Bully Prevention

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Bully Prevention
Clara Cáceres Contreras, M.Ed., C.P. S. Region
One Education Service Center 956-984-6125 clara.co
ntreras ccontreras_at_esc1.net
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Think of a bullying incident

• You experienced as a child
• A time when someone hurt your feelings perhaps
  threatened and scared you
• You have dealt with in your professional role
• You have witnessed
• What emotions did you feel?
• Do you remember their name?
• The locationwhere it happened?
• How you felt?
• What you did to stop it?
• Who helpedthe aftermath?
• Was it reported, resolvedhave you made peace
  with that thoughthave you healed?

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0-13 targeted homicides
32 homicides
3523 students expelled for firearms
252,000 serious violent crimes
2,462,800 less serious crimes
5,000,000 alcohol/drug users
7,000,000 bullying incidents
Truancy (up to 10)
Suspensions/ minor offenses(3.2 m suspended in98
Suicide (3rd leading cause of death for (10-14)
for (15-24)
13 called hate related names, 36 reported
hate-related graffiti
students 12-18
Survey USDE 2001
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Violence Impacts School Achievement

• Absenteeism
• Detracts from student learning
• Detracts from time spent teaching

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Basic Human Needs
Self - Actualization
Esteem
Social
Safety
Physical Needs
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VIOLENCEis any mean word, look, sign, or act
that hurts a persons body, feelings, or things.
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Violence Continuum

• Shooting Someone with a Gun
• Stabbing Someone
• Flashing a Weapon
• Hitting/Kicking
• Shoving/Punching
• Spitting/Pushing
• Intimidation/Extortion
• Stalking
• Sexual Harassment
• Damaging Property
• Stealing
• Taunting/Ridiculing
• Name Calling
• Threatening
• Writing Graffiti
• Staring/Leering
• Gesturing
• Starting Rumors/Gossiping
• Eye Rolling

What do you tolerate? Where do you draw the line?
What do you see at your campus?
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Suicide
Violence Continuum
Murder
Rape
Gangs
Hate Crimes
Vandalism
To Reduce Prevent Violence
Weapons
Drinking/Drugs
Stealing
Sexual harassment
Fighting
Begin Here
Threats
Trash Talk
Bullying
Reprinted by permission from CARE (Courtesy and
Respect Empower), Jim Bryngelson, 1144 Henry Rd.,
Billings, MT. 59102. Phone [phone]
Website www.wtp.net/care
Put Downs
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Spectrum of Violence
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Violence Behavior Chart
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Bullying and Bullies

• The willful, conscious desire to
• Hurt
• Threaten, or
• Frighten someone
• Targeting someone for repetitive negative actions
• An imbalance of power
• A pattern of behavior
• Intentional
• Imbalanced
• Repeated

Verbal Physical Emotional Social Sexual Visual/Non
verbal
Parent Pamphlet
Aggression is modeled Control No
Empathy Justified Manipulative Small, select
group of friends Good self-esteem
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YESTERDAY VS. TODAY

• Yesterdays Bullies
• Threatened by name-calling
• Ignored someone
• Damaged their victims property
• Todays Bullies
• More violent
• Humiliate and manipulate
• Isolate and ostracize their victims

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WHY DO WE TOLERATE BULLYING?

• Cultural ideals about gender roles (Boys will be
  Boys)
• Cultural ideas about respect (lack of respect at
  home and/or violence at home)
• School politics
• Lack of research
• Misguided notions about child abuse

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BULLYING IS MORE THAN TEASING

• Most researchers believe that bullying involves
  an IMBALANCE of physical or psychological power,
  with the bully being stronger (or perceived to be
  stronger) than the victim
• School bullying is when a Student or Staff
  member keeps doing or saying things to have power
  over another person National School Safety
  Center, 1996

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TYPES OF BULLYING

• Physical Bullying is action oriented. This
  type of bullying includes hitting or kicking a
  victim, or taking or damaging a victims property
• Emotional Bullying uses words to hurt or
  humiliate another person. This includes
  name-calling, insults, making racist comments,
  and constant teasing
• Social Bullying causes harm to ones group
  acceptance. This includes spreading rumors and
  gossiping and Cyberbullying -(same intent to
  harmdistinguish between put down and get
  back.
• Sexual Bullying causes harm to female or male
  by forcing one to engage in sexual activity.
  This includes unwanted kissing, touching, or sex

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BULLYING IS A SERIOUS PROBLEM

• The majority of American youth report
  beingbullied at some point in their school
  careers
• About 80 in grades 10-12
• About 90 in grades 4-8
• 14 of students report experiencing trauma
  from bullying
• 14 of students in grades 10-12 and 25 of
  students in grades 4-8 report experiencingacadem
  ic troubles as a result of bullying

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STATISTICS

• One in seven school children is a bully or a
  victim
• 160,000 students skip school daily because of
  bullying
• Research shows that the effects of bullying
  persist into adulthood, with victims being at
  greater risk for depression and bullies being at
  four-times greater risk for criminal behavior

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WHERE DOES BULLYING OCCUR?
(Facing the Schoolyard Bully How to Raise an
Assertive Child in an Aggressive World, Zarzour,
2000)
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VICTIMS

• In the most extreme cases, concerned victims
  fight back with firepower, killing their
  tormentor or committing suicide
• (Adapted from Bully Free for Me! Action Plan,
  2002)

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WHERE ARE THESE VICTIMS NOW?
Kip Kinkel Springfield, OR
T.J. Solomon Conyers, GA
COLUMBINE H.S.
Charles Williams Santee, CA
Luke Woodham Pearl, MS
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• Slightly bothered
• More aware of a problem
• Wishing the problem would stop
• Thinking of ways to get out of the situation
• Arousal and activity increases
• Defensive/aggressive stance and voice
• Taking steps to gain superiority
• Believing a full commitment is necessary
• Rage with both emotional and physical responses

Stages of Anger
Violence
Rage
Anger
Conflict
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MENNIGER TRIAD

• The wish to die

(Suicide)
Menniger Triad
3. They wish to be killed (Suicide-by-Cop)
2. They wish to kill (Homicide)
Source FBI Behavioral Science Unit Dr. Menniger
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CHILDREN WHO ARE MOST VULNERABLE

• ANYONE can be a VICTIM, children are victimized
  because of
• Physical appearance, mannerisms, or because they
  dont fit in
• A disability or chronic illness
• A perception of being different
• A sensitive nature
• Poor social skills
• Being gay
• Talents/intelligence

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VICTIMIZED CHILDREN

• Most victims are either passive (anxious,
  insecure, etc.) or provocative (hot tempered,
  restless, etc.)
• Most victims are more likely to reward bullies
  physically or emotionally (by giving up their
  lunch money or bursting into tears) and are less
  likely to fight back
• In the short term victims may feel afraid and
  lonely and often attempt to avoid situations in
  which they may be bullied
• In the long term victimized children begin to
  see themselves as unworthy or inferior, and their
  academic performance suffers

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BULLYING AFFECTS EVERYONE

• Children who watch other children being bullied
  are afraid to speak outBystander
• Children are afraid of rejection, being treated
  like they have a disease
• Most students are not involved in bullying.
  Theyare neither a bully nor a target of
  bullying. They know its wrong, but unless
  they are made to feel they have a genuine
  responsibility or duty to act, they will
  silently collude with the abuse.
  Bully-Free for Me! Action Plan, 2002
• An atmosphere where children worry who will be
  next encourages absences, truancy, and dropping
  out altogether.

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BLAMING THE VICTIM

• Blaming the victim is a very common reaction
  among children
• Like many adults, children believe bad things
  dont happen to good people, so the victim must
  be doing something wrong to deserve the abuse

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WARNING SIGNS Is Your Child Being Bullied?

• Unexplained bruises, scrapes, torn clothing
• Nightmares
• Headaches, stomach aches
• Overtired, not sleeping, or not eating
• Sullenness or out-of-character behavior

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WARNING SIGNS Is Your Child Being Bullied?

• Temper outbursts, bullies siblings
• Increased absences from school
• More time spent in his/her bedroom
• Doesnt want to go to school or take the bus
• Frequently loses toys or clothing (usually stolen
  by bully)
• Starving when he/she returns home from school
  (stolen lunch money or lunch pail)

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WARNING SIGNS Is Your Child Being Bullied?

• Commits acts of violence to the family pet
• Engages in conflicts that lead to violence with
  siblings or with parents
• Associates with a peer group that bullies (Univ.
  of Illinois, January 2003)
• Complains of being treated poorly by teachers or
  other kids

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Do You Enable Violence

• I lack clear, definite standards of performance
  and conduct for students while in school.
• I have gradually lowered my expectations for
  acceptable student performance in my classroom,
  bus, etc.
• I believe it makes sense to teach victims of
  violence to fight back against bullies.
• I avoid confronting students who are bullying
  other or involved in other acts of violence
  because I am afraid for my own safety.
• I avoid places in the building or grounds where I
  know violence is more likely to occur.
• I have ignored the violent or bully behaviors of
  some staff
• I have avoided holding certain students
  accountable because
• I have worried that it will only further erode
  their self-esteem or that it will ruin their
  academic or athletic status.
• I hesitate to refer violent students because I
  fear that the student or situation will be
  mishandled.
• I hesitate to take action with violent students,
  because I fear school district or administration
  will not back me up.

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Do You Enable Violence (continued)

• I hesitate to take action with violent students,
  because I am afraid the victim will be mistreated
  again.
• I am afraid of parental or community reactions if
  I hold students accountable.
• I have difficulty resolving conflicts without
  blowing up or threatening.
• I believe it is best to let students who are
  bullied learn how to fight their own battles.
• I fail to admit the extent of violence to protect
  the image of the school.
• I hesitate to confront certain students behavior
  for fear of jeopardizing my relationship with
  them.
• I believe some violent behaviors are just normal
  behavior for boys.
• As long as no one is physically hurt, I ignore
  name calling, put downs, or teasing among
  students.
• I believe that dealing with violence is the
  administrators job.

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The Pressure Builds...

• Denial We dont have a problem of violence
  here. That just happens in the large cities.
• Minimizing We do have some name calling and
  playing around, but nothing really serious.
• Rationalizing Once in a while I see a kid push
  another kid around. Anyway, thats life.
• Justifying Its easy to understand why kids get
  away with things around here. If we had smaller
  classes or didnt have to spend so much time
  preparing for TAKS (TAAS).
• Blaming The parents have lost control of their
  kids.
• Avoiding Sorry, but I was hired to teach
  (____). Thats the principals job.

Respect and Protect, Hazelden
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How
The belief in the right to use violence or
threats of violence to express feelings, meet
needs, or satisfy wants.
Entitlement
Fuel of Violence
Protecting a person from the full negative
consequences of his/her own actions out of a
sense of love, compassion, fear, or survival
instinct.
Certain behaviors are accepted as the norm by
adults or young people who ignore, rationalize,
or minimize incidents of violence.
Tolerance
Enabling
Respect and Protect, Hazelden
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Entitlement, Tolerance, and Enabling Occur When
Adults
Sense lack of support or follow-through from
administration/adults Dont clearly understand
how to report incidents of bullying/violence Bel
ieve that it isnt their job to deal with these
types of problems Believe some
bullying/violence acts are done in fun Feel
intimidated by students and/or parents, or even
by peers.
Respect and Protect, Hazelden
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Risk Factors Associated with Violence

• Family factors
• The home is the most violent place in the United
  States
• Children from violent homes are three to four
  times more likely to become a bully.
• The majority of violence directed at young
  children in the home comes from the mother and
  older siblings.

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Who Are the Targets / Victims?
Passive
Reactive
Emotional Rarely report Think adults cant
help May carry weapons
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Passive

• Sensitive, shy, insecure
• Lack social skills
• Do not invite attack
• Anxious, distressed
• Loners, friendless, isolated

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Provocative (Reactive)

• Appears to repeatedly pester and
  irritate others
• Impulsive, quick-tempered reaction to
  intentional or unintentional physical
  encounters
• Begin as victims.. become bullies as they try to
  retaliate
• May look like a bully..tend to maintain the
  conflict or even taunt the bullies
• Always lose

Video - Set Straight on Bullies, NSSC
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A Target Is a Target

• Whether passive or reactive, the
  bullying/violence is not their fault.
• Victims live in fear and suffer in silence.
• Victims are on the losing end of a downward
  spiral the effects of which may last a
  life-time.
• Victims need and deserve help.

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The bully, victim and the accepting audience
share common beliefs

• Rules, law and authority cant/wont help
• This behavior is an inevitable right of passage
• Its unstoppable
• Its best not to break the code of silence
• Bullying doesnt really hurt anybody

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Help the Target?
Open-door policy Respond to minor incidents Take
it seriously and report it Consequences to the
bully Follow-up
Both
Empathic Skills Training Anger Control
Problem-Solving Skills Consequences
Help the Bully?
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LETS WORK TOGETHER

• Bullying has a variety of causes. We need to
  find a variety of ways to deal with it. Lets
• Watch for signs of bullying
• Take an active role in the childs activities
• Contact the school if a child is being bullied
• Help children build their self-esteems
• Keep a written record of times, dates, and places
  where bullying has occurred
• Instruct children not to strike back
• Set and practice the 3 Rs Rights, R

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Programs Will Be Most Effective IfWe Use a
Comprehensive Approach

• Assessment Analysis of Data
• Policies and Procedures that Address Safety
• Environments/Bullying Issues
• Clear Consistently Enforced Code of Conduct
• Staff Development
• Education/Instruction of Students Parents,
• Community Involvement
• Monitor Students Alert and Active Supervision
  Enforced and Followed by All
• Protection Support for Victims

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What is Known to be Effective

• A school-wide policy for prevention and response
• Effective communication of anti-bullying policies
• Improved supervision
• Viable reporting system
• Teacher and staff training
• Parent training
• Student education
• Support systems and resources (SAP)

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CONNECTEDNESS SURVEY(range from 1-5)

• Each student is connected with at least one
  caring adult at school
• Teachers treat one another with respect
• Teachers know about their students lives outside
  of school
• Student discipline practices policies are fair
• The school environment is safe for students
  teachers
• Teachers value what students have to say

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Staff Development What training and
skills exist for addressing the problem?

• ALL staff
• Recognizing bullying/violence behaviors
• Recognizing target behaviors
• Understanding policies, procedures
• Classroom management strategies and programs
  -structure, consistency,trust, respect, and a
  positive school climate

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Student Instruction

• Develop a class definition of violence
• Talk about violence with students
• What happens to people who are bullied?
• How do victims feel?
• How do bullies feel?
• Teach the process for reporting (tattling)

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Student Instruction
Life Skills
Character Education
Social Skills
Peer Mediation
Conflict Resolution Skills
Anger Management
Assertiveness Skills
Stress Management Skills
Empathy Training
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Prevention in Classroom
Teachers can make the difference!

• Observe student behavior
• Enforce rules consistently
• Listen, greet students
• Encourage Cooperative Learning
• Teach about bullying and its impact
• Model RESPECT
• Build Relationship

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Class Norms on Behavior

• Should conform with school policies
• May have student input
• Be easy to understand
• Enforceable
• Communicated by teachers
• Supported by staff, students and parents
• Our classroom is a place where
• We dont have to be, look, or believe the same
  but we do have to treat each other with respect.

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MAKING A DIFFERENCE
The 3 R's

• Rules Parents and school personnel must
  demonstrate that they are in charge and wont
  tolerate any student hurting another student
  (physically or psychologically)
• Rights Every student has the right not to be
  hurt and the right to learn in a safe
  environment
• Responsibilities Educators must be responsible
  for better supervision and more observant
  monitoring. Students must be responsible for
  respecting the rights of their classmates and
  themselves

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Action Plan
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Implications for Prevention Planning
Increase Protective/Resiliency Factors
Decrease Risk Factors
Its Our Responsibilityto Arm Our Children
with Skills and Protective Factors taking them
from Hopelessness toHOPE!
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Protective Factors Prevention Framework

• Search Institute40 Developmental Assets
• 8 Major Concepts to Intentionally Target
• Support
• Empowerment
• Boundaries Expectations
• Constructive Use of Time
• Commitment to School
• Positive Values
• Social Competence
• Positive Identity

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• Support
• The more love, support and
• adult contacts a young person
• has, the more likely it is that he
• or she will grow up healthy.
• Family Support
• Positive Family Communication
• Other Adult Relationships
• Caring Neighborhood
• Caring School Climate
• Parent Involvement in Schooling

Who showed me love and understanding during a
time when I really needed ithow did they do
that? What will I do to build positive
relationships with my students families?
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What can you do?

• Some Things Adults Can Do For Youth
• Listen to them value their opinions.
• Ask them about themselves.
• Give them honest and positive feedback dont
  criticize.
• Help them process the lessons taught by their
  mistakes.
• Let them dream. Dream with them.
• Parents and teachers stay in touch with each
  other.
• Smile at them notice them.
• Look into their eyes when you talk to them.
• Have at least one family meal together each
  day.
• Thank them.
• Teach them to respect others differences.
• Give them a compliment.

• Some Things Youth Can Do
• Listen to other youth.
• Get involved in a project.
• Be genuine and caring with your friends.
• Tell a friend about your day.
• Rethink your actions and decisions.
• Get to know an adult you admire trust.
• Use non-violent ways to settle an argument.
• Thank someone.
• Ask your family to set aside family time each
  week.
• Involve your parents with your homework.
• Accept people who are different from you.
• Resist stereotyping.
• Read just for pleasure.

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• Ideas for Organizations
• 1. When looking for new volunteers for projects,
  remember to invite youth to participate.
• 2. Present the asset-building concept to
  employees, members, volunteers, or constituents.
• 3. Make sure employee policies encourage asset
  building.
• 4. Recognize children and young people who
  contribute to the community.
• 5. Set high standards for youth who work for you
  and give them as much control as possible over
  things that happen to them on the job.

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Ideas for Parents/Guardians1. Each day, pick
an asset to purposefully nurture.2. Think of
your teen as practicing adults teach them
something practical, like how to change a tire on
your car.3. Introduce your children to other
neighborhood adults and help them get acquainted.
4. Stay in contact with teachers about your
childs progress, rather than waiting for report
cards.5. Pick a service project to do together,
like collecting items for a food drive.
Ideas for Parents/Guardians 1. Each day, pick
an asset to purposefully nurture. 2. Think of
your teen as practicing adults teach them
something practical, like how to change a tire on
your car. 3. Introduce your children to other
neighborhood adults and help them get acquainted.
4. Stay in contact with teachers about your
childs progress, rather than waiting for report
cards. 5. Pick a service project to do together,
like collecting items for a food drive.
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Resources Internet
www.tarwars.org - Tobacco Curriculum 5th Grade
www.jointogether.org- Prevention Resources
www.health.org Clearinghouse www.mentalhealth.or
g Mental Health Suicide www.nacoa.net/ Children
of Alcoholics www.inhalants.org Inhalants
www.tobaccofreekids.org Kick Butts Day
www.healthteacher.com Health Lessons
www.health.gov National Health
Observanceswww.bullybeware.com
Resourcewww.safeschools.comwww.stopbullyingnow.o
rg
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www.dave/esc4.net Lessons drugs
violencewww.teachingtolerance.org - Free
magazinewww.dontlaugh.org/curricula - free
curriculum, video, CDwww.bully-free-living.com -
Resourceswww.esrnational.org - Education for
Self Responsibilitywww.txssc.swt.edu - Safe
Violence Resourceswww.cops.usdoj.gov -
Materialswww.nasbe.org Safe and Healthy
Schoolswww.tcada.state.tx.us - Red Ribbon
Campaign www.search-institute.org What Kids Need
2 B Successful www.charactercounts.org-
Character Education www.nida.nih.gov/ - Science
Based Drug Abuse Educationwww.bullybeware.com
Resource
Resources Internet