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BEYOND BULLYING:
CREATING SYSTEMS AND ENVIRONMENTS FOR SOCIAL SUCCESS AND RESPONSIBILITY
Rona Milch Novick, PhD
Dean, Azrieli Graduate School of Jewish Education and Administration
What Do You Want to Accomplish?
Consider the challenges, problems, areas of concern, or what you would like to see happen more or more frequently (particular to social issues) . . . If you could wave a magic wand . . . What one thing would you change?
Goals/Agenda for Today Consider ecosystems – understanding
bullying a systemic issue Experience the impact of forms of bullying –
engage in activities we can bring back to our schools
Increased knowledge about bullying Strategies that impact our systems in positive
ways, before, during and after bullying occurs
How do Ecosystems Impact Students’ Social Growth
Individual????
MicrosystemFamily, School, Camp, Classroom
ExosystemCommunity, friends, extended family
MacrosystemCustoms, values, laws
Numbers on Back Exercise The sticky note on your back has a number.
You may not see your number, or ask anyone what it is.
When instructed, move around the room looking for 2 others to join you. You want to form a group of 3 that has the highest point value when the numbers on your backs are added.
Once you ask someone to join you, you cannot change your mind.
Once you agree to join a group, you cannot leave that group.
When you have a group of three, sit down.
What did we experience?
What did we learn?
How do the systems our students “live” in mimic this experience?
What We Need
Knowledge – what is bullying, why does it happen
System- Based/Informed SolutionsBeforeDuringAfter
Building Our Knowledge
Bullying
Bullying is the abuse of power to deliberately cause harm to another
Physical – causing physical harmEmotional – hurting another’s self-
esteemSocial – limiting another’s ability to join
social groups or participate in social activities
What Do Children Say? https://www.youtube.com/watch?v=
Xre8zZ_B8Mk
Teen version: https://www.youtube.com/watch?v=VF6cmddWOgU
Re: Amanda Todd
Consider Participant Roles
Students
Bullies
Victims
Bystanders
Families
Bullies
Victims
Bystanders
School/Community
Adults
Bullies
Victims
Bystanders
Bullies: Understanding and Addressing
Clear deficits in empathy
Like generally aggressive children, may have limited problem solving
May have “learned” that bullying pays
Do not require and not responsive to programs to increase self-esteem
Do require extensive intervention to build empathy
Do require clear, consistent consequences for bullying behavior, whether or not empathy is present
Understanding Victims Reactivity is their primary issue Largely pre-wired, difficult to change Have been told to ignore, not react Escalation likely following inaction
Chronic Victim - Characteristics
Passive Passive Shy Few friends Submissive Reacts to bullying with clear distress
Provocative React to bullying with combo of
aggression and anxiety Impulsive Irritating to others
Bystander Issues
85% of all bullying is witnessed by peers Bystanders do not get involved because of
fear of becoming victimdiscomfort with confronting bullyLimited awareness of behavioral options, none of
which are comfortable
How Systems Impact Whether Bystanders Act
Multiple, well-documented social factors influence group and peer dynamics
Dilution of responsibility/Inaction phenomenaPower to conformDehumanization of victims
Bystander Inaction
Can be escalated in groups
Escalated when there is perceived difference
Peer Responses to Bullying
Typical Ignore Laugh Join in Spread rumors Act as lookout
Pro-social Stand up to bully Help victim Lead – do not
follow Tell someone who
can help Distract
bully/victim
Power to Conform
Asch experiment
Where do conformity pressures occur? For students?For adults?
Dehumanization
Where are your system’s blind spots?
Who are the invisible?
How do you inculcate the value of each individual?
Adult Attitudes That Interfere
Isn’t this just part of
childhood
He/she should just clobber the bully – that will
end this
My child is all that matters
I’ve told my child to mind
their own business
What Can We Do?Effective Bully Prevention:A Systems Change Intervention
Assumptions Every child has right to feel safe and valued
Adults must contribute to creation and maintenance of environments that promote the safety and valuing of every child
Bully prevention is an effective vehicle for teaching empathy, compassion, and responsible citizenship
Elements of Successful Bully Prevention
Increased knowledge and awareness of bullying throughout the school community
Shared responsibility for responding to bullying - particularly empowering “bystanders”
Direct teaching of a variety of bully-response strategies
Clear rules/policies/procedures to address bullying
Shared Responsibility/ Policies
How do we create environments where everyone sees their role in setting the tone?What learning
activities?Any physical plant
changes?
How do we create policies to support socially healthy environments?Policy contentPolicy process
Sample Developmental Activities
Early childhood/early elementary – In His/Her Shoes
Middle School – Trial
High School – Discussion Prompts with Assigned Roles
Reactions When Bullying Occurs:What You Do Communicates What Matters in Your System
Three Rules
Do something Do no harm – Protect Initiate (systemic) change
in desired direction
Cases and Solutions
Review the case Review the provided solutions
considering whether they meet the three rules and are protective AND effective
Consider solutions that would have the maximum systemic impact
Conclusions & Questions