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Creating a Bully Free Alberta What Adults Can Do

Creating a Bully Free Alberta What Adults Can Do. Prevention of Bullying Initiative. Education and awareness, as well as supporting communities in their bullying prevention efforts, is a priority for the Government of Alberta. What Do You Think Bullying Is?. Activity:

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Creating a Bully Free Alberta What Adults Can Do

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  1. Creating a Bully Free AlbertaWhat Adults Can Do

  2. Prevention of Bullying Initiative • Education and awareness, as well as supporting communities in their bullying prevention efforts, is a priority for the Government of Alberta.

  3. What Do You Think Bullying Is? Activity: • Please respond to the questions on page 3 of your handout. • Discuss your comments with another participant.

  4. The Hundred Dresses

  5. Why is bullying on the social change agenda now? • Public incidents • Demand by parents and communities to take action

  6. Columbine

  7. “Terror in Taber; Armed teen walks into school and opens fire; one teen dead, another injured in school shooting.” Edmonton Journal April 29, 1999.

  8. Provincial Roundtable on Family Violence and Bullying 5 Key Areas for Action: • Social Change • Provincial Leadership • A collaborative, coordinated community response • Services and Supports • Accountability

  9. So What is Bullying? Three critical components: • Intentionality • Repetition • Power Differential (Handout page 4)

  10. Bullying is about power • Power comes in many forms… • Physical (larger, older) • Numbers (mobbing, scapegoating) • Social (more popular) • Over time, the power imbalance between the bully and victim becomes more established • Children who are victimized are powerless to stop the bullying on their own

  11. How Common is Bullying? • Bullying occurs on average every 7 minutes • Each bullying episode lasts about 37 seconds • One in 7 boys between 4 and 11 years of age bullies others. One in 10 are bullied. • One in 11 girls between 4 and 11 years of age bullies others. One in 14 are bullied. (Handout – page 5)

  12. Four most common types of bullying: • Verbal • Social • Physical • Cyberbullying (Handout page 6)

  13. Common Myths • Children have got to learn to stand up for themselves. • Children should hit back only harder. • It builds character. • Sticks and stones can break your bones but words can never hurt you. • That’s not bullying. They’re just teasing. • There have always been bullies and there always will be. • Kids will be kids. (Handout – page 7)

  14. The Makeup of a Bully • Bullying is a learned behaviour. • Bullies have an air of superiority that often masks deep hurt and feelings of inadequacy. (Handout – page 8)

  15. How Can You Tell If Someone IsBeing Bullied? Activity: Two Minute Brain Storm

  16. Who Gets Bullied? Child or youth who is: • different • successful • in the wrong place, at the wrong time • finds the victim role reinforcing (Handout – page 10)

  17. Why Don’t Kids Tell? • Ashamed or afraid • Unsure of adults’ abilities to help • Experienced with the ill effects of telling (Handout – page 12)

  18. The Bystander • Bystanders are present 85% of the time when bullying occurs.

  19. Involvement in Bully-Victim Incidents

  20. Olweus’ Bullying Circle A G Child Bullying Defenders B Followers F Possible defenders Victimized Child Supporters C Passive supporters Disengaged onlookers E D

  21. Bystanders Will be the Agents for Social Change It’s okay to report bullying to school authorities. 70-82% yes It is my responsibility to do something when I see bullying. 45-72% yes If you tell on a bully, people will think you are a “tattle tale” or loser. 58-86% yes Kids who tell on bullies are often the next victims. 76-87% yes Across schools…. Agree that it is “better to get involved.” 64% Believe that there is “something I can do to stop it”. 62% Do not feel that they are “too frightened to intervene.” 67% Agree that they are “just glad it’s not me”. 67% (Handout – page 13)

  22. ImplicationsAwareness /Behaviour Change • Bullying is a social problem that requires an understanding of human relationships. • We need to purposefully promote positive social development in our youth. • All children involved in bullying incidents -- perpetrators, victims and bystanders - must be included and considered in bullying interventions. We will effect the most change with the largest group – bystanders. • We need to intervene at multiple levels if we are to effect real changes in bullying in our society.

  23. Why Some Kids Do Not Bully • capable, confident, connected • empathy for others • socially competent • loved and cared for by at least one adult • capable of learning from positive adult models

  24. What Are the Effects of Bullying? • Negative effect on learning • Can lead to more serious concerns (Handout – page 15)

  25. Selected Universal Targeted Levels of Intervention Specialized Individual Interventions (IndividualStudent System) Students with Chronic/Intense Problem Behaviour (1 – 7%) Students At-Risk for Problem Behaviour (5 – 15%) Specialized Group Intervention (At-Risk System) Universal Intervention (School-Wide System Classroom System) Students without Serious Problem Behaviour (80 – 85 %) All Students in School

  26. How Do We Change Human Behaviour? • TEACH–teach specific skills in the natural environment • REINFORCEMENT/CONSEQUENCES– behaviour based interventions • – use (4 to 1 ratio) • MODIFY THE ENVIRONMENT • – change schedules, traffic patterns, for example, to set children up for success

  27. Effective Interventions • EFFECTIVE INSTRUCTION– modifications and adaptations • SCHOOL BONDING • – positive involvement in school activities, positive relationship with at least one adult at school, peer mentorship programs

  28. Jigsaw Activity • Strategies if a child is being bullied (handout pages 17-20). • Strategies if a child is a bystander (handout pages 20-23). • How can adults help (handout – pages 24-29). • Review the section of the handout assigned to your group. Highlight key points. • At the signal return to your HOME GROUP and report what you have learned. • Record highlights on chart paper.

  29. Strategies- Children Tell Children to: • Have a friend and be a friend. • Ask a friend to help you. • Make sure you are part of a group. • Ask adults for help, and keep asking until you get it. Keep them informed of the situation. • Use a calm voice to explain what happened. • Talk, Walk, Squawk (Handout – pages 17-20)

  30. Immediately stop the bullying Refer to the relevant rules against bullying Support the bullied child If appropriate, impose immediate consequences Include the bystanders in the conversation Do not require the children to meet and “work things out” Provide follow-up interventions, as needed Strategies (schools and communities) When you see or hear bullying:

  31. Cyberbullying Examples: • Threatening, hateful or insulting e-mails or instant messages • Stealing passwords • Building websites Cyberbullying is using the computer or other technology to harass or threaten another person.

  32. What Can Adults do AboutCyberbullying? • Learn about technology • Be available • Teach responsible internet use • Put the computer in a visible, high traffic place • Install and use blocks • Encourage children and youth to speak up

  33. Adults matter Adult guidance and intervention is so important.

  34. Bullying is a Community Issue • bullying can happen anywhere • schools play a leadership role • need the support and involvement of all systems: home, school, sports teams, recreation centres, neighbourhood

  35. Adults Are Essential • Positive role model • Good listener • Refrain from using power negatively

  36. What is Alberta Doing? • Cross-Ministry Strategy • Community Grants • Free Resources • Awareness Campaigns • Demonstration Projects

  37. www.teamheroes.ca

  38. www.B-Free.ca

  39. www.bullyfreealberta.ca

  40. Bullying Helpline 1-888-456-2323

  41. Web Resources • www.bullyfreealberta.ca • www.B-Free.ca • www.teamheroes.ca • www.bullying.org • www.cyberbullying.org • www.education.gov.ab.ca/safeschools • www.crimeprevention.gov.ab.ca • www.bewebaware.ca • http://csefel.uiuc.edu • www.research4children.org • www.cipb.ca

  42. Guided Practice • Form groups of 3 or 4. • Work through a few of the guided practice activities identifying a recorder and reporter. (Handout – pages 31-35)

  43. “In conclusion, there is no conclusion to what children who are bullied live with. They take it home with them at night. It lives inside them and eats away at them. It never ends. So neither should our struggle to end it.”Sarah, age 17

  44. Action Plan • How do you climb a mountain or change the world?One step, one conversation at a time. • Name one thing you can do this week to change bystander behaviour.

  45. Contacts Carri Boulton, Alberta Children’s Services (780) 644-5155 Carri.Boulton@gov.ab.ca Paula Coombs, Alberta Education (780) 415-9313 Paula.Coombs@gov.ab.ca Sandra Woitas, Alberta Education (780) 427-9865 Sandra.Woitas@gov.ab.ca Colleen McClure, Alberta Education (780) 422-3959 Colleen.Mcclure@gov.ab.ca Government Toll Free: 310-0000

  46. Acknowledgements Dr. Tanya Beran, Professor, Division of Applied Psychology – Education, University of Calgary Dr. Barbara Coloroso, Educational ConsultantDr. Marliss Meyer, Alberta EducationSandra Woitas, Alberta EducationKaren Bain, Behavioural Programming Specialist, Edmonton Public Schools Dr. Tony McLellan, Alberta Education Dr. Shelley HymelProfessor, Department HeadUniversity of British Columbia, Faculty of EducationAudrey Cole, National Coordinator, Canadian Initiative for the Prevention of BullyingDr. Wendy Craig, Associate Professor, Department of Psychology, Queen’s UniversityDr. Shelley Pepler, Professor of Psychology, York UniversityDr. Tracy Vaillencourt, Assistant Professor, Associate Chair, Department of Psychology, Neuroscience and Behaviour, McMaster University

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