Transcript A Clinician’s Guide to Working with the Schools Patricia A

Bully Prevention and Positive
Behavior Support
Presenters: Tanya Shea, School Psychologist
& Lindsey Sieczko, Social Worker
October 9, 2014
Adapted from Patricia A. Graczyk, PhD
University of Illinois at Chicago
Overview of Presentation
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Why important
Bullying across the ages
What to do to prevent bullying
What to do to deal with bullying when
it occurs
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Cyber-bullying
Resources
Why important
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15-25% of children are bullied regularly
Significant effects on victims, bullies, and
bystanders
Estimated 10% of workers have experienced
bullying (Nielsen, Matthiesen, & Einarsen,
2010)
Increases awareness and provides tools for
students, parents, and staff in all settings
Estimated that adults know about only 10%
of bullying acts- need to empower children
Bullying Defined
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Aggression (Physical or verbal)
Repeated-we need to teach children
the difference between true bullying
and teasing
Power differential
Intentional
Developmental differences in
Bullying Behaviors
Types of Bullying
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Direct bullying
 Physical
 Verbal
Indirect (Relational or Reputational):
 use personal relationship to harm someone
 damage standing in peer group -- gossip,
shunning, having others do the “dirty work”
 Isolation
Bullying behaviors common in
Primary Grades
Direct:
 Physical abuse
 Verbal abuse – name-calling, laughing
Indirect:
 Refuse to share or play
Bullying behaviors common in
Intermediate Grades
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Physical abuse
Verbal abuse – name-calling, laughing at
Refuse to share, play or work with victim
Indirect isolation- (especially among girls)
such as telling peers who they can and
cannot play with
Making fun of peers on Instagram or through
text messages
Cyber-Bullying
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Repeatedly teasing or spreading damaging
rumors using social media.
20% of teens report being victims at some
point.
Bully can be anonymous
Can be wide-spread quickly
Difficult to take back
Bystanders
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Bullying is group process
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Present during 85% of bullying activities
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Hoover et al., 1992: 88% of Middle & High
School students reported that they observed
bullying
Types of Bystanders
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Outsiders: Withdraw & avoid involvement
Reinforces: Assist and encourage bully
Followers: Join in the bullying once it is
started
Defenders: Try to help victim – only about
11%... This is the area we need to focus on
Bystanders (cont’d)
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In most cases, bystanders do not stop
the bully, which can actually be
reinforcing to the bully
Yet... Hawkins et al. 2001: In the
majority of cases, when bystanders did
intervene and try to stop a bully, they
were effective!
Horner (2006): Can reduce bullying by
85% if focus on peer interventions
Warning Signs for Victims
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Unexplainable injuries or physical complaints
Changes in eating habits
Lost or destroyed belongings
Difficulty sleeping or with nightmares
Declining grades or avoiding school
Loosing friends or avoiding of social situations
Helplessness or decreased self esteem
Self-destructive behaviors or talk
Warning Signs for Bullies
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Get into physical or verbal fights
Have friends who bully others
Get sent to the principal’s office or to detention
frequently
Unexplained extra money or new belongings
Blame others for their problems
Don’t accept responsibility for their actions
Are competitive and worry about reputation
Reporting Bullying
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Provide detail: names, places, dates, times,
and behaviors
Tip line (anonymous)
Talk to principal or Student Services
Coordinator
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Requires schools to do an investigation
Allows us to ask helpful questions
Can offer additional support
Confidentially must be maintained
Our Goal at Graham
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To empower the Victims
To empower the bystanders to become
upstanders
To make it clear that bullying will not be
tolerated at Graham Elementary at any
level
To develop strong Graham citizens that
will become strong citizens in their
world!
Your Role is Crucial
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Inconsistent responses by adults can
reinforce problem behavior and increase
its frequency
Adult needs to reinforce the importance
of a child standing up for themselves
and/or getting help (empowering child)
Adult response is the most critical
factor to preventing bullying
behaviors
Our Role as Teachers
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Bugs and Brag box or teacher mailbox
in classrooms to allow the children to
have a voice- can put an anonymous
note in to alert the teacher to the
situation
Weekly classroom meetings
Reinforcing the children that they can
stand up for themselves
Your Role as Parents:
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Make sure your child feels that they can
come to you with ANY problems
Listen! Reassure your child that you
will alert the appropriate adults to help.
Encourage your child to be an
upstander, and to report bully issues
they see at school, even if they are not
the target
Parent Role Continued:
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Model expected behaviors of being
responsible and respectful in your lives
Contact your child’s teacher, Mrs.
Witkowski and/or Ms. Walton
Hotline available:
http://ipsd.org/tips.aspx.
Resources:
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1.
www.pbis.org
2. www.stopbullyingnow.com
3. www.ed.gov
4. Batsche, G. M., & Knoff, H. M. (1994). Bullies and their victims:
Understanding a pervasive problem in the schools.
5. School Psych. Review, 23(2),165-174.EJ 490 574.
6. www.nasponline.org
7. www.interventioncentral.org
8. www.parenting-ed.org
9. Just Kidding by T. Ludwig – intermediate grades-resource guide in
back.
10. http://www.educationworld.com/a_curr/shore/shore065.shtml
Questions & Answers…