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8/10/2019 The Bullies and the Bullied
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Bullies and the Bullied: TheNature of Bullying in
Schools
Lisa DeSouza
Academic and Professional Tutor, University of Nottingham
AndJoint Acting Principal Educational Psychologist, Nottingham City
February 2007
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Learning Outcomes
Definitions of bullying in schools
Prevalence of bullying in schools
Effects of bullying
Characteristics of those who bully and those who arebullied
Influence of bystander behaviour
Homophobic and racist bullying
Interventions used in schools to tackle bullying The role of parents
The role of educational psychologists
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What is bullying?
No universal definition
Direct physical aggression
Direct verbal aggression
Indirect aggression/relational bullying
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What is bullying?
We say a child or young person is being bullied, orpicked on when another child or young person, or agroup of children or young people, say nasty andunpleasant things to him/her. It is also bullying whena child or a young person is hit, kicked threatened,
locked inside a room, sent nasty notes, when no-oneever talks to them and things like that. These thingscan happen frequently and it is difficult for the child orthe young person being bullied to defendhimself/herself. It is also bullying when a child or
young person is teased repeatedly in a nasty way.But it is not bullying when two children or youngpeople of about the same strength have the odd fightor quarrel.
(From Whitney & Smith, 1993; and Olweus, 1989, 1993, 1999)
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Prevalence of Bullying in Schools
Rates of bullying vary depending on type of
approach used to measure its extent
Main measures used:
Childrens self report
Teacher reports
Observational studies
Parental reports Peer nominations
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Prevalence of Bullying in Schools
Physical and verbal bullying in primary
schoolsestimates range from 8% to 46%
(based on self-reports)
Lower proportions of pupils reported bullyingin secondary schools
Reporting less likely in schools perceived as
being tolerant of bullying
Inaccurate figures due varying definitions of
bullying
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Why Children are BulliedPotential
Risk Factors
Difficulties with social skills/social
competence and self-esteem
Lack of social support systems
Children with special educational needs
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Effects of Bullying on Victims
Academic achievement
Mental Health
Physical Health
Adverse effects in adulthood
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Characteristics of Those who Bully
Being victimised/bullied
Two groups: socially skilled vs. socially
unskilled
More aggressive, lack of empathy
Home backgrounds-less affection, more
violence
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Effects of Bullying on Bullies
Increased risk of depression
Higher risk of criminal activity
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Responses to Bullying
Aggressive response
Passive unconstructive response
Passive constructive response
Assertive response(From Sharp & Cowie, 1994)
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Bystander Behaviour
Bullying occurs in groups
Bystanders key in either sustaining or
preventing bullying
Bystanders often afraid of becoming involved
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Bystander Behaviour
Perhaps the most important factor in
combating bullying is the social pressure
brought to bear by the peer group rather thanthe condemnation of individual bullies by
someone in authority (Herbert, 1989; pp79-
80)
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Role of Bystanders
Assistants
Reinforcers
Outsiders
Defenders(Salmivalli, 1996, 1999)
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Bystander Behaviour
9% - bystanders supported victim
6% - bystanders attempted a resolution
55% - bystanders made no response to help
7% - bystanders smiled/laughed
24% - bystanders supported bully
(Tapper & Boulton, 2005)
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Homophobic and Racist Bullying
Little research in this area
Higher risk of being bullied if from an ethnic
minority
Clear relationship between individualised
racial bullying and institutional racial bullying
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Homophobic and Racist Bullying
Homophobia has increased rather than
decreased over last 20 years
30%-50% of young people attracted to others
of same sex have experienced homophobicbullying in secondary schools (Warwick et al
2004)
Bullying long term, systematic and carried out
by groups of peers as opposed to individuals
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Strategies to tackle Homophobic and
Racist Bullying
Support by school staff to victims of
racist/homophobic bullying
Schools open to discuss matters of sexual
orientation Staff aware of issues re psychosexual
development in childhood and adolescents
Training/awareness raising for staff Clear procedures in place to challenge racism
and homophobia
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The Involvement of Parents/Carers
Assisting their children to develop social
competence
Parental alertness to possibility of bullying
Awareness of schools anti-bullying policy
Training workshops for parents/carers
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Anti-Bullying Interventions
Pikas Method of Shared Concern
Stage 1Meeting with group members
Stage 2Meeting with person who has been
bullied Stage 3Further Meetings with group
members
Stage 4Further meeting with all the group
members(Pikas, 1987)
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Anti-Bullying Interventions
The No-Blame Approach
Interview bullied pupil
Arrange a meeting for all pupils who are
involved Explain the problem
Share responsibility
Identify solutions
Let pupils take action themselves Meet them again
(Maines & Robinson, 1992)
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Anti-bullying Interventions
Assertiveness Training for bullied pupils
Body Language and eye contact
Assertive Statements
Resisting manipulation and threats
Responding to name calling
Enlisting support
(From Sharp et al, 1994)
Assertiveness training for bystanders
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Anti-Bullying Interventions
Developing a whole-school anti-bullying
policy
Government initiatives used in schools:
Dont Suffer in Silence (DfEE, 1994)
Promoting Emotional Health and Wellbeing
(Healthy Schools, 2004)
SEAL MaterialsSocial and Emotional
Aspects of Learning
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Role of the Educational Psychologist
Supporting the implementation of anti-bullying
interventions
Supporting schools in designing appropriateanti-bullying policies
Providing training and awareness raisingprogrammes on bullying to staff, pupils and
parents
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Key References
DECP (2006) British Psychological SocietySubmission to the Education and Skills SelectCommittee Inquiry into Bullyingwww.bps.org.uk
Olweus, D. (1993) Bullying at School: Whatwe know and what we can doBlackwell
Reid, P., Monsen, J. & Rivers, I. (2004)
Psychologys Contribution to Understandingand Managing Bullying within SchoolsEducational Psychology in PracticeVol 20,No 3 pp 241-268
http://www.bps.org.uk/http://www.bps.org.uk/8/10/2019 The Bullies and the Bullied
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Key References
Rigby, K. (2002) New Perspectives on
Bullying Jessica Kingsley Publishers
Smith, P.K. & Sharp, S. (Eds) (1994) School
Bullying: Insights and PerspectivesLondon:Routledge