Bullying Powerpoint1

Respect, Responsibility, and RelationshipsCapital School District Bullying Prevention Program

Lynn R. WiddowsonTonya Guinn

Framework: Olweus Bullying Prevention Program Model used for the state law, and

consequently, model for our district policy (Bullying Prevention 700-31)

Multi-level components School wide Classroom Individual/small group Parent/Community

Core Principles necessary for school-wide implementation: Warmth, positive interest, and involvement by

adults (building positive relationships) Adults who function as authorities and

positive role models Firm limits to unacceptable behavior Consistent use of nonphysical, non-hostile

negative consequences when rules are broken

Expectations to be taught and practiced:

We will act respectfully toward all individuals. We will not bully others. We will try to help anyone who is bullied. We will try to include anyone who is left out. If we know that somebody is being bullied, we will

tell an adult who can help. We are all responsible to make our school a safe

place to work and learn.

Key Points of Olweus Framework

Everyone in the school must share the responsibility of improving school climate and eliminating bullying behavior.

Bullying awareness, identification of bullying behaviors, recognition of negative impacts, actions to be taken must be taught and discussed regularly.

Interventions should precede punitive measures whenever possible.

BULLYING

What And How Serious Is It?

What?

Who? When?

Why?

How?

Where?

Bullying

“Bullying . . .”

A student is being bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more students.

Bullying implies Bullying implies an an imbalanceimbalance in in power or strength.power or strength.

The student who is bullied The student who is bullied has difficulty defending has difficulty defending

himself/herself.himself/herself.

© The Olweus Bullying Prevention Group, 2001© The Olweus Bullying Prevention Group, 2001

Bullying “Hot Spots”•Restroom•Cafeteria Lunch•Playground/Recess•Hallways/Transition Lines•Classroom when teacher is absent

The Olweus Bullying Prevention Group 2001

What’s Your BullyingI.Q.?

And now a quiz…

Direct Bullying Physical

Verbal

Non-verbal

Hitting, kicking, shoving, spitting . . .

Taunting, teasing, racial slurs, verbal sexual harassment

Threatening, obscene gestures

Indirect Bullying Physical

Verbal

Non-verbal

Getting another person to assault someone

Spreading rumors

Deliberate exclusion from a group or activity

Rough Play vs. Bullying

Relationship among parties Facial expressions and general

atmosphere Balance of power Intention

Who Are Children That Bully?•Have more positive attitudes toward violence than peers•Have quick tempers, are easily frustrated•Have difficulty conforming to rules•Are stronger than their peers (boys)

Children Who Bully cont.

Appear tough, show little compassion for victims

Aggressive to adults Good at talking themselves out of

situation (manipulative)

Why do children bully?

•Like to dominate others in a negative way•Gain satisfaction from inflicting injury and suffering•Receive “rewards” by bullying others (prestige, possessions)

Who are children who are bullied?

•Passive Targets•Quiet, cautious, sensitive, cries easily•Insecure, have little confidence and self esteem•May be shy and lack social skills•Do not encourage the attach•Don’t think adults will help•Rarely tell•Find it easier to associate with adults than

Provocative Target•Irks adults as much as peers•Evoke negative feelings in everyone, not just bullies•May be hyperactive•Have aggressive reaction pattern-fight back unsuccessful•May try to bully weaker students

Bullying Effects Bullying Effects EveryoneEveryone::

VictimsVictimsBulliesBulliesBystandersBystanders


Short-Term Effects of Being Bullied

Lower self-esteem Illness Absenteeism Depression &

anxiety Thoughts of suicide

Brian Head - Video

Lasting Effects

Lower self-esteem Higher rates of depression Suicide

Bullies and Bullying Bullies and Bullying BehaviorBehavior

Often part of a conduct-Often part of a conduct-disordered behavior patterndisordered behavior pattern

This pattern may continue This pattern may continue into young adulthoodinto young adulthood

Olweus study: Bullies wereOlweus study: Bullies were4 times as likely to have 3 4 times as likely to have 3 or more convictions by age 24or more convictions by age 24


Effects on BystandersEffects on Bystanders

Feel afraidFeel afraid Feel powerless Feel powerless

to change to change thingsthings ❚ Feel guiltyFeel guilty

❚ Feel diminished empathy Feel diminished empathy for victimsfor victims


Effects of Bullying Effects of Bullying on School Climateon School Climate

Interferes with Interferes with student learningstudent learning

Creates a climate of Creates a climate of fear and disrespectfear and disrespect

Students may Students may perceive lack of perceive lack of control/caringcontrol/caring


Prevalence of Bullying

National sample of 15,600 students, grade 6-10

19% reported bullying others “sometimes” or more often;

17% reported being bullied “sometimes” or more often; and

6.3% reported bullying and being bullied. (Nansel et al. 2001)

Gender Plays a Role•Boys are more likely to bully others.

•Girls and boys bully differently.

•Both boys and girls engage in frequent verbal bullying.

•Girls are more likely to bully by exclusion.

•Boys are more likely to use physical actions.

Reporting of Victimization Many children do

not report bullying to school staff

Older students and boys are less likely than younger students and girls to report their victimization.

Bullies Can ChangeBullies Can Change

Bullying behaviors and Bullying behaviors and victimization experiences victimization experiences are relatively stable over are relatively stable over time time ifif there is no there is no intervention. intervention.

BUT, appropriate BUT, appropriate intervention can change intervention can change behaviors.behaviors.


Implementation Plan Two schools – South and William Henry

served as pilot schools with official Olweus training.

All other schools will implement at least the following: School-wide Trainings Integration of common language and expectations

into school climate program (PBS, other) Classroom Lessons (6-8 20 to 30 minute lessons) Counselor’s activities by team, classroom, or grade

level Interventions for targets, bullies, and bystanders

HOW WELL DID YOU DO? Quiz results are all

false!!!!!!! Any questions check

resource list DOE web

site:www.doe.state.de.us/programs/climate

Lynn or Tonya

Documents

Bullying Powerpoint1