Copyright Interfaith Center for Peace and Dr. Tricia S. Jones, 2006. Bullying Prevention: CRETE Training Day 3 Presentation prepared by Madeleine G. Trichel,

Copyright Interfaith Center for PeaCopyright Interfaith Center for Peace and Dr. Tricia S. Jones, 2006.ce and Dr. Tricia S. Jones, 2006.

Bullying Bullying Prevention:Prevention:

CRETE Training CRETE Training Day 3Day 3

Presentation prepared byPresentation prepared by

Madeleine G. Trichel, Interfaith Center for PeaceMadeleine G. Trichel, Interfaith Center for PeaceColumbus, Ohio 43201Columbus, Ohio 43201

AndAnd

Tricia S. Jones, Ph.D., Temple UniversityTricia S. Jones, Ph.D., Temple University

Philadelphia, PA 19122Philadelphia, PA 19122


CONVERSATION BUDDIESCONVERSATION BUDDIES

Purpose:Purpose: to prepare for later activities that require partners for to prepare for later activities that require partners for conversation.conversation.

Goal:Goal: Everybody will have a different partner for each Everybody will have a different partner for each conversation.conversation.

Method:Method:1. Leave your table, taking conversation Buddy sheet and pen or 1. Leave your table, taking conversation Buddy sheet and pen or pencil.pencil.2. Find a “Buddy” for the first blank and each sign the other’s 2. Find a “Buddy” for the first blank and each sign the other’s paper. Return the paper to its original owner.paper. Return the paper to its original owner.3. Find a different person and each sign the next blank on the 3. Find a different person and each sign the next blank on the other’s sheet.other’s sheet.4. Repeat until all blanks are signed by different people.4. Repeat until all blanks are signed by different people.

Note:Note: If you can’t find someone for a particular number,If you can’t find someone for a particular number,* Wail loudly until you are noticed;* Wail loudly until you are noticed;* Stand on a chair and shout;* Stand on a chair and shout;* Stand and watch and wait for the chaos to subside;* Stand and watch and wait for the chaos to subside;* Sit down. It will all work out!* Sit down. It will all work out!


A Conversation1. Think of a time when you were a young student and had an experience of bullying.

2. Who was there? What happened? Do you still have feelings about it?

3. Find your first Conversation Buddy. Then form a group of 4 with another pair of Conversation Buddies.

4. Share your memory with the small group. As you talk, notice any common experience, feelings, or themes.



It can be useful to think It can be useful to think about bullying in about bullying in

relationship to the five relationship to the five basic needs identified by basic needs identified by

William Glasser.William Glasser.


Security--Security--the feeling that we the feeling that we are safe.are safe.


Power--knowing that we are good at something and can succeed.


Belonging--having friends, family, people who care about us.


Freedom--some choice over our lives.


Fun--laughter, joy, play, amusement.


Children will attempt to meet their needs in a way that makes sense to them at the time. Sometimes the choices they make are not healthy or safe choices. They are still learning. Our responsibility is to help them learn positive ways to get their needs met.



Bullying, unlike isolated conflicts Bullying, unlike isolated conflicts between individuals, occurs when a between individuals, occurs when a student or group of students targets student or group of students targets an individual repeatedly over time, an individual repeatedly over time, using physical or psychological using physical or psychological aggression to dominate the victimsaggression to dominate the victims

RepeatedRepeatedIntentionalIntentionalGoal is to Create and Enforce an Imbalance of Goal is to Create and Enforce an Imbalance of

PowerPower


Forms of BullyingForms of Bullying

Direct – the bully personally enacts Direct – the bully personally enacts bullying at the targetbullying at the target

Indirect – the bully gets someone Indirect – the bully gets someone else to engage in the bullying else to engage in the bullying behavior against the target. behavior against the target.


Direct BullyingDirect Bullying

Physical- Hitting, kicking, shoving, Physical- Hitting, kicking, shoving, spitting, property destruction, spitting, property destruction, physical restraint, unwanted sexual physical restraint, unwanted sexual physical contactphysical contact

Verbal – Taunting, teasing, name Verbal – Taunting, teasing, name calling, degrading commentscalling, degrading comments

Nonverbal – Threatening gestures, Nonverbal – Threatening gestures, obscene gestures, spatial invasion, obscene gestures, spatial invasion, staringstaring


Indirect BullyingIndirect Bullying

Physical – getting another person to Physical – getting another person to assault someoneassault someone

Verbal – spreading rumors about a Verbal – spreading rumors about a person but hiding that you are the person but hiding that you are the source; cyber-bullying a potential source; cyber-bullying a potential formform

Nonverbal – deliberate exclusion Nonverbal – deliberate exclusion from a group or an activityfrom a group or an activity


Playing, Fighting or Playing, Fighting or Bullying???Bullying???

Rough PlayRough Play Real FightingReal Fighting BullyingBullyingUsually friends; Usually friends; often repeated, often repeated, same playerssame players

Usually not Usually not friends; typically friends; typically not repeated not repeated

Typically not Typically not friends, generally friends, generally repeatedrepeated

Balance of powerBalance of power Power relatively Power relatively equalequal

Unequal powerUnequal power

No intent to harmNo intent to harm Intent to harmIntent to harm Intent to harm Intent to harm and disempowerand disempower

Affect is friendly, Affect is friendly, positive, mutualpositive, mutual

Affect is negative, Affect is negative, hostile, mutualhostile, mutual

Affect is negative, Affect is negative, hostile, differs for hostile, differs for aggressor and aggressor and targettarget


Why Focus on Bullying?Why Focus on Bullying?

Short-term effects for targets: lower self-Short-term effects for targets: lower self-esteem, depression, illness, absenteeismesteem, depression, illness, absenteeism

Long-term effects for targets: severe Long-term effects for targets: severe depression, suicidal ideation, self-depression, suicidal ideation, self-destructive behavior, suicidedestructive behavior, suicide

Impact on Bystanders Impact on Bystanders School social climateSchool social climate Bullies escalate aggression in adolescence Bullies escalate aggression in adolescence

and adulthood (Olweus study, bullies were and adulthood (Olweus study, bullies were 4 times as likely to have 3 or more 4 times as likely to have 3 or more convictions by age 24)convictions by age 24)


How Bad is the ProblemHow Bad is the Problem

30% of school kids regularly involved in 30% of school kids regularly involved in bullyingbullying

15% of students severely stressed by 15% of students severely stressed by encounters with bulliesencounters with bullies

8% are bullied at least once a week8% are bullied at least once a week 160,000 students miss school every day 160,000 students miss school every day

because of fear of bulliesbecause of fear of bullies 20% are scared throughout the day20% are scared throughout the day 10% of dropouts dropped out because of 10% of dropouts dropped out because of

repeated bullyingrepeated bullying


What are some myths of What are some myths of bullying?bullying?

Bullying is just a “normal” part of childhood.Bullying is just a “normal” part of childhood. Children who bully just suffer from low self-Children who bully just suffer from low self-

esteem.esteem. Victims just needs to learn how to stand up Victims just needs to learn how to stand up

for themselves.for themselves. Victims bring bullying on themselves.Victims bring bullying on themselves. Bullying only happens when physical Bullying only happens when physical

violence is involved.violence is involved. Adults should stay out of it.Adults should stay out of it.


How Can You Identify a How Can You Identify a BullyBully

Student regularly engages in hurtful teasing, Student regularly engages in hurtful teasing, name calling or intimidation of others name calling or intimidation of others (especially those who are smaller and weaker)(especially those who are smaller and weaker)

Student thinks s/he is superior to others Student thinks s/he is superior to others (contemptuous)(contemptuous)

Student who encourages others to hurt Student who encourages others to hurt smaller/weaker studentssmaller/weaker students

Students who have little empathyStudents who have little empathy Student who seem to desire power and Student who seem to desire power and

controlcontrol


Where Does Bullying Where Does Bullying Happen?Happen?

48% Hallways and stairs48% Hallways and stairs 32% In class with teacher absent32% In class with teacher absent 29% In gym class/locker rooms29% In gym class/locker rooms 27% In class with teacher present27% In class with teacher present 24% In lunchroom24% In lunchroom 17% In bathroom17% In bathroom 15% On the bus/at the busstop15% On the bus/at the busstop 16% On the way to and from school16% On the way to and from school

(Unnever et al, 2001, survey of 2,472 grade 6-8 (Unnever et al, 2001, survey of 2,472 grade 6-8 students in Virginia).students in Virginia).


Who Are Likely Targets of Who Are Likely Targets of Bullying?Bullying?

““Passive” TargetsPassive” Targets Quiet, cautious, sensitiveQuiet, cautious, sensitive Insecure, less confidentInsecure, less confident Physically weaker than peersPhysically weaker than peers Find it easier to associate with adults than Find it easier to associate with adults than

peerspeers ““Provocative” TargetsProvocative” Targets

ADD, ADHD,ADD, ADHD, Hot tempered, especially when sensing Hot tempered, especially when sensing

unfairnessunfairness Clumsy, immature or developmentally delayedClumsy, immature or developmentally delayed


Cyberbullying/ technobullying is a Cyberbullying/ technobullying is a growing problem.growing problem.

Email,Email, Mobile or cell phones,Mobile or cell phones, Internet bulletin Internet bulletin

boards and chat boards and chat rooms,rooms,

Instant messaging.Instant messaging.


Cyberbullying:Cyberbullying:

Slurs on websites or Slurs on websites or blogsblogs

Mean or threatening Mean or threatening instant messages instant messages (IM)(IM)

Using camera Using camera phones to take phones to take embarrassing photos embarrassing photos and posting on and posting on websiteswebsites

Circulating gossip, Circulating gossip, rumors, and votingrumors, and voting

Particularly harmful Particularly harmful because:because:

Aggressor can hide Aggressor can hide and be anonymousand be anonymous

Spreads rapidly to Spreads rapidly to large audiencelarge audience

Little fear of Little fear of punishmentpunishment

Often not reported--Often not reported--victims fear losingvictims fear losing accessaccess to electronic to electronic communication.communication.


One way to understand bullying is One way to understand bullying is through looking at these analogies:through looking at these analogies:

Spouse abuse.Spouse abuse.

Sexual harassment.Sexual harassment.

All involve imbalance of power; in all All involve imbalance of power; in all these forms of abuse the perpetrator these forms of abuse the perpetrator blames the victim for the abuse. In blames the victim for the abuse. In all three the victim may blame all three the victim may blame himself or herself for the abuse, if it himself or herself for the abuse, if it is not stopped.is not stopped.


“It is important to remember that bullying is not about anger or conflict; it’s about contempt-- a powerful feeling of dislike toward someone considered to be worthless, inferior and undeserving of respect.”

Barbara Coloroso


How has society reacted to abuse?How has society reacted to abuse?

Through denial. Through denial. “It’s not “It’s not important;” “He didn’t mean it.”important;” “He didn’t mean it.”

By blaming the victim or asking By blaming the victim or asking the victim to solve the problem: the victim to solve the problem: “You should wear different “You should wear different clothes;” “She just does it because clothes;” “She just does it because she knows it bothers you.”she knows it bothers you.”


Bullying affectsBullying affects

The one who bullies,The one who bullies, The person who is bullied,The person who is bullied, The bystanders.The bystanders.

Effective Bully prevention and intervention programs must

address the needs of all three in a school-wide, comprehensive

approach.



Conversation #2Conversation #2(with “jigsaw”)(with “jigsaw”)

Taking your “Stop Bullying Now” packet Taking your “Stop Bullying Now” packet with you, find Conversation Buddy #2. with you, find Conversation Buddy #2. Form a group of 4 with another pair.Form a group of 4 with another pair.

Each person in the group will read 1 of Each person in the group will read 1 of the 4 articles in the packet. (Quickly the 4 articles in the packet. (Quickly decide who will read which one.)decide who will read which one.)

When everyone has read the chosen When everyone has read the chosen article, report to the group on what you article, report to the group on what you have read.have read.


The Olweus approach The Olweus approach involvesinvolves

Positive school, group, & home Positive school, group, & home climate,climate,

Clear behavior expectations and Clear behavior expectations and consistent penalties for aggression.consistent penalties for aggression.

Adults spending time with students.Adults spending time with students.


Foundations of Foundations of Bullying PreventionBullying Prevention

Safe and affirming school climateSafe and affirming school climate1. Penalties for 1. Penalties for

aggression:aggression: inevitableinevitable

predictablepredictable escalatingescalating

2. Positive climate, 2. Positive climate, tone, and modelingtone, and modeling

3. Adults spend non-3. Adults spend non-academic time with academic time with young people.young people.


Understanding the “Players”Understanding the “Players”

Follower

Bully

Passive BullyTarget

PassiveSupporter Disengaged

Onlooker

Possible Defender

Defender

AuthorityFigure


““The Players”The Players”

Follower/Henchmen – Joins in but does not start Follower/Henchmen – Joins in but does not start the bullyingthe bullying

Passive Bully – supports the bullying and often Passive Bully – supports the bullying and often urges on others but does not take active parturges on others but does not take active part

Passive Supporter – likes to see bullying, finds it Passive Supporter – likes to see bullying, finds it entertaining, but does not display active supportentertaining, but does not display active support

Disengaged Onlooker – sees the bullying but does Disengaged Onlooker – sees the bullying but does not consider it relevant to him/hernot consider it relevant to him/her

Possible Defender – dislikes bullying, thinks they Possible Defender – dislikes bullying, thinks they should step in, but doesn’tshould step in, but doesn’t

Defender – comes to the aid of the targetDefender – comes to the aid of the target


What Adults SHOULD DoWhat Adults SHOULD Do

1. On-the-spot interventions1. On-the-spot interventions 2. Follow-up discussions with children 2. Follow-up discussions with children

who are bulliedwho are bullied 3. Follow-up discussions with children 3. Follow-up discussions with children

who bullywho bully 4. Staff information sharing4. Staff information sharing


On-the-Spot InterventionsOn-the-Spot InterventionsThe “Teachable Moment”The “Teachable Moment”

1. Stop the bullying1. Stop the bullying 2. Support the victim2. Support the victim 3. Name the bullying behavior3. Name the bullying behavior 4. Refer to school rules4. Refer to school rules 5. Impose immediate consequences 5. Impose immediate consequences

(where appropriate)(where appropriate) 6. Thank defenders6. Thank defenders 7. Encourage bystanders7. Encourage bystanders


Follow-Up InterventionsFollow-Up Interventions

1. Report the incident, increase adult vigilance 1. Report the incident, increase adult vigilance and communication, and prevent retaliation.and communication, and prevent retaliation.

2. Identify staff person to talk with parties2. Identify staff person to talk with parties 3. Conduct separate talks with the child bullied 3. Conduct separate talks with the child bullied

and the child bullyingand the child bullying 4. Implement supports for the child who is bullied.4. Implement supports for the child who is bullied. 5. Impose consequences for the children who 5. Impose consequences for the children who

bully.bully. Talk with parents.Talk with parents. Follow-up with the involved individuals later.Follow-up with the involved individuals later.


Adults Spend Time with Adults Spend Time with StudentsStudents

CounselAggressiveStudents

Supportthose who

are"targeted"

Activatebystanders


Counseling Aggressive Youth

Help students think about these questions after they know what their consequences are:

What did you do?What did you do? What was wrong What was wrong

with that?with that? What problem What problem

were you trying to were you trying to solve?solve?

How will you solve How will you solve that problem next that problem next time?time?


As students reflect on their behavior, they learn how their behavior affects others and find different ways to meet their needs.


Special EmphasisSpecial Emphasisfor Aggressive Studentsfor Aggressive Students

Recognize the legal, social, and personal Recognize the legal, social, and personal consequences of violence/ abuse.consequences of violence/ abuse.

Identify and seek support from those who care Identify and seek support from those who care for the abuser as a person--not in the bully role.for the abuser as a person--not in the bully role.

Gain a more accurate and thorough self-concept.Gain a more accurate and thorough self-concept. Improve social problem-solving and anger Improve social problem-solving and anger

management skills.management skills. Increase the ability to empathize with victims Increase the ability to empathize with victims

and bystanders.and bystanders.Dr. Richard Hazler, Ohio University Dr. Richard Hazler, Ohio University

and Dr. JoLynn Carney, Youngstown State Universityand Dr. JoLynn Carney, Youngstown State University


Supporting the ChildSupporting the Childwho is Targetedwho is Targeted

For the child who is targeted, bullying For the child who is targeted, bullying is a loss experience:is a loss experience:

Loss of safety,Loss of safety, Loss of self-esteem: Loss of self-esteem: “They bully “They bully

you, then you bully yourself.”you, then you bully yourself.” Loss of belonging,Loss of belonging, Loss of control over own life.Loss of control over own life.


How do we support youth How do we support youth who experience loss? who experience loss?

We protect them from more We protect them from more losses, comfort them and help losses, comfort them and help them not blame themselves for them not blame themselves for what has happened. what has happened.

We don’t usually tell them to We don’t usually tell them to pretend it doesn’t hurt. pretend it doesn’t hurt.

We teach them coping skills.We teach them coping skills.


Special EmphasisSpecial Emphasisfor “Targeted” Studentsfor “Targeted” Students

Avoid giving the abuser an emotional Avoid giving the abuser an emotional payoff.payoff.

Be physically and verbally assertive (not Be physically and verbally assertive (not aggressive).aggressive).

Practice necessary behaviors.Practice necessary behaviors. Consider doing the unexpected.Consider doing the unexpected. Strengthen continuing friendships and Strengthen continuing friendships and

make new ones.make new ones.Dr. Richard Hazler, Ohio University Dr. Richard Hazler, Ohio University

and Dr. JoLynn Carney, Youngstown State Universityand Dr. JoLynn Carney, Youngstown State University


•Family intervention to encourage independence as well as support.•Develop an understanding of the abuser as a person.•Seek support when necessary.•Gain a more accurate and thorough self-concept.

Dr. Richard Hazler, Ohio University and Dr. JoLynn Carney, Youngstown State University


What Can I Do if I am Being What Can I Do if I am Being Bullied?Bullied?

HA HA, SO

Help Humor Self-Talk

Assert Avoid Own It “Bully-Proofing Your School: A Comprehensive Approach,” Garrity, Jens, Porter, Sager and Short-Camilli. Reclaiming children and Youth, Spring, 1996.


Activating BystandersActivating Bystanders

We encourage youth toWe encourage youth to

Speak up to bullies,Speak up to bullies,

Ask adults for help,Ask adults for help,

And reach out as And reach out as friends to isolated friends to isolated peers.peers.


What Can I Do if I See What Can I Do if I See Someone Being Bullied?Someone Being Bullied?

C A R E

Creating Problem Solving

Adult Help

Relate and Join

Empathy“Bully-Proofing Your School: A Comprehensive Approach,” Garrity, Jens, Porter, Sager and Short-Camilli.Reclaiming Children and Youth, Spring, 1996.


Rules for Bully-ProofingRules for Bully-ProofingOur ClassroomOur Classroom

1. We will not bully other students.1. We will not bully other students.

2. We will help others who are being 2. We will help others who are being bullied by speaking out and by bullied by speaking out and by getting adult help.getting adult help.

3. We will use extra effort to include 3. We will use extra effort to include all students in activities at our school.all students in activities at our school.

““Bully-Proofing Your School: A Comprehensive Approach,” Garrity, Jens, Porter, Sager and Short-Camilli. Bully-Proofing Your School: A Comprehensive Approach,” Garrity, Jens, Porter, Sager and Short-Camilli. Reclaiming children and YouthReclaiming children and Youth, Spring, 1996., Spring, 1996.


School Rules Against School Rules Against BullyingBullying

We will not bully others.We will not bully others. We will try to help students who are We will try to help students who are

bulliedbullied We will make it a point to include We will make it a point to include

students who are easily left out.students who are easily left out. When we know somebody is being When we know somebody is being

bullied, we will tell an adult at school bullied, we will tell an adult at school and an adult at home.and an adult at home.


Sharing Information with Sharing Information with StaffStaff

Who needs to be involved?Who needs to be involved? How are incidents reported?How are incidents reported?

– Between teachers and staffBetween teachers and staff– To administratorsTo administrators

How is information shared with How is information shared with parents?parents?

How is information shared with How is information shared with involved students?involved students?


Use Consistent Use Consistent ConsequencesConsequences

Identify positive consequences for Identify positive consequences for active defendingactive defending

Train students to make some display Train students to make some display of support if possibleof support if possible

Train students to avoid intervening in Train students to avoid intervening in physical bullyingphysical bullying

Encourage group responseEncourage group response


Encourage Parental Encourage Parental InvolvementInvolvement

Have parents on the bullying Have parents on the bullying prevention committeeprevention committee

Provide bullying prevention Provide bullying prevention discussions at PTOdiscussions at PTO

Have bullying prevention literature at Have bullying prevention literature at home room nights and home room nights and parent/teachers conferenceparent/teachers conference

Keep parents informed through lettersKeep parents informed through letters



Conversation #3Conversation #3(with “jigsaw”)(with “jigsaw”)

Taking the new “Stop Bullying Now” Taking the new “Stop Bullying Now” packet with you, find Conversation Buddy packet with you, find Conversation Buddy #3. Form a group of 4 with another pair.#3. Form a group of 4 with another pair.

Three in the group will each read 1 of the Three in the group will each read 1 of the articles. One person will read the last 2 articles. One person will read the last 2 (shorter) articles. (Quickly decide who (shorter) articles. (Quickly decide who will read which.)will read which.)

When everyone has finished reading, When everyone has finished reading, report to the group on what you have report to the group on what you have read.read.


Other Bully-prevention Programs:Other Bully-prevention Programs:

Don’t Laugh at MeDon’t Laugh at Me(Peter Yarrow and Linda Lantieri)(Peter Yarrow and Linda Lantieri)

Steps to RespectSteps to Respect(Committee for Children)(Committee for Children)

Stop Bullying NowStop Bullying Now(US Dept. of Health and Human Services)(US Dept. of Health and Human Services)

Teaching ToleranceTeaching Tolerance(Southern Poverty Law Center)(Southern Poverty Law Center)


Documents

Copyright Interfaith Center for Peace and Dr. Tricia S. Jones, 2006. Bullying Prevention: CRETE Training Day 3 Presentation prepared by Madeleine G. Trichel,