Interventions for Interventions for BullyingBullying

Developed byDeveloped by

Brian Baker, M.A. ED. Psy.Brian Baker, M.A. ED. Psy.© Brian Baker, 2004© Brian Baker, 2004

Overview of Bullying Overview of Bullying

Bullies identified by age 8 are six times more Bullies identified by age 8 are six times more likely to be convicted of a crime by age 24.likely to be convicted of a crime by age 24.

Bullies identified by age 8 are 5 times more Bullies identified by age 8 are 5 times more likely than non-bullies to end up with serious likely than non-bullies to end up with serious criminal records by age 30.criminal records by age 30.

Aggressive behavior is learned early and Aggressive behavior is learned early and becomes resistant to change if it persists becomes resistant to change if it persists beyond the age of 8.beyond the age of 8.

Olweus and Eron, 1987; Walker, 1993Olweus and Eron, 1987; Walker, 1993

Overview of BullyingOverview of Bullying

Young people may see bullying as part of the Young people may see bullying as part of the natural order of things (pecking order). natural order of things (pecking order).

The best evidence shows that the families of The best evidence shows that the families of bullies share fundamental characteristics bullies share fundamental characteristics with the families of aggressive children. with the families of aggressive children. (Hazler, Hoover, & Oliver, 1991)(Hazler, Hoover, & Oliver, 1991)

““Children act on what they see.”Children act on what they see.”

Overview of BullyingOverview of Bullying

Bullying represents a chronic pattern of Bullying represents a chronic pattern of abuse over time, not individual or rare abuse over time, not individual or rare episodes.episodes.

Bullying is not necessarily one-on-one Bullying is not necessarily one-on-one harassment; it may be carried out by a harassment; it may be carried out by a group on a single individual. (Pikas, 1989)group on a single individual. (Pikas, 1989)

Bare Bones of BullyingBare Bones of Bullying Males perpetrate the most observable Males perpetrate the most observable

bullying.bullying.

Bullying appears to be most problematic Bullying appears to be most problematic during the middle school or junior high years.during the middle school or junior high years.

Students report most bullying as being social Students report most bullying as being social or emotional.or emotional.

Students see divergent behavior as reasons Students see divergent behavior as reasons for bullying. (Olweus, 1991)for bullying. (Olweus, 1991)

Bullying InterventionsBullying Interventions

One of the most important aspects to One of the most important aspects to intervening with bullies is consistency. intervening with bullies is consistency.

The entire school must be on the same page The entire school must be on the same page running the same program and using the running the same program and using the same standards in each classroom.same standards in each classroom.

(Walker, Colvin, and Ramsey 1995)(Walker, Colvin, and Ramsey 1995)

School wide ActionSchool wide Action

In coordination with parents and students, In coordination with parents and students, faculty and staff must set and enforce faculty and staff must set and enforce behavioral standards regarding bullying.behavioral standards regarding bullying.

Clarity regarding the unacceptability of Clarity regarding the unacceptability of school bullying and rules prohibiting the school bullying and rules prohibiting the purposeful humiliation of others are purposeful humiliation of others are necessary, but by themselves are not necessary, but by themselves are not sufficient to prevent bullying.sufficient to prevent bullying.

The Empathetic SchoolThe Empathetic School The notion of being “my brother’s keeper” The notion of being “my brother’s keeper”

must permeate the school and the must permeate the school and the program.program.

Students must be taught how to deal Students must be taught how to deal ethically with one another, particularly ethically with one another, particularly with weaker members of the group.with weaker members of the group.

Teaching about interdependence and the Teaching about interdependence and the worth of individuals must fill the school.worth of individuals must fill the school.

The program must be followed through The program must be followed through within each classroom. (Olweus, 1993)within each classroom. (Olweus, 1993)

The Anti-Bullying The Anti-Bullying CampaignCampaign

Specific information about bullying and its Specific information about bullying and its consequences are essential to the mental consequences are essential to the mental health of a school.health of a school.

Getting the anti-bullying message out is Getting the anti-bullying message out is essential to begin changing behavior.essential to begin changing behavior.

(Olweus, 1991)(Olweus, 1991)

The Referral MechanismThe Referral Mechanism

A climate must be established within the A climate must be established within the school and each classroom in which school and each classroom in which students are not afraid to admit that they students are not afraid to admit that they hurt, that hurting students are taken hurt, that hurting students are taken seriously, and are willing to present seriously, and are willing to present themselves for treatment and help.themselves for treatment and help.

It is important that schools set and It is important that schools set and enforce discipline standards.enforce discipline standards.

Individual and Small GroupIndividual and Small GroupInterventionsInterventions

When attempting to intervene, adults must When attempting to intervene, adults must realize that the bully and the victim are equally realize that the bully and the victim are equally vulnerable.vulnerable.

Each must be treated separately and Each must be treated separately and independent of each other. independent of each other.

Bullies and victims should never be forced into Bullies and victims should never be forced into any form of mediation. (Alberti and Emmons, any form of mediation. (Alberti and Emmons, 1992)1992)

““Abuse is not negotiable.”Abuse is not negotiable.”

Talks with the BullyTalks with the Bully If a teacher knows or suspects that there If a teacher knows or suspects that there

is bullying in the class, he/she should not is bullying in the class, he/she should not delay in taking action.delay in taking action.

The primary aim in dealing with bullies is The primary aim in dealing with bullies is simply to make them stop bullying.simply to make them stop bullying.

Where several students may be involved Where several students may be involved in bullying activity, it is advisable to talk in bullying activity, it is advisable to talk to them one at a time, in rapid succession.to them one at a time, in rapid succession.

Bullies should be informed that no further Bullies should be informed that no further bullying will be tolerated.bullying will be tolerated.

(Olweus, 1993)(Olweus, 1993)

Talks with the BullyTalks with the Bully

If other measures have been taken with If other measures have been taken with the bully, it may become necessary to the bully, it may become necessary to arrange conferences with the principal arrange conferences with the principal and parents.and parents.

I.e. redirection of rules and I.e. redirection of rules and standards, individual student conferences, standards, individual student conferences, counseling, classroom meetings, and counseling, classroom meetings, and sanctions.sanctions.

Talks with the VictimTalks with the Victim In trying to clear up a bullying situation In trying to clear up a bullying situation

one must make every effort to guarantee one must make every effort to guarantee the victim efficient protection against the victim efficient protection against harassment.harassment.

The victimized student must be able to The victimized student must be able to trust that adults both want and are able to trust that adults both want and are able to give him/her any help needed.give him/her any help needed.

In order to provide the victim with In order to provide the victim with adequate protection, close cooperation and adequate protection, close cooperation and frequent exchange of information between frequent exchange of information between the school and student’s family is needed.the school and student’s family is needed.

Talks with the VictimTalks with the Victim

It is advantageous if the teacher or It is advantageous if the teacher or parents can secure the consent of parents can secure the consent of the victim first.the victim first.

The victim should be protected and The victim should be protected and removed from the bully as quickly as removed from the bully as quickly as possible.possible.

Victims must be given an Victims must be given an opportunity to “debrief.” (Olweus, opportunity to “debrief.” (Olweus, 1993)1993)

Strategies for CounselingStrategies for Counseling

When dealing with bullying behavior, both When dealing with bullying behavior, both the bully and the victim need an the bully and the victim need an opportunity to express their views and opportunity to express their views and frustrations.frustrations.

Understanding the particular point of view Understanding the particular point of view from the bully and/or the victim will help from the bully and/or the victim will help in the resolution of the situation.in the resolution of the situation.

Reverse Role PlayingReverse Role PlayingUsed with the bully to bring about cognitive Used with the bully to bring about cognitive

recognition of their actions.recognition of their actions. Have the bully role play the event as they recall it Have the bully role play the event as they recall it

happening.happening. Clarify specific events with clear questions.Clarify specific events with clear questions. Explain the role reversal to the bully.Explain the role reversal to the bully. Have the bully relate all they know about the Have the bully relate all they know about the

victim.victim. Have the bully describe circumstances Have the bully describe circumstances

surrounding the initial event.surrounding the initial event. Ask the bully to act out the event as the victim.Ask the bully to act out the event as the victim. Discuss the experience in detail with the bully.Discuss the experience in detail with the bully. Provide a brief summary of events for discussion.Provide a brief summary of events for discussion. (Ivey, 1988)(Ivey, 1988)

Behavioral ContractingBehavioral Contracting

Used with the bully and the victim to clarify Used with the bully and the victim to clarify behaviors and provide cognitive recognition of behaviors and provide cognitive recognition of future behaviors.future behaviors.

The behavioral contract is a document that The behavioral contract is a document that spells out specific behaviors. spells out specific behaviors.

For bullies: the contract must include a For bullies: the contract must include a promise to refrain from bullying and an promise to refrain from bullying and an observable definition of which behaviors observable definition of which behaviors constitute the bullying.constitute the bullying.

Wording about pro-social behaviors should be Wording about pro-social behaviors should be added.added.

Behavioral ContractingBehavioral Contracting

For the victim: the contract could include For the victim: the contract could include giving carefully defined assertive giving carefully defined assertive responses and improving behaviors that responses and improving behaviors that others see as provocative.others see as provocative.

Assertiveness TrainingAssertiveness Training

Assertiveness training is used solely with Assertiveness training is used solely with the victim in order to provide skills that the victim in order to provide skills that can be used to help prevent future can be used to help prevent future bullying.bullying.

Assertiveness training can be defined as Assertiveness training can be defined as standing up for one’s rights while not standing up for one’s rights while not trampling on the rights of others.trampling on the rights of others.

““Say what you mean and mean what you Say what you mean and mean what you say.”say.”

Assertiveness TrainingAssertiveness Training Assertiveness training is taught primarily Assertiveness training is taught primarily

through modeling.through modeling. The use of imagery is extremely important.The use of imagery is extremely important. Five key steps to assertiveness training:Five key steps to assertiveness training:

1. Identify the problem situation.1. Identify the problem situation.2. Identify the needed changes and new 2. Identify the needed changes and new behaviors.behaviors.3. Practice and refine the new behaviors.3. Practice and refine the new behaviors.4. Plan and apply the new behaviors.4. Plan and apply the new behaviors.5. Evaluate and make changes as needed.5. Evaluate and make changes as needed.

Assertiveness TrainingAssertiveness Training New behaviors developed should be New behaviors developed should be

thoroughly modeled and discussed.thoroughly modeled and discussed. Emphasis and special attention should be paid Emphasis and special attention should be paid

to non-verbal factors.to non-verbal factors.I.e. facial expressions, vocal tone, and I.e. facial expressions, vocal tone, and

posturingposturing It is recommended that the victim keep a It is recommended that the victim keep a

journal.journal. Consistent evaluation of the training with the Consistent evaluation of the training with the

victim is necessary.victim is necessary. Modify training as needed based on the Modify training as needed based on the

evaluation. (Alberti and Emmons, 1982)evaluation. (Alberti and Emmons, 1982)

Social Skills TrainingSocial Skills Training

Social skills training is used with both the Social skills training is used with both the bully and the victim. bully and the victim.

There are several techniques used in social There are several techniques used in social skills training and choosing one that skills training and choosing one that works is based upon initial discussions works is based upon initial discussions with the individual student.with the individual student.

Social Skills TrainingSocial Skills Training

The Push Button techniqueThe Push Button technique Anger ManagementAnger Management Conflict ResolutionConflict Resolution Negotiation skillsNegotiation skills Courtesy and common acceptable Courtesy and common acceptable

mannersmanners

(Hoover, Oliver, and Hazler, 1992)(Hoover, Oliver, and Hazler, 1992)

Re-storying StrategyRe-storying Strategy

Re-storying is used with both the bully and the Re-storying is used with both the bully and the victim.victim.

It is used to provide a basis of cognitive It is used to provide a basis of cognitive recognition. recognition.

Begin by asking the student to write down Begin by asking the student to write down the situation in story form.the situation in story form.

Listen to the students story.Listen to the students story. Identify unique outcomes.Identify unique outcomes. Externalize the problem.Externalize the problem. Weave a new story.Weave a new story. Share the new story and promote change.Share the new story and promote change.