Bullying What is it? What isn’t it? What are you doing about it?

1. BullyingWhat is it?What isn’t it?What are you doing about it? Downtown School Parent Educational Event February 19, 2013 Principal, Noreen Barthelmes

2. Bullying Negative Consequences of the Epidemic • “In summary, there is considerable evidence that involvement in bullying, as a victim, bully, or bully-victim is associated with serious short-term and long-term psychological and academic consequences” (Swearer, Espelage, & Napolitano, 2009) • Bullying has been related to academic deficits (Crick & Grotpeter, 1995, Murray-Close, Ostrov, & Crick, 2007, Prinstein, Boergers, & Vernberg, 2001) • Reduced attendance rates, increased illnesses, and even death MG

3. Bullying: What it is • Statutory Definitions and Key Vocabulary • Working Definition WB

4. Bullying means “any severe or pervasive physical or verbal act or conduct, including communications made in writing or by means of an electronic act, and including one or more acts committed by a pupil or group of pupils as defined in Education Code Sections 48900.2 (sexual harassment), 48900.3 (hate violence), or 48900.4 (harassment, threats and intimidation), directed toward one or more pupils that has or can be reasonably predicted to have the effect of one or more of the following: (a) placing a reasonable pupil(s) in fear of harm to that pupil's or those pupils' person or property; (b) causing a reasonable pupil to experience a substantially detrimental effect on his or her physical or mental health; (c) causing a reasonable pupil to experience substantial interference with his or her academic performance; or (d) causing a reasonable pupil to experience substantial interference with his or her ability to participate in or benefit from the services, activities, or privileges provided by a school” (Education Code Section 48900(r)). WB

5. Elements of Education Code Definition of Bullying • Severe • Pervasive • Physical or verbal act/conduct • Written/electronic communication • Impact on the reasonable pupil • Fear of harm (person or property) or • Substantial interference with: • academic performance • participation in or benefit from school services, activities, or privileges MH

6. Bullying: What it is not • Bullying is generally not: • Pesky and annoying behaviors that occur occasionally • Physical “rough housing” that regularly occurs during the normal course of physical games or play • Telling another that: you don’t like them, don’t want to be their friend anymore, to get lost, etc. • Acting in a mean, rude, unfriendly, or disrespectful way • Teasing, telling bad jokes, refusing to play with someone… These are poor behaviors that should be appropriately dealt with, but not bullying!

7. General “Working Definition” of Bullying Severe or pervasive verbal or physical misconduct that would impact a reasonable pupil resulting in either: (1) fear of harm (person or property); or (2) substantial interference with either: (a) academic performance; or (b) participation in or benefit from services, activities, or privileges. Note: California’s legal definition of bullying makes no reference to a power imbalance between the bully and his/her victim. MH

8. Bullying: Definitions • Victims report increased loneliness, greater school avoidance, more thoughts of suicide, and less self-esteem (Hawker & Boulton, 2000; Kochenderfer & Ladd, 1996). • Bullies report lower levels of school belonging and higher levels of delinquent behavior (Espelage & Holt, 2001; Haynie, Nansel, & Eitel, 2001). • Bully-victims are more hyperactive, more likely to be referred for psychiatric consultation than peers (Nansel et al. 2001; Nansel, Haynie & Simons-Morton, 2003), report higher levels of depression (Swearer et al, 2001), and have lower grades than both bullies and victims (Graham et. al. 2006) • Bystanders to bullying report feelings of anxiety and insecurity (Rigby & Slee, 1993) MG

9. Bully • Bully is the person perpetrating the conduct listed in the bullying definition • Relational Aggressor means a bully that uses social manipulation to harm others by gossiping, threatening to withdraw friendships, or using social exclusion (Leff, Waasdorp, & Crick, 2010) MH

10. Victim • A victim of bullying is a person physically or psychologically abused by a peer who is intentionally aggressive either in a severe manner or repeatedly and over time (see Olweus, 1993) • Bully-Victim means a student who reports both being a victim of bullying and being a perpetrator of bullying. MH

11. Scenarios: Application of Bullying Definition • Out of the pool of four scenarios (#1 - #4), assign each table two scenarios (Maximum time: 10 minutes) • Table Reports. Objective: Identify the specific facts in the scenario that support a determination the conduct is or is not bullying MH

12. Cyberbullying Transmission, by means of an electronic device, including, but not limited to, a telephone, wireless telephone, or other wireless communication device, computer, or pager, of a communication, including, but not limited to, any of the following: (a) a message, text, sound, or image; (b) a post on a social network Internet Web site including, but not limited to: (1) posting to or creating a burn page; (2) creating a credible impersonation of another actual pupil or (3) creating a false profile (Education Code 48900(r)). Note: An electronic act shall not constitute pervasive conduct solely on the basis that it has been transmitted on the Internet or is currently posted on the Internet (Education Code 48900(r)). MH

13. Elements of Education Code Definition of Cyberbullying • Bullying by an electronic act • Burn page • Credible impersonation • False profile MH

14. Examples of Cyberbullying Severe, pervasive, or persistent conduct that involves. • Sending cruel, vicious, or threatening messages. • Creating web sites with stories, pictures, and jokes that ridicule others based on hatred or bias. • Breaking into an e-mail account and sending vicious or embarrassing material to others. • Taking a picture (e.g., revealing) in the locker room with a phone camera and sending it out. MH

15. Examples of Bullying Repeated exposure over time to negative actions or acts of aggression and intimidation. Verbal, written, graphic, digital, or other physical conduct relating to a student’s race, national origin, religion, color, disability, sexuality, or gender1that is severe, pervasive, or persistent. Unprovoked, intentional, and usually repeated acts many of which may be carried out by means of an electronic act and include: Emotionally-based behavior (spreading rumors, manipulating social relationships, rejecting, excluding, degrading, extorting, or intimidating); Verbally-based behavior (taunting, malicious teasing, name calling, racial slurs, insults, threatening, demanding money, property, or some service to be performed); and Physically-based behavior (hitting, kicking, spitting, pinching, pushing, excessive tickling). 1 See glossary for complete list of “protected classes” MH

16. Examples of Bullying (Continued) Indirect bullying that is severe, pervasive, or persistent. such as: Rejecting, excluding or isolating the target(s); Humiliating the target(s) in front of friends; Manipulating friends and relationships; Sending hurtful or threatening e-mail or notes; and Developing a Website to taunt or degrade a target and inviting others to post humiliating notes or messages MH

17. Creating Safe, Bully-Free Schools:The Role of a Positive School Climate • “School climate is emerging as an extremely important influence on bullying/victimization” (Swearer, Espelage, & Napolitano, 2009). • Schools that emphasize learning to include a positive school climate show a decrease in aggression and other school-related problems (Kasen et al, 2004). • Bullies are sometimes viewed in a positive and influential manner by their peers (Rose, Swenson, & Waller 2004). Bullies can reap benefits. • Prevention frameworks and programs that attempt to abate bullying are increasing emphasizing improving school climate to stop the reinforcement of bullying behavior or bullying perpetration (Cohen, 2006) TF

18. Positive School Climate A positive school climate including teacher, classmate, and school support can buffer the distress resulting from bullying; parent support can also help (Davidson, & Demaray, 2007) TF

19. Bullying Prevention:Creating Safe, Bully-Free Schools, • Maintain a positive, collaborative school climate • Clearly define behavioral expectations to include: (1) rules against bullying and (2) positive alternative behaviors • Use consistent processes for teaching and acknowledging appropriate behavior • Help students and staff identify and label bullying behaviors • Develop appropriate behavioral expectations for bystanders TF

20. Creating Safe, Bully-Free Schools: Role of Student Bystander • Bystander is an individual who lacks participation in bullying scenarios as either the bully or the victim. • Teach bystander students to avoid laughing, watching or otherwise rewarding the bully, but instead to support the victim, to otherwise intervene and to report bullying (Bystanders may be present when bullying occurs more than 80% of the time; a bystander may serve to reinforce or sustain the bullying behavior; the bullying is abated about half the time when bystanders intervene) • Methods used in bullying prevention and intervention programs include: awareness building, modeling, skill building, and role-playing TF

21. Positive Behavior SupportA 3-Tiered System at Downtown School • School-wide Positive Behavior Support Program created by staff, students, and parents • Be Respectful • Be Responsible • Be Safe • Systematic reinforcement for students exhibiting positive behavioral expectations • Bully Prevention Component • Stop • Walk • Talk RR

22. Anti-Bully Assemblies • Keenan West, recording artist and activist • Friday, Feb. 22 • K-2 8:30 AM • 3-5 9:05 AM • 6-8 10 AM • 7 Courageous Actions • www.pacer.org • http://www.youtube.com/watch?feature=player_detailpage&v=8Hj_-kcX3q8

23. Initiation of Investigation After receiving a notice of suspected bullying behavior, the Principal/Coordinator initiates a prompt, impartial investigation of a bullying allegation regardless of whether a formal complaint has been filed. Interview all individuals who are relevant or potentially relevant to the investigation (e.g., student complaining or potential victim[s]), the person accused of bullying, anyone who witnessed the reported bullying, and anyone mentioned as having relevant information). Take other steps such as reviewing any records, notes, or statements related to the bullying and visiting the location(s) of alleged bullying. RR

24. Investigation Steps: Alleged Harasser (Bully) • Describe what conduct constitutes bullying • Give alleged bully an opportunity to describe the incident(s) • Communicate bullying is prohibited • Give notice to cease any misconduct and process other disciplinary actions as appropriate • Communicate that retaliation is prohibited, there will be consequences, and follow up monitoring • As appropriate, inform of interim measures involving that person RR

25. Evidentiary Conclusions (Continued) • If bullying was found to have occurred, what decisions or actions are supported by the evidence? • Review the evidence and determine if the District Discipline Code has been violated (District Code, Education Code 48900 et seq.) (Suspension and expulsion for bullying applies only to students in grades 4-8). • Set a schedule to monitor potential reoccurrence of bullying and retaliation. RR

26. Severity of Bullying • To judge the severity of the bullying consider: • How the misconduct affected student(s) education • The type, frequency, and duration of the misconduct • The identity, age, and sex of the harasser and the student who complained, and the relationship between them • The number of persons engaged in the harassing conduct and at whom the bullying was directed • The size of the school, location of the incidents, and context in which they occurred • Other incidents at the school involving different students RR

27. Bullying: What is it? What isn’t it? What are you doing about it? Summary, Questions, Closing Comments • Bullying: Why it matters? • Bullying: What is it? • Cyberbullying: What is it? • Examples of bullying and cyberbullying • Ways to create a safe, bully-free environment • What to do when you suspect or become aware of bullying All