1. STOP
BULLYING:
Brought to you by Counseling & Student Services

2. Bullying
160,000 + students per day stay home from school in the US because of fear of being bullied
80% of children report being victimized by a bully at least once
Persistent bullying leaves long-term scares on victims
15% of victims report severe reactions
Additional facts included in bullying document.

3. Bullying
60% of children identified as bullies by age eight have at least one criminal conviction by age twenty-four
Additional facts included in bullying document.

4. What Is Bullying Cyberbullying
Intentional aggressive behavior involving an imbalance of power or strength that is often repeated over time
Cyberbullying
an aggressive, intentional act carried out by a group or individual, using electronic forms of contact, repeatedly and over time against a victim who cannot easily defend him or herself

5. Types of Bullies Action-oriented
Physical Bullies
Verbal Bullies
Action-oriented
Includes hitting, kicking, slapping, pinching, biting, poking, choking, destroying personal belongings
Includes name calling, teasing, cruel criticism, racist slurs and more
Can take place in person, over the phone, in
More emotional then it is physical
Includes ignoring, isolating, excluding and shunning
Relational Bullies
Bully/victims because they straddle the fence of being a bully and/or victim
Taunting “stronger” bullies
Reactive Victims
Girls tend to work differently than boys. They tend to use psychological-emotional cruelty rather than physical abuse.
For example, girls
Are not usually confrontational (although this behavior is changing)
Often manipulate weaker members of the “clique” to actually harass the victim.
Spread rumors.
Use “freeze-out” or “exile” tactics to gain control.
Most commonly work with other members of the group forming and exclusive group of peers.

6. Individual Psychological Factors Parental / Family Relationships
Causes of Bullying
Individual Psychological Factors
Parental / Family Relationships
School Factors

7. Characteristics of Bullies
Low Self-Esteem
Difficulty Using Non-Violent Problem Solving Skills
Uses Bullying Behaviors To Control His/Her Victim(s)
Difficulty Maintaining Long-term Relationships
Lacks Compassion For Victim(s)
Seeks Power And Control
Power
Control

8. School & Bullying
Researchers state that bullying is too pervasive and damaging for educators to ignore.
Approximately 10 to 12% of children say their lives are “miserable in school” as a result of bullying.
(Dr. John Hoover, associate professor of teaching and learning at the University of North Dakota, 2000.)
Stresses of being bullied can interfere with student's engagement and learning in school (NEA Today, 1999)
Bullying creates a climate of fear and disrespect in schools and has a negative impact on student learning (NEA, 2003)
Dr. Dan Olweus, professor of psychology at the University of Bergen in Norway, found that children in Sweden, US, Canada, England, and Japan resulted in from 10 to 24% of children surveyed were bullied in school. All studies indicate a wide gap between the percent of children experiencing bullying and the amount reported by teachers.
Both male and female bullies tend to have troubled backgrounds such as family problems, experienced bullying in the past, a history of physical or emotional abuse, influenced by the media, and inconsistent discipline at home.

9. WCPSS Policy (6414)
It is the priority of the Wake County Board of Education to provide every student and employee in the school system with a safe and orderly learning and working environment.
To this end, the Board specifically prohibits harassing or bullying behavior at all levels.
All complaints of harassing or bullying behavior made by students shall be promptly and thoroughly investigated by the principal or designee.
Violations of this policy shall be considered misconduct and will result in disciplinary action up to and including long- term suspension or expulsion in the case of students.
Policy:

10. Bullying Happens In… Verbal Taunting Nasty Notes Threats
Racial Baiting
Gender Issues
Physical Issues
… the Classroom
… the Hallway
… the Playground
… the Street or Bus Stop

11. Is Your Child Being Bullied?
Few, if any, friends
Moody, Fearful, Nervous
Appears Anxious
Withdraws From Usual Activities
Drop in School Achievement
Bruises, Torn Clothes, etc.
Avoids attending school
May exhibit bullying behaviors

12. How Can Parents Help? Be supportive
Listen, get the facts, assess the child’s feelings
Let the child know it’s not his/her fault
Praise the child for discussing the bullying
Find out what the child feels he/she needs to feel safe
Encourage and support child in making friends
Communicate with the school

13. How Can Parents Help?
Let the school know the who, what, when, where of the bullying
Let the school officials contact the other child’s parents
Talk regularly with your child and the school to assess if the bullying has stopped
Help develop your child’s talents or positive attributes to increase self-esteem

14. Teaching Assertive Skills
Confront
Turn and face the bully
Say “Keep away from me!”
If bullying continues - Report the incident to another adult
Teach Assertive Behaviors

15. Teaching Assertive Skills
Demonstrate assertive skills
Teach steps used to deal with bullying
- Ignore - Avoid - Confront
Intervene (if necessary)
Say it is OK to seek help from adults
We are here to help! You are not a Victim!
Demonstrate assertive behavior - role-play using puppets. Emphasize that it is okay to say “No” to unacceptable demands.
Do not be afraid to intervene when interactions seem headed for trouble. Discuss what the children want and allow them to suggest ways to solve the problem.
Seek out Help when confronted by a bully - physical, sexual, psychological.
Discuss three steps used when faced with bullying
Ignore, Wake Away, Confront
Group Activity:
Materials: pens, markers, chart paper
*Remember that children must be prepared to respond to a bully when confronting. Teach confronting statements - “No, teasing is not showing respect.” or “When you say …., you are not being a friend.”
*Generate a list of possible statements as a group or in small groups. Share information with the group.

16. Teaching Assertive Skills
Replay Conflict
Make Different Choices
Define
Aggression
Bossiness
Discrimination
Reward Use of Positive Social Skills
Replay conflict: Following an incident between children, involve them in a replay of the conflict. Allow them to suggest other ways to solve the problem. *This is a great opportunity to use reflective writing or journaling after discussing the incident. Avoid “why” questions and blaming comments. Stick to the FACTS!! Suggest the following questions:
“What did you want?”
“Did your actions get you what you wanted?”
“What other ways might you use to get what you want and respect the other person?
Allow children to retell the scenario using different ways to solve the problem.
Making Choices: Encourage children to not give up territory or objects to bullies. Practice using statements such as “I’m playing with this toy now.”
*Allow parents to share some of the statements they encourage their child to use when playing with “bossy” friends. Record the statements on a chart.
Small Group Activity: Members write definitions for vocabulary (aggression, bossiness, and discrimination) and statements they might encourage a child to use when confronted by bullies.
Reward Use of Prosocial Skills: Stress that reward may be an “at-a-way” statement rather than a material reward.

17. Work With School Staff Involvement Listening Building Teams
Collaboration
Support Anti-Bullying Policies

18. Questions or Comments?