Transcript Dr. Scott Poland - Safe Schools Healthy Students

Bullying Victimization and
Bullicide: Implications for
School Safety
Dr. Scott Poland
Nova Southeastern University
Reality of Bullying
Bullying Facts from U.S. Department of Education Website:
 Bullying peaks in middle childhood
 Studies show 15 to 25% of students are being bullied
with some frequency
 Most common forms are being made fun of, being the
subject of rumors, being pushed, shoved, kicked,
tripped or spit on
 Only 1/3 of the victims told an adult
Reality of Bullying
 Cyber bullying is a new phenomena and increases
the complexity and challenge of intervention
 Children with disabilities are at higher risk to be
bullied
 GLBT youth are more likely to be bullied than their
heterosexual peers
New Term Bullicide
 Parents believe that schools failure to stop the
bullying greatly contributed to their child’s
depression and suicide is a foreseeable consequence
of the school’s failure to identify and constrain bullies
from victimization.
 Jasperson v. Anoka-Hennepin MN State Appeals
Court found the suicide of an 8th grader was not
foreseeable to school personnel. School personnel did
not know the student continued to be victimized and
that his failing grades were due to fear. There was no
causal connection between the conduct of school
personnel and the tragic suicide. All school personnel
acted within their discretion without malice and were
entitled to official immunity.
My Most Recent Congressional Testimony
 Strengthening School Safety and Prevention of
Bullying
 House Education and Labor Joint Subcommittee on
July 8, 2009
 Focus of my testimony
 Other witnesses: Ms. Walker, Parent, Student
President of S.A.V.E., Ken Trump, School Security
Importance of Building
Relationships and Connections
 The Fourth R article
 Research on bullying prevention is still developing
 We know that positive interactions and good relationships between staff




and students can significantly reduce bullying
Creating connections is a critical element (U.S. Department of Education
Website)
Maslow’s Hierarchy
Principal letter to parents example
One example, Cypress-Fairbanks I.S.D. ROPES Program
 Adventure based program and more information at www.pa.org
Parental Involvement is
Preventative
 Children want adults involved in their lives (letter
example)
 Many tragedies can be prevented
 Examples of questionable parental practices
 Where is the “Full Value Meal”?
 Parenting more challenging as children are exposed
to more violence and more advanced technology than
ever before
 There is something dangerous and largely unguarded
in almost every home!
Definition of Bullying
 Bullying occurs when a person is exposed
repeatedly and over time to negative actions on the
part of one or more persons (Olweus).
 It is victimization not conflict!
Definition of Bullying
 Repetitive
 Humiliating
 Physical and/or verbal
 Involves power
Questions for Audience
 What should adults at school do if they see bullying?
CA. case featured on Good Morning America 1/20/10
 How do we best support the bullying victim
 What should a parent do if their child is engaging in
bullying behavior?
 How can a parent best support their child when they
are the victim of bullying?
 What constitutes an effective school bullying
prevention program?
Consequences of Bullying
 Dislike and avoidance of school.
 Difficulty concentrating on school tasks.
 Grades suffer.
 The damaging feelings of self-worth that results
from bullying makes it impossible for the victims
to reach their academic and social potential.
Consequences of Bullying
 Emotional distress
 Depression
 Loneliness
 Lowered self-esteem
 Suicidal ideation and attempts
 Victimization during the middle school years predicts
depression and lower-self esteem 10 years after bullying
has ended.
Bullying Facts
 A majority of school shooters report being bullied.
 School shooters were twice as likely as same age
peers to have been bullied.
Quotes From School Shooter,
Evan Ramsey
 “I got stuff thrown at me. I got spit on. I got beat
up. Sometimes I fought back but I was not good at
fighting.”
 “After a while the principal told me to just start
ignoring everybody. But then you can’t take it
anymore.”
 “I felt a sense of power with a gun. It was the only
way to get rid of anger.”
 “I would have a different life if I hadn’t been
treated like that.”
Final Diary Pages of
13 year old Shooter, Vijay Singh
“I shall remember forever and will never forget
Monday: my money was taken
Tuesday: names called
Wednesday: my uniform torn
Thursday: my body pouring with blood
Friday: it ended
Saturday: freedom...”
Bullying Facts
 Bullied children are more likely to be anxious or
depressed and more likely to take their own lives.
 Suicide is the third leading cause of death among
15 to 24 year olds and the fourth for those aged 10
to 14.
2009 YRBSS Results
 Surveyed 15,000 H.S students and in the last year
 26.1 % reported being sad or hopeless
 10.9% made a suicide plan
 6.3% made an attempt
Schools and Suicide Prevention
 It is everyone’s responsibility and the vast majority
of suicides can be prevented
 Know the warning signs and the importance of
working with a team to get help for a suicidal
student
 Separate facts from misperceptions about suicide
 Link with community resources and agencies
Schools and Suicide Prevention
 Provide annual training for school staff on the warning
signs and the importance of not keeping a secret about
suicidal behavior
 Provide presentations for parents on safeguarding their
children and the warning signs of suicide
 Investigate depression screening programs
 Create a prevention task force and involve the
community
 Designate/develop a suicide prevention expert
American Association of Suicidology: School
Suicide Prevention Accreditation Program
 Designed for support and mental health professionals
 Become your school/community authority
 Know best/evidence based practices
 Reading list and sample exam provided
 Includes membership and ongoing support
For more information, please visit www.suicidology.org
GLBT Issues
 Higher rates for youth not due to identity but
unique complications “nothing inherently suicidal
about same sex orientation”
 Research has spotlighted greater risk of suicide
compared to peers
 External factors: conflict, harassment, being
bullied, abuse, rejection, lack of support
 Advocacy for GLBT population in school often met
with resistance
Jason 15, Utah Teen: NY Times
Quote 1/2/11
 “When word spread at school that I came out and was
gay, I was pushed against lockers and spit on in the
hallway. A 9th grade gym teacher wanted to bar me
from class and a girl sent me a note saying I had to
repent and let Jesus into my heart.”
Helena, Montana School District
 Controversial K-12 proposed curriculum regarding
sexuality and tolerance.
 1st grade students: “Human beings can love people of the
same gender.”
 5th grade students: “Sexual intercourse can involve
vaginal, oral or anal penetration.”
 Gave rise to strong resistance and wording was eventually
modified.
 Most states have policies against harassment; however,
only about 10 states have specific anti-bullying policies
related to sexual orientation.
Source: Eckholm, E. (November, 6, 2010).“In Efforts to End Bullying, Some See Agenda.” The
New York Times.
GLSEN
Gay, Lesbian and Straight Education Network (GLSEN)
 “Through research-based interventions, GLSEN
provides resources and support for schools to
implement effective and age-appropriate antibullying programs to improve school climate for all
students” (Cited from GLSEN website).
 For more information, please visit www.glsen.org
Safe Zone
 “Safe Zone is a program designed to identify
people in Tallahassee, FL who consider
themselves to be open to and knowledgeable
about lesbian, gay, bisexual, and transgender
(LGBT) issues. Members display a Safe Zone
symbol to demonstrate their acceptance of LGBT
individuals” (Cited from Safe Zone Website).
 For more information, please visit safezone.fsu.edu/
Why Students Bully
 To gain power over
others.
 To copy someone who
they think is “cool.”
 To get a thrill.
 To join in with the
 To act out problems
at home.
crowd.
 To gain attention and
popularity.
Characteristics of Bullies
 Both boys and girls
bully.
 Bullies have a strong
need to dominate
others.
 They enjoy the
control over victims.
 Bullies often have a
positive and unrealistic
self-concept.
 Bullies are not always
loners.
 Bullies may have a small
group of friends who
admire their behavior.
Characteristics of Bullies
 Bullies come in all
sizes, shapes and
abilities.
 They do not need to
be larger to dominate
their victims.
 They often feel
justified in their
actions.
 They lack guilt and
remorse.
 They like gaining
material possessions.
 A bully often gets a thrill
from exerting power.
Characteristics of Bullies
 They often think in
unrealistic ways.
 Olweus found that
children identified as a
bully at age 8 were six
times more likely to be
convicted of a crime by
age 24.
 Bullies were five times
more likely to end up
with a criminal record
by age 30.
 Bullies tend to be at
least average
academically or only
slightly below.
Gender Differences in Bullying
 Boys tend to use
direct bullying.
 Boys tend to use
physical aggression.
 Boys call their
behavior bullying
more often than girls.
 Boys tend to be older
than their targets.
 Girls tend to use social
alienation or spreading
rumors.
 Girls are more likely to be
bullied by a group.
 Girls are more likely to
involve both boys and girls
in victimizing.
Bully Thinking Errors
 “Everything should
always go my way.”
 “I do not care if I hurt
 “Lying will get you out of
trouble.”
 “I should not have to do
others.”
 “Success should come
easily. I will quit if
things don’t work.”
 “I do not need to
follow rules.”
boring things.”
 “Most problems are not
my fault.”
 “Most students my age
are always pleasing
adults and are boring.”
How Can School Staff Help a
Student who is Bullying Others?
 Let them know consequences are inevitable, consistent,
and non-hostile and escalate in severity
 Hold them accountable and confront the excuses they
make for their behavior
 Let them know that school staff will be watching for
further bullying behavior
 Assess possible reasons for their behavior
How Can School Staff Help a
Student Who is Bullying Others?
 Contact and conference with their parents
 Consider referral for mental health treatment
 Help them to develop empathy for others
 Encourage involvement in prosocial activities
 Reward them for appropriate behavior towards
others
What Works With Bullies
 Assertion rather than
aggression is
recommended.
 Bullies need to be
taught specific skills
and correct their
 Bullies need to be
confronted by a
group of peers who
support the target
and will not tolerate
bullying.
errors in thinking
about life.
 Bullies can be taught
responsible behavior
at school.
What Works With Bullies
 Use a no-nonsense
style.
 Identify the victim’s
feelings.
 Do not have a long
discussion.
 Build empathy for the
 Re-channel power.
victim.
 Set the culture of the
school.
Bullying
 Philosophical
issues/acceptance
 Bystander/Witness issue
 Importance of school-wide
approach
 Legislation in 45 states to
date
Why Don’t Bystanders Get Involved?
 Not sure of what to do.
 They are afraid of retaliation.
 They are afraid that they will become ostracized by
their existing friends or social group.
 They are concerned they might do the wrong thing
and make the situation worse.
 They think adults won’t help.
 “It is the bystanders that must have the courage to
say something and step forward to stop bullying”
Bill Modzeleski U.S.D.O.E.
Why Don’t Students Tell Adults
About Violent Threats?
The “Conspiracy of Silence”!
Why Victims Don’t Tell
 They are ashamed of being bullied.
 They are justifiably afraid of retaliation.
 They don’t think anyone can help them—the bully
is too powerful.
 They believe the lie that bullying is just a part of
growing up.
 They see adults ignoring the bullying.
 They believe it is not acceptable to “rat’ on a peer.
What Should School Staff Do if
They Hear or See Bullying?
 Take immediate action and stand between bully
and the victim
 Support the victim but without questioning them
in front of others
 Provide additional support for the victim privately
 Let all students know that bullying behavior is not
acceptable and include bystanders in the
conversation about how to intervene next time
 Provide immediate consequences for the bully or
refer them to the appropriate personnel
What Should School Staff Do if
They Hear or See Bullying?
 Do not require students to meet and work things
out
 Share information with other staff about the
incident
 Let the bully know that you and other staff will be
watching them closely
 Let the victim know the next steps that will be
taken and urge them to report any further
incidents
Key Points for Schools
 The attitude of school staff are the key to reducing
bullying.
 Importance of building relationships.
 It is not about the bully! It is about the school
climate!
School Program Emphasis
 Converts a silent
majority of students
into a caring majority
who do not tolerate
bullying.
 Students are taught
to stand up to the
bullies with the
promise of adult
support.
 Emphasizes strength
in numbers.
 Through discussion
and role plays
students are taught
how to support each
other.
 They practice caring
behaviors.
School Program Emphasis
 Acts of kindness are
celebrated.
 Students let adults
know when bullying
occurs and adults are
taught how to
intervene.
 A clear message is
presented that
bullying is not
tolerated and caring
is valued.
What To Avoid
 Short term prevention program with a piece meal
approach
 Zero Tolerance Programs and 3 strikes you are out
programs
 Providing conflict resolution or peer mediation to
reduce bullying
Teacher and Staff Training
 Distinguishing
normal peer conflict
from bully-victim
 The need for staff
cohesion on
supporting a zero
problems.
 Characteristics of
bullies and victims.
 The serious nature of
bullying and the need
for adults to help.
tolerance for bullying
policy.
 Awareness of one’s
own style in handling
conflict.
Teacher and Staff Training
 Effective strategies
and disciplinary
approaches for
 Reinforcing caring
behaviors within the
school.
handling bullies.
 Effective strategies to
support targets.
 Developing a caring
majority to change
the school climate.
 Teaching bullyproofing curriculums.
Reduce Bullying….
Turn the “silent majority” into
a “caring majority.”
School Safety Examples
 Create task force and
include students
 Use student
safety/bullying
prevention pledges
 Floor plan exercise
 Survey students
Safety is an inside job that
most of all involves a
commitment from the
student body!
Student Involvement and
Commitment is the Key
 Student survey input needed to determine the
extent of the problem but surveys often are met with
resistance
 Hold student meetings and create task forces
 Train all students and then gain a commitment
through pledges
 Utilizing the arts through drama and music to create
awareness and prevention programs
 Creating a means for anonymous reporting
What if My Child is Bullying
Others?
 Take it seriously and let them know it will not be
tolerated
 Develop clear and consistent rules for your child’s
behavior
 Spend time with them and increase your supervision
 Build on their strengths
 Share information with adults and get help
What if My Child is Being
Bullied?
 Take it seriously and do not ignore it or blame your child
 Listen carefully and learn as much as you can about the
bullying incidents
 Empathize and let them know the bullying is wrong
 Ask your child what will help
 Do not encourage physical retaliation
 Step back and consider your emotions and options
carefully
 Do not contact the parents of the bully as that may make
the situation worse
Who Should I Contact if My
Child is Being Bullied at School?
 Contact your child’s teacher as bullying often does not
stop without adult interventions
 Ask the teacher to alert other school staff to the
problem
 If you are not comfortable with the teacher’s response
make an appointment with the principal
 Commit to making the bullying stop and to talking
regularly with your child and the school staff
How Can My Child Become
More Resistant to Bullying?
 Help develop their talents and positive attributes and
areas/activities where they are successful—fine their
niche!
 Encourage your child to build friendships
 Teach your child safety strategies and how to seek adult
help
 Make sure your home is a safe and loving environment
where they feel sheltered
 Be alert for signs of cyber bullying
 Maintain open communication with your child and create
times when your child will truly talk to you
Protective Factors
Source: World Health Association
 Family cohesion and stability
 Coping and problem solving skills
 Positive self worth and impulse control
 Positive connections to school and extracurricular
participation
 Successful academically
Protective Factors
 Good relationships with other youth
 Seeks adult help when needed
 Lack of access to suicidal means
 Access to mental health care
 Religiosity
Evidenced Based Programs
 Olewus Bullying Prevention Program
 Second Step
 Steps To Respect
Best Practices: Final Thoughts
 Hold parent meetings and provide training
 School wide program where all staff engage and
cooperate towards common goal
 Increase staff supervision in areas where bullying
occurs the most
 Take immediate action to stop bullying when it
occurs
 Provide consequences for bullies
 Provide support for victims
Federal Anti-bullying Program
 Take A Stand Lend A Hand: Stop Bullying
 www.stopbullyingnow.hrsa.gov/index.asp
 www.bullyinginfo.org
Contact Information
 Email:
[email protected]
 Website: www.scottpoland.com