Session 1: Bullies and Bullying. Reflect on your new learning and how you will implement it. I DO...
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Session 1: Bullies and Bullying. Reflect on your new learning and how you will implement it. I DO Identify key terms, define bullying, who are victims,
Reflect on your new learning and how you will implement it. I
DO Identify key terms, define bullying, who are victims,
consequences for victims, bystanders, what is normal peer conflict,
myths and facts, types of bullying, levels of bullying WE DO
Interact with text and colleagues, Visualization Discussion Forum
(on Moodle) YOU DO Fact or Fiction/Myth (on Moodle); Apply new
learning to current environment, be alert and aware. Report
bullying. 2013 - 2014 Learning Goal Learners will understand and be
able to effectively implement a bully-proofing program. Objectives
Learners will observe students on campus and in the classrooms to
determine conflicts as normal peer interaction or bullying.
Community will observe and support children and staff. Shifting
Gears As you enter, complete the Following Fact or Fiction/Myth
(Quiz on Moodle) NEXT STEPS: Session 2: Victims; Session 3: Staff
Interaction; Session 4: Scenarios; Session 5: Program Strategies,
Consequences, and Reinforcements; Session 6: Planning Your Own
School-Wide Program; Implementation Benchmarks: Key Terms, Bullying
Behaviors, Normal Peer Conflict, Planning, Climate, Visualization,
Myth or Fact Sum-It-Up Essential Question: Why is bullying a
problem? What are the effects of bullying? Who are the bullies? Why
do they bully? What are bullying behaviors; mild, moderate, and
severe? Who are the victims? Common Language: Bullying, Passive
Victim, Provocative Victim, Bully- Victim, Bystanders, Caring
Majority, Caring Community
Slide 3
Review: Refer back to Orientation Materials Florida State
Statute Lake County Schools District Initiative = Bully Proofing
Your School Scope of the Problem Bully-Proofing Your School Mission
Statement Principles The 3 Overall Goals in Implementing the
Program Paradigm Shift 5 Steps to Building a Caring and Safe
Climate
Slide 4
"Watch your thoughts, they become words. Watch your words, they
become your actions. Watch your actions, they become habits. Watch
your habits, they become character. Watch your character, it
becomes your destiny." Frank Outlaw
Slide 5
Defining Bullying True bullying is repeated exposure over time
to negative actions. Bullying means there is an imbalance of power
so that the child being victimized has trouble defending himself or
herself. Bullying is aggression. Forms: physical, verbal, or
psychological Bullying is when one person uses power in a willful
manner with the aim of hurting another individual repeatedly.
Slide 6
Visualization Exercise Sit comfortably with eyes open or closed
Remember a time you were bullied, bullied someone, or saw someone
bullied Where were you? What role were you playing? Bully? Victim?
Observer? How were you feeling? What did you do? What do you wish
you had done, or wish someone else had done? Volunteers to share
your experience Post-Traumatic Stress Disorder, PTSD
Slide 7
Definition/Nature of Bullying The Definition of Bullying
Targeting a child for repetitive negative actions. Imbalance of
power so the victim cant defend himself/herself. Unequal levels of
affect (feeling or emotion) The Serious Nature of Bullying Children
being bullied need and deserve adult intervention and help. The
problem is too serious for them to solve alone. Without
intervention, the problem will not go away. Bullies will keep
bullying unless adults do something about it.
Slide 8
Consequences for Victims Drop in self-esteem to a
self-defeating, fearful attitude Anxiety, fear, sadness, and
possible depression Disrupted academic performance, lack of
interest in school, and excessive absences Physical symptoms (e.g.,
stomachaches, headaches, fatigue) Panic and irrational retaliation
Potential to harm oneself; cutting, suicide
Slide 9
Who are the Victims? Passive Victim is likely to be a child
who: Is isolated or alone during much of the school day. Is
anxious, insecure, and lacking in social skills. Is physically weak
and therefore unable to defend himself or herself. Cries easily,
yields when bullied, and is unable to stick up for himself or
herself May have suffered past abuse or traumitization. May have a
learning disorder that compromises his or her ability to process
and respond to social interactional cues.
Slide 10
Who are the Victims? Provocative Victim is likely to be a child
who: Is often restless, irritates and teases others and doesnt know
when to stop. Fights back in bullying situations but ends up
losing. Is easily emotionally aroused. Tends to maintain the
conflict and lose with frustration and distress. May be diagnosed
with ADHD. Tends to make you feel like they deserve it.
Slide 11
Bully-Victim Share characteristics of both bullies and victims;
they are a victim of bullying (usually sever) and they do bully
others Easily emotionally aroused and emotionally reactive Do not
necessarily show aggression May be hyperactive Research shows that
this group of children are: More disturbed, depressed and anxious,
and have poorer academic achievement than other children, more
disliked, peers have the least empathy for them, have a higher risk
of serious aggression over time FBI has profiled school shooters in
this category (FBI 2001) These students need individualized
interventions Adults need to be more vigilant with these
students.
Slide 12
Bystanders The majority of students at school; approximately
85% Stand silently on the sidelines, the Silent Majority Powerful
resource to change dynamics at school Program is designed to
empower the Silent Majority into the Caring Majority and eventually
create a Caring Community Bystanders do not get involved in
bullying events Harmful in the long run: bystanders become
desensitized to bullying and its violence and cruelty and are
likely to have a diminished capacity for empathy for the suffering
victims and people in general.
Slide 13
"Your role as a leader is even more important than you might
imagine. You have the power to help people become winners. Ken
Blanchard
Slide 14
Normal Peer Conflict What Bullying Is Not Equal power or
friends Happens occasionally Accidental Not Serious Equal emotional
reaction Not seeking power or attention Not trying to get something
Remorse will take responsibility Effort to solve the problem
Slide 15
Not Normal Peer Conflict - What Bullying is Imbalance of power;
not friends Repeated negative actions Purposeful Serious with
threat of physical or emotional harm Strong emotional reaction from
victim and little or no reaction from bully Seeking power, control,
or material things Attempt to gain material things or power No
remorse blames victim No effort to solve problem
Slide 16
Myth or Fact? Bullies are boys. Myth; Both boys and girls
bully, but their tactics are usually different. Boys usually bully
with physical aggression, girls with social alienation or
humiliation. Bullies are insecure and have low self-esteem. Myth;
Bullies are not anxious, insecure children, but have positive
(often unrealistic) self images that reflect a strong need to
dominate with power and threat.
Slide 17
Myth or Fact? Bullies dont have friends. Myth; Bullies are not
loner, but almost always have a small network of peers who
encourage, admire, and model their bullying behavior. Bullies are
usually failing in school. Myth; Bullies tend to be at least
average or only slightly below average academically.
Slide 18
Myth or Fact? Bullies are physically larger than their victims.
Myth; Bullies come in all sizes, and bullies can even intimidate
victims who are physically larger if theres an imbalance of power.
Bullies dont really mean to hurt their victims. Myth; Bullies lack
compassion for their victims and feel justified in their
actions.
Slide 19
Myth or Fact? Bullies usually feel badly about their actions,
but they just cant help themselves. Myth; Bullies value the rewards
they achieve from aggression, such as attention, control over
someone, or material possessions. Looking different is the main
reason children get bullied. Myth; Looking different is one reason
children are victimized, but not the main reason. Isolation and
personality type are more often determining factors.
Slide 20
Myth or Fact? If the victim fights back, the bully will back
down. Myth; Returned aggression is not usually effective, and in
fact excites the bully into further attacks. Assertion, rather than
aggression, is effective, however. Telling on a bully will only
make the situation worse for the victim. Myth; If all the adults
within a school are committed to preventing bullying behavior,
requesting adult intervention will help in equalizing the power
imbalance between the bully and victim.
Slide 21
Myth or Fact? Unless you change the bullys home life, nothing
will help. Myth; Bullies can separate home from school, and be
taught responsible school behavior even when aggression is modeled
and/or reinforced at home. Bullies need therapy to stop bullying.
Myth; Bullying behavior does not usually change with traditional
therapy, but requires specific interventions techniques that
increase skill deficits and correct thinking errors. There are some
simple, proven intervention tactics, which will be taught in
conjunction with this program, that prevent bullying behavior.
Slide 22
Myth or Fact? Other children should stay away from the
bully-victim situations or theyll get bullied as well. Myth; When
bullies are confronted with a united front of their peers who
support the victim and believe that bullying behavior is not
socially acceptable, their power is defused. All teachers can learn
to handle a bully. Myth; Some teachers are threatened by
conflict-ridden situations and aggressive children. In this
program, teachers identify their predominate conflict resolution
styles, and identify other staff members with complementary styles
who they can turn to for support with difficult situations.
Slide 23
Myth or Fact? Bringing the parents of the victim and of the
bully together for discussion is a good idea. Myth; It is not a
good strategy to bring the parent(s) of a bully and the parent(s)
of a victim together, and should be avoided at all cost. It is
essential to meet with each set of parents individually to provide
them the specific assistance they need to help their child. Once a
victim, always a victim. Myth; The cycle of victimization can be
broken by working at the school and classroom levels, and by
working with an individual child who is victimized.
Slide 24
Myth or Fact? Victims have usually brought the trouble upon
themselves. The responsibility for the aggression is the bullies.
However, victims of bullying are not randomly targeted but are
victimized because of characteristics and behaviors that make them
easier targets for a bully. These include being physically weak,
crying easily, being anxious and insecure, and lacking age
appropriate social skills.
Slide 25
Myth or Fact? Learning disabled students are at higher risk of
being victimized. Fact; Students with special education needs may
be at greater risk of being bullied by others due to factors such
as their disability or the fact that they may be less well
integrated socially. If they have behavior problems and act out
aggressively, they can become provocative victims. If they have
trouble processing social cues, they may act shy and inhibited and
become passive victims. Having a disability is not the main reason
children get bullied, however.
Slide 26
With ignorance comes fear from fear comes bigotry. Education is
the key to acceptance. Kathleen Patel
Slide 27
Types of Bullying and Differences Between Male and Female
Bullies Bullying can range from mild name calling or shoving to
very severe acts of violence and coercion. Boys frequently use
swift and effective physical aggression such as tripping or
elbowing another child in the stomach. Girls tend to use the
tactics of social alienation and intimidation, such as gossiping
maliciously, writing spiteful notes, or alienating a peer from
play. Girls can use very destructive, insidious techniques that are
hard to detect. Extortion is a common form of bullying used by both
boys and girls.
Slide 28
Bullying Behaviors Chart Physical Aggression: Mild Pushing,
Shoving, Spitting, Kicking, Hitting Moderate Defacing property,
Stealing, Physical acts that are demeaning and humiliating, but not
bodily harmful, Locking in a closed or confined space Severe
Physical violence against family or friends, Threatening with a
weapon, Inflicting bodily harm
Slide 29
Bullying Behaviors Chart Social Alienation: Mild Gossiping,
Embarrassing, Setting up to look foolish, Spreading rumors about
Moderate Ethnic slurs, Setting up to take the blame, Publicly
humiliating, Excluding from group, Social rejection Severe
Maliciously excluding, Manipulating social order to achieve
rejection, Malicious rumor-mongering, Threatening with total
isolation by peer group
Slide 30
Bullying Behaviors Chart Verbal Aggression: Mild Mocking, Name
calling, Dirty looks, Taunting, Teasing about clothes or
possessions Moderate Teasing about appearance, Intimidating
telephone calls Severe Verbal threats of aggression against
property or possessions, Verbal threats of violence or inflicting
bodily harm
Slide 31
Bullying Behaviors Chart Intimidation: Mild Threatening to
reveal personal information, Graffiti, Publicly challenging to do
something, Defacing property or clothing, Playing a dirty trick
Moderate Taking possessions, Extortion, Sexual/racial taunting
Severe Threats of using coercion against family or friends,
Coercion, Threatening with a weapon
Slide 32
If kids come to us from strong, healthy functioning families,
it makes our job easier. If they do not come to us from strong,
healthy, functioning families, it makes our job more important.
-Barbara Colorose
Slide 33
Next Session: Victims In the next session, staff members will
learn about the dynamics of the bully-victim relationship, and why
some children are victimized and why others are not. As a victim of
bullying for many years, I know first hand what it is like to feel
completely alone and to hate yourself.