the school bully

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Colleagues partnered on this Power Point on School Bullying

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Our School District

Staff Development

2009Session One

THE BULLY

Have you witnessed BULLYINGbehavior?

There are several types of

BULLYING Relationships

Studentto

Student

Teacherto

Student

Studentto

Teacher

Workplace

CYBER BULLYING

is growing

BB

The NationalYouth Violence

PreventionResource Center

Reports

5.7 million students are involved as a

BULLYor target of BULLYING

In a recent national

survey of students

grade 6-10

13% reported being a

target of BULLYING

YY

BULLYINGis most likely to

occur

In schools that lack adult

supervision during breaks

YY

Where rules against BULLYING are not

consistently enforced

ING ING

And where teachers and students are indifferent to BULLYING behavior

The 3rdhighest rate of school BULLYING in the U.S.

ILLINOIS

The American Justice Department reports

this month

YY

1 out of every 4youth

YY

Will be abused by another student

1 of 5 students

Admit to being a BULLY

8% of students

YY

Deal with their fear of

BULLIES

INGING

By missing 1 day of class

per month

BULLYING isn’t a problem

That one TEACHER can resolve

That oneSCHOOL

can resolve

An integrated effort by SCHOOL

and COMMUNITY

is required for results

BULLYING is a worldwide

problem

We can learn from the WORLD Community

but our LOCAL Community must work with us

44

Let’s work TOGETHER

to UNDERSTAND and ELIMINATE this problem

in our school district

YY

THE BULLY

Professional Development Professional Development PlanningPlanning

Bullying in our SchoolBullying in our School

Group WorkGroup Work

  

 

See the handout in your binder 

ResearchResearchStudent to StudentStudent to Student

    

Bullying is not confined to country, religion, Bullying is not confined to country, religion, ethno-cultural groupsethno-cultural groups

  It is a world-wide predicamentIt is a world-wide predicament

      

  (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)

Research Research Student to StudentStudent to Student

Some general statsSome general stats::• 1 in 4 are bullied monthly by peers1 in 4 are bullied monthly by peers  • 160,000 students skipped school for fear of 160,000 students skipped school for fear of

being bulliedbeing bullied

• Teasing, being bullied, and rejection tops the Teasing, being bullied, and rejection tops the list of triggers in childhood attemps at suicidelist of triggers in childhood attemps at suicide

  (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)

    

Research Research Student to StudentStudent to Student

General descriptions:General descriptions:  • The Bully- Individual who commits the actThe Bully- Individual who commits the act  • The Bullied- The person on the receiving end The Bullied- The person on the receiving end

of the bullyingof the bullying  • The Bystander- The person who sees the act The Bystander- The person who sees the act

and decides to act or notand decides to act or not  (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)

    

Research Research Student to StudentStudent to Student

Why do they do what they do?Why do they do what they do?  • Research shows that they do what they do Research shows that they do what they do

because of how they were treatedbecause of how they were treated  

(Levinson & Levinson, 2005)(Levinson & Levinson, 2005)    

Research Research Student to StudentStudent to Student

What are the three types?What are the three types?  1.1.Verbal (Precursor)Verbal (Precursor)

-Accounts for 70%-Accounts for 70%-Acts: name calling, taunting, teasing, -Acts: name calling, taunting, teasing,

belittling, racist slurs, sexually abusive belittling, racist slurs, sexually abusive remarksremarks    

(Levinson & Levinson, 2005)(Levinson & Levinson, 2005)  

  

Research Research Student to StudentStudent to Student

What are the three types?What are the three types?2. Physical bullying (Most visible)2. Physical bullying (Most visible)              -Accounts for less than 30%-Accounts for less than 30%              -Acts: punching, biting, kicking, choking, -Acts: punching, biting, kicking, choking, scratching, spittingscratching, spitting  This type of bullying is the most troublesome of This type of bullying is the most troublesome of them all because it may lead to the bully them all because it may lead to the bully becoming an adult criminal becoming an adult criminal 

  (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)    

ResearchResearchStudent to StudentStudent to Student

What are the three types?What are the three types?3. Relational Aggression3. Relational Aggression

–Objective is to destroy the self-Objective is to destroy the self-esteem of the bulliedesteem of the bullied

–Ignore, isolate, exclude, taunt, Ignore, isolate, exclude, taunt, gossip, writing notes, rumorsgossip, writing notes, rumors

  (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)    

Research Research Student to StudentStudent to Student

Studies have shown that anyone can be a Studies have shown that anyone can be a target and that over time those target and that over time those targeted change:targeted change:EmotionallyEmotionallyPhysicallyPhysically--Will become frail and insecure or bulliesWill become frail and insecure or bullies  

  (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)  

Research Research Student to StudentStudent to Student

    BullycideBullycide  ColumbineColumbine  

  (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)    

Research Research Student to StudentStudent to Student

  The BystanderThe BystanderOmmission and commisionOmmission and commision  These individuals have abandonded ethical These individuals have abandonded ethical and moral resposiblityand moral resposiblity  

  (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)  

  

Best PracticesBest PracticesStudent to StudentStudent to Student

Olweus ModelOlweus ModelFour Step ApproachFour Step ApproachOur Professional Development Plan uses this Our Professional Development Plan uses this frameworkframework  

  (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)    

Best PracticesBest PracticesStudent to StudentStudent to Student

  Olweus ModelOlweus ModelStep One:Step One:  Create an environment in which children Create an environment in which children and adults feel secure to help both the and adults feel secure to help both the bullied and bully by tellingbullied and bully by telling    

  (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)  

  

Best PracticesBest PracticesStudent to StudentStudent to Student

  Olweus ModelOlweus ModelStep Two:Step Two:  Replace the age old mentality of fight them or Replace the age old mentality of fight them or ignore them with new dialogue that engages ignore them with new dialogue that engages the bully and forces the individual to deal with the bully and forces the individual to deal with his interpersonal behaviors and skills in a his interpersonal behaviors and skills in a meaningful waymeaningful way    

  (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)    

Best PracticesBest PracticesStudent to StudentStudent to Student

Olweus ModelOlweus ModelStep Three:Step Three:  Teach effective self managing/ anger Teach effective self managing/ anger management techniques to children and adultsmanagement techniques to children and adults    

  (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)    

Best PracticesBest PracticesStudent to StudentStudent to Student

Olweus ModelOlweus ModelStep Four:Step Four:  Provide empathy training for children and Provide empathy training for children and adultsadults

    (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)

    

Best PracticesBest PracticesStudent to StudentStudent to Student

  Positive Behavior Intervention SupportsPositive Behavior Intervention Supports  Respect EducationRespect EducationRespect Environment Respect Environment Respect EveryoneRespect Everyone

Creating cool toolsCreating cool tools  

  (PBIS, 2008)(PBIS, 2008)

Best PracticesBest PracticesStudent to StudentStudent to Student

Character CountsCharacter Counts1.1.TrustworthinessTrustworthiness2.2.RespectRespect3.3.ResponsibilityResponsibility4.4.FairnessFairness5.5.Caring Caring 6.6.CitizenshipCitizenship

    

  (charactercounts.org/sixpillars.html, 2008)(charactercounts.org/sixpillars.html, 2008)    

THE FACULTY BULLYTHE FACULTY BULLY

Research Research Teacher to StudentTeacher to Student

• WhatWhat• WhyWhy• Cost to StudentCost to Student

Research Research Teacher to StudentTeacher to Student

• WhatWhat• WhyWhy• Cost to StudentCost to Student• Climate AssessmentClimate Assessment• Solution FindingSolution Finding

Research Research Teacher to StudentTeacher to Student

TARGET?TARGET?(2005 Atlanta National Bullying Prevention (2005 Atlanta National Bullying Prevention Conference)Conference)

• ½ student reported teacher ½ student reported teacher bullied whole classbullied whole class

• ½ students reported teacher ½ students reported teacher bullied 1-2 studentsbullied 1-2 students

Whole class= crazy teacherWhole class= crazy teacherSole Target= something wrong w/ meSole Target= something wrong w/ me

Research Research Teacher to StudentTeacher to Student

Negative Pedagogy . . .Negative Pedagogy . . .Areas: Coercive misuse of powerAreas: Coercive misuse of power1. discipline and student relationships1. discipline and student relationships2. evaluation2. evaluation3. student grouping3. student grouping4. classroom/school procedures & rules4. classroom/school procedures & rules5. instructional practices5. instructional practices6. physical plant/resources6. physical plant/resources

PAUL & SMITH (2002)PAUL & SMITH (2002)

Research Research Teacher to StudentTeacher to Student

Devine, (1996), has pointed out that some teachers use the “code of the streets” (tough language, four letter words, intimidation, tough demeanor, and tough posturing), as a way to exert power and authority.

Often children and even other teachers and principals praise such teachers as being effective. They are respected because they are people not to be messed with.

FEAR IMPAIRS THE CAPACITY TO LEARN

Research Research Teacher to StudentTeacher to Student

SOLUTION?SOLUTION?• CODE OF CONDUCT FOR CODE OF CONDUCT FOR

STAFFSTAFF• REPORTING SYSTEM NO REPORTING SYSTEM NO

REPRISALSREPRISALS• PEER GUIDANCE CODE PEER GUIDANCE CODE

PHRASEPHRASE• PERIODIC CLIMATE PERIODIC CLIMATE

SURVEYSSURVEYS

Research Research Teacher to StudentTeacher to Student

http://www.endbullyingnow.blogspot.comhttp://www.endbullyingnow.blogspot.com

• Open source solution finding: Open source solution finding: WORLDWIDEWORLDWIDE

• Platform for Local DiscussionPlatform for Local Discussion• Reference ListReference List• WeblinksWeblinks• SurveysSurveys• Local Research ResultsLocal Research Results

Research Research Teacher to StudentTeacher to Student

THE STUDENT TO THE STUDENT TO TEACHERTEACHER

BULLYBULLY

Research Research Student to TeacherStudent to Teacher

Research and Best Practice Research and Best Practice Student to Teacher BullyingStudent to Teacher Bullying

•Under reported with little research baseUnder reported with little research base

•Often misrepresented as threatening behavior Often misrepresented as threatening behavior or other student discipline issuesor other student discipline issues

•Teacher victims are mostly inexperienced and Teacher victims are mostly inexperienced and femalefemale  

Usually results from the following:Usually results from the following:• Uncomfortable in the teacher Uncomfortable in the teacher

leadership roleleadership role• Unprepared for the challenges of Unprepared for the challenges of

student disciplinestudent discipline• Unreported because it is Unreported because it is

professionally threateningprofessionally threatening• Sometimes linked to a culture of Sometimes linked to a culture of

school violenceschool violence

Research and Best Practice Research and Best Practice Student to Teacher BullyingStudent to Teacher Bullying

• 36% of teachers reported being bullied 36% of teachers reported being bullied by students by students

(Ontario Secondary Teachers)(Ontario Secondary Teachers)  • Blogging, posting, tweeting, Blogging, posting, tweeting,

cyberbullyingcyberbullying  • Video recording and Internet postingVideo recording and Internet posting

Research and Best Practice Research and Best Practice Student to Teacher BullyingStudent to Teacher Bullying

• Establish support systems for new, Establish support systems for new, inexperienced teachers.inexperienced teachers.

• Mentors, frequent classroom visits, open Mentors, frequent classroom visits, open culture can help young teachersculture can help young teachers

• Student discipline training must be a priorityStudent discipline training must be a priority• Help young teachers grow and establish Help young teachers grow and establish

themselves as classroom leaders themselves as classroom leaders   

Research and Best Practice Research and Best Practice Student to Teacher BullyingStudent to Teacher Bullying

Sid Citrus, Bully-Asshole Boss

http://www.sidcitrus.com/Site/Episode_1.html

ResearchResearchWorkplace BullyingWorkplace Bullying

ResearchResearchWorkplace BullyingWorkplace Bullying

  •  75% of all employees had been affected by 75% of all employees had been affected by workplace bullying (Blando,2008)workplace bullying (Blando,2008)

•  13% of U.S. emplyees currently being bullied, 13% of U.S. emplyees currently being bullied, 24% have been bullied in the past (WBI-Zogby)24% have been bullied in the past (WBI-Zogby)

•Women appear to be at a greater risk  57%Women appear to be at a greater risk  57%

•Men are more likely to be bullies- 60%Men are more likely to be bullies- 60%

•Women bullies target other women- 71%Women bullies target other women- 71%

(Workplace Bullying Institute, 2007)(Workplace Bullying Institute, 2007)

ResearchResearchWorkplace BullyingWorkplace Bullying

•Race plays a roleRace plays a role•Hispanics (52.1%)Hispanics (52.1%)•African-Americans (46%)African-Americans (46%)•Whites (33.5%)Whites (33.5%)•Asian-Americans (30.6%)Asian-Americans (30.6%)•Workplace Bullying Institute (2007)Workplace Bullying Institute (2007)

ResearchResearchWorkplace BullyingWorkplace Bullying

•Health EffectsHealth Effects•StressStress•Poor Mental HealthPoor Mental Health•Poor Physical HealthPoor Physical Health•Increase of use of sick daysIncrease of use of sick days

The Project for Wellness and Work-Life The Project for Wellness and Work-Life Arizona State UniversityArizona State University

ResearchResearchWorkplace BullyingWorkplace Bullying

Witnesses of bullying suffer from:Witnesses of bullying suffer from:

• FearFear• StressStress• Emotional exhaustionEmotional exhaustion

    

The Project for Wellness and Work-LifeThe Project for Wellness and Work-LifeArizona State University Arizona State University

ResearchResearchWorkplace BullyingWorkplace Bullying

Financial impact:Financial impact:

•$19 Billion loss of employment due to mental $19 Billion loss of employment due to mental illness, $3 Billion drop in productivity (National illness, $3 Billion drop in productivity (National Institute of Occupational Safety Health)Institute of Occupational Safety Health)

•$1.2 Million per every 1,000 employees to $1.2 Million per every 1,000 employees to replace those bullied or witnesses to bullyingreplace those bullied or witnesses to bullying

(Rayner and Keashly, 2004)(Rayner and Keashly, 2004)

ResearchResearchWorkplace BullyingWorkplace Bullying

•False accusationsFalse accusations•Nonverbal intimidationNonverbal intimidation•Presumably uncontrollable mood swingsPresumably uncontrollable mood swings•Making up own rules then not following themMaking up own rules then not following them•Harsh and constant criticismHarsh and constant criticism•Rumors or gossipRumors or gossip•Singling out one personSingling out one person•Public displays of gross, undignified behaviorPublic displays of gross, undignified behavior•Yelling, screaming, throwing tantrumsYelling, screaming, throwing tantrums•Lying about performancesLying about performances

Workplace Bullying Institute (2007)Workplace Bullying Institute (2007)

ResearchResearchWorkplace BullyingWorkplace Bullying

Components of the Plan - Phase 1Components of the Plan - Phase 1

Professional Development PlanningProfessional Development Planning (Friend and Cook, 2007)(Friend and Cook, 2007)

•   You are the plan!You are the plan!o   Staff experience and expertiseStaff experience and expertiseo   We all benefit from the solutionWe all benefit from the solutiono   Implementation, application, and Implementation, application, and

monitoringmonitoringoYour data pointed to the problem Your data pointed to the problem

and will help guide our solutionand will help guide our solutionoSMART GoalsSMART Goals

Components of the Plan - Phase 2Components of the Plan - Phase 2

Professional Development PlanningProfessional Development Planning

• However...."best practice" is importantHowever...."best practice" is important• Content expertise brings additional Content expertise brings additional

knowledge and experienceknowledge and experience• Use of research to determine what Use of research to determine what

worksworks• Learn from others who have Learn from others who have

experienced similar issuesexperienced similar issues

Components of the Plan - Phase 3Components of the Plan - Phase 3

Professional Development PlanningProfessional Development Planning

• Post speaker small group workPost speaker small group workoApplication in the school and Application in the school and

classroomclassroomoSupport teachers as colleaguesSupport teachers as colleaguesoMonitor our workMonitor our workoRachet up accountabilityRachet up accountabilityoBegin to change the cultureBegin to change the culture

  

Components of the Plan - Phase 4Components of the Plan - Phase 4

Professional Development PlanningProfessional Development Planning

•   Guiding taskforce with representatives Guiding taskforce with representatives from small groupsfrom small groupso   Review data, report small group Review data, report small group

work, identify ongoing issues, work, identify ongoing issues, monitor progressmonitor progress

o   Continue to communicate vision, Continue to communicate vision, encourage new cultural encourage new cultural expectations expectations 

Components of the Plan - Phase 5Components of the Plan - Phase 5

Professional Development PlanningProfessional Development Planning

• Evaluate our workEvaluate our work  • Revise and review goals and strategiesRevise and review goals and strategies  • Lead the effort to establish new cultureLead the effort to establish new culture  • Establish new prioritiesEstablish new priorities  

Additional ResourcesAdditional Resources

  The following information is included in the binder:The following information is included in the binder:  

ReferencesReferencesCopies of ArticlesCopies of Articles

Internet ResourcesInternet ResourcesBob's BlogBob's Blog

Thank You!

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