© olweus bullying prevention group, 2007 olweus bullying prevention program - bullying 101: what do...

© Olweus Bullying Prevention Group, © Olweus Bullying Prevention Group, 20072007

Olweus Bullying Prevention Program - Bullying 101:What do we know?

Marlene Snyder, Ph.D.Clemson University

[email protected]


Overview: Session 1 What do we know about bullying?

– State laws and policies– A dozen key findings about bullying– What do we know about relational

aggression/ gender differences?– A word about cyber bullying?

Best Practices in prevention & intervention in the school environment: Exploring the Olweus Bullying Prevention Program

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Number of State Laws Number of State Laws Related to BullyingRelated to Bullying

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Bullying in the News Bullying in the News Lexis/Nexis CitationsLexis/Nexis Citations

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What do you know What do you know about bullying about bullying behavior?behavior?

QuizQuiz


What is the Olweus What is the Olweus Definition of Bullying?Definition of Bullying?

““A person is bullied A person is bullied when he or she is when he or she is exposed, repeatedly exposed, repeatedly and over time, to and over time, to negative actions on the negative actions on the part of one or more part of one or more other persons, and he other persons, and he or she has difficulty or she has difficulty defending himself or defending himself or herself.herself.”” Olweus et al., 2007Olweus et al., 2007


“Bullying is when someone repeatedly and on purpose says or does mean or hurtful things to another person who has a hard time defending himself or herself.”

In everyday language……In everyday language……


3 Key Components of 3 Key Components of BullyingBullying

1.1. Aggressive behaviorAggressive behavior

2.2. Typically involves a Typically involves a pattern of behavior pattern of behavior repeated over timerepeated over time

3.3. Involves an imbalance of Involves an imbalance of power or strengthpower or strength


Direct BullyingDirect Bullying

Hitting, kicking, shoving, Hitting, kicking, shoving, spittingspitting……

Taunting, name-calling, Taunting, name-calling, degrading commentsdegrading comments

Threatening, obscene gesturesThreatening, obscene gestures


Indirect BullyingIndirect Bullying

Getting another person to Getting another person to assault someoneassault someone

Spreading rumorsSpreading rumors Social isolationSocial isolation Cyber-bullyingCyber-bullying


BULLYING = PEER ABUSEBULLYING = PEER ABUSE


Similarities in Forms of Abuse…Domestic violenceChild abuseSexual harassmentBullying

• All involve imbalance of power;

• All are often repeated over time;

• Often, the perpetrator blames the victim for their bad behavior;

• The victim may blame him or herself for the abuse, if it is not stopped.

How has society reacted to abuse? (Stan Davis, 2006)

1. Through denial (“It’s not important;” “He didn’t mean it.”)

2. By blaming the victim or asking the victim to solve the problem (“You should wear different clothes;” “He just does it because he knows it bothers you;” “Just laugh it off;” “Try to avoid them.”)

3. And through comprehensive prevention/ intervention including training, consequences, helping abusers change, positive peer pressure, and support for targets.


What Roles Do Students Play In Bullying Situations?

B

C

D

H

G

E

F

AStart the bullying and take an active partTake an activepart, but do not start the bullying

Support the bullying, but do not take an active part

Like the bullying, but do not display open support

Watch what happens, don’t take a stand

Dislike the bullying and think they ought to help, but don’t do it

Dislike the bullying, help or try to help the victim

The one who is exposed

Student Who Is Bullied

Students who bully

Followers

Supporters

Passive Supporters

DisengagedOnlookers

Possible Defenders

Defenders of the victim

TG, p. 24


Group Mechanisms in Group Mechanisms in BullyingBullying

Social contagion Social contagion Weakening inhibitions against Weakening inhibitions against

aggressionaggression A decreased sense of A decreased sense of

individual responsibilityindividual responsibility Gradual changes in the view Gradual changes in the view

of the victimof the victim

Social CrueltySocial Cruelty


In schools… bullying is a In schools… bullying is a serious psychological problem serious psychological problem …… responsible for …… responsible for widespread suffering and pain widespread suffering and pain among children among children and and equally equally widespread apprehension, widespread apprehension, concern and anxiety among concern and anxiety among parentsparents.” .”

Borg (1998)Borg (1998)© Olweus Bullying Prevention Group, © Olweus Bullying Prevention Group,

20072007


Key Findings About Bullying

1. Many children are involved in bullying situations, and most are quite concerned about it.


Prevalence of Bullying Nansel et al. (2001): national sample of

15,600 students in grades 6-10– 19% bullied others “sometimes” or

more often9% bullied others weekly

– 17% were bullied “sometimes” or more often 8% were bullied weekly

– 6% reported bullying and being bullied “sometimes” or more often


Cyber BullyingKowalski et al. (2005)

Study of 3,767 children from grade 6-8

Frequency of Being Cyber Bullied:– 25% of girls and 11% of boys had been

cyber bullied at least once. Frequency of Cyber Bullying Others:

– 13% of girls and 9% of boys had cyber bullied someone else at least once.



2. There are similarities and differences among boys and girls in their experiences of bullying.


Frequency of Self-Reported Bullying Among Boys & Girls

• Nansel et al. study (2001) of 15,686 6th-10th graders.

• Boys were 2x as likely as girls to report bullying others:• “sometimes” or

more.• “once a week” or

more often.

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Boys Girls

Sometimesor more

Weekly


Gender & Bullying

Similarities:– Both boys and girls engage in frequent verbal bullying. – Girls and boys engage in relational bullying.

Differences:– Most studies indicate that boys bully more than girls.– Boys are more likely to be physically bullied. – Girls are more likely to be bullied through social

exclusion, rumor-spreading, cyber bullying, and sexual comments.

– Boys are bullied primarily by boys; girls are bullied by boys and girls.


Relational BullyingRelational Bullying

Damage reputations or social standing with peers and/or

Use threats or loss of relationships to manipulate peers.

BULLYINGBULLYING


Girl’s Fears About Bullying 2003 Harris poll of 2,279 girls ages

8-17 years The biggest fear cited was being

teased or made fun of (41% of tweens)– 2x as often as natural disasters,

terrorist attacks, war– 15x as often as dying/death of loved

one– 30x as often as school grades


Bullying & Girls

Intimacy is central to girls’ friendships

Girls rely heavily on their best friends for love and support

Girls attempt to control and undermine other girls

Girls often cast as victims/ but also bully others


Cyber Bullying: Cyber Bullying: Bullying in the Digital Bullying in the Digital AgeAge

Robin Kowalski, Ph.D.Robin Kowalski, Ph.D.Susan Limber, Ph.D.Susan Limber, Ph.D.Patti Agatston, Ph.D.Patti Agatston, Ph.D.

Blackwell PublishingBlackwell Publishing

Colleagues at Clemson University – Presentation fromColleagues at Clemson University – Presentation fromInternational Bullying Prevention Association ConferenceInternational Bullying Prevention Association Conference


Cyber BullyingKowalski & Limber (2005)

Methods of cyber bullying– Instant messaging: 67% (8th graders

more)– Chat rooms: 25%– E-mail: 24%– Website: 24%– Text messaging: 15% (8th graders more)


“What makes cyber bullying so dangerous…is that anyone can practice it without having to confront the victim. You don’t have to be strong or fast, simply equipped with a cell phone or computer and a willingness to terrorize.” (King, 2006)

Cyber BullyingCyber Bullying


Traditional Bullying versus Cyber Bullying

Shares three general characteristics: aggressiveness, power imbalance, and repetitiveness

The enemy you know…

Accessibility

Punitive fears

Bystanders

Disinhibition


How can parents, educators, and community members work together to prevent cyber bullying?

(Teen responses) Set age-appropriate guidelines. Teach us how to deal with on

line conflict and bullying. Monitor our use of the internet. Supervision/not snoopervision. Watch for warning signs. Don’t blame the victim.



3. Bullying is more common among elementary and middle school children than high school youth.


Victimization RatesNansel et al. (2001)

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percentage bullied "sometimes" or more

6th7th8th9th10th


Rates of Bully Victimization in 2003(National Crime Victimization Survey, 2005)

0%

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15%

20%

25%

6th grade 9th grade 12th grade

% bullied


Bullying RatesNansel et al. (2001)

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percentage bullying "sometimes" or more

6th7th8th9th10th



4. Bullying can seriously effect children who are targeted.

Myth: Bullying isn’t serious—it’s just a matter of “kids being kids.” Or “Being bullied makes you a stronger person.”


Short-term Effects Short-term Effects of Being Bulliedof Being Bullied

Lower self-esteemLower self-esteem Depression & anxietyDepression & anxiety Absenteeism & school Absenteeism & school

achievementachievement Thoughts of suicideThoughts of suicide IllnessIllness


Health Consequences of Bullying(Fekkes et al., 2004)

Bullied Not bulliedHeadache 16% 6%Sleep problems 42% 23%Abdominal pain 17% 9%Feeling tense 20% 9%Anxiety 28% 10%Feeling unhappy 23% 5%Depression scale

moderate indication 49% 16%strong indication 16% 2%


Impact of Bullying on School Engagement & Student Academic Achievement

Bullied children are more likely to:– Want to avoid going to school

(Kochenderfer & Ladd, 1996)

– Have higher absenteeism rates (Rigby, 1996; Smith et al, 2004)

– Say they dislike school; receive lower grades (Eisenberg et al., 2003)


Peer Rejection

Peer Exclusion

Peer Abuse

ClassroomParticipation

School Avoidance

AchievementDecrease

Kindergarten 5th Grade

•Early peer rejection in kindergarten is associated with peer exclusion and peer abuse in grades K-5.•Peer exclusion leads to a decrease in classroom participation, which in turn leads to a decrease in achievement•Peer abuse leads to an increase in school avoidance (but not directly to decreases in achievement)

Buhs et al. (2006) Study of Peer Exclusion & Victimization and

Academic Achievement


Conclusions from Buhs et al. (2006)

“Peers’ sustained acts of exclusion, although perhaps not as visibly harmful as verbal or physical forms of abuse, may be particularly detrimental to children’s participation, foster disengagement from learning activities, and thus, have a greater impact than peer abuse (name calling & physical abuse) on their progress in the academic domain” (p. 11).


Long-Term Effects of Bullying Lower self-esteem Higher rates of depression May drop out of school – or not

continue with higher education



5. Children who bully are more likely to be engaged in other antisocial, violent, or troubling behavior.


Children Who Bully are More Likely to:

Get into frequent fights Be injured in a fight Steal, vandalize property Drink alcohol Smoke Be truant, drop out of school Report poorer academic achievement Perceive a negative climate at school Carry a weapon


Longitudinal Study of Children who Bullied Others (Olweus, 1993)

60% of boys who were bullies in middle school had at least one conviction by age 24.

40% had three or more convictions.

Bullies were 4 times as likely as peers to have multiple convictions.

Bullying Behaviors to Bullying Behaviors to Criminal BehaviorsCriminal Behaviors AssaultAssault Ostracism, Defamation of Ostracism, Defamation of

CharacterCharacter ExtortionExtortion Denial of Civil LibertiesDenial of Civil Liberties Hate Crimes – Intolerance of Hate Crimes – Intolerance of

Race, Religion, Sexual OrientationRace, Religion, Sexual Orientation




6. There is no single “profile” of a child who bullies (or a child who is bullied)…but research has identified characteristics common to many of these children.


““Passive VictimsPassive Victims”” Tend Tend To..To..

Be quiet, cautious,& Be quiet, cautious,& sensitivesensitive

Lack confidenceLack confidence Be physically weaker than Be physically weaker than

peers (boys)peers (boys) Physically mature earlier (girls) Be afraid of getting hurtBe afraid of getting hurt Find it easier to associate Find it easier to associate

with adults than with peerswith adults than with peers


Common Characteristics of Bully/Victims (“Provocative”) Hyperactive, restless, Hyperactive, restless,

have difficulty have difficulty concentratingconcentrating

Hot-tempered, attempt Hot-tempered, attempt to fight or answer to fight or answer back when they feel back when they feel attacked or insultedattacked or insulted

Clumsy and immatureClumsy and immature


The Bully/Victim or The Bully/Victim or ““Provocative VictimProvocative Victim””

Has difficulty reading social Has difficulty reading social signals.signals.

Often is actively disliked by adults, Often is actively disliked by adults, including their teacher.including their teacher.

May have reading/writing May have reading/writing problems.problems.

May try to bully weaker students.May try to bully weaker students.


Children Who Bully

Myth: Children who bully are outcasts or loners with few social skills.

Reality: Children who bully are not socially isolated. Usually they have peers who support them. They may even be known as the “popular kids”.



7. There are particular reasons to be concerned about bully-victims.


Concern About Bully/Victims

Display the social-emotional problems of victimized children AND the behavioral problems of children who bully (Nansel et al.)– Poor relationships with classmates– Lonely– Poorer academic achievement– Higher rates of smoking alcohol use– More frequent fighting


Juvonen et al. (2003) Study of 2,000 children in Los Angeles Schools Peer Ratings

– Who do children most want to avoid: bully/victims

Teacher Ratings– Who is least popular: bully/victims and

victims – Who has the most conduct problems:

bully/victims – Who is seen as the most disengaged from

school? bully/victims

Attitudes of Attitudes of Bully/VictimsBully/Victims



Safe School Initiative Report (2002)

US Secret Service and US Dept. of Education Studied 37 incidents of targeted school

violence, involving 41 attackers (1974-2000)– 3/4 of attackers felt persecuted, bullied

prior to the incident– 1/3 of attackers characterized as “loners”– 1/4 socialized with students who were

disliked by most mainstream students– Many had considered suicide



8. Most children who observe bullying believe that they should get involved to stop it.

What Roles Do Students Play In Bullying Situations?

B

C

D

V

G

E

F

AStart the bullying and take an active partTake an activepart, but do not start the bullying

Support the bullying, but do not take an active part

Like the bullying, but do not display open support

Watch what happens, don’t take a stand

Dislike the bullying and think they ought to help, but don’t do it

Dislike the bullying, help or try to help the victim

The one who is exposed

Student Who Is Bullied

Students who bully

Followers

Supporters

Passive Supporters

DisengagedOnlookers

Possible Defenders

Defenders of the victim

© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

TG, p. 24


Kids Who Observe Bullying(Study by Melton et al., 1998)

What do you usually do when you see a student being bullied?

38% Nothing, because it’snone of my business

27% I don’t do anything, butI think I should help

35% I try to help him or her



9. Bullying can occur anywhere—even where adults are present.


Common Bullying Locations Classroom (with and with or without

teacher present) Hallways/stairwells Playground/athletic fields Cafeteria Restrooms Gym/gym locker rooms Bus/bus stop



10. Many children don’t report bullying experiences to adults.


Reporting of Bullying to School Staff

Many do not report being bullied. Older children and boys are less

likely to report victimization. Why don’t children report?

– 2/3 of victims felt that staff responded poorly

– 6% believed that staff responded very well. (Hoover et al., 1992)



11. Adults are not as responsive to

bullying as we should be (and as children want us to be).


Adults’ Responsiveness to Bullying

Adults overestimate their effectiveness in identifying bullying and intervening.– 70% of teachers believed that

adults intervene almost all the time

– 25% of students agreed (Charach et al., 1995)


Students’ Perceptions of Adult Concerns About Bullying Study of 9th grade students (Harris

et al., 2002):– 35% believed their teachers were

interested in trying to stop bullying (25% for administrators)

– 44% did not know if their teachers were interested

– 21% felt teachers were NOT interested



12. Bullying isn’t just an issue between children. Adults also bully children.


Bullying of Students by Teachers Olweus (2005)

Examples from students:– She calls me mean names (idiot,

baby)– Tries to make a fool of me– Uses sarcasm, different treatment

than other students– He’s sarcastic, embarrasses us if we

don’t understand new material right away.


Teachers Who Bully StudentsMcEvoy (2005) Conducted focus group and

administered a questionnaire to 236 high school and college students.

“Do you think most students in your hs would agree on which teachers bullied students? (93% yes)– 2/3 identified 1-3 teachers– 89% had taught 5+ years

Could teachers bully without getting into trouble? (77% yes)


Bullying Prevention is ….Bullying Prevention is …. A Human Rights IssueA Human Rights Issue A Public Health Issue - Physical & A Public Health Issue - Physical &

Mental Health Mental Health Social and Emotional LearningSocial and Emotional Learning Ethical Character and Academic Ethical Character and Academic

EducationEducation Creating a Safe & Welcoming Climate Creating a Safe & Welcoming Climate

for Learning – Violence Preventionfor Learning – Violence Prevention Participation in DemocracyParticipation in Democracy Delinquency PreventionDelinquency Prevention Suicide PreventionSuicide Prevention

Don’t Laugh at MeDon’t Laugh at Me


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