Children, Families, & Schools

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Children, Families, & Schools"

Transcription

1 Children, Families, 0 & Schools Practice Update from the National Association of Social Workers Volume 2, Number 5 July 2002 National Association of Social Workers 750 First Street NE Suite 700 Washington, DC Phone: TTD: Fax: Web: BULLYING AMONG SCHOOL-AGE YOUTHS (Part II): UNDERSTANDING YOUTHS WHO BULLY INTRODUCTION Contrary to media and public perception, schools are one of the safest places for youths. Nonetheless, bullying behaviors are still quite common in the daily lives and routines of school-age children and adolescents. In a recent study of the prevalence of bullying among youths in the United States, nearly 30 percent of students surveyed reported modest to frequent involvement in bullying, either as the bully, the bullied, or the bystander (Nansel et al., 2001). Parents, school administrators and other school personnel, and communities can no longer afford to accept or tolerate the sentiment that bullying is a normal part of youth development. To do so fosters the cycle of violence in schools where the occurrence of bullying among children and adolescents is most prevalent. The best way for schools and communities to begin safeguarding against bullying behaviors is to be informed of the problem, including the roles of the bully, the bullied, and the bystander; its short- and long-term consequences, and successful interventions. CHARACTERISTICS OF YOUTHS WHO BULLY Bullying is a form of harassment and victimization that involves an imbalance of power between the bully and the bullied (Ross, 1996). Youths who bully their peers often experience a need to dominate others, in part because they lack a sense of internal control and balance. These youths may also have underlying issues such as abuse, neglect, anger, low self-esteem, and depression that incite their bullying behaviors. Contrary to popular perceptions of bullying, youths who bully others are not necessarily more prevalent in lower socioeconomic groups or communities. Rather, they can also be found in families and communities of higher socioeconomic status. Children and adolescents who bully others are both male and female and represent all racial and ethnic groups. The Nansel et al. (2001) study had the following findings: Males were more likely than females to bully their peers. Males who bullied others tended to be physically weaker than males in general. For male youths, physical and verbal bullying were more common. For female youths, verbal bullying (taunting and teasing) and spreading rumors were more common. Bullying behaviors were highest among students in grades 6 through 8. Youths who bullied others demonstrated poorer psychosocial functioning than their noninvolved peers. Youths who bullied others demonstrated higher levels of conduct problems and dislike for school. Youths who bullied others were more likely to be involved in other problem behaviors such as drinking alcohol and smoking. It is essential that school social workers and social workers in community-based and other relevant practice settings evaluate and define their role in intervening with youths who bully, within the scope and context of their respective practice settings. The Power of Social Work NASW July 2002 La Voyce B. Reid, MSW, LCSW Senior Staff Associate for Children, Families, and Schools

2 Children, Families, and Schools Page 2 Youths who bullied others demonstrated poorer school adjustment in terms of academic achievement and perceived school climate. Youths who bullied others reported greater ease of making friends, which may indicate that bullies are not necessarily socially isolated. Hispanic youths reported marginally higher involvement in moderate and frequent bullying of others than other racial or ethnic groups. In general, the following traits are common among all youths who bully their peers, irrespective of age, race, ethnicity, or socioeconomic status: They are concerned with their own pleasure rather than thinking about others. They want power. They are willing to use other people to get what they want. They feel hurt inside. They find it difficult to see things from others perspectives (National Crime Prevention Council, cited in National Parent Teacher Association, 2001). Types of Bullies The most prominent image of a bully is a child or adolescent of an aggressive nature or demeanor, whether verbal or physical. However, Olweus (1993), renowned for his research on bullying, distinguished among three separate types of bullies. He termed them the aggressive bully, the passive bully, and the bully-victim. The aggressive bully is the most typical. Ross (1996) summarized Olweus s typology as follows: The aggressive bully is characterized as belligerent, fearless, coercive, confident, tough, impulsive, and having a low tolerance for frustration with a stronger inclination toward using violence than that of children in general (Ross, 1996, p. 42). Olweus offered some distinction between the aggressive bully and the aggressive child. The aggressive child does not discriminate among targets, whereas the aggressive bully is more selective of the children he or she chooses to victimize. Olweus also found that aggressive bullies tend to be more popular in the elementary grades, but less popular in the upper grades (Ross), likely because the admiration from peers in the early school years diminishes as children mature and become more discriminate of the peers they select. Finally, aggressive bullies are less likely than the other types of bullies to feel remorse, and they have little empathy for their targets (Ross). Passive bullies seldom initiate the bullying, but rather instigate the aggressive bully once the bullying has begun and then join in (Ross, 1996). The passive bully demonstrates a sense of loyalty to the aggressive bully. He or she often receives the blame and will accept full punishment without implicating the aggressive bully (Ross). The passive bully is less popular than the aggressive bully, often has a low self-esteem, is more likely to have temper outbursts, and has been found to have greater difficulty concentrating at school (Ross). As the name suggests, bully victims target peers who are physically weaker than they are, but are also the target of bullying by stronger, more aggressive peers. The bully victim provokes others, is easily aroused, and is usually not well liked by his or her peers (Ross, 1996). The above typology is based primarily on a population of boys. Boys who bully their peers are actually more likely than girls to target acquaintances or strangers. They are generally motivated by power and dominance over weaker peers (Wachtel, 1973). Physical dominance and prestige are more important to boys who bully, and as such, their bullying tends to be more direct, physically aggressive, and intimidating (Ross, 1996).

3 Page 3 Girls Who Bully Girls who bully are less identified and represented in the research because they are traditionally viewed as being less aggressive than their male peers. However, girls who bully are more indirect and tend to be subtler with their aggressive behaviors. Their behaviors may be overlooked or not viewed as bullying by adults because they fall outside the traditional male image of bullying. Unlike boys, girls who bully are more likely to target other girls with whom they share or have shared a close affiliation. Girls bullying behaviors are typically more verbal in nature and often involve teasing and spreading rumors. Girls are less concerned with physical dominance and more concerned with developing peer relationships with other girls. Crick and Grotpeter (1996) coined the term relational aggression to describe the pattern of bullying behaviors demonstrated by girls wherein they fight with friendships and relationships. Girls who are friends one day and exchange secrets and other intimate details about each other may be rivals the following day and will use those same intimate details to spread rumors and destroy peer relationships with other girls. Girls are also more likely to bully other girls by way of social isolation and exclusion. Contributing Factors Bullying is a learned behavior and as such is reinforced over time by a myriad of causative factors. Understanding these factors is essential to prevention and intervention efforts. Ross (1996) identified three major factors associated with youths who bully: (1) child-rearing influences, (2) characteristics of the child, and (3) factors in the environment. Negative child-rearing influences such as power assertive disciplinary methods that are geared towards control and coercion (Ross, 1996, p. 62) are conducive to the development of bullying behaviors in children. This method of parenting may involve loud, emotional outbursts on the part of the parent and child; yelling; and the use of physical or corporal punishment by the parent. Ross maintained that power-assertive disciplinary methods are characterized by inconsistencies wherein the child does not receive regular and predictable (positive and negative) reinforcement. Ross denoted two additional child-rearing influences or characteristics identified by Olweus in his research, which is based primarily on his studies of boys who bully. The first is a pervasive negative attitude on the part of the parents, particularly the mother, toward parenting (Ross, p. 61). This attitude can be characterized by an inability to properly comfort and nurture the child with positive regard and attention. It can affect the manner in which the child bonds to his or her parents, as well as with other significant adults and peers. A second influence involves the failure of parents, particularly the mother, to set adequate limits for the child s behavior; an excessive tolerance is shown for inappropriate aggression toward siblings, other family members, and peers (Ross, p. 61). By failing to set adequate limits and demonstrating a tolerance for aggressive behaviors, parents, in essence, give permission for or justification to their child s bullying behaviors. Some parents may not only demonstrate a tolerance for aggressive behaviors, but also may, in fact, encourage their child, particularly a male child, to be aggressive and fight back when picked on by peers. Constitutional factors such as testosterone level, activity level, and temperament are all characteristics of the child that may contribute or predispose a child to aggressive behaviors (Ross, 1996), although the actual influence and role of testosterone is inconclusive. As Ross has noted, evidence suggests that boys, when grouped with other boys, are more overactive and hyperactive than girls, and that this may, in fact, influence bullying behaviors in boys. Finally, a child s temperament is believed to be determined in the early months of life, if not prior to birth itself. It represents the interaction between biologically anchored predispositions and environmental demands (Ross, p. 64). Ross found in her research that certain temperaments such as difficulty adjusting to new situations, irregular eating and sleep patterns, negative moods, and unpredictable behavior were associated with higher levels of aggressive behaviors.

4 Page 4 Crowded conditions in schools and poor supervision by adults are both factors in the environment that influence or facilitate bullying behaviors among school-age youths. Ross (1996) also identified bystanders who observe the bullying and later share in discussing the bully s exploits also contribute to an environment conducive to bullying. Finally, the popular sentiment that bullying is a normal part of growing up further perpetuates an environment favorable to bullying. INTERVENING WITH YOUTHS WHO BULLY Bullying represents the culmination of an array of variables associated with home, school, community, and even media and entertainment. Intervention efforts aimed at preventing, reducing, or eliminating bullying behaviors in and around the school setting should be comprehensive and target all variables. Efforts should involve all levels of school personnel, as well as target all students youths who bully, youths who are bullied, youths who observe the bullying, and others. Such efforts should also include of community and parent family partnerships and media influences. Although influenced by the earlier-mentioned variables, many youths who bully often experience a sense of disconnect with their surroundings, including home, school, and the community. Therefore, a primary goal or focus of prevention and intervention with these youths should be to aid in developing a sense of cohesion and connection to the school environment, and, when appropriate, to the home setting and community. Until recently, many school administrators and personnel failed to recognize the extent of the problem of bullying in their schools, consistent with the prevailing sentiment that bullying is a normal part of growing up. Traditionally, school administrators and personnel have been more focused or concerned with such issues as educational testing, truancy, and cheating, and less concerned with bullying failing to recognize or understand the impact of bullying on academic success. Nationally profiled incidents of (targeted) school violence and subsequent related reports and findings (U.S. Secret Service & U.S. Department of Education, 2000) have demonstrated a strong correlation between school violence and bullying, forcing many schools to develop anti-bullying programs, some more effective than others. Typical interventions targeted toward youths who bully have primarily maintained a psychological perspective and included such strategies as anger management, conflict resolution, and peer counseling (Ross, 1996). The traditional psychological perspective does not adequately recognize the social context or social dynamics surrounding youths who bully their peers, but rather is primarily focused on the cognitive aspects of why a particular student bullies others. Strategies such as anger management designed to target youths who bully are most effective when administered in a social context. Intervention with the Aggressive Bully The aggressive bully tends to view the world with uncertainty. Ambiguous actions by others, which most children would consider inconsequential, often are rapidly appraised by the bully as stressors that are threatening and controllable, a combination that within the bully s frame of reference merits direct aggressive action (Ross, 1996, p. 45). The bully s aggressive reaction to such ambiguous events is often rewarded by a sense of control over the targeted victim, as well as praise or positive reinforcement from peers and bystanders. Intervention efforts with the aggressive bully should focus primarily on two factors. The first of which is changing the bully s speed and content of the appraisal of ambiguous events (Ross), which involves some level of cognitive intervention, as well as negative reinforcement for the aggressive response, and positive reinforcement for nonaggressive responses. Such efforts aimed at aggressive youths who bully must consider both micro and macro levels of intervention. The second factor involves helping youths who bully develop an alternative perspective and response to ambiguous events, without the use of force (Ross). Ross

5 Page 5 added that helping aggressive youths who bully develop a sense of empathy (when possible) toward their target(s) can facilitate change by providing the bully with some logic or reason for altering their behavior. Intervention with the Passive Bully Intervention efforts with the passive bully may actually be more challenging given the passive bully s admiration for the aggressive bully. The passive bully tends to develop a strong affiliation with the aggressive bully and strives to imitate him or her (Ross, 1996). By affiliation with the aggressive bully, the passive bully may also come to view the world with uncertainty and may misinterpret events or situations as threatening. Efforts that facilitate self-acceptance and peer acceptance are key for intervening with the passive bully. Strategies may include building self-confidence and improving self-esteem, developing social skills, improving academic performance and athletic ability, and participating in assertiveness training (Ross). The probability of success increases with parental involvement and as the passive bully s admiration for the aggressive bully diminishes (Ross). Helping the passive bully develop positive role models and influences should also be considered. Intervention with the Bully Victim Intervention with the bully victim should begin with a thorough assessment of the home environment to determine whether there are bully victim patterns or etiological factors (Ross, 1996) that contribute to bullying behaviors demonstrated at school. An individual plan that focuses on helping the child or adolescent to eliminate their academic and cognitive shortcomings and to develop social skills (Ross, p. 79) may be a useful strategy. School social workers intervening with this type of bully may need to consider referring the student and family for community-based services, especially if the home assessment reveals bully victim etiological factors. Simultaneous intervention efforts with all types of bullies should target youths who are bullied, bystanders, and parents.

6 Page 6 References Crick, N. R., & Grotpeter, T. K. (1996). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simon-Morton, B., & Scheidt, P. (2001). Bullying behavior among U.S. youth: Prevalence and association with psychosocial adjustment. JAMA, 285, National Parent-Teacher Association. (2001). Safeguarding your child at school: Helping children deal with a school bully [Online]. Available: Olweus, D. (1993). Bullying in schools: What we know and can do. Cambridge, MA: Blackwells. Ross, D. M. (1996). Childhood bullying and teasing: What school personnel, other professionals, and parents can do. Alexandria, VA: American Counseling Association. U.S. Secret Service & U.S. Department of Education. (2000). U.S.S.S. safe school initiative: An interim report on the prevention of targeted violence in schools. Washington, DC: U.S. Secret Service, National Threat Assessment Center. Wachtel, P. L. (1973). Psychodynamics, behavior therapy and the implacable experimenter: An inquiry into the consistency of personality. Journal of Abnormal Psychology, 83, Resources Clark, S. (2001, July). What social workers should know about gender-based violence and the health of adolescent girls. Adolescent Health:, 2(3). Available: Reid, L. B. (2002, May). Bullying among school-age youths. Children, Families, and Schools: NASW Practice Update, 2(4). Available: Reid, L. B. (2002, January). The social context of creating safe schools for students. Children, Families, and Schools:, 2(3). Available: Doc #963

An Overview of Bullying Summary by: Isabelle Chouinard. Common Characteristics of Bullies, Victims and Bully-Victims

An Overview of Bullying Summary by: Isabelle Chouinard. Common Characteristics of Bullies, Victims and Bully-Victims An Overview of Bullying Summary by: Isabelle Chouinard What is Bullying? Bullying, the most common form of violence in youth, is defined as a form of aggression in which one or more children intend to

More information

There are several different forms of bullying. The Olweus Bullying Questionnaire asks specific questions about the following forms of bullying:

There are several different forms of bullying. The Olweus Bullying Questionnaire asks specific questions about the following forms of bullying: Background Information on Bullying Questions and Answers Question: What Is Bullying? In order to address the issue of bullying, it is important to clearly understand how bullying is defined. A commonly

More information

The Nature and Consequences of Peer Victimization

The Nature and Consequences of Peer Victimization The Nature and Consequences of Peer Victimization Stephen E. Brock, Ph.D., NCSP Meagan O Malley California State University, Sacramento 1 Presentation Outline Introduction: Magnitude/Consequences of Victimization

More information

Student-To-Student Ambassador Induction. December 15, 2011

Student-To-Student Ambassador Induction. December 15, 2011 Student-To-Student Ambassador Induction December 15, 2011 Quick Quiz Test Your Knowledge Facts & Myths About Bullying Bullying Defined Bullying behavior is a single or repeated negative act (passive or

More information

Part 2: About Harassment, Intimidation and Bullying (HIB)

Part 2: About Harassment, Intimidation and Bullying (HIB) Part 2: About Harassment, Intimidation and Bullying (HIB) 1 This is the second of four tutorials designed to help parents understand the Anti-bullying Bill of Rights Act. Part 1 provides information on

More information

Bullying. Take Action Against. stealing money. switching seats in the classroom. spreading rumors. pushing & tripping

Bullying. Take Action Against. stealing money. switching seats in the classroom. spreading rumors. pushing & tripping switching seats in the classroom stealing money Take Action Against Bullying spreading rumors pushing & tripping U.S. DEPARTMENT OF HEALTH & HUMAN SERVICES Substance Abuse and Mental Health Services Administration

More information

BULLYING WHERE DOES IT END?

BULLYING WHERE DOES IT END? BULLYING WHERE DOES IT END? What? Who? When? Bullying Why? Where? How? Bullying... A student is being bullied when he or she is exposed, repeatedly and over time, to intentional negative actions on the

More information

Information about Bullying and Suicide

Information about Bullying and Suicide Information about Bullying and Suicide Definition of Bullying Although definitions vary, most agree that bullying involves: Attack or intimidation with the intention to cause fear, distress, or harm that

More information

Bullying Definition. Bullying Behaviors

Bullying Definition. Bullying Behaviors Bullying Definition Bullying is defined by state law as engaging in written or verbal expression, expression through electronic means, or physical conduct that occurs on school property, at a school-sponsored

More information

Self Concept. I-Self and Me-Self. Developing Emotional Competence. Self-Esteem. I-Self. Me-Self

Self Concept. I-Self and Me-Self. Developing Emotional Competence. Self-Esteem. I-Self. Me-Self I-Self and Me-Self Self Concept I-Self Self as knower & actor: Separate from surrounding world Same over time Private inner life Controls own thoughts and actions Me-Self Self as object of knowledge Consists

More information

Infusion of School Bullying Prevention Into Guidance Curriculum. Significance of Bullying Prevention Program

Infusion of School Bullying Prevention Into Guidance Curriculum. Significance of Bullying Prevention Program Infusion of School Bullying Prevention Into Guidance Curriculum October, 29, 2007 Charleston, SC Insoo Oh, Ph.D. Assistant Professor University of South Carolina Significance of Bullying Prevention Program

More information

Parent Newsletter 1. [School Letterhead]

Parent Newsletter 1. [School Letterhead] Parent Newsletter 1 [School Letterhead] Dear Parent/Guardian: In recent years, there has been a growing concern around the country about student safety. Behaviors that had traditionally been allowed to

More information

Behavior-Management Techniques for Safe Schools

Behavior-Management Techniques for Safe Schools Behavior-Management Techniques for Safe Schools Each new school year brings high hopes, great expectations and challenges for both new and seasoned educators. Th e American Federation of Teachers (AFT)

More information

BULLYING. Most definitions include the idea that an imbalance of power exists between a bully

BULLYING. Most definitions include the idea that an imbalance of power exists between a bully BULlYing Y BULLYING WhYbe concerned about bullying in your child s life? After many years of research, we have learned that bullying in our schools and in our society is a much more damaging and dangerous

More information

BULLYING AND VIOLENCE PREVENTION FIFTH GRADE LESSON 5

BULLYING AND VIOLENCE PREVENTION FIFTH GRADE LESSON 5 BULLYING AND VIOLENCE PREVENTION FIFTH GRADE LESSON 5 TITLE: PURPOSE: OBJECTIVE: Taking the Pledge To discourage students from becoming bystanders and to help their fellow classmate when confronted by

More information

Teasing and Bullying

Teasing and Bullying Department of Speech Pathology 513-636-4341 (phone) 513-636-3965 (fax) Teasing and Bullying Teasing and bullying are commonplace in today s society. Children and adolescents endure teasing and bullying

More information

ANTI BULLYING POLICY

ANTI BULLYING POLICY ANTI BULLYING POLICY 2015-2016 Rodmarton Primary School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share the same commitment.

More information

Preventing Bullying: The Role of Public Health and Safety Professionals

Preventing Bullying: The Role of Public Health and Safety Professionals Preventing Bullying: The Role of Public Health and Safety Professionals Introduction Bullying is far too often seen as an inevitable part of youth culture. But the consequences of bullying can be serious

More information

What Is the Olweus Bullying Prevention Program?

What Is the Olweus Bullying Prevention Program? Dear Parent/Guardians, Your child s school will be using the Olweus Bullying Prevention Program. This research-based program reduces bullying in schools. It also helps to make school a safer, more positive

More information

BUILD TRUST, END BULLYING, Improve Learning. HIGHLIGHTS Evaluation of The Colorado Trust s Bullying Prevention Initiative

BUILD TRUST, END BULLYING, Improve Learning. HIGHLIGHTS Evaluation of The Colorado Trust s Bullying Prevention Initiative BUILD TRUST, END BULLYING, Improve Learning HIGHLIGHTS Evaluation of The Colorado Trust s Bullying Prevention Initiative ABOUT THE COLORADO TRUST The Colorado Trust has worked closely with nonprofit organizations

More information

Literature Review of Bullying at Schools

Literature Review of Bullying at Schools Literature Review of School Bullying 1 Literature Review of Bullying at Schools Carla Bennett EDUA 7740: School Bullying Literature Review of School Bullying 2 Bullying and Harassment at Schools Bullying

More information

Policy No: 2-D6. Originally Released: Date for Review: 2017

Policy No: 2-D6. Originally Released: Date for Review: 2017 Topic: Dealing with Bullying, Harassment, Aggression and Violence (Students) Policy No: 2-D6 Policy Area: Standing Committee: Community School Personnel Committee Originally Released: 2003 Date for Review:

More information

Chapter 12. Classroom Management

Chapter 12. Classroom Management Chapter 12 Classroom Management Overview Authoritarian, Permissive, and Authoritative Approaches to Classroom Management Preventing Problems: Techniques of Classroom Management Techniques for Dealing With

More information

Preventing Bullying and Harassment of Targeted Group Students. COSA August 2013 John Lenssen

Preventing Bullying and Harassment of Targeted Group Students. COSA August 2013 John Lenssen Preventing Bullying and Harassment of Targeted Group Students COSA August 2013 John Lenssen Definition Bullying is unfair and one-sided. It happens when someone keeps hurting, frightening, threatening,

More information

Parent Tips. What Parents Should Know About Bullying

Parent Tips. What Parents Should Know About Bullying Parent Tips What Parents Should Know About Bullying What is Bullying? The Pinellas County Schools Policy against Bullying and Harassment defines bullying as: Systematically and chronically inflicting physical

More information

Every day, bullying hurts another child.

Every day, bullying hurts another child. Every morning... Every Lunch Hour... Every Afternoon... Every day, bullying hurts another child. Learn how you can help stop bullying. Communities and schools in Manitoba are taking action to stop bullying

More information

BULLYING AND DISABILITY HARASSMENT OF STUDENTS IN SCHOOL AND COMMUNITY

BULLYING AND DISABILITY HARASSMENT OF STUDENTS IN SCHOOL AND COMMUNITY BULLYING AND DISABILITY HARASSMENT OF STUDENTS IN SCHOOL AND COMMUNITY ISSUE The National School Safety Center (NSSC) declared bullying the most overlooked and entrenched problem in U.S. schools. 1 60%

More information

Bullying Prevention and Intervention:

Bullying Prevention and Intervention: Bullying Prevention and Intervention: A Guide for the Individualized Education Program (IEP) Team Dr. Carol R. Johnson Superintendent Boston Public Schools 26 Court St. Boston, MA 02108-2528 www.bostonpublicschools.org

More information

[Adrienne Manarina was a senior Economics major at Kalamazoo College when she. Beyond The Bully Victim Dyad:

[Adrienne Manarina was a senior Economics major at Kalamazoo College when she. Beyond The Bully Victim Dyad: [Adrienne Manarina was a senior Economics major at Kalamazoo College when she wrote this paper in May 2003]. Beyond The Bully Victim Dyad: The Role of Peers in Bullying Relationships By Adrienne Manarina

More information

Mentoring Minds Research on the Bully Guide

Mentoring Minds Research on the Bully Guide Mentoring Minds Research on the Bully Guide Bullying is not a new issue. A strong interest in bullying began in Scandinavia in the late 1960 s and early 1970 s. Efforts soon emerged to stop bullying in

More information

Bullying. Introduction

Bullying. Introduction Bullying 1 Introduction In recent years, bullying has become a topic of greater public concern. Research has shown the damaging long-term effects that bullying behavior can have on its victims. Approximately

More information

Ten Actions ALL Parents Can Take to Help Eliminate Bullying

Ten Actions ALL Parents Can Take to Help Eliminate Bullying Ten Actions ALL Parents Can Take to Help Eliminate Bullying Bullying Special Edition, copyright 2012, www.education.com/bullying The latest research shows that one in three children is directly involved

More information

T e a c h e r s g u i d e a n d s t u d e n t w o r k s h e e t s

T e a c h e r s g u i d e a n d s t u d e n t w o r k s h e e t s T e a c h e r s g u i d e a n d s t u d e n t w o r k s h e e t s BACKGROUND FOR TEACHERS WHAT IS BULLYING? Bullying is the repeated intimidation of another person. Bullies look for signs of weakness in

More information

Drug Abuse Prevention Training FTS 2011

Drug Abuse Prevention Training FTS 2011 Drug Abuse Prevention Training FTS 2011 Principles of Prevention Prevention programs should enhance protective factors and reverse or reduce risk factors (Hawkins et al. 2002). The risk of becoming a drug

More information

Toronto District School Board

Toronto District School Board Toronto District School Board Title: GENDER-BASED VIOLENCE Policy P071 Adopted: April 14, 2010 Revised: Review: 1.0 OBJECTIVE To establish the Board s commitment to eliminating gender-based violence in

More information

Managing Conflict in Schools: Practical Strategies to Stop Bullying and Help Kids Handle Anger Effectively

Managing Conflict in Schools: Practical Strategies to Stop Bullying and Help Kids Handle Anger Effectively Managing Conflict in Schools: Practical Strategies to Stop Bullying and Help Kids Handle Anger Effectively 3 semester hours of undergraduate or graduate credit in Special Education or Psychology SPED 386RY/586RY

More information

Together We Can Stop Bullying!

Together We Can Stop Bullying! Together We Can Stop Bullying! Bullying Prevention and Intervention in FCPS System-wide approach implemented beginning 2011 Goals To create a positive, secure, and supportive school climate To integrate

More information

REGULATIONS REGULATIONS NO: A-AD

REGULATIONS REGULATIONS NO: A-AD REGULATIONS REGULATIONS NO: A-AD-137-10 SUBJECT: Bullying Bullying is typically a form of repeated, persistent, and aggressive behaviour directed at an individual or individuals that is intended to cause

More information

Fairfield Endowed CE (C) Junior School

Fairfield Endowed CE (C) Junior School Fairfield Endowed CE (C) Junior School Policy Document Anti-Bullying 2016 Agreed by governors on: Minute no.: Signed: Agreed by governors on: Minute no.: Signed: Agreed by governors on: Minute no.: Signed:

More information

Volume 1, Number 2 August 2002 Equity

Volume 1, Number 2 August 2002 Equity Volume 1, Number 2 August 2002 Equity Practice Update from the National Association of Social Workers PROMOTING POSITIVE SCHOOL ENVIRONMENTS FOR LESBIAN, GAY, AND BISEXUAL STUDENTS: SURVEY FINDINGS As

More information

What bullying behaviour is and is not

What bullying behaviour is and is not What bullying behaviour is and is not (W@S research brief: March 2012) What we know about bullying behaviour Internationally, there is a wealth of information, programmes and resources available for schools

More information

Bullying and Autism Jocelyn Taylor Education Specialist - Autism Utah State Office of Education (801) 538-7726

Bullying and Autism Jocelyn Taylor Education Specialist - Autism Utah State Office of Education (801) 538-7726 Bullying and Autism Jocelyn Taylor Education Specialist - Autism (801) 538-7726 jocelyn.taylor@schools.utah.gov Bullying Basics Frequent targets are children with ASD. All age groups are targets children

More information

Understanding Playful vs. Hurtful Teasing and Bullying behavior. Current Research

Understanding Playful vs. Hurtful Teasing and Bullying behavior. Current Research Understanding Playful vs. Hurtful Teasing and Bullying behavior This pamphlet is designed to help parents and students navigate the unclear roadways of behaviors that can be seen as hurtful teasing or

More information

A Guide for Parents. of Elementary and Secondary School Students

A Guide for Parents. of Elementary and Secondary School Students A Guide for Parents of Elementary and Secondary School Students Updated Spring 2011 The effects of bullying go beyond the school yard. As a parent, here s what to watch for, what you can do, and where

More information

Bullying: A Systemic Approach to Bullying Prevention and Intervention

Bullying: A Systemic Approach to Bullying Prevention and Intervention Bullying: A Systemic Approach to Bullying Prevention and Intervention Session 3 Educators and Teachers icare.ebrschools.org An Alcohol, An Alcohol, Drug Abuse Drug Abuse and Violence and Violence Prevention

More information

PROTECTIVE FACTORS AND THE SOCIAL DEVELOPMENT

PROTECTIVE FACTORS AND THE SOCIAL DEVELOPMENT SOCIAL DEVELOPMENT STRATEGY INFORMATION SHEET PROTECTIVE FACTORS AND THE SOCIAL DEVELOPMENT STRATEGY INFORMATION SHEET Some young people who are exposed to multiple risk factors do not become substance

More information

School Bullying Resources

School Bullying Resources [Type text] Hilda Graham Consulting School Bullying Resources S3 Grantee School Climate Symposium 2012 Hilda Graham is an accomplished educator, international trainer, national keynote speaker, and published

More information

Facts for Teens: Bullying

Facts for Teens: Bullying P.O. Box 6003 Rockville, MD 20849-6003 nyvprc@safeyouth.org www.safeyouth.org Facts for Teens: Bullying Introduction In the United States, bullying among children and teenagers has often been dismissed

More information

No Bullying In Scouting

No Bullying In Scouting Youth Protection No Bullying In Scouting Old North State Council 1405 Westover Terrace Greensboro, NC 27408 336.378.9166 How to Use This Booklet The Old North State Council is committed to making Scouting

More information

Highbury Grove School Anti-Bullying Policy

Highbury Grove School Anti-Bullying Policy Highbury Grove School Anti-Bullying Policy The policy was adopted by the governing body of Highbury Grove School on 5 July 2016 Review date: Summer 2017 Highbury Grove School Anti-Bullying Policy Context

More information

West Sussex County Council: Action Against Bullying. Safeguarding Children and Young People

West Sussex County Council: Action Against Bullying. Safeguarding Children and Young People West Sussex County Council: Action Against Bullying Safeguarding Children and Young People Anti-Bullying Strategy 2015-2018 West Sussex County Council Children and Young People s Service Anti-Bullying

More information

Chestnut Hill School Bullying Prevention and Intervention Plan December 2010

Chestnut Hill School Bullying Prevention and Intervention Plan December 2010 Chestnut Hill School Bullying Prevention and Intervention Plan December 2010 The Chestnut Hill School embraces its mandate to ensure that students may learn and grow in a safe and secure environment. We

More information

ACTION. What if Your Child IS the One Showing Bullying Behavior? PACER CENTER. So who does it? What is bullying? Bully versus child who bullies

ACTION. What if Your Child IS the One Showing Bullying Behavior? PACER CENTER. So who does it? What is bullying? Bully versus child who bullies PACER CENTER ACTION INFORMATION SHEETS What if Your Child IS the One Showing Bullying Behavior? The word bullying often conjures up an image of a schoolyard scene, with a big, intimidating student towering

More information

Hillsborough County Public Schools Policy Against Bullying and Harassment

Hillsborough County Public Schools Policy Against Bullying and Harassment HILLSBOROUGH COUNTY, FLORIDA 5517.01/page 1 of 7 Hillsborough County Public Schools Policy Against Bullying and Harassment It is the policy of Hillsborough County Public Schools that all of its students

More information

BULLYING PREVENTION AND INTERVENTION FOR YOUR CHILD. Parent Connection Workshop January 29, 2011

BULLYING PREVENTION AND INTERVENTION FOR YOUR CHILD. Parent Connection Workshop January 29, 2011 BULLYING PREVENTION AND INTERVENTION FOR YOUR CHILD Parent Connection Workshop January 29, 2011 WHAT IS BULLYING? When the behavior is aggressive and hurtful to another person When the bully is intentional

More information

EFFECTIVENESS OF TREATMENT FOR VIOLENT JUVENILE DELINQUENTS

EFFECTIVENESS OF TREATMENT FOR VIOLENT JUVENILE DELINQUENTS EFFECTIVENESS OF TREATMENT FOR VIOLENT JUVENILE DELINQUENTS THE PROBLEM Traditionally, the philosophy of juvenile courts has emphasized treatment and rehabilitation of young offenders. In recent years,

More information

First Steps to Stop Bullying and Harassment: Adults helping youth aged 12 to 17

First Steps to Stop Bullying and Harassment: Adults helping youth aged 12 to 17 First Steps to Stop Bullying and Harassment: Adults helping youth aged 12 to 17 Introduction Every young person has the right to feel safe at home, at school and in the community (UN Convention on the

More information

STOP BULLYING: Brought to you by Counseling & Student Services

STOP BULLYING: Brought to you by Counseling & Student Services STOP BULLYING: Brought to you by Counseling & Student Services Bullying 160,000 + students per day stay home from school in the US because of fear of being bullied 80% of children report being victimized

More information

The Bully and the Victim: Psychiatric Effects of Bullying

The Bully and the Victim: Psychiatric Effects of Bullying Transcript Details This is a transcript of an educational program accessible on the ReachMD network. Details about the program and additional media formats for the program are accessible by visiting: https://reachmd.com/programs/clinicians-roundtable/the-bully-and-the-victim-psychiatric-effects-ofbullying/3713/

More information

Learners with Emotional or Behavioral Disorders

Learners with Emotional or Behavioral Disorders Learners with Emotional or Behavioral Disorders S H A N A M. H A T Z O P O U L O S G E O R G E W A S H I N G T O N U N I V E R S I T Y S P E D 2 0 1 S U M M E R 2 0 1 0 Overview of Emotional and Behavioral

More information

FAQs: Bullying in schools

FAQs: Bullying in schools FAQs: Bullying in schools FAQs: Bullying in schools answers frequently asked questions about bullying, provides useful advice to parents and students about dealing with bullying, and summarises contemporary

More information

Working with families affected by domestic violence

Working with families affected by domestic violence Working with families affected by domestic violence Recipe for Resilience: Working with families affected by domestic violence This session will be a great fit for family support workers and other service

More information

Rapid Evidence Overview Interventions to Facilitate Coping and Recovery for Victims of Domestic Violence

Rapid Evidence Overview Interventions to Facilitate Coping and Recovery for Victims of Domestic Violence Rapid Evidence Overview Interventions to Facilitate Coping and Recovery for Victims of Domestic Violence Jointly prepared by: Michael Lloyd Research (MLR), Office of the Police and Crime Commissioner for

More information

MORE INFORMATION ON BULLYING

MORE INFORMATION ON BULLYING MORE INFORMATION ON BULLYING Take Action Against Bullying What Is Bullying? Common Characteristics of Bullying Kinds of Bullies What makes a Bully? What makes a victim? What happens to Bullies? What happens

More information

DIVISION-WIDE BULLYING PREVENTION

DIVISION-WIDE BULLYING PREVENTION Administrative Procedure 316 BACKGROUND DIVISION-WIDE BULLYING PREVENTION Grande Yellowhead Public School Division believes that all students and staff have the right to a safe and healthy school environment.

More information

BULLYING: A BIG PROBLEM WITH BIG CONSEQUENCES Facilitator s Guide

BULLYING: A BIG PROBLEM WITH BIG CONSEQUENCES Facilitator s Guide BULLYING: A BIG PROBLEM WITH BIG CONSEQUENCES Facilitator s Guide By Kathleen A. Olson, Ph.D., Retired Extension Educator and Extension Professor, and Jennifer L. Doty, Ph.D., Department of Family Social

More information

Cyber-bullying is covered by this policy: all members of the community need to be aware that

Cyber-bullying is covered by this policy: all members of the community need to be aware that DUKE OF KENT SCHOOL A8 ANTI-BULLYING POLICY Aims and Objectives: Duke of Kent School values every individual in the community and believes each deserves to be treated with respect. Sensitivity to the feelings

More information

Position Statement. Lesbian, Gay, Bisexual, Transgender, and Questioning Youth

Position Statement. Lesbian, Gay, Bisexual, Transgender, and Questioning Youth Position Statement Lesbian, Gay, Bisexual, Transgender, and Questioning Youth The National Association of School Psychologists (NASP) supports that all youth have equal opportunities to participate in

More information

Young Men s Work Stopping Violence & Building Community A Multi-Session Curriculum for Young Men, Ages 14 19 From HAZELDEN

Young Men s Work Stopping Violence & Building Community A Multi-Session Curriculum for Young Men, Ages 14 19 From HAZELDEN Young Men s Work Stopping Violence & Building Community A Multi-Session Curriculum for Young Men, Ages 14 19 From HAZELDEN What is Young Men s Work? Young Men s Work: Stopping Violence and Building Community

More information

Miller School District Bullying Policy Regulations

Miller School District Bullying Policy Regulations Miller School District Bullying Policy ------------------Regulations I. Definitions A. Bullying means systematically and chronically inflicting physical hurt or psychological distress on one or more students

More information

MODULE #2: Bullying. Activity #1: Icebreaker: The Importance of Communication (10 min)

MODULE #2: Bullying. Activity #1: Icebreaker: The Importance of Communication (10 min) MODULE #2: Bullying Objectives: To help students understand the definition of a bully and bullying. To teach students about the negative effects of bullying. To teach students what to do in situations

More information

Goonellabah Public School

Goonellabah Public School Goonellabah Public School Goonellabah Our School Public School Anti-Bullying Plan Plan NSW Department of Education and Communities Our School Anti-Bullying Plan This plan outlines the processes for preventing

More information

Kindergarten. Demonstrate knowledge of different kinds of feelings and a vocabulary of feeling words; e.g., happiness, excitement

Kindergarten. Demonstrate knowledge of different kinds of feelings and a vocabulary of feeling words; e.g., happiness, excitement Kindergarten Lesson 1 Identifying an Adult Who You Can Go To For Help W K.8 W K.7 Identify safety symbols; e.g., Block Parents, hazardous goods symbols Identify unsafe situations, and identify safety rules

More information

Communicating about bullying

Communicating about bullying Communicating about bullying Bullying is a widespread and serious problem that can happen anywhere. It is not a phase children have to go through, it is not just messing around, and it is not something

More information

Bullying in Australian schools: Multiple perceptions of bullying

Bullying in Australian schools: Multiple perceptions of bullying National Centre against Bullying Conference, 2016, 28-29 July, Crown Conference Centre, Melbourne Bullying in Australian schools: Multiple perceptions of bullying Ken Rigby, PhD., University of South Australia

More information

Bullying Prevention: Steps to Address Bullying in Schools. Getting Started

Bullying Prevention: Steps to Address Bullying in Schools. Getting Started Bullying Prevention: Steps to Address Bullying in Schools Getting Started Bullying can threaten students physical and emotional safety at school and can negatively impact their ability to learn. The best

More information

Standards for the School Social Worker [23.140]

Standards for the School Social Worker [23.140] Standards for the School Social Worker [23.140] STANDARD 1 - Content The competent school social worker understands the theories and skills needed to provide individual, group, and family counseling; crisis

More information

Expanding Bullying Prevention Partnerships for Federal, State and Local Action Elizabeth Edgerton, MD, MPH

Expanding Bullying Prevention Partnerships for Federal, State and Local Action Elizabeth Edgerton, MD, MPH Expanding Bullying Prevention Partnerships for Federal, State and Local Action Elizabeth Edgerton, MD, MPH April, 2011 www.stopbullying.gov Launched on March 10, 2011 The Story of Jamal 12 year old boy

More information

HIGH SCHOOL FOR RECORDING ARTS

HIGH SCHOOL FOR RECORDING ARTS Adopted Revised High School for Recording Arts Bullying Prohibition Policy 1. Purpose Students have the right to be safe and free from threatening situations on school property and at school activities

More information

Handout: Risk. Predisposing factors in children include: Genetic Influences

Handout: Risk. Predisposing factors in children include: Genetic Influences Handout: Risk The more risk factors to which a child is exposed the greater their vulnerability to mental health problems. Risk does not cause mental health problems but it is cumulative and does predispose

More information

BULLYING Information for Parents and Students

BULLYING Information for Parents and Students 3 BULLYING Information Hamilton-Wentworth District School Board is committed to making each and every one of its schools a caring place that is safe for learning. www.hwdsb.on.ca ALL STUDENTS ACHIEVING

More information

THE EFFECTS OF FAMILY VIOLENCE ON CHILDREN. Where Does It Hurt?

THE EFFECTS OF FAMILY VIOLENCE ON CHILDREN. Where Does It Hurt? THE EFFECTS OF FAMILY VIOLENCE ON CHILDREN Where Does It Hurt? Child Abuse Hurts Us All Every child has the right to be nurtured and to be safe. According to: Family Violence in Canada: A Statistical Profile

More information

TEACHERS PERCEPTIONS OF ANTI-BULLYING INTERVENTIONS AND THE TYPES OF BULLYING EACH INTERVENTION PREVENTS

TEACHERS PERCEPTIONS OF ANTI-BULLYING INTERVENTIONS AND THE TYPES OF BULLYING EACH INTERVENTION PREVENTS ARECLS, 2011, Vol.8, 75-94. TEACHERS PERCEPTIONS OF ANTI-BULLYING INTERVENTIONS AND THE TYPES OF BULLYING EACH INTERVENTION PREVENTS EMMA ELISE ROBERTS Abstract Teachers have a central role in the management

More information

ANTI-BULLYING POLICY

ANTI-BULLYING POLICY ANTI-BULLYING POLICY Date approved by Governors Oct 2013 HOMEWOOD SCHOOL & SIXTH FORM CENTRE ANTI BULLYING POLICY This policy will be reviewed every three years DATE OF POLICY: OCTOBER 2013 DATE OF REVIEW:

More information

Treatment Planning. The Key to Effective Client Documentation. Adapted from OFMQ s 2002 provider training.

Treatment Planning. The Key to Effective Client Documentation. Adapted from OFMQ s 2002 provider training. Treatment Planning The Key to Effective Client Documentation Adapted from OFMQ s 2002 provider training. 1 Models Medical Model Diagnosis Psych Eval Problems Symptoms Psycho/Social/Behavioral Model Diagnosis

More information

Practicum Educational Contract Addendum for MSW Students Pursuing School Social Work Certification Academic Year:

Practicum Educational Contract Addendum for MSW Students Pursuing School Social Work Certification Academic Year: Practicum Educational Contract Addendum for MSW Students Pursuing School Social Work Certification Academic Year: Student: Student UW Email: Practicum Agency: Practicum Instructor: Practicum Instructor

More information

RULE STUDENTS: Conduct. Bullying, Cyberbullying, Harassment, or Intimidation. I. Purpose

RULE STUDENTS: Conduct. Bullying, Cyberbullying, Harassment, or Intimidation. I. Purpose STUDENTS: Conduct Bullying, Cyberbullying, Harassment, or Intimidation I. Purpose To implement Board of Education of Baltimore County (Board) Policy 5580 by establishing guidelines for identifying and

More information

ECHUNGA PRIMARY SCHOOL BULLYING POLICY

ECHUNGA PRIMARY SCHOOL BULLYING POLICY ECHUNGA PRIMARY SCHOOL 802 Echunga Road Echunga S.A. 5153 Telephone: 8388 8306 OSHC: 8388 8563 Fax: 8388 8451 ECHUNGA PRIMARY SCHOOL BULLYING POLICY Our school focus challenges us to enhance student well

More information

Child Abuse Services. Through the Eyes of a Child AGENDA. Domestic Violence and Children. Effects on Children. Lori Watson-Roe MSW RSW

Child Abuse Services. Through the Eyes of a Child AGENDA. Domestic Violence and Children. Effects on Children. Lori Watson-Roe MSW RSW Through the Eyes of a Child Child Development Centre Did I do something wrong, to make you lose control? Anger so strong, or do you even know? That when you come home, I want to run and hide The pain is

More information

POLICY 5111 ANTI-BULLYING/HARASSMENT/HATE

POLICY 5111 ANTI-BULLYING/HARASSMENT/HATE POLICY 5111 Purpose/Introduction: The Kenosha Unified School District strives to provide a safe, secure and respectful learning environment for all students in school buildings, on school grounds, in school

More information

SCHOOL DISTRICT OF PHILADELPHIA

SCHOOL DISTRICT OF PHILADELPHIA No. 249 SECTION: PUPILS SCHOOL DISTRICT OF PHILADELPHIA TITLE: BULLYING/ CYBERBULLYING ADOPTED: September 22, 2010 REVISED: August 22, 2013 249. BULLYING/CYBERBULLYING 1. Purpose The School Reform Commission

More information

Sexual Attitudes, Values, and Beliefs

Sexual Attitudes, Values, and Beliefs Wiederman 1 Sexual Attitudes, Values, and Beliefs Most people are too focused on sexual activity they think it is more important than it really is. Do you agree or disagree with this statement? What is

More information

Policy on Safe schools

Policy on Safe schools Policy on Safe schools Department responsible: School Operations Effective date: March 2, 2005 Amended on: March 27, 2013 and October 29, 2015 Approved by Resolution # EC 2015-429 References: Council Policy

More information

The behavior of bullying occurs in many different forms, for example: physical, verbal, sexual, emotional or exclusion, and cyber-bullying.

The behavior of bullying occurs in many different forms, for example: physical, verbal, sexual, emotional or exclusion, and cyber-bullying. Omaha Public Schools Aim 2: Safe and Secure Learning Environment Bullying Prevention and Intervention Efforts Nebraska Revised Statute 79-267 (79-2,137) Rationale The Nebraska State Legislature finds and

More information

R repeated (over and over; and usually is the same person)

R repeated (over and over; and usually is the same person) Bullying Solutions: What Works in Schools! Use a Research-Based Definition Michael R Carpenter, PhD 678 908 6655 cell Nationally Certified Olweus Bullying Prevention Trainer www.wagepeacetoday.com Three

More information

Updated Guidance for Schools and Districts on Addressing Teen Dating Violence (2013)

Updated Guidance for Schools and Districts on Addressing Teen Dating Violence (2013) Updated Guidance for Schools and Districts on Addressing Teen Dating Violence (2013) G.L. c. 71, as amended by sections 60 and 61 of Chapter 256 of the Acts of 2010, requires public schools to include

More information

Bullying Prevention. When Your Child Is the Victim, the Bully, or the Bystander

Bullying Prevention. When Your Child Is the Victim, the Bully, or the Bystander Bullying Prevention When Your Child Is the Victim, the Bully, or the Bystander What Is Bullying? Bullying is not a conflict or a fight. Bullying is physical, verbal, or emotional abuse that is deliberate,

More information

Bullying among school children a psychological analysis

Bullying among school children a psychological analysis Hong Kong Teachers Centre Journal,Vol. 4 Hong Kong Teachers Centre 2005 Bullying among school children a psychological analysis Abstract Keywords 141 142 143 144 145 146 147 Austin, S., & Joseph, S. (1996).

More information

Bullying Prevention Program Evaluation. CLIMB Theatre

Bullying Prevention Program Evaluation. CLIMB Theatre Bullying Prevention Program Evaluation J U N E 2 0 0 6 Bullying Prevention Program Evaluation June 2006 Prepared by: Laura Schauben, Dan Mueller, and Jennifer Lee Schultz Wilder Research 1295 Bandana Boulevard

More information

2/2/2012. The Triad Of Bully, Victim, and Bystander: A DEFINITION OF BULLYING AN ANALYSIS OF BULLYING. Components of Bullying

2/2/2012. The Triad Of Bully, Victim, and Bystander: A DEFINITION OF BULLYING AN ANALYSIS OF BULLYING. Components of Bullying A DEFINITION OF BULLYING The Triad Of Bully, Victim, and Bystander: Long-term Implications and Immediate Interventions Presented at LPSA Conference November 1-4, 2011 BULLYING AT SCHOOL IS DEFINED AS AGGRESSIVE

More information