BULLY PREVENTION: THE ROLE OF THE SCHOOL AND THE FAMILY

Dr Tina Daniel-Reasey & Dr. John DeGarmo

THE CYBER BULLYING VIRUS - YouTube.url

Definition of Bullying

School Policy: An act which occurs on school property, on school vehicles, at school bus stops, at school-related functions or activities, or by use of data or software that is accessed through a computer, computer system, computer network, or other electronic technology of a local school system that is:

1. Any willful attempt or threat to inflict injury on another person, when accompanied by an apparent present ability to do so;

2. Any intentional display of force such as would give the victim reason to fear or expect immediate bodily harm; or

3. Any intentional written, verbal, or physical act, which a reasonable person would perceive as being intended to threaten, harass, or intimidate, that:

a. Causes another person substantial physical harm or visible bodily harm (Code Section 15-5-23-1)

b. Has the effect of substantially interfering with a student’s education; c. Is so severe, persistent, or pervasive that it creates an intimidating or

threatening educational environment; or d. Has the effect of substantially disrupting the orderly operation of the school.

Harm Repeated Occurrences Unfair Match Power Difference

Click icon to add picture

Different Types of Bullying

Types

Deliberate

Repeated

Hostile Behavior

Intended to harm another person

Cyber – use of internet, cell phones or other devices are used to send or post text or images intended to hurt or embarrass another person.

Physical - occurs when a person uses overt bodily acts to gain power over peers to include kicking, punching, hitting or other physical attacks.

Social or Verbal - involves spreading rumors about another person, purposely leaving someone out of an activity/group, embarrassing a person in public, or encouraging others to avoid a certain person or group.

Injured 21, bullied on Facebook the night before

Age 15, posted

youtube video the

night she

committed

suicide

Increase in social awareness, increase in effects of bullying, increase in acceptance of behavior

Statistics

75%

25%

Q1: Has anyone ever called you a name?

176%

224%

Q7: Have you ever seen someone else being bullied? 1

51%

249%

Q8: Have you ever called someone else a name, hit, kicked, pushed,

threatened or been mean to someone?

NO

YES

27% children worldwide report being bullied

36% bullied report to someone

35% of teens report they would join in the bullying

1 in 6 report being bullied

50% of teens report being bullied online1 out of 12 teens will attempt suicide

Why do students tell or not tell?

NO -

I was scared to

I didn’t know who to tell

I could handle it or know what to do, we were playing

I don’t want anyone but my parents to know

I might say something back

It’s hard to talk about

I didn’t trust anyone to help me, don’t trust people

It didn’t mean anything or didn’t bother me, not important

I had no one to tell

I’m not a snitch

YES

I knew an adult would help

It would be best to tell (or right to tell)

I told my friend

He was sent to the counselor

I was afraid it would happen again or I was scared

It made me feel better, I wanted it to stop

My parent helped me

The first time I did not tell

I was overstressed and needed help, I was sad and hurt

I didn’t want to but my parent made me

145%

255%

Q6: Did you tell anyone about any of these incidents? Why or why

not?

NO

YES

Why do some students bully?

May or may not have low self-image May take pride in negative behavior Strong need for dominance Impulsive May have been a victim of bullying May be well-liked by adults May have poor peer relationships May experience depression, anxiety

or violence Physically aggressive – damage

property Poor academics, quit school

At risk for drug/alcohol abuse At risk for adult criminal

behavior or violence

Characteristics At Risk Behaviors

Effects of being bullied

Lifelong health problems Consideration of suicide Skip or dropout of school Academic struggles Retaliate with violence Societal effects Mental health issues such

as depression or anxiety Fearful, lonely Poor self-image Interrupted sleep or eating

patterns Socially isolated

Students may not report due to: Fear of retaliation Threats by the bully “Tattle tale” label by

teachers or “snitch” by other students

Feel deserve it Expect adults to handle Feel parents may

punish by taking away electronics or internet access

Bystanders

Most effective way to combat bullying!

80% witnessed bullying 11% stood up If a bystander intervened, 50% of

bullying would decrease. Why a student doesn’t: don’t know what

to do, fear of being a target, think someone else or adult will intervene.

How to help students be the solution: remain calm and confident, strong and assertive voice and demeanor, use positive words, seek an adult to learn how to combat others being bullied.

What schools can do

Respond in a safe manner.

Inform and educate.

Share information and resources.

System and school wide policy Training for staff Consistent interventions Zero tolerance Anti-Bullying Campaigns –

promote bullying awareness programs early

Identify “hot spots” and monitor locations

What students can do

Tweet others the way you want to be tweeted.

Be confident Ignore Don’t show hurt feelings to a bully – tell a trusted

adult or friend Understand it is not his or her fault and no one

deserves to be bullied Use humor Change the subject Stay in a group of people – surround with trusted

friends Avoid areas where adult supervision is low (hallways,

bathroom, playroom area) where the bully might be Don’t brag Don’t carry expensive items

What families can do

Families play a key role in neutralizing the effects of bullying for their children.

Build self-esteem. Spend extra time with child. Ask questions about child’s day. Watch for signs of being bullied or bullying. Listen. Encourage child to talk to you. Be sympathetic, take seriously. Don’t over or under react. Do not blame child and offer constant support and

encouragement. Do not criticize “You need to stand up for yourself”. Home is often a refuge or safe place. Identify bullying effects, feelings, and difficult time child may

have. Seek professional help if needed. Set examples of good, positive relationships. Demonstrate good self-control. Do not show aggressive behavior or talk toward others or the

child. Teach violence is unacceptable.

Conclusions

Outcomes:

Decrease bullying

Increase bystander interventions

Decrease number of bullies

Increase of social skills

Decrease number of suicide attempts and mental health issues

Bullying should not be accepted. Whatever the root cause, the effects of

bullying can be neutralized through training, education and support of staff and families.

Families play a key role in helping by setting positive examples, raising a child with good morals, and helping their child have a strong sense of self-worth.

Children and teens need to know what to do when bullied, who to talk to, and learn to feel comfortable reporting.

Bystanders can reduce bullying by 50%.

Resources

www.pbskids.orgwww.bullyingstatistics.orgwww.stopbullying.govwww.stopbullyingnow.comwww.suicidepreventionlifeline.orgwww.thetrevorproject.orgwww.cyberbullying.uswww.kidshealth.orgwww.stopcyberbullying.orgwww.dosomething.orgwww.cdc.govwww.violencepreventionworks.orgwww.hazelden.org