the teacher ignores your concerns, and your child starts to withdraw or not want to go to school, consider the possibility of "therapeutic intervention." Ask to http://www.scholastic.com/familymatters/raisingkids/bullying.htm (4 of 5) [12/3/2005 1:10:25 AM] Teasing and Bullying: No Laughing Matter
meet with the school counselor or psychologist, or request a referral to the appropriate school professional.
Additional Resources Educational Equity Concepts Inc., a national non-profit organization in New York City, has developed research and curriculum addressing young children's teasing and bullying behavior.
Operation Respect: Don't Laugh at Me — a program on bullying for parents, teachers and children developed by the singers Peter, Paul and Mary.
Diana Townsend-Butterworth is a former teacher and head of the junior school at St. Bernard's School in New York City, and the author of Your Child's First School and Preschool and Your Child.
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http://www.scholastic.com/familymatters/raisingkids/bullying.htm (5 of 5) [12/3/2005 1:10:25 AM] Bullying in schools - Are Victorian attitudes towards children partly to blame?
• Home Page Bullying in schools - Are Victorian attitudes towards children partly to blame?
Child Health News Published: Monday, 14-Nov-2005 Email to a Friend Printer Friendly
Professor Al Aynsley-Green, the new children's commissioner, has announced that tackling bullying in schools is his number one priority.
His comments come in a week when bullying in schools is very much in the public's mind- after a schoolgirl was stabbed in the eye and, in another incident, a victim of bullying was found guilty of manslaughter after killing one of his tormentors with a pool cue.
But are we in a state of moral panic over violence in schools? If you remove a bully from school- another will appear, argues Dr Hilary Cremin, Director of Citizenship Studies in Education at the University of Leicester. She says the most effective way of tackling bullying in schools is through educating young people in how to deal with group behaviour.
A survey in 1993 (DfES) found that around one in ten children are victims of bullying, but Prof Aynsley-Green is suggesting that this has increased to almost every child in school.
The issue here is how bullying is defined. Certainly it has become a word that is used very frequently in schools. If what is meant is bullying in its widest form (teasing, name-calling, psychological bullying) then it would certainly be accurate to suggest that almost all children are bullied.
Bullying implies an imbalance of power, and the deliberate attempt to cause harm. In the jostling for power, status and control that takes place in any group setting (animal, adult or child) bullying is certainly manifest. This is not to
http://www.news-medical.net/print_article.asp?id=14496 (1 of 3) [12/7/2005 12:56:44 AM] Bullying in schools - Are Victorian attitudes towards children partly to blame? suggest, however, that bullies are a clearly identifiable group who can be 'dealt with.' A child who has more power at one moment, and who is using it to bully a less powerful child, may find themselves in a relatively powerless position a moment later, and could become a victim themselves.
Relationships in groups are rarely stable, and it is the fluid and dynamic nature of peer relations in school which makes tackling bullying so difficult. If a teacher removes a child who is bullying, another one will appear. Bullies are a function of groups, and teachers can only really be effective if they educate young people in how to deal with group behaviour, both the positive and negative aspects. Hilary Cremin's work investigating peer mediation as a strategy for reducing bullying is an example of this - see: http://www.le.ac.uk/education/staff/hc74.html.
The recent case of a girl who was stabbed in the face with scissors represents every parent's nightmare. It must be stressed, however, that this case is extremely unusual. The fact that bullying in its widest sense is pervasive in schools does not mean that these extreme incidents are common in schools - they are not. In fact a young person is safer in school than in anywhere else in the community, including the home. International research into violence in schools (Smith, 2003) shows that there is moral panic throughout Europe, the USA, Canada and Australia concerning increases in violence in schools. None of this is borne out by research.
In general, schools take such incidents extremely seriously, and do all that they can to ensure zero tolerance of violent and abusive behaviour. This is not to say that schools are havens of peace. They are a continuation of the communities that they serve, and it would be na? to suggest that pupils, teachers and parents are transformed as they walk through the schools gates. The media and globalisation have a part to play. So does the climate of the education system itself. The current education system values academic achievement above personal and social values and skills. Teachers have been brought into line and required to go 'back to basics' in the classroom by successive conservative and labour governments. They have less time now than ever before for responding to children's emotional needs. ressures of the standards agenda, league tables and OfSted leave little time for dealing pro- actively with peer relationship issues. Teachers have raised standards, improved exam results, and ensured that more and more 18 year olds can enter university, but all of this is at a price. They have done as they were asked.
http://www.news-medical.net/print_article.asp?id=14496 (2 of 3) [12/7/2005 12:56:44 AM] Bullying in schools - Are Victorian attitudes towards children partly to blame? As a contributor on a phone-in programme on national radio, Hilary Cremin was confronted by callers who wanted the re-introduction of the cane for bullies. It is hard to imagine how this would reduce a climate of violence in schools. It is also hard to understand why these attitudes persist despite widespread support of the rights of the child. Why is it still acceptable to propose the use of violence against children when its use against adults has been unacceptable for decades? If it is tenable to cane children, then surely it must be tenable to flog workplace bullies? After all, the problem is just as wide-spread amongst adults. Here, Hilary Cremin believes, is the crux of the problem: Victorian attitudes towards children persist in society, and lead to the diminishing of their voices and power. Some of our institutions still expect children to be seen and not heard. Those who can reclaim some power through hoisting themselves up in the eyes of their peers will do so. Slapping them back down will merely result in more subtle attempts to gain advantage and power.
Schools need to be places where children are safe, rules need to be agreed with all young people and applied in ways that are consistent and fair. This, however, is only the beginning. More needs to be done to empower teachers to work pro-actively to develop the pro-social skills of the young people in their care. This needs curriculum time and proper training and support for teachers. The introduction of Citizenship as a statutory obligation at secondary level is a positive sign, as are many of the ideas enshrined in Every Child Matters, and the opening up of the 14-19 curriculum. It is to be hoped that teachers will increasingly be enabled to respond to the needs of the whole child, and to actively work towards non-violent, ethical and moral school communities.
http://www.le.ac.uk
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