Bully Prevention and Positive Behavior Support

Presenters: Tanya Shea, School Psychologist & Lindsey Sieczko, Social

WorkerOctober 9, 2014

Adapted from Patricia A. Graczyk, PhDUniversity of Illinois at Chicago

Overview of Presentation

Why important Bullying across the ages What to do to prevent bullying What to do to deal with bullying

when it occurs Cyber-bullying Resources

Why important

15-25% of children are bullied regularly Significant effects on victims, bullies, and

bystanders Estimated 10% of workers have

experienced bullying (Nielsen, Matthiesen, & Einarsen, 2010)

Increases awareness and provides tools for students, parents, and staff in all settings

Estimated that adults know about only 10% of bullying acts- need to empower children

Bullying Defined

Aggression (Physical or verbal) Repeated-we need to teach

children the difference between true bullying and teasing

Power differential Intentional

Developmental differences in Bullying Behaviors

Types of Bullying Direct bullying

Physical Verbal

Indirect (Relational or Reputational): use personal relationship to harm someone damage standing in peer group -- gossip,

shunning, having others do the “dirty work” Isolation

Bullying behaviors common in Primary Grades

Direct: Physical abuseVerbal abuse – name-calling, laughing Indirect: Refuse to share or play

Bullying behaviors common in Intermediate Grades

Physical abuse Verbal abuse – name-calling, laughing at Refuse to share, play or work with

victim Indirect isolation- (especially among

girls) such as telling peers who they can and cannot play with

Making fun of peers on Instagram or through text messages

Cyber-Bullying

Repeatedly teasing or spreading damaging rumors using social media.

20% of teens report being victims at some point.

Bully can be anonymous Can be wide-spread quickly Difficult to take back

Bystanders Bullying is group process

Present during 85% of bullying activities

Hoover et al., 1992: 88% of Middle & High School students reported that they observed bullying

Types of Bystanders Outsiders: Withdraw & avoid

involvement Reinforces: Assist and encourage bully Followers: Join in the bullying once it is

started Defenders: Try to help victim – only

about 11%... This is the area we need to focus on

Bystanders (cont’d) In most cases, bystanders do not

stop the bully, which can actually be reinforcing to the bully

Yet... Hawkins et al. 2001: In the majority of cases, when bystanders did intervene and try to stop a bully, they were effective!

Horner (2006): Can reduce bullying by 85% if focus on peer interventions

Warning Signs for Victims Unexplainable injuries or physical complaints Changes in eating habits Lost or destroyed belongings Difficulty sleeping or with nightmares Declining grades or avoiding school Loosing friends or avoiding of social situations Helplessness or decreased self esteem Self-destructive behaviors or talk

Warning Signs for Bullies

Get into physical or verbal fights Have friends who bully others Get sent to the principal’s office or to

detention frequently Unexplained extra money or new belongings Blame others for their problems Don’t accept responsibility for their actions Are competitive and worry about reputation

Reporting Bullying

Provide detail: names, places, dates, times, and behaviors

Tip line (anonymous) Talk to principal or Student Services

Coordinator Requires schools to do an investigation Allows us to ask helpful questions Can offer additional support

Confidentially must be maintained

Our Goal at Graham To empower the Victims To empower the bystanders to become

upstanders To make it clear that bullying will not be

tolerated at Graham Elementary at any level

To develop strong Graham citizens that will become strong citizens in their world!

Your Role is Crucial Inconsistent responses by adults can

reinforce problem behavior and increase its frequency

Adult needs to reinforce the importance of a child standing up for themselves and/or getting help (empowering child)

Adult response is the most critical factor to preventing bullying behaviors

Our Role as Teachers Bugs and Brag box or teacher

mailbox in classrooms to allow the children to have a voice- can put an anonymous note in to alert the teacher to the situation

Weekly classroom meetings Reinforcing the children that they

can stand up for themselves

Your Role as Parents: Make sure your child feels that they

can come to you with ANY problems Listen! Reassure your child that you

will alert the appropriate adults to help.

Encourage your child to be an upstander, and to report bully issues they see at school, even if they are not the target

Parent Role Continued: Model expected behaviors of being

responsible and respectful in your lives

Contact your child’s teacher, Mrs. Witkowski and/or Ms. Walton

Hotline available: http://ipsd.org/tips.aspx.

Resources: 1. www.pbis.org 2. www.stopbullyingnow.com 3. www.ed.gov 4. Batsche, G. M., & Knoff, H. M. (1994). Bullies and their

victims: Understanding a pervasive problem in the schools.  5.  School Psych. Review, 23(2),165-174.EJ 490 574. 6.  www.nasponline.org 7.  www.interventioncentral.org 8.  www.parenting-ed.org 9. Just Kidding by T. Ludwig – intermediate grades-resource

guide in back. 10.

http://www.educationworld.com/a_curr/shore/shore065.shtml

Questions & Answers…