Creating a Positive School Environment Bullying Prevention and

Creating a Positive School Environment Bullying Prevention and Intervention Material from “Bullying Prevention and Intervention “ presentation by Susan M. Swearer, Ph. D.

WHAT IS BULLYING? While the definition of bullying can be agreed upon by scholars and educators; students, parents, and teachers often struggle with the distinction between teasing and bullying.

Why Adults Can’t Always Tell What Behaviors are Bullying • The same aggressive behaviors (taunting, teasing, hitting, pushing) can be playful or part of bullying depending on whether they occur between friends or “frenemies. ” • Adults typically don’t see bullying. • The dividing line between bullying (repeatedly and to intimidate) and being mean (a single aggressive act) is not immediately apparent to adults. • Bullying is a very complex dynamic.

What we are Up Against? • “Bullying is not an issue that needs to be addressed – we are more concerned with academic success. ” • “Not all districts/schools have problems with bullying. ” • “A new policy… will not eradicate bullying. Have they forgotten what growing up is like? ” • “Bullying is just part of life. ” • “I was bullied and I turned out fine. ” *From a school administrator’s survey

Definition of Bullying Students are being bullied when another student or students: • Say mean and hurtful things to them or make fun of them (verbally or electronically). • Completely ignore or exclude them from their group of friends or leave them out on purpose. • Hit, kick, push, shove • Tell lies, spread false rumors about them or end mean notes and try to make other students dislike them.

Therefore… Bullying is: 1. A negative, mean behavior that 2. Occurs repeatedly (over time) 3. in a relationship that is characterized by an imbalance of power or strength. Olweus, 1999

Bullying/Victim Continuum Definitions • Bullying – reports bullying others • Victim – reports being bullied by others • Bully-victim – reports bullying others & being bullied • Bystander – reports observing others being bullied • No Status/Not involved – does not report any involvement with bullying

Cyber-Bullying “Cyber-bullying involves the use of information and communication technologies to support deliberate, repeated, and hostile behavior by an individual or group, that is intended to harm others. ” Bill Belsey: www. cyberbullying. ca

Methods of Communication • Social networks like Facebook, My. Space, Twitter • Emails • Cell phones • Texts • Sexting • Blogs • Websites like Formspring • Instant Messaging

Relational Aggression Between Girls Relational aggression encompasses behaviors that harm others by damaging, threatening to damage or manipulating one's relationships with his/her peers, or by injuring one's feelings of social acceptance. http: //www. opheliaproject. org/main/ra_about 3. html

Acts of Relational Aggression For example: • Giving someone a mean look or staring at them • Purposefully ignoring someone when angry (giving the "silent treatment") • Spreading rumors about a disliked classmate • Telling others not to play with a certain classmate as a means of retaliation *Most of these acts are unseen by adults and have no written rules against them. http: //www. opheliaproject. org/main/ra_about 3. html

We Need to Ask the Right Question: “What are the conditions that allow bullying behaviors to occur? ”

Family and School Risk Factors for Bullying • Family – Lack of supervision – Lack of attachment – Negative, critical relationships – Lack of discipline or consequences – Support for aggression – Modeling of aggression • School – Lack of supervision – Lack of attachment – Negative, critical relationships – Lack of discipline or consequences – Support for aggression – Modeling of aggression

School Influences that contribute to bullying • Poor classroom management • Lack of adult supervision • Lack of awareness of problem • Poor understanding of bullying • Teachers less likely to consider verbal and relational/emotional forms of aggression as bullying • Discomfort in responding to students’ aggression • Acceptance of bullying which increases as students get older From: “Does bullying affect school climate? If so? How? Tony Warren

The Cost of Bullying • Lower academic performance • Psychological consequences: depression, anxiety, antisocial behavior • Feelings of helplessness, anger, and frustration • Costs of litigation • Dropout and suicide

The Reasons Victims Gave for Not Telling Include: • Fearing retaliation • Feeling shame at not being able to stand up for themselves • Fearing they would not be believed • Not wanting to worry their parents • Having no confidence that anything would change as a result • Thinking their parents’ or teachers’ advice would make the problem worse • Fearing their teacher would tell the bully who told on him or her • Thinking it worse to be thought of as a snitch From: “Does bullying affect school climate? If so? How? Tony Warren

There are No Easy Solutions! Bullying is a complex phenomenon that MUST include interventions at all levels: • Individual • Peer • Family • School • Community • Society

Effective Strategies to Counter Bullying in Schools • Enlisting the principal’s commitment and involvement • Using a multifaceted , comprehensive approach • Using the “whole school” approach • Increase student reporting of bullying • Reducing the amount of time students can spend less supervised • Monitor areas where bullying can be expected (e. g. bathrooms) • Posting classroom signs school-wide prohibiting bullying and listing the consequences for it From: “Does bullying affect school climate? If so? How? Tony Warren

Less Effective Strategies • Training students in conflict resolution and peer mediation • Adopting a “zero tolerance” policy • Providing group therapy for bullies • Encouraging victims to simply “stand up” to bullies From: “Does bullying affect school climate? If so? How? Tony Warren

Bystanders are a Key to Reducing Bullying When bystanders take a stand against bullying they help create an environment that is safer and more conducive to learning. (Tremlow, Peaceful Schools Project, study with Topeka schools, 2002)

Document Bullying Incidents • Develop a confidential reporting system • Determine a method for reporting bullying • Document the incident in detail • Use forms consistently • Follow-up consistently

Helping Victims, Bully-Victims, Bullies, and Bystanders • Make sure students are aware of the confidential reporting system for bullying • Have an open door policy with counselors to address the needs of students involved in bullying • Stay away from a shame/blame mentality

Therapeutic Interventions • Understand the connection between bullying and mental health issues • Develop a strong community referral system • Utilize school counselors and school psychologists • Assess and treat depression and anxiety – linked to bullying/victimization • Cognitive-behavior therapy is the front-line treatment for depression and anxiety • Bullying Intervention Program (BIP: Swearer & Givens, 2006)

Critical Components of Effective Bullying Prevention and Intervention • Start with an anti-bullying policy that includes provisions for assessment and intervention. • Increase awareness about the negative consequences of bullying – videos, plays, classroom presentations. • Collect data in individual schools. • Analyze data • Use the data to make decisions about bullying prevention and intervention. • Repeat annually to track bullying/victimization over time.

Stories of Us Program Overview The Promoting Positive Peer Relationships (P 3 R) bullying prevention initiative has been developed with this concept in mind. Three of America’s leading specialists on bullying and school violence – Professor Dorothy Espelage (UIUC), Associate Professor Susan Swearer (UNL) and Professor Shane Jimerson (UCSB) – collaborated in developing P 3 R and have jointly written the accompanying text and curriculum materials. Designed for school and after-school programs, P 3 R is composed of four resources, each built around professional films produced in collaboration with students. There are two curriculum resources – Classroom Resource, Make-You-Own-Film Resource – plus two adult education resources – Professional Development Resource, Community Education Resource.

It’s not the program or the book… it’s the people! “Be the change that you want to see in the world. ” - Ghandi