Anti-Bullying & Anti-Harassment

1. October 16, 2007 Anti-Bullying&Anti-Harassment Penny Bisignano, IDE Kathy Lockard, AEA 14 Jaymie Randel, AEA 267 Karolyn Zeller, AEA 11

2. Presentation Information… • The Law • Definition of Bullying • Bullying in Iowa & the Nation • Bullying & Student Achievement • Effects Overtime • Effective Bullying Prevention • What Works & What Doesn’t • Possible Next Steps

3. The Law Purpose Iowa is committed to providing all students with a safe and civil school environment in which all members of the school community are treated with dignity and respect.

4. The Law Findings Harassing and bullying behavior can seriously disrupt the ability of school employees to maintain a safe and civil environment. It can also interfere with the ability of students to learn and succeed.

5. Getting Started… • Listen to the following stories. After hearing these stories, discuss if these are likely situations in your school. • Why or Why Not?

6. Getting Started… • Write down your answers to the following 7 questions on the listening guide…

7. Facts Give these questions your best effort… • What is the most prevalent form of bullying behavior in grades 6, 8, & 11, according to the IYS? 2) What percent of 6th, 8th, & 11th grade students report being bullied in some way one or more times in the past 30 days, according to the IYS?

8. Facts Give these questions your best effort… 3) What percent of students reported being bullied “sometimes” or “more often” during the school term, according to a national survey? 4) What percent of students reported that they bullied others “sometimes” or “more often” during the school term, according to a national survey?

9. Facts Give these questions your best effort… 5) What percent of students do nothing when they see another student being bullied? 6) What percent of students do nothing, but think they should help, when they see another student being bullied? 7) What percent of students try to help when they see another student being bullied?

10. Facts Prevalence of Bullying/Harassment… According to the 2005 IYS… Verbal harassment is the most common form of bullying behavior in grades 6, 8, and 11.

11. Facts

12. Facts Prevalence of Bullying/Harassment… According to the 2005 IYS… Over 50% of 6th, 8th, and 11th graders reported being bullied in some way one or more times in the past 30 days

13. % of Students Bullied in Some Way in the Last 30 Days

14. Facts Prevalence of Bullying/Harassment… According to the first 2001 nationally representative U.S. study of bullying… What percent of students reported being bullied “sometimes” or “more often” during the school term? What percent of students reported that they bullied others “sometimes” or “more often” during the school term? 17% 19% @ 2007 Hazelden

15. Bystander Behavior in Bullying Situation Facts © The Olweus Bullying Prevention Group, 2004

16. Thinking about the information shared thus far, what has struck a chord with you?

17. The Law Policy It is the policy of the state of Iowa that school employees, volunteers, and students shall not engage in bullying or harassing behavior.

18. Facts Prevalence of Bullying/Harassment… According to an anonymous survey of 116 elementary teachers from 7 U. S. schools… 33% of teachers reported that they knew of one or more teachers who had bullied students in the past school year 40% of these teachers reported that they themselves had bullied a student @ 2007 Hazelden

19. Facts Teachers who bully… • You might be a bully if you have ever … • Picked on or embarrassed a particular student in front of other students • Used humor or sarcasm to ridicule or make fun of a student • Played favorites with some students while treating others more harshly • Inappropriately used your power as a disciplinarian with students Hazelden, 2007

20. The Law Provisions of a District Bullying/Harassment Policy • Definition of bullying & harassment • Description of type of expected behavior • Description of consequences and remedial action • Procedures for reporting and investigating

21. What is your definition of bullying and harassment?

22. The Law Definitions Bullying & Harassment… any electronic, written, verbal, or physical act or conduct toward a student which is based on any actual or perceived trait or characteristic of the student and which creates an objectively hostile school environment.

23. Suggestions Definitions Bullying is a form of social interaction, not necessarily long-standing, in which a more dominant individual exhibits aggressive behavior that is intended to, and does, in fact, cause distress to a less dominant individual. More than one bully and more than one target may participate in the interaction. Dorothea Ross (1996)

24. Suggestions Definitions A student is being bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more students. Bullying implies an imbalance in power or strength. The student who is bullied has difficulty defending himself/herself. Dan Olweus (1993)

25. Getting another person to assault someone Spreading rumors Deliberate exclusion from a group or activity Cyber-bullying Suggestions Indirect Bullying Behavior © The Olweus Bullying Prevention Group, 2004

26. Hitting, kicking, shoving, spitting… Taunting, teasing, degrading racial or sexual comments Threatening, obscene gestures Suggestions Direct Bullying Behavior © The Olweus Bullying Prevention Group, 2004

27. Targets relationships and social status to cause harm to peers. It can combine direct and indirect bullying strategies. Suggestions Relational Bullying © The Olweus Bullying Prevention Group, 2004

28. In contrast to what we often read about in the popular press, it’s important to point out that both European and US studies have shown that relational bullying is equally common among both boys and girls, although their techniques tend to vary by gender. (Bvorkvist and Lagerspatz) (Crick) Suggestions Relational Bullying © The Olweus Bullying Prevention Group, 2004

29. Facts Differences in Behaviors & Intent Adapted from Teacher Handbook – Chapter 4; Pages 14-14 @The Olweus Bullying Prevention Group

30. Suggestions Different Behaviors – Different Consequences Rough Play Real Fighting Two 4th grade students come to blows during recess. Two 8th grade students start a fight with each other during athletic practice. Two varsity players throw punches during a Friday night game. • An elementary student spits on a friend’s soccer ball & kicks it away. • Two middle school students wrestle during down time in PE. • A high school student pushes a friend as he walks down the hall.

31. Thinking about the information shared thus far, what has struck a chord with you?

32. The Law Conditions Resulting from Bullying/Harassment 1. Harms student’s person or property. 2. Affects student’s physical/mental health. 3. Affects student’s academic performance. 4. Affects student’s ability to participate -benefit from the services, activities, or privileges provided to a student.

33. Facts Students Who are Bullied… Can have lower academic achievement than their peers Have suicidal ideation much more often than their peers Suffer from anxiety and depression

34. Facts % of Students Who have Planned to or Tried to Commit Suicide

35. Age Color Creed National Origin Race Marital Status Sex Family Status Sexual Orientation Gender Identity Physical Attribution Physical or Mental Ability Disability Ancestry Political Party Preference Socio-economic Status Religion The Law 17 Classes Protected by LawIncludes but not limited to:

36. Facts Characteristics of Students Who are Bullied • Cautious, sensitive, quiet, withdrawn, & shy • Anxious, insecure, unhappy, & low self-esteem • Depressed & engage in suicidal ideation @ 2007 Hazelden

37. Facts Characteristics of Students Who are Bullied • Often do not have a single good friend • Relate better to adults • Physically weaker than their peers, if they are boys @ 2007 Hazelden

38. Facts Characteristics of Students Who Engage in Bullying Behavior • Positive attitude toward violence & use of violent means • Strong need to dominate and subdue others • Impulsive and easily angered • Show little empathy @ 2007 Hazelden

39. Facts Characteristics of Students Who Engage in Bullying Behavior • Defiant and aggressive toward adults • Involved in other antisocial or rule-breaking activities (vandalism, delinquency, substance abuse) • If boys, physical stronger • More likely to own a gun for risky reasons @ 2007 Hazelden

40. Thinking about the information shared thus far, what has struck a chord with you?

41. The Law Provisions of a District Bullying & Harassment Policy • Procedure forreporting, including persons responsible • Procedure for investigationof complaints • Procedure for the publicationof policy

42. Suggestions Harassment and Bullying Prevention What Doesn’t Work… Zero Tolerance Policies Group Treatment for Students Who Bully Conflict Resolution Peer Mediation One Shot Assemblies Ignoring the Problem

43. Coordinating group Assess bullying at school Focus on the school environment Support prevention Train all staff Establish and enforce school rules and policies Suggestions 10 Components of a Quality Bully Prevention Program

44. Increase adult supervision Intervene consistently & appropriately Focus classroom time on bullying prevention Continue the effort over time Suggestions 10 Components of a Quality Bully Prevention Program (cont.)

45. Law First Steps… Share this presentation with staff • Review the definition of bullying/harassment with all school personnel, including volunteers • It may be helpful to provide examples of what bullying/harassment is and is not • Clarify procedures for supervision and on-the-spot intervention when bullying/harassment is observed • It may be helpful to role model an example of an on-the-spot intervention

46. Law First Steps (Cont.) Share this presentation with staff (cont.) • Review the consequences for a person who violates the anti-bullying/harassment policy • It may be helpful to access Stan Davis’s materials at www.stopbullyingnow.com • Review procedure for reporting and documenting incidents of bullying/harassment • It may be helpful to inform school personnel that incidents must now be reported annually to the DE (BEDS document)

47. Suggestions Suggested Next Steps Study data to determine the extent of bullying/harassment in your school • Possible Data Sources: • Iowa Youth Survey • Discipline Referrals • Bully Victim Questionnaire (Olweus) • Other Student Surveys • Nurse/Counselor/Anecdotal Records • Student Focus Group • Attendance Records

48. Suggestions Suggested Next Steps (Cont.) Data analysis • What does the data tell us? 2) What questions are created from the data? 3) What other data may be needed? 4) What actions should be taken?

49. Take a moment and record some next steps that you should take after today’s presentation….

50. What else do you need?