Bullying Victimization and Bullicide: Implications for School Safety

1. Bullying Victimization and Bullicide: Implications for School Safety Dr. Scott Poland Nova Southeastern University

2. Reality of Bullying Bullying Facts from U.S. Department of Education Website: • Bullying peaks in middle childhood • Studies show 15 to 25% of students are being bullied with some frequency • Most common forms are being made fun of, being the subject of rumors, being pushed, shoved, kicked, tripped or spit on • Only 1/3 of the victims told an adult

3. Reality of Bullying Cyber bullying is a new phenomena and increases the complexity and challenge of intervention Children with disabilities are at higher risk to be bullied GLBT youth are more likely to be bullied than their heterosexual peers

4. New Term Bullicide • Parents believe that schools failure to stop the bullying greatly contributed to their child’s depression and suicide is a foreseeable consequence of the school’s failure to identify and constrain bullies from victimization. • Jasperson v. Anoka-Hennepin MN State Appeals Court found the suicide of an 8th grader was not foreseeable to school personnel. School personnel did not know the student continued to be victimized and that his failing grades were due to fear. There was no causal connection between the conduct of school personnel and the tragic suicide. All school personnel acted within their discretion without malice and were entitled to official immunity.

5. My Most Recent Congressional Testimony Strengthening School Safety and Prevention of Bullying House Education and Labor Joint Subcommittee on July 8, 2009 Focus of my testimony Other witnesses: Ms. Walker, Parent, Student President of S.A.V.E., Ken Trump, School Security

6. Importance of Building Relationships and Connections The Fourth R article Research on bullying prevention is still developing We know that positive interactions and good relationships between staff and students can significantly reduce bullying Creating connections is a critical element (U.S. Department of Education Website) Maslow’s Hierarchy Principal letter to parents example One example, Cypress-Fairbanks I.S.D. ROPES Program Adventure based program and more information at www.pa.org

7. Parental Involvement is Preventative Children want adults involved in their lives (letter example) Many tragedies can be prevented Examples of questionable parental practices Where is the “Full Value Meal”? Parenting more challenging as children are exposed to more violence and more advanced technology than ever before There is something dangerous and largely unguarded in almost every home!

8. Definition of Bullying Bullying occurs when a person is exposed repeatedly and over time to negative actions on the part of one or more persons (Olweus). It is victimization not conflict!

9. Definition of Bullying • Repetitive • Humiliating • Physical and/or verbal • Involves power

10. Questions for Audience • What should adults at school do if they see bullying? CA. case featured on Good Morning America 1/20/10 • How do we best support the bullying victim • What should a parent do if their child is engaging in bullying behavior? • How can a parent best support their child when they are the victim of bullying? • What constitutes an effective school bullying prevention program?

11. Consequences of Bullying Dislike and avoidance of school. Difficulty concentrating on school tasks. Grades suffer. The damaging feelings of self-worth that results from bullying makes it impossible for the victims to reach their academic and social potential.

12. Consequences of Bullying Emotional distress Depression Loneliness Lowered self-esteem Suicidal ideation and attempts Victimization during the middle school years predicts depression and lower-self esteem 10 years after bullying has ended.

13. Bullying Facts A majority of school shooters report being bullied. School shooters were twice as likely as same age peers to have been bullied.

14. Quotes From School Shooter, Evan Ramsey “I got stuff thrown at me. I got spit on. I got beat up. Sometimes I fought back but I was not good at fighting.” “After a while the principal told me to just start ignoring everybody. But then you can’t take it anymore.” “I felt a sense of power with a gun. It was the only way to get rid of anger.” “I would have a different life if I hadn’t been treated like that.”

15. Final Diary Pages of 13 year old Shooter, Vijay Singh “I shall remember forever and will never forget Monday: my money was taken Tuesday: names called Wednesday: my uniform torn Thursday: my body pouring with blood Friday: it ended Saturday: freedom...”

16. Bullying Facts Bullied children are more likely to be anxious or depressed and more likely to take their own lives. Suicide is the third leading cause of death among 15 to 24 year olds and the fourth for those aged 10 to 14.

17. 2009 YRBSS Results • Surveyed 15,000 H.S students and in the last year • 26.1 % reported being sad or hopeless • 10.9% made a suicide plan • 6.3% made an attempt

18. Schools and Suicide Prevention It is everyone’s responsibility and the vast majority of suicides can be prevented Know the warning signs and the importance of working with a team to get help for a suicidal student Separate facts from misperceptions about suicide Link with community resources and agencies

19. Schools and Suicide Prevention Provide annual training for school staff on the warning signs and the importance of not keeping a secret about suicidal behavior Provide presentations for parents on safeguarding their children and the warning signs of suicide Investigate depression screening programs Create a prevention task force and involve the community Designate/develop a suicide prevention expert

20. American Association of Suicidology: School Suicide Prevention Accreditation Program Designed for support and mental health professionals Become your school/community authority Know best/evidence based practices Reading list and sample exam provided Includes membership and ongoing support For more information, please visit www.suicidology.org

21. GLBT Issues Higher rates for youth not due to identity but unique complications “nothing inherently suicidal about same sex orientation” Research has spotlighted greater risk of suicide compared to peers External factors: conflict, harassment, being bullied, abuse, rejection, lack of support Advocacy for GLBT population in school often met with resistance

22. Jason 15, Utah Teen: NY Times Quote 1/2/11 • “When word spread at school that I came out and was gay, I was pushed against lockers and spit on in the hallway. A 9th grade gym teacher wanted to bar me from class and a girl sent me a note saying I had to repent and let Jesus into my heart.”

23. Helena, Montana School District • Controversial K-12 proposed curriculum regarding sexuality and tolerance. • 1st grade students: “Human beings can love people of the same gender.” • 5th grade students: “Sexual intercourse can involve vaginal, oral or anal penetration.” • Gave rise to strong resistance and wording was eventually modified. • Most states have policies against harassment; however, only about 10 states have specific anti-bullying policies related to sexual orientation. Source: Eckholm, E. (November, 6, 2010).“In Efforts to End Bullying, Some See Agenda.” The New York Times.

24. GLSEN Gay, Lesbian and Straight Education Network (GLSEN) • “Through research-based interventions, GLSEN provides resources and support for schools to implement effective and age-appropriate anti- bullying programs to improve school climate for all students” (Cited from GLSEN website). • For more information, please visit www.glsen.org

25. Safe Zone • “Safe Zone is a program designed to identify people in Tallahassee, FL who consider themselves to be open to and knowledgeable about lesbian, gay, bisexual, and transgender (LGBT) issues. Members display a Safe Zone symbol to demonstrate their acceptance of LGBT individuals” (Cited from Safe Zone Website). • For more information, please visit safezone.fsu.edu/

26. Why Students Bully To gain power over others. To get a thrill. To act out problems at home. To copy someone who they think is “cool.” To join in with the crowd. To gain attention and popularity.

27. Characteristics of Bullies Both boys and girls bully. Bullies have a strong need to dominate others. They enjoy the control over victims. Bullies often have a positive and unrealistic self-concept. Bullies are not always loners. Bullies may have a small group of friends who admire their behavior.

28. Characteristics of Bullies Bullies come in all sizes, shapes and abilities. They do not need to be larger to dominate their victims. They often feel justified in their actions. They lack guilt and remorse. They like gaining material possessions. A bully often gets a thrill from exerting power.

29. Characteristics of Bullies They often think in unrealistic ways. Olweus found that children identified as a bully at age 8 were six times more likely to be convicted of a crime by age 24. Bullies were five times more likely to end up with a criminal record by age 30. Bullies tend to be at least average academically or only slightly below.

30. Gender Differences in Bullying Boys tend to use direct bullying. Boys tend to use physical aggression. Boys call their behavior bullying more often than girls. Boys tend to be older than their targets. Girls tend to use social alienation or spreading rumors. Girls are more likely to be bullied by a group. Girls are more likely to involve both boys and girls in victimizing.

31. Bully Thinking Errors “Everything should always go my way.” “I do not care if I hurt others.” “Success should come easily. I will quit if things don’t work.” “I do not need to follow rules.” “Lying will get you out of trouble.” “I should not have to do boring things.” “Most problems are not my fault.” “Most students my age are always pleasing adults and are boring.”

32. How Can School Staff Help a Student who is Bullying Others? Let them know consequences are inevitable, consistent, and non-hostile and escalate in severity Hold them accountable and confront the excuses they make for their behavior Let them know that school staff will be watching for further bullying behavior Assess possible reasons for their behavior

33. How Can School Staff Help a Student Who is Bullying Others? Contact and conference with their parents Consider referral for mental health treatment Help them to develop empathy for others Encourage involvement in prosocial activities Reward them for appropriate behavior towards others

34. What Works With Bullies Assertion rather than aggression is recommended. Bullies need to be confronted by a group of peers who support the target and will not tolerate bullying. Bullies need to be taught specific skills and correct their errors in thinking about life. Bullies can be taught responsible behavior at school.

35. What Works With Bullies • Use a no-nonsense style. • Do not have a long discussion. • Re-channel power. • Identify the victim’s feelings. • Build empathy for the victim. • Set the culture of the school.

36. Bullying • Philosophical issues/acceptance • Bystander/Witness issue • Importance of school-wide approach • Legislation in 45 states to date

37. Why Don’t Bystanders Get Involved? Not sure of what to do. They are afraid of retaliation. They are afraid that they will become ostracized by their existing friends or social group. They are concerned they might do the wrong thing and make the situation worse. They think adults won’t help. “It is the bystanders that must have the courage to say something and step forward to stop bullying” Bill Modzeleski U.S.D.O.E.

38. Why Don’t Students Tell Adults About Violent Threats? The “Conspiracy of Silence”!

39. Why Victims Don’t Tell They are ashamed of being bullied. They are justifiably afraid of retaliation. They don’t think anyone can help them—the bully is too powerful. They believe the lie that bullying is just a part of growing up. They see adults ignoring the bullying. They believe it is not acceptable to “rat’ on a peer.

40. What Should School Staff Do if They Hear or See Bullying? Take immediate action and stand between bully and the victim Support the victim but without questioning them in front of others Provide additional support for the victim privately Let all students know that bullying behavior is not acceptable and include bystanders in the conversation about how to intervene next time Provide immediate consequences for the bully or refer them to the appropriate personnel

41. What Should School Staff Do if They Hear or See Bullying? Do not require students to meet and work things out Share information with other staff about the incident Let the bully know that you and other staff will be watching them closely Let the victim know the next steps that will be taken and urge them to report any further incidents

42. Key Points for Schools The attitude of school staff are the key to reducing bullying. Importance of building relationships. It is not about the bully! It is about the school climate!

43. School Program Emphasis Converts a silent majority of students into a caring majority who do not tolerate bullying. Students are taught to stand up to the bullies with the promise of adult support. Emphasizes strength in numbers. Through discussion and role plays students are taught how to support each other. They practice caring behaviors.

44. School Program Emphasis Acts of kindness are celebrated. Students let adults know when bullying occurs and adults are taught how to intervene. A clear message is presented that bullying is not tolerated and caring is valued.

45. What To Avoid • Short term prevention program with a piece meal approach • Zero Tolerance Programs and 3 strikes you are out programs • Providing conflict resolution or peer mediation to reduce bullying

46. Teacher and Staff Training Distinguishing normal peer conflict from bully-victim problems. Characteristics of bullies and victims. The serious nature of bullying and the need for adults to help. The need for staff cohesion on supporting a zero tolerance for bullying policy. Awareness of one’s own style in handling conflict.

47. Teacher and Staff Training Effective strategies and disciplinary approaches for handling bullies. Effective strategies to support targets. Developing a caring majority to change the school climate. Reinforcing caring behaviors within the school. Teaching bully-proofing curriculums.

48. Reduce Bullying…. Turn the “silent majority” into a “caring majority.”

49. School Safety Examples • Create task force and include students • Use student safety/bullying prevention pledges • Floor plan exercise • Survey students

50. Safety is an inside job that most of all involves a commitment from the student body!