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Bullying:

Bullying:. Traits, Consequences, and Interventions Jacki Porter. NATIONAL POLICY BOARD FOR EDUCATIONAL ADMINISTRATION. The Standards for Advanced Programs in Educational Leadership support the reduction and elimination of bullying, specifically represented in criterion 2, 3, 4, and 5.

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Bullying:

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  1. Bullying: Traits, Consequences, and Interventions Jacki Porter

  2. NATIONAL POLICY BOARD FOR EDUCATIONAL ADMINISTRATION • The Standards for Advanced Programs in Educational Leadership support the reduction and elimination of bullying, specifically represented in criterion 2, 3, 4, and 5. • These standards encourage diversity, promote admiration and accomplishment for all learners, represent a positive and secure educational climate, and recognize the importance of pooling resources.

  3. Did You Know? Each day, approximately 70 percent of the student body in a typical educational setting is impacted by bullying behavior, be they the victim, the bystander, or the actual bully. (Alexeyev & Beaty, 2008)

  4. Definition of a Bully A bully is an antagonistic individual who coerces or abuses others, causing them to feel vulnerable and powerless.

  5. Victimization Peer bullying is a universal dilemma with sobering consequences.

  6. Bullying Traits • Although most are boys, female bullying should not go unnoticed. • Bullies choose to persecute their classmates most often, because they are familiar with them. • The fundamental problem in bullying behavior stems from the desire to be accepted and recognized by others. • Bullying can be physical, verbal, non-verbal, or relational in nature. (Alexeyev & Beaty, 2008; Goossens & Olthof, 2008)

  7. Cyberbullying • The National Crime Prevention Council states that “surveys show 43 percent of youths have been cyberbullied” (Willard, 2008, p. 53). • Imposing consequences for cyberbullying has become a difficult task for administrators. “The problem is that most incidents of cyberbullying occur off-campus, as students have more unsupervised time. But the impact is at school, where students are physically together” (Willard, 2008, p. 54).

  8. Bullying and the Need to Belong • OUTSIDERS steer clear of association with the bully. • DEFENDERS seek to assist the injured party. • SPECTATORS are invited by those who reinforce the bully. (Goossens & Olthof, 2008)

  9. Bullying Consequences • School climate is affected by bullying, where students may feel uncomfortable, aggressive, or scared. • The effects of bullying may include dropping or failing grades, the need for psychological care, inability to concentrate, or suicide attempts. • Students who choose to ignore the bully, or who assert themselves, seem to fare better than those who seek the help of others. (Boulton, 2008; Willard, 2008; Bradshaw & Waasdorp, 2009)

  10. Bullying Interventions • The need for an effective comprehensive bullying intervention plan is paramount. • Classroom discussion, peer support, teacher in-service, a survey battery, and role-playing afford students the opportunity to learn proper conduct and viable problem-solving options. • Collaboration of school officials, students, parents, and community members is needed. (Alexeyev & Beaty, 2008; Card & Hodges, 2008)

  11. Maslow and Bullying • Bullying behavior can best be described by Maslow’s hierarchy of needs. • Students struggle with a sense of belonging and the ability to love, because their basic needs have not been met. • Only after satisfying their physiological necessities can human beings proceed to concerns of safety; likewise, security and protection must be achieved before graduating to social issues. Individuals who regard themselves as worthy are better equipped to treat others with respect.

  12. All for One~~One for All Everyone is adversely affected by the actions of a bully; therefore, it is in society’s best interest to have everybody participate in the solution.

  13. References Alexeyev, E. B., & Beaty, L. A. (2008, Spring). The problem of school bullies: What the research tells us. Adolescence, 43(169), 1-11. Boulton, M. (2008, June). Pupils’ perceptions of bullying and disruptions to concentration andattention to school work. Pastoral Care in Education, 26(2), 83-89. doi: 10.1080/02643940802062592 Bradshaw, C. P., & Waasdorp, T. E. (2009). Measuring and changing a “culture of bullying”. School Psychology Review, 38(3), 356-361. Card, N. A., & Hodges, E. V. (2008). Peer victimization among schoolchildren: Correlations, causes, consequences, and considerations in assessment and intervention. School PsychologyQuarterly, 23(4), 451-461. doi: 10.1037/a0012769 Goossens, F. A. & Olthof, T. (2008). Bullying and the need to belong: Early adolescents’ bullying-related behavior and the acceptance they desire and receive from particularclassmates. Social Development, 17(1), 24-46. doi: 10.1111/j.1467-9507.2007.00413.x Willard, N. (2008, September). We hate Ashley. District Administration, 53-56. Retrievedfrom http://www.districtadministration.com

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