12Key Findings About Bullying 1. Many children are involved in bullying situations, and most are quite concerned about it.
13Prevalence of Bullying Nansel et al. (2001): national sample of 15,600 students in grades 6-1019% bullied others “sometimes” or more often9% bullied others weekly17% were bullied “sometimes” or more often8% were bullied weekly6% reported bullying and being bullied “sometimes” or more often
14Key Findings About Bullying 2. There are similarities and differences among boys and girls in their experiences of bullying.
15Gender & Bullying Similarities: Differences: Both boys and girls engage in frequent verbal bullying.Girls and boys engage in relational bullying.Differences:Most studies indicate that boys bully more than girls.Boys are more likely to be physically bullied.Girls are more likely to be bullied through social exclusion, rumor-spreading, cyber bullying, and sexual comments.Boys are bullied primarily by boys; girls are bullied by boys and girls.
16Frequency of Self-Reported Bullying Among Boys & Girls Nansel et al. study (2001) of 15,686 6th-10th graders.Boys were 2x as likely as girls to report bullying others:“sometimes” or more.“once a week” or more often.
17Key Findings About Bullying 3. Bullying is more common among elementary and middle school children than high school youth.
20Key Findings About Bullying 4. Cyber Bullying is a “new modality” for bullying that has some unique characteristics.
21Cyber Bullying. How prevalent is it Cyber Bullying How prevalent is it? Kowalski, Limber, & Agatston, in press)Survey of 3,767 middle school students18% had been cyber bullied at least once in the last 2 months (girls 2x boys)11% had cyber bullied others at least once (girls somewhat more)
22Method of Cyber Bully Victimization (Kowalski et al.)
24What is cyber bullyingWillful and repeated harm inflicted through medium of electronic textUsing information and communication technologies with the intent to harass, humiliate, and intimidate anotherText and images communicated via computer , IM, S.N. websites, chat rooms)… or via cell phone (text messages, images)
25“It’s great! Over the internet you don’t really see the faces and they don’t see you. You don’t even have to look at their eyes and see their hurt.”From A Girl Bully
26The psychology of online behavior: disinhibition effect “You can’t see me”(invisible/anonymous)“I can’t see you”(no tangible feedback)Role playing(personas/avatars)Online social norms …revealing of personal information,freedom of speech,perception that it is not real(no one gets hurt)
27Popular Social Networking Sites myspace .com (30 million R.U.)friendster.comxanga.comfacebook.combebo.comtagworld.com( 2 million members)
28Cyber – bullying types Some of the many forms (Willard): A threatening (Harassment)Nasty instant messaging session (Flaming)Repeated notes sent to the cell phone (Harassment)A website set top to mock others (Denigration)“Borrowing” someone’s and pretending to be them while posting a message (Impersonation)Forwarding supposedly private messages pictures or video to others (Outing and Trickery)Intentionally leaving out of conversations (Exclusion)
29Differences between traditional bullying and cyber-bullying Cyber bullying: occurs more often at homeIs more anonymousInvolves a different power balance: may stem from proficiency, may be used by “lower social status” individual to retaliateIs just as likely to be done by girlsMay be more harmful: can happen anytime; information widely disseminated; lack of tangible feedback can increase intensity of harassmentSimilar to bullying: repeated, harmful, not reported!
30The digital divide93% of parents say they have established internet safety rules37% of students report being given no rules from parents on internet safety95% of parents say they know “some” or “a lot” about where children go or what children do on the internet41% of students do not share where they go or what they do on the internet with parents
31Text Messaging Students in Our Focus Groups Were Asked: “Do kids text message during the school day?Answer: “All day every day.”
32Cyber-bullying What to do? Tell someone, if it is school related; tell your school. All schools have bullying solutions.Never open, read or respond to messages from cyber bullies. Do not erase the messages. They may be needed to take action.If bullied through chat or IM, the bully can often be blocked.If you are threatened with harm, call the police.
33What Can Educators Do? Educate the school community Update bullying rules an d policiesMonitor student’s use of computers-supervision!Use filtering and tracking softwareInvestigate reports of cyber-bullyingModel and promote positive behavior
34What Can Educators Do?Emphasize the importance of speaking out against bullying in all its forms.Establish and anonymous reporting box/system.Bullying prevention programs.
35Text Messaging and Instant Messaging Abbreviations LOLBFFDIKUBRBBWLPMCTNBUIHUURHSMURFPG11ASLSLMAOMOS MYOBURUF2FPALIPN
36Warning: Offensive Profanity Blog Case ExampleWarning: Offensive Profanity
37This case was brought to the attention of Patti Agatston who works with a suburban school district in Georgia.A middle school girl (we’ll call her Brandy) discovered that she was the subject of this threatening posting on Xanga. Her parents were extremely worried so contacted the school and also the police.Because a threat was involved, the police were able to force Xanga to reveal the identity of individual who posted the messages.To everyone’s surprise…the “perpetrators” were 2 middle school girls who barely knew Brandy. They were “wannabe” friends of another girl (we’ll call Kim), who had felt “dissed” by Brandy and was upset that they had grown apart. The 2 friends (perhaps wanting to become closer friends of Brandy’s) launched this site unbenownst to Kim.Brandy’s parents could have pressed charges but did not. Instead, with the careful help of Patti, they participated in a meeting with the parents of one of the “perpetrators” and with the young girl who posted the messages to Xanga. All participated voluntarily. The girls were very contrite, as were their parents.Discuss how personal slights (which may or may not be addressed in person) take on a different light when they are online and anonymous…
38Key Findings About Bullying 5. Bullying can seriously effect children who are targeted.Myth: Bullying isn’t serious—it’s just a matter of “kids being kids.”
39Short-Term Effects of Bullying on Victims Lower self-esteemHigher anxiety and depressionMore suicidal ideationHigher rates of illness
41Impact of Bullying on School Engagement & Student Academic Achievement Bullied children are more likely to:Want to avoid going to school (Kochenderfer & Ladd, 1996)Have higher absenteeism rates (Rigby, 1996; Smith et al, 2004)Say they dislike school; receive lower grades (Eisenberg et al., 2003)
42Buhs et al. (2006) Study of Peer Exclusion & Victimization and Academic Achievement Peer AbuseAchievementDecreaseClassroomParticipationSchool AvoidancePeer RejectionKindergarten th GradeEarly peer rejection in kindergarten is associated withpeer exclusion and peer abuse in grades K-5.Peer exclusion leads to a decrease in classroomparticipation, which in turn leads to a decrease inachievementPeer abuse leads to an increase in school avoidance(but not directly to decreases in achievement)In this longitudinal study of 380 Kindergarten through 5th graders, researchers found that:Early peer rejection in kindergarten (e.g., “How much do you like to hang out with ____”) is associated with peer exclusion in grades K-5 (e.g., excluded from activities) and peer abuse (e.g., picked on; others say bad things about).Peer exclusion leads to a decrease in classroom participation (e.g., follows teacher directions; seeks challenges; accepts responsibility for a task), which in turn leads to a decrease in achievement (on the Wide Range Achievement Test).Peer abuse leads to an increase in school avoidance (although this is not directly related to achievement).Citation: Buhs, E. S., Ladd, G.W., Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement? Journal of Educational Psychology, 98, 1-13
43GLBT teens hear anti-gay slurs about 26 times per day,or once every 14 minutes …(National Mental Health Association)Safe Places to Learn7.5% of California students reported being harassed on the basis of actual or perceived sexual orientationThey are more than 3X as likely:Carry a weapon to schoolSeriously consider suicideMake a plan for attempting suicide orMiss at least one of school in the last 30 days because they felt unsafeCalifornia Safe School Coalition
44Long-Term Effects of Bullying Lower self-esteemHigher rates of depression
45Chronic Peer Abuse: the rise of “bullycide” “Exposure to repeated insults and rejection by peers can generate deadly results such as suicide or homicide.Ongoing victimization can create or exacerbate adolescent and low self-esteem, raising the risk of a suicide attempt.“Bullied to Death,” JoLynn Carneyand Adolescence, 2003
46Bullying and Mental Health … problems later in life Boys who were frequent victims of bullying had elevated risks of anxiety disordersBoys who both bullied others and who were bullied by others appeared to the “worst off.” They had elevated risks of both and antisocial personality disorders as adults.Pediatrics, August 2007
47Bullying and Mental Health … problems later in life At particular risk for later mental health problems are young men who were both involved in bullying – as a perpetrator and as one who was bullied.In the research these boys represented 3% of the study group and nearly all had some psychiatric problem at the age of 8.Dr. Andre SouranderPediatrics, August 2007
48Key Findings About Bullying 6. Children who bully are more likely to be engaged in other antisocial, violent, or troubling behavior.
49Bullying and Mental Health … problems later in life Boys who habitually bullied others were more likely than their peers to be diagnosed with antisocial personality disorders as young men … resulting in less regard for the law, rights of other people, and are prone toward aggression and violence.Pediatrics, August 2007
50Children Who Bully are More Likely to: Get into frequent fightsBe injured in a fightSteal, vandalize propertyDrink alcoholSmokeBe truant, drop out of schoolReport poorer academic achievementPerceive a negative climate at schoolCarry a weapon
51Longitudinal Study of Children who Bullied Others (Olweus, 1993) 60% of boys who were bullies in middle school had at least one conviction by age 24.40% had three or more convictions.Bullies were 4 times as likely as peers to have multiple convictions.
52Key Findings About Bullying 7. Bullying can occur anywhere—even where adults are present.
55Key Findings About Bullying 8. Many children don’t report bullying experiences to adults.
56Reporting of Bullying to School Staff Many do not report being bullied.Older children and boys are less likely to report victimization.Why don’t children report?2/3 of victims felt that staff responded poorly6% believed that staff responded very well. (Hoover et al., 1992)
57Key Findings About Bullying 9. Adults are not as responsive to bullying as they should be and as children want us to be.
58Adults’ Responsiveness to Bullying Adults overestimate their effectiveness in identifying bullying and intervening.70% of teachers believed that adults intervene almost all the time25% of students agreed (Charach et al., 1995)
59Students’ Perceptions of Adult Concerns About Bullying Study of 9th grade students (Harris et al., 2002):35% believed their teachers were interested in trying to stop bullying (25% for administrators)44% did not know if their teachers were interested21% felt teachers were NOT interested
60Key Findings About Bullying 10. Bullying is best understood as a group phenomenon in which children may play a variety of roles.
62Peer Attitudes Toward Bullying Most children have sympathy for bullied children.80% of middle school students “felt sorry” for victims of bullying (Unnever & Cornell, 2003)But, sympathy does not always translate into action.64% said that other students try to prevent bullying only “once in a while” or “never.”
63Kids Who Observe Bullying (Study by Melton et al., 1998) What do you usually do when you see a student being bullied?38% Nothing, because it’s none of my business27% I don’t do anything, but I think I should help35% I try to help him or her
64Effects of Bullying on Bystanders Bystanders may feel:AfraidPowerless to change the situationGuilty for not actingDiminished empathy for victims over time
65Possible Legal Concerns State Laws related to bullying/bullying preventionCivil suits brought against schools/school systemsRisk management issues for schools
67Best Practices in Bullying Prevention and Intervention
68#1 Focus on the School Environment What is required to reduce bullying in schools is nothing less than a change in the school climate and in norms for behavior.This requires a comprehensive, school-wide effort involving the entire school community.
70#2: Access Bullying at Your School Administer an anonymous survey to studentsBenefits of a survey:Findings may help to motivate staff, parents to address issueFindings will help to target specific interventionsWill provide important baseline data from which to measure improvement
71#3: Seek Out Support for Bullying Prevention Early and enthusiastic support from the principal is critical.Commitment from a majority of classroom teachers is important.Teachers who are committed to bullying prevention are more likely to fully implement programs.Include Parents in the process … early and often!
72#4: Form A Group To Coordinate Efforts Should be representative of the school communityPrincipalTeacher from each gradeCounselorNon-teaching staff (e.g. bus driver)School-based health professionalParentCommunity member
73#5; Train All Staff in Effective Bullying Prevention and Intervention Strategies AdministratorsAll TeachersHealth & mental health professionalsSupport StaffCustodiansBus driversLuncheon SupervisorsPlayground aides
74#6: Establish & Enforce School Rules and Policies Many schools do not have explicit rules against bullying.Rules should guide the behavior of children who bully AND children who witness bullying.Follow-up with positive and negative consequences.
75#7: Increase Adult Supervision Focus on “hot spots” for bullying that are identified by students.All adults in a school community should be vigilant to stop bullying.
76#8: Intervene Consistently and Appropriately Are all adults prepared to intervene appropriately on-the-spot, whenever they observe bullying?Do we have plan for follow-up interventions with children who bully, children who are bullied by others, parents?
77#9: Focus Classroom Time on Bullying Prevention Set aside a small amount of time each week.Discuss bullying and peer relations.Videos, story books, role playing, artistic expression …Integrate bullying prevention throughout the curriculum.
78#10: Continue the Effort Over Time Bullying prevention should have no “end date.”Implement Comprehensive Bullying Prevention Programs in Schools and Community Centers
79StopBullyingNow.hrsa.gov (Campaign “HQ”) Every campaign product/activity housed hereSpecially designated youth and adult sectionsUpdated every 60 days since launch in March, 2004Employs latest Web technology and online communication toolsSitio Web en español – Web site content available in Spanish
80StopBullyingNow.hrsa.gov (Campaign “HQ”) Every campaign product/activity housed hereSpecially designated youth and adult sectionsUpdated every 60 days since launch in March, 2004Employs latest Web technology and online communication toolsSitio Web en español – Web site content available in Spanish
81For Adults: Facts and Figures “All About Bullying”Definitions of bullying, prevalence of bullying, research, and more.“Additional Resources”Links to books, research, and campaigns with more facts on bullying and bullying prevention.
82For Adults: Prevention & Intervention Tips “Tip Sheets and Resources”More than 40 tip sheets in PDF format, ready to be downloaded, viewed, and printed.Customized tip sheets available for parents and children, educators and school staff, and other professionals.
83Welcome to the U.S. website for the Olweus Bullying Prevention Program. The Olweus [pronounced Ol-VEY-us] Bullying Prevention Program is a comprehensive, school-wide program designed for use in elementary, middle, or junior high schools. Its goals are to reduce and prevent bullying problems among school children and to improve peer relations at school. The program has been found to reduce bullying among children, improve the social climate of classrooms, and reduce related antisocial behaviors, such as vandalism and truancy. The Olweus Program has been implemented in more than one dozen countries around the world.For more information about the elements of the program, click here. For Program History, click here. For fact sheets about the program, click here.To check out the website for HRSA's National Bullying Prevention Campaign, "Take a Stand. Lend a Hand. Stop Bullying Now.", click here.So Where Should I Start?If you are a parent, educators, or other concerned adult who may be interested in implementing the Olweus program, we suggest that you:Visit the page entitled, Program Content to learn about the basic elements of the program. Print out a fact sheet to review and share with others.Review the program's Evidence of Effectiveness, Suggested Timeline, Program Costs, and Program Materials.If you are interested in more in-depth information about the program, consider ordering a copy of the Blueprint or the book, Bullying at School (see Program Materials for ordering information).Review the Readiness Checklist to implement the Olweus Bullying Prevention Program.If you are interested in possible training for members of your school, visit Training & Consultation.If you have questions that aren't answered on the web site, feel free to Contact Us.If you would like to learn about how you might become a certified trainer in the Olweus Bullying Prevention Program, click here.