Bullying

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Bullying

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Title: Bullying


1
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2
Bullying
  • Rob Fowler, Detective
  • Ada County Sheriffs Office
  • School Resource Officer
  • Eagle High School

3
Course Objectives
  • Gain better understanding of what bullying is and
    what drives it.
  • Learn to identify address bullying
  • Identify common traits of bullies
  • Identify common traits of victims
  • Develop personal strategies to address bullying
    within your sphere of influence

4
Course Objectives (continued)
  • Learn positive ways to deal with bullies
  • Learn supportive ways to deal with bullying
    victims
  • Learn positive ways to deal with parents
  • Victim
  • Bully

5
Course Objectives (continued)
  • Learn what the four Ps are and how to use
    them
  • Prepare
  • Plan
  • Practice
  • Proficiency

6
Whats going on in our Community?
  • Significant growth in Idaho
  • 4th fastest growing state in nation
  • Population boom
  • Children have less quality time with adult role
    models as financial need requires longer work
    commitments
  • Larger population brings larger crime statistics
  • Juvenile crime is on the increase

7
Whats going on in our schools?
  • Schools cannot be built fast enough to
    accommodate the large number of students moving
    into the area
  • New populations of juveniles bring different
    social and cultural values with them
  • New populations of juveniles have a need to fit
    in

8
Whats going on in our schools?
  • Violence is a reality in our nation
  • 1998 35 students killed in school violence
  • 2004/2005 school year
  • 28 students killed
  • 250,000 injured
  • Fear of violence is up
  • Fear of gangs is up
  • Emulation of gang style is back on the rise

9
Whats going on in our schools?
  • How many children have died from fires in schools
    in the last 25 years?
  • Why?
  • Why arent we doing the same prevention for gangs
    and violence in our schools?
  • Because we dont want to be labeled as paranoid.

10
What about Violence Prevention?
  • Standardized codes to prevent violence in schools
  • Through architectural design
  • Example The strategic use of windows that look
    out on the school entrance so that students can
    see into the school and know that others can see
    them.
  • Surveillance technology
  • GPS tracking of School Busses
  • minimizing opportunities for out-of-sight
    activities
  • Including School busses
  • Access control
  • managing access to all school areas

11
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12
Our Culture of Violence
13
MEDIA VIOLENCE EXPOSURE AND CONTENT
  • American children and youths spend, on average,
    more than 4 hours a day with television,
    computers, videotaped movies, and video games
    (Roberts et al., 1999 Woodard, 2000).
  • -Surgeon Generals report on youth violence

14
Indiana University Brain Scan Research
Adolescents Brain with Low Video Media Exposure
is the left image and Adolescents Brain with
High Video Media Exposure is the image on the
right.
15
Indiana University Brain Scan Research
  • Media Violence stunts or retards kids brain
    development Children with violent TV, movie and
    video game exposure had reduced cognitive brain
    function.
  • Media violence makes violent brains, Violent TV,
    movies and video game exposure had an affect on
    normal kids that made their brain scans the same
    as children with diagnosed Aggressive Behavior
    Disorder.

16
Indiana University Brain Scan Research
  • For more information on this study visit
  • www.sosparents.org

17
  • "I don't know why it's a shock to us that these
    kids would try to find a way to turn violence
    into entertainment. It's all around them.
  • Dr. Ken Druck, Psychologist

18
Music and Violence
  • Make no mistake about it, music can summon a
    range of emotions, most of which are wonderful.
    Yet there is some music that communicates
    potentially harmful health messages, especially
    when it reaches a vulnerable audience.

19
Music and Violence
  • For example, Nine Inch Nails released Big Man
    with a Gun, with the following lyrics I am a
    big man (yes I am) and I have a big gun got me a
    big old dick and I like to have fun held against
    your forehead, Ill make you suck it, maybe Ill
    put a hole in your head you know, just for the
    fuck of it...Im every inch a man, and Ill show
    you somehow me and my f--king gun nothing can
    stop me now shoot shoot shoot shoot shoot...

20
Music and Violence
  • Marilyn Manson has quite the way with a lyric
    Who said date rape isnt kind, The housewife I
    will beat and I slit my teenage wrist are just
    a sample from two songs.
  • Frank Palumbo, M.D., FAAP, American Academy of
    Pediatrics

21
Music and Violence
  • We believe something can and should be done. Poll
    after poll laments the belief that our country,
    including its youth, is losing its moral center.
    Responsibility, respect and discipline are
    thought to be a thing of the past. Crime and
    violence have escalated to the point where it is
    a public health problem. Although there is no one
    solution, awareness of, and sensitivity to, the
    potential impact of music lyrics and videos by
    consumers, the media and the music industry is
    one important piece of the puzzle. It is in the
    childrens best interest to listen to lyrics or
    to watch videos that are not violent, sexist,
    drug-oriented, or antisocial.
  • Frank Palumbo, M.D., FAAP, American Academy of
    Pediatrics

22
What is our kids music telling us?
  • When this began I had nothing to say And I'd
    get lost in the nothingness inside of me I was
    confused And I'd let it all out to find That
    I'm not the only person with these things in mind
    Inside of me When all the vacancy the words
    revealed Is the only real thing that I've got
    left to feel Nothing to lose Just stuck, hollow
    and alone And the fault is my own and the fault
    is my own I wanna heal I wanna feel What I
    thought was never real I want to let go of the
    pain I felt so long Erase all the pain till its
    gone I wanna heal I wanna feel Like Im close
    to something real I want to find something I've
    wanted all along Somewhere I belong

23
Snoop Dogg Lyrics
  • Every time I come around they like "Oh No"I get
    to trippin slap the clip up in my 44Shit I been
    thru in my hood made my heart coldI get to
    poppin off that thang like I'm locoNo sense in
    coppin pleas when you see my knife out (knife
    out)Motherfuckers light out (lights out)Here
    comes Snoop, uh (oh shit) (Oh No)Sup Nigga, sup
    now, huh? (Oh No)SnoopRicky Ticky Timble,
    C's is the symbolCourdoroy khakis, stacies
    brimmed upStraight razors just to keep you
    trimmed up1-8-7, oh yeah, now you rememberHe's
    electrifyin originalSo gangster, Snoop Dogg
    the criminalThe one you hate to love, in the
    club, in the cutHugged up wit yo bitch, nigga I
    don't give a shitYou betta check dat ho, that's
    what wreckin GNow step your game down, cause
    ain't no checkin meYou'll be respectin me until
    you leave this roomOr my gat'll go boom, bullets
    go zoomNow your names on a tombThey pourin out
    liquor wit no room to consume, you silly
    buffoonI pop niggas like balloons, I ain't
    feeling emWalkin in my big blue chucks cause I'm
    killin em

24
Superchick HERO
  • No one sits with him, he doesn't fit inBut we
    feel like we do when we make fun of himCause you
    want to belong do you go along?Cause his pain is
    the price paid for you to belongIt's not like
    you hate him or want him to dieBut maybe he goes
    home and thinks suicide Or he comes back to
    school with a gun at his sideAny kindness from
    you might have saved his lifeHeroes are made
    when you make a choiceYou could be a
    heroHeroes do what's rightYou could be a
    heroYou might save a lifeYou could be a hero,
    You could join the fightFor what's right for
    what's right for what's rightNo one talks to
    her, she feels so aloneShe's in too much pain to
    survive on her ownThe hurt she can't handle
    overflows to a knifeShe writes on her arm, wants
    to give up her lifeEach day she goes on is a day
    that she's brave,Fighting the lie that giving up
    is the way,Each moment of courage her own life
    she savesWhen she throws the pills out a hero is
    made

25
What Can I Do?
  • Accept the fact that violence is a real problem
    in our community
  • Accept the fact that violence affects everyone
    regardless of sex, race or financial status
  • Accept the fact that it could happen to you, your
    children or your students

26
What Can I Do?
  • Prepare yourself now for the possibility that
    your child may be lured into the world of
    violence
  • Remove the following phrases from your vocabulary
  • Not my child
  • Not him / her
  • Its just a phase
  • He / She just likes that _______
  • (music, clothing, video game, etc.)

27
What Can I Do?
  • What does that mean to me?
  • It means you cant engage in consuming movies,
    music, video games, clothing, etc. that promotes
    or glorifies gang life styles and / or violence.
  • This means you cant buy these things for them
    either!

28
What Can I Do?
  • Understand that because you can filter between
    reality and fantasy, that does not mean your
    child can, particularly if they have high media
    exposure to violence.
  • Because we can filter, we can self regulate what
    we watch and participate in. CHILDREN CANT !

29
  • When parenting decreases, the need for policing
    increases
  • - Stephen Covey

30
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31
Tears on the Highway DVD
32
Bullying
33
Statistics
  • According to the National Association of School
    Psychologists, about 160,000 children in the
    United States miss school every day for fear of
    being bullied.

34
Statistics
  • In Canada, Toronto's Board of Education has
    documented that in Grades 4 to 8, one child in
    five is victimized periodically, while one in 12
    is bullied weekly or daily. Many people, not in
    the industry, are unaware that bullying often
    begins on the bus ride to and from school.
    Experts say that school buses generate a great
    opportunity for bullies.

35
Statistics
ACCORDING TO THE BUREAU OF JUSTICE STATISTICS -
School Crime and Safety Teenagers say revenge
is the strongest motivation for school shootings
87 said shootings are motivated by a desire
to "get back at those who have hurt them." 86
said, "other kids picking on them, making fun of
them or bullying them" causes teenagers to turn
to lethal violence in the schools.
36
Statistics
  • RECENT STATISTICS SHOW THAT
  • 1 out of 4 kids is Bullied. 
  • The American Justice Department says that this
    month 1 out of every 4 kids will be abused by
    another youth.
  • Surveys Show That  77  of students are bullied
    mentally, verbally, physically.

37
Statistics
  • 43 fear harassment in the bathroom at school.
  • 100,000 students carry a gun to school.
  • 28 of youths who carry weapons have witnessed
    violence at home.
  • A poll of teens ages 12-17 proved that they think
    violence increased at their schools.

38
Statistics
  • Playground statistics - Every 7 minutes a child
    is bullied.
  • Adult intervention - 4.
  • Peer intervention - 11.
  • No intervention - 85.

39
Statistics
  • Both bullies and those on the receiving end of
    bullying were more likely to have difficulty
    adjusting to their environment both socially and
    psychologically.
  • Students who were bullied reported having greater
    difficulty making friends and poorer
    relationships with their classmates. They were
    also much more likely than other students to
    report feelings of loneliness.
  • "It's likely that kids who are socially isolated
    and have trouble making friends are more likely
    to be targets of bullying," Dr. Nansel said. "In
    turn, other kids may avoid children who are
    bullied, for fear of being bullied themselves."

40
So What is Bullying?
41
Bullying
  • Researchers generally accept that bullying
    contains three essential elements
  • 1. The behavior is aggressive and negative.
  • 2. The bully carries out the behavior repeatedly.
  • 3. The behavior occurs in a relationship where
    there is an imbalance of power between the
    parties involved.

42
What is Cyber Bullying?
  • In short, cyber bullying is "willful and repeated
    harm inflicted through the medium of electronic
    text.
  • Cyber bullies are malicious aggressors who seek
    implicit or explicit pleasure or profit through
    the mistreatment of another individual.

43
Why do kids often behave inappropriately online?
  • Because technology often provides
  • 1) a perceived buffer from regular consequences
    and
  • 2) a real buffer from traditional social cues,
    people will say and do things through technology
    that they would not do face-to-face. (The
    scientific term for this is "dis-inhibition.") If
    this is apparent with email, instant messaging,
    and text messaging on cell phones, it seems even
    more glaring on social networking sites.

44
What is a Bully
  • A bully is an individual who torments others
    through verbal harassment, physical assault, or
    other more subtle methods of coercion.
  • The behavior engaged in by bullies bullying. In
    colloquial speech, "bullying" most often
    describes a form of harassment perpetrated by
    someone who is in some way more powerful,
    physically or socially, than a weaker peer.

45
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46
Did You Know?
  • By age 24, 60 of identified bullies have a
    criminal conviction.
  • Children, repeatedly victimized, sometimes see
    suicide as their only escape.
  • Bullying is one of the most underrated and
    enduring problems in schools today.
  • Schools are a prime location for bullying.
  • Bullies lose their popularity as they get older
    and eventually the majority of students come to
    dislike them.

47
Did You Know?
  • Many adults do not know how to intervene in
    bullying situations therefore, they often
    overlook bullying.
  • On average, bullying episodes are brief,
    approximately 37 seconds long.
  • The emotional scars from bullying can last a
    lifetime.

48
Did You Know?
  • Bullying is broken into two categories 1.
    Direct bullying.2. Indirect bullying (also known
    as social aggression).

49
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50
Did You Know?
  • Direct bullying is the form most common to male
    bullies.Social aggression, or indirect
    bullying, is most common to female bullies and
    young children and characterized by forcing the
    victim into social isolation. Bullies achieve
    this isolation of their victims through a wide
    variety of techniques, which include
  • Spreading gossip.
  • Refusing to socialize with the victims.

51
Did You Know?
  • Bullying other people who wish to socialize with
    the victims.
  • Criticizing the victim's manner of dress and
    other socially significant markers (including the
    victim's race, religion, disability, etc).
  • Bullying can occur in situations including school
    or college/university, workplace, contact with
    neighbors, and between countries (see Jingoism).
    Whatever the situation, the power structure is
    typically evident between bully and victim. To
    those outside the conflict, it seems that the
    bully's power depends only upon the perception of
    the victim, with the victim being too intimidated
    to put up effective resistance. However, the
    victim usually has just cause to be afraid of the
    bully due to threats.

52
Examples
  • Text messaging mean or harassing things about
    someone.
  • Posting mean or harassing things about someone
    online, including videos.
  • Crank calling someone or calling someone and
    hanging up on them
  • Posting, texting or calling someone claiming to
    be someone else as a joke.

53
Violence Continuum
  • Eye rolling
  • Starting Rumors
  • Gesturing
  • Writing graffiti
  • Threatening
  • Name Calling
  • Taunting / Name Calling
  • Stealing
  • Damaging Property
  • Intimidation
  • Shoving / Punching / Spitting
  • Hitting / Kicking
  • Flashing a weapon
  • Stabbing someone
  • Shooting someone

Source Kamaron Institute 2006
54
Reasons
  • Reasons why some people bully
  • people think it will make them popular or cool
  • people think it makes them look tough
  • people want to be in charge
  • people want attention
  • people want people to be afraid of them
  • people are jealous of the person they are
    bullying
  • people are being bullied themselves
  • people don't understand that it is wrong

55
Reasons
  • Reasons why some young people are bullied
  • some people are bullied for no reason whatsoever
  • because they are different in some way, their
    skin color, their size, their name, their nature,
    their intelligence
  • because they look like they cannot stand up for
    themselves

56
Common Characteristics of Children Who Bully
  • Impulsive, hot-headed, dominant
  • Easily frustrated
  • Lack empathy
  • Have difficulty following rules and
  • View violence in a positive way.
  • Boys who bully tend to be physically stronger
    than other children.

57
Family Risk Factors for Bullying
  • A lack of warmth and involvement on the part of
    parents
  • Overly permissive parenting (including a lack of
    limits for children's behavior)
  • A lack of supervision by parents
  • Harsh, physical discipline and
  • Bullying incidences at home.

58
Why Students Do Not Intervene
  • Fear
  • Lack of strategies and skills
  • Group dynamics
  • Lack of understanding their role
  • Status management

59
School Staff Response
  • School staff is generally unaware of the extent
    of bullying and victimization problems.
  • 42 of bullies and 46 of victims report that
    they have talked to teachers about problem.
  • 71 of teachers and 25 of students say that
    teachers almost always intervene.
  • Source REPORT 60 APRIL 2000 Making a Difference
    in Bullying Debra J. Pepler Wendy Craig

60
School Staffs Involvement in Bullying and
Victimization?
  • Observations indicate that teachers intervene in
    14 of classroom episodes and only 4 of
    playground episodes of bullying.
  • Low staff intervention may occur because
  • - the majority of episodes are verbal
  • - episodes are brief
  • - bullying occurs when monitoring is low
  • Source REPORT 60 APRIL 2000 Making a Difference
    in Bullying Debra J. Pepler Wendy Craig

61
Signs of Victimization
  • Fear of going to school
  • School work problems
  • Missing possessions
  • Injuries
  • Withdrawal (quiet, sullen, daydreaming)
  • Depressed
  • Being difficult and argumentative
  • (Message Everyone is picking on me)
  • Nightmare and disturbed

62
Principles
  • Trust your instincts, if you think a child is
    being victimized they probably are
  • Find a private opportunity to raise your concerns
    with the student
  • Ensure safety of the victim
  • Support the child who is being victimized
  • Record the event and follow through with actions
  • Inform the parents

63
Types of Victims
  • Passive Victims
  • Avoid aggression and confrontation
  • Do not elicit help from peers
  • Cry easily
  • Will not fight back
  • Are not assertive
  • Are anxious in social situations

64
Types of Victims
  • Aggressive Victims
  • May behave in ways that may irritate others
  • May tease and taunt others
  • Lack social skills
  • Tend to be aggressive
  • Will often respond to others aggressively

65
Children who frequently bully their peers are
more likely than others to
  • Get into frequent fights
  • Be injured in a fight
  • Vandalize or steal property
  • Drink alcohol
  • Smoke
  • Be truant from school
  • Drop out of school and
  • Carry a weapon

66
Did You Know?
  • Its illegal to bully or harass someone in the
    State of Idaho? Particularly in a school.

67
18-917A. STUDENT HARASSMENT -- INTIMIDATION --
BULLYING
  • 1) No student shall intentionally commit, or
    conspire to commit, an act of harassment,
    intimidation or bullying against another student.
    (2) As used in this section, "harassment,
    intimidation or bullying" means any intentional
    gesture, or any intentional written, verbal or
    physical act or threat by a student that (a) A
    reasonable person under the circumstances should
    know will have the effect of (i) Harming a
    student or (ii) Damaging a student's property
    or (iii) Placing a student in reasonable fear of
    harm to his or her person or (iv) Placing a
    student in reasonable fear of damage to his or
    her property or (b) Is sufficiently severe,
    persistent or pervasive that it creates an
    intimidating, threatening or abusive educational
    environment for a student. An act of harassment,
    intimidation or bullying may also be committed
    through the use of a land line, car phone or
    wireless telephone or through the use of data or
    computer software that is accessed through a
    computer, computer system, or computer network.
    (3) A student who personally violates any
    provision of this section may be guilty of an
    infraction.

68
Idaho Law
  • 18-6710. USE OF TELEPHONE TO ANNOY, TERRIFY,
    THREATEN, INTIMIDATE, HARASS OR OFFEND BY LEWD OR
    PROFANE LANGUAGE, REQUESTS, SUGGESTIONS OR
    PROPOSALS -- THREATS OF PHYSICAL HARM --
    DISTURBING THE PEACE BY REPEATED CALLS
  • (1) Every person who, with intent to annoy,
    terrify, threaten, intimidate, harass or offend,
    telephones another and
  • a) addresses to or about such person any obscene,
    lewd or profane language, or makes any request,
    suggestion or proposal which is obscene, lewd,
    lascivious or indecent or
  • (b) addresses to such other person any threat to
    inflict injury or physical harm to the person or
    property of the person addressed or any member of
    his family, or any other person or

69
Idaho Law
  • (c) by repeated anonymous or identified telephone
    calls whether or not conversation ensues,
    disturbs the peace or attempts to disturb the
    peace, quiet, or right of privacy of any person
    at the place where the telephone call or calls
    are received, is guilty of a misdemeanor and upon
    conviction thereof, shall be sentenced to a term
    of not to exceed one (1) year in the county jail.
    Upon a second or subsequent conviction, the
    defendant shall be guilty of a felony and shall
    be sentenced to a term of not to exceed five (5)
    years in the state penitentiary.
  • (2) The use of obscene, lewd or profane language
    or the making of a threat or obscene proposal, or
    the making of repeated anonymous telephone calls
    as set forth in this section may be prima facie
    evidence of intent to annoy, terrify, threaten,
    intimidate, harass or offend.
  • (3) For the purposes of this section, the term
    "telephone" shall mean any device which provides
    transmission of messages, signals, facsimiles,
    video images or other communication between
    persons who are physically separated from each
    other by means of telephone, telegraph, cable,
    wire or the projection of energy without physical
    connection.

70
Idaho Law
  • 18-7906. STALKING IN THE SECOND DEGREE.
  • (1) A person commits the crime of stalking in the
    second degree if the person knowingly and
    maliciously
  • (a) Engages in a course of conduct that seriously
    alarms, annoys or harasses the victim and is such
    as would cause a reasonable person substantial
    emotional distress or
  • (b) Engages in a course of conduct such as would
    cause a reasonable person to be in fear of death
    or physical injury, or in fear of the death or
    physical injury of a family or household member.
  • (2) As used in this section (a) "Course of
    conduct" means repeated acts of nonconsensual
    contact involving the victim or a family or
    household member of the victim, provided however,
    that constitutionally protected activity is not
    included within the meaning of this definition.

71
Remember,Bullying is a crime in Idaho.
72
How Do I effect Change?
  • Attitudinal change precedes behavioral change
  • The process of change is slow and gradual and
    needs constant nourishment and never ends.
  • Often when you introduce an anti-bullying
    intervention and sensitize the school community
    to the problem, it appears to get worse.
  • Remember denial / image concerns
  • Paradigm Change

73
How Do I effect Change?
  • Are you ready to fight the good fight? Why do you
    do what you do.
  • How important is your role?
  • I long to accomplish a great deal and noble
    task, but it is my chief duty to accomplish
    humble tasks as though they were great and
    noble.
  • Helen Keller

74
Strategies to increase staff awareness
  • Educate school staff about the definition of
    bullying, the nature of bullying, the secrecy
    surrounding bullying, childrens reluctance to
    report bullying
  • Help staff to develop strategies to detect and
    intervene in bullying.
  • Differentiate between rough-and-tumble play and
    bullying or teasing and bullying.
  • Learn how to recognize power imbalance, which is
    sometimes subtle in bullying.

75
Responding to aggression
  • Here are many possible responses, depending on
    the situation.
  • - If equal power, then both parties receive equal
    consequence and opportunity for mediation to
    solve their dispute.
  • - If unequal power, bullying, then bully receives
    formative consequences and victim receives
    supportive consequences.
  • - When a group of children is involved, even as
    an audience, focus consequences on the group

76
Intervention Strategies
  • Watch for Early Signs!
  • Interventions for mild forms of bullying can be
    less intensive than those for fully developed
    problems.
  • A clear direction about no teasing, no
    name-calling, or no exclusion may avoid later
    problems of verbal aggression, social aggression
    and harassment.
  • Dont Wait Until its Full Blown!
  • Interventions when a problem starts to emerge are
    more effective than interventions applied once
    the behavior has become frequent and severe.

77
Intervention Strategies
  • HESITATION
  • What causes it
  • Not using the 4 Ps
  • Result
  • Problem becomes worse
  • You become ineffective
  • You job is harder / more stressful
  • Performance issues
  • You no longer enjoy your work

78
Intervention Strategies
  • Have you asked for
  • Guidance
  • Support
  • Help
  • Training
  • Assistance
  • Reassignment
  • It is equally your (driver) responsibility to
    report and document problems

79
Consequences and Responsibilities
  • Consequences and responsibilities for aggressive
    behaviors must be immediate and consistently
    applied.
  • Effective consequences and responsibilities are
    formative they help develop behaviors, skills,
    insights, and empathy.
  • Responsibilities with some form of retribution
    promote understanding of impact of bullying.
  • Consequences and responsibilities must be
    delivered non-aggressively -- hostile adults
    inadvertently provide lessons on bullying.

80
Specific Interventions for Bullying
  • 1. Record the problem behavior and provide
    consequences.
  • 2. Educate the child about what bullying is and
    why it is not acceptable.
  • 3. Withdraw privileges (recess, lunch) and
    provide formative replacement activities
  • letter of apology
  • reading and reporting on bullying story
  • A caring act
  • role playing victim with teacher to develop
    empathy
  • 4. Determine ways in which this student can
    develop positive forms of leadership and
    experience power in a pro-social way.
  • 5. Assess the complexity of the bullys problem.

81
What if Interventions Do Not Work?
  • If you havent contacted the students parents
    before this, now is the time to bring them in to
    help support the child. Carefully assess the
    parents abilities to be supportive.
  • Children who bully repeatedly, seriously, and in
    different contexts, require a behavior management
    program developed in consultation with a mental
    health professional.
  • Given the systemic nature of the problem (i.e.,
    it isnt just a problem with the child), the
    family may need help to support the student and
    to deal with bullying within the home context.

82
Principles and Strategies for Dealing with Parents
  • Always contact parent or guardian and inform of
    problem
  • Convey your concern
  • Work together to gain understanding
  • Be supportive
  • Recognize differences in family / social values
  • Use a problem solving approach
  • Provide the districts perspective and school
    plans for monitoring the problem
  • Invite future communication and collaboration in
    supporting the children at risk.

83
Family Factors Related to Bullying
  • Experience a number of family stressors (i.e.,
    financial, single parent, illness)
  • Family may lack social support
  • High levels of parental conflict
  • Lack of monitoring childs activities
  • Inconsistent and harsh punishment
  • Low levels of communication and intimacy

84
Family Factors related to Victimization
  • Overly protective parents
  • Lack of independence in family
  • Non assertive parents
  • Family Stressors (e.g., divorce)
  • Over involvement by parents

85
Challenges of Dealing with Parents of Bullies
  • Encountering myths
  • Denial
  • Not my child
  • Children need to stand up for themselves
  • Not a real problem

86
Challenges of Dealing with Parents of Bullies
  • Listen and do not argue with parent
  • State Districts position and goal of creating
    safe and caring environment
  • Educate concerning why this may be a problem
  • Problem solve how can work together for
    solutions
  • Inform of Districts response and monitoring
  • Be prepared not to change their perspective
  • Dont take it personally
  • Set clear expectations and consequences of
    bullying
  • Be prepared to follow though
  • Follow through
  • Never threaten

87
What Can I Do?
  • You have to recognize the bullys greatest ally.
  • DENIAL
  • School
  • Police
  • Community
  • Parents

88
Denial
  • Bullies thrive on denial, and lack of awareness
    by school staff. The bully whose actions go
    unaddressed today may likely be involved more
    significant criminal activity in the near future.

89
Denial
  • The condition that makes the school environment
    most ripe for bullying and lack of awareness.  We
    have to make sure that we respond immediately and
    appropriately to bullying and not focus on image
    concerns for our organizations.  If there is a
    problem, call it a problem and deal with it.
  • The longer we deny, the more entrenched the
    problem becomes and in the end, the worse our
    image / and problem will be.

90
Denial
  • Denial gets you twice
  • Denial will
  • Allow someone / something else to influence our
    children into negative behaviors (including the
    media)
  • Prevent you from working with police, school
    officials and the community to help your own
    child
  • Rescuing and / or enabling

91
Denial
  • The longer we deny or even minimize the problem,
    the more entrenched it becomes resulting in
    tragedy.
  • We have to fix the Broken Windows

92
What Denial?
93
Challenges of Dealing with Parents of Bullies
  • Unsupportive to schools concerns
  • Aggressive and challenging
  • Lack the personal resources to deal with problem
  • Helpless
  • Dismissive

94
Challenges of Interviewing Parents of Victims
  • Heightened emotion
  • Use active listening
  • Anger
  • Calming techniques
  • Diffuse anger
  • Frustration
  • Try and understand
  • Anxiety
  • Need for Retribution / Revenge
  • pound of flesh

95
Challenges of Interviewing Parents of Victims
  • Sense of helplessness about the problem
  • Empowerment through educational programs
  • Referral
  • MDT approach
  • Wanting the school to do more
  • reasonableness
  • Dismissive
  • Especially dangerous
  • Possible H W referral (failure to protect)

96
Responses to Challenging Parents of Victim
  • Acknowledge parents concerns and worries
  • Healthy to advocate for child
  • Inform them of what the consequences were for
    the bully
  • Within district policies (FERPA)
  • Educate concerning the importance of making
    amends and having formative consequences
  • Participate in own healing

97
Responses to Challenging Parents of Victim
  • Indicate measures taken to support and protect
    their child
  • Careful with release of information
  • Ask for their input
  • Partnership
  • Dont make promises
  • Offer to update parents the following week
  • Reasonable and prudent
  • Educate on effects and how parents can help

98
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99
P.O.W.E.R
100
P.O.W.E.R.
  • P.O.W.E.R. is an acronym, in other words its a
    word formed by the first letter of a series of
    word.
  • For example, WAC stands for Western Athletic
    Conference

101
P.O.W.E.R.
  • The acronym P.O.W.E.R. is designed to help you
    remember that YOU have the power to help stop
    bullying whether you are the bully, the person
    being bullied or are just bystander or someone
    who knows that bullying is going on

102
P
  • P stands for PRIDE. You have to have pride in
    yourself! This is the first tool well talk
    about. Being proud of yourself and of who you
    are is the first step to not participate in or
    tolerate bullying.

103
O
  • O stands for OPEN MINDEDNESS. You have to be
    open minded and accepting of others. Being
    accepting of others makes it easier for others to
    accept you. As an adult, is this the message you
    convey to your students?

ARE YOU OPEN MINDED?
104
W
  • W is for WILLPOWER. Do you have the willpower
    to not follow the crowd or be influenced by
    predispositions?
  • Do you have the willpower to be nice to someone
    who your friends may want to make fun of or
    tease?
  • Do you have the will power to say no thanks to
    your friends who want to engage in negative
    behaviors?
  • Do you have the willpower to not passively
    participate in bullying? (including observation
    with no action)

105
E
  • E stands for EMPATHY.
  • Empathy is the ability to place yourself in
    someone elses shoes.
  • How does what is happening to someone else make
    you feel?
  • WHY IS IT IMPORTATNT TO PUT YOURSELF IN SOMEONE
    ELSES SHOES?

106
R
  • R stands for RESPECT. What is respect to you?
    Why is it important?
  • Respect is treating others as well as you would
    like to be treated.
  • Respect is understanding and acknowledging the
    rights of someone else to have their beliefs.
  • Respect, you have to give it to get it!
  • That includes adults! (modeling)

107
H.E.R.O.
108
H.E.R.O.
  • H.E.R.O. is also an acronym, in other words its
    a word formed by the first letter of a series of
    word.
  • The acronym H.E.R.O. is designed to help you
    remember that YOU can be a HERO to someone by
    taking a stand and making the decision not to
    tolerate bullying.

109
H
  • H stands for HELP. Dont be afraid to help
    someone.
  • Make a decision and take a stand!

110
E
  • E Stands for Everyone
  • Dont compartmentalize your help.
  • Be willing to help anyone

111
R O
  • R O stands for REGARDLESS OF
  • Be willing to help regardless of your own
    prejudices, preconceptions, assumptions, etc.
  • Race, color, creed, gender, religion,
    nationality, etc.

112
H.E.R.O.
  • HELP EVERYONE REGARDLESS
  • OF __________________
  • (fill in)

113
H.E.R.O.
  • Use your P.O.W.E.R. and be a H.E.R.O. __________

114
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115
Conflict Resolution
116
Basic Tenets for Empowerment of Students
  • It is easier to awaken empathy and reduce
    tolerance of bullying among the silent majority
    than it is to change the behavior of individual.
  • Aggressive students are more likely to respond to
    peer censure than to adult censure. Therefore, by
    working with a group of students to help them
    understand the dynamics of power, the abuse of
    power, the experience of victimization, and the
    strategies for positive power, significant change
    can occur within student peer groups.
  • It can be done with all the students in a class
    or bus or with a specific group of students,
    depending on situation.

117
Strategies for Staff
  • Communicate a respectful attitude, rather than a
    punitive or blaming one.
  • Create a working alliance with students to engage
    them productively.
  • Communicate an accepting and non judgmental
    attitude about personal worth of all the students
    (POWER) and not condone bullying behavior.

118
STEPS TO RESOLVE A CONFLICT
  • Define the conflict.If defined objectively,
    rather than subjectively, which is how most of us
    do it, conflict means only this We need a new
    way of doing things, the old way has failed. If
    two sides can define what they are fighting
    about, the chances increase that misperceptions
    will he clarified.
  • It is not you against me it is you and me
    against the problem.The problem is the problem.
    In a battle, even if one side does win, the first
    reaction of the loser is, I want a rematch I
    will come back with meaner words, harder fists
    and bigger bombs. Then the enemy will learn, then
    they will be good and then we will have peace
    forever. This is an illusion, hut few can give it
    up. By focusing on the problem, and not the
    person with the problem, a climate of
    cooperation, not competition, is enhanced.
  • List the relationship's many shared concerns and
    needs, as against one shared separation.In
    Ernest Hemingway's novel, "A farewell to Arms," a
    character is described in a hauntingly beautiful
    phrase, "He was strong in the broken places." All
    of us have been, are being or will be broken by
    life. If we are strong in the broken places,
    chances for mending increase. They will increase
    if the strengths of the relationship -- the
    shared concerns and needs -- are given more
    attention than the lone unshared separation.

119
STEPS TO RESOLVE A CONFLICT
  • When people have fought, do not ask what
    happened.This is an irrelevant question. They
    will answer with their version of what happened,
    almost always self-justifying. The better
    question is, "What did you do?" This elicits
    facts, not opinions. Misperceptions are
    clarified, not prolonged.
  • Work on active listening, not passive
    hearing.Conflicts escalate when partners try to
    talk more than listen and then only listen as a
    time-out for verbal rearming. Listening well is
    an act of caring. If you are a good listener, you
    have many friends. If you are a poor listener,
    you have many acquaintances.
  • Choose a place to resolve the conflict, not the
    battleground itself.Armies tend to sign peace
    treaties far from war zones. Too many emotions
    are there. In some schools around the country,
    peace rooms are in place. Anyone who was fighting
    -- in the schoolyard, the halls, the bus --
    automatically knows to go to the peace room at
    the time set. Who will be there? Mediators
    classmates who have been trained in nonviolent
    conflict resolution. Principals and psychologists
    in schools that have peace rooms see the results
    in lower rates of violence.

120
STEPS TO RESOLVE A CONFLICT
  • Start with what's doable. Restoration of peace
    cannot be done quickly. If it took a long time
    for the dispute to begin, it will take time to
    end it. Work, on one small doable rather than
    many large undoables. Almost always, it is a
    laughably small wound that causes the first hurt
    in relationship. But then, ignoring the smallness
    lakes on a size of its own. Ignoring the problem
    becomes larger than the original problem.
  • Develop forgiveness skills. Many people of large
    minds are willing to say after the conflict, "I'm
    going to bury the hatchet." To themselves, they -
    add "But I'm going to mark exactly where I bury
    it, just in case I need to dig it up for the next
    fight." Forgiveness looks forward, vengeance
    looks backward. Again, it's anatomy we have eyes
    in the front of our heads, not the back.
  • Purify our hearts. This is merely an elegant way
    of telling ourselves, "I need to get my own messy
    life in order before I can instruct others how to
    live." Do these nine steps of nonviolent conflict
    resolution always work? No. Sometimes the
    conflict partners are so emotionally wounded or
    ideologically hidebound, that nothing con stop
    the violence. But large numbers of conflicts can
    be resolved without killing or wounding the other
    side, provided the strategies for peacemaking are
    known.
  • source Peaceful Conflict Resolution is
    Teachable nine steps provide the key to resolving
    disputes peacefully -Colman McCarthy

121
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122
Positive Presence
123
Use of force continuum
  • Presence (using the effect of the presence of an
    authority figure on a subject)
  • Verbalization (commanding a subject)
  • Empty hand control (using empty hands to search,
    relieve weapons, immobilize, or otherwise control
    a subject)
  • Intermediate weapons (using non-lethal chemical,
    electronic or impact weapons on a subject)
  • Deadly Force (using any force likely to cause
    permanent injury or death to a subject)

124
use of force
  • The term use of force refers to the right of an
    individual or authority to settle conflicts or
    prevent certain actions by applying measures to
    either
  • a) dissuade another party from a particular
    course of action, or
  • b) physically intervene to stop them.

125
The reasonable person standard
  • In general, the law imposes a duty on everyone to
    behave at least as carefully as a reasonable,
    ordinary, prudent person in the same or similar
    situation. 
  • This is known as the reasonable person standard. 
  • If a court establishes that the defendant acted
    reasonably, even though his or her actions caused
    the injury to another, the defendant is not
    negligent and not liable for damages. 
  • Children and the mentally disabled are typically
    held to a lower standard than adults
    professionals, such as doctors and attorneys, are
    held to a higher standard

126
Use of force
  • A. Perceptions
  • As previously outlined, the first step in the
    PEDA model involves the drivers perceptions.
    Another way of describing this step is by
    reference to the subject's actions. The driver
    observes these actions and this basic information
    becomes "input" to the following steps. In some
    agencies, this is the first step in the "threat
    assessment" process.
  • Just as the driver has a range of actions open to
    him/her, so does the subject of the encounter. It
    is also possible to consider those actions as
    part of a "resistance" or "threat continuum". For
    example, subjects may exhibit any or all of the
    following behaviors
  • Intimidation (hard stares)
  • Non-compliance/Passive Resistance
  • Defensive actions (run, push, shove)
  • Active aggression (actions to harm the driver)
  • Aggravated aggression (use of a weapon)
  • Observations of the subject's actions and the
    ability to articulate each perception is an
    important part of an drivers explanation if
    he/she is called upon to explain a particular use
    of force.

127
Use of Force
  • B. Evaluation.
  • The evaluation phase of the encounter requires
    the driver to consider three important elements
    regarding the subject ability, opportunity, and
    jeopardy. For each element, there are indicators
    useful to the drivers evaluation
  • 1 Ability did the subject have the means to do
    bodily harm to another person?  Indicators are
    age, size, weapon(s), mental status, drug or
    alcohol use, threatening gestures, known prior
    history, apparent skill level.
  • 2 Opportunity  Did the subject have the
    opportunity to seriously injure or kill the
    driver or another person? Some indicators are
    positioning, timing, proximity, action.
  • 3 Jeopardy  Did the subject's action expose the
    driver to a perceived danger or was there a
    reasonable perception that the person would
    seriously injure or kill the driver or other
    persons?  Indicators include imminent harm, fear
    of death or bodily injury.

128
Use of Force
  • Once the driver has "collected" the facts
    (through perception) and evaluated the situation,
    he/she must move to a decision. At this point, it
    is useful to revue an drivers obligations or
    priorities in making the decision to act
  • 1st priority -- To protect all innocent students
    in your care.
  • 2nd priority -- To protect yourself and fellow
    drivers.
  • 3rd priority -- To protect the subject student.
  • Given these priorities, the driver decides on a
    course of action that
  • 1 Selects the level of force that is reasonable
    and apparently necessary at the moment it is
    used.
  • 2 Is based on the totality of circumstances.
  • 3 Responds to the perceived levels of
    resistance.

129
Use of force in Self Defense
  • 1) An person may use only the degree of force
    which is reasonably necessary to protect him /
    herself.

130
Decision Risk Factors
  • When we face a situation involving a possible use
    of force, we must recognize the factors that
    could effect performance in facing this complex
    and difficult task. Understanding the forces of
    stress and inner conflict that can effect
    performance in the encounter is essential to
    mastering this situation. Some of the most common
    sources of stress and conflict in this type of
    performance environment include
  • 1 Long term stress divorce, ill child.
  • 2 Short term stress last call for service,
    hunger.
  • 3 Anger created by loss of control or loss of
    self esteemgt
  • 4 Fear created by real or exaggerated threats.
  • 5 Prior mind-sets racial, gender, political,
    economic.
  • 6 Health considerations weight, blood pressure,
    etc.
  • Each of these "risk factors" present unique
    issues which may have a profound impact but are
    hard to recognize. Stress can be incremental and
    often unobserved. Also the combination of small
    hassles with a spouse, child or supervisor can
    raise stress levels. Anger can be targeted at
    others who are not the source of anger. Fear is
    often a hidden dimension. Fear of injury,
    humiliation or generalized danger may be directed
    at types of persons, neighborhoods or situations.
    Mind-sets about fear or danger can change one's
    perception of a situation. Believing that a
    particular housing area is dangerous may
    influence the approach that an officer takes
    toward the encounter. Health concerns may effect
    body positioning, gait, mobility, and sense of
    competence.

131
Decision Risk Factors
Recognizing these risk factors and learning to
control oneself are important components in any
approach to a possible use of force encounter.
What will help you subdue these performance
inhibitors is your ability to deal with a force
encounter and your rapid response to correcting
these inhibiting factors. Specific steps include
your ability to 1 Recognize and control your
emotions prior to being able to control others
2 Balance your mind and body while anticipating
your approach to the encounter 3 Avoid
impulsive words or trigger terms 4 Reaffirm
your sense of dignity in approaching the
situation 5 Have a realistic sense of what one
may encounter verbal abuse, oppositional
behavior, blood, etc 6 Avoid the need to be
right. Focus on resolving the encounter rather
than affirming your authority or sense of false
honor 7 Avoid tunnel vision caused by anger,
loss of control or esteem
132
Assault
  • 18-901. ASSAULT DEFINED. An assault is
  • (a) An unlawful attempt, coupled with apparent
    ability, to commit a violent injury on the person
    of another or
  • (b) An intentional, unlawful threat by word or
    act to do violence to the person of another,
    coupled with an apparent ability to do so, and
    doing some act which creates a well-founded fear
    in such other person that such violence is
    imminent.

133
Battery
  • 18-903. BATTERY DEFINED. A battery is any
  • a) Willful and unlawful use of force or violence
    upon the person of another or
  • (b) Actual, intentional and unlawful touching or
    striking of another person against the will of
    the other or
  • (c) Unlawfully and intentionally causing bodily
    harm to an individual.

134
ABUSE OF SCHOOL TEACHERS
  • 18-916. ABUSE OF SCHOOL TEACHERS.
  • Every parent, guardian or other person who
    upbraids, insults or abuses any teacher of the
    public schools, in the presence and hearing of a
    pupil thereof, is guilty of a misdemeanor.

135
AGGRAVATED ASSAULT
  • 18-905. AGGRAVATED ASSAULT DEFINED. An aggravated
    assault is an assault
  • (a) With a deadly weapon or instrument without
    intent to kill or
  • (b) By any means or force likely to produce great
    bodily harm. or
  • (c) With any vitriol, corrosive acid, or a
    caustic chemical of any kind.
  • (d) "Deadly weapon or instrument" as used in this
    chapter is defined to include any firearm, though
    unloaded or so defective that it can not be fired.

136
AGGRAVATED BATTERY
  • 18-907. AGGRAVATED BATTERY DEFINED. (1) A person
    commits aggravated battery who, in committing
    battery
  • (a) Causes great bodily harm, permanent
    disability or permanent disfigurement or
  • (b) Uses a deadly weapon or instrument or
  • (c) Uses any vitriol, corrosive acid, or a
    caustic chemical of any nature or
  • (d) Uses any poison or other noxious or
    destructive substance or liquid or

137
Positive Presence
  • Who is in charge of your bus or busses?
  • Do your students agree with you?
  • What about your supervisors Coworkers?
  • What about the teachers and administrators you
    work with?
  • What about your students parents?

138
Positive Presence
  • Plainly explained, positive presence is the first
    level of control or force.
  • Your positive presence is what can determine the
    outcome of a given incident
  • Your positive presence can prevent a given
    incident

139
Positive Presence
  • Appearance
  • Look the part, dress professional.
  • Look like you know what you are doing.
  • Professional yet approachable.
  • Do you look the part?

140
Positive Presence
  • BODY LANGUAGE
  • Walk with your head up, eyes alert and expression
    intent.
  • You do not want to appear weak or vulnerable.
    You want to project the image of someone who
    knows why they are where they are and who is
    trained and knows what they are doing and
    competent.
  • Walk with intent. Move like you know where you
    are going and that you have a purpose in going
    there.
  • You need to portray an I am confident and know
    what I am doing in this situation" image.  The
    key is to be outwardly confident - even if on the
    inside you are scared out of your wits. You want
    your body language to convey confidence.
  • Do you carry yourself with confidence?

141
Positive Presence
  • SPEECH
  • How you speak, really sets the tone as to how
    your encounter will go. If you do not have a
    positive presence in your voice and speech,
    your chances for a successful outcome are greatly
    diminished.

142
Positive Presence
  • SPEECH (continued)
  • Voice Control
  • Calm
  • Confident
  • Reassuring voice
  • Example Air traffic controller / Pilot
  • Respectful communication
  • Golden rule
  • You must give to receive
  • Would you be comfortable saying that on the 6
    oclock news
  • What would grandma think?
  • There is more than one way to say Yes Sir or
    yes mam

143
Positive Presence
  • SPEECH (continued)
  • Which voice are you using?
  • Child
  • Defensive
  • Victimized
  • Emotional
  • Whiny
  • Losing attitude
  • Strongly negative non-verbal
  • Parent
  • Authoritative
  • Directive
  • Judgmental
  • Evaluative
  • A win-lose mentality
  • No win-win
  • Demanding
  • Punitive
  • Sometimes threatening

144
Positive Presence
  • WHAT DO PEOPLE SEE YOU DOING?
  • If someone was watching you, what would they
    think?
  • Do you walk around with your hands in your
    pockets?
  • Do you avoid eye contact?
  • Do you look at the ground all the time?
  • Do you look bored and inattentive?
  • Do people think you care about what you do?
  • Do you carry yourself with confidence?
  • Do you look, act and speak the part.

145
Higley 911 School Bus Call "Our Bus Driver's
Insane"
  • February 26th, 2008 _at_ 756am
  • by KTAR Newsroom
  • "Our bus driver's insane," a student tells a 911
    dispatcher as he reports a brawl on a school bus
    in the Higley Unified School District on Feb. 15.
    The tape, released by Gilbert police on Tuesday,
    shows the student continued, "She (the driver)
    just got in a fist fight. The kid is bleeding,
    she just got her hair ripped out." The caller
    also said, "She's bawling. I'm pretty sure there
    were some fists thrown." The police report said
    the fight involved Samantha Taylor, 15, a student
    at Williams Field High School, and the bus
    driver, Kim Sullivan, 54. Police have
    recommended that both Taylor and Sullivan be
    charged with aggravated assault and disorderly
    conduct. They also want two other girls who were
    on the bus charged with disorderly conduct. The
    fight began when Sullivan refused to let Taylor
    get off the bus after she scolded her for being
    too loud, police said. Taylor called her mother
    from her cell phone and handed the phone to
    Sullivan to have her speak with her mother, the
    report said. The driver reportedly turned off the
    phone and threw it to the floor. The report adds
    that after the fight, Sullivan would not let any
    students off the bus and that they got out
    through the emergency exit while Taylor's mother
    was banging on the bus. The whole incident was
    captured on surveillance tape, which showed
    Taylor screaming, "Drive this bus," and Sullivan
    responding, "You are crazy." Maricopa County
    Attorney Andrew Thomas will decide whether
    charges will be filed.

146
Teen Charged In School Bus Brawl
  • Driver Does Not Face Prosecution, County Attorney
    Says
  • POSTED 516 pm MST March 31, 2008
  • UPDATED 744 am MST April 1, 2008
  • PHOENIX -- A Gilbert teenager has been charged
    with one count of disorderly conduct after
    fighting with a Higley Unified School District
    bus driver on Feb. 15. Maricopa County Attorney
    Andrew Thomas said he decided not to prosecute
    the bus driver because she was well within her
    right to restrain the student. The teen,
    15-year-old Saman
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