Creating a Positive School Environment Bullying Prevention and Intervention Material from “Bullying Prevention and Intervention “ presentation by Susan M. Swearer, Ph.D.

WHAT IS BULLYING? While the definition of bullying can be agreed upon by scholars and educators; students, parents, and teachers often struggle with the distinction between teasing and bullying.

The same aggressive behaviors (taunting, teasing, hitting, pushing) can be playful or part of bullying depending on whether they occur between friends or “frenemies.” Adults typically don’t see bullying. The dividing line between bullying (repeatedly and to intimidate) and being mean (a single aggressive act) is not immediately apparent to adults. Bullying is a very complex dynamic. Why Adults Can’t Always Tell What Behaviors are Bullying

What we are Up Against? “Bullying is not an issue that needs to be addressed – we are more concerned with academic success.” “Not all districts/schools have problems with bullying.” “A new policy… will not eradicate bullying. Have they forgotten what growing up is like?” “Bullying is just part of life.” “I was bullied and I turned out fine.” *From a school administrator’s survey

Definition of Bullying Students are being bullied when another student or students: Say mean and hurtful things to them or make fun of them (verbally or electronically). Completely ignore or exclude them from their group of friends or leave them out on purpose. Hit, kick, push, shove Tell lies, spread false rumors about them or end mean notes and try to make other students dislike them.

Therefore… Bullying is: 1.A negative, mean behavior that 2.Occurs repeatedly (over time) 3.in a relationship that is characterized by an imbalance of power or strength. Olweus, 1999

Bullying/Victim Continuum Definitions Bullying – reports bullying others Victim – reports being bullied by others Bully-victim – reports bullying others & being bullied Bystander – reports observing others being bullied No Status/Not involved – does not report any involvement with bullying

Cyber-Bullying “Cyber-bullying involves the use of information and communication technologies to support deliberate, repeated, and hostile behavior by an individual or group, that is intended to harm others.” Bill Belsey:

Methods of Communication Social networks like Facebook, MySpace, Twitter s Cell phones Texts Sexting Blogs Websites like Formspring Instant Messaging

Relational Aggression Between Girls Relational aggression encompasses behaviors that harm others by damaging, threatening to damage or manipulating one's relationships with his/her peers, or by injuring one's feelings of social acceptance.

For example: Giving someone a mean look or staring at them Purposefully ignoring someone when angry (giving the "silent treatment") Spreading rumors about a disliked classmate Telling others not to play with a certain classmate as a means of retaliation *Most of these acts are unseen by adults and have no written rules against them. Acts of Relational Aggression

We Need to Ask the Right Question: “What are the conditions that allow bullying behaviors to occur?”

Family and School Risk Factors for Bullying Family –Lack of supervision –Lack of attachment –Negative, critical relationships –Lack of discipline or consequences –Support for aggression –Modeling of aggression School –Lack of supervision –Lack of attachment –Negative, critical relationships –Lack of discipline or consequences –Support for aggression –Modeling of aggression

School Influences that contribute to bullying Poor classroom management Lack of adult supervision Lack of awareness of problem Poor understanding of bullying Teachers less likely to consider verbal and relational/emotional forms of aggression as bullying Discomfort in responding to students’ aggression Acceptance of bullying which increases as students get older From: “Does bullying affect school climate? If so? How? Tony Warren

The Cost of Bullying Lower academic performance Psychological consequences: depression, anxiety, antisocial behavior Feelings of helplessness, anger, and frustration Costs of litigation Dropout and suicide

The Reasons Victims Gave for Not Telling Include: Fearing retaliation Feeling shame at not being able to stand up for themselves Fearing they would not be believed Not wanting to worry their parents Having no confidence that anything would change as a result Thinking their parents’ or teachers’ advice would make the problem worse Fearing their teacher would tell the bully who told on him or her Thinking it worse to be thought of as a snitch From: “Does bullying affect school climate? If so? How? Tony Warren

There are No Easy Solutions! Bullying is a complex phenomenon that MUST include interventions at all levels: Individual Peer Family School Community Society

Effective Strategies to Counter Bullying in Schools Enlisting the principal’s commitment and involvement Using a multifaceted, comprehensive approach Using the “whole school” approach Increase student reporting of bullying Reducing the amount of time students can spend less supervised Monitor areas where bullying can be expected (e.g. bathrooms) Posting classroom signs school-wide prohibiting bullying and listing the consequences for it From: “Does bullying affect school climate? If so? How? Tony Warren

Less Effective Strategies Training students in conflict resolution and peer mediation Adopting a “zero tolerance” policy Providing group therapy for bullies Encouraging victims to simply “stand up” to bullies From: “Does bullying affect school climate? If so? How? Tony Warren

Bystanders are a Key to Reducing Bullying When bystanders take a stand against bullying they help create an environment that is safer and more conducive to learning. (Tremlow, Peaceful Schools Project, study with Topeka schools, 2002)

Document Bullying Incidents Develop a confidential reporting system Determine a method for reporting bullying Document the incident in detail Use forms consistently Follow-up consistently

Helping Victims, Bully-Victims, Bullies, and Bystanders Make sure students are aware of the confidential reporting system for bullying Have an open door policy with counselors to address the needs of students involved in bullying Stay away from a shame/blame mentality

Therapeutic Interventions Understand the connection between bullying and mental health issues Develop a strong community referral system Utilize school counselors and school psychologists Assess and treat depression and anxiety – linked to bullying/victimization Cognitive-behavior therapy is the front-line treatment for depression and anxiety Bullying Intervention Program (BIP: Swearer & Givens, 2006)

Critical Components of Effective Bullying Prevention and Intervention Start with an anti-bullying policy that includes provisions for assessment and intervention. Increase awareness about the negative consequences of bullying – videos, plays, classroom presentations. Collect data in individual schools. Analyze data Use the data to make decisions about bullying prevention and intervention. Repeat annually to track bullying/victimization over time.

The Promoting Positive Peer Relationships (P3R) bullying prevention initiative has been developed with this concept in mind. Three of America’s leading specialists on bullying and school violence – Professor Dorothy Espelage (UIUC), Associate Professor Susan Swearer (UNL) and Professor Shane Jimerson (UCSB) – collaborated in developing P3R and have jointly written the accompanying text and curriculum materials. Designed for school and after-school programs, P3R is composed of four resources, each built around professional films produced in collaboration with students. There are two curriculum resources – Classroom Resource, Make-You-Own-Film Resource – plus two adult education resources – Professional Development Resource, Community Education Resource. Stories of Us Program Overview

It’s not the program or the book… it’s the people! “Be the change that you want to see in the world.” - Ghandi