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Presentation for Educators

Bullying. Presentation for Educators. True or False?. Bullying is male behavior. Once a bully always a bully. Bully is a normal part of growing up, mostly just teasing. Bullies are loners, usually insecure and have few friends. Bullying does not have a long term effect on children.

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Presentation for Educators

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  1. Bullying Presentation for Educators

  2. True or False? • Bullying is male behavior. • Once a bully always a bully. • Bully is a normal part of growing up, mostly just teasing. • Bullies are loners, usually insecure and have few friends. • Bullying does not have a long term effect on children.

  3. Research Shows……. • 60 % of boys identified as bullies in grades 6 to 9 had one criminal conviction and 40% had three or more. • Those identified as bullies at age 8 had a one in four chance of having a criminal record by 30. (Norm is one in 20) (Eron and Huessman, 1987) • Emotional stress from bullies can create deficits in a child’s intellectual abilities. (Goleman, 1995) • Bullying also interferes with academic development,and social and personal development. (Craig and Peplar, 1996)

  4. What is bullying?? Harassment, intimidation or bullying (HIB) is any intentional written, verbal, or physical act against another individual as a show of power.

  5. HIB as Abuses of Power • Involves one person or a group of people with power over another. • Usually involves creating fear in the victim. • HIB is a byproduct of that abuse of power. • Victims, enablers, and social culture give silent approval for these behaviors by allowing this behavior by default.

  6. Power/Privilege Chart

  7. Targets of Harassment in School • Bisexual and gay/lesbian respondents were more likely to report harassment than heterosexuals for each type of harassment • Multi-ethnic and Native American adolescents were most likely to be targets of harassment • 4 out of 5 students were harassed on the basis of sexual preference were heterosexual • Half of European-American girls and nearly one-half of boys were targets of racial slurs where they were the ethnic-majority 1995 Seattle teen health survey

  8. Work Background Sexual Behavior Income Age Sexual/ Affectional Orientation Parental Status Race Marital Status Physical Abilities/ Qualities/ Disabilities Ethnicity Religious Beliefs Gender Education Military Experience Geographic Location Primary and secondary parts to Diversity

  9. It’s all about…………. • School climate • School culture • School interactions

  10. Staff responses count---- • Teachers need to understand that their response to bullying makes a difference. • Teachers need to validate a child’s pain and concern when a child comes to them for help. • If you minimize the problem we are sending a message to that child that their fears don’t matter.

  11. Dynamics of Bullying Bully Defender Follower, will carry out act! A G Social Culture B Supporter, helps with verbal taunting C F E Passive defender Disengaged onlooker

  12. Safe Environment • Develop a multicultural atmosphere which is belonging-centered for all. • Take students reports seriously always and respond appropriately. • Use consequences that are related to the offense and teach more responsible choices. • No-tolerance policies means that interventions are based on severity and frequency of the HIB behavior.

  13. Creating a Safe Environment • Develop an atmosphere of trust for students to be able to express their thoughts and feelings. • Teachers must be prepared to respond objectively and consistently when HIB is reported. • Children will not report HIB if it is not responded to consistently. • Teach students how to solve their own conflicts through mediation or conflict resolution.

  14. Who & When do I tell? • Teasing or bullying? If teasing continues and escalates, it becomes HIB. • Provide students a safe means to report bullying to themselves or others.

  15. Who & When do I tell? • Staff needs to tell when further investigation is needed due to severity, frequency, and duration, or when the student wants to make a formal complaint. • Students need to tell when they experience or witness a problem that they can not resolve. When what they try does not work or someone is in danger.

  16. FalseReporting • Prohibit this by policy • Results in serious disciplinary consequences.

  17. Student Training • What is HIB? • What does it look like? • What does it feel like for the bully and the victim? • HIB behavior and the law.

  18. Prevention • Interrupt all HIB behaviors. • Clearly define parameters and no-tolerance policy. • Clearly define, teach, and model the standards of acceptable behaviors. • Engage all staff in standards implementation diligently! • Be present and pay attention!!

  19. Intervention • Establish a NO-tolerance policy. • Communicate parameters and guidelines to all—repeatedly!!! • Involve students, parents, and staff in developing a clear action plan to redirect student behavior. • Create a master list of appropriate consequences for HIB.

  20. Continued….. • Intervene at the lowest level combined with respect. • Consistently intervene at appropriate level based on frequency and severity. • Build on students strengths as a basis for redirection.

  21. Policy • Definition of HIB: intentional act. • Effects of HIB. • Procedures for formal and informal complaints. • Staff reporting requirements. • Prohibition of retaliation and false reporting.

  22. Everybody works together! If your not part of the problem you need to be part of the solution!!

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