Bullying: A Growing Bullying: A Growing Problem in Ontario SchoolsProblem in Ontario Schools

By Ashley Imgrund, Jen By Ashley Imgrund, Jen Kroetsch, Kim Herbert, and Kroetsch, Kim Herbert, and

Haily Buettner.Haily Buettner.

““Ontario Unveils Plan to Fight Ontario Unveils Plan to Fight Bullying in Schools”Bullying in Schools”

• In an article in the ‘Globe and Mail’ on In an article in the ‘Globe and Mail’ on November 17November 17thth, 2005, the provincial , 2005, the provincial government made an announcement government made an announcement regarding mandatory anti-bullying regarding mandatory anti-bullying programs in every Ontario School.programs in every Ontario School.

• The Ontario government has outlined a The Ontario government has outlined a three-year, $23-million initiative. Each three-year, $23-million initiative. Each school will receive as much as $2,000 school will receive as much as $2,000 for staff training and resources to for staff training and resources to create an approved bullying-prevention create an approved bullying-prevention program. All Ontario schools will also be program. All Ontario schools will also be required to create safe-school teams required to create safe-school teams and anonymous reporting mechanisms, and anonymous reporting mechanisms, such as drop boxes and peer group such as drop boxes and peer group interventions.interventions.

• ““This is a serious problem that should This is a serious problem that should not be left unchecked,” says Gerard not be left unchecked,” says Gerard Kennedy, Ontario’s Education Minister. Kennedy, Ontario’s Education Minister.

Gerard Kennedy

(Education Minister)

Relation to the Safe Relation to the Safe Schools ActSchools Act

(Bill 8, 2000)(Bill 8, 2000)• All members of a school All members of a school

community have the right community have the right to expect that schools are to expect that schools are safe and free of violence.safe and free of violence.

• Zero-tolerance policy for Zero-tolerance policy for bullying and violencebullying and violence

(Ontario Schools Code of (Ontario Schools Code of Conduct)Conduct)

• Sets out clear standards of Sets out clear standards of a behaviour in schoolsa behaviour in schools

• Specifies mandatory Specifies mandatory consequences for student consequences for student actions that do not comply actions that do not comply

with these standardswith these standards• All members of a All members of a

community are treated with community are treated with respectrespect

• Members of the school are Members of the school are expected to use non-violent expected to use non-violent

means to resolve conflictmeans to resolve conflict

Presentation Presentation OutlineOutline

In order for us, as future teachers, to understand and In order for us, as future teachers, to understand and prevent bullying, it is crucial that we examine the prevent bullying, it is crucial that we examine the following aspects:following aspects:

• Statistics of BullyingStatistics of Bullying• What is Bullying? Why do children bully?What is Bullying? Why do children bully?• Types of BullyingTypes of Bullying• Confrontation Types in ChildrenConfrontation Types in Children• Group ActivityGroup Activity• What schools can do? Considerations.What schools can do? Considerations.• Examples of Programs: Kelso, SNAP, Peacemakers, Examples of Programs: Kelso, SNAP, Peacemakers,

22ndnd Step: Prevention Curriculum. Step: Prevention Curriculum.• Wrap Up/Conclusion: QuestionsWrap Up/Conclusion: Questions

StatisticsStatisticsSurvey results from St. Anne’s Catholic School in Richmond Hill, Survey results from St. Anne’s Catholic School in Richmond Hill,

Ontario (281 students- Grades 2-7):Ontario (281 students- Grades 2-7):• 68% of children feel safe in school68% of children feel safe in school• 88% believed bullying was a major problem in their school88% believed bullying was a major problem in their school• 62% said they have been bullied at some point or another62% said they have been bullied at some point or another• 40% said they have been bullies at some point in their school 40% said they have been bullies at some point in their school

life.life.• 78% said they have seen someone being bullied78% said they have seen someone being bullied• 51% have reported bullying when they have witnessed it in 51% have reported bullying when they have witnessed it in

the school yardthe school yard• 12% are afraid to report because of the fear of being made 12% are afraid to report because of the fear of being made

fun of by the bully.fun of by the bully.In looking at these statistics, it is quite clear that bullying is a In looking at these statistics, it is quite clear that bullying is a

major problem in Ontario schools and MUST be dealt with major problem in Ontario schools and MUST be dealt with accordingly.accordingly.

What is Bullying?What is Bullying?

• Bullying is harmful, Bullying is harmful, deliberate behaviour deliberate behaviour intended to hurt the intended to hurt the victim physically, victim physically, emotionally and/or emotionally and/or psychologically. psychologically. Bullying is ABUSE Bullying is ABUSE and as such needs and as such needs to be taken very to be taken very seriously. seriously.

Why do children bully?Why do children bully? Children who bully enjoy Children who bully enjoy

having having power power and and control over other control over other

children. They often get children. They often get positive attention from positive attention from their peers for bullying. their peers for bullying. Victims of bullies may Victims of bullies may

learn to become bullies learn to become bullies themselves.themselves.

(Victim Services Brant)(Victim Services Brant)

The intention of bullying is The intention of bullying is to put the victim in to put the victim in

distress in some waydistress in some way

Types of BullyingTypes of Bullying

• PhysicalPhysical: This type of bullying involves : This type of bullying involves hitting or kicking the victim, or taking and/or hitting or kicking the victim, or taking and/or damaging the victim’s property. As these damaging the victim’s property. As these types of bullies get older, their attacks types of bullies get older, their attacks usually become more aggressive.usually become more aggressive.

• VerbalVerbal: This type of bullying involves using : This type of bullying involves using words to hurt or humiliate another person. It words to hurt or humiliate another person. It includes name-calling, insulting, making includes name-calling, insulting, making racist comments and constant teasing. racist comments and constant teasing.

Types of BullyingTypes of Bullying

• RelationalRelational: This is where : This is where bullies try to convince bullies try to convince their peers to exclude or their peers to exclude or reject a certain person or reject a certain person or people and cut the people and cut the victims off from their victims off from their social connections. This social connections. This is most often seen in girls is most often seen in girls who spread and create who spread and create nasty rumours about nasty rumours about others or exclude an ex-others or exclude an ex-friend from the peer friend from the peer group.group.

Confrontation Types in Confrontation Types in ChildrenChildren

• ““The Terrible-Tempered Atoms”:The Terrible-Tempered Atoms”: Regard anger as Regard anger as a way of life, and trust no one. They give out insults a way of life, and trust no one. They give out insults where none was intended, at times. where none was intended, at times.

• ““The Hipshooters”:The Hipshooters”: Are quick to express anger and Are quick to express anger and quick to forget it. They are impulsive, volatile, and quick to forget it. They are impulsive, volatile, and often surprised at the negative reaction they evoke.often surprised at the negative reaction they evoke.

• ““The Counterattackers”:The Counterattackers”: Hide their hurt over Hide their hurt over criticism by criticizing in return. What they are really criticism by criticizing in return. What they are really saying is, “When you hurt me, I’ll hurt you right back!”saying is, “When you hurt me, I’ll hurt you right back!”

• ““The Displacers”:The Displacers”: Handle anger they dare not direct Handle anger they dare not direct at a powerful figure, such as a parent, by blowing up at a powerful figure, such as a parent, by blowing up at someone else…often another child. This rage is at someone else…often another child. This rage is out of proportion to the incident that provoked it.out of proportion to the incident that provoked it.

• ““The Handlers”:The Handlers”: Have a repertoire of responses to Have a repertoire of responses to employ in different situations. They know how to take employ in different situations. They know how to take time to cool off, ventilate, and understand the source time to cool off, ventilate, and understand the source of their anger. They attack the problem, not the of their anger. They attack the problem, not the person!person!

(From “Managing Conflict: A Guide to Conflict Resolution for Educators’”)(From “Managing Conflict: A Guide to Conflict Resolution for Educators’”)

Group ActivityGroup Activity

Your group has formed a school Your group has formed a school committee for anti-bullying. What committee for anti-bullying. What aspects should and do you think aspects should and do you think

you need to consider when creating you need to consider when creating a school behaviour management a school behaviour management

plan? plan?

Brainstorm some points you should Brainstorm some points you should consider and include in your plan. consider and include in your plan.

(5 minutes)(5 minutes)

What Schools Can do:What Schools Can do:Six Recommended Components in Six Recommended Components in

a Conflict Resolution Programa Conflict Resolution Program

1.1. CurriculumCurriculum

• All students learn how to deal with All students learn how to deal with and resolve problems and conflicts and resolve problems and conflicts peacefully. peacefully.

• Students gain tools and skills to Students gain tools and skills to solve common problems in the solve common problems in the classroom and playground.classroom and playground.

Recommendations Recommendations continued...continued...

2.2. Peer MediationPeer Mediation• Students are trained in conflict-resolution Students are trained in conflict-resolution

and mediation and can handle common and mediation and can handle common student-to-student problems, such as student-to-student problems, such as rumours, friendship arguments, rumours, friendship arguments, misunderstandings, etc.misunderstandings, etc.

• Teaches students how to solve Teaches students how to solve disagreements, without consulting with disagreements, without consulting with adults.adults.

• Peer Mediators are expected to communicate Peer Mediators are expected to communicate effectively, ensure confidentiality, remain effectively, ensure confidentiality, remain neutral, find the underlying cause of conflict, neutral, find the underlying cause of conflict, know the steps for resolving conflicts and know the steps for resolving conflicts and maintain self-control.maintain self-control.

Recommendations Recommendations continued...continued...

3.3. Professional DevelopmentProfessional Development• Need to train staff on the conflict-Need to train staff on the conflict-

resolution curriculums and for certain resolution curriculums and for certain roles, such as policy makers, roles, such as policy makers, counselors, and administrators.counselors, and administrators.

• Teaching staff about programs, how to Teaching staff about programs, how to implement them, and how to model implement them, and how to model them.them.

• As well, on an ongoing basis, to refresh, As well, on an ongoing basis, to refresh, develop, and possibly adapt the develop, and possibly adapt the program.program.

Recommendations Recommendations continued...continued...

4. 4. Parent/Community InitiativesParent/Community Initiatives• Provide training and materials for families to Provide training and materials for families to

reinforce conflict-resolution strategies at reinforce conflict-resolution strategies at home.home.

• Encourages parents to help at school, as Encourages parents to help at school, as negotiators or facilitators of peer mediation- negotiators or facilitators of peer mediation- parents can help facilitate these programs.parents can help facilitate these programs.

• Other people in the community can also be Other people in the community can also be involved, like police, business, churches, involved, like police, business, churches, local government agencies, and community local government agencies, and community and public services.and public services.

• With these community agents, schools can With these community agents, schools can create partnerships.create partnerships.

Recommendations Recommendations continued...continued...

5.5. School-wide Reinforcement and School-wide Reinforcement and Behaviour Management SystemsBehaviour Management Systems

• Conflict-resolution programsConflict-resolution programs• The program should be integrated into The program should be integrated into

school policies and procedures and be school policies and procedures and be outlined in the student/school handbook.outlined in the student/school handbook.

• Behavioural issues should be disciplined Behavioural issues should be disciplined and resolved with cooperation.and resolved with cooperation.

• Teachers’ classroom management plans Teachers’ classroom management plans should also reflect the school conflict-should also reflect the school conflict-resolution program/system.resolution program/system.

Recommendations Recommendations continued...continued...

6.6. EvaluationEvaluation• Have to evaluate the needs of the school Have to evaluate the needs of the school

before establishing a program (as each before establishing a program (as each school and neighbourhood experiences school and neighbourhood experiences different issues and problems).different issues and problems).

• Need to look at ways to improve issues Need to look at ways to improve issues and maintain areas that are good or and maintain areas that are good or working well.working well.

• Also need to continue to evaluate the Also need to continue to evaluate the effectiveness of the program and effectiveness of the program and continuously improve various aspects (as continuously improve various aspects (as school’s needs do change over time).school’s needs do change over time).

Four Examples of Conflict-Four Examples of Conflict-Resolution Programs in Ontario Resolution Programs in Ontario

SchoolsSchools1.1. Kelso’s Choices (Conflict Kelso’s Choices (Conflict

Management Program for Management Program for Children)Children)

• Mascot is a green frog Mascot is a green frog named Kelso, as the named Kelso, as the program is geared towards program is geared towards primary/junior students.primary/junior students.

• Child can resolve conflict Child can resolve conflict and is capable of being a and is capable of being a peacemaker.peacemaker.

• Knowing what to do will Knowing what to do will help students reduce the help students reduce the stress and number of stress and number of conflicts in the school conflicts in the school playground and classroom.playground and classroom.

Kelso’s ChoicesKelso’s Choices

If a child has a problem in the school yard, he or she If a child has a problem in the school yard, he or she can try 2 of Kelso’s choices:can try 2 of Kelso’s choices:

• Wait and cool offWait and cool off• Go to another gameGo to another game• Share and take turnsShare and take turns• Talk it out until the issue is resolved and there Talk it out until the issue is resolved and there

are no hard feelingsare no hard feelings• Walk awayWalk away• Ignore itIgnore it• Tell him or her to stop and how you feel.Tell him or her to stop and how you feel.• ApologizeApologize• Make a deal or compromiseMake a deal or compromise

(www.shentel.net/school/ales/kelso/kelso.html)(www.shentel.net/school/ales/kelso/kelso.html)

Four Examples of Conflict-Four Examples of Conflict-Resolution Programs in Ontario Resolution Programs in Ontario

SchoolsSchools

2. 2. SNAP Program (Stop, Now And Plan)SNAP Program (Stop, Now And Plan)• Helps students think before they actHelps students think before they act• Can reduce impulsiveness or reactive Can reduce impulsiveness or reactive

responses to conflicts with peersresponses to conflicts with peers• Encourages students to describe how Encourages students to describe how

they feel and think about a situationthey feel and think about a situation• Helps students recognize physical and Helps students recognize physical and

emotional signs before they react to a emotional signs before they react to a problem (understand the problem trigger)problem (understand the problem trigger)

SNAP PROGRAMSNAP PROGRAM

STOPSTOP- Snap fingers, take deep breaths, put - Snap fingers, take deep breaths, put hands in pockets, count to ten, and tell hands in pockets, count to ten, and tell him or herself to stop.him or herself to stop.

NOWNOW- Calm down and make the right - Calm down and make the right choices.choices.

AND….AND….

PLANPLAN- pick a plan that will work for him or - pick a plan that will work for him or her in the situation. Example: use words her in the situation. Example: use words to solve the problem, ignore the issue, to solve the problem, ignore the issue, and/or ask for help from a friend and and/or ask for help from a friend and teacher.teacher.

Four Examples of Conflict-Four Examples of Conflict-Resolution Programs in Ontario Resolution Programs in Ontario

SchoolsSchools

3.3. Peacemakers ProgramPeacemakers Program• Curriculum-based violence Curriculum-based violence

prevention program for upper prevention program for upper elementary school students. elementary school students.

• 18-lesson psychoeducational 18-lesson psychoeducational curriculum delivered by teachers.curriculum delivered by teachers.

• Teaches students positive attitudes Teaches students positive attitudes and values related to violence, and and values related to violence, and trains youth in conflict-related trains youth in conflict-related psychosocial skills such as anger psychosocial skills such as anger management, and problem solving.management, and problem solving.

• The program includes a variety of The program includes a variety of classroom activities, including classroom activities, including instruction, role-plays, hand outs, instruction, role-plays, hand outs, and experiential exercises.and experiential exercises.

Peacemakers ProgramPeacemakers Program• After this program is completed by After this program is completed by

each student in grades 7 and 8, each student in grades 7 and 8, students who score 75% or over in students who score 75% or over in the program are selected to become the program are selected to become ‘peacemakers’ or peer-mediators in ‘peacemakers’ or peer-mediators in their school playground at recesses their school playground at recesses and lunches.and lunches.

• The students, much like lunch The students, much like lunch monitors, walk around the monitors, walk around the playground and mediate or assist playground and mediate or assist students who need help in solving students who need help in solving conflicts or communicating to say conflicts or communicating to say ‘NO’ to bullies.‘NO’ to bullies.

• At an elementary school in Toronto, At an elementary school in Toronto, the school reports indicated that the the school reports indicated that the intervention was associated with a intervention was associated with a 41%41% decrease in disciplinary decrease in disciplinary incidents and incidents and 67%67% fewer fewer suspensions.suspensions.

Four Examples of Conflict-Four Examples of Conflict-Resolution Programs in Ontario Resolution Programs in Ontario

SchoolsSchools

4.4. Second Step: A Violence Prevention Second Step: A Violence Prevention CurriculumCurriculum

• Classroom-based social skills program for Classroom-based social skills program for 4-14 years old children.4-14 years old children.

• Aim is to reduce impulsive, aggressive Aim is to reduce impulsive, aggressive behaviour and to increase social-behaviour and to increase social-emotional competence.emotional competence.

• The program was created by the The program was created by the Committee for Children, which is a non-Committee for Children, which is a non-profit organization.profit organization.

Second-Step: A Violence Second-Step: A Violence Prevention CurriculumPrevention Curriculum

The program is organized into 3 skill-building The program is organized into 3 skill-building units:units:

1.1. EmpathyEmpathy: Teach students to identify and : Teach students to identify and understand their own emotions and others.understand their own emotions and others.

2.2. Impulse control and Problem SolvingImpulse control and Problem Solving: : Choose positive goals, evaluate Choose positive goals, evaluate consequences, understand safety, fairness, consequences, understand safety, fairness, and the impact on others.and the impact on others.

3.3. Anger ManagementAnger Management: Manage emotional : Manage emotional reactions and engage in decision making.reactions and engage in decision making.

ConclusionConclusion• Bullying is a very serious problem that is Bullying is a very serious problem that is

affecting elementary schools in Ontario affecting elementary schools in Ontario today.today.

• Whether it is calling others names or Whether it is calling others names or physically or emotionally harassing others, physically or emotionally harassing others, these are forms of bullying that affect these are forms of bullying that affect students. They are damaging to children’s students. They are damaging to children’s lives, grades, and they impact schools by lives, grades, and they impact schools by creating a climate of fear and disrespect.creating a climate of fear and disrespect.

• If we, as future teachers, target this If we, as future teachers, target this problem at an early age in children then we problem at an early age in children then we can prevent more aggressive incidents can prevent more aggressive incidents from taking place. Incidents such as the from taking place. Incidents such as the Columbine School shooting or the most Columbine School shooting or the most recent incident in Hamilton, on November recent incident in Hamilton, on November 2222ndnd 2005, at Glendale Secondary School 2005, at Glendale Secondary School where 15 boys burst into the school with where 15 boys burst into the school with machetes to avenge the bullying on one of machetes to avenge the bullying on one of their younger brothers. their younger brothers.

• If the problem of bullying is tackled early If the problem of bullying is tackled early enough with proper education on bullying enough with proper education on bullying techniques given to teachers, parents and techniques given to teachers, parents and students, it will hopefully become a students, it will hopefully become a PROBLEM OF THE PAST!PROBLEM OF THE PAST!

Any Questions??Any Questions??

““YOU BETTER NOT HAVE ANY…OR ELSE…”YOU BETTER NOT HAVE ANY…OR ELSE…”

HAHA! HAHA!

We hope you enjoyed our presentation!!We hope you enjoyed our presentation!!