School Training Presented by: Dr. Karen Siris bullyinterventionexperts@gmail.com

School Training

Presented by:Dr. Karen Siris

bullyinterventionexperts@gmail.com

WELCOME PART I

WHY DO WE NEED A LAW?DIGNITY ACT OVERVIEW WHAT IS BULLYING?

CAUSESTHE PLAYERSLONG TERM EFFECTS

THE ROLE OF THE BYSTANDERSCHOOL FACTORS

VOICES – MAKE A PERSONAL CONNECTION

Why have 48 states passed anti-bullying/harassment laws?

(GLSEN, 2010)

• 39% of students reported that bullying, name calling, and harassment pose a serious problem at school

• 66% reported that people at school were harassed at least “sometimes” because of their looks or body size

• 57% reported that students were bullied or harassed “sometimes” because of the way they expressed their gender

No Law in South Dakota and New Mexico

• 50% of high school students (2010) admit they bullied someone in the past year

• 47% admit that they were bullied or teased of taunted in a way that seriously upset them in the past year

(Josephson School of Ethics, 2010

43,000 students surveyed)

CYBERBULLYING (Stomp Out Bullying, 2010)

58% of kids say someone has said mean or hurtful things to them online

53% of kids admit saying something mean or hurtful to another person online

Who are these kids?

• With learning disabilities• With Attention Deficit Hyperactivity Disorder (ADHD) • With medical conditions that affect their appearance• With obesity, particularly girls,•With paralysis of one side of their body • Who stutter

STUDENTS WITH SPECIAL NEEDS (Stomp Out Bullying, 2010)

71% were bullied at least once a week

LGBT TEEN STATISTICS (GLSEN, 2010)

LGBT students that attend schools with comprehensive policies on bullying/harassment are much more likely to report harassment to school authorities

LGBT students are twice as likely to admit that they were not planning to complete high school

New York Law

THE LAW

Designation of a Dignity Act Coordinator to be trained in non-discriminatory instructional and counseling methods and in handling human relationships

Staff training to raise awareness and sensitivity of school employees to issues of harassment and discrimination

Sensitivity and tolerance curricula for studentsRevising the code of conduct to create a school

environment free from harassment and discrimination

Reporting of bullying incidents to the state through designated reporting system

Requires districts and schools to prevent, monitor, and address bullying through: (July, 2012)

Requires all school staff to report any incident of bullying and

CYBERBULLYING to the school principal or superintendent

“Cyberbullying has become a dangerous trend and this legislation gives parents and students the tools needed to overcome it,” said Zebrowski. “Standardized policies and procedures will guide teachers and school staff so that they are better equipped to respond to harassment and bullying within the classroom and beyond.” Assemblyman Kenneth Zebrowski (D- New City, NY)

The New York Law The Dignity Act

• actual or perceived race• color• weight (physical characteristics)• national origin• ethnic group• religion• religious practice• disability• sexual orientation• perceived sexual orientation• sex

(N.Y. Educ. Law §§10-18, 801-a)

The Dignity for All Students Act prohibits harassment with respect to certain non-exclusive protected classes including, but not limited to:

Respect for all people even if

they are different from you

Circles of My Multicultural Self 5 minute activityThis activity helps makes us aware of the stereotypes

weunconsciously develop throughout our lives. Think about how we can make our students aware of

thisand help them understand its consequences.EXP: NAME in center of circle - Karen Descriptors: female, principal, golfer, step-

mother #3 I am a step-mother, but I am not MEAN.

Requires classroom instruction in:

Dignity Act andStudent Instruction

Civility Citizenship Character Honesty

Tolerance Personal Responsibility

Respect for Others Dignity for All

Bullying is a type of harassmentan intentional act of aggression, based on an

imbalance of power, that is meant to harm a victim either physically or psychologically.

usually occurs repeatedly and over time, however sometimes can be identified in a single event.

TYPES OF BULLYING BEHAVIORS PHYSICAL

Hitting, punching, tripping Kicking, pushing, scratching Damaging/stealing property

VERBAL Name calling, teasing,

taunting Making offensive remark Making discriminatory

remarks Verbally threatening,

intimidating

SOCIAL/EMOTIONAL/RELATIONALExcluding or threatening to

excludeSpreading rumors, gossipingOstracizing, alienatingUsing threatening looks or

gesturesExtortion

CYBERBULLYINGUse of the internet or cell

phone to harass and intimidate

Familial Aspects Mirroring - how we learnChild is observing mom, dad or siblings as the bully

and identifying with themChild is being bullied at home by siblings or parentsChild is victim of bullying at home and becomes

the perpetrator of bullying in school

Psychological Aspects

Bullies have average levels of self esteemBullies have a strong need for power and dominanceBullies enjoy being in control and like to subdue

othersBullies see slights and hostilities when none are

meant

The Players

THE BULLY

THE TARGET/VICTIM

THE BYSTANDER

Characteristics of BulliesLack EmpathyDisplay Verbally Aggressive BehaviorDisplay Physically Aggressive BehaviorIntimidate ClassmatesSeek Power in RelationshipsProvoke Fights

Spotting “the bully”Bully may possess a superior trait

Attractive Athletic Sociable

Bully leads by intimidation: Others follow to avoid becoming the

next

Bully gains power by the amount of followers:

MORE FOLLOWERS = MORE POWER

Long Term Effects on the BullyNearly 60 percent of boys who researchers

classified as bullies in grades six through nine were convicted of at least one crime by the age of 24.

Even more dramatic, 40 percent of them had three or more convictions by age 24.

Victim/TargetPerson who is the target of Intolerance

Passive VictimsMay have social anxiety Cry EasilyHave few friends Lack Social Skills (socially awkward)Anxious/insecurePleasersCompliantFear of Confrontation

Provocative Victims

Restless

Irritating to others

Seen teasing and don’t know when to stop

Prolong a conflict, even when losing

Emotionally aroused easily

Often diagnosed with Attention Deficit Disorder

Effects on the VictimAnxietyLoss of self-esteem into adulthoodDecrease in attention/gradesDecrease in attendance/involvementDecreased socialization/increased isolationPhysical Symptoms: headaches, fatigue, stomach

problemsIncrease in acting out behaviorSuicide/Homicide

The Bystanders

DEFINITION: those who watch bullying happen or hear about it.  

Some Bystanders:PASSIVELY accept bullying by watching and doing nothing

PROVIDE the audience a bully craves and the silent acceptance that allows bulliesto continue their hurtful behavior INSTIGATE the bullying by prodding the bully to begin

ENCOURAGE the bullying by laughing, cheering, or making comments that further stimulate the bully  

Other bystanders . . . directly intervene, by discouraging

the bully, defending the victim, or redirecting the situation away from bullying.

. . . get help, by rallying support from peers to stand up against bullying or by reporting the bullying to adults.

Why don’t more bystanders intervene?   They fear getting hurt or fear retribution

(becoming the next victim) They feel powerless to stop the bully. They think that telling adults won’t help or it

may make things worse.They don’t know what to do

School AspectsBullying incidents are too often unnoticed or

ignored No clear rules and consequences Culture of “tattling” rather than “telling” or

“ratting” rather than “reporting” Little principal involvement with studentsPoor cohesiveness and communication

among staff members and between the staff and the principal

Lack of respect among all constituents

School Risk FactorsLack of clear expectations, both Academic

And BehavioralLack of commitment or sense of belonging at

schoolHigh levels of academic failureParents and community members not

actively involved

School Protective FactorsCommunicates High Academic And

Behavioral Expectations Encourages Goal-Setting, Academic

Achievement And Positive Social Development

Positive Attitudes Toward SchoolFosters Active Involvement Of Students,

Parents And Community Members

PART IIPreventionInterventionReportingInvestigationConsequences Upstanders

WHAT Your

What Your School Can Do

Implement bullying prevention and intervention strategies that fit your school culture

Implement your district policy that prevents and intervenes in all forms of bullying, cyberbullying and harassment

Dignity Act TeamWho: Principal, mental health professionals,

school counselors, teachers, non-teaching staff (aides, bus drivers, custodians)

What: Create a bully intervention plan that includes methods for prevention and intervention.

HOW?Commit to training all constituents of the

school community in prevention and intervention strategies

Establish a Dignity Act Team at the school building level to insure adherence to the district policy

Dignity Act Team Goals To prevent bullying/harassment through creating a positive and

caring school culture

To develop intervention strategies for all constituents in a school community: adults/students

To implement district’s reporting systems

To establish clear consequences that make sense in your school building

Provide support services for students (bullies, victims, by-standers)

To rewards pro-social behaviors that support the policy

Prevention Create Positive Climate and Culture

All adults should: display warmth, positive

interest and involvement talk to each other and

students with respect and understanding

alert other staff members if they are displaying unacceptable behavior toward a student

All adults in school should:

Create environments in which students feel: competent, autonomous, related

maintain positive attitude with students throughout the day

structure activities to minimize opportunities for exclusion

Establish a system of rewards that positively reinforces Pro-Social Behaviors

• Reward bystanders for intervening or reporting bullying.

• Reward teachers for establishing bully-free classrooms.

• Reward support staff for reporting appropriate information

Develop Culture of Telling NOT Tattling

Tattling“When you tell on someone to get them in trouble.”

Telling - Reporting “When you are telling an adult because you are trying to

keep yourself safe, someone else safe or keep the school safe.”

Social and Emotional Learning

Intervention

Identify, monitor and track the health and well being of victims or students at risk

Identify students with leadership skills and re-direct them to become more positive leaders

Establish a mentor system in which adults mentor students who are likely to be victimized

Encourage the community to connect to school personnel with their concerns

Victim-InterventionGive victims a VOICE through

appropriate social skills groups

Teach victims to say NO!-verbally and with appropriate body language

Facilitate victims traveling with a buddy

•Promote positive relationships by pairing victim with other students for academic as well as social activities (reports, recess activities, etc.)

•Establish buddies

•Create circles of support and peer mentors

•Identify a point person for support and for reporting of incidents

•Highlight the victimized child’s talents for others to see

Bully-Interventionchange the dynamics of power so that the bully is not

overtly or covertly reinforced by the teacher, coach or other authority figures

identify the bully as having anti-social behaviors which will lead to trouble

listen to the bully and give him/her a point person to speak with whose role is to help the bully use their leadership skills in a positive manner, emphasizing cooperation, collaboration and equality.

develop empathy in bully

Teacher Intervention Strategies

Be aware of student friendship and create working partnerships and groups for students that promote positive interactions

Hold class meetings that air student’s concerns and feelings (group guidance, advisory)

Be on the alert for bullying behaviors and step in

Follow established guidelines for hierarchal consequences that have been established for bullying behaviors (physical, social, emotional)

Training to Report – WHO?studentsadministration,security personnel,teacherscoaches,bus driversaidescustodial staffparents

Develop Specific Systems To Report

Primary goal is to create a culture where students feel comfortable reporting to a responsible adult

Telling vs. Tattling

Tattling

“When you tell on someone to get them in trouble.”

Telling - Reporting

“When you are telling an adult because you are trying to keep yourself safe, someone else safe or keep the school safe.”

Investigation Procedures

Evaluate the incident/threatIs threat transient or substantive? Get specifics by interviewing the victim, bully

and bystanders, individually.Write down the exact content of the event and

statements made by each.Consider the circumstances and intent.Take appropriate action/resolution

Disciplinary Consequences/SupportsConsequences should be hierarchal… should correspond to severity

of offense as well as repeated offenses

Restorative Justice strategies to rehabilitate the bully, support counseling for the target/victim

Can range from verbal warning all the way to suspension, alternate school placement, and if severe enough report to law enforcement

What is your district’s discipline plan when an incident involves bullying behaviors?

The Bystanders Hold the Key

“The whole drama is supported by the bystander. The theater can’t take place if there’s no audience.” (Labi, N. “Let Bullies Beware.”

Time online, March 25, 2001.)

Why don’t more bystanders intervene? They fear getting hurt or fear retribution

(becoming the next victim)

They feel powerless to stop the bully.

They don’t like the victim or believe the victim “deserves” it.

They think that telling adults won’t help or it may make things worse.

They don’t know what to do.

Empower the Bystander

ENCOURAGE bystanders to: Speak up to bullies if it is safe to do so Band together as a group against bullies Avoid joining in Ask adults for help Reach out as friends to isolated peers, be an ally,

offer support Continue to offer victim support at future time

BYSTANDER VIDEO

A person who intervenes when s/he witnesses

intolerance; someone who makes a stand

against bullying

Upstander

Turning Bystanders into Upstanders

• Help the students understand the power they have to make a difference – that THEY are the solution

• Help students understand the dynamics of bullying situations – 80% of students stand by and watch

• Train interested students in teaching the strategies of upstanding behaviors

Turning Bystanders into Upstanders

• Insure that bystanders understand that adults will support their actions

• Teach all children about the reporting system that is in place in your school

• Reward “upstanding” behaviors and make them the norm.

Caring Majority Ambassadors

• Seek the help of students to spread the word about the dangers of bullying - can be done at various ways at all levels

Caring Majority Ambassadors – ElementaryCaring Allies – Middle SchoolNatural Helpers – High School

•Training given by principal with support of social worker/psychologist

•Students train the classmates on the importance of inclusion, empathy and caring about each other

•On-going partnerships/mentoring established between older and younger students

Thank-you for your attention and help in ending bullying and harassment in our schools.

For further information and support contact: Pat Koehler pkoehler@nasboces.org Karen Siris

bullyinterventionexperts@gmail.com