Children’s Rights In and Through Education: Learning to Live Together The Right to be Safe Peer Violence BULLYING Rationale and Objectives Children and youth are vulnerable to be victims of violence of multiple types and in varied contexts. Educators stand in a forefront position to protect and assure children’ right to be safe from maltreatment, violence, abuse and neglect. This unit aims to educate course participants on child abuse and neglect in the family, peer violence, to raise awareness and stimulate discussion on their current and potential role. Moreover, it aims to provide practical tools for students of education and teachers towards active prevention and intervention for child whose safety is at risk. Learning Outcomes: Enumerate and Describe the multiple forms of child maltreatment. Recognize the educator’s responsibility towards the prevention and intervention of children and youth whose right to be safe is at risk. Outline the different forms of peer violence and its implications on children's safety and well being. Utilize practical tools for the prevention and intervention of Human and Children’s Rights violations focusing on family and peer violence. Recognize the gaps between incidence, prevalence and disclosure of abuse. Identify the different dilemmas related to the mandatory reporting of the abuse. 1

The Right to be Safe The Right to Survive The Right to be Safe The Right to Belong The Right to Develop

Learning Outcomes Definitions of bullying Effects of bullying Characteristics of those who bully and those who are bullied Influence of bystander behavior Types of Bullying: Traditional Cyber Bullying Interventions The role of parents The role of educators Date

What is bullying? Bullying is a form of abuse based on power imbalance Children have the right to be safe from this form of violence and abuse which threathens their development Bullying has a group element – in that it often involves bystanders or witnesses to such abusive events

What is bullying? No universal definition Direct physical aggression Direct verbal aggression Indirect aggression Behavior that is intentional, hurtful and repeated by one or more persons. Bullied students are teased, harassed, and assaulted verbally or physically.

Two Types of Bullying Direct Indirect

Indirect Relationship Bullying Gossiping Spreading Rumors and Lies about someone Making someone feel left out or rejected. Which one of these types of bullying do you think boys are involved in? Which one do you think girls are involved in? Boys tend to be more physical and girls value relationships more than boys. At one school there were these girls who thought they were these divas or the Royal 5 and they had this signup sheet for girls who wanted to sit with them at lunch. What happen was girls would sign up and they would pass the sign up sheet around to see who was rejected or not. This is mean and unacceptable and do you think this is the way those girls would want to be treated?

Why Children are Bullied? Potential Risk Factors Difficulties with social skills/social competence and self-esteem Lack of social support systems Children with special educational needs

Characteristics of Those who Bully Previously victimized or bullied Aggressive Lack of Empathy Often from families with low affection Often from families that use violence

Characteristics of Bullies Excited by their bullying behavior Enjoy feelings of power and control Enjoy causing pain Can be a below average, average or above average student Lack compassion and empathy for their targets

Effects of Bullying on Bullies Increased risk of depression Higher risk of criminal activity

The importance of the Bystander in Bullying Scenarios Bullying occurs in groups Bystanders key in either sustaining or preventing bullying Bystanders often afraid of becoming involved

Bystander Behavior Need social pressure to combat bullying More effective than condemnation from Authority

Role of Bystanders Assistants Reinforcers Outsiders Defenders

Bystander Behaviour 9% - bystanders supported victim 6% - bystanders attempted a resolution 55% - bystanders did not respond to help 7% - bystanders smiled/laughed 24% - bystanders supported bully (Tapper & Boulton, 2005)

Who is Target? Doesn’t fit in Physically weak Minority Facial appearance Clothing Emotional Overweight Good grades

Is Bullying a Part of Childhood and Youth? Children have the RIGHT TO BE SAFE

Types of Bullying: Traditional Cyber Traditional Bullying: Occurs to children in places with little supervision Teachers/ Some Cultures TURN A BLIND EYE TO VERBAL BULLYING Attention is often given to physical bullying Many Educators / Cultures believe children should cope with bullying on their own “Toughen up” - “Speak Back” - “ Part of Growing Up”

Verbal Bullying - Types Verbal Bullying seen as mainly harmless by educators Verbal Bullying can be harder for victims to substantiate Cyber Bullying What’s different ?– What’s the Same ?

Differences and Similarities Traditional Bullying and Cyber Discrimination in different forms always existed Abuse – did as well The internet makes them MORE VISABLE

All Bullying Power Imbalance Favors Perpetrators Targeted Students Draw Negative Attention from their peers Exclusion and Isolation of Victims fortifies the power of the perpetrators Perpetrator’s actions are not invited and not desired PERPETRATOR’S ACTIONS ARE RELENTLESS

Cyber Space and Bullying Cyber Space boundaries are not defined Bullying is verbal and written Permanent Replicated Perpetrators can be anonymous Social networking offers ‘play – ground’ for Bully talk

Practical Tools for Children and Youth: Cyber Advice Do not respond or engage Try to identify the person responsible Save abusive communications Block Contact with the perpetrators Communicate the incidents with responsible adults

Bullying and Gender Boys and Girls Bully in Characteristically Different Ways.

Anti-Bullying Interventions Peer support approaches: Co-operative group work Circle Time Befriending/Buddy Schemes Circles of Friends Conflict resolution/mediation Peer Tutoring Peer Counselling Peer mentoring

Anti-Bullying Interventions The No-Blame Approach - “Restorative Justice” : Interview bullied pupil Arrange a meeting for all pupils who are involved Explain the problem Share responsibility Identify solutions Let pupils take action themselves Meet them again

Anti-bullying Interventions Assertiveness Training for bullied pupils Body Language and eye contact Assertive Statements Resisting manipulation and threats Responding to name calling Enlisting support Developing a whole-school anti-bullying policy

As a Teacher and Educator: Raise awareness of bullying and cyber-bullying: Talk with students Investigate reported cases Be involved with the online behavior of students State the unacceptability of this behavior Outline expectations Explain consequences Explain violence and cyber violence as criminal acts with consequences

Activities

Activities for Teachers to use in classroom

Literature Required Readings: Kirman, J. M. (2004). Using the theme of bullying to teach about human rights in the social studies curriculum. McGill Journal of Education, 39 (3), 327-341.