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Transcript of Bully Awareness and Curriculum Training Genevieve Kirchman CESA 5 Safe and Drug Free Schools &...
![Page 1: Bully Awareness and Curriculum Training Genevieve Kirchman CESA 5 Safe and Drug Free Schools & Communities Project Director.](https://reader036.fdocuments.net/reader036/viewer/2022070407/56649e1b5503460f94b08d01/html5/thumbnails/1.jpg)
Bully Awareness and Curriculum Training
Genevieve KirchmanCESA 5
Safe and Drug Free Schools & Communities Project Director
![Page 2: Bully Awareness and Curriculum Training Genevieve Kirchman CESA 5 Safe and Drug Free Schools & Communities Project Director.](https://reader036.fdocuments.net/reader036/viewer/2022070407/56649e1b5503460f94b08d01/html5/thumbnails/2.jpg)
Why should we care?
Academics: Co-relation of grades and victimization
Health of Children: Children involved in bullying are at risk for
a variety of interpersonal relationship, behavioral, and mental health problems.
*Vossekuil, B., Fein, R. A., Reddy, M., Borum, R., & Modzeleski, W. (2002). The final report and findings of the Safe School Initiative: Implications for the prevention of school attacks in the United States. U.S. Secret Service and U.S. Department of Education. Washington, D.C.
*Vossekuil, B., Fein, R. A., Reddy, M., Borum, R., & Modzeleski, W. (2002). The final report and findings of the Safe School Initiative: Implications for the prevention of school attacks in the United States. U.S. Secret Service and U.S. Department of Education. Washington, D.C.
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School Violence
In an investigation of 41 school shooters from 1974-2000, 71% had been targets of a bully*
*Vossekuil, B., Fein, R. A., Reddy, M., Borum, R., & Modzeleski, W. (2002). The final report and findings of the Safe School Initiative: Implications for the
prevention of school attacks in the United States. U.S. Secret Service and U.S.
Department of Education. Washington, D.C.
*Vossekuil, B., Fein, R. A., Reddy, M., Borum, R., & Modzeleski, W. (2002). The final report and findings of the Safe School Initiative: Implications for the
prevention of school attacks in the United States. U.S. Secret Service and U.S.
Department of Education. Washington, D.C.
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Health Consequences of Bullying
Bullied Not bullied
Headaches 16% 6%
Sleep Problems 42% 23%
Abdominal Pain 17% 9%
Feeling Tense 20% 9%
Depression-moderate
49% 16%
Depression-Strong
16% 2%
Anxiety 28% 10%
Fekkes et al., 2003
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What is Bullying?
Intentional, unprovoked efforts to harm
Repeated negative actions by one or more against another*
Imbalance of physical or psychological power*
*differing opinions on these 2 components
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Bullying Includes
Verbal: spreading rumors, teasing, name calling, insults, coercion, and exclusion
Physical: pushing, kicking, hitting, battering, stealing, breaking possessions
Sexual Harrassment Cyberbullying
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Cyberbullying When technology is used to support
deliberate, repeated, and hostile behavior by an individual or group, that is intended to harm others. (i-Safe)Cell phonesText messages Instant messagingDefamatory websitesWeb journals aka Blogs
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Cyberbullying quiz – take nowFor Adults: http://www.cyberbullying.us/quiz.php?
QUIZNUM=1 http://www.cyberbullying.us/quiz.php?
QUIZNUM=2 http://www.cyberbullying.us/quiz.php?
QUIZNUM=3For Kids Http://www.wiredkids.org/ http://www.stopcyberbullying.org
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Now it’s your turn….
Quiz FACT OR FICTION
With a partner
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For your eyes only…..
Write down the name of astudent you believe is a
bully and
a target
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Let’s Look at what our students have to say….
WI Youth Risk Behavior Results for High School in Spring 2009
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Intervening….. Every 7 minutes a child is bullied on the
playground 11% of the time another peer intervened 4% of the time an adult intervened 85% of the time – no one intervened
Adults are often unaware of bullying— teachers thought they had intervened
71% of the time and research shows on the average it is only 4%. Craig, W & Pepler, DJ (1997) Observations of Bullying and victimization in the schoolyard. Canadian Journal of Psychology, 13, 41-60
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Type of Bullies
Proactive
Relational
Reactive
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Proactive Bully
Demands excitement & constant stimulation Lacks social and interpersonal skills Lacks empathy Enjoy harming others Strike First “Calculating Cobras” Leads in Negative Ways Lacks anxiety which controls impulsivity
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Ways to work with theProactive Bully Challenge Them Opportunities for Leadership Learn about the person or the
disability of the target Service Learning Support healthy risks— drama, sports, etc.
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Relational Bully
Manipulates and controls relationships through…
Coercion IntimidationHarassmentThreatsExclusion
EmbarrassmentHumiliationRumorsSecretsSocial Status
(indirect)
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Ways to work with the Relational Bully
Opportunities for healthy relationship development
Friendship skills Character education Respect for diversity Service Learning Inter-generational opportunities
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Reactive Bully Hostile act displayed in response
to a perceived threat or provocation
Generally impulsive Strong emotional response Swings between being a bully
and being a victim Provoked by others
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Ways to work with theReactive Bully
“Re-mapping” the Brain through:
Get them involved socially Role-Play Situations Learn to read social cues—
theirs and others
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Brain Development
Brain cells form in the first months of fetal life. Many brain cell connections are made in the
years 1-3. Connections decline after this time to age 10. From years 10-17, the number of brain cell
connections rivals that of 0-3. Synapses grow as a result of repeated
experiences
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Intervening….. Every 7 minutes a child is bullied on the
playground 11% of the time another peer intervened 4% of the time an adult intervened 85% of the time – no one intervened
Adults are often unaware of bullying— teachers thought they had intervened
71% of the time and research shows on the average it is only 4%.
Craig, W & Pepler, DJ (1997) Observations of Bullying and victimization in the schoolyard. Canadian Journal of Psychology, 13, 41-60
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Pain in the Brain…..
Emotional and Physical Pain BOTH register in the brain
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“Happy Brain”“Happy Brain”
A FMRI scan of the brain taken during an experiment involving social interaction.The areas in color show increased blood flow in areas with more brain activity.
As the brain “lights up” it becomes
“primed for interaction with other brains” and
“primed for learning”!
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The Body’s Response to Stress
Immediate: Tuning out of Non-Critical
Information Reverts to “tried and true”
behaviors Less able to use “higher
order” thinking skills
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Under Any Type of Under Any Type of Perceived Threat Perceived Threat (physical, intellectual or emotional)
Long Term ImpactLong Term ImpactMemory LossShuts down reproductive systemShuts down immune systemBone Loss
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Bullying Prevention Strategies
NOT HERENOT NOWNOT EVER
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Bullying Prevention Strategies
Talk to youth about what to do if bullied Work with bystanders
Most ignored and underused resource85% of school population- the “silent
majority” can also be the “caring majority”*
Can become desensitized over time
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WHY Bystanders don’t intervene
Fear of retaliation Afraid they’ll make things worse Worry about losing social status “The more people present, the
less likely they are to intervene” (mobbing mentality)
May believe bullying is acceptable Youth lack skills to intervene Don’t believe adults will help
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Activating Bystanders Encourage youth to:
Speak up to bulliesAsk adults to help-It’s NOT tattling Reach out to isolated peers and
targetsRefuse to watchRedirect the action through games,
activities or conversations
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“BEST PRACTICE” for Prevention of Bullying
3 Pronged Approach•Building
•Classroom•Individual
Curriculum alone will not workConsequences alone will not work
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Research Shows That…
A STRONG BOND WITH SCHOOL IS THE SINGLE
MOST EFFECTIVE FACTOR IN EVERY FORM
OF PREVENTION
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Improve School Environment..
School policy on bullying Involve students in policy-making. Talk about bullying - put bullies “on
notice” through classroom discussions. Enforce policies - utilize appropriate
discipline that reinforces positive behavior.
Provide generous praise for kind and considerate behavior.
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Environmental Strategies
Be consistent with interventions Gain support from parents Train all support staff Increase adult supervision in “hot spots”
OTHERS???
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Do Not Use the following to address Bullying:
Zero Tolerance Policiesi.e.: 3 strikes and you’re out
Suspension/Expulsion Conflict Resolution Peer Mediation Group Sessions
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How one school in WI is dealing with this topic:
http://www.youtube.com/watch?v=paE2pw8da2s
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Curriculum Overview…
ELEMENTARY SCHOOL – Grades 3-5
MIDDLE SCHOOL – Grades 6-8
LETS LOOK AT THE CURRICULUM
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Curriculum Design
•CORE Lessons
•Booster Lessons at the two subsequent grades **IMPORTANT**
•Supplemental Lessons on Social & Emotional Learning
•Appendices
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Types of Lessons in the CORE unit
•Engagement – Bully Bowl & Community Mural
•Norms – What Do You Think?
•Content- Bully FriendsWays to Get a Bully off Your Back
Bystander Action
•Skills- ACT & REACT and applying these to situations
•Performance Assessments – Tools to assess learning
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Time to ACT – Elementary
A Action – what can your do – get help, report, strength in numbers
C Care – counseling, behavior management
T Talk to key adults and friends find others who also believe bullying is wrong
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Time to REACT – Middle School
R Recognize that bullying is not normal behavior anywhere
E Explain school and community rules against bullying
A Act to report bullying if you or someone your know is a victim
C Care for those being bullied and the bully without accepting the bullying behavior
T Turn to key adults and friends who also believe the bullying is wrong
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Booster lessons
Specific follow-up topics including: • Tattling vs. Telling • Rumors• Cyberbullying (Middle School)• Restorative Practice (Elementary)
Parents and Community Awareness Activities
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Supplemental Lessons
Social and Emotional Learning lessons that cover:
•Friendship
•Teamwork
•Inclusion
•Problem solving
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Appendix
Includes :•Guidelines to develop a model bullying prevention policy
•A parental communication tool
•Additional Bullying prevention websites
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Evaluation Process
Lessons have been field tested
Initial results are promising with middle school students
DPI is Pursuing Model Program Status