Transcript 10esd_inservice

Bullying: From
Understanding to Action
Shelley Snitily, Coordinator
Safe & Civil Schools, NCESD
Training Objectives
Understanding the new harassment,
intimidation, and bullying (or HIB) law and
the model policy.
Understanding the impact of bullying.
Awareness of effective strategies for
change.
Framework for implementing a
Comprehensive Bullying Prevention Plan.
New Anti-Bullying Law
SHB 1444 was passed during the 2002
legislative session.
This legislation requires school districts to
adopt or amend a current policy to prevent
HIB prior to June 30, 2003.
It also supports and strongly recommends
bullying prevention training for staff.
Who Developed the Model Policy?
Policy Development Committee
Attorney General’s Office;
OSPI School Safety Center;
State and national experts;
WASA, WSSDA, AWSP, PTA, and WEA;
State legislators;
ESD/School staff, administrators, parents;
Seattle Pacific University.
Who Reviewed the Policy?
The policy development group sent the
policy throughout the state to their
constituent groups, students, and community
organizations.
Feedback was received by OSPI and
synthesized into a working document, which
was later modified based on the passage of
SHB 1444.
What Should be Included in our
District Policy?
The definition of HIB
Language from the law
Effects of HIB; Protected Classes; Intentional Act.
Procedures for formal and informal complaint
process.
Referral to law enforcement, if a crime
occurred.
Retaliation and False Reporting must be
prohibited and result in serious
consequences.
Harassment, Intimidation, and
Bullying (HIB) is a National Issue
HIB has been identified as a public health
issue.
HIB is on the increase.
HIB at school mirrors the greater society.
Schools can take decisive and definitive
action to create respectful and safe
environments.
Research Shows
60 percent of the boys identified as bullies in
grades 6 to 9 had one criminal conviction by
age 24, and 40 percent had three or more
arrests by age 24.
Boys identified as bullies at age eight had a
one in 4 chance of having a criminal record
by age 30. Average is one in 20. (Eron and
Huessman, 1987)
Research Shows
Continual emotional distress can create
deficits in a child’s intellectual abilities,
crippling the capacity to learn. (Goleman,
1955)
Bullying is likely to interfere not only with
children’s academic development, but also
their social and personal development.
(Craig and Peplar, 1996)
Washington State Statistics
WSSAHB 2000
Students Who Experienced Bullying Behaviors At School
How often do kids at school:
17.8%
18.6%
16.6%
15.1%
Tell lies or spread rumors
about you?
Grade 6
Grade 8
Grade 10
Grade 12
20.9%
21.6%
Put you down verbally (insult
you, call you names)?
13.1%
Shove, push, hit or trip you?
9.4%
5.7%
Threaten to hurt you
physically?
4%
0%
6.5%
18.2%
14.8%
14.4%
9.5%
8.3%
10%
20%
30%
40%
50%
60%
Washington State Statistics
WSSAHB 2000
Student’s Reactions in Bullying Situations
If you saw one kid bullying another at school, would you:
39.7
11.1
Grade 6
41.8
7.4
21.1
18.5
20.5
Grade 8
Grade 10
9.9
22.7
Grade 12
8.5
0%
27.3
39.9
Tell that kid to stop
Walk away or mind your own business
Tell an adult at school
Stay and watch
40.1
48.7
23.4
19.4
20%
40%
60%
Percent of students
80%
100%
Why Is This Important?
Strong link to criminal behavior1 and
physical/emotional health problems.
Connection of this legislation with the
district’s responsibility to create and maintain
a safe, civil, respectful, and inclusive
learning community2.
Bullying interrupts learning. There is a direct
linkage between student achievement and
bullying3.
Why Is This Important?
From research studies in ten countries, it is
determined that bullying will only be stopped
by the intervention of adults in authority
(Olewus, Johnson Institute).
Ten percent of students who dropout of
school do so because of repeated bullying
(Weinhold & Weinhold, 1998).
Bullying behavior is an integral part of a
much larger continuum of violence.
SUICIDE
MURDER
RAPE
HOSTAGES
GANGS
HATE CRIMES
VANDALISM
To Reduce &
WEAPONS
Prevent
DRINKING & DRUGS
Violence
STEALING
BEGIN HERE
SEXUAL HARASSMENT
FIGHTING
PUSHING
THREATS
VIOLENCE
TRASH TALK
CONTINUUM
BULLYING
INSULTS
PUT DOWNS
WE CAN MAKE
A DIFFERENCE!
Definition of Bullying
Intentional*
Harmful – verbal or nonverbal; physical,
emotional, or social; interferes with learning
Repeated; chronic; targeted
Creates intimidation
Abuse of power
Examples: name-calling, rumors, exclusion,
taunting, threats, extortion, humiliation
Bullying is an Abuse of Power
Involves one person or group with power
over another, i.e., size, strength, number,
social standing, verbal skills, cultural/ethnic,
intelligence, popularity, appearance, etc.
Involves creating intimidation in the victim.
Victims, bystanders, and community culture
give silent approval for these behaviors by
ignoring this behavior (“code of silence”).
“Bullying is the continued abuse of power
that is intentionally hurtful. Bullying is not a
part of normal conflict. Be real clear about
that with parents, teachers and children,”
Maine Project Against Bullying.
Kids Who Bully
In General…
Strong desire for power/control over others.
Physical strength above average for age.
Usually older than average for their grade.
At least average self-esteem and minimal
anxiety.
Usually below average academically (HS),
and above average popularity (MS)
Kids Who Bully
In General…
Underlying hostility and aggressiveness
(may be masked by good–natured facade).
Lack of empathy.
Charming manipulators (Eddie Haskell).
Oppositional, defiant attitude with authority.
Greater probability of self-destructive,
antisocial behaviors in adulthood.
Gender Differences in Bullies
Male bulliers tend to be more physical in
their aggressiveness.
Female bulliers often use social harm –
spread vicious rumors, shun, or ostracize
others (“conference calls”).
Female bullying behavior has recently been
increasing nationally at alarming rates.
Identifying Bullying
DEFINITION
TYPES
Physical
Emotional
Social
LEVELS
Level One
Level Two
Level Three
Types of Bullying – Physical
Level 1 – Harm to another body or property
– Verbal
• Taunting
• Expressing physical superiority
– Non-Verbal
•
•
•
•
Making threatening gestures
Defacing property
Pushing/shoving
Taking small items from others
Types of Bullying – Physical
Level 2 – Harm to another's body or property
– Verbal
• Threatening physical harm
• Blaming victim
– Non-Verbal
•
•
•
•
•
Damaging property
Stealing
Initiating fights
Tripping or causing fall
Assaulting; Scratching
Types of Bullying – Physical
Level 3 – Harm to another’s body or property
– Verbal
• Making repeated and/or graphic threats
• Practicing extortion
• Making threats to secure silence: “If you tell, I will…”
– Non-Verbal
•
•
•
•
•
Destroying property
Setting fires
Physical cruelty; Biting
Making repeated, violent threats
Assaulting with a weapon
Types of Bullying – Emotional
Level 1 – Harm to another’s self-esteem
– Verbal
• Insulting remarks
• Calling names
• Teasing about possessions, clothes
– Non-Verbal
• Giving dirty looks
• Holding nose or other insulting gestures
• Saying someone has germs or is unclean
Types of Bullying – Emotional
Level 2 – Harm to another’s self-esteem
– Verbal
• Insulting family
• Harassing with phone calls
• Insulting intelligence, athletic ability, etc.
– Non-Verbal
• Defacing school work
• Falsifying school work
• Defacing personal property, clothing, etc.
Types of Bullying – Emotional
Level 3 – Harm to another’s self-esteem
– Verbal
• Frightening with phone calls
• Challenging in public
– Non-Verbal
• Ostracizing
• Destroying personal property or clothing
Types of Bullying – Social
Level 1 – Harm to another's group acceptance
– Verbal
• Gossiping
• Starting/spreading rumors
• Teasing publicly about clothes, looks, etc.
– Non-Verbal
• Passively not including in group
• Playing mean tricks
Types of Bullying – Social
Level 2 – Harm to another’s group acceptance
– Verbal
• Threatening total group exclusion
– Non-Verbal
• Arranging public humiliation
• Total group rejection/ostracizing
Types of Bullying – Social
Level 3 – Harm to another’s group acceptance
– Verbal
• Insulting race, gender
• Increasing gossip/rumors
• Undermining other relationships
– Non-Verbal
• Making someone look foolish
• Excluding from the group
Victim Characteristics
Males (Grades 4-8)
1)
2)
3)
4)
5)
Didn’t fit in socially.
Who friends are/were.
Physical weakness.
Short tempered.
Clothing.
Victim Characteristics
Males (Grades 8-12)
1)
2)
3)
4)
5)
Didn’t fit in socially.
Physical weakness.
Short tempered.
Who friends are/were.
Clothing.
Victim Characteristics
Females (Grades 4-8)
1)
2)
3)
4)
5)
Didn’t fit in socially.
Who friends are/were.
Clothes worn.
Facial appearance.
Overweight.
Victim Characteristics
Females (Grades 8-12)
1)
2)
3)
4)
5)
Didn’t fit in socially.
Facial appearance.
Cried/emotional.
Overweight.
Good grades.
Passive Victims
Represents 85% of all victims.
Quiet, sensitive, cautiously interacts with
peers.
Appears more physically and emotionally
weak.
Difficulty making/keeping friends.
Lonely; seeks solitary activities (TV, pets).
More comfortable with adults than peers.
Provocative Victims
Quick-tempered and prone to fight back.
Rather than “back down,” they are prone to
lose the fight.
May seek younger victims to pick on.
May be labeled as “bully”, but actually is a
victim trying to salvage pride and avenge
self.
Where Bullying Occurs
Classrooms,
Playgrounds,
Hallways,
Gyms,
Locker Rooms,
Bathrooms…
Bullying is 2-3
times more likely
to occur at
school than on
the way to and
from school.
Risk Factors at School
For Bullying:
– Lack of supervision
during breaks
(lunchroom,
playground,
hallways, locker,
bathroom)
For Being Bullied:
– Lack of supervision
during breaks
(lunchroom,
playground,
hallways, locker,
bathroom)
Risk Factors at School (cont’d)
For Bullying:
– Unsupervised
interaction between
different grade
levels during
breaks
For Being Bullied:
– Presence of
aggressive
students in same or
slightly higher
grade
Risk Factors at School (cont’d)
For Being Bullied:
For Being Bullied:
– Indifferent or
accepting teacher
attitudes toward
bullying.
– Indifferent or
accepting student
attitudes toward
bullying
– Indifferent or
accepting teacher
attitudes toward
bullying
– Indifferent or
accepting student
attitudes toward
bullying
Risk Factors at School (cont’d)
For Bullying:
– Inconsistent
enforcement of the
rules
– Encouraging a
sense of
“entitlement”
For Being Bullied:
– Inconsistent
enforcement of the
rules
Student Reporting
Prior to most violent school incidents, the
attacker told a peer about the plan. In only 2
of 37 school shootings, a student notified an
adult.
Schools must have a known, thoughtful and
effective reporting system to handle and
analyze threats.
Bystanders
43 percent attempt to help.
33 percent feel they should help, but don’t.
24 percent feel bullying is none of their
business.
WSSAHB, 2000
Bullying is a “spectator sport” in middle and
elementary school.
Bullying is Performance Art
The Cycle of Bullying
Victim
A. Bully
B. Follower or
Henchman –
may even carry
out the acts
C. Supporter takes part in the
bullying
A
G
B
G. Defender – dislikes
the bullying and tries to
help the victim
Social Culture
C
D. Passive Supporter
– seems to like the
bullying but does not
take an active part
D
E
F
F. Passive Defender
– dislikes the bullying
but does not show
open defense
E. Disengaged
Onlooker
Olweus, D., Limber, S., and Mihalic, S.F. (1999)
Breaking the Cycle
Victim
A. Bully
B. Follower or
Henchman –
may not be as
ready to act
A
B
G. Defender –
helps the victim
G
Social Culture
F
E
C. Disengaged
Onlooker
C
D
F. Defender’s
Supporter
E. Possible
Defender
D. Passive
Defender
Olweus, D., Limber, S., and Mihalic, S.F. (1999)
Creating a Supportive Learning
Environment
“What can we do?”
Break the Cycle of Bullying by
Changing your School-wide Culture
Implement the
Comprehensive Bullying
Prevention Plan
The Comprehensive Bullying
Prevention Plan
Keys are the required conditions that must
exist for the Components of the Plan to be
successful.
Comprehensive Bullying
Prevention Plan
A Broad Vision to Enhance the School’s
Supportive Learning Environment
The Support of Administration
A Commitment of Time and Attention
A Focus on All of the Components
The Integration of Strategies
A Common Language
Comprehensive Bullying
Prevention Plan
Policy & Procedures
Prescribe Responses
Proactive Prevention / Early Intervention
Monitor – Re-teach – Evaluate – Revise
Institutionalize
Comprehensive Bullying
Prevention Plan
COMPONENT: Policy & Procedures
Clear definition of bullying related to
students in age-appropriate language
No-tolerance balanced with reasonableness
Consequences are consistent and based
upon frequency, severity, and duration of
bullying behavior
Comprehensive Bullying
Prevention Plan
COMPONENT: Policy & Procedures
Establish common school rules that include
rules to address bullying
Formal and Informal Reporting procedures
Investigation procedures
Referrals for chronic offenders
Train/inform entire school community about
new initiative
Sample Rules
I will treat everyone with courtesy and
respect.
I will try to help students who are bullied, as
long as we can be safe.
I will make it a point to include students who
are left out.
When I know someone is being bullied, I will
tell a teacher, parent, or other adult I trust.
Comprehensive Bullying
Prevention Plan
COMPONENT: Prescribe Responses (Bully)
Behavior intervention plans
If…Then contracts
In-School Restraining Orders
Positive opportunities for legitimate power
ALL staff assist in monitoring behavior of
identified student
Comprehensive Bullying
Prevention Plan
COMPONENT: Prescribe Responses (Victim)
Skill instruction and practice
Staff support
Self-esteem building opportunities
Comprehensive Bullying
Prevention Plan
COMPONENT: Proactive Prevention / Early
Intervention – ADULT RELATIONSHIPS
Meaningful interactions with every student
Be present and pay attention
Foster trust
Label behavior, not students
Communicate bullying is NOT acceptable
“Young adolescents do not want to be left
to their own devices. In national surveys
and focus groups, America’s youth have
given voice to serious longing. They
want more regular contact with adults
who care about them and respect them.”
Report to the National Association of Attorney Generals, 2000
Comprehensive Bullying
Prevention Plan
COMPONENT: Proactive Prevention / Early
Intervention – INTENTIONAL TEACHING
Clearly define bullying
Explain new law and local policy/procedures
in age-appropriate language
Clearly define, teach, and model the school’s
standards of acceptable behavior
Comprehensive Bullying
Prevention Plan
COMPONENT: Proactive Prevention / Early
Intervention – INTENTIONAL TEACHING
Rules apply to ALL students, not just friends
“Narcing” vs “Reporting”
Discourage “Disengaged On-looking;”
suggest positive alternative behaviors
Comprehensive Bullying
Prevention Plan
COMPONENT: Proactive Prevention / Early
Intervention – INTENTIONAL TEACHING
Use team to select a research-based
bullying prevention program
Prepare staff to implement specific
curriculum
Integrate teaching into general academic
activities as much as possible
Comprehensive Bullying
Prevention Plan
COMPONENT: Proactive Prevention / Early
Intervention – EXAMINE ENVIRONMENT
Ensure adult supervision
Determine which school areas have most
bullying behaviors (i.e., busses, gym lockers,
halls, bathrooms, cafeteria, etc.)
Comprehensive Bullying
Prevention Plan
COMPONENT: Proactive Prevention / Early
Intervention – INTERRUPT BULLYING
ALL staff responsible – DO NOT IGNORE
Intervene early
Allow face-saving; avoid power struggles
Re-teach definition and school rules
Comprehensive Bullying
Prevention Plan
COMPONENT: Proactive Prevention / Early
Intervention – STUDENT REPORTS
Consistent, caring responsiveness
Be open to student reports
Take it seriously
Follow-up on every student report
Track patterns
Comprehensive Bullying
Prevention Plan
COMPONENT: Proactive Prevention / Early
Intervention – POSITIVE RECOGNITION
School-wide activities
Verbal praise for positive behavior
Structured awards
Opportunities for inclusion of ALL students
Opportunities for legitimate power
Comprehensive Bullying
Prevention Plan
COMPONENT: Proactive Prevention / Early
Intervention – ENGAGE EVERYONE
ALL staff; ALL students; ALL parents
Use multiple methods of communication
Form work committees / task groups / focus
teams
Comprehensive Bullying
Prevention Plan
COMPONENT: Monitor – Re-teach – Evaluate
– Revise
Monitor implementation progress of plan
components
Re-teach and reinforce skills frequently
Actively and regularly evaluate behavior
Revise plan, as indicated by evaluation data
Comprehensive Bullying
Prevention Plan
COMPONENT: Institutionalize
Anti-Bullying Policy and Procedures; Student
Handbook
Response Support Services
Curricula and School-wide Strategies
Continuous Monitoring Process
Continuous Evaluation Cycle
Creating a Supportive Learning
Environment
What can we do?
Collaborate
“Breaking the Cycle” COMPREHENSIVE
ACTION PLAN!
Thank You for your Time!
Shelley Snitily, Coordinator
Safe & Civil Schools, NCESD
(509) 665-2631
[email protected]
Bullying: From Understanding to Action