Philippines[edit]The Republic Act 10627 or the Anti-Bullying Act of 2013 was signed into law by PresidentBenigno Aquino IIIon September 6, 2013. The law requires all elementary and secondary schools in the country to adopt an anti-bullying policy. According to a study conducted on 2008 by the Britain-basedPlan International, 50 percent of school children in the Philippines experienced bullying either by their teachers or their peers. : http://en.wikipedia.org/wiki/Anti-bullying_legislation

Legal scholarJonathan Turleywho said, "bullying is no more a natural part of learning than is parental abuse a natural part of growing up": http://en.wikipedia.org/wiki/Anti-bullying_legislation

ccording to the Cyberbullying Research Center, about 20 percent of children age 11-18 have been victims of cyberbullying. Cyberbullying is defined as willful and repeated harm inflicted through the use ofcomputers,cell phones, and otherelectronic devices.[15]Cyberbullying occurs 24 hours a day, 7 days a week.[16]: http://en.wikipedia.org/wiki/Anti-bullying_legislation

MANILA, Philippines - President Aquino signed recently a law that prohibits bullying in elementary and secondary schools throughout the country.Aquino signed Republic Act 10627 or the Anti-Bullying Act of 2013 last Sept. 6, requiring all elementary and secondary schools to adopt policies to prevent and address bullying in their institutions.The law defines bullying as any severe or repeated use by one or more students of a written, verbal or electronic expression, or a physical act or gesture, or any combination thereof, directed at another student that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional harm or damage to his property; creating a hostile environment at school for the other students.The act of bullying also involves infringing on the rights of other students at school or materially and substantially disrupting the education process or the orderly preparation of a school.The school superintendents should come up with their respective policies to address bullying within six months after the law becomes effective.The secretary of education shall prescribe the appropriate administrative sanctions on school administrators who shall fail to comply with the requirements under the Act, it saidBy Helen Flores(The Philippine Star)|Updated September 18, 2013 - 12:00am: http://www.philstar.com/headlines/2013/09/18/1222601/noy-signs-anti-bullying-law

What is the Definition of Verbal BullyingWhat Is Verbal Bullying and What Are the Effects of Verbal Bullying?The definition of verbal bullying is when an individual uses verbal language (e.g., insults, teasing, etc) to gain power over his or her peers.For example, a less athletically inclined peer may be called nerd or wimp. Unlike physical bullying, by definition verbal bullying is harder to see and stop. It tends to occur when adults arent around to stop it and the effects of it are not obvious.Verbal bullying can be very damaging and may have long term psychological effects on the victim.What are the Effects of Verbal Bullying?Words alone do have power. While the effects of physical bullying may be more obvious at first, verbal bullying is more insidious and over long periods of time works to destroy a childs self image and self esteem. This can lead to depression, anxiety and other problems. In extreme cases, several well noted instances of teen suicide have been linked to prolonged verbal bullying of a classmate or peer.Verbal bullying should not be treated as kids simply being kids and should dealt with seriously by parents, teachers and school administrators.How to Deal with Verbal BulliesThe first step is to be aware of whats going on in your childs life so youre aware of the situation. If you suspect your child is being bullied, asking questions can help although you should be aware that children, especially older children, may require a bit more talking to before they open up about the situation.Signs your child might be experiencing (verbal) bullying include an aversion to going to school, drop in grades, sleeping problems, complaints of stomach aches and more.Heres how to take control of the situation:1. Tell school administrators: Its important school administrators are made aware of the situation so they can intervene and monitor the situation. Follow-up with your child and the school regularly to ensure the situation is dealt with.2. Resist suggestions to simply ignore the bully: Ignoring the bully doesnt work. Its the responsibility of the student exhibiting bullying behaviors not to bully. The victim should not have to hide or endure the harassment.3. Have your child participate in social activities (extracurriculuar activities, community groups and other supportive environments): It is important the victim not be bullied into isolation. Engaging in social activities and having close friends can help a child immensely both in helping them develop pro-social behaviours and in offering some level of protection against the development of depression, anxiety, etc.:http://antibullyingsoftware.com/what-is-the-definition-of-verbal-bullying/

Bullying is a Serious IssueBullying is aggressive behavior that is intentional and that involves an imbalance of power. Most often, it is repeated over time.Recognizing BullyingDan Olweus, creator of theOlweus Bullying Prevention Program, defines bullying in his book,Bullying at School: What We Know and What We Can Do:"A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself."This definition includes three important components:1. Bullying is aggressive behavior that involves unwanted, negative actions.2. Bullying involves a pattern of behavior repeated over time.3. Bullying involves an imbalance of power or strength.In his writings, Dr. Olweus is very clear that bullying ispeer abusethat should not be tolerated under any circumstances. Today, more than thirty states have adoptedlaws against bullying.Types of BullyingBullying can take on many forms. As part of theOlweus Bullying Questionnaire, students are asked if they have been bullied in any of these nine ways:1. Verbal bullying including derogatory comments and bad names2. Bullying through social exclusion or isolation3. Physical bullying such as hitting, kicking, shoving, and spitting4. Bullying through lies and false rumors5. Having money or other things taken or damaged by students who bully6. Being threatened or being forced to do things by students who bully7. Racial bullying8. Sexual bullying 9. Cyber bullying (via cell phone or Internet)Bullying is Not TeasingIt might be hard to tell the difference between playful teasing and bullying. Teasing usually involves two or more friends who act together in a way that seems fun to all the people involved. Often they tease each other equally, but it never involves physical or emotional abuse.Why Students BullyInformation about bullying suggests that there are three interrelated reasons why students bully.1. Students who bully have strong needs for power and (negative) dominance.2. Students who bully find satisfaction in causing injury and suffering to other students.3. Students who bully are often rewarded in some way for their behavior with material or psychological rewards.Warning Signs of BullyingStudents Who are BulliedStudents who are being bullied often exhibit some warning signs. These students may: Have torn, damaged, or missing pieces of clothing, books, or other belongings Have unexplained cuts, bruises, and scratches from fighting Have few, if any, friends with whom he or she spends time Seem afraid of going to school, walking to and from school, riding the school bus, or taking part in organized activities (such as clubs or sports) with peers Take a long "illogical" route when walking to or from school Lose interest in doing school work, or suddenly begin to do poorly in school Appear sad, moody, teary, or depressed when he or she comes home Complain frequently of headaches, stomachaches, or other physical problems Have frequent bad dreams, or trouble sleeping Experience a loss of appetite Appear anxious and suffer from low self-esteemStudents Who Bully OthersIt's important to recognize the characteristics of students who bully, which may help prevent bullying and allow for early intervention. These students may: Have a positive attitude toward violence and the use of violent means Have a strong need to dominate and subdue other students and get their own way Be impulsive, aggressive, or easily angered Lack empathy toward students who are bullied Have defiance and aggression toward adults, including teachers and parents Be involved in other anti-social or rule-breaking activities such as vandalism, delinquency, and substance abuse Have greater physical strength than that of others in general and the students they bully in particular (especially in boys) Be more likely to report owning a gun for risky reasons, such as to gain respect or to frighten others

How Bullying Affects ChildrenNearly one in five students in an average classroom is experiencing bullying in some way. The rest of the students, called bystanders, are also affected by the bullying.1The Bullying CircleTheOlweus Bullying Prevention Programdescribes students involved or witnessing a bullying situation as having roles in the Bullying Circle2:1 C. Salmivalli, K. Lagerspetz, K. Bjrkqvist, K. Osterman, and A. Kaukiainen, "Bullying as a Group Process: Participant Roles and Their Relations to Social Status within the Group," Aggressive Behavior 22 (1996): 1-15.2 Dan Olweus, "Peer Harassment: A Critical Analysis and Some Important Issues," in Peer Harassment in School, ed. J. Juvonen and S. Graham (New York: Guilford Publications, 2001): 3-20.The Impact of BullyingA single student who bullies can have a wide-ranging impact on the students they bully, students who observe bullying, and the overall climate of the school and community.Students Who are BulliedStudents deserve to feel safe at school. But when they experience bullying, these types of effects can last long into their future: Depression Low self-esteem Health problems Poor grades Suicidal thoughtsObservers of BullyingStudents who see bullying happen also may feel that they are in an unsafe environment. Effects may include feeling: Fearful Powerless to act Guilty for not acting Tempted to participate

Students Who Bully OthersStudents who intentionally bully others should be held accountable for their actions. Those who bully their peers are also more likely than those students who do not bully others to *: Get into frequent fights Steal and vandalize property Drink alcohol and smoke Report poor grades Perceive a negative climate at school Carry a weaponSchools with Bullying IssuesWhen bullying continues and a school does not take action, the entire school climate can be affected in the following ways: The school develops an environment of fear and disrespect Students have difficulty learning Students feel insecure Students dislike school Students perceive that teachers and staff have little control and don't care about them

* Not all students who bully others have obvious behavior problems or are engaged in rule-breaking activities, however. Some of them are highly skilled socially and good at ingratiating themselves with their teacher and other adults. This is true of some boys who bully but is perhaps even more common among bullying girls. For this reason it is often difficult for adults to discover or even imagine that these students engage in bullying behavior.: http://www.violencepreventionworks.org/public/bullying_effects.page

What Causes Bullying?A number of different factors have been identified which contribute to bullying problems. Family, individual, and school factors all contribute.Family factors:A number of child-rearing styles have been found to predict whether children will grow up to be aggressive bullies. A lack of attention and warmth toward the child, together with modelling of aggressive behaviour at home, and poor supervision of the child, provide the perfect opportunity for aggressive and bullying behaviour to occur (Loeber & Stouthamer-Loeber, 1986; Patterson, DeBaryshe & Ramsey, 1989; and Olweus, 1993). Modelling of aggressive behaviour may include use of physical and verbal aggression toward the child by parents, or use of physical and verbal aggression by parents toward each other. The connection between witnessing wife assault by children, particularly male children, and bully behaviour by children toward peers, has not been well studied, but studies do indicate that aggressive behaviour of all kinds is elevated in children who witness violence by their father toward their mother (Jaffe, Wolfe & Wilson, 1990).Individual factors:The best-documented individual child factor in bullying is temperament. Temperament refers to basic tendencies by children to develop certain personality styles and interpersonal behaviours. Children who are active and impulsive in temperament may be more inclined to develop into bullies. With boys, physical strength compared to age peers also seems to be a characteristic which is associated with bullying, although of course there are many strong, physically adept boys who never bully.School factors:The social context and supervision at school have been shown to play a major part in the frequency and severity of bullying problems. While teachers and administrators do not have control over individual and family factors which produce children who are inclined to bully, bullying problems can be greatly reduced in severity by appropriate supervision, intervention and climate in a school.Supervision of children has been found to be of prime importance. Just as low levels of supervision in the home are associated with the development of bully problems in individual children, so too, are low levels of supervision at school, particularly on the playground or schoolyard and in the hallways. Also, the appropriateness of interventions by adults when they see bullying, or are made aware of it are very important.The social climate in the school needs to be one where there is warmth and acceptance of all students, and one where there are high standards for student and teacher behaviour toward one another. Teacher attitudes toward aggression, and skills with regard to supervision and intervention, partly determine how teachers will react to bullying situations. Curricula and administrative policies and support are also very important. These are further outlined in the section on Program that Work.Who Becomes a Victim?Children who become repeated victims of aggression, and bullying, tend to be quiet and shy in temperament. They tend not to retaliate or make any assertive responses to the initial aggression, which is then repeated by the bully. Children who become victims typically lack friends and social support at school, and they are often not confident in their physical abilities and strength.While most victims do not do anything to provoke the victimization, there is a subgroup of victims who tend to show irritating and inappropriate social behaviour. These children tend to be impulsive and have poor social skills. These "provocative victims" may also try to bully other children, so they are both bully and victim (Olweus, 1993).What are the Long-term Consequences for Victims, Bullies, and Bystanders?Victims of bullying typically are very unhappy children who suffer from fear, anxiety, and low self-esteem as a result of they bullying. They may try to avoid school, and to avoid social interaction, in an effort to escape the bullying. Some victims of bullying are so distressed that they commit, or attempt to commit suicide. Several instances of suicide by boys who had been severely bullied occurred in Norway in the early 1980's. These tragic events mobilized that country to begin a nation-wide anti-bullying program (Olweus, 1993).Even when bullying does not drive victims to the extremes of suicide, victims experience significant psychological harm which interferes with their social and academic and emotional development. The sooner the bullying is stopped, the better for the long-term outcome for victims. If bullying patterns are allowed to continue unchecked, there are long-term consequences for the victim. A follow-up study by Olweus (1993b) found that by the time former male victims of bullying were in their early twenties, they had generally made a positive social adjustment, as they had more freedom to choose their social and work milieu. However, they were more likely to be depressed, and had lower self-esteem than a comparison group who had not been bullied.The serious long-term outcomes for bullies are also important to recognize. Bullies tend to become aggressive adults who stand a much higher chance than average of obtaining multiple criminal convictions (Olweus, 1979). These findings by Olweus and his group fit well with other studies which have found exactly the same outcome for children, especially males, who are aggressive as children (e.g. Robins, 1978; Loeber & Dishion, 1983).Another important but often overlooked group of children who are affected by bullying are those children who are neither victims nor perpetrators of bullying, but who see bullying happen to their peers. There are also children who will not take the intiative to bully themselves, but will follow a bully's lead in helping to harass or victimize a particular child in their class or school. All children, including bystanders, are negatively affected when bullying occurs. The bullying may cause anxiety or fear in bystanders. The learning environment is poisoned by bullying, particularly when there are no effective interventions in the bullying situation. Children who observe violent behaviour and see that it has no negative consequences for the bully, will be more likely to use aggression in the future.WHAT CAN BE DONE TO STOP BULLYING?There are many effective strategies for both teachers and parents who wish to stop bullying. An important starting point is to realize that much bullying occurs without the knowledge of teachers and parents, and that many victims are very reluctant to tell adults of their problems with bullying. They may be ashamed to be a victim, and they are afraid that adults cannot or will not help to resolve the situation. They may have been threatened with retaliation if they tell.Also, adults must re-examine some of their own beliefs with regard to interpersonal behaviour before they can intervene effectively. Many teachers and parents tell children not to "tattle," and to resolve their problems themselves. In the bullying situation, though, there is a power imbalance of some kind which ensures that the victim always gets the worst of the interaction. The victim and bully both need intervention in order to stop the pattern.Some important strategies in stopping bullying are: providing good supervision for children; providing effective consequences to bullies; using good communication between teachers and parents; providing all children opportunities to develop good interpersonal skills; and creating a social context which is supportive and inclusive, in which aggressive, bully behaviour is not tolerated by the majority.What Can Parents Do if Their Children are Being Bullied?1. Ask the child directly. Often children do not wish to tell their parents due to shame and embarrassment, or fear that bullies will retaliate if they tell. Look for signs such as: fear of going to school, lack of friends, missing belongings and torn clothing, and increased fearfulness and anxiety.2. Work with the school immediately to make sure your child is safe, that effective consequences are applied toward the bully, and that monitoring at school is adequate. Advocate for involvement of the bully's parents. If the bullying is happening on the way to and from school, arrange for the child to get to school with older, supportive children, or take him or her until other interventions can take place.3. If your child is timid, and lacks friends, try to arrange for your child participate in positive social groups which meet his or her interests. Developing your child's special skills and confidence in the context of a positive social group can be very helpful.4. Suggest that the school implement a comprehensive anti-bullying program. A home-and school association meeting to discuss and support such an initiative can be helpful.What to do if Your Child is Aggressive or Bullies Others?Take the problem seriously. Children and youth who bully others often get into serious trouble in later life, and may receive criminal convictions. They may have continuing trouble in their relationships with others. Here are some things you can do to turn the situation around.1. Talk to your child, talk to his or her teachers and administrators. Keep in mind that a bully will try to deny or minimize his or her wrong-doing.2. Make it clear to your child that you will not tolerate this kind of behaviour, and discuss with your child the negative impact bullying has on the victims. Do not accept explanations that "it was all in fun."3. Arrange for an effective, non-violent consequence, which is in proportion with the severity of your child's actions, and his or her age and stage of development. Corporal punishment carries the message that "might is right."4. Increase your supervision of your child's activities and whereabouts, and who they are associating with. Spend time with your child, and set reasonable rules for their activities and curfews.5. Co-operate with the school in modifying your child's aggressive behaviour. Frequent communication with teachers and/or administrators is important to find out how your child is doing in changing his or her behaviour.6. Praise the efforts your child makes toward non-violent and responsible behaviour, as well as for following home and school rules. Keep praising any efforts the child makes.7. If your child is viewing violent television shows, including cartoons, and is playing violent video games, this will increase violent and aggressive behaviour. Change family and child's viewing and play patterns to non-violent ones.8. Make sure that your child is not seeing violence between members of his or her family. Modelling of aggressive behaviour at home can lead to violence by the child against others at school and in later life.9. Seek help from a school psychologist, social worker, or children's mental health centre in the community if you would like support in working with your child.What Can Schools Do About Bullying?Schools can intervene effectively to reduce bullying by developing a safe and supportive school climate. A well-implemented program with parent, teacher, and community support can reduce bullying markedly. Olweus, in his very comprehensive and large-scale school-based program evaluation in Norway, found a reduction of 50 per cent in direct bullying two years after the start of implementation. In addition, both teachers and students reported very positive changes in school climate: improved order and discipline, more positive social relationships, greater satisfaction on the part of students, and reduced vandalism (Olweus, 1991, 1992).The measures which Olweus (1993) considers to be crucial in the effectiveness of an anti-bullying program are as follows: Awareness and involvement on the part of adults, with regard to bully-victim problems. A survey of bully/victim problems at the start of the implementation. A school conference day devoted to bully/victim problems. Better supervision during recess and lunch hour by adults. Consistent and immediate consequences for aggressive behaviour. Generous praise for pro-social and helpful behaviour by students. Specific class rules against bullying. Class meetings about bullying. Serious individual talks with bullies and with victims. Serious talks with parents of bullies and victims. A meeting of the school parent-teacher (home and school) organization on the topic of bullying.Olweus also recommends implementation of some co-operative learning activities in the school, teaching of social skills; and formation of a council of teachers and administrators to take the lead in implementation.With regard to the school conference day, Olweus recommends including teachers, administrators, parents, and some students, as well as staff such as school psychologists, nurses, and other support staff. He suggests that the participants be given readings on bullying in advance, and that a video on bullying be shown. Discussion on what needs to be done at the school can be held. The purpose of the meeting is to create awareness of and a collective commitment to reducing bullying at school. While more research is needed, especially with regard to implementation challenges, these are the most carefully evaluated and effective violence prevention programs we have encountered.Additional, helpful suggestions, are provided by Pepler and Craig (1993) who have done considerable research about bullying and aggression at school. These researchers also evaluated the implementation of an anti-bullying program in four Toronto Board of Education schools, which was adapted from the Olweus Norwegian model. Pepler and Craig suggest a number of measures including the following: Develop a curriculum which promotes communication, friendship, and assertive skills. Improve communication among school administrators, teachers, parents and students Listen respectfully to bullying concerns raised by students, parents, and school staff. Avoid sex-role stereotyping (e.g. males need to be strong and tough). Avoid emphasis on competitiveness at school. Enlist classmates to help alleviate the plight of victims and include them in group activities.In our experience, the above measures are all part of an effective school-wide anti-bullying program. The same measures which work toward violence prevention are effective in anti-bullying programs. Specific sections of the A.S.A.P manual which are most helpful in implementing an anti-bullying program include: the sections on elementary and secondary strategies; and the section on professional development. Specific model documents include the School Board Code of Conduct; and the Parent Newsletter.Dealing with Bullying IncidentsEach school board or district (or in some cases, individual school) has its own policies and procedures for dealing with discipline and violent incidents at school. These policies and procedures should be reviewed at the start of an anti-bullying, in order to find out if adequate measures are in place for dealing with perpetrators of bullying and supporting victims. This should be done in addition to implementing school-wide prevention measures.Suggested Steps for Intervening in Bullying Situations Intervene immediately: stop the bullying behaviour as soon as you see it or become aware of it. Talk to the bully, and talk to the victim, separately. If more than one child is involved in perpetrating the bullying, talk to each of the perpetrators separately, in quick succession. If a peer mediation program is in place, be very careful in referring cases where there is bullying, as the power imbalance will likely make this a very intimidating situation for the victim. The victim's communication and assertiveness skills may be very low, and will be further eroded by the fear resulting from past intimidation and fear of future retaliation. Your may wish to exclude such cases from peer mediation. Consult with administrator and other teachers, as well as staff, to get a wider reading on the problem, and to alert them to the problem. Get advice as to how this situation fits with school and board policies, and/or refer to written guidelines. Expect that the perpetrator(s) will minimize and deny his/her/their actions and responsibility. Refer to school and class codes of conduct in telling the bully why their behaviour was unacceptable. Tell them what behaviour you do expect of them. Inform the bully(ies) of the sanctions which will be imposed and that their parents will be involved. Reassure the victim that all possible steps will be taken to prevent a recurrence. Inform the parents of the bully and of the victim as soon as possible. A quick call to the home the same day is preferable, followed by an appointment at school for the parents, if it is deemed necessary. Better results are obtained when parents are involved early in a bullying situation, before behaviour patterns are entrenched and extremely serious. Involve parents in designing a creative plan of action, whenever possible. For victims, involving them in groups and situations where they can make appropriate friends and develop their social skills and confidence is important. An example of this is a peer support group, new student orientation group, a co-operative learning group in class, or a special activity group or club. Parents can also arrange for these kinds of opportunities outside of school. The goals should be to develop the child's peer support network, social and other skills and confidence. Specific instruction in assertiveness skills may also be helpful. For the bully(ies), specific re-education, as to his/her/their behaviour, is important, in addition to sanctions such as removal of privileges, detention, etc. Some schools have had good success with in-school detention situations where aggressive students must complete social skill modules designed to reduce aggressive behaviour and develop empathy for others. Follow up in communicating with parents and with other teachers and administrators about the situation, until it is clearly resolved. Monitor the behaviour of the bully and the safety of the victim on a school-wide basis. If the bully(ies) will not change their behaviour, despite concerted efforts by school personnel, they, and not the victim, should be the ones who are removed from the class or school, or transferred to another program. Consequences for the perpetrators will be of considerable interest to all students, and will set the tone for future situations.Notes on Implementation of Anti-Bullying MeasuresImplementation is a process which usually takes time. Often teachers find that implementing measures such as increased supervision in the schoolyard and hallway can increase workload at first. More incidents are usually dealt with at first, because many incidents of aggression and bullying were previously ignored, or not acted on. When the threshold of what will be tolerated is increased, there are initially more incidents to deal with. However, after a few months of this increased vigilance and intervention, the pay-off for the increased effort becomes evident. Fewer incidents, especially fewer serious incidents, occur. The school climate becomes more positive, as everyone can feel safer and more relaxed at school.Better supervision of students, greater awareness and sensitivity among teachers, administrators, students and parents, and developing a positive, safe, and pro-social school makes for a better learning and teaching environment. Teachers often find that the professional development they receive with regard to anti-violence and conflict resolution also has positive effects on their own interpersonal and family relationships.Classroom Activities and ResourcesClassroom activities on and ongoing basis are important to an anti-bullying program. At least seven measures can be taken in the classroom: Developing a class code of conduct with regard to treatment of other students, with specific reference to bullying and exclusion of other students. Both desirable and unacceptable behaviour should be simply and clearly defined and written down, with student input. Following up with immediate, consistent, non-violent consequences for all bullying and aggressive behaviour. Recognizing and praising positive, friendly, and supportive behaviours of students toward one another on a frequent basis. Teaching of non-violent, non-racist, and non-sexist ideas, values and behaviours, as a core part of the every-day curriculum. Teaching social skills, including communication, making friends, accepting feedback from others, conflict resolution, appropriate assertiveness, and problem-solving. Modelling by the teacher of positive, respectful, and supportive behaviour by the teacher, toward students. Using co-operative learning groups to include less popular, more timid children in small, positive, and accepting social groups.Developing a Class Code of ConductA class code of conduct could be started by holding several lessons on awareness of both bullying and friendly and co-operative behaviours. The class could begin by reading an appropriate story for their age level, or having it read to them. For the youngest (kindergarten and primary) age group, a book in the Berenstain Bears series, calledTrouble with the Bullyis available in many libraries. For intermediate age groups, the bookDon't Pick on Meis a possibility. For older age groups,Lord of the Fliesis one possibility. The school librarian or resource centre may have other suggestions. See the references section of A.S.A.P. for references and additional ideas.A class discussion of the effects of bullying for the victim, for the bully, and for the class as a whole, could be the next step. Students can then be asked what rules they would like to see in the class for behaviour. The teacher may want to give examples of what other classes have done. The language should be simple and clear for all students. For example, We don't want any hitting, punching, or kicking. We don't want any name-calling or put-downs. We want to include everyone when we do group activities. We want to have a friendly class, and help other students if they are bullied.Including violence prevention, anti-racist, and anti-sexist measures in the curriculum is important. Lessons on these topics should be incorporated in the day to day curriculum, not added on as 'extra' subjects. A helpful resource in this regard is the65 Friendly Lessons for Violence Prevention(Board of Education for the City of London, 1994), which is included in the A.S.A.P. package, or can be ordered separately. These lessons are designed to be included in a number of different subject areas, such as language arts, health, social studies, physical education, and mathematics, or in a multi-faceted lesson.Social skills training can be implemented with one of the programs outlined in A.S.A.P., such as theMr. Turtleprogram from the Board of Education for the City of London, theSecond Stepcurriculum, or other social skills modules available in the Resource Section of A.S.A.P.An important element of an anti-bullying program in class is teacher attention and praise for positive, pro-social behaviours on the part of all students. This can be done verbally each day, as well as with special certificates recognizing specific pro-social behaviours which are given in class. Such awards can also be given at school assemblies, as part of a violence prevention or anti-bullying day or week. Two examples of such awards for the elementary grades are given in the A.S.A.P. (1996, p. 70). Teachers and schools may wish to develop their own versions of such awards to fit in with the content of their class code of conduct and their anti-violence program. Older students can also help develop these in art classes.At the same time, students should be assisted to develop self-motivation for acting in positive, non-aggressive, helpful ways. This can be done by arranging opportunities for students to volunteer for different helpful activities with peers and younger students, while providing attention and support for these actions. Material rewards should generally not be used, as they may undermine self-motivation and "internal attributions" on the part of students for wanting to help.This is an excerpt from the second edition of A.S.A.P.:A School-based Anti-Violence Program(1996). For background reading on bullying, recommended videos, and a list of books for classroom use, see the full A.S.A.P. package.: http://www.lfcc.on.ca/bully.htm

Did You Know...The word "bully" used to mean the total opposite of what it means now? Five-hundred years ago, it meantfriend,family member, orsweetheart. The root of the word comes from the Dutchboel, meaningloverorbrother. Big change!: http://pbskids.org/itsmylife/friends/bullies/

Let's start by looking at the different kinds of bullying:

Physical bullyingmeans:Hitting, kicking, or pushing someone...or even just threatening to do itStealing, hiding or ruining someone's thingsMaking someone do things he or she don't want to doVerbal bullyingmeans:Name-callingTeasingInsulting

Relationship bullyingmeans:Refusing to talk to someoneSpreading lies or rumors about someoneMaking someone do things he or she doesn't want to do: http://pbskids.org/itsmylife/friends/bullies/

Build a Safe EnvironmentA safe and supportive school climate can help prevent bullying. Safety starts in the classroom. Students should also feel and be safe everywhere on campusin the cafeteria, in the library, in the rest rooms, on the bus, and on the playground. Everyone at school can work together to create a climate where bullying is not acceptable. Create a Safe and Supportive Environment Manage Classrooms to Prevent Bullying Classroom MeetingsCreate a Safe and Supportive EnvironmentIn general, schools can: Establish a culture of inclusion and respect that welcomes all students. Reward students when they show thoughtfulness and respect for peers, adults, and the school.The Positive Behavioral Interventions and Supports Technical Assistance Centercan help. Make sure students interact safely. Monitor bullying hot spots in and around the building. Students may be at higher risk of bullying in settings where there is little or no adult monitoring or supervision, such as bathrooms, playgrounds, and the cafeteria. Enlist the help of all school staff. All staff can keep an eye out for bullying. They also help set the tone at school. Teachers, bus drivers, cafeteria staff, office staff, librarians, school nurses, and others see and influence students every day. Messages reach kids best when they come from many different adults who talk about and show respect and inclusion.Train school staff to prevent bullying. Set a tone of respect in the classroom. This means managing student behavior in the classroom well. Well-managed classrooms are the least likely to have bullying.Back to topManage Classrooms to Prevent BullyingTeachers can consider these ways to promote the respect, positive relations, and order that helps prevent bullying in the classroom: Create ground rules. Develop rules with students so they set their own climate of respect and responsibility. Use positive terms, like what to do, rather than what not to do. Supportschool-wide rules. Reinforce the rules. Be a role model and follow the rules yourself. Show students respect and encourage them to be successful. Make expectations clear. Keep your requests simple, direct, and specific. Reward good behavior. Try to affirm good behavior four to five times for every one criticism of bad behavior. Use one-on-one feedback, and do not publicly reprimand. Help students correct their behaviors. Help them understand violating the rules results in consequences: I know you can stop [negative action] and go back to [positive action]. If you choose to continue, then [consequence].Back to topClassroom MeetingsClassroom meetings provide a forum for students to talk about school-related issues beyond academics. These meetings can help teachers stay informed about what is going on at school and help students feel safe and supported.These meetings work best in classrooms where a culture of respect is already established. Classroom meetings are typically short and held on a regular schedule. They can be held in a students main classroom, home room, or advisory period. Establish ground rules. Kids should feel free to discuss issues without fear. Classroom meetings are not a time to discuss individual conflicts or gossip about others.Reinforce existing classroom rules. Start the conversation. Focus on specific topics, such as bullying or respectful behaviors. Meetings can identify and address problems affecting the group as a whole. Stories should be broad and lead to solutions that build trust and respect between students. Use open-ended questions or prompts such as: Share an example of a student who helped someone at school this week. Without names, share an example of someone who made another student feel bad. What did students nearby do? What did you do? Did you want to do something differentwhy or why not? If you could describe the perfect response to the situation what would it be? How hard or easy would it be to do? Why? How can adults help? End the meeting with a reminder that it is everyones job to make school a positive place to learn. Encourage kids to talk to teachers or other trusted adults if they see bullying or are worried about how someone is being treated. Follow-up when necessary. Monitor student body language and reactions. If a topic seems to be affecting a student, follow-up with him or her. Know what resources are available tosupport studentsaffected by bullying.

: http://www.stopbullying.gov/prevention/at-school/build-safe-environment/index.html

EducatorsSchools are a primary place where bullying can happen. Helping to establish a supportive and safe school climate where all students are accepted and knowing how to respond when bullying happens are key to making sure all students are able to learn and grow. There are many tools on StopBullying.gov specific for teachers, administrators, and other school staff. Learnwhat bullying isandwhat it is not. Many behaviors that look like bullying may be just as serious, but may require different response strategies. You can also learn about what to look for aswarning signsthat some of your students might be involved in bullying and who might beat more riskfor being involved. Know about specialconsiderations for specific groups. Establish asafe school climate. Often the first step to preventing bullying is making sure the students, teachers, and administrators alike areeducated about bullying. Tools like theSchool Bus Drivers Trainingand Classroom Teacher Training can help. For kids, tools like thesewebisodescan help them learn about bullying. Learn how toengage parents and youthin the building a positive school climate. Learning how totalk about bullyingwith youth is a critical step. Know about your obligations under yourstates anti-bullying law. Learn also aboutfederal lawsthat require schools to address harassment based on race, color, national origin, sex, and disabilities. Work to establishrules and policiesto help let the entire school community know the expectations around bullying and procedures to report and investigate when something happens. Assess bullyingin your school and understand how your school compares tonational rates of bullying. Respondwhen bullying happens. Learn how tostop it on the spot,find out what happened, andsupport all students involved. Avoidmisdirectionsin bullying prevention and response strategies. Utilize freeFederal and Non-Federal Resourceson bullying.

: http://www.stopbullying.gov/what-you-can-do/educators/index.html

Facts About BullyingBullying is being mean to another kid over and over again. Bullying often includes: Teasing Talking about hurting someone Spreading rumors Leaving kids out on purpose Attacking someone by hitting them or yelling at themBullying does not always happen in person. Cyberbullying is a type of bullying that happens online or through text messages or emails. It includes posting rumors on sites like Facebook, sharing embarrassing pictures or videos, and making fake profiles or websites. Kids Who are Bullied Kids Who Bully Others Kids Who See BullyingBack to topKids Who are BulliedKids who are bullied can feel like they are: Different Powerless Unpopular AloneKids who are bullied have a hard time standing up for themselves. They think the kid who bullies them is more powerful than they are. Bullying can make them: Sad, lonely, or nervous Feel sick Have problems at school Bully other kidsBack to topKids Who Bully OthersKids bully others for many reasons, they may: Want to copy their friends Think bullying will help them fit in Think they are better than the kid they are bullyingBullying is never ok. Those who bully use power to hurt people. Power does not always mean bigger or stronger. Power can also mean popular or smart. Or, the kid doing the bullying may know a secret about the kid being bullied.Kids who bully can have other problems, too, even when they get older, like using alcohol and drugs, getting into fights, and dropping out of school.Back to topKids Who See BullyingWhen kids see bullying, they may not know what to do. They may feel depressed or worried. They may be absent from school because they dont feel safe. They may join in or stay silent so they wont get bullied themselves. They may stand up to the bully. Butthe best thing to dois get an adult who will stop the bullying on the spot.

Stop Bullying on the SpotWhen adults respond quickly and consistently to bullying behavior they send the message that it is not acceptable. Research shows this can stop bullying behavior over time. There are simple steps adults can take to stop bullying on the spot and keep kids safe.Do: Intervene immediately. It is ok to get another adult to help. Separate the kids involved. Make sure everyone is safe. Meet any immediate medical or mental health needs. Stay calm. Reassure the kids involved, including bystanders. Model respectful behavior when you intervene.Avoid these common mistakes: Dont ignore it. Dont think kids can work it out without adult help. Dont immediately try to sort out the facts. Dont force other kids to say publicly what they saw. Dont question the children involved in front of other kids. Dont talk to the kids involved together, only separately. Dont make the kids involved apologize or patch up relations on the spot.Get police help or medical attentionimmediately if: A weapon is involved. There are threats of serious physical injury. There are threats of hate-motivated violence, such as racism or homophobia. There is serious bodily harm. There is sexual abuse. Anyone is accused of an illegal act, such as robbery or extortionusing force to get money, property, or services.Next Steps Support the kidsinvolved

Such aggressive and hostile acts can occur as a single, severe incident or repeated incidents, and may manifest in the following forms:

a. Physical Bullying includes pushing, shoving, kicking, poking, and/or tripping another; assaulting or threating a physical assault; damaging a persons work area or personal property; and/or damaging or destroying a persons work product. b. Verbal/Written Bullying includes ridiculing, insulting or maligning a person, either verbally or in writing; addressing abusive, threatening, derogatory or offensive remarks to a person; and/or attempting to exploit an individuals known intellectual or physical vulnerabilities.

c. Nonverbal Bullying includes directing threatening gestures toward a person or invading personal space after being asked to move or step away.

d. Cyberbullying is defined as bullying an individual using any electronic form, including, but not limited to, the Internet, interactive and digital technologies, or mobile phones. : http://www.sunysuffolk.edu/Anti-BullyingPolicy.pdf