Preventing Bullying: Empowering Students in Today’s Schools

1. Preventing Bullying: Empowering Students in Today’s Schools Terry W. Neu, Ph. D. Sacred Heart University neut@sacredheart.edu Kenneth J. Caputo Villari’s of North Windham kencap@earthlink.net

2. Caputo and Neu (2005) The act of manipulating another into and emotional or physical state not of their choosing there by causing them to respond in a manner not of their choosing

3. Craig and Pepler (2003) Negative physical or verbal actions that have hostile intent, cause distress to victims, are repeated over time, and involve a power differential between bullies and their victims.

4. The State of Connecticut defines bullying as: “Any overt act (s) by a student or group of students directed against another student with the intent to ridicule, humiliate, or intimidate the other student while on school grounds, or at a school-sponsored activity or on a school bus, which acts are committed more than once against any student during the school year.”

5. One inappropriate act does not qualify as bullying. (The school, however, will investigate the incident and take appropriate action.) • When two students of equal power or strength argue or fight, it is not bullying. • Playful and friendly teasing is not bullying.

6. Examples of bullying include: saying mean or hurtful things, making fun of someone because of their race, religion, etc, hitting, pushing, or shoving, telling lies or spreading false rumors, and completely ignoring or excluding someone from a game, a seat at lunch, etc.

7. Who should be concerned • Parents • Teachers • Coach’s • Anyone working with students

8. Students who are the victims of Bullying • Overexcitability (OE) • Sensitivity • Intensity • Interpersonal problems

9. Students who are the victims of Bullying • Lack of fit in the school environment • Asynchronous Development • Non-stereotypical behavior

10. Symptoms of a child being bullied(NIMH, 2001) • Bumps and bruises • inventing mysterious illnesses to avoid school (for example, stomachaches, headaches, etc.) • missing belongings or money • sleeping problems • bedwetting • irritability • poor concentration • unexpected changes in routine • problems with schoolwork

11. Characteristics Commonly Associated with Bullies (Olweus, 1993) • Control others through verbal threats and physical actions • Quicker to anger and sooner to use force than others • Tend to have little empathy for the problems of the other person in the victim/bully relationship • Chronically repeat aggressive behaviors • Inappropriately perceive hostile intent in the actions of others • Are angry, revengeful

12. Characteristics Commonly Associated with Bullies(Olweus, 1993) • Have more family problems than usual • Parents are poor role models for getting along with others • Parents are poor role models for constructively solving problems • Inconsistent discipline procedures at home • Parents often do not know child's whereabouts • Suffer physical and emotional abuse at home

13. Characteristics Commonly Associated with Bullies(Olweus, 1993) • Are likely to have contact with aggressive groups • See only aggression as a way to preserve their self-image • Perceived physical image is important for maintaining a feeling of power and control • Focus on angry thoughts • Create frustration in peer group • Exhibit obsessive or rigid actions

14. Summary of Factor Analysis of Types of Bullying Experienced by Victims(Peterson and Ray, 2006) • Name-calling---General Bullying • Pushing----------General Bullying • Hitting-----------General Bullying

15. Summary of Factor Analysis(continued from Peterson and Ray, 2006) • Teasing • Poor grades General Bullying (.470) • About appearance General Bullying • About family GB/ Socio-economic • About status GB/ Socio-economic • About intelligence GB/ Ability • About good grades GB (.427)/ Ability

16. Summary of Factor Analysis(continued from Peterson and Ray, 2006) • Damaging possessions General Bullying • Taking possessions General Bullying • Being beaten up General Bullying • Threats General Bullying

17. Most common Forms of Bullying • Verbal and Written Bullying • Name calling, intimidation, and threatening notes or statements • Physical Bullying • Pushing, shoving, hitting, and derogatory or offensive gestures • Social/relationship • Gossiping, telling lies, or excluding others • Cyberbullying

18. Types of Bullies • Casual Bullying • Passive Bullying • Aggressive Bully (Predator) • Group Bully

19. Types of Bullies • Individual Bully (Loner) • High Self-esteem Bully • Low Self-esteem Bully • Cyber Bully

20. Wrist Releases Re-acting to the unexpected

21. Girl to Girl Bullying between girls tend to be more emotional and social in its expression. They also tend to be more vindictive. However, more and more girls are getting physical, and students are just as likely to witness a physical confrontation between two girls as between two boys.

22. Boy to Boy These encounters tend to be a little more straight forward than between girls, but boys will tend to hide their feelings to avoid embarrassment, making it difficult to discover the cause, or even recognize the symptoms present if they are being bullied. Aggressive behavior is what we tend to look for between two boys, but there also can be passive bullying that leads to annoyance and aggressive retaliation out of frustration.

23. Boy to Girl The girl in this instance can be the target of a boy liking them, but not knowing how to handle those feelings constructively, leading to aggressive, insensitive and belligerent behavior. Of greater concern are boys who have learned though media or family to objectify girls, and treat them as objects to be used, not people to be respected.

24. Child to Adult Children who have found ways to manipulate adults into getting their way have discovered an adult they are capable of bullying. For a child, the end will justify the means, so until the adult changes the dynamic, the child will continue to engage in the bullying behavior. Often the child will behave differently with a different adult who has properly established boundaries in the relationship.

25. Adult to Child There is a fine line between bullying and abuse. Bullying is a form of abuse, but it is more subtle. The adult who belittles or does not support the aspirations and needs of the child is what we are defining here. When a parent or teacher leaves a child feeling undervalued, or criticizes them for their efforts is acting the part of the bully. Sarcasm or indifference is indications that an adult is bullying a child.

26. Girl to Boy A girl who is being aggressive or emotionally abusive can be very difficult for a boy, as they will generally feel that it is not socially acceptable to defend themselves against a girl. The boy will also get less support from mediators and peers, as they will be expected to ‘man up’ and not let the situation upset them.

27. Classification of Victims • Social • Situational • Physical • Emotional

28. Environment Based Causes • Unsupervised Community Locations • The Specific Classroom Environment • The Home Environment • The Savannahs of Life

29. Horse Stance

30. Case study of Greg • Dojo and internalized

31. Adult Intervention Situation A: The subject is English, and the teacher was not athletic as a child, and had some difficulties with “Jocks” as a student. Aaron, who reminds this teacher of his younger self, comes into class late and drops his books all over the floor. Steve, a football player, laughs out loud and audibly calls Aaron a “Geek”. The English teacher promptly reprimands Steve, and makes him get up to help Aaron pick up his books before returning to his seat

32. Adult Intervention Situation B: The subject is math, and the teacher was athletic as a child, playing both football and baseball. He was well liked as a student, and handled himself with confidence. Aaron, who is nothing like this teacher in his school years, comes into class late and drops his books all over the floor. Steve, a football player, laughs out loud and audibly calls Aaron a “Geek”. The math teacher tells the whole class to quiet down, then in a gruff tone commands Aaron to hurry up, collect his things and get to his seat.

33. Adult Intervention Situation C: The subject is science, and the teacher’s childhood history is unknown. Aaron, who he knows is not very popular and struggles socially, comes into class late and drops his books all over the floor. Steve, a football player, laughs out loud and audibly calls Aaron a “Geek”. The science teacher informs Steve that his comments are unnecessary, tells the whole class to quiet down, then politely asks Aaron to retrieve his books, and be on time for class in the future.

34. Three Solutions • School wide program • Involves all teachers • Sets up safe zones • Group education meeting for both • Community meetings • Conflict resolution • Individual interventions • The antelope may not like having to be vigilant but the Lion is not going to change his ways. • Practice Interventions

35. Tools • Humor • Taking your space • Believing in yourself