Bullying

1. Bullying Growing Strong Families Impact Team In-Service April 7, 2010 Debbie Richardson, Ph.D., Parenting Asst. Extension Specialist Human Development & Family Science, Oklahoma State University

2. In-Service Objectives Educators will learn: • To identify the meaning and types of bullying and the extent of the problem • To recognize the 3 main roles students may have with respect to bullying and the signs and consequences associated with each role • To understand evidence-based prevention and intervention strategies to reduce bullying and victimization • Key messages and appropriate resources to inform students, schools, parents, and the community regarding bullying prevention

3. Stand up If…

4. What is Bullying?

5. Bullying Defined Any intentional, repeated, hurtful acts, words, or behavior committed by one or more children against another. (U.S. Dept. of Education) A conscious, willful, and deliberate hostile activity intended to harm, induce fear through the threat of further aggression, and create terror. (Coloroso, 2008) A form of emotional or physical abuse with 3 characteristics: • Deliberate -intention is to hurt someone • Repeated - often targets same victim again and again • Power Imbalanced - chooses victims perceived as vulnerable  (www.eyesonbullying.org)

6. Bullying: Abuse of Power Children who bully abuse their power to hurt others, deliberately and repeatedly www.eyesonbullying.org

7. Teasing • Occasional peer conflict • Often unintentional • Kids who tease are willing to work together to resolve the conflict • Usually playful and friendly • Kids involved usually of the same social status • No imbalance of power

8. Teasing or Bullying?

9. Forms of Bullying Occurs in many forms, with varying severity: Physical - poking, pushing, tripping, hitting, punching, kicking, beating up, assaulting with a weapon, taking or destroying property, etc. Verbal - yelling, teasing, name-calling, insulting, threaten to harm, etc. Emotional(indirect or relational) - gestures, ignoring, excluding, spreading rumors, telling lies, getting others to hurt someone, harm to another’s group acceptance, humiliation, coercion, etc. Sexual – unwanted sexual comments and behaviors, sexual assault, dating violence, etc. Cyberbullying

10. Why Stop Bullying? • Interferes with learning in school and may lead to increased absenteeism and dropout rates • Students feel less safe and less satisfied in school • Bullying children may become bullying adults and are more likely to become abusive of their partners and children • The longer bullying lasts, the harder to change • Bullies identified by age 8 are 6 times more likely to have a criminal conviction by age 24 • May be linked to other delinquent, criminal and gang activities, such as shoplifting, drug abuse, and vandalism • Bullying targets grow socially insecure and anxious with decreased self-esteem and increased depression rates, even into adulthood

11. Bullying The U.S. and Oklahoma

12. Bullying in the U.S. • Nearly 1/3 of students surveyed reported experiencing moderate or frequent bullying, either as a bully (13%), a victim (11%), or both (6%). • More than 16% had been bullied at least occasionally during the current school year; 8% reported bullying or being bullied at least once a week. • Frequency of bullying was higher among 6th-8th graders than among 9th-10th grade students. (JAMA, 2001; U.S. Dept. of Education, 2008)

13. Bullying in the U.S. 55% of 8-11 year olds and 68% of 12-15 year olds identified bullying and teasing as a “big problem” – more than drugs or alcohol, sex, violence, discrimination, or other problems (Kaiser Family Foundation, 2001)

14. Oklahoma Bullying Study • 2005 OK State Dept. of Health study of students’ bullying perceptions • 16% (85 of 540) school districts in 45 counties participated • 7,848 students in 3rd, 5th, & 7th grades completed survey

15. Oklahoma Bullying StudyGrade & Location Students reported bullying was a weekly or daily occurrence at school: • 54% overall • 69% of 7th graders • 54% of 5th graders • 40% of 3rd graders Most frequent places: • 70% playground • 42% bus • 36% halls • 28% bathrooms • 23% classrooms • 23% cafeteria 1 in 5 students worried often or daily about being bullied

16. OK School Bullying Prevention Act • Passed & enacted in 2002 • To provide a comprehensive approach for the public schools to create an environment free of unnecessary disruption which is conducive to the learning process • Requires each district school board to adopt a policy: • methods of control and discipline of students • define standards of conduct • specifically prohibit harassment, intimidation, and bullying by students at school • address prevention and education about such behavior • make an effort to involve teachers, parents, and students • Safe school committees shall study and make recommendations • Use research-based program listed by State Dept. of Ed

17. OK School Bullying Prevention Act Defines school harassment, intimidation, and bullying: Any gesture, written, or verbal expression, electronic communication, or physical act that a reasonable person should know will harm another student, damage another student’s property, place another student in reasonable fear of harm to the student’s person or damage to the student’s property, or insult or demean any student or group of students in such a way as to disrupt or interfere with a school’s educational mission or the education of any student.

18. Statewide School Safety Hotline OK State Dept. of Education Anonymous reporting of suspicious or potentially dangerous activity in OK schools 1-877-SAFE-CALL, ext. OK-1 (1-877-723-3225, ext. 651) www.okssafecall.com

19. Other Oklahoma Policy Efforts • OSDH Injury Prevention Service • Injury Free Oklahoma 2010: Strategic Plan for Injury and Violence Prevention • Goals and objectives to provide training, build capacity and partner with organizations on healthy relationships, dating and sexual violence prevention, and bullying prevention in schools • A bill to develop a model dating violence policy to assist school districts for dating violence reporting and response was introduced in 2009, however it became dormant.

20. The Bullies, the Bullied, and the Bystanders All Have a Role

21. Bullies Quiz ******* What are some other myths about bullying?

22. Multiple Players The Bully The Bullied The Bystanders

23. The Bullies • Select and systematically train their victims to comply to their demands • Seek active encouragement, passive acceptance, or silence from bystanders • Can be stopped when victims and bystanders learn and apply new ways to stand up against bullying. • Can learn how to make friends and get what they want by helping, rather than hurting, others

24. Group Effect • Sometimes children bully in groups • Children may join in because they look up to the bully and want to impress him or her, or because they are afraid and do not want to be attacked themselves • In one study, 18% of the children said they would join in if their friends were bullying someone.Atlas, R., & Pepler, D. (1998). Observations of bullying in the classroom. Journal of Educational Research, 92, 1–86.

25. The Bullied • Girls and boys of all ages, sizes, and backgrounds • Some children are more likely than others to be victimized because they appear small, weak, insecure, sensitive, or “different” from their peers.  • Reward the bully by yielding control and showing signs of intimidation • Often fail to gain support from bystanders and avoid reporting the bullying • Can learn to defeat the bully by responding assertively, rallying support from bystanders, or reporting the bullying to adults

26. The Bystanders • Play an important, pivotal role in promoting or preventing bullying - rarely completely neutral • Depending on how bystanders respond, they can either contribute to the problem or the solution. • Without realizing it, they may exacerbate a situation by providing an audience, maintaining silence, actively encouraging, or joining in • Can neutralize or stop bullying by aiding the victim, drawing support from other bystanders, or obtaining help from adults

27. Bystanders Hurtful Bystanders Helpful Bystanders • Instigateby prodding the bully to begin • Encourage by laughing, cheering, or making comments that further stimulate the bully • Join in once bullying has begun • Passively accept by watching and doing nothing - provide the audience a bully craves and silent acceptance that allows continuation of hurtful behavior • Have power to play a key role in preventing or stopping bullying • Directly intervene by discouraging the bully, defending the victim, or redirecting the situation away from bullying • Get help by rallying support from peers to stand up against bullying or by reporting the bullying to adults

28. Bullying Development • Preschool years • often rely on direct verbal bullying and physical power to control material objects or territory • May lack skills to interact in more socially appropriate ways • Elementary school years • more likely to use threats and physical force combined with direct verbal bullying to make victims do things against their will • Some children begin to use indirect bullying to exclude peers from their social circle • Middle & high school years • Rely on direct verbal bullying (i.e., name-calling and making threatening remarks) as well as physical bullying

29. Gender & Bullying • Both boys and girls engage in physical bullying • Bullying is more prevalent in boys than girls, yet this difference decreases when considering indirect aggression • Girls are more likely to participate in indirect, relational bullying, such as rumor-spreading and social exclusion • While boys tend to rely on bullying to enhance their physical dominance, girls tend to use it to enhance their social status

30. Complex Interplay Multiple factors contribute to a selection of a bullying victim including: The bully’s motivation The victim’s characteristics Specific circumstances of the situation

31. Children Who Bully Characteristics Myths • Impulsive, hot-headed, easily frustrated • Lack empathy • Attribute hostility to others • Difficulty following rules • Defiant toward authority • View violence in a positive way • Boys tend to be physically stronger than other children • Need to be center of attention • Need for power & dominance • Socially isolated, loners • Easily make friends • Usually have at least a small group of friends who support & encourage • Have low self-esteem • Most have average or above-average self-esteem • Difficulty accepting criticism

32. Types of Bullies • Aggressive – most common type • Have an aggressive personality and are motivated by power and the desire to dominate others • Confident, popular • Passive • Tend to be more insecure and less popular • Difficulties concentrating and managing violent outbursts • Rather than initiating, tend to hang back until bullying is underway, then become enthusiastic participants • Quick to align and be loyal to more powerful aggressive bullies • Bully-victims – small % • Possess some of the same characteristics as provocative victims • Easily aroused & sometimes provoke others weaker than they are • Generally unpopular with peers

33. Family Risk Factors • Lack of warmth and involvement on the part of parents • Overly permissive parenting (including a lack of limits or consequences for children's behavior) • Lack of supervision by parents • Harsh, physical discipline • Model bullying or abuse at home

34. Peer Risk Factors Children and youth who bully are more likely to have friends who bully and have positive attitudes toward violence

35. School Risk Factors The school environment plays a major role in determining the extent that bullying problems will manifest in the classroom or school Faculty attitudes Faculty behaviors School routines (Olweus, Limber, Mihalic, 1999)

36. Reasons for Bullying • Learned at home • Regain some of the control they have lost at home • Negative concepts and expectations • Cover up insecurity – attack before being attacked • Need to control and exert power over others • To gain attention and be popular • Put on tough exterior to deal with problems or emotions

37. Warning Signs of Bullying • Unexplained damage or loss of clothing & other personal items • Evidence of physical abuse, such as bruises and scratches • Afraid of going to school, walking to and from school, riding the school bus • Loss of or changes in friends • Reluctance to participate in activities with peers • Loss of interest in activities • Frightened to say what’s wrong • Unusually sad, moody, anxious, lonely, or depressed • Problems with eating, sleeping, bed-wetting • Headaches, stomachaches, or other physical complaints • Need for extra lunch money • Decline in school achievement • Becomes aggressive toward others • Thoughts of suicide

38. The BulliedCharacteristics • Insecure; low self-confidence • Anxious • Fearfulness • Submissiveness • Depression or sad appearance • Limited sense of humor • Below-average size, strength, or coordination • Disabilities • Cries easily • Feelings of helplessness • Self-blame for problems • Control perceived as external vs. internal • Social withdrawal & isolation • Poor social skills • Low popularity • Trouble making friends; few or no friends • High dependence on adults • Poor ability to defend self; gives up when bullied

39. Types of Bullied Victims • Passive – most common • inadvertently reward the bully by crying, giving over their possessions, avoiding or running away in fear • Provocative • negative responses from others by behaving in socially inappropriate ways (e.g., annoys) • may trigger conflict or ridicule and then overreact with anger and exasperation • May display characteristics of pure bullies as well as passive victims

40. 2 Kinds of Distress Immediate physical and physiological distress that results from the actual bullying incident Anticipatory fear that often occurs from the spoken or implied threat of future attacks

41. Impacts of Bullying on Children Chronic victimization is associated with: • Lowered academic performance • Increased health problems • headaches • abdominal pain • poor appetite • skin problems • tension • bedwetting • sleeping difficulty • tiredness • Increased adjustment difficulties • anxiety • depression • suicidal ideation • Problems can continue into adulthood

42. Effects on The Bully • Each time bullies hurt other children, they become more removed emotionally from the suffering of their victims • Learn to justify their actions by believing their victims deserve to be bullied • Learn the way to get what they want from others is through force • Often fail to develop social skills of sharing, reciprocating, empathizing, and negotiating that form basis for lasting friendships

43. Bullying and other Violent or Anti-Social Behaviors Children who frequently bully their peers are more likely than others to: Into adulthood, children who have bullied often show higher rates of: • Get into frequent fights • Vandalize or steal property • Drink alcohol • Smoke • Be truant from school • Drop out of school • Carry weapons to school (Olweus, 1993; http://stopbullyingnow.hrsa.gov) • Aggression • Antisocial behavior • Carry weapons • Convictions for crime • Difficulty controlling emotions • Traffic violations • Convictions for drunk driving • Depression • Suicides

44. Severe Consequences • Some children may withdraw, while others may get angry and seek revenge • 60% of pre-teens characterized as bullies in grades 6-9 had at least one criminal conviction by age 24 (4 x as likely as non-bullying peers) • 71% of school shooters (1974-2000) felt bullied, threatened, attacked or persecuted • 20% of student perpetrators in school-related homicide incidents were victims of bullying Vossekuil B., Fein, R., Reddy, M., Borum, R., & Modzeleski, W. (2002). The final report and findings of the Safe School Initiative: Implications for the prevention of school attacks in the United States. Washington, DC: U.S. Department of education, Office of Elementary and Secondary Education, Safe and Drug-Free School Program and U.S. Secret Service, National Threat Assessment Center.

45. Intervening & Reporting

46. Most bullying is not reported because children . . . • Don’t recognize it as bullying • Are embarrassed • Don’t want to appear weak • Believe they deserve it • Want to belong • Fear retaliation • Don’t know how to talk about it • Don’t have a trusted adult to confide in • Think adults won’t understand • Think nothing can be done about it  www.eyesonbullying.org Culture of Silence Many children who are bullied never tell anyone

47. Why don’t Bystanders Intervene?  • Think “It’s none of my business” • Fear getting hurt or becoming another victim • Feel powerless to stop the bully • Don’t like the victim or believe the victim “deserves” it • Don’t want to draw attention to themselves • Fear retribution • Think telling adults won’t help or may make things worse • Don’t know what to do

48. Oklahoma Bullying StudyReporting Bullying When witnessed bullying: • 34% helped the student being bullied • 22% told an adult at school • 9% told a parent When bullied: • 48% told an adult at school • 41% told a parent • 7th graders reported to a parent/adult less frequently than 3rd or 5th graders Nearly 2/3 of students who were frequently bullied and ½ of students not bullied indicated they would feel safer at school if there was better adult supervision. Frequently bullied children wanted teachers to take action making rules, enforcing them, and teaching lessons about how to get along better.

49. Bystander Consequences Bystanders who don’t intervene or don’t report bullying often suffer negative consequences such as: • Pressure to participate in the bullying • Anxiety about speaking to anyone about the bullying • Powerlessness to stop bullying • Vulnerability to becoming victimized • Fear of associating with the victim, the bully, or the bully’s pals  • Guilt for not having defended the victim

50. Parent & Teacher Awareness Parents and teachers are rarely aware of the extent and impact of bullying at school Don’t assume the problem will go away on its own