Bully Awareness and Curriculum Training

Genevieve KirchmanCESA 5

Safe and Drug Free Schools & Communities Project Director

Why should we care?

Academics: Co-relation of grades and victimization

Health of Children: Children involved in bullying are at risk for

a variety of interpersonal relationship, behavioral, and mental health problems.

*Vossekuil, B., Fein, R. A., Reddy, M., Borum, R., & Modzeleski, W. (2002). The final report and findings of the Safe School Initiative: Implications for the prevention of school attacks in the United States. U.S. Secret Service and U.S. Department of Education. Washington, D.C.

*Vossekuil, B., Fein, R. A., Reddy, M., Borum, R., & Modzeleski, W. (2002). The final report and findings of the Safe School Initiative: Implications for the prevention of school attacks in the United States. U.S. Secret Service and U.S. Department of Education. Washington, D.C.

School Violence

In an investigation of 41 school shooters from 1974-2000, 71% had been targets of a bully*

*Vossekuil, B., Fein, R. A., Reddy, M., Borum, R., & Modzeleski, W. (2002). The final report and findings of the Safe School Initiative: Implications for the

prevention of school attacks in the United States. U.S. Secret Service and U.S.

Department of Education. Washington, D.C.

*Vossekuil, B., Fein, R. A., Reddy, M., Borum, R., & Modzeleski, W. (2002). The final report and findings of the Safe School Initiative: Implications for the

prevention of school attacks in the United States. U.S. Secret Service and U.S.

Department of Education. Washington, D.C.

Health Consequences of Bullying

Bullied Not bullied

Headaches 16% 6%

Sleep Problems 42% 23%

Abdominal Pain 17% 9%

Feeling Tense 20% 9%

Depression-moderate

49% 16%

Depression-Strong

16% 2%

Anxiety 28% 10%

Fekkes et al., 2003

What is Bullying?

Intentional, unprovoked efforts to harm

Repeated negative actions by one or more against another*

Imbalance of physical or psychological power*

*differing opinions on these 2 components

Bullying Includes

Verbal: spreading rumors, teasing, name calling, insults, coercion, and exclusion

Physical: pushing, kicking, hitting, battering, stealing, breaking possessions

Sexual Harrassment Cyberbullying

Cyberbullying When technology is used to support

deliberate, repeated, and hostile behavior by an individual or group, that is intended to harm others. (i-Safe)Cell phonesText messages Instant messagingDefamatory websitesWeb journals aka Blogs

Cyberbullying quiz – take nowFor Adults: http://www.cyberbullying.us/quiz.php?

QUIZNUM=1 http://www.cyberbullying.us/quiz.php?

QUIZNUM=2 http://www.cyberbullying.us/quiz.php?

QUIZNUM=3For Kids Http://www.wiredkids.org/ http://www.stopcyberbullying.org

Now it’s your turn….

Quiz FACT OR FICTION

With a partner

For your eyes only…..

Write down the name of astudent you believe is a

bully and

a target

Let’s Look at what our students have to say….

WI Youth Risk Behavior Results for High School in Spring 2009

Intervening….. Every 7 minutes a child is bullied on the

playground 11% of the time another peer intervened 4% of the time an adult intervened 85% of the time – no one intervened

Adults are often unaware of bullying— teachers thought they had intervened

71% of the time and research shows on the average it is only 4%. Craig, W & Pepler, DJ (1997) Observations of Bullying and victimization in the schoolyard. Canadian Journal of Psychology, 13, 41-60

Type of Bullies

Proactive

Relational

Reactive

Proactive Bully

Demands excitement & constant stimulation Lacks social and interpersonal skills Lacks empathy Enjoy harming others Strike First “Calculating Cobras” Leads in Negative Ways Lacks anxiety which controls impulsivity

Ways to work with theProactive Bully Challenge Them Opportunities for Leadership Learn about the person or the

disability of the target Service Learning Support healthy risks— drama, sports, etc.

Relational Bully

Manipulates and controls relationships through…

Coercion IntimidationHarassmentThreatsExclusion

EmbarrassmentHumiliationRumorsSecretsSocial Status

(indirect)

Ways to work with the Relational Bully

Opportunities for healthy relationship development

Friendship skills Character education Respect for diversity Service Learning Inter-generational opportunities

Reactive Bully Hostile act displayed in response

to a perceived threat or provocation

Generally impulsive Strong emotional response Swings between being a bully

and being a victim Provoked by others

Ways to work with theReactive Bully

“Re-mapping” the Brain through:

Get them involved socially Role-Play Situations Learn to read social cues—

theirs and others

Brain Development

Brain cells form in the first months of fetal life. Many brain cell connections are made in the

years 1-3. Connections decline after this time to age 10. From years 10-17, the number of brain cell

connections rivals that of 0-3. Synapses grow as a result of repeated

experiences

Intervening….. Every 7 minutes a child is bullied on the

playground 11% of the time another peer intervened 4% of the time an adult intervened 85% of the time – no one intervened

Adults are often unaware of bullying— teachers thought they had intervened

71% of the time and research shows on the average it is only 4%.

Craig, W & Pepler, DJ (1997) Observations of Bullying and victimization in the schoolyard. Canadian Journal of Psychology, 13, 41-60

Pain in the Brain…..

Emotional and Physical Pain BOTH register in the brain

“Happy Brain”“Happy Brain”

A FMRI scan of the brain taken during an experiment involving social interaction.The areas in color show increased blood flow in areas with more brain activity.

As the brain “lights up” it becomes

“primed for interaction with other brains” and

“primed for learning”!

The Body’s Response to Stress

Immediate: Tuning out of Non-Critical

Information Reverts to “tried and true”

behaviors Less able to use “higher

order” thinking skills

Under Any Type of Under Any Type of Perceived Threat Perceived Threat (physical, intellectual or emotional)

Long Term ImpactLong Term ImpactMemory LossShuts down reproductive systemShuts down immune systemBone Loss

Bullying Prevention Strategies

NOT HERENOT NOWNOT EVER

Bullying Prevention Strategies

Talk to youth about what to do if bullied Work with bystanders

Most ignored and underused resource85% of school population- the “silent

majority” can also be the “caring majority”*

Can become desensitized over time

WHY Bystanders don’t intervene

Fear of retaliation Afraid they’ll make things worse Worry about losing social status “The more people present, the

less likely they are to intervene” (mobbing mentality)

May believe bullying is acceptable Youth lack skills to intervene Don’t believe adults will help

Activating Bystanders Encourage youth to:

Speak up to bulliesAsk adults to help-It’s NOT tattling Reach out to isolated peers and

targetsRefuse to watchRedirect the action through games,

activities or conversations

“BEST PRACTICE” for Prevention of Bullying

3 Pronged Approach•Building

•Classroom•Individual

Curriculum alone will not workConsequences alone will not work

Research Shows That…

A STRONG BOND WITH SCHOOL IS THE SINGLE

MOST EFFECTIVE FACTOR IN EVERY FORM

OF PREVENTION

Improve School Environment..

School policy on bullying Involve students in policy-making. Talk about bullying - put bullies “on

notice” through classroom discussions. Enforce policies - utilize appropriate

discipline that reinforces positive behavior.

Provide generous praise for kind and considerate behavior.

Environmental Strategies

Be consistent with interventions Gain support from parents Train all support staff Increase adult supervision in “hot spots”

OTHERS???

Do Not Use the following to address Bullying:

Zero Tolerance Policiesi.e.: 3 strikes and you’re out

Suspension/Expulsion Conflict Resolution Peer Mediation Group Sessions

How one school in WI is dealing with this topic:

http://www.youtube.com/watch?v=paE2pw8da2s

Curriculum Overview…

ELEMENTARY SCHOOL – Grades 3-5

MIDDLE SCHOOL – Grades 6-8

LETS LOOK AT THE CURRICULUM

Curriculum Design

•CORE Lessons

•Booster Lessons at the two subsequent grades **IMPORTANT**

•Supplemental Lessons on Social & Emotional Learning

•Appendices

Types of Lessons in the CORE unit

•Engagement – Bully Bowl & Community Mural

•Norms – What Do You Think?

•Content- Bully FriendsWays to Get a Bully off Your Back

Bystander Action

•Skills- ACT & REACT and applying these to situations

•Performance Assessments – Tools to assess learning

Time to ACT – Elementary

A Action – what can your do – get help, report, strength in numbers

C Care – counseling, behavior management

T Talk to key adults and friends find others who also believe bullying is wrong

Time to REACT – Middle School

R Recognize that bullying is not normal behavior anywhere

E Explain school and community rules against bullying

A Act to report bullying if you or someone your know is a victim

C Care for those being bullied and the bully without accepting the bullying behavior

T Turn to key adults and friends who also believe the bullying is wrong

Booster lessons

Specific follow-up topics including: • Tattling vs. Telling • Rumors• Cyberbullying (Middle School)• Restorative Practice (Elementary)

Parents and Community Awareness Activities

Supplemental Lessons

Social and Emotional Learning lessons that cover:

•Friendship

•Teamwork

•Inclusion

•Problem solving

Appendix

Includes :•Guidelines to develop a model bullying prevention policy

•A parental communication tool

•Additional Bullying prevention websites

Evaluation Process

Lessons have been field tested

Initial results are promising with middle school students

DPI is Pursuing Model Program Status