BullyingAlexandra Uscilla, M.S

Cassandra Murphy, M.A., L.M.H.C

https://www.youtube.com/watch?v=s8aYyyB2DO8

What is Bullying?

• Unwanted aggressive behavior

• Power imbalance (observed or perceived)

• Repetition of behaviors or high likelihood or repetition

(stopbullying.gov)

Types of Bullying

                   

(stopbullying.gov)

Verbal Physical

Social/RelationalDamage to Property

Bullying can be…Direct

Face to Face

VerbalInsults, teasing,

put downs, name calling,

threats

PsychologicalRolling eyes, dirty looks,

uttering threat

PhysicalShoves, pushes, hitting, spitting,

damage to property

Bullying can be…Indirect

Behind someone’s back

ExclusionLeaving

someone out GossipSpreading

rumors

Relational AggressionTelling people not to be friends with the

victim, embarrassing someone in public on

purpose

The Bullying Circle

TARGETS

The ones who are bullied

BULLYPlans and/or starts the

bullying and takes an active part

FOLLOWER/HENCHMANTakes an active part, but

does not start the bullying

ACTIVE SUPPORTERSupports the bullying and seeks social or

material gain

PASSIVE SUPPORTER Likes the bullying but does

not show open support

DISENGAGED ONLOOKERObserver; “none of my business”; turn away

POTENTIAL WITNESSESOppose the bullying, know they ought to help, but do

not act

DEFENDER/WITNESSDislikes the bullying,

actively resists, stands up to bully, or speaks

out against the bullying

Statistics• Lack of data in elementary schools

• Growing awareness of the problem of bullying, which may lead to some beliefs that it is increasing.

• Research suggests that the rate of bullying has decreased

• It still remains a prevalent and serious problem in schools

(stopbullying.gov)

Children with Disabilities• 60% of students with disabilities report being bullied compared

to 25% of all students

• Bullying further enhances academic challenges

• Bullying based on a student’s disability may be considered harassment

• http://www.pacer.org/publications/bullypdf/BP-16.pdf

Bullying in Elementary Schools

A Bully is one person Bullying is a process-not a person.

It is controllable by the school and its members and

by the community surrounding it

MYTH FACT

(Twemlow & Sacco, 2013)

All bullies are loners and have no friends

There are actually many different types of bullies.

Some kids bully others because they too have been bullied

Some kids bully to climb the social ladder

Some kids bully people simply because they can

MYTH FACT

(Twemlow & Sacco, 2013)

Bullies struggle with self-esteem

Some of the most aggressive kids are also confident and socially successful. Bullying helps them gain more attention, have a wider social circle and maintain power at school.

Remember Classmate context**

MYTH FACT

(Twemlow & Sacco, 2013)

Kids are bullied because they have a victim personality.

Kids are bullied because the bully made a choice to target them.

The blame and responsibility for the bullying falls on the bully, not the target.

MYTH FACT

(Twemlow & Sacco, 2013)

Kids who are bullied need to learn how to handle the situation on their own.

Kids cannot always handle bullying situations on their own.

Parent communication increases coping and resiliency.

MYTH FACT

(Twemlow & Sacco, 2013)

My children would tell me if they were being bullied.

Kids often keep silent about bullying.

It is very important that parents and teachers are able to spot the signs of bullying.

MYTH FACT

(Twemlow & Sacco, 2013)

Where/When Do Kids Bully?• 88% of bullying episodes occurred in the presence of peers

• Bus

• Hallways

• Cafeteria

• Playground

• Bathroom

• Classroom context plays an important role in the occurrence of school bullying

Victim Warning Signs

• Unexplainable injuries

• Missing personal items

• Somatic complaints

• Change in eating habits

• Difficulty sleeping or frequent nightmares

 

• Loss of interest in school, friends, and social situations

• Feelings of helplessness or decreased self esteem

• Self-destructive behaviors: running away, harming themselves

Signs a Child is Bullying Others

• Get into physical or verbal fights

• Have friends who bully others

• Are increasingly aggressive

• Get sent to the principal’s office or to detention frequently

• Have unexplained extra money or new belongings

• Blame others for their problems

• Don’t accept responsibility for their actions

• Are competitive and worry about their reputation or popularity

Information Gap• Unignorable risk factor

• Parents of victims tend to be unaware that their child was bullied/ inaccurate regarding their children’s bullying experiences

• Most parents rated the frequency of bullying incidents to be lesser than what their children actually had experienced

• This parental unawareness is the rule, rather than an exception

(Matsunaga, 2009)

What does Tootin’ Hills

do to prevent Bullying?

Tootin’ Hills Safe School Climate Plan

•Respect

•Responsibility

•Caring

• Integrity

School Wide Supports• Responsive Classrooms:

This technique is a research and evidenced based approach to education.

It is associated with greater teacher effectiveness, higher student achievement, and improved school climate.

Responsive Classroom Steps• Morning Meeting

• Positive Approach to Discipline: Moving from punishment to prevention (first six weeks  of

school is critical to set the tone for the school year.)

• Positive Teacher Language: Choices, clearly outlining expected behavior

Extension to Responsive Classroom

• Ways to get students invested in their community:

• Book Buddies

• Lunch Buddies

• Bus Buddies

• Morning Announcements

• Cafeteria Helpers

• Flag Hoisting Team

Prevention at Home• Start Early:

• -As early as preschool, coach your child on what not to do: hitting, pushing, teasing, or being unkind.  

• -Work on instilling empathy.  Ask: “How do you think that made Sally feel?” Or, have the child draw a picture of the incident.  

• -Teach your child what to do- kindness, empathy, and turn taking skills.

• -An important skill to teach is how to react to an unkind event.

• - “May I please have some water.” vs. “Don’t do that to me.”

• -Role play what to do: get an adult, say “stop”, or move away.

• -CRUCIAL: Teach your child how not to be a bystander. Research site

POSITIVE COMMUNICATION

Kids seeking support from families and peers

What else can you do?

• If your child is bullied:

• Take a detailed account of the event

• Make an appointment for face to face meeting with the principal

• Create a plan and follow-up

• Ask for school mental health involvement

Resources for Children• Simon's Hook: A Story About Teases and Put-Downs by Karen

Burnett

• Oliver Button is a Sissy by Tomi de Paola

• Chrysanthemum by Kevin Henkes

• Bullies Are a Pain in the Brain by Trevor Romain

• Blue Cheese Breath and Stinky Feet: How to Deal With

• Bullies by Catherine DePino and Bonnie Matthews

• http://www.pacerkidsagainstbullying.org/kab/

Resources for ParentsApps• Knowbullying

• GoGoStat's Parental Guidance

Websites• http://www.stompoutbullying.org/

• http://www.stopbullying.gov

• http://www.pacer.org/bullying/resources/students-with-disabilities/

By WORKING TOGETHER…

WE CAN BUILD A COMMUNITY OF RESPECT

References• Farrington, D. P., & Ttofi, M. M. (2009). School-based programs to reduce bullying and victimization.

Campbell Systemic Reviews, 6.

• Hertzog, Julie. "PACER Center - National Bullying Prevention Center." PACER Center - Assistance for Children with Disabilities, Teen Bullying, Parent Programs. N.p., n.d. Web. 25 Jan. 2015

• Matsunaga, M. (2009). Parents don’t (always) know their children have been bullied: child-parent discrepancy on bullying and family-level profile of communication standards.  Human Communication Research (35), 221–247.

• Menard, S., Grotpeter, J., Gianola, D., O’Neal, M. (2008). Olweus, D. (2005). “A Useful Evaluation Design, and Effects of the Olweus Bullying Prevention Program.” Psychology, Crime, and Law 11, (4), 389–402.

• Ross. S. W., & Horner, R.H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis. 42, 747-759.

• Twemlow, S. W., & Sacco,F. C. (2013). Bullying Is Everywhere: Ten Universal Truths About Bullying As A Social Process In Schools & Communities. Psychoanalytic Inquiry: A Topical Journal for Mental Health Professionals 33 (2), 73-89

• U.S. Department of Health & Human Services. Bullying Definition and Statistics. Retrieved from: Stopbullying.gov.

• Verlinden, M., Veenstra, R., Ringoot, AP., Jansen, PW., Hofman, A., Jaddoe, VW., Verbulst, FC., & Tiemeier, H. (2014). Detecting bullying in early elementary school with a computerized peer-nomination instrument. Psychological Assessment, (2), 628-641