1. Interventions for Bullying Developed by Brian Baker, M.A. ED. Psy. Brian Baker, M.A. ED. Psy. © Brian Baker, 2004

2. Overview of Bullying  Bullies identified by age 8 are six times more likely to be convicted of a crime by age 24.  Bullies identified by age 8 are 5 times more likely than non-bullies to end up with serious criminal records by age 30.  Aggressive behavior is learned early and becomes resistant to change if it persists beyond the age of 8. Olweus and Eron, 1987; Walker, 1993

3. Overview of Bullying  Young people may see bullying as part of the natural order of things (pecking order).  The best evidence shows that the families of bullies share fundamental characteristics with the families of aggressive children. (Hazler, Hoover, & Oliver, 1991) “Children act on what they see.”

4. Overview of Bullying  Bullying represents a chronic pattern of abuse over time, not individual or rare episodes.  Bullying is not necessarily one-on-one harassment; it may be carried out by a group on a single individual. (Pikas, 1989)

5. Bare Bones of Bullying  Males perpetrate the most observable bullying.  Bullying appears to be most problematic during the middle school or junior high years.  Students report most bullying as being social or emotional.  Students see divergent behavior as reasons for bullying. (Olweus, 1991)

6. Bullying Interventions One of the most important aspects to intervening with bullies is consistency. The entire school must be on the same page running the same program and using the same standards in each classroom. (Walker, Colvin, and Ramsey 1995)

7. School wide Action In coordination with parents and students, faculty and staff must set and enforce behavioral standards regarding bullying. In coordination with parents and students, faculty and staff must set and enforce behavioral standards regarding bullying. Clarity regarding the unacceptability of school bullying and rules prohibiting the purposeful humiliation of others are necessary, but by themselves are not sufficient to prevent bullying. Clarity regarding the unacceptability of school bullying and rules prohibiting the purposeful humiliation of others are necessary, but by themselves are not sufficient to prevent bullying.

8. The Empathetic School The notion of being “my brother’s keeper” must permeate the school and the program. The notion of being “my brother’s keeper” must permeate the school and the program. Students must be taught how to deal ethically with one another, particularly with weaker members of the group. Students must be taught how to deal ethically with one another, particularly with weaker members of the group. Teaching about interdependence and the worth of individuals must fill the school. Teaching about interdependence and the worth of individuals must fill the school. The program must be followed through within each classroom. (Olweus, 1993) The program must be followed through within each classroom. (Olweus, 1993)

9. The Anti-Bullying Campaign Specific information about bullying and its consequences are essential to the mental health of a school. Specific information about bullying and its consequences are essential to the mental health of a school. Getting the anti-bullying message out is essential to begin changing behavior. Getting the anti-bullying message out is essential to begin changing behavior. (Olweus, 1991) (Olweus, 1991)

10. The Referral Mechanism A climate must be established within the school and each classroom in which students are not afraid to admit that they hurt, that hurting students are taken seriously, and are willing to present themselves for treatment and help. A climate must be established within the school and each classroom in which students are not afraid to admit that they hurt, that hurting students are taken seriously, and are willing to present themselves for treatment and help. It is important that schools set and enforce discipline standards. It is important that schools set and enforce discipline standards.

11. Individual and Small Group Interventions When attempting to intervene, adults must realize that the bully and the victim are equally vulnerable. Each must be treated separately and independent of each other. Bullies and victims should never be forced into any form of mediation. (Alberti and Emmons, 1992) “Abuse is not negotiable.”

12. Talks with the Bully If a teacher knows or suspects that there is bullying in the class, he/she should not delay in taking action. If a teacher knows or suspects that there is bullying in the class, he/she should not delay in taking action. The primary aim in dealing with bullies is simply to make them stop bullying. The primary aim in dealing with bullies is simply to make them stop bullying. Where several students may be involved in bullying activity, it is advisable to talk to them one at a time, in rapid succession. Where several students may be involved in bullying activity, it is advisable to talk to them one at a time, in rapid succession. Bullies should be informed that no further bullying will be tolerated. Bullies should be informed that no further bullying will be tolerated. (Olweus, 1993) (Olweus, 1993)

13. Talks with the Bully If other measures have been taken with the bully, it may become necessary to arrange conferences with the principal and parents. If other measures have been taken with the bully, it may become necessary to arrange conferences with the principal and parents. I.e. redirection of rules and standards, individual student conferences, counseling, classroom meetings, and sanctions.

14. Talks with the Victim In trying to clear up a bullying situation one must make every effort to guarantee the victim efficient protection against harassment. In trying to clear up a bullying situation one must make every effort to guarantee the victim efficient protection against harassment. The victimized student must be able to trust that adults both want and are able to give him/her any help needed. The victimized student must be able to trust that adults both want and are able to give him/her any help needed. In order to provide the victim with adequate protection, close cooperation and frequent exchange of information between the school and student’s family is needed. In order to provide the victim with adequate protection, close cooperation and frequent exchange of information between the school and student’s family is needed.

15. Talks with the Victim It is advantageous if the teacher or parents can secure the consent of the victim first. It is advantageous if the teacher or parents can secure the consent of the victim first. The victim should be protected and removed from the bully as quickly as possible. The victim should be protected and removed from the bully as quickly as possible. Victims must be given an opportunity to “debrief.” (Olweus, 1993) Victims must be given an opportunity to “debrief.” (Olweus, 1993)

16. Strategies for Counseling When dealing with bullying behavior, both the bully and the victim need an opportunity to express their views and frustrations. Understanding the particular point of view from the bully and/or the victim will help in the resolution of the situation.

17. Reverse Role Playing Used with the bully to bring about cognitive recognition of their actions. Have the bully role play the event as they recall it happening. Have the bully role play the event as they recall it happening. Clarify specific events with clear questions. Clarify specific events with clear questions. Explain the role reversal to the bully. Explain the role reversal to the bully. Have the bully relate all they know about the victim. Have the bully relate all they know about the victim. Have the bully describe circumstances surrounding the initial event. Have the bully describe circumstances surrounding the initial event. Ask the bully to act out the event as the victim. Ask the bully to act out the event as the victim. Discuss the experience in detail with the bully. Discuss the experience in detail with the bully. Provide a brief summary of events for discussion. Provide a brief summary of events for discussion. (Ivey, 1988) (Ivey, 1988)

18. Behavioral Contracting Used with the bully and the victim to clarify behaviors and provide cognitive recognition of future behaviors. The behavioral contract is a document that spells out specific behaviors. The behavioral contract is a document that spells out specific behaviors. For bullies: the contract must include a promise to refrain from bullying and an observable definition of which behaviors constitute the bullying. For bullies: the contract must include a promise to refrain from bullying and an observable definition of which behaviors constitute the bullying. Wording about pro-social behaviors should be added. Wording about pro-social behaviors should be added.

19. Behavioral Contracting For the victim: the contract could include giving carefully defined assertive responses and improving behaviors that others see as provocative. For the victim: the contract could include giving carefully defined assertive responses and improving behaviors that others see as provocative.

20. Assertiveness Training Assertiveness training is used solely with the victim in order to provide skills that can be used to help prevent future bullying. Assertiveness training can be defined as standing up for one’s rights while not trampling on the rights of others. Assertiveness training can be defined as standing up for one’s rights while not trampling on the rights of others. “Say what you mean and mean what you say.”

21. Assertiveness Training Assertiveness training is taught primarily through modeling. Assertiveness training is taught primarily through modeling. The use of imagery is extremely important. The use of imagery is extremely important. Five key steps to assertiveness training: Five key steps to assertiveness training: 1. Identify the problem situation. 2. Identify the needed changes and new behaviors. 3. Practice and refine the new behaviors. 4. Plan and apply the new behaviors. 5. Evaluate and make changes as needed.

22. Assertiveness Training New behaviors developed should be thoroughly modeled and discussed. New behaviors developed should be thoroughly modeled and discussed. Emphasis and special attention should be paid to non- verbal factors. Emphasis and special attention should be paid to non- verbal factors. I.e. facial expressions, vocal tone, and posturing It is recommended that the victim keep a journal. It is recommended that the victim keep a journal. Consistent evaluation of the training with the victim is necessary. Consistent evaluation of the training with the victim is necessary. Modify training as needed based on the evaluation. (Alberti and Emmons, 1982) Modify training as needed based on the evaluation. (Alberti and Emmons, 1982)

23. Social Skills Training Social skills training is used with both the bully and the victim. There are several techniques used in social skills training and choosing one that works is based upon initial discussions with the individual student.

24. Social Skills Training The Push Button technique The Push Button technique Anger Management Anger Management Conflict Resolution Conflict Resolution Negotiation skills Negotiation skills Courtesy and common acceptable manners Courtesy and common acceptable manners (Hoover, Oliver, and Hazler, 1992) (Hoover, Oliver, and Hazler, 1992)

25. Re-storying Strategy Re-storying is used with both the bully and the victim. It is used to provide a basis of cognitive recognition. Begin by asking the student to write down the situation in story form. Begin by asking the student to write down the situation in story form. Listen to the students story. Listen to the students story. Identify unique outcomes. Identify unique outcomes. Externalize the problem. Externalize the problem. Weave a new story. Weave a new story. Share the new story and promote change. Share the new story and promote change.