1. Victimization in Black and Brown: Culturally Responsive Strategies to address Bullying Jamilia J. Blake, Ph.D. (Peer Aggression in Ethnic Minority Youth) TASP 2015 Summer Institute

2. Agenda (Re)Defining the Problem – Bullying, a stubborn problem Dispelling Myths – Intersectional approach to bullying Implications – Where do we go from here

3. (RE)DEFINING BULLYING

4. FormFunction Bullying Features Bullying Roles Defining Bullying: A 4-prong approach

5. Three Characteristics of Bullying 1.Power Imbalance a)Physical b)Social c)Emotional Distress* 2.Negative and Intentional 3.Repetitive a)Implies intentionality Are all features of bullying necessary? Youth don’t use this definition, so should we? Defining Bullying: Features Features of bullying: Distinct from aggression

6. Are all features of bullying necessary? Youth don’t use this definition, so should we? Defining Bullying: Features Features of bullying: Distinct from aggression

7. Direct/Overt forms of Bullying –Physical –Verbal Indirect/Covert forms of Bullying –Relational/Social –Cyber Forms of bullying: How youth bully others Defining Bullying: Form

8. Victims of bullying are usually polyvictims Experiencing multiple forms of bullying simultaneously Forms of bullying: How youth bully others Defining Bullying: Form

9. Deviation from peer norms and perceived vulnerability –Appearance –Social Prowess (lack there of) –Emotional and behavioral dysregulation Function of bullying: Why we believe youth are bullied Defining Bullying: Function

10. Instrumental Goals –Achieve tangible goods/social resources –Achieve or maintain social status –Win the attention of romantic partners –Social dominance Function of bullying: Why we believe youth bully Defining Bullying: Function

11. Bias? –Disability –Gender expression –Sexual orientation –Race/ethnicity –Religious affiliation Function of bullying: Why we believe youth bully Defining Bullying: Function

12. Bystander Bully Assistant Victim Defining Bullying: Roles Bullying is a group phenomena

13. BULLIES Smoking Tobacco and Alcohol use Fighting and violence later in life Conduct problems BULLIES Difficulty making friends BULLIES Decreased academic engagement Lower achievement Poor school adjustment VICTIMS Social Anxiety Depression Low self-esteem Loneliness Somatic complaints Physical injury, Suicide & death Impacts of Bullying Risky Behavior Andershed et al., 2001; Card & Hodges, 2008; Hawker & Boulton, 2002; Hogulund, 2007; Nansel et al., 2001; Peplar, et al., 2002; Robers et al. 2010; Shaw, 1995; Shwartz& Gorman, 2003; Ttofi & Farrington, 2008 Academic and Achievement Outcomes Health & Psych Outcomes Peer Relationships Victims Negative attitudes toward school Poorer school outcomes Lower school attendance Truancy and dropout VICTIMS Peer rejection

14. We’ve come a long way…but there is still work to be done School Crime Supplement to the National Crime Victimization Survey Indicators of Crime and Safety Report: Nationally 25 million children ages 12 to 17 5.25 million bullied 21% of secondary students bullied in 2013

15. Texas Anti-Bullying Law: Makes the Grade SB 471 and HB 1942 – Texas Educ. Code § 37.001 Texas defines bullying as any written, verbal or physical act that physically harms a student or damages a student's property, or that creates an intimidating, threatening or abusive educational environment. Requirements for schools include… – Staff development – Protection for reporters – Transfer of students who are victims of or have engaged in bullying – Required curriculum and code of conduct – Bullying prevention policies and procedures – Discipline management policies – Community education relating to internet safety – Provide counseling to bullies and victims A++

16. What are the stats for Texas? 2013 CDC High School Youth Risk Survey

17. DISPELLING MYTHS Bullying from a Cultural Lens

18. State of the literature Black and Latino students – More likely to endorse positive attitudes toward aggression and engagement in aggression At face value, what is the take home message?

19. 2013 CDC High School Youth Risk Survey

20. Qualifying findings Black and Latino students endorse pro-aggression attitudes and engaging in aggression Primarily males Drawn from urban communities What do we know about urban communities – Greater concentration of poverty – Concentrated poverty associated with community violence – Greater exposure to community violence

21. Explanation for Racial/Ethnic Differences What may be at play – Culture of Honor Insults and slights perceived as challenge to (masculinity) identity – False Bravado Masking and overcompensating insecurity with “courage” – Laymen terms: Need to be respected Loyalty & Admiration are central to this

22. State of the literature Black and Latino students – Less likely to report victimization At face value, what is the take home message?

23. School Crime Supplement to the National Crime Victimization Survey

24. Qualifying findings Black and Latino students less likely to report being victimized Dependent on how the question is posed – Bullying vs. Victimization Influenced by the racial-composition of the school – Majority-race victim vs. Minority-race victim » Contingent on student’s racial/ethnic identity » Distinct from intragroup marginalization

25. Explanation of Racial/Ethnic Differences Perhaps due to culture of honor or false bravado – Difficulty accepting vulnerability

26. Take Home Message An intersectional approach to bullying is essential – Black and Latino students are subject to bullying but may underreport their experiences—silent suffering – Black and Latino students do engage in aggression but not for the reasons we may think Differential rates in Black and Latino students bullying engagement is unclear

27. What does this mean for practice? Three C’s that Matter – Culture: There are cultural norms that may explain students bullying and victimization risk and involvement that have historical significance – Context: Racial/ethnic school diversity impacts bullying involvement – Conformity: Adherence to broader cultural norms of school as well as racial/ethnic group membership

28. CURRENT PRACTICES New Directions to Foster Culturally Responsive Strategies

29. Best Practices for Addressing Bullying Tier 1 Primary Prevention Tier 2 Secondary Prevention Tier 3 Tertiary Prevention Prevention is better than a cure Target entire school Target entire school Target students who may be at risk for engaging in bullying or targeted for victimization Target students who may be at risk for engaging in bullying or targeted for victimization Target students exhibiting bullying behavior or who are victimized by peers Provide focused services Target students exhibiting bullying behavior or who are victimized by peers Provide focused services

30. How we typically address bullying in schools? Tier 1 Primary Prevention Tier 2 Secondary Prevention Tier 3 Tertiary Prevention Tier 1: Primary Prevention Programs and Strategies Anti-bullying policies Bullying prevention programs School-wide discipline programs Social Emotional Learning programs Tier 1: Primary Prevention Programs and Strategies Anti-bullying policies Bullying prevention programs School-wide discipline programs Social Emotional Learning programs Target entire school Target entire school

31. If prevention is better than a cure…. Tier 1 Primary Prevention Tier 2 Secondary Prevention Tier 3 Tertiary Prevention Tier 2: Secondary Prevention Programs and Strategies Social Skills Training Anger management Friendship building Other? Tier 2: Secondary Prevention Programs and Strategies Social Skills Training Anger management Friendship building Other? Target students who may be at risk for engaging in bullying or targeted for victimization Target students who may be at risk for engaging in bullying or targeted for victimization Why are we not more proactive?

32. What about those afflicted by bullying? Tier 1 Primary Prevention Tier 2 Secondary Prevention Tier 3 Tertiary Prevention Tier 3: Tertiary Prevention Programs ???? Tier 3: Tertiary Prevention Programs ???? Target students exhibiting bullying behavior or who are victimized by peers Target students exhibiting bullying behavior or who are victimized by peers

33. Bullying Assessment is Important Proactive Responding: Effective bullying prevention & intervention begins with accurate identification Legal View: Collateral Data – Corroboration that victimization occurs and causes harm Texas Anti-bullying Law: Transfer of students who are victims of or have engaged in bullying Blake, J. J., Banks, C. S., Patience, B. A., & Lund, E. M (accepted) School-based mental health professionals’ bullying assessment practices: A call for evidenced-based bullying assessment guidelines. Professional School Counselor.

34. Bullying Assessment is Important Proactive Responding: Effective bullying prevention & intervention begins with accurate identification Mental Health View: Eye of the Beholder – Perception of victimization is sufficient to warrant support – Identify support services Texas Anti-bullying Law : provide counseling to bullies and victims Blake, J. J., Banks, C. S., Patience, B. A., & Lund, E. M (accepted) School-based mental health professionals’ bullying assessment practices: A call for evidenced-based bullying assessment guidelines. Professional School Counselor.

35. Bullying Assessment is Important. Can we assess in culturally responsive ways? Measures and Methods to consider Interviews Form Function Intensity Duration: Precipitating Events Role Anonymous Reporting Web-based system Bully Box texting Teacher Rating Scales Behavior Assessment System for Children ASEBA CBCL Archival Records Office Discipline Referrals School Nurses Office Log Attendance Student Rating Scales Self-Reported Bully Victimization Measures Reynolds Victimization Measures Observations Classroom Structured Unstructured Playground Lunchroom Hallway Transitions Culturally Responsive Assessment: Are we asking the right questions?

36. Bullying Assessment: Routine Assessment Suspected Student Named Classroom Observation Student Interview Adult Informant Interview Peer Report Archival Records Review Mental Health View: Eye of Beholder Collateral Evidence Social Emotional Assessment Anonymous Reporting Self-, Peer-, Teacher Report Surveying Students of Bullying Experiences Culturally Responsive Assessment: Are we asking the right questions?

37. ONCE WE IDENTIFY THOSE BEING BULLIED…

38. Need to Implement: Bystander intervention & Victimization Supports “Trying to make the bully behave differently rarely leads to a permanent change. Thus, the idea is to affect the behavior of the bystanders; students who witness the bullying but do nothing to stop it” (Salmivalli, Kaukiainen, & Voeten, 2005, p. 467) Victimization has lasting effects. Strategies for teaching victims how to cope with their bullying experiences and to not internalize this experience is a critical aspect of Bullying Prevention. (Blake, 2012)

39. How do Bystanders Disrupt the Cycle of Bullying  Move beyond focusing solely on bullies and victims Bystanders are present 80% to 88% of the time in bullying situations Broader school climatic and supervision issues  Recognition that bystanders matter When bystanders intervene student victimization is reduced by 20% to 50% Craig, Pepler, & Atlas, 2000; Hawkins, Pepler, & Craig, 2001; O’Connell, Pepler & Craig, 1999; Polanin, Espelage, & Pigott, 2012

40. Bystander Intervention: What are we up against? Goal: Shift youth from being passive bystanders to active defenders Media/Society

41. Community Family Goal: Shift youth from being passive bystanders to active defenders Community Factors & Local Community Violence Exposure Law Enforcement Community Relationships: What is the level of trust vs. distrust? Banks, Blake, & Joslin, 2013 Bystander Intervention: What are we up against? Adopting a culturally responsive lens: What role does loyalty to the community/ group membership play here? In vs. outgroup Family System Parent teachings: Stand up or stay out of it?

42. School Classroom Individual Goal: Shift youth from being passive bystanders to active defenders Increased supervision & monitoring Consistent and positive behavior management Fostering positive student teacher relationships Increase opportunities for school belonging Teacher response to bullying Believe victims should stand up to bullies have students with less victim empathy → less likely to intervene Classroom norms to bystander intervention Classroom norms for bullying Social status Empathy Moral cognition Theory of Mind Prosocial skills Self-efficacy Gender Caravita, Gini, & Pozzoli, 2009; Karna et al., 2010; Poyhoen, Juvonen, & Salmivali, 2010; Pozzoli, et al., 2012 ; Pronk,et al., 2013 Bystander Intervention: What are we up against?

43. What about the victims of bullying? Tier 1 Primary Prevention Tier 2 Secondary Prevention Tier 3 Tertiary Prevention Tier 3: Tertiary Prevention Programs ???? Tier 3: Tertiary Prevention Programs ???? Target students exhibiting bullying behavior or who are victimized by peers Target students exhibiting bullying behavior or who are victimized by peers

44. Interventions for Victims of Bullying To date, no evidenced-based victimization interventions exist How might we tailor existing bullying prevention programs to be more culturally salient? – Let’s Brainstorm

45. Questions & Presenter Contact Information Jamilia Blake, Ph.D. Associate Professor, Department of Educational Psychology, jjblake@tamu.edu @drjjblakejjblake@tamu.edu Expertise: –Peer relations and educational experiences of socially marginalized youth Bullying and victimization risk and protective factors Disparate impact of exclusionary discipline