Secondary Bullying Interventions Bridget Gallagher, April McNamara, Tracy Perkins, and Suzanne Saunders

Bullying Statistics 160,000 students stay home from school everyday due to bullying (NEA). A bully is six times more likely to be incarcerated by the age of 24. A bully is five times more likely to have a serious criminal record as he/she becomes an adult. In schools where there are bullying programs, bullying is reduced by 50%. 30% of students who reported they had been bullied, said they had brought weapons to school at some point. 2/3 of bullying victims become bullies. 20% of all children say they have been bullied. 20% of high school students say they have seriously considered suicide within the last 12 months.

Why? 29.9% of 6th-10 th graders are involved in moderate or frequent bullying behaviors (Bauman, 2008). 95% of teachers feel they intervene always or sometimes (Bauman, 2008). Alternatively, only 35% of students feel teachers intervene (Bauman, 2008).

Goals Understand the factors that create bullying behaviors. Identify the characteristics of bullying. Integrate classroom strategies to minimize bullying.

Objectives To understand the background of bullying behaviors. Ability to identify behaviors and attitudes of bullies. Equip teachers with interventions to manage bullying.

Definition: Bullying In schools, bullying is defined as intentional, repeated acts of harassment that involve an imbalance of power.

Types of Bullying Verbal Physical Indirect Cyber

What makes a Bully, BULLY? Home environment Low self-esteem Anger, depression, lack of social skills Teachers’ awareness of bullying

Bullying Characteristics 1). Teases repeatedly in order to intimidate, ridicule, hit or taunt other students. Some other bullies recruit followers to do their bullying for them, while they themselves keep in the background. 2). Bullies usually get angry easily, and have low tolerance of frustration. Bullies try to bend school rules as a way of getting what they want. (Logsdon, 2011). 3) Bullies usually have the urge to dominate the others and use their power to threaten in order to get what they want. 4). Bullies engage in anti-social behaviors like substance abuse and drinking of alcohol, writing graffiti and littering the streets.

Intervention Strategies Establishing trust through setting rules and boundaries. Modeling appropriate and positive social skills and behavior. Engaging students in class.

Intervention: Establishing Rules Create an open and safe classroom environment. Teachers should involve students in setting anti-bullying rules in the classroom at the beginning of the year. Rules should be appropriate Rules should be specific Rules should be obtainable Rule should state “No Bullying” Treat each student equally. Establish appropriate consequences and follow through.

Intervention: Modeling Behavior Demonstrate behavior that is respectful, civil, and just. Address behavior at the time of the incident to reinforce the importance of extinguishing conflict. Verbally reinforce positive behaviors

Intervention: Engage Students Maximize instructional time Effective planning Time on task Make learning fun Incorporate tangible activities

Case Study On the second day of eighth grade, a girl in Emily's class shoved her into the road. Thinking she was playing, Emily shoved her back. Rumors began circulating within the school and Emily gained a reputation. The girl was part of a group of girls who continued to spread rumors about Emily; they also began stalking her in the playground. Some of the teachers, believing the rumors about Emily, accused her of bullying the other girl, and cautioned her parents about her behavior. Roughly once every 2 weeks Emily's parents would meet with the principal to try to convince him that Emily was the victim. No one in authority admitted that bullying existed at the school. Nothing was done. For 3 years, the bullying continued with silent phone calls, threats, and occasional physical incidents. Each time after Emily or her parents complained, the teachers would glare at her in the hallway. After the bully graduated, the rest of the group of girls continued the bullying. Once when they cornered Emily against the wall, a teacher approached them and threatened Emily with further punishment if she continued her behavior. The teacher then sent the other girls back to the playground. Source:

Discussion Questions What can a teacher do for Emily? What could a counselor do for Emily? Who is the bully in this case? How might this continued abuse affect Emily in the long term?

Conclusion As the interventions are practiced, the results will indicate decreased bullying incidents, increased academic achievement, and an overall positive classroom environment.

References American School Counselor Association. (2005). The ASCA National Model: A Framework for School Counseling Programs. 2 nd Edition. Alexandria, VA. Bauman, S. (2008). The role of elementary school counselors in reducing school bullying. Elementary School Journal 108(5)m Retrieved on July 19, 2011 from EBSCOhost. Burns, J. (2011). Bullying statistics. Proactive Behavioral-Management. Retrieved from website: ment.com/bullying-statistics. ment.com/bullying-statistics Bullying in the classroom: What it looks like and what to do about it. (n.d.). Retrieved July 20, 2011 from wvde.state.wv.us. Connors, S. (2006). Safe teachers: How exemplary identify the sources of their self-efficacy in bullying prevention. Denver: University of Colorado. D’Arcy, L. (2010). Teens health: dealing with bullying. Retrieved on July 19, 2011 from Logsdon, A. ( 2011). Bullying in schools: Recognizing school bullying. Retrieved on July 19, 2011 from Tamanini, K.(2009). How do we stop bulling in schools? Retrieved from on July 19, 2011 from Wright, J.(2003). Classroom bullying what teachers can do. Retrieved on July 19, 2011 from