HOSTED BY THE BAYLOR AUTISM RESOURCE CENTER BULLYING

WHAT IS BULLYING? Unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance The behavior is repeated, or has the potential to be repeated, over time Includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose Children at risk of being bullied are perceived as being different from their peers In 2011 the CDC reported that in the US, 20% of students in grades 9-12 experience bullying

TYPES OF BULLYING Physical – causing harm to a person’s body or possessions Verbal – negative words used to hurt someone in the form of insults, slander, racial/sexist slurs, name calling Social – spreading malicious rumors, pranks, social alienation Psychological – intimidation, manipulations, stalking Cyberbullying – use of technology (cell phones, social networking, s) to bully someone

BULLYING STATISTICS 88% of school-age children report that they have observed significant incidents of bullying and intimidation 76% reported that they have been victims 14% state that bullying plays a major negative role in their lives Average bullying incident lasts just 30 seconds Tens of thousands of American students are truant or avoid classes every day due to fear and anxiety about bullying

AUTISM AND BULLYING Research indicates that poor peer relationships are associated with being bullied Children with ASD are at increased risk for victimization due to communication impairments as assertiveness and healthy communication are considered protective factors Preliminary research suggests that children with ASD are more than 4 times more likely to be bullied

HOW SHOULD I ADDRESS IT? Learn about what’s been going on and show you want to help Assure your child bullying is not his/her fault Ask your child what he/she thinks should be done Suggest walking away to avoid the bully, seeking help from an adult, and identify safe havens Practice what your child could say to the bully including how to be assertive Discuss strategies for staying safe, such as staying near adults or groups of other children Seek help from your child’s teacher or counselor

A SCHOOL’S RESPONSIBILITY Contact your child’s teacher and school administrators to ensure they are aware of the situation Research indicates that teachers who talked about bullying in class had fewer students involved in bullying Inquire about the school policies regarding bullying if you are unfamiliar with them Suggest an awareness campaign or prevention program

COULD MY CHILD BE A BULLY? Bullies come in all shapes and sizes; often have low self-esteem Collect all the facts before making assumptions Have a conversation (or several): Confirm the your child’s behavior is not resulting from a disability Does your child feel insecure? Have a negative self-image in regard to his/her body, athletic ability, and/or academic skills? Wish he/she had more friends? Talk about role-reversal (empathy) – “How would it feel if you were the one being bullied?” Ask your child to apologize to the bullied peer Discuss consequences should the bullying continue Provide positive feedback and support

LEGAL IMPLICATIONS Texas has anti-bullying laws, but this does not include cyberbullying Legislation was introduced in 2011 regarding this, but it has not been signed into law Texas does not have a model policy (as in other states) for schools to create anti-bullying policies Schools receiving federal funding are required by law to address discrimination although bullying is not specifically defined under this law

RESOURCES AND QUESTIONS How to Handle Bullying of Children with Special Needs handle-bullying-of-children-with-special-needs handle-bullying-of-children-with-special-needs Bullying and Youth with Disabilities and Special Health Needs It’s So Much Work To Be Your Friend by Richard Lavoie Freaks, Geeks, and Asperger Syndrome by Luke Jackson

REFERENCES Cappadocia, M.C., Weiss, J.A., & Pepler, D. (2012). Bullying experiences among children and youth with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, Hirschstein, M.K., Van Schoiack, E.L., Frey, K.S., Snell, J.L., & MacKenzie, E.P. (2007). Walking the talk in bullying prevention: Teacher implementation variables related to initial impact of the steps to respect program. School Psychology Review, 36(1), 3. U.S. Department of Health and Human Services. What is bullying. Stop Bullying. Retrieved October 8, 2012 from