Bullies and Violence in Bullies and Violence in EducationEducation

Presented by:Presented by:

Cliff, Megan, Shawn, Cliff, Megan, Shawn, and Sarahand Sarah

ED 210-02

Violent Schools – Safe Violent Schools – Safe SchoolsSchools

19781978 Office of Educational Research and Office of Educational Research and

Improvement Report to Congress.Improvement Report to Congress. Initiated surveys to gauge Initiated surveys to gauge

violence in U.S. schools.violence in U.S. schools. NSSC trying to determine causal NSSC trying to determine causal

factors since 1978 to present.factors since 1978 to present.

Gun Free Schools ActGun Free Schools Act19941994

All 50 states reported that from All 50 states reported that from 1997-1999, they expelled a total of 1997-1999, they expelled a total of nearly 8000 students for bringing a nearly 8000 students for bringing a firearm to school.firearm to school.

57 percent were in high school.57 percent were in high school. 33 percent were in junior high.33 percent were in junior high. 10 percent were in elementary school.10 percent were in elementary school.

62 percent of the expulsions reported 62 percent of the expulsions reported were for bringing a handgun to schoolwere for bringing a handgun to school

7 percent of the expulsions were for 7 percent of the expulsions were for bringing a rifle or shotgun to schoolbringing a rifle or shotgun to school

31 percent were for some other type 31 percent were for some other type of of firearm, such as BOMBS, HAND- firearm, such as BOMBS, HAND- GRENADES, or starter pistols.GRENADES, or starter pistols.

A Report to the United States A Report to the United States Attorney General on Current and Attorney General on Current and

Future Rates of Juvenile OffendingFuture Rates of Juvenile Offending

19961996

Trends in Juvenile Violence:

From 1985 to 1994, the rate of murder From 1985 to 1994, the rate of murder committed by teen-agers:committed by teen-agers:

Increased 172%Increased 172% Rose sharply for both black and white male Rose sharply for both black and white male teenagers, but not for females.teenagers, but not for females.

Guns, especially handguns, played a Guns, especially handguns, played a major major role in the surge of juvenile murder. role in the surge of juvenile murder. Since Since 1984, the number of juveniles killing 1984, the number of juveniles killing with a with a gun has quadrupled.gun has quadrupled.

Most significant finding of the Most significant finding of the reportreport

Even if the PER-CAPITA RATE of teen Even if the PER-CAPITA RATE of teen homicide REMAINS THE SAME, the number homicide REMAINS THE SAME, the number

of 14- to 17-year-olds who will commit of 14- to 17-year-olds who will commit murder should INCREASE to nearly 5,000 murder should INCREASE to nearly 5,000

annually.annually.

National Center for Education National Center for Education and Bureau of Justice and Bureau of Justice

StatisticsStatistics

In 1996–97, 10 percent of all public In 1996–97, 10 percent of all public schools schools reported at least one serious reported at least one serious violent crime violent crime to the police or a law to the police or a law enforcement enforcement representative.representative.

During 1998, students aged 12 through During 1998, students aged 12 through 18 18 were victims of more than 2.7 million were victims of more than 2.7 million crimes crimes at school, including about at school, including about 253,000 serious 253,000 serious violent crimes (rape, violent crimes (rape, sexual assault, robbery sexual assault, robbery and aggravated and aggravated assault).assault).

In 2000, students ages 12 through 18 In 2000, students ages 12 through 18 were were victims of about 1.9 million total victims of about 1.9 million total crimes of crimes of violence or theft at school. In violence or theft at school. In that same that same year, students in this age range year, students in this age range were victims were victims of about 128,000 serious of about 128,000 serious violent crimes at violent crimes at school (i.e., rape, sexual school (i.e., rape, sexual assault, robbery, assault, robbery, and aggravated assault).and aggravated assault).

In 2001, 8 percent of students reported In 2001, 8 percent of students reported that they had been bullied at school in that they had been bullied at school in

the the last 6 months, up from 5 percent in last 6 months, up from 5 percent in 1999.1999.

Some scary stats for TeachersSome scary stats for Teachers

During the 1994-1998 period, teachers During the 1994-1998 period, teachers were were the victims of 1,755,000 crimes at the victims of 1,755,000 crimes at school, school, including 1,087,000 thefts and including 1,087,000 thefts and 668,000 668,000 serious violent crimes. This serious violent crimes. This amounts to 83 amounts to 83 crimes per 1,000 teachers crimes per 1,000 teachers annually.annually.

Annually, over the 5-year period from Annually, over the 5-year period from 1998 1998 to 2002, teachers were the victims of to 2002, teachers were the victims of

approximately 234,000 total nonfatal approximately 234,000 total nonfatal crimes at school, including 144,000 crimes at school, including 144,000

thefts thefts and 90,000 violent crimes and 90,000 violent crimes (rape, sexual (rape, sexual assault, robbery, assault, robbery, aggravated assault, and aggravated assault, and simple simple assault).assault).

““Initiation Rites in American Initiation Rites in American High Schools:High Schools:

A National Survey”A National Survey”

By Alfred UniversityBy Alfred University

20002000

Hazing is prevalent among American Hazing is prevalent among American high high school students.school students. 48 percent of students who belong to 48 percent of students who belong to groups groups reported being subjected to reported being subjected to hazing hazing activities.activities. 43 percent reported being subjected to 43 percent reported being subjected to

humiliating activities.humiliating activities. 30 percent reported performing 30 percent reported performing potentially potentially illegal acts as part of their illegal acts as part of their initiation.initiation. Both female and male students report Both female and male students report high high levels of hazing, although male levels of hazing, although male students are students are at highest risk, especially at highest risk, especially for dangerous for dangerous hazing.hazing.

The lower a student’s grade point The lower a student’s grade point average average the greater their risk of being the greater their risk of being hazed.hazed.

Even groups usually considered safe Even groups usually considered safe haze haze new members. For example, 24 new members. For example, 24 percent of percent of students involved in church students involved in church groups were groups were subjected to hazing subjected to hazing activities.activities.

71 percent of the students subjected to 71 percent of the students subjected to hazing reported negative hazing reported negative

consequences.consequences.

Getting into fights, hurting other peopleGetting into fights, hurting other people Fighting with parentsFighting with parents Feeling angry, confused, embarrassed or Feeling angry, confused, embarrassed or guiltyguilty Doing poorly in schoolDoing poorly in school Having difficulty eating, sleeping, or Having difficulty eating, sleeping, or concentratingconcentrating

36 percent of the students said that they 36 percent of the students said that they would not report hazing primarily would not report hazing primarily

because because “There’s no one to tell,” or “There’s no one to tell,” or “Adults won’t “Adults won’t handle it right” (27 handle it right” (27 percent).percent). Students do not distinguish between Students do not distinguish between “fun” “fun” and hazing.and hazing. 14 percent said they were hazed14 percent said they were hazed 48 percent said they participated in 48 percent said they participated in

activities that are defined as hazingactivities that are defined as hazing 29 percent said they did things that are 29 percent said they did things that are

potentially illegal in order to join a potentially illegal in order to join a group.group.

Mental EffectsMental Effects

StressStress Anxiety DepressionAnxiety Depression Poor Poor memory/concentrationmemory/concentration Suicidal thoughtsSuicidal thoughts

Physical EffectsPhysical Effects

Decreased immune systemDecreased immune system Aches and painsAches and pains Increased blood pressureIncreased blood pressure Decreased appetiteDecreased appetite SuicideSuicide

Short Term EffectsShort Term Effects

On the BullyOn the Bully

Lack of close Lack of close relationshipsrelationships

Poor performance in Poor performance in schoolschool

Disliked by teachersDisliked by teachers

Short Term EffectsShort Term Effects

On the VictimOn the Victim

StressStress Hates schoolHates school Hard time making Hard time making

friendsfriends DepressionDepression Physical IllnessPhysical Illness SuicideSuicide

Long Term EffectsLong Term Effects

On the BullyOn the Bully

More serious acts of More serious acts of aggressionaggression

Alcohol/Drug abuseAlcohol/Drug abuse JailJail

Long Term EffectsLong Term Effects

On the VictimOn the Victim

Anti-social behaviorAnti-social behavior Low self-esteemLow self-esteem SuicideSuicide

ExamplesExamples

ColumbineColumbine

Erik Harris and Dylan KleboldErik Harris and Dylan Klebold

30 Bombs30 Bombs 1 Teacher and 12 Students killed1 Teacher and 12 Students killed

ExamplesExamples

““Sid”Sid”

Physically and verbally attackedPhysically and verbally attacked

Fear of crowds and dogsFear of crowds and dogs

AntidepressantsAntidepressants

What Should Schools Look For?What Should Schools Look For?

Different forms of BullyingDifferent forms of Bullying

Direct Physical BullyingDirect Physical Bullying

Direct verbal BullyingDirect verbal Bullying

Indirect BullyingIndirect Bullying

Programs OutcomePrograms Outcome

School Bullying PreventionSchool Bullying PreventionProgramsPrograms

School-Level ComponentsSchool-Level Components

Formation of Bullying Prevention Coordinating Formation of Bullying Prevention Coordinating CommitteeCommittee

Anonymous Student QuestionnaireAnonymous Student Questionnaire Coordinating System of SupervisionCoordinating System of Supervision Adoption of School-wide RulesAdoption of School-wide Rules Appropriate Positive and Negative Consequences Appropriate Positive and Negative Consequences Involve ParentsInvolve Parents Staff Discussion GroupsStaff Discussion Groups

School Bullying PreventionSchool Bullying PreventionProgramsPrograms

Classroom-Level ComponentsClassroom-Level Components Reinforcement of School-wide rulesReinforcement of School-wide rules Classroom meetings with studentsClassroom meetings with students Informational meetings with ParentsInformational meetings with Parents

Individual-Level ComponentsIndividual-Level Components Interventions with Children who BullyInterventions with Children who Bully Interventions with Children who are BulliedInterventions with Children who are Bullied Discussions with parents of involved Discussions with parents of involved

studentsstudents

Creation of Zero-toleranceCreation of Zero-tolerancefor Bullyingfor Bullying

Treat People with RespectTreat People with Respect Setting High ExpectationsSetting High Expectations Teaching to Speak UpTeaching to Speak Up Report BullyingReport Bullying Recruiting ParentsRecruiting Parents Looking for PatternsLooking for Patterns Distinction between tattling and tellingDistinction between tattling and telling Guidance Counselor AwarnessGuidance Counselor Awarness

OLWEUS ProgramOLWEUS Program

Assertive TrainingAssertive Training

Restorative PracticesRestorative Practices

Bystander TrainingBystander Training

Friendly Schools and FamiliesFriendly Schools and Families

YOU CAN DO IT! EducationYOU CAN DO IT! Education

OLWEUS ProgramOLWEUS Program

Assertive TrainingAssertive Training Requires Responding in a way that is respectful to Requires Responding in a way that is respectful to

themselvesthemselves Plan and practice responsesPlan and practice responses Assertive body languageAssertive body language

Restorative PracticesRestorative Practices Creation of obligations and liabilitiesCreation of obligations and liabilities Focus on healing and making things rightFocus on healing and making things right Problem-solving skillsProblem-solving skills Support from communitySupport from community

OLWEUS ProgramOLWEUS Program Bystander TrainingBystander Training

Student: Student: Act with responsibility by challenging the bullying Act with responsibility by challenging the bullying

behaviorbehavior Build the students skillsBuild the students skills ““No Blame Policy”No Blame Policy”

Teachers:Teachers: Give reason for actionsGive reason for actions Distinguish between dangerous and non-dangerous Distinguish between dangerous and non-dangerous

situationssituations Consider what forms of discouragement could be Consider what forms of discouragement could be

effective without inflaming situationeffective without inflaming situation Role-playRole-play Monitor classMonitor class

OLWEUS ProgramOLWEUS Program

Friendly Schools and FamiliesFriendly Schools and Families

Open communication about bullying to the Open communication about bullying to the communitycommunity

Encourage teachersEncourage teachers Modify playground environmentModify playground environment Teach social skillsTeach social skills School Pride CampaignsSchool Pride Campaigns

OLWEUS ProgramOLWEUS Program

Buddy SystemBuddy System

Promote FriendshipPromote Friendship

Younger and Older Child InteractionYounger and Older Child Interaction

Overall SummaryOverall Summary

How to help the bulliedHow to help the bullied Find strategies to deal with problemsFind strategies to deal with problems Instill Instill

Self-worthSelf-worth Self-esteemSelf-esteem Self-confidenceSelf-confidence

BuildBuild Self-imageSelf-image Defense mechanismsDefense mechanisms RelationshipsRelationships

Overall SummaryOverall Summary

ImplementationImplementation No tolerance policiesNo tolerance policies

Consistent use of effective consequencesConsistent use of effective consequences Try to build home/family connectionsTry to build home/family connections

Assist in consistency of consequencesAssist in consistency of consequences CounselingCounseling

Professional Professional

Overall SummaryOverall Summary

Intervention and Prevention - EducatorsIntervention and Prevention - Educators Sit with the bully in a one-on-one situationSit with the bully in a one-on-one situation

Find out where the behavior stems fromFind out where the behavior stems from Family problems, lack of social skills, psychiatric Family problems, lack of social skills, psychiatric

disorderdisorder Teach cooperative skillsTeach cooperative skills

Anger management, empathy, responsibility and Anger management, empathy, responsibility and accountabilityaccountability

Hold accountable for actionsHold accountable for actions State what they didState what they did How it should have been handledHow it should have been handled What will they do next timeWhat will they do next time

The bully thinks it’s okay to be abusive, needs to be The bully thinks it’s okay to be abusive, needs to be taught otherwisetaught otherwise

Overall SummaryOverall Summary

Continued…Continued… PersonalityPersonality

Shattered self-confidence and self-esteem, Shattered self-confidence and self-esteem, low self-image, loss of self-worth and self-low self-image, loss of self-worth and self-lovelove

Results in strong feelings of fear, shame, Results in strong feelings of fear, shame, embarrassment, and guiltembarrassment, and guilt

These feelings are encouraged by the bully to These feelings are encouraged by the bully to keep their target quietkeep their target quiet

Overall SummaryOverall Summary

Continued…Continued… Poor memory/concentrationPoor memory/concentration

CognitiveCognitive Making mistakes, having accidents, forgetfulness, Making mistakes, having accidents, forgetfulness,

decreased efficiency and productivity in schoolwork decreased efficiency and productivity in schoolwork and school activitiesand school activities

SuicidalSuicidal Internalize anger rather than expressing it outwardlyInternalize anger rather than expressing it outwardly

Focuses the anger onto themselves and self-harms Focuses the anger onto themselves and self-harms

Overall SummaryOverall Summary

Effects of BullyingEffects of Bullying Stress or Distress Stress or Distress

Diminishes the quality of life (mental)Diminishes the quality of life (mental) Plays havoc with the body’s immune system (physical)Plays havoc with the body’s immune system (physical)

Reduced immunity to infection leading to frequent colds, Reduced immunity to infection leading to frequent colds, coughs, flu, aches, pains, high blood pressure, headaches, etc.coughs, flu, aches, pains, high blood pressure, headaches, etc.

Anxiety DepressionAnxiety Depression Vicious cycleVicious cycle The loneliness, sadness, hopelessness of depression can The loneliness, sadness, hopelessness of depression can

cause fear and anxiety. This fear and anxiety may cause cause fear and anxiety. This fear and anxiety may cause exhaustion and deeper feelings of depression.exhaustion and deeper feelings of depression.

Panic attacks, extreme fear and dread of situations, avoidance Panic attacks, extreme fear and dread of situations, avoidance of situationsof situations

Overall SummaryOverall Summary

Effects of BullyingEffects of Bullying

MentalMental PhysicalPhysical Short termShort term

On both bully and victimOn both bully and victim Long termLong term

On both bully and victimOn both bully and victim

Overall SummaryOverall Summary

Why do bullies bully?Why do bullies bully? Usually they have been bulliedUsually they have been bullied Physical/Mental abusePhysical/Mental abuse NeglectNeglect Very poor role modelingVery poor role modeling

Overall SummaryOverall Summary

BulliesBullies Characteristically seen as physically Characteristically seen as physically

powerful or dominantpowerful or dominant VictimsVictims

Someone viewed as powerless and not Someone viewed as powerless and not retaliatoryretaliatory

Overall SummaryOverall Summary

Actions of BullyingActions of Bullying

Direct ActionsDirect Actions Verbal or physical contact, facial or other Verbal or physical contact, facial or other

body gesturesbody gestures

Indirect ActionsIndirect Actions Intentional exclusion or refusal to comply Intentional exclusion or refusal to comply

with another person’s wisheswith another person’s wishes

Overall SummaryOverall Summary

BullyingBullying The repeated and ongoing negative The repeated and ongoing negative

action toward one or more students.action toward one or more students.

The act of constant aggression toward The act of constant aggression toward another individual who lacks the same another individual who lacks the same power.power.

Sticks and stones may break your bones …Sticks and stones may break your bones …

but words will ALWAYS but words will ALWAYS hurt youhurt you

Web SourcesInformation Resources

www.ag.ndsu.eduwww.schoolsafety.uswww.stopbullyingnow.hrsa.govwww.bullyonline.org/stress/health.htmhttp://www.clemson.edu/olweus/content.htmlhttp://www.iacp.org/Training/bullyingbrief.pdfhttp://www.sofweb.vic.edu.au/blueprint/es/default.htmhttp://www.sshs.samhsa.gov/initiative/spotlight_arizona.aspxhttp://www.sofweb.vic.edu.au/wellbeing/safeschools/bullying/intervene.htmhttp://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/conduct.pdfhttp://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/BullyPosterPrimA.pdfhttp://www.micsem.org/forum/archives/frames/shouldschoolsfr.htm?http&&&www.micsem.org/forum/archives/shouldschools.htm

Video Resources

www.videovat.comwww.wtfpeople.comwww.youtube.com