Bullying and Victimization: The Relationship Perspective © Promoting Relationships and Eliminating Violence Network, 2007

Bullying and Victimization: The Relationship

Perspective

© Promoting Relationships and Eliminating Violence Network, 2007

Introducing PREVNetPREVNet is one of five New Initiatives of

the Networks of Centres of Excellence (NCE)

NCE program designed to• foster powerful partnerships between

university, government and industry• develop Canada's economy and

improve the quality of life of Canadians


PREVNet VisionStop bullying in Canada Create a social-cultural change in Canada about

the use of power and aggression in relationships

PREVNet ObjectivePromote safe and healthy relationships for

Canadian children and youth

PREVNet StrategyCreate active network of Canadian researchers,

national organizations, and governments to use PREVNet’s expertise / credibility to exchange

knowledge with key constituents © Promoting Relationships and Eliminating Violence Network, 2007

The Need for PREVNetMany anti-bullying activities at local, provincial,

and national levels, however:• School focused• Inconsistent messaging• Diverse assessment tools • Diverse interventions• Not rigorously evaluated – need scientific

evidence of effectiveness • “Do No Harm” not always the case• Operate in isolation – need platform for

coordination and synergy


PREVNet Key Messages

1. Bullying is wrong and hurtful2. Bullying is a relationship problem3. Promoting relationships and eliminating violence is

everybody’s responsibility

To address bullying issues, we usea binocular perspective, focusingsimultaneously on the child or youthwith one lens, and on the child or youth’s relationships with the other.


Bullying and PowerBullying is aggression used from a position of power.Children acquire power in many ways:• Advantage in social status or popularity• Advantage in size, number, age, skill, wealth• Member of socially defined dominant group (e.g., gender, race/ethnicity, sexual orientation, health/ability).


Bullying: A Relationship Problem that Requires Relationship Solutions

Bullying is a relationship problem in which an individual or group uses power aggressively to cause distress to another. The child who bullies is learning to use power and aggression to control others. The child who is being victimized becomes trapped in an abusive relationship and needs help to stop the bullying.


Forms of BullyingPhysical bullying• hitting, kicking, shoving, spitting, beating up, stealing, or damaging property

Verbal bullying• name-calling, mocking, hurtful teasing, humiliating, threatening, racist comments, orsexual harassment

Social bullying• excluding others from the group, rolling of eyes, tossing of hair, ignoringsomeone, gossiping, spreading rumors, setting others up to look foolish,damaging friendships, telling secrets

Cyber Bullying• Use of email, cell phones, text messages, internet sites, etc to physicallythreaten, verbally harass, socially exclude or humiliate.


Positive Youth Perspective

Our core belief is that all children have strengths and the capacity for healthy relationships.

We avoid labeling children as “bullies” and “victims” because these labels limit a view of children’s positive development and their challenging life circumstances.


Why Worry About Bullying?

The behaviours that children learn in childhood and adolescent relationships form the foundation for relationships across the lifespan.


Percent of children and youth who have been victimized in the last two months


Percent of children / youth who have bullied others in the last two months


World Health Organization Health Behaviour in School -Aged Children 2001/2002 survey data for bullying in 13 year old girls ( ) and boys ( ). (a) Percentage of childre n who bullied others 2 or more times in previous months; (b) Percentage of children who were victimized 2 or more times in previous months. (Source: Craig & Harel, 2004).

CANADA

CANADA


Canada on the World Stage


Source Variable Ranking

Organization for Economic Development

Reading Math Science

3rd out of 41 7th out of 41 11th out of 41

World Health Organization

Victimization Bullying

27th out of 35 26th out of 35

Why Worry about Bullying? Bullying Victimization Aggression ?

Sexual harassment / dating aggression ? Alcohol / drug use ?

/Delinquency gang involvement ? L ow self -concept ? Stress - related heath problems ?

Social anxiety and loneliness ? Disliking and a voiding School ?

Depression ? ? Anxiety ? ? S uicidal thoughts and suicide ? ?


BULLYING

DatingAggression

SexualHarassment

GangAggression

MaritalAbuse

WorkplaceHarassment

ChildAbuse

ElderAbuse

Why Worry about Bullying?Developmental Trajectory of Power and Aggression


Lens on the Social Dynamics of Bullying

Highlights of Observational Playground Research• Bullying interaction occurs once every 7 minutes • From afar, many bullying interactions resemble “rough

and tumble play” – need sound to know what is going on

• Children hide bullying from teachers on duty• Teachers rarely intervened (too few on playground,

unable to identify)


Peers are the Audience for Bullying

• Peers present in 88% of bullying episodes

• The more peers present, the longer the bullying episode lasts

• Peers can be part of solution or part of the problem


Intervening

25%Joining in the Bullying 21%

Passively Watching 54%

Peers Can be Part of the Solution

• In 19% of bullying episodes a peer intervened to stop bullying

• In 47% - intervener was verbally or physically aggressive

• In 53% - intervener used positive strategies • In majority of episodes (57%), intervention

stopped bullying within 10 seconds, regardless of whether strategy was appropriate or aggressive


Interpretations of Playground Research

• Bullying unfolds in front of peers – doubly hurtful (pain from bullying and pain from public humiliation)

• Peers’ presence and attention reinforces bullying behaviour

• Watching bullying may create anxiety in some onlookers, and over time may promote desensitization & moral disengagement (not caring)

• Peers rarely intervene because of fear of retaliation, stigma, or desensitization


Implications of Playground Research for Children and Youth

Education : Objective: shift young people from passive watching

to taking actionMessage: Choose at least 1 of 3 strategies – and do

it! 1. Support the child/youth who is victimized,

reduce attention given to child/youth who is bullying

2. Assertively tell the child/youth who is bullying to stop

3. Report the bullying to a responsible adult


Child’s or Youth’s relationships with family, peers, adults

Child or Youth’s needs, strengths,challenges


Bullying is a Relationship Problem that Requires Relationship Solutions

Keep a dual focus on

Lens on the Child’s Needs

“Scaffold” Relationship Skills: e.g., problem-solving, empathy, resisting peer pressure, assertive communication, leadership, respecting rights of self and others

• Role playing and rehearsing is helpful to build these skills

• Encourage intervening with a “buddy” – this makes it more comfortable


Lens on the Child’s Relationships:Role of Adults

• Develop knowledge of bullying and appropriate prevention/ intervention strategies

• Personal reflection about using power in relationships with children

• Model respectful relationships • Develop sense of responsibility to take action

when bullying is observed or reportedTattling = Trying to get someone into trouble

Reporting = Trying to get someone out of trouble


Lens on the Child’s Relationship: Creating Social

Dynamics“Social Architecture”• Increase supervision • Offer structured activities (e.g., arts, sports, recreational,

cultural, service etc.)• Organize children’s groupings to promote positive grouping

and to discourage cliques – e.g., choosing teams for a baseball game (if you let children choose, some will be left out)


Supporting Children and Youth who Bully

Lens on the Individual • Assess strengths and challenges• Scaffold development of relationship skills:Ability to put oneself in shoes of another

and empathizeAppreciation of the rights of othersAppreciation of consequences of actions

on othersControl of impulsivity and angerFinding ways to get peer attention and

admiration that are positive for self and others


Supporting Children and Youth who Bully

Lens on their Relationships• Assess strengths and challenges –

with parents, siblings, peers, significant adults in the child’s life

• Address relationships where power is abusedthat are hurtful make the child feel disrespectedmodel or reinforce bullying

behaviour © Promoting Relationships and Eliminating Violence Network, 2007

Develop Formative Consequences for Children who

Bully Formative consequences are activities that provide a clear message that bullying is unacceptable while scaffolding relationship skills, e.g.,

• Watch a video or read a book and prepare a response for a subsequent meeting

• Do a role-play • Create a presentation for younger children• Do a research project that examines power and

aggression• Participate in community service, like organizing

a game or activity for younger children © Promoting Relationships and Eliminating Violence Network, 2007

Supporting Children and Youth who are Victimized: Lens on the Individual

Individual• Recognize courage for reporting• Assess individual strengths and challenges• Scaffold development of: Appreciation of personal right to be

respectedAbility to manage negative emotions Projecting confidence to others Communicating assertivelyOptimism that problem can be solved


Supporting Children and Youth who are Victimized: Lens on their

Relationships• Assess strengths and challenges – with

parents, siblings, peers, other significant adults

• Address challenging relationships that over-protect or make the child feel disrespected

• Provide “buddy” relationships to ensure safety

• Provide opportunities for friendships with peers – through structured activities


Promote Healthy Relationships Throughout Childhood and

AdolescenceBullying problems occur in relationships throughout the

lifespan• Start early• Tailor to children’s needs and capabilities at each

developmental stage• Tailor for the different needs of boys and girls• Tailor for different settings (family, school, recreation,

sports)


Imagine that in 10 years, through PREVNet’s social innovation, we:

• Lead the world in our approach to bullying and promoting healthy relationships.

• Substantially improve Canada’s World Health Organization ranking in bullying and victimization

• Decrease the health, education, and justice costs for our children and youth

• Enhance social capital, school engagement, and seriously cut back on crime

• Promote healthy relationships, respect, social cohesion, social responsibility and citizenship in our children and youth


Documents

Bullying and Victimization: The Relationship Perspective © Promoting Relationships and Eliminating Violence Network, 2007