Presentation on theme: "1 Creating a Bully Free Alberta What Adults Can Do."— Presentation transcript:
1 Creating a Bully Free Alberta What Adults Can Do
2 Prevention of Bullying Initiative Education and awareness, as well as supporting communities in their bullying prevention efforts, is a priority for the Government of Alberta.
3 What Do You Think Bullying Is? Activity: Please respond to the questions on page 3 of your handout. Discuss your comments with another participant.
4 The Hundred Dresses
5 Why is bullying on the social change agenda now? Public incidents Demand by parents and communities to take action
7 Terror in Taber; Armed teen walks into school and opens fire; one teen dead, another injured in school shooting. Edmonton Journal April 29, 1999.
8 Provincial Roundtable on Family Violence and Bullying 5 Key Areas for Action: 1. Social Change 2. Provincial Leadership 3. A collaborative, coordinated community response 4. Services and Supports 5. Accountability
9 Three critical components: Intentionality Repetition Power Differential So What is Bullying? (Handout page 4)
10 Bullying is about power Power comes in many forms… – Physical (larger, older) – Numbers (mobbing, scapegoating) – Social (more popular) Over time, the power imbalance between the bully and victim becomes more established Children who are victimized are powerless to stop the bullying on their own
11 How Common is Bullying? Bullying occurs on average every 7 minutes Each bullying episode lasts about 37 seconds One in 7 boys between 4 and 11 years of age bullies others. One in 10 are bullied. One in 11 girls between 4 and 11 years of age bullies others. One in 14 are bullied. (Handout – page 5)
12 Four most common types of bullying: Verbal Social Physical Cyberbullying (Handout page 6)
13 Common Myths 1. Children have got to learn to stand up for themselves. 2. Children should hit back only harder. 3. It builds character. 4. Sticks and stones can break your bones but words can never hurt you. 5. Thats not bullying. Theyre just teasing. 6. There have always been bullies and there always will be. 7. Kids will be kids. (Handout – page 7)
14 The Makeup of a Bully Bullying is a learned behaviour. Bullies have an air of superiority that often masks deep hurt and feelings of inadequacy. (Handout – page 8)
15 How Can You Tell If Someone Is Being Bullied? Activity: Two Minute Brain Storm
16 Who Gets Bullied? Child or youth who is: different successful in the wrong place, at the wrong time finds the victim role reinforcing (Handout – page 10)
17 Why Dont Kids Tell? Ashamed or afraid Unsure of adults abilities to help Experienced with the ill effects of telling (Handout – page 12)
18 The Bystander Bystanders are present 85% of the time when bullying occurs.
19 Involvement in Bully-Victim Incidents
20 Olweus Bullying Circle Victimized Child Child Bullying Followers Supporters Passive supporters Disengaged onlookers Possible defenders Defenders A B C D E F G
21 Bystanders Will be the Agents for Social Change Its okay to report bullying to school authorities % yes It is my responsibility to do something when I see bullying.45-72% yes If you tell on a bully, people will think you are a tattle tale or loser % yes Kids who tell on bullies are often the next victims % yes Across schools…. Agree that it is better to get involved.64% Believe that there is something I can do to stop it.62% Do not feel that they are too frightened to intervene.67% Agree that they are just glad its not me.67% (Handout – page 13)
22 Implications Awareness /Behaviour Change Bullying is a social problem that requires an understanding of human relationships. We need to purposefully promote positive social development in our youth. All children involved in bullying incidents -- perpetrators, victims and bystanders - must be included and considered in bullying interventions. We will effect the most change with the largest group – bystanders. We need to intervene at multiple levels if we are to effect real changes in bullying in our society.
23 Why Some Kids Do Not Bully capable, confident, connected empathy for others socially competent loved and cared for by at least one adult capable of learning from positive adult models
24 What Are the Effects of Bullying? Negative effect on learning Can lead to more serious concerns (Handout – page 15)
25 Students with Chronic/Intense Problem Behaviour (1 – 7%) Targeted Specialized Individual Interventions (Individual Student System) Students At-Risk for Problem Behaviour (5 – 15%) Selected Specialized Group Intervention (At-Risk System) Students without Serious Problem Behaviour (80 – 85 %) Universal Universal Intervention (School-Wide System Classroom System) All Students in School Levels of Intervention
26 How Do We Change Human Behaviour? TEACH – teach specific skills in the natural environment REINFORCEMENT/CONSEQUENCES – behaviour based interventions – use (4 to 1 ratio) MODIFY THE ENVIRONMENT – change schedules, traffic patterns, for example, to set children up for success
27 Effective Interventions EFFECTIVE INSTRUCTION – modifications and adaptations SCHOOL BONDING – positive involvement in school activities, positive relationship with at least one adult at school, peer mentorship programs
28 Jigsaw Activity 1.Strategies if a child is being bullied (handout pages 17-20). 2.Strategies if a child is a bystander (handout pages 20-23). 3.How can adults help (handout – pages 24-29). Review the section of the handout assigned to your group. Highlight key points. At the signal return to your HOME GROUP and report what you have learned. Record highlights on chart paper.
29 Strategies- Children Tell Children to: Have a friend and be a friend. Ask a friend to help you. Make sure you are part of a group. Ask adults for help, and keep asking until you get it. Keep them informed of the situation. Use a calm voice to explain what happened. Talk, Walk, Squawk (Handout – pages 17-20)
30 Strategies (schools and communities) Immediately stop the bullying Refer to the relevant rules against bullying Support the bullied child If appropriate, impose immediate consequences Include the bystanders in the conversation Do not require the children to meet and work things out Provide follow-up interventions, as needed When you see or hear bullying:
31 Cyberbullying Examples: Threatening, hateful or insulting s or instant messages Stealing passwords Building websites Cyberbullying is using the computer or other technology to harass or threaten another person.
32 What Can Adults do About Cyberbullying? Learn about technology Be available Teach responsible internet use Put the computer in a visible, high traffic place Install and use blocks Encourage children and youth to speak up
33 Adults matter Adult guidance and intervention is so important.
34 Bullying is a Community Issue bullying can happen anywhere schools play a leadership role need the support and involvement of all systems: home, school, sports teams, recreation centres, neighbourhood
35 Adults Are Essential Positive role model Good listener Refrain from using power negatively
36 What is Alberta Doing? Cross-Ministry Strategy Community Grants Free Resources Awareness Campaigns Demonstration Projects
40 Bullying Helpline
41 Web Resources
42 Guided Practice Form groups of 3 or 4. Work through a few of the guided practice activities identifying a recorder and reporter. (Handout – pages 31-35)
43 In conclusion, there is no conclusion to what children who are bullied live with. They take it home with them at night. It lives inside them and eats away at them. It never ends. So neither should our struggle to end it. Sarah, age 17
44 Action Plan How do you climb a mountain or change the world? One step, one conversation at a time. Name one thing you can do this week to change bystander behaviour.
45 Contacts Carri Boulton, Alberta Childrens Services (780) Paula Coombs, Alberta Education (780) Sandra Woitas, Alberta Education (780) Colleen McClure, Alberta Education (780) Government Toll Free:
46 Dr. Shelley Hymel Professor, Department Head University of British Columbia, Faculty of Education Audrey Cole, National Coordinator, Canadian Initiative for the Prevention of Bullying Dr. Wendy Craig, Associate Professor, Department of Psychology, Queens University Dr. Shelley Pepler, Professor of Psychology, York University Dr. Tracy Vaillencourt, Assistant Professor, Associate Chair, Department of Psychology, Neuroscience and Behaviour, McMaster University Dr. Tanya Beran, Professor, Division of Applied Psychology – Education, University of Calgary Dr. Barbara Coloroso, Educational Consultant Dr. Marliss Meyer, Alberta Education Sandra Woitas, Alberta Education Karen Bain, Behavioural Programming Specialist, Edmonton Public Schools Dr. Tony McLellan, Alberta Education Acknowledgements