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Children’s Services1
ANTI – BULLYING TRAINING 2011
Lesley DavidsonAnti-Bullying
Coordinator0161-253 [email protected]
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Aims and Objectives• To increase your understanding of bullying in it’s
varying forms.
• To increase your understanding of the outcomes and consequences of cyber bullying and e safety
• To provide you with guidance for responding to bullying
• To consider the challenges associated with educating young people about these issues
• To provide opportunity for discussion, questions and sharing of experiences
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Exercise1
Discuss what is Bullying and how is cyber
bullying different?
Definition
SAFE TO LEARN
Behaviour by an individual or group, usually repeated over time, that
intentionally hurts another individual or group either physically or
emotionally.
Autumn 2007
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Definition
Information and communication technology (ICT), particularly mobile phones and the internet,
deliberately to upset someone else.
Safe To Learn 2007
Types of Bullying
Physical – hitting, spitting, tripping.Verbal – name calling, teasing, threats.Social or psychological – ignoring,
alienating, excluding, spreading nasty rumours, dirty looks.
Cyber – through e-mail, phone text, chat rooms, cyber bullying including happy slapping.
All of the above can have devastating and lasting consequences to young people.
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QUIZ Exercise 2
HOW MUCH DO YOU KNOW?
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Understanding Cyber Bullying
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QUOTE FROM A PUPIL
“I felt that no-one understood what I was going through. I
didn’t know who was sending me these messages, and felt
powerless to know what to do.”
Safe To Learn
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EXERCISE 3
How many social networks can you name?
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Cyber Bullying . . .7 forms
• Text messaging
• Picture / video clip bullying
• Bullying via mobile phones
• Email bullying
• Chat room bullying,
• Bullying through instant messaging
• Bullying via websites
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Web 2.0• Social Networking
• Mobile Internet access
• Image and video sharing
• Children and young people as active participants
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What are children doing on the Web?
• Blogging• Sharing music• Social networking• Gaming• Messaging• Commenting on
others’ sites• Personalising their
own pages• Sexting
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WHAT ARE THEY DOING IN THERE?
Good or “normal”…
“Social producing” Learning social rules Decorating profiles
(self-expression) Exploring identity Writing blogs Writing software code
Sharing/producing music
Producing & editing videos
Discussing interests Social/political
activism Keeping in touch with
friends long-term Risk assessment
Lets Fight It Together
DVD
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CREATIVE TECHNOLOGY
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Opportunities• Creativity • Education• Informal learning• Communication• Existing and new social networks• Development of technological skills• Sources of help and information
• Centrality of creating, sharing and disclosing personal information
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Risks• Disclosure of personal information
online increases potential opportunities for
– Online sexual exploitation– Cyber bullying– Exposure to inappropriate or illegal sexual, violent or racist
and discriminatory content– Involvement in pro eating disorder, suicide and self harm
communities– Involvement in racist and discriminatory communities
• Young people as active participants as well as victims
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Behavioural Categories– Spreading of gossip or untrue information by
blog, email, mobile phone or social networking sites
– Posting or forwarding of private information, message and pictures online or by mobile phone
– Threats and abuse made by email, mobile phone or comments left on social networking sites
– Exclusion from online groups – Impersonation of the victim and creation of a fake
profile page which is humiliating and/or contains false information
– Filming bullying on mobiles and circulating online
•
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Characteristics Targeted– Appearance– Sexuality– Race, religion and culture– Family
Prevalence– Smith et al. (2006) 22%– Ybarra et al. (2006) 32%– MSN (2006) 11%– Noret and Rivers (2007) 15%– DCFS (2007) 34%
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Psychological and Social Consequences
• Unhappiness
• Low self-esteem
• High levels of fear and anxiety
• Depression and suicidal thoughts
• Loneliness and isolation
• Dislike of school & absenteeism
• Physical illness
• Impacts on the family
SOME CHARACTERISTICS OF BULLIED YOUNG PEOPLE.
• React negatively to losing or conflicts.• Lack the social skills required for positive peer
interaction.• Manifest behaviour patterns of crying and
anxiety.• Display mannerisms that mark them as
vulnerable.• Seek comfort from adults in times of conflict.• Demonstrate low levels of popularity and have
few friends.• Appear to be cautious, sensitive , quiet, anxious
and insecure.
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SIGNS AND SYMPTOMS
• Avoid particular days or lessons.• Change in school performance – reduce grades.• During group activity, nobody wants to be paired
with this young person.• Have unexplained cuts or bruises.• Damage to books clothes and belongings.• Become withdrawn or depressed.• Start to bully others.• Arrive late at school.• Lack of confidence.• Become aggressive or have temper outbursts.
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RESPONDING…
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Technology and Intensification of Harassment
• Increased negative impact and outcomes through invasion of previously private spaces and intensification of harassment
• Victims may be reluctant to abandon new technologies and services because of their central role for identities, social lives and communications within existing social networks
• Victims may be scared to report problems due to fear that access to technology and services will be blocked
• Victimisation may be recorded and circulated online, increasing audience and humiliation
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Challenges for Professionals
• Associated challenges –Potential lack of technical knowledge
–Lack of understanding how children are bullied or bully others using technology
–Limits on ability to monitor or prevent access to technology outside school
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PREVENTING CYBER BULLYING
• Record and monitor incidents• Publicise reporting routes – pupils,
staff and parents• Signpost info re external reporting
routes e.g. CEOP and Childnet.• Education and discussion• Model responsible use of
technologies
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Collecting Evidence• Important for parents/carers /schools
/ service providers / police to take action against perpetrators
• Advise victims to collect evidence– Record date and time of messages– Copy Content / screenshots– Sender ID, number, address
• Illegal content should be reported to police, IWF, service provider etc.
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RESPONDING TO CYBER-BULLYING
• Recognise ways cyber-bullying differs from other types. Consideration about the invasiveness of this type, and potential size of audience
• Victim should be encouraged to keep texts and emails as evidence
• Additional reporting routes available – mobile phone companies, internet service providers, social networking sites
• Contain spread of content through service provider, confiscating phones, or contacting police.
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RESPONDING TO CYBER-BULLYING
•Take steps to avoid recurrence – advise target not to reply, provide advice on “blocking” or removing people from mail lists.
•Steps should be taken to change attitudes and behaviours
Role of School Governors
Leadership
We would recommend that within each governing body there is a lead individual or committee responsible for addressing bullying. The lead or committee should make sure that the wider governing body and the head teacher are meeting their legal duties with regard to bullying, and that the governing body has an active role in supporting the school both in prevention and response.
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Questions To Ask
•Bullying and crime•Role of governors•Managing bullying incidents•Working with parents and
carers
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Bullying and Crime
• Does my school have a definition of bullying that is understood by all members of the school community, including children and young people?
• How do we know that everyone understands and agrees with the definition?
• Do all members of my school community understand the different types of bullying –including cyberbullying, sexual bullying and bullying related to prejudice?
• Do we have a clear and robust policy that covers how we will respond to incidents ofbullying both inside and outside of school?
• Do we have a clear system in place for handling incidents of bullying that may involve criminal behaviour?
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Role of Governors
• Do we have a lead individual or committee within the governing body responsible for bullying?
• Have we met our legal duties as a governing body and as a school?
• Have we made sure that the school meets the statutory duties for equalities legislation?
• Do we create opportunities as a governing body to discuss bullying – and does the headteacher provide data to support this?
• Do we create opportunities to listen to the views of pupils and parents about bullying? Do we act on what they tell us?
• Do we work in partnership with the wider community to create a shared vision and strategy for the prevention and response to bullying?
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Managing Bullying Incidents
• How prepared are we as a school to respond to a serious bullying incident?
• Do we include details of how we would manage a serious incident in the school behaviour and/or anti-bullying policy?
• Do we have a recording system for all types of bullying incident?
• Do we know who can advise us if we need specific advice on what to do?
• Are we aware of agencies and voluntary organisations in our area that can provide support for specific bullying issues (for example, homophobic bullying, sexual bullying)?
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Working with parents/carers
• How are we engaging parents and carers in the anti-bullying work in our school?
• Do we have a policy for handling parent and carer complaints that is up to date andfit for purpose?
• Are there any particular complaints about bullying that keep coming up – is there a need for follow-up work in the school (for example, a change to the anti-bullying policy or to the training for staff)?
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Clips and Resources
• Clips– http://www.beatbullying.org/docs/resources/
statistics.html– http://www.digizen.org/cyberbullying/students.aspx – http://www.digizen.org/cyberbullying/fullFilm.aspx
• Resources – http://www.teachernet.gov.uk/wholeschool/behaviour/
tacklingbullying/cyberbullying/
– http://www1.orange.co.uk/about/community/quicklinks/educational_resources/safety_online.html
– http://www.digizen.org/downloads/Let'sFightItTogether-guide.pdf
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