Bullying: How Can We Fight Against it?. Introduction: (Slide 3) - Statement of Problem (Slide 4) ...

Bullying: How Can We Fight Against it?

Introduction: (Slide 3)- Statement of Problem (Slide 4)

-Review of Related Literature (Slide 5-8)

▪ - Pros, Theorists/Practioners, Current Interventions

- Statement of the Hypothesis (Slide 9)

Method: (Slide 10)- Participants

- Instruments

- References (Slide 11-13)

Bullying has been around for years beyond years, but it has never been taken to the extreme as it has today

According to Berthold & Hoover, Slee, Walker, Ramsey & Gresham, “ targets of bullying may suffer greatly in terms of their social and emotional well-being, become anxious, and depressed, isolate themselves from peer groups, and avoid school for fear of being bullied” (in Integrating Bullying Prevention Into School-wide Positive Behavior Support, p.48)

With the help of school-based intervention programs, the frequency of bullying has the ability to be minimized greatly

Many theorists and practioners believe programs have already been put in place to intervene bullying, but too many tragedies are still occurring; so there needs to be more of an effective intervention

Bullying has and will be a problem in this world if school-based intervention programs are not effectively put into place

Schools have not done their best to work towards eliminating this problem because we hear about new tragedies so frequently

Tragedies include suicides, depression, long and short term health effects

Unawareness is the main problem

According to Limber & Nation 2003, “not only does bullying harm both its intended victims and its perpetrators, it also may affect the climate of schools and, indirectly, the ability of all students to learn to the best of their abilities.” (p.1)

Good, C.P., McIntosh, K., & Geitz, C. (2011). Integrating Bullying Prevention Into School-Wide Positive Behavior Support. Teaching Exceptional Children v. 44 no. 1. Retrieved from http://njbullying.org/documents/BullyingPosBehSupports.pdf

Yerger, William ; Gehret, Cliff. (2011) Understanding and Dealing With Bullying in Schools. The Educational Forum, 75: 315-26. Retrieved from: http://vnweb.hwwilsonweb.com.ez-proxy.brooklyn.cuny.edu:2048/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.44

Young, Terrell A; Ward, Barbara A. (2011) Bullies in Recent Books for Children and Young Adults. Reading Horizons v. 51 no. 1. Retrieved from http://vnweb.hwwilsonweb.com.ez-proxy.brooklyn.cuny.edu:2048/hww/results/external_link_maincontentframe.jhtm l?_DARGS=/hww/results/results_common.jhtml.44

Finger, L.R., Craven, R.G., Marsh, H.W., & Parada, R.H. (2004). Characteristics of Effective Anti-Bullying Interventions: What Research Says. SELF Research Centre University of Western Sydney, Australia. Retrieved from http://www.aare.edu.au/05pap/fin05420.pdf

Review of Literature:

All of these sources include pros of intervention and how it will benefit schools to prevent bullying.

In the article “Integrating Bullying Prevention into School-wide Positive Behavior Support”, Simonsen mentions how consequences for bullying needs to be more severe. In addition, he mentions how students respond most to intervention with integrity

In the article “Understanding and Dealing with Bullying in Schools”, Smokowski & Kopasz mention strategies that were proven to transform the school climate like reaching out to victims, set clear consequences and enforce them, supervise students during breaks, engage students in activities related to bullying and create community action teams.

Young & Ward talk about incorporating literature into teaching anti-bullying

Good, C.P., McIntosh, K., & Geitz, C. (2011). Integrating Bullying Prevention Into School-Wide Positive Behavior Support. Teaching Exceptional Children v. 44 no. 1. Retrieved from http://njbullying.org/documents/BullyingPosBehSupports.pdf

Limber, S & Nation, M. (2003). Bullying Among Children and Youth. Office of Juvenile Justice and Delinquency Prevention. Retrieved from http://www.ojjdp.gov/jjbulletin/9804/bullying2.html

Nansel, T., Overpeck, M., Phila, R.S., Ruan, W.J., Morton-Simons, B. & Scheidt, P. (2001). Bullying Behaviors Among US Youth: Prevalence and Association With Psychosocial Adjustment. American Medical Association, Vol 285, No. 16. Retrieved from: http://jama.ama-assn.org/content/285/16/2094.full.pdf+html

Lombardi, Emily (2010). Character Education: Integration of an Ancient Theory. ESSAI: Vol. 7, Article 32. Retrieved from http://dc.cod.edu/cgi/viewcontent.cgi?article=1127&context=essai&sei-redir=1&referer=http%3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26sorce%3Dweb%26cd%3D1%26ved%3D0CCAQFjAA%26url%3Dhttp%253A%252F%252Fdc.cod.edu%252Fcgi%252Fviewcontent.cgi%253Farticle%253D1127%2526context%253Dessai%26rct%3Dj%26q%3DLombardi%252C%2520Emily%252C%25202010%2520character%2520education%26ei%3DsfWUTsmFCqT10gG5qa3ABw%26usg%3DAFQjCNHeH1s0UPH2T3qtZn6uDgsUKUaleQ%26sig2%3Dyx5xgfdSUjq8QzPzxigkpA#search=%22LomUbardi%2C%20Emily%2C%202010%20character%20education%22

Review of Literature: Theorists include Dr. Dan Olweus, Maria Montessori, Susan Limber, Maury Nation & Tonja Nansel that believe anti-bullying

programs would decrease bullying in schools

Olweus believes there are two true preventive approaches to bullying: a) teaching all students the skills needed without bullying b) changing aspects of school culture

Limber & Nation believe that adopting comprehensive approaches to reduce bullying will change students’ behavior and attitudes giving teachers the willingness to intervene

Nansel feels that bullying needs serious attention for future research and preventative actions

Montessori has a character education model that should be incorporated at an early age to instill important values of good character that will decrease bullying behavior

Ferguson, C.J., San Miguel, C., & Kilburn, J.C. Jr (2007). The Effectiveness of School-Based Anti-Bullying Programs: A Meta-Analytic Review. Georgia State University Criminal Justice Review. Retrieved from http://www.tamiu.edu/~CFERGUSON/bully.pdf

Fekkes, M., Pijpers, F.I.M., & Verloove-Vanhorick, S. P. (2005). Bullying: Who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health Education Research. Retrieved from http://her.oxfordjournals.org/content/20/1/81.full.pdf+html


Berkowitz, M.W., & Bier, M.C. (2005). What Works In Character Education: A research-driven guide for educators. University of Missouri- St. Louis. Retrieved fromhttp://www.rucharacter.org/file/practitioners_518.pdf

Farrington, D.P., & Ttofi, M.M. (2009). School-Based Programs to Reduce Bullying and Victimization. Campbell Systematic Reviews. Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0 CDUQFjAA&url=http%3A%2F%2Fwww.campbellcollaboration.org%2Flib%2Fdownload%2F718%2F&ei=N0vATrjfL- HW0QHx_ZRJ&usg=AFQjCNGOvuMdtj1l5QZsTBcQZ4sEWMnLCA&sig2=0Uw4GBjkg5SbUFTuC8gRdA

Narvaez, D. & Lapsley, D.K. (2006). Teaching Moral Character: Two Strategies for Teacher Education. Center for Ethical Education University of Notre Dame. Retrieved from http://www.nd.edu/~dnarvaez/documents/NarvaezLapsleyTeacher.pdf

Person, A.E., Moiduddin, E., Hague-Angus, M., & Malone, L.M. (2009). Survey of Outcomes Measurement in Research on Character Education Programs. United States Department of Education. Retrieved from http://www.servicelearning.org/filemanager/download/9060_survey_outcomes_measurement.pdf

Good, C.P., McIntosh, K., & Geitz, C. (2011). Integrating Bullying Prevention Into School-Wide Positive Behavior Support. Teaching Exceptional Children v. 44 no. 1.

Retrieved from http://njbullying.org/documents/BullyingPosBehSupports.pdf

Review of Literature

According to the World Health Organization in 1992, “anti-bullying interventions are promoted via the Health Promoting Schools Frame particularly in Europe”

Instructional strategies have been put in place that include school-wide interventions including School-Wide Positive Behavior Support (SWPBS), The Bullying Prevention in Positive Behavior Support (BP-PBS), and The Social Skills Group Intervention (S.S. GRIN) These programs have an overall goal to promote positive social and learning environments. These also focus on the students outcomes of bullying, social relations and safety

Instructional strategies are world-wide which include countries like Italy, Canada, England, etc.

Character Education has been put in place to teach respect, morality and values.

Integrating anti-bullying lessons and character education over a four-week period once a week 45 minutes a day with 27 third grade students at P.S. X in Brooklyn, New York will decrease anti-social behavior and increase student civility. This will be measured by integrating role play into the lessons.

Participants27 3rd grade gifted students(ethnicity: 26 African

Americans and 1 Asian) 1 Teacher1 Principle

InstrumentsConsent formsPre-surveyStudent-made performance skits Checklist during Role Play PerformanceAssessment

Dear Parent/Guardian,

I am currently a graduate student at Brooklyn College studying Childhood Education. I am working on my thesis to research and come up with a solution against bullying. Bullying has become and still is a harmful act of youth that affects many of our students today. I will be incorporating anti-bullying strategies and character education within your child’s classroom. With this incorporation, I hope to decrease bullying or eliminate it all together.

With this permission, your child will be exposed to positive classroom and school behavior along with student civility. This will take place once a week for 45 minutes for a four week period. This incorporation will not steer away from your child’s every day education. I will measure your child’s progress by students creating a short skit that exemplifies good behavior and interaction with others. Your child’s name will be anonymous throughout the entire study and will be presented as group findings. If you have any questions or concerns please contact me at 917-922-5203. Thank you in advance for your support.

Sincerely,

Emily Paul

X ________________________

Please tear off and return

-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

I give my child__________________________________________ permission to be a participant in this research study. Date: __________________ Parent’s Signature:___________________________________ Date:____________________

Dear _________________,

I am currently a graduate student at Brooklyn College studying Childhood Education. I am working on my thesis to research and come up with a solution against bullying. I am requesting permission to incorporate anti-bullying strategies and character education into your classroom once a week for 45 minutes for a four week period. With this incorporation, my goal is to decrease bullying in the classroom and the school environment along with increasing student civility. I will measure students’ progress by students creating a short skit that exemplifies good behavior and interaction with others.

All findings will not be individualized; therefore student’s names will remain anonymous throughout the whole process. If you have any questions or concerns, please feel free to contact me at 917-922-5203. Thank you in advance.

Sincerely,Emily Paul

X ________________________

Please tear off and return

-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

I, __________________________________________ permission to be a participant in this research study. Date: _________________ Teachers Signature: ___________________________________ Date: ____________________

Dear Principle __________________,

I am currently a graduate student at Brooklyn College studying Childhood Education. I am working on my thesis to research and come up with a solution against bullying. I am requesting permission to incorporate anti-bullying strategies and character education into your school with a third grade class once a week for 45 minutes for a four week period. With this incorporation, my goal is to decrease bullying in the classroom and the school environment along with increasing student civility. I will measure students’ progress by students creating a short skit that exemplifies good behavior and interaction with others.

All findings will not be individualized; therefore student’s names will remain anonymous throughout the whole process. If you have any questions or concerns, please feel free to contact me at 917-922-5203. Thank you in advance.

Sincerely,Emily Paul

X ________________________

Please tear off and return-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

I, __________________________________________ permission to be a participant in this research study. Date: _________________ Principles Signature: ___________________________________ Date: ____________________

Bandyopadhyay, S., Cornell, D.G., & Konold, T.R. (2009). Validity of Three School Climate Scales to Assess Bullying, Aggressive Attitudes, and Help Seeking. The School Psychology Review v, 30(3) 338-355. Retrieved from http://www.nasponline.org/publications/spr/pdf/spr383bandyopadhyay.pdf

Berkowitz, M.W., & Bier, M.C. (2005). What Works In Character Education: A research-driven guide for educators.

University of Missouri- St. Louis. Retrieved from http://www.rucharacter.org/file/practitioners_518.pdf Cook, C.R. , Williams, K. , Guerra, N.G., Kim, T.E., & Sadek, S. (2010). Predictors of Bullying and Victimization in

Childhood and Adolescence: A Meta-analytic Investigation. American Psychological Association. Retrieved from http://www.apa.org/pubs/journals/releases/spq-25-2-65.pdf

Cornell, D.G. (2011). Student Threat Assessment: Virginia Youth Violence Project Curry School of Education

University of Virginia Retrieved fromhttp://youthviolence.edschool.virginia.edu/pdf/threatchap.pdf Farrington, D.P., & Ttofi, M.M. (2009). School-Based Programs to Reduce Bullying and Victimization. Campbell

Systematic Reviews. Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDUQFjAA&url=http%3A%2F%2Fwww.campbellcollaboration.org%2Flib%2Fdownload%2F718%2F&ei=N0vATrjfL-HW0QHx_ZRJ&usg=AFQjCNGOvuMdtj1l5QZsTBcQZ4sEWMnLCA&sig2=0Uw4GBjkg5SbUFTuC8gRdA

Fekkes, M., Pijpers, F.I.M., & Verloove-Vanhorick, S. P. (2005). Bullying: Who does what, when and where?

Involvement of children, teachers and parents in bullying behavior. Health Education Research. Retrieved from http://her.oxfordjournals.org/content/20/1/81.full.pdf+html

Ferguson, C.J., San Miguel, C., & Kilburn, J.C. Jr (2007). The Effectiveness of School-Based Anti-Bullying Programs: A Meta-Analytic Review. Georgia State University Criminal Justice Review. Retrieved from http://www.tamiu.edu/~CFERGUSON/bully.pdf

Finger, L.R., Craven, R.G., Marsh, H.W., & Parada, R.H. (2004). Characteristics of Effective Anti-Bullying

Interventions: What Research Says. SELF Research Centre University of Western Sydney, Australia. Retrieved from http://www.aare.edu.au/05pap/fin05420.pdf

Good, C.P., McIntosh, K., & Geitz, C. (2011). Integrating Bullying Prevention Into School-Wide Positive Behavior Support. Teaching Exceptional Children v. 44 no. 1.Retrieved from http://njbullying.org/documents/BullyingPosBehSupports.pdf

Hall, H.C., & Sewell, D.T.(2003). Teachers’ Attitudes toward Character Education and Inclusion in Family and Consumer

Science Education Curriculum. Journal of Family and Consumer Sciences Education, Vol. 21, No. 1. Retrieved from http://www.natefacs.org/JFCSE/v21no1/v21no1Sewell.pdf

Hinduja, S. & Patchin, J. W. (2010). Bullying, Cyber bullying, and Suicide. Archives of Suicide Research, 14(3), 206‐221.

Retrieved from http://www.cyberbullying.us/cyberbullying_and_suicide_research_fact_sheet.pdf


Lombardi, Emily (2010). Character Education: Integration of an Ancient Theory. ESSAI: Vol. 7, Article 32. Retrieved from http://dc.cod.edu/cgi/viewcontent.cgi?article=1127&context=essai&sei-redir=1&referer=http%3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26source%3Dweb%26cd%3D1%26ved%3D0CCAQFjAA%26url%3Dhttp%253A%252F%252Fdc.cod.edu%252Fcgi%252Fviewcontent.cgi%253Farticle%253D1127%2526context%253Dessai%26rct%3Dj%26q%3DLombardi%252C%2520Emily%252C%25202010%2520character%2520education%26ei%3DsfWUTsmFCqT10gG5qa3ABw%26usg%3DAFQjCNHeH1s0UPH2T3qtZn6uDgsUKUaleQ%26sig2%3Dyx5xgfdSUjq8QzPzxigkpA#search=%22Lombardi%2C%20Emily%2C%202010%20character%20education%22

Nansel, T., Overpeck, M., Phila, R.S., Ruan, W.J., Morton-Simons, B. & Scheidt, P. (2001). Bullying Behaviors Among US Youth: Prevalence and Association With Psychosocial Adjustment. American Medical Association, Vol 285, No. 16. Retrieved from http://jama.ama-assn.org/content/285/16/2094.full.pdf+html

Narvaez, D. & Lapsley, D.K. (2006). Teaching Moral Character: Two Strategies for Teacher Education. Center for Ethical Education University of Notre Dame. Retrieved from http://www.nd.edu/~dnarvaez/documents/NarvaezLapsleyTeacher.pdf

National Center for Educational Statistics and Bureau of Justice Statistics (2009). Indicators of School Crime and Safety. Retrieved from http://bjs.ojp.usdoj.gov/content/pub/pdf/iscs09.pdf

Person, A.E., Moiduddin, E., Hague-Angus, M., & Malone, L.M. (2009). Survey of Outcomes Measurement in Research on Character Education Programs. United States Department of Education. Retrieved from http://www.servicelearning.org/filemanager/download/9060_survey_outcomes_measurement.pdf

Peterson, J.S., & Ray, K.E. (2006). Bullying and the Gifted: Victims, Perpetrators, Prevalence, and Effects. Purdue University. Retrieved from http://www.nagc.org/uploadedFiles/GCQ/GCQ_Articles/Bullying%20-%20Spring%202006.pdf

Raskauskas, J., & Modell, S. (2011). Modifying Anti-Bullying Programs to Include Students With Disabilities. Teaching Exceptional Children

v.44 no. 1. Retrieved from http://vnweb.hwwilsonweb.com.ez-proxy.brooklyn.cuny.edu:2048/hww/results/external_link_maincontentframe.jhtml?DARGS=/hww/results/results_common.jhtml.44

Rivers, I., Poteat, V. Noret, N., & Ashurst, N. (2009). Observing Bullying at School: The Mental Health Implications of Witness Status.

American Psychological Association. Retrieved from http://www.apa.org/pubs/journals/releases/spq-24-4-211.pdf Sylvester, R. (2011). Teacher as Bully: Knowingly and Unintentionally Harming Students. The Delta Kappa Gamma Bulletin v. 77 no. 2.

Retrieved from http://vnweb.hwwilsonweb.com.ez-proxy.brooklyn.cuny.edu:2048/hww/results/external_link_maincontentframe.jhl?_DARGS=/hww/results/results_common.jhtml.44

Williams, K.R., & Guerra, N.G. (2007). Prevalence and Predictors of Internet Bullying. Journal of Adolescent Health, 41. Retrieved from

http://www.jahonline.org/webfiles/images/journals/jah/zaq11207000S14.pdf Williams, K., Chambers, M., Logan, S., & Robinson, D. (1996). Association of common health symptoms with bullying in primary school

children. British Medical Journal, 3(13) 17- 19. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2351438/ Yerger, William ; Gehret, Cliff. (2011) Understanding and Dealing With Bullying in Schools. The Educational Forum, 75: 315-26. Retrieved

from: http://vnweb.hwwilsonweb.com.ez-proxy.brooklyn.cuny.edu:2048/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.44

Young, Terrell A; Ward, Barbara A. (2011) Bullies in Recent Books for Children and Young Adults. Reading Horizons v. 51 no. 1. Retrieved

from: http://vnweb.hwwilsonweb.com.ez-proxy.brooklyn.cuny.edu:2048/hww/results/external_link_maincontentframe.jhtm l?_DARGS=/hww/results/results_common.jhtml.44

Bullying: How Can We Fight Against it?. Introduction: (Slide 3) - Statement of Problem (Slide 4) ...

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