bullying statistics
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Bullying Statistics. Approximately 30 percent of students are regularly involved in bully, either as bullies or both (National Resource Center for Safe Schools, 2001;National Institutes of Health, April, 2001). - PowerPoint PPT PresentationTRANSCRIPT
Approximately 30 percent of students are regularly involved in bully, either as bullies or both (National Resource Center for Safe Schools, 2001;National Institutes of Health, April, 2001).
Approximately 15 percent “severely traumatized or distressed” and eight percent report being victimized at least once a week (Skiba & Fontanini, 2000).
Bullying occurs once every seven minutes (Bureau of Justice Statistics, 2001).
61.6% of students who are bullied are picked on because of their looks or speech (U.S. News & World Report, May 7, 2001).
Every day approximately 160,000 students stay home from school because they are afraid of being bullied (Vail, 1999; Banks, 2000).
Bullying peaks in sixth through eighth grades (Office of Juvenile Justice and Delinquency Prevention, 2001).
Homicide perpetrators more than twice as likely as homicide victims to have been bullied by peers (U.S. Department of Education and Justice, 2001).
Boys tend to be more direct and girls more indirect (National Resource Center for Safe Schools, 1999; Crick & Grotpeter, 1995)
Boys engage in bullying more frequently than girls (Banks, 2000)
Boys tend to bully both boys and girls (Hoover & Oliver, 1996)
Girls tend to target other girls of the same age and take the form of teasing and social exclusion (Olweus, 2002; Nansel et al., 2001; Underwood, 2003)
Girls are more likely to bully in a group (Kreidler, 1996)
Bullying by girls is often more subtle and harder to detect (NRCSS, 1999)
Negatively affected when
bullying occurs:a)Become anxious and
more fearfulb)Could follow a bully’s
lead in helping to victimize another student
c) If they do not see negative consequences
for the bully, bystanders may be more likely to use aggression in the future
Varies with age—as students get older, they become more supportive of bullying and less likely to intervene
Girls tend to be more supportive of victims, but are not necessarily more likely to intervene
“Culture of silence”
Smith, P. (2005). Bullying—Don’t Suffer in Silence. Goldsmiths College, University of London.
Adults are often unaware of bullying problems (Limber, 2002; Skiba & Fontanini, 2000)
25% of teachers see nothing wrong with bullying or putdowns, and consequently intervene in only 4% of bullying incidents (Cohn& Canter, 2002)
Students often feel that adult intervention is infrequent and/or unhelpful and they often fear that telling adults will only bring more harassment from bullies (Banks, 1997; Mullin-Rindler, 2003)
Establishing school-wide bully prevention programs
Establishing school-wide anti-bullying policy
Assessing school climate
It is our duty as educators to provide a safe school environment for all students.
By age 24, 60% of identified bullies may have criminal convictions (Banks, 2000)
Children who are repeatedly victimized sometimes see suicide as their only escape
Bullying is the most underrated and enduring problem in schools today
Many adults do not know how to intervene in bullying situations, therefore bullying is overlooked
Emotional scars can last a lifetime
Assess your school’s needs and goals Help develop an anti-bullying policy Provide training for teachers, administrators, and other
school staff Involve parents Identify resources for bullies, victims, and families Help integrate anti-bullying themes and activities into
curriculum Initiate conversations with students about bullying Encourage students to report incidents of bullying Work with students on developing assertiveness and
conflict resolution skills Focus on developing empathy and respect for others
School wide Prevention of Bullying, Northwest Regional Educational laboratory, December, 2001.
o Focus on the social environment of the schoolo Assess bullying at your schoolo Obtain staff and parent buy-in and support for bullying
preventiono Meet regularly to review findingso Provide training for school staff in bullying preventiono Establish and enforce school rules and policies related
to bullyingo Increase adult supervision in “hot spots” for bullyingo Intervene consistently and appropriately when you
see bullyingo Devote some class time to bullying preventionLimber, S. (2004). What works—and doesn’t in bullying prevention and
intervention. Student Assistance Journal, 16-19.Garrity, Jens, Porter, Sager & Short-Camilli (1996). Without intervention, bully
problems will not go away” In Bully–proofing your school. Longmont, CO: Sopris West
Be sure the books, videos, and other resources selected for children are developmentally and age-appropriate.
Look for materials that explain and illustrate the many forms that bullying can take.
Select materials that show boys AND girls involved in bullying.
Look for materials that suggest or show appropriate and realistic solutions to bullying problems.
Look for materials that have won awards or received positive reviews by professionals, parents, children, or youth.
A clear definition of bullying
A statement that clearly says bullying is unacceptable
Positive conflict resolution, caring and respect is valued
A description of how the school proposes to deal with bullies and victims
Encouragement for students and parents to share concerns
School climate shapes student behavior and learning.
Identify the components of strong school climate and how they affect student behavior and learning
Change school culture to support productive student behavior and effective learning
Use mentorships and other relationship-based strategies to promote productive student behavior
Develop a school-wide productive behavior system
School Level Interventions (entire school population)◦ Establish a bullying prevention coordinating committee◦ Administer an anonymous questionnaire survey◦ Hold a school conference day◦ Improve supervision and outdoor environment◦ Involve parents
Classroom Level Interventions (entire classroom)◦ Establish classroom rules against bullying◦ Create positive and negative consequences of bullying◦ Hold regular classroom meetings◦ Meet with parents
Individual Level Interventions (specific students involved in bullying)◦ Serious talks (with possible referral to therapy) with students who bully◦ Serious talks (with possible referral to therapy) with students who are victimized◦ Involve the parents◦ Change of class or school
Bully Victimization Scale (BVS) Bully Victimization Distress Scale (BVDS) School Violence Anxiety Scale (SVAS)
◦ Swearer, S. M. & Love, K. B. (in press). Review of the Reynolds Bully-Victim Scale for Schools. In B. S. Plake & J. C. Impara (Eds.), The Fifteenth Mental Measurements Yearbook. Lincoln, NE: Buros Institute of Mental Measurements.
Olweus Bully/Victim Questionnaire (Solberg & Olweus, 2003; Olweus, 1994)
The Bully Surveys (Swearer, 2001; Swearer & Cary, 2003)
◦ Overview: Furlong, M., Greif, J., & Sharkey, J. (March, 2005). Assessing violence in our schools: Bullying. Presentation at annual meeting of the National Association of School Psychologists, Atlanta, GA.
Steps to Respect (Committee for Children)
Olweus Bullying Prevention Program
Bully Busters (Horne et al.)
Effective Behavioral Supports
Look at behavior that contributes to bullying
Improve social skillsAssertiveness trainingConflict resolutionStress management
Regular consultation and communication
Provide information about the effects of bullying
Advising parents of possible consequences of their children bringing valuable items to school
Inviting parents to plays/drama
Survey methods Interviews Interpreting and
presenting data Data-based
decision-making
How frequently students have been bullied
Ways it which it happens
How often bullying occurs
Whom the victims tell
What action was taken and by whom
Where bullying takes place (provide maps of the school and grounds ask to highlight)
Do in private, but visible to others
Make notes after the interview is over
Explain the need for disclosure if necessary
Specify how often bullying is occurring
1. Partner with university researchers to conduct an assessment of bullying behaviors
2. Conduct a school-wide anonymous assessment of bullying behaviors
3. Include multiple informants4. Use self-report, other report, observations5. Graph data to create a picture of the scope
of bullying in your school6. Use data to conduct classroom presentations
on bullying
7. Use the data to create interventions for bullying
8. Use the data to establish preventative measures to create an antibullying climate
9. Share data with parent groups (e.g., PTA)10. Create a data-based decision-making
climate through the use of individual school data to help guide prevention and intervention programming.
Make comparisons over time Report changes as percentages if the two
groups differ in size Check trends against whole-school or part-
school surveys◦ Are there discrepancies between what is
reported and number of incidents recorded by staff? (If so, school’s response system will need reviewing).
Espelage, D. L. & Swearer, S. M. (2004). Bullying in American schools: A social-ecological perspective on prevention and intervention. Mahwah, NJ: Lawrence Erlbaum.
Smith, P. (2004). Bullying-Don’t suffer in silence. Goldsmiths College, University of London.
Meets the criteria for a proven program in the Blueprints for Violence Prevention (Elliott, 1999).
Successfully replicated internationally (e.g., Whitney, Rivers, Smith, & Sharp, 1994) and in the United States (Melton et al.,1998).
Follows a whole-school multilevel approach that includes core components targeting several levels of the school ecology.
Implementation issues across different school ecologies are discussed.
Center for the Study and Prevention of Violence
Institute of Behavioral ScienceUniversity of Colorado at BoulderBoulder, CO 80309-0442(303) 492-8465http://www.Colorado.EDU/cspv/blueprints
Intervention and prevention program designed specifically for the middle school years.
Classroom-level program addresses the essential components of the school ecology that are responsible for change.
Focus on teacher education and training. Differing implementation methods facilitate
the needs of different school ecologies. www.researchpress.com
Steps to RespectSteps to Respect (Committee (Committee for Children)for Children)
• When all three phases are in place, your school will have:
1. Clear school policies and procedures for addressing bullying.
2. Staff who are trained to recognize and deal with bullying when it occurs.
3. Students who have learned how to recognize, refuse, and report bullying.
• Impressive outcome data (Developmental Psychology, 2005; School Psychology Review, in submission)
Order InformationOrder Information• Call Committee for Children toll-
free: 800-634-4449, ext. 62238:00 a.m.–4:30 p.m. Pacific Time, Monday–Friday
• http://www.cfchildren.org/str/strindex/
Research-based program; research-based modules
Includes a module on bullying User-friendly Buy-in issues are addressed first Comprehensive: Grades 1-3; 4-5; 6-7; 7-
8;8-9 U.S. Department of Education Office of
Safe and Drug-Free Schools “Exemplary Program.”
Second Step: A Violence Prevention Curriculum
2203 Airport Way South, Suite 500
Seattle, WA 98134(800) 634-4449
http://www.cfchildren.org
“A philosophy, not a program.” Essential components: discipline plan,
positive climate campaign, gentle warrior, reflection time.
Includes parent workshops. Addresses the school’s unique ecology. Impressive outcome data.
“The Peaceful Schools Project.”
http://www.backoffbully.com
R.E.S.P.E.C.T. R.E.S.P.E.C.T. 22
((www.respect2all.org)www.respect2all.org)• Relationship Empowerment for
Students, Parents, Educators & Community Through Theatre
• Mission:
– bring together a community collaboration to build healthy relationships among children and youth through theatre
Bullying Behavior: Current issues, research, and interventions. Edited by Geffner, R. A., Loring, M. T. & Young, C. (2002).
Published by The Haworth Press, Inc.10 Alice StreetBinghamtom, NY 13904-15801-800-895-0582www.HaworthPress.com
Bullying, Peer Harassment, and Victimization in the Schools. Edited by Elias, M. J. & Zins, J. E. (2002).
Published by The Haworth Press, Inc.10 Alice StreetBinghamtom, NY 13904-15801-800-895-0582www.HaworthPress.com
Resilient Classrooms. Doll, B., Zucker, S., & Brehm, K. (2004).
Published by The Guilford Press.72 Spring StreetNew York, NY 10012www.guilford.com
Lawrence Erlbaum Associateshttp://www.erlbaum.com
And Words can Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence (2002).
By James Garbarino and Ellen deLara. The Free Press.
Sheras, P. L. with Thompson, A (2002). Your Child: Bully or Victim? Understanding and Ending School Yard Tyranny. New York: Fireside (Simon & Schuster).
“Bully Dance” video
Bullfrog FilmsBox 149Oley, PA 19547(610) 779-8226Web: www.bullfrogfilms.com
http://www.stopbullyingnow.hrsa.gov http://www.targetbully.com http://www.backoffbully.com http:///www.pta.org/bullying/ http://www.dac.neu.edu/cp/mspa/html1/m
spa32.html
http://www.nea.org/schoolsafety/bullying.html
http://www.clemson.edu/olweus/index.html
http://www.mentalhealth.samhsa.gov/15plus/aboutbullying.asp