Bullying Awareness and Prevention

1. Bullying Awareness and Prevention Created by: Kimberly Sheppard

2. What is “bullying?” According to the American Psychological Association (2012b), “bullying is aggressive behavior that is intentional and involves an imbalance of power or strength. It is repeated behavior and can be physical, verbal, or relational.”

3. Thoughts from President Obama on Bullying “But because its something that happens a lot, and its something that’s always been around, sometimes we’ve turned a blind eye to the problem. We’ve said, ‘Kids will be kids.’ And so sometimes we overlook the real damage that bullying can do, especially when young people face harassment day after day, week after week” (Lee, 2011).

4. There are 4 Types of Bullying The National Centre Against Bullying (2012) states that “The Department of Education and Early Childhood Development’s Building Respectful and Safe Schools (2010) identifies four types of bullying.” Note: Relational bullying is the same thing as covert bullying but will be referred to as covert bullying throughout the presentation.

5. 1. Physical Bullying The National Centre Against Bullying (2012) says that “Physical bullying includes hitting, kicking, tripping, pinching and pushing or damaging property.” This list does not include all possible types of physical bullying. Any action that causes another individual to feel hurt, embarrassed, or uncomfortable may be considered bullying. Further examples include: flipping, pulling hair, slapping, and pulling

6. 2. Verbal Bullying The National Centre Against Bullying (2012) states that “Verbal bullying includes name calling, insults, teasing, intimidation, homophobic or racist remarks, or verbal abuse.” Examples: calling someone fat, gay, threatening someone, making negative remarks about someone’s religion or cultural background, remarks about one’s socioeconomic status, remarks about one’s physical or mental disabilities, remarks about one’s social status, remarks about one’s academic performance level

7. 3. Covert Bullying The National Centre Against Bullying (2012) says that “covert bullying is often harder to recognise and can be carried out behind the bullied person's back. It is designed to harm someone's social reputation and/or cause humiliation.” This type of bullying is often overlooked and goes unnoticed as “bullying” since it does not fit the common description of bullying that we typically think of.

8. Covert Bullying Continued • According to the National Centre Against Bullying (2012), • Covert bullying includes: • lying and spreading rumours • negative facial or physical gestures, menacing or contemptuous looks • playing nasty jokes to embarrass and humiliate • mimicking unkindly • encouraging others to socially exclude someone • damaging someone's social reputation or social acceptance.

9. 4. Cyberbullying • According to the National Centre Against Bullying (2012), • “Cyberbullying is overt or covert bullying behaviours using digital technologies. Examples include harassment via a mobile phone, setting up a defamatory personal website or deliberately excluding someone from social networking spaces. Cyberbullying can happen at any time. It can be in public or in private, and sometimes only known to the target and the person bullying.”

10. Cyberbullying Continued Social media websites, such as Facebook, MySpace, and Twitter, as well as instant messenger applications, chat rooms, email, and text messaging, can be common places for bullying. Because the bullying is done from behind a computer or cell phone, children often feel more compelled to speak more freely and carelessly. Kids need to remember that once they hit the “send” button the damage has been done and cannot be reversed.

11. Thoughts on Cyberbullying Unfortunately, with cyberbullying, there is no time limit or shut-off hours. “What used to be a face-to-face encounter that occurred in specific locations is now able to occur 24 hours a day, seven days a week” (Swearer, 2010). If bullying only occurred in specific locations at specific times, it could be more easily prevented. With cyberbullying, there is no downtime. Kids can use and experience this form of bullying at any time.

12. Think About This… Swearer, the author of an article for the American Psychological Association, discussed a very interesting perspective on the role of parents in terms of cyberbullying prevention. “I ask parents, ‘Would you let your 12-year-old daughter walk alone down a dark alley?’ Obviously the answer is ‘no.’ The follow-up question is, ‘Then why would you let your 12-year-old daughter be on the computer or be texting unmonitored?’” (Swearer, 2010).

13. Cyberbullying Statistics “About 42 percent of kids have been bullied while online with one in four being verbally attacked more than once” (Bullying Statistics, 2009a). “About 35 percent of kids have been threatened online” (Bullying Statistics, 2009a). “About 58 percent of kids and teens have reported that something mean has been said about them or to them online” (Bullying Statistics, 2009a).

14. Cyberbullying Statistics “Over 25 percent of adolescents and teens have been bullied repeatedly through their cell phones or the Internet” (Bullying Statistics, 2009c). “Only 1 in 10 teens tells a parent if they have been a cyber bully victim” (Bullying Statistics, 2009c). “Fewer than 1 in 5 cyber bullying incidents are reported to law enforcement” (Bullying Statistics, 2009c). “1 in 10 adolescents or teens have had embarrassing or damaging pictures taken of themselves without their permission, often using their cell phone cameras” (Bullying Statistics, 2009c).

15. How to Recognize Bullying All adults involved in a child’s life must be consistently observant of the child’s behavior, whether it be verbal or nonverbal. The behavior that children exhibit can tell adults a lot about what the child is experiencing and feeling. The child may not directly tell an adult he/she is being bullied. The adult must be well educated about the signs of bullying and be observant of the child’s behavior.

16. Signs of Bullying Children can show signs of bullying in a variety of ways. Therefore, the signs of bullying varies from child to child. Common signs include: “ripped clothing, hesitation about going to school, decreased appetite, nightmares, crying, or general depression and anxiety,” as well as bruises, scratches, missing personal items, and changes in the child’s behavior that are not consistent with the child’s normal behavior (American Psychological Association, 2012c). Those who know the child best can best identify changes in the child’s behavior. This places a great responsibility on parents and teachers to help identify victims of bullying.

17. Causes of Bullying • Children can bully others for many reasons. The reasons for bullying vary depending on the personality and experiences of the child. • Causes of bullying include (but are limited to): • Confident individuals trying to gain more confidence and power • “Children with low self-esteem often bully to feel better about themselves” (American Psychological Association, 2012c). • “Bullying is getting worse in American schools. Many studies have shown that increasing domestic violence at home are leading to an increase in bullying online and at school” (Bullying Statistics, 2009a). • Because bullies are “typically victims first, they respond to victimization with bullying behavior” (Milsom & Gallo, 2006).

18. Telling Your Story… Imagine a time when you were a student that you bullied someone. Write a letter to the victim. Tell him/her why you bullied him/her, how it made you feel, and how you feel about it now. If you were never a bully, imagine a time when you were bullied. Write a letter to the bully. Tell him/her how being bullied made you feel (short- and long-term), how you reacted to the bullying incidents, and how you feel about it now. If you were never a bully nor a bullying victim, imagine a time when you witnessed a person being bullied. Write a letter to the bully. Tell him/her how witnessing the incident(s) made you feel toward him/her, toward the victim, and your overall thoughts about the situation.

19. Bullies Speak Out • A Former Bully Speaks Out • http://www.youtube.com/watch?v=RcoFIu7qiC4&feature=relmfu • A Former Bully (Tyra Banks) Speaks Out • http://www.youtube.com/watch?v=If5zFZ5T6fw

20. Effects of Bullying The effects of bullying can have short-term, long-term, or no effect. Victims of bullying can experience a reaction to the bullying incidences for a short period of time or long period of time, depending on the child’s personality and experiences. It is also important to remember that there may not be any negative effects from the bullying. Some children have a strong enough support system and self-esteem that they walk away unscathed. In reference to cyberbullying, the American Psychological Association (2012a) reports that “not all students feel distress when they’re victims of such online bullying” and that “they found that only 38 percent of those said such incidents made them very upset or afraid.”

21. Effects of Bullying Continued “With regard to psychosocial adjustment, Nansel and associates (2001) found that positive correlations between bullying behavior and fighting, alcohol use, smoking, and ability to make friends” (Milsom & Gallo, 2006). “Poor academic achievement and poorer perceived school climate were also associated with being a bully” (Milsom & Gallo, 2006). “Young people who are victims of cyberbullying are more likely to report social problems and interpersonal victimization. Being victimized also increases their chances of harassing peers online themselves” (American Psychological Association, 2012a).

22. Effects of Bullying Continued “Kaiser and Rasminsky (2003) reported that as bullies go through adolescence they are more at risk for severe problems such as delinquency, alcohol and drug abuse, and dropping out of school” (Milsom & Gallo, 2006). According to Seals and Young (2003), “both bullies and victims have been found to be more depressed than students who are not involved in bullying” (Milsom & Gallo, 2006). According to Seals and Young (2003), “depression associated with bullying and victimization can lead to academic problems, self-defeating behaviors, and interpersonal problems” (Milsom and Gallo, 2006).

23. Effects of Bullying Continued “Victims are particularly at risk if there is no emotional support provided or if the bullying behavior is severe or prolonged” and according to Roberts and Coursol (1996),“these victims are more likely to suffer from academic problems, absenteeism, loneliness, and loss of friends” (Milsom and Gallo, 2006). Often, a victim of bullying may find that his/her friends pull away, most likely to avoid becoming a victim of the bullying as well.

24. Effects of Bullying Continued “Bullying and being victimized by bullies have been reported recently as health problems for school children because of their association with a range of adjustment problems, including poor mental health and violent behavior” (Juvonen, Graham, and Schuster, 2003). Victims of bullying often feel so affected by the bullying he/she may turn to physically violent behaviors (cutting one’s self or retaliating and harming or killing the bully or others) or even suicide (bullycide). All aspects of a victim’s life may be affected, including academic, personal, and social aspects.

25. Illustrations of Bullying Imagine a time when you were bullied. If you have never been bullied, imagine a time you witnessed someone being bullied. Create an illustration of that experience. Be sure to show all that were involved, what was going on, and how each person involved felt.

26. Real-Life Examples of Bullying Situations • Bullying in Response to Sexting (Hope) • http://www.youtube.com/watch?v=MU7QO80jxLI&list=FLcYm4wOEddgj2B1cfkyGsGQ&index=7&feature=plpp_video • Bullied Because of Stutter (Kaelynn) • http://www.youtube.com/watch?v=5uvFMGh4_Ag&list=FLcYm4wOEddgj2B1cfkyGsGQ&index=2&feature=plpp_video • Bullying Victims (And Parents of Victims) Speak Out • http://www.youtube.com/watch?v=AJ-_pi-WWvI&list=FLcYm4wOEddgj2B1cfkyGsGQ&index=5&feature=plpp_video

27. Bullying Statistics Bully-victims is the title given to individuals that are both bullies and bullying victims. A study of 6th grade students from 11 schools in 4 school districts from Los Angeles was conducted over the fall of 2000 and fall of 2011. In this study it was found that: “Bully-victims were the most troubled group, displaying the highest level of conduct, school, and peer relationship problems” (Juvonen, Graham, and Schuster, 2003). “Boys were twice as likely as girls to be classified as bullies (10% vs 5%), >3 times as likely to be classified as bully-victims (10% vs 3%), and almost twice as likely to be classified as victims (12% vs 7%)” (Juvonen, Graham, and Schuster, 2003).

28. Bullying Statistics Continued “Black and other youth were most likely and Asian least likely to be classified as bullies (11% and 10% vs 3% respectively)” (Juvonen, Graham, and Schuster, 2003). “Other and white were more likely to be classified as victims (13% and 12% vs 7% respectively)” (Juvonen, Graham, and Schuster, 2003). “Black youth were most likely to be classified as bully-victims (10%)” (Juvonen, Graham, and Schuster, 2003).

29. Bullying Statistics Continued “About 80 percent of all high school students have encountered being bullied in some fashion online” (Bullying Statistics, 2009f). “About 35 percent of teen have been actually threatened online” (Bullying Statistics, 2009f). “About half of all teens admit they have said something mean or hurtful to another teen online. Most have done it more than once” (Bullying Statistics, 2009f).

30. Bullying Statistics Continued “About 77 percent of students admitted to being the victim of one type of bullying or another” (Bullying Statistics, 2009a). “The American Justice Department bullying statistics show that one out of every 4 kids will be bullied sometime throughout their adolescence” (Bullying Statistics, 2009a). “46 percent of males followed by 26 percent of females have admitted to being victims in physical fights as reported in one report of bullying statistics by the Bureau of Justice School” (Bullying Statistics, 2009a).

31. Bullying Statistics Continued “In a 2005 survey about gay bullying statistics, teens reported being bullied at school within the past year because of their actual or perceived sexual orientation or gender expression” (Bullying Statistics, 2009d). “About 9 out of 10 LGBT teens have reported being bullied at school within the past year because of their sexual orientation” (Bullying Statistics, 2009d). “Students who also fall into the gay, bisexual, lesbian or transgendered identity groups report being five times more likely to miss school because they feel unsafe after being bullied due to their sexual orientation. About 28 percent out of those groups feel forced to drop out of school altogether” (Bullying Statistics, 2009d).

32. Bullying Statistics Continued “New bullying statistics for 2010 are reporting that there is a strong connection between bullying, being bullied and suicide, according to a new study from the Yale School of Medicine” (Bullying Statistics, 2009b). “Some of the top years for bullying include 4th through 8th graders in which 90 percent were reported as victims of some kind of bullying” (Bullying Statistics, 2009b). “There are about 282,000 students that are reportedly attacked in high schools throughout the nation each month” (Bullying Statistics, 2009b). “New bullying statistics for 2010 revealed about one in seven students in grades kindergarten through 12th grade is either a bully or has been a victim of bullying” (Bullying Statistics, 2009b).

33. Preventing Bullying For bullying to be prevented, all of those involved, students, parents, teachers, administrators, school staff members, and coaches must be involved. Everyone involved in the lives of children must be aware of the signs, causes, effects, and strategies for the prevention of bullying. Educating all of those involved is just the beginning. A close-knit community type of approach must be taken and bullying must be met with a united front, with all of those involved taking a stand against all forms of bullying.

34. Preventing Bullying Continued • “Many recommendations have been made with regard to how to approach the problem of bullying, and most researchers agree that effective programs are comprehensive (Esperage & Swearer, 2003) targeting students, schools, families, and the community” (Milsom & Gallo, 2006). • Swearer (2010) offers insight into effective steps that should be taken to protect students from bullying. • “Parents and teachers MUST intervene when they see bullying take place. First they must tell the student(s) doing the bullying to stop. They need to document what they saw and keep records of the bullying behaviors. Victims need to feel that they have a support network of kids and adults. Help the student who is being bullied feel connected to school and home. Students who are also being bullied might benefit from individual or group therapy in order to create a place where they can express their feelings openly.”

35. Preventing Bullying Continued • Students need to know that “even if it seems that the adults will be unresponsive to take action, there are always other members of the school board or administration that can be addressed” (Bullying Statistics, 2009d). • Through some form of peer support system, such as a big brother/big sister program, peer advisor program, peer mentoring program, or some other type of program that helps to form a connection among students, “these systems have been found effective in reducing the negative effects of bullying for victims” (Naylor & Cowie, 1999). • Students need to stand up for their peers. If a student witnesses bullying, take a stand! Report the incident to an adult! Tell the bully it is not okay to put others down. This can be down with words as well as nonverbal actions. • Example of Bullying Prevention: • http://www.youtube.com/watch?v=nWJut7KQhI4

36. Preventing Bullying (For Teachers and Administrators) • Teachers’ and Administrators’ Roles in Bullying Prevention • http://www.youtube.com/watch?v=cC_duOveWIU&list=FLcYm4wOEddgj2B1cfkyGsGQ&index=7&feature=plpp_video • The American Psychological Association offers suggestions of how to help prevent bullying for those in the roles of teachers, school administrators, and parents. • Teachers and school administrators should be knowledgeable and observant, should empathize that telling is not tattling, if a teacher observes bullying in a classroom, he/she needs to immediately intervene to stop it, record the incident and inform the appropriate school administrators so the incident can be investigated, and having a joint meeting with the bullied student and the student who is bullying is not recommended – it is embarrassing and very intimidating for the students that is being bullied (American Psychological Association, 2012c). • “Parents, teachers, and school administration can help students engage in positive behavior and teach them skills so that they know how to intervene if bullying occurs” (American Psychological Association, 2012c). • Relationship/community building activities can help foster tolerance and relationships among students.

37. Preventing Bullying (For Teachers and Administrators) “Set positive expectations about behavior for students and adults” and “teachers and coaches need to explicitly remind students that bullying is not accepted in school and such behaviors will not be tolerated” (American Psychological Association, 2012c). Be a role model! Show kids how to act through your actions! “Creating an anti-bullying document and having both the student and parent/guardians sign and return it to the school office helps students understand the seriousness of bullying” (American Psychological Association, 2012c). “For students having a hard time adjusting or making friends, teachers and administrators can facilitate friendships or provide ‘jobs’ for the student to do during lunch and recess so that children do not feel isolated or in danger of becoming targets for bullying” (American Psychological Association, 2012c).

38. Preventing Bullying (For Teachers and Administrators) Olweus (1991, 1999) states that “the establishment of classroom-specific rules (consistent with school policy) for bullying has been supported as an effective manner of a school-wide program” (Milsom & Gallo, 2006). Milsom and Gallo (2006) also mention that effective classroom management and modeling of desirable behaviors can provide a basis for enforcing these rules. Teachers must not ignore or dismiss student reports of bullying if their goal is to prevent or decrease bullying behavior. They must take every report seriously.” “Students must develop an awareness of bullying” (Milsom & Gallo, 2006). If students do not recognize behaviors as bullying it is less likely to be reported and prevented. Olweus (1991) tells us that “teachers can utilize literature addressing bullying in an effort to expose students to the various types of bullying as well as consequences for both bullies and victims” (Milsom & Gallo, 2006). According to Olweus (1991), “students can learn alternatives to bullying by participating in role-play opportunities designed to provide them practice for new behaviors” (Milsom & Gallo, 2006).

39. Role Play Activity Select a bullying scenario. Role play this scenario with a partner. Discuss and write out an appropriate and satisfactory ending to the scenario.

40. Preventing Bullying (For Parents) • Bullying Statistics (2009c) suggests that parents “talk[s] to teens about cyberbullying, explaining that it is wrong and can have serious consequences. Make it a rule that teens may not send mean or damaging messages, even if someone else started it, or suggestive pictures or messages or they will lose their cell phone and computer privileges for a time.” • The American Psychological Association (2012c) also outlines many steps that parents can take to help prevent bullying. These suggest that parents: • Observe your child for signs they might be being bullied, teach your child how to handle being bullied, practice scenarios at home where your child learns how to ignore a bully and/or develop assertive strategies for coping with bullying, help your child identify teachers and friends that can help the if they’re worried about being bullied, educate your children and yourself about cyberbullying and teach your children not to respond or forward threatening emails, “Friend” your child on Facebook or Myspace and set up proper filters on your child’s computer, make the family computer the only computer for children, and have it in a public place in the home where it is visible and can be monitored, think carefully before allowing them to have a camera option on their cell phone if you decide to allow them to have a cell phone, let them know you will be monitoring their text messages, as a parent, you can insist that phones be stored in a public area by a certain time at night to eliminate nighttime bullying and inappropriate messaging, report bullying to the school, follow up with a letter that is copied to the school superintendent if the initial inquiry received no response, report all threatening messages to the police and should document any text messages, emails or posts on websites, educate your child about bullying (it is possible that your child is having trouble reading social signs and does not know what they are going is hurtful, be good role models of appropriate behavior, and look for self esteem issues.

41. The Final Word Preventing bullying is a group effort. For prevention to be a success, all of those involved in the lives of children must be active participants. Bullying prevention is an ongoing effort. The effects of bullying can have a huge impact on the lives of the victims as well as bullies and bystanders (witnesses that take no action). Every child deserves to feel safe and supported as they grow and develop. It is our job to make sure they feel safe and supported…

42. References American Psychological Association. (2012a). Beware of cyberbullying. American Psychological Association. Retrieved from http://www.apa.org/topics/bullying/online.aspx American Psychological Association. (2012b). Bullying. American Psychological Association. Retrieved from http://www.aps.orgtopics/bullying/index.aspx American Psychological Association. (2012c). Bullying; how parents, teachers, and kids can take action to prevent bullying. American Psychological Association. Retrieved from http://www.apa.org/helpcenter/bullying.aspx Bullying Statistics. (2009a). Bullying Statistics. Bullying Statistics. Retrieved from http://www.bullyingstatistics.org/content/bullying-statistics.html Bullying Statistics. (2009b). Bullying Statistics 2010. Bullying Statistics. Retrieved from http://www.bullyingstatistics.org/content/bullying-statistics-2010.html Bullying Statistics. (2009c). Cyber Bullying Statistics. Bullying Statistics. Retrieved from http://www.bullyingstatistics.org/content/cyber-bullying-statistics.htm Bullying Statistics (2009d). Gay Bullying Statistics. Bullying Statistics. Retrieved from http://www.bullyingstatistics.org/content/gay-bullying-statistics.html Bullying Statistics. (2009e). Olweus Bullying Prevention Program. Bullying Statistics. Retrieved from http://www.bullyingstatistics.org/content/olweus-bullying-prevention-program.html Bullying Statistics. (2009f). School Bullying Statistics. Bullying Statistics. Retrieved from http://www.bullyingstatistics.org/content/school-bullying-statistics.html

43. References Juvonen, J., Graham, S., & Schuster, M. (2003, December 1). Bullying Among Young Adolescents: the strong, the weak, and the troubled. Pediatrics, 112 (6), [1231-1237]. Retrieved from http://pediatrics.aappublications.org/content/112/6/1231.full Lee, J. (2011, March 10). President Obama & the First Lady at the White House Conference on Bullying Prevention. The White House Blog. Retrieved from http://www.whitehouse.gov/blog/2011/03/10/president-obama-first-lady-white-house-conference-bullying-prevention National Centre Against Bullying. (2012). Four Kinds of Bullying. National Centre Against Bullying. Retrieved from http://www.ncab.org.au/fourkindsofbullying/ Naylor, P., & Cowie, H. (1999). The Effectiveness of Peer Support Systems in Challenging School Bullying: the perspectives and experiences of teachers and pupils [Abstract]. Journal of Adolescence, 22 (4), 467-479. DOI: 10.1006/jado.1999.0241 Milsom, A. & Gallo, L. (2006, January). Bullying in Middle Schools: Prevention and Intervention. Middle School Journal, 37 (3), [12-19]. Retrieved from http://www.amle.org/publications/middleschooljournal/articles/january2006/article2/tabid/693/default.aspx Swearer, S., (2010, April 2). Bullying: what parents, teachers can do to stop it. American Psychological Association. Retrieved from http://www.apa.org/news/press/releases/2010/04/bullying.aspx