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Bullying

Bullying. by Brittany Hammond. “I would rather be a little nobody, than to be a evil somebody.” – Abraham Lincoln. What is a bully?. a. A noisy, blustering overbearing fellow, more distinguished for insolence and empty menaces, than for courage, and disposed to provoke.

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Bullying

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  1. Bullying by Brittany Hammond “I would rather be a little nobody, than to be a evil somebody.” – Abraham Lincoln

  2. What is a bully? a. A noisy, blustering overbearing fellow, more distinguished for insolence and empty menaces, than for courage, and disposed to provoke b. A young hoodlum who revels in making peoples lives a misery during school years c. A blustering, quarrelsome, overbearing person who habitually badgers and intimidates smaller or weaker people Noah Webster

  3. Survey Results (53 responses) Were you ever bullied? Yes: 83% No: 17% Did you ever bully someone? Yes: 43% No: 57% Did you ever witness someone being bullied? Yes: 85% No: 15% If yes, did you try to stop the bully? Yes: 60% No: 40%

  4. Background Information stopbullying.gov • Happens to 1 in 3.5 students • Mostly occurs in middle school • Intervening stops bullying within 10 seconds 57% of the time • Four types: • Verbal • Social • Physical • Cyber • Could lead to: • Harassment • Hazing • Assault

  5. Risk Factors stopbullying.gov • At Risk Students: • Perceived as different/weak • Depressed, low self-esteem • Few friends • Possible Bullies: • Popularity-driven • Dominating • Aggressive • or…Depressed, isolated, etc.

  6. Possible Effects stopbullying.gov • Depression • Anxiety • Declining academics • Suicide/suicidal thoughts • Retaliation “For me, [“Pumped Up Kicks”] was really an observation about something that’s happening in youth culture…I guess I wanted to reveal that internal dialogue of a kid who doesn’t have anywhere to turn…” – Mark Foster

  7. Developmental Differences Among Bullies, Victims, and Bully/Victims O’Brennan, Bradshaw, & Sawyer Summary: The study used information gathered from 24,345 K-12 students to determine the relationships between developmental effects (interpersonal relations, aggression, impulsiveness, etc.) and bullies, victims, and bully/victims. The study found that bullies are the most likely to be aggressive in nature, while victims are likely to focus their energies internally. Bully/victims are at the greatest risk for social-emotional issues, given their unique experiences on both sides of the spectrum. Educators, parents, etc. should become knowledgeable of the risk factors associated with bullying so as to prevent its associated effects from perpetuating throughout each grade level.

  8. Virginia Board of Education www.doe.virginia.gov/support/prevention/bullying/model_policy_to_address_bullying_in_va_schools.pdf • Virginia’s 2013 General Assembly definition of bullying: • Aggressive, unwanted behavior • Intended to harm, intimidate, or humiliate • Involves real or perceived power imbalance • Repeated over time or causes severe emotional trauma • Includes cyber bullying • Does not include ordinary teasing, horseplay, argument, or peer conflict

  9. Virginia Board of Education www.doe.virginia.gov/support/prevention/bullying/model_policy_to_address_bullying_in_va_schools.pdf Summary: The effects of bullying impact a broad spectrum of individuals and create a poor school climate. Schools must use evidenced-based practices and age-appropriate strategies to stop and prevent bullying. Policies must be implemented which appropriately address bullying, and should include various elements, such as communication forums for parents, reporting and intervention systems, and annual student/teacher training/education. In addition, policies must hold bullies accountable and address issues that arise with appropriate consequences.

  10. What Teachers Can Do stopbullying.gov “Those words cut deep but they don’t mean you’re all alone/And you’re not invisible” – Hunter Hayes in “Invisible” • Model RESPECT • Show EMPATHY • Promote COMMUNICATION • Encourage UNDERSTANDING • Inspire ACTION

  11. You see one of your students bullying another student… What do YOU do? You determine that your school does not appropriately address bullying. What do YOU do?

  12. References O’Brennan, L. M., Bradshaw, C. P., & Sawyer, A. L. (2009). Examining developmental differences in the social-emotional problems among frequent bullies, victims, and bully/victims. Psychology in the Schools, 46(2), 100-115. doi: 10.1002/pits.20357 Virginia Board of Education. (2013). Model policy to address bullying in Virginia public schools. Retrieved from www.doe.virginia.gov/support/prevention/bullying/model_policy_to_address_bullying_in_va_schools.pdf www.stopbullying.gov

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