NURTURING POSITIVE POWER: An Antidote to Bullying

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NURTURING POSITIVE POWERAn Antidote to Bullying

• Lorna Martin
• lormartin_at_gov.mb.ca

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What do we know about the Positive Power?

• Contagious
• Relieves stress
• Self-fulfilling
• Cost-effective
• Supports an equal power base
• Can be learned at all ages and stages

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What do we know about Bullying?

• Bullying involves unequal power and is
  anti-social
• Bullying and victimization do not occur in
  isolation
• Interventions with the bully and/or victim are
  necessary but not sufficient for change
• Bullying is societal and learned
• Change must be societal, systemic to be effective

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What do we know about school safety?

• Schools have critical incident plans, tragic
  event protocols, and codes of conduct to assist
  them when safety is a concern
• Two rare tragedies (Columbine and Taber) have
  heightened awareness
• Schools have strict supervision regimens, causing
  the classroom to remain one of the safest places
  for children and youth

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Mixed Messages on Violence

• Children and youth are bombarded by examples of
  violence and aggression that lead to success,
  status, and problem solving
• Politicians
• Media
• TV, movies, video games
• War
• Role-play games
• Gangs

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Mixed Messages on Violence

• Although families are increasingly distressed by
• Violent language and explicit violent acts on
  television, movies, video games
• Possible desensitization of young people (and
  themselves) to acts that may lead to self-harm or
  harm to others diminished empathy for others
• Increased reports of gang-related activity
• There does not seem to be a concerted effort to
  reduce the stressors.

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Changing Views on Violence

• Society no longer tolerates domestic violence and
  is beginning to have the same lack of tolerance
  for violence in communities
• Media accounts of societal violence and crime
  cause a perception of increasing danger.
  Statistically, crime rates have decreased and
  levels of violence in society are stable.
• The school is part of a larger community and its
  students reflect the parents and community in
  their beliefs, attitudes and actions.

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What do we know about Bullying Events?

• Most bullying incidents occur
• Immediately prior to school or after school
• In situations without supervision
• Bullying can be direct or indirect
• Direct face to face confrontation
• Indirect shunning, gossiping, malicious damage
  to reputation or friends

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Defining Bullying

• Bullying is a form of aggression in which there
  is an imbalance of power between the bully and
  the victim. The key elements include
• Power imbalance
• Bullys intent to harm
• Victims distress
• Repeated over time
• (Peplar Craig, 1988)

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Bullying versus Hostility

• When children and youth interact negatively, the
  result is not necessarily bullying. For example,
• One-time only name-calling, teasing, fighting,
  and gossiping are name-calling, teasing,
  fighting, and gossiping (not bullying).
• When the negativity includes a power imbalance
  and occurs repeatedly, bullying is considered.

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The spectrum of anti-social behaviours
MILD MODERATE SEVERE MILD MODERATE SEVERE MILD MODERATE SEVERE MILD MODERATE SEVERE MILD MODERATE SEVERE MILD MODERATE SEVERE MILD MODERATE SEVERE MILD MODERATE SEVERE MILD MODERATE SEVERE MILD MODERATE SEVERE MILD MODERATE SEVERE MILD MODERATE SEVERE MILD MODERATE SEVERE MILD MODERATE SEVERE MILD MODERATE SEVERE MILD MODERATE SEVERE MILD MODERATE SEVERE
PHYSICAL AGGRESSION PHYSICAL AGGRESSION PHYSICAL AGGRESSION PHYSICAL AGGRESSION PHYSICAL AGGRESSION PHYSICAL AGGRESSION PHYSICAL AGGRESSION PHYSICAL AGGRESSION PHYSICAL AGGRESSION PHYSICAL AGGRESSION PHYSICAL AGGRESSION PHYSICAL AGGRESSION PHYSICAL AGGRESSION PHYSICAL AGGRESSION PHYSICAL AGGRESSION PHYSICAL AGGRESSION PHYSICAL AGGRESSION
-Pushing -Shoving -Spitting -Kicking -Hitting -Kicking -Hitting -Kicking -Hitting -Defacing property -stealing -Defacing property -stealing -Defacing property -stealing -Defacing property -stealing -Physical acts that are demeaning and humiliating, but not bodily harmful (e.g., depanting) -Locking in a closed or confined space -Physical acts that are demeaning and humiliating, but not bodily harmful (e.g., depanting) -Locking in a closed or confined space -Physical acts that are demeaning and humiliating, but not bodily harmful (e.g., depanting) -Locking in a closed or confined space -Physical acts that are demeaning and humiliating, but not bodily harmful (e.g., depanting) -Locking in a closed or confined space -Physical acts that are demeaning and humiliating, but not bodily harmful (e.g., depanting) -Locking in a closed or confined space -Physical violence against family or friends -Physical violence against family or friends -Threatening with a weapon inflicting bodily harm -Threatening with a weapon inflicting bodily harm
SOCIAL ALIENATION SOCIAL ALIENATION SOCIAL ALIENATION SOCIAL ALIENATION SOCIAL ALIENATION SOCIAL ALIENATION SOCIAL ALIENATION SOCIAL ALIENATION SOCIAL ALIENATION SOCIAL ALIENATION SOCIAL ALIENATION SOCIAL ALIENATION SOCIAL ALIENATION SOCIAL ALIENATION SOCIAL ALIENATION SOCIAL ALIENATION SOCIAL ALIENATION
-Gossiping -Embarrassing -Gossiping -Embarrassing -Setting up to look foolish -Spreading rumours -Setting up to look foolish -Spreading rumours -Setting up to look foolish -Spreading rumours -Setting up to look foolish -Spreading rumours -Ethnic slurs -Setting up to take blame -Ethnic slurs -Setting up to take blame -Ethnic slurs -Setting up to take blame -Publicly humiliating (e.g., revealing personal information) -Excluding from group -Social rejection -Publicly humiliating (e.g., revealing personal information) -Excluding from group -Social rejection -Publicly humiliating (e.g., revealing personal information) -Excluding from group -Social rejection -Maliciously excluding -Manipulating social order to achieve rejection -Malicious rumour mongering -Maliciously excluding -Manipulating social order to achieve rejection -Malicious rumour mongering -Maliciously excluding -Manipulating social order to achieve rejection -Malicious rumour mongering -Maliciously excluding -Manipulating social order to achieve rejection -Malicious rumour mongering -Threatening with a weapon -Inflicting bodily harm
VERBAL AGGRESSION VERBAL AGGRESSION VERBAL AGGRESSION VERBAL AGGRESSION VERBAL AGGRESSION VERBAL AGGRESSION VERBAL AGGRESSION VERBAL AGGRESSION VERBAL AGGRESSION VERBAL AGGRESSION VERBAL AGGRESSION VERBAL AGGRESSION VERBAL AGGRESSION VERBAL AGGRESSION VERBAL AGGRESSION VERBAL AGGRESSION VERBAL AGGRESSION
-Mocking -Name calling -Dirty looks -Taunting -Teasing about clothing or possessions -Teasing about clothing or possessions -Teasing about clothing or possessions -Teasing about clothing or possessions -Teasing about appearance -Teasing about appearance -Teasing about appearance -Teasing about appearance -Teasing about appearance -Intimidating phone calls, e-mails or messaging -Intimidating phone calls, e-mails or messaging -Intimidating phone calls, e-mails or messaging -Verbal or electronic threats of aggression against property or possessions -Verbal or electronic threats of aggression against property or possessions -Verbal or electronic threats of aggression against property or possessions -Verbal or electronic threats of violence or inflicting bodily harm
INTIMIDATION INTIMIDATION INTIMIDATION INTIMIDATION INTIMIDATION INTIMIDATION INTIMIDATION INTIMIDATION INTIMIDATION INTIMIDATION INTIMIDATION INTIMIDATION INTIMIDATION INTIMIDATION INTIMIDATION INTIMIDATION INTIMIDATION
-Threatening to reveal personal information -Graffiti -Publicly challenging to do something -Threatening to reveal personal information -Graffiti -Publicly challenging to do something -Threatening to reveal personal information -Graffiti -Publicly challenging to do something -Defacing property or clothing -Playing a dirty trick -Defacing property or clothing -Playing a dirty trick -Defacing property or clothing -Playing a dirty trick -Defacing property or clothing -Playing a dirty trick -Taking possessions (e.g., lunch, clothing, toys) -Taking possessions (e.g., lunch, clothing, toys) -Taking possessions (e.g., lunch, clothing, toys) -Taking possessions (e.g., lunch, clothing, toys) -Extortion -Extortion -Threats of using coercion against family or friends -Coercion threatening with a weapon -Coercion threatening with a weapon -Coercion threatening with a weapon
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Bullying and Human Development

• Young children who bully tend to engage in
• Pushing, shoving, calling names, teasing,
  isolating
• Adolescents who bully tend to engage in
• Harassing, attacking in groups or through peers,
  using sexual comments/gestures, fighting,
  threatening/intimidating, using internet
  messaging to gossip, dating violence, emotional
  blackmail
• Adults who bully tend to engage in
• Assault, domestic violence, child abuse,
  workplace harassment, senior abuse, social
  aggression

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Extent of Bullying the Negatives

• Worldwide phenomenon
• Approximately 15 of school-aged children and
  youth are either bullied or initiate bullying
  (Olweus, 1993)
• 9 victims/7 bullies

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Extent of Bullying the Positives

• Worldwide attention to bullying has provided many
  programs, strategies, and protocols for reducing
  anti-social behaviours
• Approximately 85 of school-aged children and
  youth are neither bullied nor initiate bullying
  (Olweus, 1993)

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The Context of Bullying

• Three-tiered model of school discipline and
  violence prevention

AT-RISK STUDENTS EARLY IDENTIFICATION
INTERVENTION
DISRUPTIVE STUDENTS EFFECTIVE RESPONSES TO
DISRUPTION
TOTAL POPULATION
Skiba, Rausch Ritter(2004)
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Nurturing the Positives

• With such an overwhelming number of students with
  positive behaviours and attitudes, schools
• Create safe and caring environments
• Offer skill sessions on conflict resolution,
  friendship, mediation, social responsibility
  within daily activities and curricular outcomes
• Create opportunities for peer assistants,
  volunteerism
• Provide interventions for students having
  difficulties in pro-social skills

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Where Bullies Flourish

• Places with
• Minimal supervision of activities
• Harsh punishments for rule infractions
• Little or no acknowledgement of positive
  behaviour
• Little or no affection or trust
• Weak or aggressive communication problem solving
  through power, aggression, threat or intimidation
• High employee turnover and absentee rates
• Communities with little police or adult presence

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Where Bullies Flounder

• Places with
• Logical consequences related to actions
• Consistent, reasonable rules and discipline
• Discretion the ability to learn from mistakes
• Warm and accepting social climate
• Caring and supportive adults and young people
• Observable, appropriate, affectionate parental
  behaviour
• Open discussion to solve problems
• Adult supervision
• Gradual increase of responsibility based on
  behaviour

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Positive Signs the Role of the Family

• Parents are becoming involved in school planning
  and decision making
• Families are taking advantage of recreational and
  educational opportunities in the community
• Parents are volunteering at schools and becoming
  involved with their students
• Parents are attending parent sessions and
  parent-teacher interviews

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Positive Signs the Role of the School

• Schools are addressing school climate in their
  annual and divisional planning
• School counsellors, social workers, school
  psychologists, resource teachers, classroom
  teachers and administrators are working as
  planning teams to address individual cases
• School codes of conduct are being revised in
  light of safe schools legislation and the need
  for discretion
• Crisis intervention plans and threat assessment
  protocols have been developed in preparation for
  unforeseen events that include violence
• Parent education sessions are available

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Preventing Violence
SUICIDE
MURDER MURDER
RAPE RAPE RAPE
HOSTAGES HOSTAGES HOSTAGES HOSTAGES
GANGS GANGS GANGS GANGS GANGS
HATE CRIMES HATE CRIMES HATE CRIMES HATE CRIMES HATE CRIMES HATE CRIMES
VANDALISM VANDALISM VANDALISM VANDALISM VANDALISM VANDALISM VANDALISM
WEAPONS WEAPONS WEAPONS WEAPONS WEAPONS WEAPONS WEAPONS WEAPONS
DRINKING DRUGS DRINKING DRUGS DRINKING DRUGS DRINKING DRUGS DRINKING DRUGS DRINKING DRUGS DRINKING DRUGS DRINKING DRUGS DRINKING DRUGS
STEALING STEALING STEALING STEALING STEALING STEALING STEALING STEALING STEALING STEALING
SEXUAL HARASSMENT SEXUAL HARASSMENT SEXUAL HARASSMENT SEXUAL HARASSMENT SEXUAL HARASSMENT SEXUAL HARASSMENT SEXUAL HARASSMENT SEXUAL HARASSMENT SEXUAL HARASSMENT SEXUAL HARASSMENT SEXUAL HARASSMENT
FIGHTING FIGHTING FIGHTING FIGHTING FIGHTING FIGHTING FIGHTING FIGHTING FIGHTING FIGHTING FIGHTING FIGHTING
PUSHING PUSHING PUSHING PUSHING PUSHING PUSHING PUSHING PUSHING PUSHING PUSHING PUSHING PUSHING PUSHING
BULLYING BULLYING BULLYING BULLYING BULLYING BULLYING BULLYING BULLYING BULLYING BULLYING BULLYING BULLYING BULLYING BULLYING
TRASH TALK TRASH TALK TRASH TALK TRASH TALK TRASH TALK TRASH TALK TRASH TALK TRASH TALK TRASH TALK TRASH TALK TRASH TALK TRASH TALK TRASH TALK TRASH TALK TRASH TALK
THREATS THREATS THREATS THREATS THREATS THREATS THREATS THREATS THREATS THREATS THREATS THREATS THREATS THREATS THREATS THREATS
INSULTS INSULTS INSULTS INSULTS INSULTS INSULTS INSULTS INSULTS INSULTS INSULTS INSULTS INSULTS INSULTS INSULTS INSULTS INSULTS INSULTS
PUT DOWNS PUT DOWNS PUT DOWNS PUT DOWNS PUT DOWNS PUT DOWNS PUT DOWNS PUT DOWNS PUT DOWNS PUT DOWNS PUT DOWNS PUT DOWNS PUT DOWNS PUT DOWNS PUT DOWNS PUT DOWNS PUT DOWNS PUT DOWNS
DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME DISCOURTESY, DISRESPECT VIOLENT CRIME
To reduce and prevent violence
BEGIN HERE
NOT HERE!
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Victim Warning Signs

• MANY VICTIMS
• Moody, sullen, withdrawn
• Depressed
• Lose interest in school or group activities
• Lose appetite and have difficulty sleeping
• Torn clothing, unexplained bruises
• Refuse to attend school, group activities or
  specific location
• Want to carry protection

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Bully Warning Signs

• MANY BULLIES
• Few long term friends
• Angry, aggressive, avoidant, anti-social
• Unkind to animals, to self, to others
• Bruised/scraped knuckles, broken school equipment
• School and sports equipment used as weapon
• Secretive online messaging
• Lack empathy, responsibility, habitually blame
• Sense of urgency for control/domination
• Engage in violent role-play games
• Have been bullied

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Bystander Warning Signs

• Witnesses to bullying tend to
• Accelerate violent behaviour by creating an
  audience when the bullying is physical
• Accelerate the bullying by gossiping when the
  bullying is emotional
• Circle the action and support the bully
• Avoid reporting the incident
• Exaggerate events or downplay events

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Reducing Bullying

• KEY Do not ignore bullying. It is not a phase.
• Schools, communities and families work together
  to create opportunities for change.
• School counsellors, psychologists and social
  workers are trained in addressing the needs of
  victims, bystanders and perpetrators.
• Teachers are trained in anti-bullying programs
  and responding to incidents.
• Safe School Student Committees
• Safe Community Parent Groups

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Building Resilient School Environments

• School-based programs
• Positive Behaviour Support
• Virtues Project
• RespectEd
• Second Step
• Lions Quest
• Conflict Resolution
• Peer Assistants
• Conflict Managers
• School-based services
• Teacher intervention
• Administrative intervention
• Guidance
• Counselling
• Referrals

• School-based Protocols
• Code of conduct
• Threat assessment procedures
• Emergency preparedness procedures
• Counselling pre- and post-suspension
• Administrative discretion
• Attendance policies
• In-school alternatives to suspension

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Nurturing Positive Power in School Settings

• Prevention
• Anger management sessions
• Conflict resolution in practice
• Interactive role modelling of pro-social
  behaviours
• Discipline
• Consistency and fairness (heightened security,
  zero tolerance and punitive discipline are not
  effective in deterring violence punishment
  alone does not change behaviour and can increase
  misbehaviour suspensions weaken students
  connections to schools and worsen academic
  performance)

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Nurturing Positive Power in School Settings

• Environmental Strategies
• Respectful behaviour is modelled and expected
• High levels of caring and academic expectations
• Teachers know students individually
• Students actively engaged academically
• Pro-social approaches to teaching and learning
• Co-operative education practices
• Good extracurricular activities
• Recognition and respect for students diverse
  backgrounds
• Mentoring, monitoring, follow-up
• Bullying incidents are addressed swiftly

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Nurturing Positive Power in Community Settings

• Community policing
• Citizens on patrol
• Block parents
• Home/School liaisons
• Youth Justice Committee
• Volunteer program
• Youth centre/drop in centre
• Continuing education/parenting courses
• Non-competitive recreation opportunities
• Supervised recreation facilities
• Safe shelters

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Nurturing Positive Power at Home

• Open dialogue pro-social skill development
• Caring supervision balanced with sense of privacy
• Appropriate consequences for misbehaviour
• Discretion
• Sense of belongingness
• Autonomy for age/stage appropriate
  decision-making
• Recognition for individual differences and
  strengths

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RECAPPING

• Bullying begins with anti-social behaviours such
  as discourtesy, disrespect and lack of empathy
• Bullying is learned and can be unlearned
• Bullying is negative power-related and can
  therefore be reduced or eliminated through
  systemic support for positive power
• Any form of bullying or violent behaviour is
  distressing. Fortunately, incidents are few and
  schools have programs, protocols, and trained
  personnel in place to address issues and
  concerns.
• Together, communities, families and schools can
  make the world a safer, kinder place.