Upfront Conversation Reoccurring Conversation Constant Conversation.
Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have...
Transcript of Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have...
![Page 1: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/1.jpg)
Bullying Prevention and Intervention for
Students with Special NeedsMay 15, 2019
Joanne Cummings Ph.D. C.Psych.Director, Knowledge Mobilization
![Page 2: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/2.jpg)
Agenda
DefinitionsPrevalence of Bullying Involvement of StudentsUnpacking bias based bullying of students with special needs • vulnerabilities• Developmental Intergroup Approach• Stigma, Labeling, Openness• Attribution TheoryPreventionIntervention
![Page 3: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/3.jpg)
CDC DEFINITION
Copyright PREVNet, 2018
“Any unwanted aggressive behaviour(s) by another youth or group of youths, involving an observed or perceived power imbalance and is repeated or is highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth including physical, psychological,social, or educational harm.”
![Page 4: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/4.jpg)
BULLYING IS A RELATIONSHIP PROBLEM
…when power and aggression are combined.
![Page 5: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/5.jpg)
Bias-Based Bullying
When someone is bullied because they belong to a particular group (defined by: race, ethnicity, nationality, religion, gender, sexual orientation, disability, or appearance) Typically, bias-based bullying is perpetrated by a member of a social group with majority status toward a member of a social group with minority status
![Page 6: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/6.jpg)
Students with
Special Needs
• ADHD• Autism Spectrum Disorder• Learning Disabilities• Intellectual Disability• Vision, Hearing, Mobility
Impairments• Behaviour Disorders• Health Conditions and
Allergies
![Page 7: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/7.jpg)
IntersectionalityA 2019 study found that youth who experience bias-based bullying based on multiple social identities report more negative outcomes of bullying and higher levels of school avoidance and fear than those students who only report one type of bias-based bullying and those who experience non-bias-based bullying.
![Page 8: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/8.jpg)
The promise of inclusive education“While reviews comparing inclusive settings with separate special schools or classes have reported small positive [academic] benefits of inclusion, reviews comparing social outcomes within inclusive settings have found that pupils with special educational needs are generally less accepted and more rejected than their typically developing classmates.”
Humphrey et al, 2013
![Page 9: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/9.jpg)
Robust Research Findings
• Low social acceptance, marginalization, peer rejection
• Increased risk: victimization, bullying, dual involvement
• School disengagement, discipline problems• Truancy in secondary school • Dropping out of education• Delinquency in adolescence • Enduring mental health problems
![Page 10: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/10.jpg)
Vicious Cycle
Poor Social Skills
Peer Rejection
AloneBullying Involve-
ment
Withdrawn or Provocative Behaviour
![Page 11: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/11.jpg)
Unpacking bias-based bullying of students with
special needs
• Vulnerabilities of students with special needs
• Developmental Intergroup Approach
• Stigma and Labeling
• Attribution Theory
![Page 12: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/12.jpg)
Relationship vulnerabilities students with special needs may present
Social Skills:Face to Face Interaction
• eye contact and gaze • Communicating with one’s
face/voice/body • detecting and interpreting other’s social
cues through their face/voice body
Verbal Skills• Receptive - understanding nuance,
sarcasm, teasing, humour• Expressive – volume, rate, frequency,
clarity, fluidity
• Conversation – ability to have a mutual back and forth in which each partner builds on what the other said
• Assertive Communication – refusal and self-assertion without aggression
![Page 13: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/13.jpg)
Relationship vulnerabilities 2
Social Skills:Social Cognition• Perspective taking – inferring
other’s beliefs, intentions, and emotions
• Willingness to coordinate one’s own agenda with another’s
• Understanding fair and unfair• Understanding the effect of one’s
own behaviours on others • Understanding when one is being
taken advantage of • Ability to negotiate and
compromise
![Page 14: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/14.jpg)
Relationship vulnerabilities 3
Social Behaviours• Joint Attention• Making overtures • Responding to overtures• Sharing • Self-regulation of level of arousal/
emotion/behaviour/attention• Expected social conventional
behaviours, greeting , leaving, thanking, etc.
• Help seeking behaviours • Friendship overtures: validating,
complimenting, inviting
![Page 15: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/15.jpg)
Developmental Intergroup Approach
(Palmer et al, 2018) Intergroup Processes:Group MembershipGroup Identification (+ or -)Group NormsSocial Moral Reasoning
![Page 16: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/16.jpg)
Evaluations Evaluate self
and other based on
conforming vs. deviating
from group norms
Fear social repercussions
of violating group norms
Preteen and Adolescent
Preference for ingroup
guides attitudes and
behaviourPerspective taking skills
and moral reasoning
develop
Later Childhood
Like Me/Not Like MeAffiliate with Ingroup
Differentiate from Outgroup
Understand “unfair, wrong, hurtful”
Very open to socialization re
Inclusivity & prosocial behaviour
Early Childhood
![Page 17: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/17.jpg)
Least likely to defend bullied
peers, most exclusive
Ingroup Specific
Norms trump Moral
Reasoning
Dismissive Justify
Stereotype
Preteen and Adolescent
Less likely to defend
outgroup bullied peers, less inclusive
Moral reasoning co-
exists with emerging
Ingroup Specific Norms
Middle Childhood
Most likely to empathize and
defend bullied peersMost likely to be
inclusive because it is the “right” thing to do - i.e. bullyng is
hurtful and defending is valued by adults
Broad Generic Norms prevail
Early Childhood
![Page 18: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/18.jpg)
Stigma and Labeling
Medical disease model renders practice of “diagnosis” • Means you have a disease – not
a difference or a variation• Connotes a negative,
undesirable state that is “less than” normal
• Connotes need for confidentiality to not talk about it openly
This creates • Shame for the person who
carries the diagnosis• Altered expectations about the
person on the part of others
![Page 19: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/19.jpg)
Labeling vs. Openness about Students with Special Needs
Reluctance to “label” students
(and use of euphemisms)
Reflects societal value about
normalcy and success (deep
bias)
Fear that labels lower
expectations and prejudicerelationships
Peers notice but silence
perpetuates stigma and
shame
![Page 20: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/20.jpg)
An Open, Inclusive Frame
Special needs are seen as a manifestations of human neurodevelopmental diversity – the inevitable variations that are part of being human.
Openness enables more inclusive and respectful policies and practices in schools.
Research evidence shows higher peer acceptance occurs when a students’ learning differences and special needs are explained to peers in advance.
![Page 21: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/21.jpg)
Attribution Theory
Befriend classmate with special needs• Is the disability clearly
apparent?• Does the person have
control over disruptive behaviours
Attribution: Not their faultResponse: sympathetic benevolent, caretaking reactions
Exclude / bully classmate with special needs• Is the disability invisible?
• Does the person not try hard enough, choose to be disruptive?
Attribution: ResponsibilityResponse: anger and rejection
![Page 22: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/22.jpg)
PREVENTION
![Page 23: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/23.jpg)
Goals of Whole School Approach
Promote positive relationships among all stakeholders
Education and awareness activities throughout school year
Develop and maintain attitudes of respect and inclusion
Shared understanding of bullying issues at school
Bullying Prevention policies, strategies and resources
Positive, inclusive, and equitable social climate
Enduring respectful, inclusive attitudes and behaviours
![Page 24: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/24.jpg)
Initiatives at Every Level
Inclusive, Equitable
Social Climate
Students
Staff
Guardians
Community
![Page 25: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/25.jpg)
Effective Inclusive Education
1. Inform classmates about students with special needs – work with student re what to describe and explain2) Teach social justice using multiple media to stimulate pride in all multiple identities, inclusive group norms, and motivation to be allies 3) Support social interactions through a range of strategies such as setting up joint activities or buddysystems.
![Page 26: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/26.jpg)
Advocate
For social emotional learning resources and opportunities for students with special needs to address social skill deficits
For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental Health Support, and other necessary supports
For additional supervision
![Page 27: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/27.jpg)
7 Strategies to promote positive relationshipsfor students with Special Needs
1. Be a Role Model 2. Observe3. Reflect 4. Respond in the Moment5. Scaffold / Coach6. Use Social Architecture7. Champion
![Page 28: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/28.jpg)
1. Role Model
Demonstrate:RespectWarmth EmpathyPatience Cooperation Sharing Validating Complimenting
![Page 29: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/29.jpg)
2. Observe
![Page 30: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/30.jpg)
3. Reflect
• Your reactions to individual students
• Your fairness• How students
see you• Your biases
![Page 31: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/31.jpg)
4. Respond in the Moment
Consistently Call Out:
Disrespectful language
Hurtful behaviours e.g., groaning, eye rolling, hair tossing, put-downs, etc.
Praise and Validate:
Openness & Inclusion
Helpfulness
Supportiveness
![Page 32: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/32.jpg)
5. Coach / Scaffold
Teacher provides support for students to function at a higher level
• Break down social-emotional skills
• Be present for ongoing monitoring and feedback
![Page 33: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/33.jpg)
Skills to Model
and Scaffold
for all Students
• Regulating emotion • Regulating behaviour• Empathy and perspective
taking • Sense of fair play and justice• Appreciation of
differences/diversity• Appreciation of rights and
responsibilities• Using one’s power positively• Positive problem solving• Moral (re)engagement
![Page 34: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/34.jpg)
6. Social Architecture • Teacher-assigned seating plans,
groups, teams, partners etc.• Structured activities/clubs/mentoring
• Reshuffle often • Decide if, when, & where student-
initiated groupings happen
• Every student feels safe, included & accepted
• Healthy relationships, not necessarily friendships
• Protects vulnerable students• Separates students who negatively
influence each other
![Page 35: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/35.jpg)
7. Champion• Every student needs to shine in
the eyes of their peers• Find multiple avenues for
recognition beyond the traditional
E.g., kindness, great listener, exuberance, marching to the beat of one’s own drum, thinking out of the box, etc.
![Page 36: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/36.jpg)
Intervention
![Page 37: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/37.jpg)
ASSESSMENT
Copyright PREVNet, 2019
HOW OFTEN?Frequency
HOW LONG?
History
WHERE ?Other relationships?Pervasiveness
WHAT IS THE IMPACT?Severity
Bias?
![Page 38: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/38.jpg)
SUPPORTING STUDENTS WHO BULLY:
Students who bully may need scaffolding for:
Social and Communication SkillsSelf-RegulationInhibition of ImpulsesSocial Problem Solving Empathy and Perspective-TakingAttitudes and Moral
UnderstandingAbility to differentiate playful
teasing from bullying
![Page 39: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/39.jpg)
DEVELOPING FORMATIVE CONSEQUENCES FOR STUDENTS WHO BULLY
Indigenous teaching – children learn by making mistakes.
Honour these mistakes and provide opportunities for learning.
Formative consequences help students learn from their mistakes and develop new knowledge, attitudes and skills.
Provide a clear message that bullying is unacceptable and create opportunities to learn healthy relationship skills.
Student(s) who have bullied need to know that you will be regularly following up with the student who was victimized.
![Page 40: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/40.jpg)
SCAFFOLDING FOR STUDENTS WHO ARE VICTIMIZED
Rights• Emphasize their right to be
treated with respect
Safety
• Thank student for seeking help• Use reflective listening • Reduce shame • Listen non-judgmentally and
empathize• Be positive and indicate your
commitment to help
![Page 41: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/41.jpg)
SAFETY PLANS
Assess situation and determine level of risk.Ensure safety at school, back and forth from home to school, and andonline. Pair with others (adults and peers) so as not to be alone at vulnerable times.Coordinate with parents, others, but respect student’s autonomy.
![Page 42: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/42.jpg)
SAFETY MONITORING TO ENSURE BULLYING STOPS
Set up regular follow-up meetings with those involved.
daily for 1st week2nd week 2-3X3rd week and beyond: 1X until resolved for several weeks
In meetings, ask:Incidents of bullying?Problems because of reporting?
![Page 43: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/43.jpg)
SUPPORTING VICTIMIZED STUDENTS:
Students who are bullied may need scaffolding for:
Understanding their right to be treated with respectMaking and keeping FriendsAssertive Communication SkillsEmotional and Behavioural ControlCompetence and self-esteemEntering and engaging in new social opportunitiesHelp SeekingAdvocacy
![Page 44: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/44.jpg)
Celebrate all the ways of being human!
Thank You!
![Page 45: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/45.jpg)
Web Resources
• GLSEN’s Resources for Educators• HRC Foundation’s Welcoming Schools• ADL’s Resource Knowledge Base• www.tolerance.org• www.ensemble-rd.com (Ensemble for Respect of Diversity)
![Page 46: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/46.jpg)
References 1
Campbell, J. M. (2007) ‘Middle school students’ response to the self-introduction of a student with autism: effects of perceived similarity, prior awareness, and educational message’, Remedial and Special Education, 28, 163–173.
Frederickson, N. (2010), THE GULLIFORD LECTURE: Bullying or befriending? Children's responses to classmates with special needs. British Journal of Special Education, 37: 4-12. doi:10.1111/j.1467-8578.2009.00452.x
![Page 47: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/47.jpg)
References 2Humphrey N., Lendrum, A. Barlow, A., Wigelsworth M., & Squires, G. (2013). Achievement for All: Improving psychosocial outcomes for students with special educational needs and disabilities. Research in Developmental Disabilities, 34/4, 1210-1225. https://doi.org/10.1016/j.ridd.2012.12.008.Mulvey, K. M., Gönültaş, S., Hope, E., Hoffman, A. J., & Cooper, S. (2019). Understanding Experiences with Bullying and Bias-Based Bullying: What Matters and for Whom? Psychology of Violence. DOI: 10.1037/vio000020Palmer, S. B. and Abbott, N. (2018), Bystander Responses to Bias-Based Bullying in Schools: A Developmental Intergroup Approach. Child Dev Perspect, 12: 39-44. doi:10.1111/cdep.12253
![Page 48: Bullying Prevention and Intervention for Students with ... · • Conversation – ability to have a mutual ... For Speech and Language, Behaviour Therapy, Occupational Therapy, Mental](https://reader033.fdocuments.net/reader033/viewer/2022050120/5f50947fc317fe5beb3fb177/html5/thumbnails/48.jpg)
References 3Repo, L. & Sajaniemi, N. (2015). Bystanders' Roles and Children with Special Educational Needs in Bullying Situations among Preschool-Aged Children. Early Years: An International Journal of Research and Development, 35, 5-21.
Rodríguez-Hidalgo, A. J., Alcívar, A., & Herrera-López, M. (2019). Traditional Bullying and Discriminatory Bullying Around Special Educational Needs: Psychometric Properties of Two Instruments to Measure It. International Journal of Environmental Research and Public Health, 16(1), 142. MDPI AG. Retrieved from http://dx.doi.org/10.3390/ijerph16010142
Zablotsky, B., Bradshaw, C. P., Anderson, C. M. & Law, P. (2014). Risk factors for bullying among children with autism spectrum disorders. Autism, 18/4, 419-427.