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Homesafe Presents

Bullying. Bullying is aggressive behavior that is intentional and involves an imbalance of power or strength. Typically, it is repeated over time. A child who is being bullied has a hard time defending himself or herself.. Direct Forms of Bullying. Physical - . Hitting, punching, shoving. Verbal

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Homesafe Presents

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    1. Homesafe Presents Stop the Bullying Presented by Becky Courtney

    2. Bullying Bullying is aggressive behavior that is intentional and involves an imbalance of power or strength. Typically, it is repeated over time. A child who is being bullied has a hard time defending himself or herself.

    3. Direct Forms of Bullying Physical -

    4. Indirect Form of Bullying The bully gets someone else to engage in the bullying behavior against the target.

    5. Adult Response to Bullying Adults are often unaware of bullying problems. In one study, 70% of teachers believed that teachers intervene “almost always” in bullying situation; only 25% of students agreed with this assessment. (Charach et al., 1995)

    6. 25% of teachers see nothing wrong with bullying or putdowns and consequently intervene in only 4% of bullying incidents. (Cohn & Canter, 2002)

    7. Students often feel that adult intervention is infrequent and unhelpful and they often fear that telling adults will only bring more harassment from bullies. (Banks, 1997)

    8. Bullying is a form of victimization, not conflict. Mediating a bullying incident may send inappropriate messages to students who are involved such as “You are both partly right and partly wrong” or “We need to work out this conflict between you.”

    9. The appropriate message to the child who is being bullied should be:

    10. The appropriate message for the bully should be:

    11. It may be very upsetting for a child who has been bullied to face his or her tormenter.

    12. How common is Bullying? Approximately 30 percent of all children and youth in grades 6 through 10 have been bullied or have bullied other children according to research published in the Journal of the American Medical Association (Nansel et al., 2001).

    13. Effects of Bullying Bullying can have serious effects on children who are bullied. These children are more likely than their peers to be depressed, lonely, and anxious; have low self-esteem; feel unwell; have more migraine headaches; and think about suicide (Limber, 2002).

    14. Where does bullying happen? 48% hallways and stairs 32% in class with teacher absent 29% in gym class/locker rooms 27% in class with teacher present 24% in lunchroom 17% in bathroom 15% on the bus 16% on the way to and from school

    15. On-The-Spot Intervention Stop the Bullying DO: Stand between the child(ren) who bullied and those who were victimized, preferably blocking eye contact between them. Set ground rules for all participants. “I want you to listen and not talk.”

    16. DON’T Don’t get inot a verbal or physical tussel Don’t send any students away – especially bystanders Don’t ask about or discuss the reason for the bullying or try to sort out the facts now

    17. Support the child who has been bullied in a way that allows him/her to regain self-control and to “save face” Stand close beside the child who has been bullied Make minimal eye contact – just enough to gauge emotions Physically comfort the child ONLY if you think it will not cause him/her to lose control or feel more embarrassed

    18. DO’s continued Make a point to see the child later in private if s/he is very upset Let his/her teacher(s) know what happened to provide additional support and protection.

    19. DON’T Don’t get “in the child’s face” if they have been bullied Don’t ask the bullied child to tell you what happened. Don’t offer lots of sympathy (words or actions) on the spot – wait until later

    20. DO State what you saw/heard; label it bullying; sate that it is against the school rules: “The words I heard you use are against our rules about bullying.” “Leaving someone out of a game is exclusion and is against our rules about bullying.” “That was bullying. I won’t allow students to push or hurt each other that way.”

    21. DO’s continued Use a matter-of-fact tone of voice to let the student who bullied know exactly what behaviors are not OK and why State your feelings about the behavior. “Harsh words like those upset me!”

    22. DON’T Do not accuse – simply state the facts ( I saw; I heard; it has been reported to me that…) Don’t engage students in a discussion or argument about the facts now.

    23. Empower the Bystander DO Use a calm, matter-of-fact, supportive tone of voice to let bystanders know that you noticed their inaction OR That you are pleased with the way they tried to help – even if they were unsuccessful

    24. Bystander DO’s continued Give bystanders a way to save face “Maybe you weren’t comfortable intervening or didn’t know what to do…” Let them know that you are disappointed that they did not respond this time and that you expect them to take a more active role next time

    25. DON’T Don’t scold bystanders for not getting involved. Don’t ask bystanders to state what happened or explain their behavior at this point.

    26. DO Impose immediate and appropriate consequences for students who bully Let the students know that you will be watching them and their cohorts closely to be sure there is no retaliation against the victimized student(s).

    27. DO NOT Do not require students to apologize during the heat of the moment. (all should have time to cool off) Do not make a plan for the students who bully to meet with the victimized student even with adult support (unless the victimized student later requests it and both parties volunteer to meet).

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