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Keynote address. No 2 Bullying Conference, Australia 2013. Impacts of Bullying: what we know and what we can do. Sharlene Chadwick
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The Impacts ofBULLYING:what we know
what we can doand
Keynote Sharlene ChadwickNo2Bullying Conference | 22-23 May 2013 | Gold CoastAustralian and New Zealand Mental Health Association
Bullying behaviours Learned from our interactions and experiences Relationship issue therefore needs a relationship solution Complex social issue requires integrated response
Types
Face to face (direct)
Covert (indirect)
Cyberbullying
Cyberbullying Abusive texts and emails Posting messages or images Imitating and excluding online Inappropriate image tagging
Differs from f2f Sense of anonymity 24/7 and invasive Potential for large audience Internet never forgets
1:4
Statistics and facts
students bulliedeach week
85%are bystanders
22%bullied online
20%cyberbullied – not observed or reported to adults
32%parents stop supervising internet useage from the age 11
FREEACCESS
years old spend 2 hours online every day – home most common place
10-17
Issues for young people online Cyberbullying Selfies Digital reputation Digital citizenship
Increased use of tobacco, alcohol and other drugs
Increase mental health problems – depression and anxiety
Miss or skip school/work
bystander >
Abuse alcohol and other drugs
Instigate fights and vandalise property
Engage in early sexual activity
Criminal convictions and traffic offences
Abusive towards partners and children
person bullying >
Depression and anxiety
Increased feeling of sadness and loneliness
Changes in sleep and eating patterns
Loss of interest in activities
Health complaints
Decreased academic achievement and school participation
person being bullied>
Long term consequences
people who were bullied in childhood are 4 times more likely to have an anxiety disorder as adults
bullies who were also bullied are 14.5 times more likely to develop panic disorder as adults and 4.8 times more likely to experience depression
men who were both bullies and bullied were 18.5 times more likely to have had suicidal thoughts
women who were both bullies and bullied were 26.7 times more likely to develop agoraphobia
bullies who were not bullied were 4.1 times more likely to have anti-social personality disorder
boys who are bullies and bullied are likely to suffer from mental health issues when they reach adulthood (Bradshaw 2013 n:1420)
People who engage in bullying Feel disconnected
Less friendly and cooperative
Level of peer acceptance but are disliked
High self esteem
Lower levels of empathy
People who are bullied
Feel disconnected
High levels of emotionality
Less well acceptance by peers
Low self esteem
Non assertive and socially withdraw
Lack confidence and skills in social interactions
Protective factors
Social connectedness is particularly important for those students who aren’t connected to highly resilient families.
Protective factors
Social connectedness is particularly important for those students who aren’t connected to highly resilient families.
Increase the range ofprotective factors by:
Teaching young people social and emotional skills
Develop empathy in young people
Fostering positive relationships with peers, teachers and other adults
Encouraging help seeking behaviour
Teaching young people knowledge and skills to engage in a positive way with the digital world
Showing them empathy, support and letting them know they’re not alone
be their friend >
Help the person move to a safe place when the bullying may stop
tell a trusted adult >Adults can intervene or stop it when it’s occurring or validate the person being bullied by listening
find a safe place >
Bullying is not ok and we need to demonstrate positive ways of behaving and interacting with each other
be a role model >
The behaviour is encouraged by an audience or laughing.
Let the bully know what they are doing is not ok.
don’t be a spectator>
whole-school
valu
es e
du
cati
on
redesign social interactions focus on student wellbeing
leadership commitment
school culture and ethos
policies and procedures
targeted support
intervention and prevention programs
positive behaviour support
promote positive peer interactions
method of shared concerned
restorative
practices
Approaches
Engaging young people
in school activities and decision making
Enhancement of
physical environment
Professional development
Counselling forindividuals
ParentPartnerships
Positive and respectful peer-teacher; peer-peer and teacher-teacher relationships are maintained
Approaches
Contact details
Sharlene Chadwick
mwww.sharlenechadwick.co
mSharlene Chadwick
@sharlenechadwic
Sharlene Chadwick
