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Bullying Prevention Staff Training

Bullying Prevention Staff Training. Sexual Harassment and Assault Prevention Program (SHAPP) (Insert School District) Public Schools. Training Date: (Insert Date). Vision/Mission Statement.

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Bullying Prevention Staff Training

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  1. Bullying Prevention Staff Training Sexual Harassment and Assault Prevention Program (SHAPP) (Insert School District) Public Schools Training Date: (Insert Date)

  2. Vision/Mission Statement The vision (and/or mission) of (school district) Public Schools is to (insert district vision/mission statement here)

  3. SHAPP Goals and Objectives • Highlight your district’s SHAPP goals/objectives pertaining to bullying in bullet form • Use your discretion as to whether all SHAPP objectives should be listed here or simply those related to bullying. If the latter is chosen, you may want to briefly mention that additional program objectives are beyond the scope of this training and will be covered in other program-related trainings/activities. • Include statement that draws clear and direct link between SHAPP goals/objectives on bullying and school district vision/mission

  4. When Bullies Rule: Schools Offer a Lesson Plan on Bullies School Bullying Is Common, Mostly by Boys, Study Finds Bullying Widespread in U.S. Schools, Survey Finds Washington: Anti-bullying Measure Supported NEWS & TRENDS The Bullying Pulpit: Post-Columbine, Harassment Victims Take School to Court

  5. Sentence Stems • When I think of student bullying and teasing, I… • One question or concern I have about student bullying and teasing is… • The whole focus on student bullying and teasing is…

  6. Bullying Definition Components • Aggressive behavior that intends to cause harm or distress • Is repeated over time • Occurs in a relationship where there is an imbalance of power or strength

  7. Definition “Bullying among children is commonly defined as intentional, repeated hurtful acts, words or behavior such as name-calling; threatening and/or shunning committed by one or more children against another. The victims do not intentionally provoke these negative acts, and for such acts to be defined as bullying, an imbalance of real or perceived power must exist between the bully and the victim.”

  8. Bullying = Peer Abuse

  9. Why focus on Bullying/Victim Problems? • Short and long-term effects on victims • Concern about students who bully • Impact on bystanders • School social climate

  10. Bullying Affects the Total School Climate • It interferes with student learning • It creates a climate of fear and disrespect • Students may perceive lack of control/caring

  11. What’s YOUR Bully I.Q.? TRUE or FALSE?

  12. TRUE or FALSE? Studies suggest that fewer than 10% of children are involved in bullying/victim problems in elementary or middle school

  13. TRUE or FALSE? Most bullying is physical in nature.

  14. TRUE or FALSE? Girls bully just as much as boys; they just do it differently.

  15. A 2001 National Institute of Health study on bullying found that… • 10% of children said they had been bullied by other students • 13% of students said they had bullied other students • 6% said they had both been bullied themselves and had bullied other children • In all, 29% of students who responded to the survey had been involved in some aspect of bullying, either as a bully, the target of bullying or both • Males were both more likely to bully others and more likely to be victims of bullying than were females • Males were more likely to say they had been bullied physically (hit, slapped or pushed), while females more frequently said they were bullied verbally (through sexual comments or rumors)

  16. More on Gender Differences • Boys tend to bully/harass with physical or verbal aggression • Girls tend to bully/harass with social aggression • Boys who bully tend to be 1 – 2 years older than their victims. Their victims can be either boys or girls. • Girls who bully tend to target other girls who are the same age • Girls are more likely to be bullied by a group • Girls are more likely to involve both boys and girls in their bullying pursuits against the victim • Boys identify their behaviors as bullying more often than girls

  17. Direct Bullying • Physical hitting, kicking, shoving, spitting • Verbal taunting, teasing, degrading, racial or sexual comments • Non-Verbal threatening, obscene gestures

  18. Indirect Bullying • Physical getting another person to assault someone • Verbal spreading rumors • Non-Verbal deliberate exclusion from a group or activity; cyber-bullying

  19. Bullying/Harassing Behaviors Physical Aggression Mild Moderate Severe • Pushing;Shoving;Spitting • Kicking;Hitting • Defacing property;Stealing • Physical acts that are demeaning and humiliating, but not bodily harmful (e.g. de-panting);Locking in a closed or confined space • Physical violence against family or friends • Threatening with a weapon;Inflicting bodily harm

  20. Bullying/Harassing Behaviors Social Alienation Mild Moderate Severe • Gossiping;Embarrassing • Setting up to look foolish; spreading rumors about • Ethnic slurs; setting up to take the blame • Publicly humiliating (e.g. revealing personal info); excluding from group; social rejection • Maliciously excluding; manipulating social order to achieve rejection; malicious rumor-mongering • Threatening with total isolation by peer group

  21. Bullying/Harassing Behaviors Verbal Aggression Mild Moderate Severe • Mocking; name-calling; dirty looks; taunting • Teasing about clothes or possessions • Teasing about appearance • Intimidating telephone calls • Verbal threats of aggression against property or possessions • Verbal threats of violence or of inflicting bodily harm

  22. Bullying/Harassing Behaviors Intimidation Mild Moderate Severe • Threatening to reveal personal info; graffiti; publicly challenging to do something • Defacing property or clothing; playing a dirty trick • Taking possessions (e.g. lunch, clothes, toys • Extortion; sexual/racial taunting • Threats of using coercion against family or friends • Coercion; threatening with a weapon

  23. Bullying/Harassing Behaviors Racial and Ethnic Harassment Mild Moderate Severe • Joke telling with racial or ethnic targets • Exclusion due to ethnic or cultural group member-ship • Racial or ethnic slurs • Verbal accusations, putdowns; public humiliation • Destroying or defacing property due to ethnic or cultural group membership • Physical or verbal attacks due to group membership

  24. Bullying/Harassing Behaviors Sexual Harassment Mild Moderate Severe • Sexual or “dirty” jokes; conversations that are too personal • Howling, cat calls, whistles; leers and stares • “Snuggies” (pulling underwear up at the waist; repeatedly asking someone out when he/she isn’t interested • Spreading sexual rumors; pressure for sexual activity; de-panting • Cornering, blocking, standing too close, following • Sexual assault or attempted sexual assault; rape

  25. What examples of bullying/harassment do you see in your school?

  26. TRUE or FALSE? The vast majority of children who are bullied tell a teacher or other member of the school staff.

  27. TRUE or FALSE? Researchers have document few, if any, serious effects of bullying on victims.

  28. Who are the Victims? There are three types of bullying victims: • Passive Victims • Provocative Victims • Vicarious Victims

  29. Passive Victims • Are the most common type of victims, easy to identify • Lack social skills • Cry easily • Lack the ability to use humor to defuse conflict • May be lonely and depressed • Yield easily to bullying • Are likely to be anxious and insecure • Are unable to defend themselves

  30. Provocative Victims • Comprise a much smaller group, are often difficult to recognize as victims • Are restless children who irritate and tease others and don’t know when to stop • Fight back in bullying situations but end up losing • Are easily emotionally aroused • Tend to maintain the conflict and lose with frustration and distress • May be diagnosed with ADHD • Often make others feel they deserve to be bullied

  31. Vicarious Victims • Feel vulnerable as a potential target • Have a moderate to high degree of empathy and sensitivity • Do not take a stand against bullying because of fear • Experience guilt about their failure to act

  32. Bullying affects everyone… The victim, bystanders and the bully

  33. Short Term Effects of Being Bullied • Lower self-esteem • Illness • Absenteeism and dropping out • Depression, anxiety and hyper-vigilance • Sleeplessness and eating disorders • Thoughts of suicide

  34. Long Term Effects of Being Bullied • Lower self-esteem • Higher rates of depression • Suicide • Violent retaliation

  35. Bystanders • Make up 85% of school population “silent majority” • Become desensitized to the bullying over time • Why don’t bystanders get involved? • Fear of retaliation • Don’t know what to do • Afraid they’ll make things worse • Worry about losing social status • Don’t believe that adults will help

  36. TRUE or FALSE? Bullying is just as likely to occur on the way to and from school as during school hours.

  37. Common Bullying Locations • 48% hallways/stairs • 32% in class (teacher absent) • 29% in physical education class/locker room • 27% in class (teacher present) • 17% in bathrooms • 16% on the way to/from school • 15% on the bus • 8% at the bus stop

  38. TRUE or FALSE? Most students who observe bullying don’t think they should get involved.

  39. Bystanders may… • Feel it’s none of their business • Feel afraid, e.g., for personal safety • Feel powerless to change things • Feel guilty • Feel diminished empathy for victims • Join in on the bullying (watch, cheer) • In some cases, be “henchmen” for the bully

  40. Intervene With the Bystander Why? • Bystanders represent the largest group in the “Bullying Circle” • A bystander may range from the “follower/henchman” to the defender of the victim

  41. (Olweus) THE BULLYING CIRCLE: STUDENTS’ MODES OF REACTION/ROLES IN AN ACUTE BULLYING SITUATION Bullying Circle

  42. Schools should consider helping the bystander by… • Enforcing school rules • Modeling intolerance for bullying, addressing it when seen • Distinguishing between tattling and reporting • Providing an anonymous means for students to report bullying • Providing commendations for bystanders who intervene

  43. TRUE or FALSE? Once a bully, always a bully.

  44. Considering Bullies and Their Behavior • Bullies have high self-esteem. Their behavior satisfies their self-esteem and they are not likely to stop bullying on their own • The behavior is often part of a conduct-disordered behavior pattern • This pattern may continue into adulthood and take shape in various relationships, e.g., dating • Bullies are 4 times more likely than non-bullies to have 3 or more convictions by age 24

  45. Motivations to Bully/Harass • Gain power • Gain popularity and attention • Act out problems from home • Copy what someone else does whom they admire • Perceive it as fun • Inflated self-esteem

  46. Bullies CAN Change Bullying behaviors and victimization experiences are relative stable over time if there is NO intervention BUT, appropriate intervention CAN change behaviors

  47. Good Idea…Or Mistake? “Get rid of the bullies. We simply need a zero tolerance policy for bullying.”

  48. Good Idea…Or Mistake? “Let’s group bullies together for treatment.”

  49. Good Idea…Or Mistake? “Bullying is best handled through peer mediation.”

  50. Good Idea…Or Mistake? “The Prevention Program ‘Du Jour’ Approach.”

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