Bullying/Harassment Tips & Training

for Staff

Effective schools are safe schools

Why do we need training?

“All students have the right to feel safe at school” so a

comprehensive approach to reducing bullying at school

can:

Increase staff willingness to intervene

Adult Response

1.) PERCEIVED SERIOUSNESS OF BULLYING INFLUENCES THE LIKELIHOOD OF RESPONDING

2.) PERCEPTIONS VARY BY BELIEFS AND EXPERIENCE RESPONSE VARIES ACCORDINGLY

Bottom Line

In school setting, consistency is needed to provide for a safe environment both physically and emotionally.

“All students have the right to feel safe at school.”

What do you need to know?

•Definition of bullying•Types of bullying•What to watch for•How to address it•STOP means STOP• Incident Referral Form

Bullying• Hurtful or aggressive behaviors toward an

individual or group-unprovoked, intentional and usually repeated

• A pattern of deliberate, negative, hurtful, aggressive acts - shift the balance of physical, emotional or social power

BEHAVIOR PURPOSE

Types of Bullying

1.) Physical: hitting, kicking, spitting, pushing

2.) Verbal: taunting, malicious teasing, name calling, threatening

3.) Relational: spreading rumors, social exclusion, intimidation, manipulating social relationships

Influences on Bullying

•Media•Family Dynamics•Technology•Peer Norms•School Culture

Gender & Bullying

• All youth, regardless of gender, have a strong desire to be accepted and to belong.

• “Boy Code”-tendency to harass other boys who do not meet the “macho expectations of what a “man” should be

• “Girl Code”-engage in subtle forms of harassment, methods that affect the social standing of target-exclusion, manipulation of friendships or spreading rumors

Effects of Bullying

• Emotions: fear, anxiety, anger, frustration, humiliation

• Behaviors: illness, mood swings, quit team, avoidance of particular areas, frequent loss of property

• Long-term Impact: attendance or discipline problems, fail at school, attempt suicide, withdrawn

Effects on Bullying

•Bystander Silence: • dread being perceived as tattletale, nark • believe that adults will not understand

the situation, will breach their confidence, will not know how to handle the situation

Adults as Bullies

Tactics may be justified as:• sarcasm, humor• discipline to maintain a power balance

in classroom, playground

Adults often disregard the hurtfulness of his/her actions

ORBlames the target for overreacting or not being able

to “take it”

Adults as Bullies/Bystanders

•When adults bully students, bullying appears to be acceptable behavior.

•When adults overlook bullying behaviors, it appears they condone mistreatment of others (derogatory labels, casual cruelty, “just joking”)

Role of Adults

• All staff have a strong influence on whether the school culture is a positive or negative environment for students.

• Important to be consistent in identifying undesirable behavior and praising desirable attitudes and actions.

Bullying vs. Peer Conflict

Normal peer conflict implies: • a balance of power, less frequency and lack of real

victim trauma • may not be a “victim” at all in reality as both

parties may feel victimized or “in the right”

What should you do?• allow students to resolve their own conflicts when

and if they can, provide the opportunity to learn important coping skills they need later in life

Tattling vs. Telling• If you are telling a teacher because you believe that someone

is really being hurt, you are being a witness.

• If you are telling a teacher because you like seeing someone get in trouble, you are probably tattling.

(especially if you are telling because you are tired of being held responsible for your behavior, and you would much rather have the teacher focus on someone else for a change)

Common Mistakes by AdultsSupervision/Observation Mistakes:1. Not watching and listening for ALL types of bullying• Physical bullying is easiest to see-but not most common• Verbal and Relational bullying require attentiveness-under the

radar, out of eyesight, out of earshot• WATCH-patterns of movement, “herding”, body language

2. Positioning ourselves in the wrong places at the wrong times

• Think like a kid-place yourself in the places where bullying most frequently occurs (hallways, lunch room, locker room, playground)

• MBWA-Management By Wandering Around

Common Mistakes by Adults

Receiver Mistakes:1. Not listening (body language)

2. Cutting them off3. Discouraging the concern• “Stop whining” “Stop tattling” “Stop playing with them”• “Just ignore them” • “Go play/sit somewhere else”

We perceive we have listened and taken care of it…kids have the opposite perception.

Adult Responses to Reporter

1.) Listen Attentively• Eye contact, body language

2.) Respond with affirmation and empathy• “It sounds like….” “I can see…”

3.) Ask what actions can be taken• “What can I do to help you?”• Incident Referral Form

Adult Responses to the Bully

1.) Approach the bully in a fair and firm manner, privately

2.) Restate the rights of all students to feel safe

3.) Relate the incident you observed or was reported to you

4.) Clearly state that the behavior needs to stop

5.) Check for understanding

6.) Determine consequences

7.) Report behavior to principal and parents

STOP MEANS STOP!