the school bully

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



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)


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



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



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


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



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



BullycideBullycide ColumbineColumbine



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


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



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



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



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



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



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)


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


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


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


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)


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


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


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


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

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


• 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


• 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


Sid Citrus, Bully-Asshole Boss

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

ResearchResearchWorkplace BullyingWorkplace Bullying

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


• 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)


•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)


•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


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


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)


•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)


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


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



• 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



• 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



• 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!

the school bully

Documents

workplace bullying institute

teacher bullying

research teacher

studentolweus modelstep

researchworkplace bullying

school district

levinson

research student