Bullying: From Understanding to Action

1. Bullying: From Understanding to Action Shelley Snitily, CoordinatorSafe & Civil Schools, NCESD

2. Training Objectives • Understanding the new harassment, intimidation, and bullying (or HIB) law and the model policy. • Understanding the impact of bullying. • Awareness of effective strategies for change. • Framework for implementing a Comprehensive Bullying Prevention Plan.

3. New Anti-Bullying Law • SHB 1444 was passed during the 2002 legislative session. • This legislation requires school districts to adopt or amend a current policy to prevent HIB prior to June 30, 2003. • It also supports and strongly recommends bullying prevention training for staff.

4. Who Developed the Model Policy? Policy Development Committee Attorney General’s Office; OSPI School Safety Center;State and national experts; WASA, WSSDA, AWSP, PTA, and WEA; State legislators;ESD/School staff, administrators, parents;Seattle Pacific University.

5. Who Reviewed the Policy? • The policy development group sent the policy throughout the state to their constituent groups, students, and community organizations. • Feedback was received by OSPI and synthesized into a working document, which was later modified based on the passage of SHB 1444.

6. What Should be Included in our District Policy? • The definition of HIB • Language from the law Effects of HIB; Protected Classes; Intentional Act. • Procedures for formal and informal complaint process. • Referral to law enforcement, if a crime occurred. • Retaliation and False Reporting must be prohibited and result in serious consequences.

7. Harassment, Intimidation, and Bullying (HIB) is a National Issue • HIB has been identified as a public health issue. • HIB is on the increase. • HIB at school mirrors the greater society. • Schools can take decisive and definitive action to create respectful and safe environments.

8. Research Shows • 60 percent of the boys identified as bullies in grades 6 to 9 had one criminal conviction by age 24, and 40 percent had three or more arrests by age 24. • Boys identified as bullies at age eight had a one in 4 chance of having a criminal record by age 30. Average is one in 20. (Eron and Huessman, 1987)

9. Research Shows • Continual emotional distress can create deficits in a child’s intellectual abilities, crippling the capacity to learn. (Goleman, 1955) • Bullying is likely to interfere not only with children’s academic development, but also their social and personal development. (Craig and Peplar, 1996)

10. How often do kids at school: Tell lies or spread rumors about you? Put you down verbally (insult you, call you names)? Shove, push, hit or trip you? Threaten to hurt you physically? 17.8% Grade 6Grade 8Grade 10Grade 12 18.6% 16.6% 15.1% 20.9% 21.6% 18.2% 13.1% 14.8% 14.4% 9.4% 5.7% 9.5% 8.3% 6.5% 4% 0% 10% 20% 30% 40% 50% 60% Washington State Statistics WSSAHB 2000 Students Who Experienced Bullying Behaviors At School

11. If you saw one kid bullying another at school, would you: Grade 6 Grade 8 Grade 10 Grade 12 39.7 11.1 Tell that kid to stop Walk away or mind your own business Tell an adult at school Stay and watch 41.8 7.4 39.9 21.1 18.5 20.5 40.1 27.3 9.9 22.7 48.7 23.4 8.5 19.4 0% 20% 40% 60% 80% 100% Percent of students Washington State Statistics WSSAHB 2000 Student’s Reactions in Bullying Situations

12. Why Is This Important? • Strong link to criminal behavior1 and physical/emotional health problems. • Connection of this legislation with the district’s responsibility to create and maintain a safe, civil, respectful, and inclusive learning community2. • Bullying interrupts learning. There is a direct linkage between student achievement and bullying3.

13. Why Is This Important? • From research studies in ten countries, it is determined that bullying will only be stopped by the intervention of adults in authority (Olewus, Johnson Institute). • Ten percent of students who dropout of school do so because of repeated bullying (Weinhold & Weinhold, 1998). • Bullying behavior is an integral part of a much larger continuum of violence.

14. SUICIDE MURDER WE CAN MAKE A DIFFERENCE! RAPE HOSTAGES GANGS HATE CRIMES VANDALISM To Reduce & Prevent Violence BEGIN HERE WEAPONS DRINKING & DRUGS STEALING SEXUAL HARASSMENT FIGHTING PUSHING VIOLENCE CONTINUUM THREATS TRASH TALK BULLYING INSULTS PUT DOWNS

15. Definition of Bullying • Intentional* • Harmful – verbal or nonverbal; physical, emotional, or social; interferes with learning • Repeated; chronic; targeted • Creates intimidation • Abuse of power Examples: name-calling, rumors, exclusion, taunting, threats, extortion, humiliation

16. Bullying is an Abuse of Power • Involves one person or group with power over another, i.e., size, strength, number, social standing, verbal skills, cultural/ethnic, intelligence, popularity, appearance, etc. • Involves creating intimidation in the victim. • Victims, bystanders, and community culture give silent approval for these behaviors by ignoring this behavior (“code of silence”).

17. “Bullying is the continued abuse of power that is intentionally hurtful. Bullying is not a part of normal conflict. Be real clear about that with parents, teachers and children,” Maine Project Against Bullying.

18. Kids Who Bully In General… • Strong desire for power/control over others. • Physical strength above average for age. • Usually older than average for their grade. • At least average self-esteem and minimal anxiety. • Usually below average academically (HS), and above average popularity (MS)

19. Kids Who Bully In General… • Underlying hostility and aggressiveness (may be masked by good–natured facade). • Lack of empathy. • Charming manipulators (Eddie Haskell). • Oppositional, defiant attitude with authority. • Greater probability of self-destructive, antisocial behaviors in adulthood.

20. Gender Differences in Bullies • Male bulliers tend to be more physical in their aggressiveness. • Female bulliers often use social harm – spread vicious rumors, shun, or ostracize others (“conference calls”). • Female bullying behavior has recently been increasing nationally at alarming rates.

21. TYPES Physical Emotional Social LEVELS Level One Level Two Level Three Identifying Bullying DEFINITION

22. Types of Bullying – Physical • Level 1 – Harm to another body or property • Verbal • Taunting • Expressing physical superiority • Non-Verbal • Making threatening gestures • Defacing property • Pushing/shoving • Taking small items from others

23. Types of Bullying – Physical • Level 2 – Harm to another's body or property • Verbal • Threatening physical harm • Blaming victim • Non-Verbal • Damaging property • Stealing • Initiating fights • Tripping or causing fall • Assaulting; Scratching

24. Types of Bullying – Physical • Level 3 – Harm to another’s body or property • Verbal • Making repeated and/or graphic threats • Practicing extortion • Making threats to secure silence: “If you tell, I will…” • Non-Verbal • Destroying property • Setting fires • Physical cruelty; Biting • Making repeated, violent threats • Assaulting with a weapon

25. Types of Bullying – Emotional • Level 1 – Harm to another’s self-esteem • Verbal • Insulting remarks • Calling names • Teasing about possessions, clothes • Non-Verbal • Giving dirty looks • Holding nose or other insulting gestures • Saying someone has germs or is unclean

26. Types of Bullying – Emotional • Level 2 – Harm to another’s self-esteem • Verbal • Insulting family • Harassing with phone calls • Insulting intelligence, athletic ability, etc. • Non-Verbal • Defacing school work • Falsifying school work • Defacing personal property, clothing, etc.

27. Types of Bullying – Emotional • Level 3 – Harm to another’s self-esteem • Verbal • Frightening with phone calls • Challenging in public • Non-Verbal • Ostracizing • Destroying personal property or clothing

28. Types of Bullying – Social • Level 1 – Harm to another's group acceptance • Verbal • Gossiping • Starting/spreading rumors • Teasing publicly about clothes, looks, etc. • Non-Verbal • Passively not including in group • Playing mean tricks

29. Types of Bullying – Social • Level 2 – Harm to another’s group acceptance • Verbal • Threatening total group exclusion • Non-Verbal • Arranging public humiliation • Total group rejection/ostracizing

30. Types of Bullying – Social • Level 3 – Harm to another’s group acceptance • Verbal • Insulting race, gender • Increasing gossip/rumors • Undermining other relationships • Non-Verbal • Making someone look foolish • Excluding from the group

31. Victim Characteristics • Males (Grades 4-8) • Didn’t fit in socially. • Who friends are/were. • Physical weakness. • Short tempered. • Clothing.

32. Victim Characteristics • Males (Grades 8-12) • Didn’t fit in socially. • Physical weakness. • Short tempered. • Who friends are/were. • Clothing.

33. Victim Characteristics • Females (Grades 4-8) • Didn’t fit in socially. • Who friends are/were. • Clothes worn. • Facial appearance. • Overweight.

34. Victim Characteristics • Females (Grades 8-12) • Didn’t fit in socially. • Facial appearance. • Cried/emotional. • Overweight. • Good grades.

35. Passive Victims • Represents 85% of all victims. • Quiet, sensitive, cautiously interacts with peers. • Appears more physically and emotionally weak. • Difficulty making/keeping friends. • Lonely; seeks solitary activities (TV, pets). • More comfortable with adults than peers.

36. Provocative Victims • Quick-tempered and prone to fight back. • Rather than “back down,” they are prone to lose the fight. • May seek younger victims to pick on. • May be labeled as “bully”, but actually is a victim trying to salvage pride and avenge self.

37. Where Bullying Occurs • Classrooms, • Playgrounds, • Hallways, • Gyms, • Locker Rooms, • Bathrooms… Bullying is 2-3 times more likely to occur at school than on the way to and from school.

38. For Bullying: Lack of supervision during breaks (lunchroom, playground, hallways, locker, bathroom) For Being Bullied: Lack of supervision during breaks (lunchroom, playground, hallways, locker, bathroom) Risk Factors at School

39. For Bullying: Unsupervised interaction between different grade levels during breaks For Being Bullied: Presence of aggressive students in same or slightly higher grade Risk Factors at School (cont’d)

40. For Being Bullied: Indifferent or accepting teacher attitudes toward bullying. Indifferent or accepting student attitudes toward bullying For Being Bullied: Indifferent or accepting teacher attitudes toward bullying Indifferent or accepting student attitudes toward bullying Risk Factors at School (cont’d)

41. For Bullying: Inconsistent enforcement of the rules Encouraging a sense of “entitlement” For Being Bullied: Inconsistent enforcement of the rules Risk Factors at School (cont’d)

42. Student Reporting • Prior to most violent school incidents, the attacker told a peer about the plan. In only 2 of 37 school shootings, a student notified an adult. • Schools must have a known, thoughtful and effective reporting system to handle and analyze threats.

43. Bystanders • 43 percent attempt to help. • 33 percent feel they should help, but don’t. • 24 percent feel bullying is none of their business. WSSAHB, 2000 • Bullying is a “spectator sport” in middle and elementary school.

44. Bullying is Performance Art

45. Victim G. Defender – dislikes the bullying and tries to help the victim A. Bully A G B. Follower or Henchman – may even carry out the acts F Social Culture B E C. Supporter - takes part in the bullying F. Passive Defender – dislikes the bullying but does not show open defense D C D. Passive Supporter – seems to like the bullying but does not take an active part E. Disengaged Onlooker The Cycle of Bullying Olweus, D., Limber, S., and Mihalic, S.F. (1999)

46. Victim G. Defender – helps the victim A. Bully A G F. Defender’s Supporter F Social Culture B. Follower or Henchman – may not be as ready to act B E E. Possible Defender D C D. Passive Defender C. Disengaged Onlooker Breaking the Cycle Olweus, D., Limber, S., and Mihalic, S.F. (1999)

47. Creating a Supportive Learning Environment “What can we do?” Break the Cycle of Bullying by Changing your School-wide Culture Implement the Comprehensive Bullying Prevention Plan

48. The Comprehensive Bullying Prevention Plan Keys & Components Keys are the required conditions that must exist for the Components of the Plan to be successful.

49. Comprehensive Bullying Prevention Plan • A Broad Vision to Enhance the School’s Supportive Learning Environment • The Support of Administration • A Commitment of Time and Attention • A Focus on All of the Components • The Integration of Strategies • A Common Language KEYS

50. Comprehensive Bullying Prevention Plan • Policy & Procedures • Prescribe Responses • Proactive Prevention / Early Intervention • Monitor – Re-teach – Evaluate – Revise • Institutionalize COMPONENTS