10 turn the beat around

8/7/2019 10 turn the beat around

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Running head: TURN THE BEAT AROUND: STOP BULLYING NOW

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Turn the Beat Around: Stop Bullying Now

Nancy Beaudoin, Linnea Constant,

Lauri Deary, Leonor Rodriguez

Elms College

TURN THE BEAT AROUND:


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Turn the Beat Around: Stop Bullying Now

Problem Statement

What policies and programs can the Massachusetts State Legislature in Partnership with

the Department of Education legislate and implement to protect our children from bullying and

harassment in and outside of school?

Policy Statement

The Massachusetts Senate and House of Representatives should enact a bill to prevent

bullying, cyberbullying, intimidation and harassment of any student enrolled in any

educational institution. This includes occurrences on and off school property and the use of

technology or electronic means (Senate, No. 2313.)

Massachusetts Legislation

TheWestern Mass Nurse's Coalition to prevent bullying is joining forces with local and

state educational, law enforcement and government agencies to campaign for safety in all

school systems now. The goal of the campaign is to eliminate bullying and harassment

through new state legislative health policies that mandate all public, charter and private

schools develop plans to prevent bullying, (Ring, 2010). Included in the plan are procedures

to investigate bullying incidents, notification of parents and determination of appropriate

disciplinary actions. If the principal deems criminal charges are indicated, they are obligated

to report the incident to police. Locally, in the past year two students 11 year old Carl

Walker-Hoover and 15 year old Phoebe Prince committed suicide as a direct result of bullying

by classmates (Ring, 2010). Local high school Associate Principal, T. Landers (personal

communication February 25, 2010) stated there has been a significant increase in the

incidence of bullying in our school since Phoebe died. He reported that his school


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implemented a teacher program that directed students to report any bullying incident to a

safe adult. Teachers are on the front line. They maintain a vigilant watch on student

behavior especially those who exhibit signs of being bullied, such as social isolation,

depression or absenteeism (Landers, 2010).

On March 18th, the state House of Representatives approved the anti-bullying bill and

amendments previously approved by the Massachusetts Senate. Gov. Duval Patrick has

called for an anti-bullying bill and is expected to sign it. (Ring, 2009)

Federal Legislation

While state legislation is appropriate and currently awaiting amendment, this is a national

concern. It is essential Federal legislation be updated regarding this issue. HR 2262, an

amendment to the Safe Schools Improvement Act was introduced to the 111th Congress May

5, 2009; it has since been under committee review (Congress, 2009).

Background

Currently in the United States 30% of youth are estimated to be involved in bullying

either as the target, the bully, or bystanders. This accounts for more than 5.7 million youth in

the U.S. involved in this cruel, harmful and potentially deadly act (Bullying facts and statistics).

By definition, bullying among children is described as repeated negative acts committed by

one or more children against another. The acts may be direct physical and/or verbal abuse,

such as hitting, kicking, teasing or taunting. Indirect negative acts may be the manipulation of

friendships and/or purposely excluding other children from activities. This dynamic between

victim and perpetrator creates a perceived or real imbalance of power. Consequently, the

victim develops an intense fear and feels helpless in this abusive scenario (Limber & Nation,

1998).


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Typically, the bully is confident and physically aggressive with a pro-violence attitude

and low tolerance for frustration. Children who are victims generally become anxious easily

and rarely defend themselves when confronted. Male victims are more likely to report being

physically hit or slapped, while female victims are more likely to become the target of a rumor

or sexual comment (Bullying facts and statistics). Common conflict resolution such as

mediation is usually not effective in these cases. The majority of victims express fear of

retaliation by the bully if discovered confiding their victimization to a parent, teacher or school

counselor. Therefore, most bullying situations go unreported (Limber & Nation, 1998).

The advancement of technology in the twentieth century has enabled the bully to

harass their victim at any time and any place, even in the safety and security of the victims

home. Cyberbullying is the term used to describe the act of sending harmful or cruel texts or

images over the internet, via cell phone or other digital communication devices (Dilberto &

Mattey, 2008). Phoebe Prince, formerly of South Hadley, Massachusetts, was relentlessly

bullied via text, internet and at school. She was a new student who recently moved to the

U.S. from Ireland. Attractive and outgoing, many boys took an interest in her while a certain

group of girls became increasingly jealous. Phoebe received messages on her Facebook site

saying, Go kill yourself! Insults were yelled at her in the hallways of her high school.

Phoebe told friends how scared she was, but never reported the bullying to any adult. On

January 14, 2010 she took her own life and hung herself in her bedroom closet. The torment

overcame her. Several students were suspended and await a disciplinary hearing. Local

police are pursuing an investigation and although criminal charges are seldom brought in on

bullying cases (McNeil & Herbst , 2010), several students have been charged in this incident.

Sexting, developed as a result of widespread cell phone use among youth and refers

to the voluntary act of sending, receiving or forwarding nude photos or sexually suggestive


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messages via cell phone. Many youth report sending these images to a girlfriend or boyfriend

and believe their privacy will not be compromised by their significant other. A survey

distributed to 653 teens by The National Campaign to Prevent Teen and Unplanned

Pregnancy, reported 22% of teen girls and 18% of teen boys admitted to taking part in sexting

activity (Dilberto & Mattey, 2008).

A serious consequence of sexting activity involves potential arrest for the sending of

nude images of a youth under age eighteen, which could possibly be classified as child

pornography. This could even occur if the subject sent the picture herself or himself. There is

also a high risk of the image reaching unintended people or a widespread audience either by

mistake or as a bullying technique. Once the image is sent into cyberspace, the sender no

longer has control of it. Jesse Logan, a former high school senior in Cincinnati, sent a nude

photo of herself to her boyfriend. They later broke up and in his anger the boyfriend

forwarded the image to other students in the school via cell phone sparking widespread

harassment and bullying of Jesse. She could not withstand the abuse and committed suicide

as the victim of cyberbullying (Dilberto & Mattey, 2008).

The presence of bullying and the harm it causes has been highly underestimated by

many adults and children. Those who are harassed by bullies experience more physical and

psychological problems than their peers who are not bullied. Longitudinal studies report,

victims who are bullied in the earlier grades also report being bullied several years later.

Studies reveal that childhood victims are at increased risk for depression, poor self-esteem,

difficulty making friends and an array of mental health problems, including schizophrenia

(Limber & Nation, 1998). School bullying additionally is associated with headache, abdominal

pain, nausea, recurrent upper respiratory infection and cardiac palpitations. Studies have

also revealed strong links between suicide and unrelenting emotional and physical abuse


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inflicted on the victim by a bully (Allison, Roeger & Reinfeld-Kirkman, 2009).

Bullying also appears to have long lasting effects on adult emotional functioning.

According to one study, adults between the ages of thirty one to fifty one years were at a

significant risk of being diagnosed with depression if reportedly bullied as a child (Allison,

Roeger & Reinfield-Kirkman, 2009). Another longitudinal study of more than five hundred

children found that aggressive, bullying behavior exhibited at the age of eight, was a powerful

predictor of criminality and violence by the age of thirty (Limber & Nation, 1998). Therefore,

studies reveal the victim and perpetrator each have the potential to be negatively affected by

bullying as adults (Allison, Roeger & Reinfield-Kirkman, 2009). Additionally, a recent study

conducted in 2009 of 600 females, ages sixteen to twenty five suffering from an eating

disorder discovered a causative link to bullying. Ninety one percent admitted to being bullied

as a child and forty-six percent felt their anorexia, bulimia and over eating was a direct result

of their victimization as a child (Bullying link to eating disorders, 2009). Therefore, school

bullying could be a preventable cause of mental and physical health problems from childhood

into the mid-life stage. Research has provided relevant, useful information to support the long

term potential of anti-bullying programs importance in improving health and well being across

the lifespan (Allison, Roeger & Reinfield-Kirkman, 2009).

Landscape

Key Stakeholders

Children, parents, school systems (including educators, administrators, school committees),

law enforcement, state legislatures, pediatricians, Department of Mental Health, parent

teacher organizations (PTO), social networking internet sites, cell phone service providers,

health insurance companies, Josiah Smith Foundation.

Political Environment

Currently anti-bullying legislation is at the forefront of the political arena and it is an


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initiative with full bipartisan support (LeBlanc,2010). Parents, school systems and law

enforcement officials in Western Massachusetts have become more aware of the severity of

the consequences of bullying behavior and are ready to act now. Social networking cites and

cell phone texts and images need to be under scrutiny with privacy laws evaluated to ensure

protection from cyber bullying in and out of school.

Social Setting and Public Awareness

Bullying affects not only the children being bullied but the persons bullying, parents,

school environments and whole communities. Often adults are not aware of the extent of

bullying on children and are not willing to talk with them about the issue (Olweus, 1993).

PTOs and other parent groups in Western Massachusetts are forming task forces to work with

school systems and law enforcement targeting bullying behavior and finding solutions

(LeBlanc, 2010). Children are often unlikely to report bullying thinking teachers or parents will

not be able to help. Improved training for educators and parents is necessary to create

bullying awareness and equip adults with effective responses (O'Moore, 2000). Children who

are aggressive in the form of bullying in childhood have an increased chance of having a

criminal conviction as an adult (Eron,

Huessmann, Dubow, Romanoff, and Yarmel, 1987).

Economic Considerations and Implications

Currently there are school curriculums available that promote respect for all and anti bullying

programs for children and staff. The cost can run a large school system thousands of dollars

to purchase and even more to implement. With the new legislation, all schools in

Massachusetts will be required to have such a program in place. Paying for programs will be

a challenge for school systems. In spite of the lack of funds, the cost of not having a program

in place is even higher. A grant from the Josiah Smith Foundation would help make this a

reality. An increase in psychiatric and general health problems has been directly linked to

bullying and witnessing bullying behavior (Allison, Roeger & Reinfield- Kirkman 2009).

Children identified with issues

including depression, eating disorders, anxiety, will need time off from school to visit


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physicians and psychiatrists. A decrease in school involvement can lead to a decrease in test

scores for school systems. Many families are under insured in the current health care climate

and co-pays and medication costs may be a burden to them.

Team Approach

Fostering respect for all and an intolerance for violence whether in person or via the

internet or cell phone is essential to keep further tragedies from occurring. This societal

problem can be overcome if all parties work together. A comprehensive program that

addresses parent education, training of educators, and peer leadership initiatives for students

needs to be developed to effect change in the schools and communities. Parents must be

willing to talk about bullying with their children and model good behavior. Health care

providers must be able to identify and treat symptoms associated with bullying behavior. Law

enforcement personnel need to realize the implications of bullying and work with principals on

a case by case basis. State legislatures have already made this a priority in Massachusetts

but this is a nationwide issue that must be dealt with on a national level.

Legal Factors

In order to prevent a mob mentality, a focus should be on promoting healthy, friendly

relationships and decreasing attitudes that support bullying. The anti-bullying bill S228

currently facing a vote in the Massachusetts House puts principals as the link between

reporting bullying behavior identified by teachers to law enforcement. Students, parents,

administrators, teachers, and law enforcement must have confidence in the system in order

for it to work. Principals must not operate under the threat of legal accusations being brought

against the school system by irate parents. They must have the full support of parents and

school systems.

Options

Option number one: Turn the Beat Around: Stop Bullying Now

Option number one builds on the mandates outlined in the anti-bullying bill just passed

in Massachusetts.


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A wide reaching educational program unique in its approach to reach children, parents

and educators statewide meeting specific needs of each school and cultural population would

be developed. Included in the program would be a faculty and administrative training that

equips trainees to train future educators (train the trainer), a peer leadership initiative for

students, and a student and parent education curriculum. In conjunction with the program,

three program managers would be appointed statewide from the Massachusetts Child and

Adolescent Services of the Department of Mental Health to oversee training, write future

grants, and study the effects of the programs educational and cost effectiveness making

recommendations for positive change as needed. Given the current budget cuts in education

and the DMH, a collaborative program would make the most sense and help increase the

ability of the grant to reach more children. An advertising campaign to provide awareness and

information on where to get help via a web site would be self funded, after an initial start up

fee, with the sale of t-shirts, bumper stickers, mugs.

Problems with this option

There are several issues that could present difficulties with option one. Lack of state

wide funding for new programs may be a deterrent for some school systems. Parental

acceptance of the educational component may be a challenge. Educators may be opposed

to additional responsibility to an already demanding schedule and view the program as too

much work.

Option number two: Public Awareness is our Greatest Asset

A bill requiring the Department of Education to create an awareness campaign about

the adverse mental health effects of bullying in children and adolescents.

The anti-bullying bill has now passed in the Massachusetts House and Senate. It

provides funding for school systems to institute anti-bullying programs for children. Option


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number two would not only fund radio and television ads (Spanish and English), but would

pay for advertising space and short articles in local papers and other free weekly and monthly

magazines such as the Advocate and the Healthcare Ledger. Hospitals would be asked to put

up poster boards outlining this problem during their yearly educational fair and in pediatric and

adolescent floors. A speakers bureau would be implemented to bring the topic to the publics

awareness during PTO meetings, school assemblies, local churches and volunteer groups

following the guidelines set out in the new bill.

Problems with this option

Option two presents several problems. Hiring lobbyists for the passing of a bill on the

state level is expensive and time consuming. The public service announcements are broad

and too distanced from the real issue. TV, radio ads, speakers, and posters do not have direct

impact on children and may do little to help change bullying behavior.

Recommendation

Option one, Turn the Beat Around: Stop Bullying Now is the most viable choice. It

addresses the current landscape and is a true grassroots outreach program directed to the

target population. The educational program is unique in its approach to directly impact the

bully, the victim and the bystander. Collaboration with parents, educators, healthcare

providers and children will create an innovative environment that brings change on every

level. The programs culturally diversity will ensure no one is left out. There will be fewer

children bullied over the course of this grant. The grant money from the foundation will be

used to provide appropriate health care not only the victims of social aggression but to also

provide treatment for those who need cognitive skills training such as anger management,

emotional regulation and interpersonal effectiveness skills, as noted by (Linehan 1993).This is

why it is imperative to build into this process a way to determine measurable outcomes of


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each anti-bullying program. We will continue to fine tune and expand programs that produce

positive results and make a difference in the lives of the children in Massachusetts.

Budget

References

Allison, Roeger, L., & Reinfield- Kirkman,N., (2009, December). Does school bullying affect

adult health? Australian and New Zealand Journal of Psychiatry, 43(12) 63-117.

Bullying facts and statistics, Retrieved from HYPERLINK

"http://www.safeyouth.org/scripts/faq/bullying.asp/"

http://www.safeyouth.org/scripts/faq/bullying.asp/

Bullying link to eating disorders (2009, December). Therapy Today, 20(10), 6.

Cassels, P., (2010, March). Edge News. Activists criticize mass. anti-bullying bill. Retrieved

from HYPERLINK "http://www.edgeboston.com" http://www.edgeboston.com

Congress, 111th (2009, May, 5). H.R. 2262. Safe schools improvement act. Retrieved from

HYPERLINK "http://www.govtrack.us/congress/billtext.xpd?bill=h111-

2262%20%20%20"

http://www.govtrack.us/congress/billtext.xpd?

bill=h111-2262

Dilberto, G.M., & Mattey, E. (2008, September). Sexting, just how much of a danger is it and

what can school nurses do about it? NASN School Nurse, 24(6), 262-267.

LeBlanc, S.,(2010 March 12). Bullying bill gets first nod: State senate vote is unanimous.

Daily Hampshire Gazette.

Limber, S., & Nation, M. (1998, April). Combating fear and restoring safety in schools.

Juvenile Justice Bulletin, retrieved from HYPERLINK

"http://safeyouth.org/scripts/topics/bullying.asp/%20"


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http://safeyouth.org/scripts/topics/bullying.asp/

Linehan, M., (1993). Cognitive treatment of borderline personality disorders, New York:

Gilford Press.

Massachusetts Licensing Standards for Day Care Centers. Retrieved from HYPERLINK

"http://www.daycare.com/massachusetts/" http://www.daycare.com/massachusetts/

McNeil, L., & Herbst, D. (2010, February). Suicide in South Hadley: Bullied to death?

People, 73(7), 62-65.

Olweus, D. (1993). Bullying at School. Cambridge, MA: Blackwell.

O'Moore, M. (2000). "Critical issues for teacher training to counter bullying and victimization:

Are low accepted children at risk?" Psychological Bulletin, 102, 357-389.

Ring, D., (2010, March, 11). Mass. Senate votes 38-0 to approve bill to crack down on bulling

in schools. The Republican. Retrieved from

HYPERLINK "http://www.masslive.com/news/index.ssf/2010/03/mass_senate_votes_38-

0_to_appr.html%20%20%20%20%20%20"

http://www.masslive.com/news/index.ssf/2010/03/mass_senate_votes_38-

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Ring, D., (2010, March, 19). Anti-bullying bill passes state House. The Republican, pp.1 and

4.

Search house bill text (2009-2010). Retrieved from HYPERLINK

"http://www.mass.gov/legis/hbillsrch.htm/%20%20%20%20%20%20%20%20%20%20"

http://www.mass.gov/legis/hbillsrch.htm/

Senate, (March, 9). Senate, No. 2313. Retrieved from

HYPERLINK "http://www.mass.gov/legis

%20/bills/senate/186/%20st02pdf/st02313.pdf%20%20" http://www.mass.gov/legis


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/bills/senate/186/ st02pdf/st02313.pdf

Underwood,M.,(2003). Social aggression among girls. New York: Gilford Press.

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10 turn the beat around