Document

Transcript Document

Bullying and Victimization:

The Relationship Perspective

Introducing PREVNet

PREVNet is one of five New Initiatives of the Networks of Centres of Excellence (NCE) NCE program designed to • foster powerful partnerships between university, government and industry • develop Canada's economy and improve the quality of life of Canadians © Promoting Relationships and Eliminating Violence Network, 2007

PREVNet

Vision

Stop bullying in Canada

Create a social-cultural change in Canada about the use of power and aggression in relationships PREVNet Objective

Promote safe and healthy relationships for Canadian children and youth

PREVNet Strategy Create active network of Canadian researchers, national organizations, and governments to use PREVNet’s expertise / credibility to exchange knowledge with key constituents © Promoting Relationships and Eliminating Violence Network, 2007

The Need for PREVNet

Many anti-bullying activities at local, provincial, and national levels, however: • School focused • Inconsistent messaging • Diverse assessment tools • Diverse interventions • Not rigorously evaluated – need scientific evidence of effectiveness • “Do No Harm” not always the case • Operate in isolation – need platform for coordination and synergy © Promoting Relationships and Eliminating Violence Network, 2007

PREVNet Key Messages

1. Bullying is wrong and hurtful 2. Bullying is a relationship problem 3. Promoting relationships and eliminating violence is everybody’s responsibility To address bullying issues, we use a binocular perspective, focusing simultaneously on the child or youth with one lens, and on the child or youth’s relationships with the other. © Promoting Relationships and Eliminating Violence Network, 2007

Bullying and Power

Bullying is aggression used from a position of power.

Children acquire power in many ways: • Advantage in social status or popularity • Advantage in size, number, age, skill, wealth • Member of socially defined dominant group (e.g., gender, race/ethnicity, sexual orientation, health/ability).

Bullying: A Relationship Problem that Requires Relationship Solutions

Bullying is a relationship problem in which an individual or group uses power aggressively to cause distress to another. The child who bullies is learning to use power and aggression to control others. The child who is being victimized becomes trapped in an abusive relationship and needs help to stop the bullying. © Promoting Relationships and Eliminating Violence Network, 2007

Forms of Bullying

Physical bullying

• hitting, kicking, shoving, spitting, beating up, stealing, or damaging property

Verbal bullying

• name-calling, mocking, hurtful teasing, humiliating, threatening, racist comments, or sexual harassment

Social bullying

• excluding others from the group, rolling of eyes, tossing of hair, ignoring someone, gossiping, spreading rumors, setting others up to look foolish, damaging friendships, telling secrets

Cyber Bullying

• Use of email, cell phones, text messages, internet sites, etc to physically threaten, verbally harass, socially exclude or humiliate.

Positive Youth Perspective

Our core belief is that all children have strengths and the capacity for healthy relationships. We avoid labeling children as “bullies” and “victims” because these labels limit a view of children’s positive development and their challenging life circumstances. © Promoting Relationships and Eliminating Violence Network, 2007

Why Worry About Bullying?

The behaviours that children learn in childhood and adolescent relationships form the foundation for relationships across the lifespan.

Percent of children and youth who have been victimized in the last two months

Percent of children / youth who have bullied others in the last two months

CANADA CANADA © Promoting Relationships and Eliminating Violence Network, 2007 World Health Organization Health Behaviour in School-Aged Children 2001/2002 survey data for bullying in 13

Canada on the World Stage Source Variable Ranking

Organization for Economic Development Reading Math Science World Health Organization 3

out of 41 7

out of 41 11

out of 41 Victimization Bullying 27 26

th th

out of 35 out of 35

Why Worry about Bullying?

Aggression Sexual harassment / dating aggression Alcohol / drug use Delinquency / gang involvement Low self-concept Stress-related heath problems Social anxiety and loneliness Disliking and avoiding School Depression Anxiety Suicidal thoughts and suicide Bullying Victimization

              © Promoting Relationships and Eliminating Violence Network, 2007

Why Worry about Bullying?

Developmental Trajectory of Power and Aggression Elder Abuse Child Abuse Marital Abuse Dating Aggression BULLYING Gang Aggression Workplace Harassment Sexual Harassment © Promoting Relationships and Eliminating Violence Network, 2007

Lens on the Social Dynamics of Bullying

Highlights of Observational Playground Research • Bullying interaction occurs once every 7 minutes • From afar, many bullying interactions resemble “rough and tumble play” – need sound to know what is going on • Children hide bullying from teachers on duty • Teachers rarely intervened (too few on playground, unable to identify) © Promoting Relationships and Eliminating Violence Network, 2007

Peers are the Audience for Bullying

• Peers present in 88% of bullying episodes • The more peers present, the longer the bullying episode lasts • Peers can be

part of solution or part of the problem

Intervening 25% Joining in the Bullying 21% Passively Watching 54% © Promoting Relationships and Eliminating Violence Network, 2007

Peers Can be Part of the Solution

• In 19% of bullying episodes a peer intervened to stop bullying • In 47% - intervener was verbally or physically aggressive • In 53% - intervener used positive strategies • In majority of episodes (57%), intervention stopped bullying

within 10 seconds

, regardless of whether strategy was appropriate or aggressive © Promoting Relationships and Eliminating Violence Network, 2007

Interpretations of Playground Research

• Bullying unfolds in front of peers – doubly

hurtful

(pain from bullying and pain from public humiliation) • Peers’ presence and attention reinforces bullying behaviour • Watching bullying may create anxiety in some onlookers, and over time may promote desensitization & moral disengagement (not caring) • Peers rarely intervene because of fear of retaliation, stigma, or desensitization © Promoting Relationships and Eliminating Violence Network, 2007

Implications of Playground Research for Children and Youth Education :

Objective: shift young people from passive watching to taking action Message: Choose at least 1 of 3 strategies – and do it!

1. Support reduce attention given to child/youth who is bullying 2. Assertively tell stop 3. Report the child/youth who is victimized, the child/youth who is bullying to the bullying to a responsible adult

Bullying is a Relationship Problem that Requires Relationship Solutions

Keep a dual focus on Child or Youth’s needs, strengths, challenges © Promoting Relationships and Eliminating Violence Network, 2007

Lens on the Child’s Needs

“Scaffold” Relationship Skills: e.g., problem-solving, empathy, resisting peer pressure, assertive communication, leadership, respecting rights of self and others • Role playing and rehearsing is helpful to build these skills • Encourage intervening with a “buddy” – this makes it more comfortable © Promoting Relationships and Eliminating Violence Network, 2007

Lens on the Child’s Relationships: Role of Adults

• • • • Develop knowledge of bullying and appropriate prevention/ intervention strategies Personal reflection about using power in relationships with children Model respectful relationships Develop sense of responsibility to take action when bullying is observed or reported Tattling = Trying to get someone into trouble Reporting = Trying to get someone out of trouble © Promoting Relationships and Eliminating Violence Network, 2007

Lens on the Child’s Relationship: Creating Social Dynamics

“Social Architecture”

• Increase supervision • Offer structured activities (e.g., arts, sports, recreational, cultural, service etc.) • Organize children’s groupings to promote positive grouping and to discourage cliques – e.g., choosing teams for a baseball game (if you let children choose, some will be left out) © Promoting Relationships and Eliminating Violence Network, 2007

Supporting Children and Youth who Bully Lens on the Individual

• Assess strengths and challenges • Scaffold development of relationship skills:  Ability to put oneself in shoes of another and empathize     Appreciation of the rights of others Appreciation of consequences of actions on others Control of impulsivity and anger Finding ways to get peer attention and admiration that are positive for self and others © Promoting Relationships and Eliminating Violence Network, 2007

Supporting Children and Youth who Bully Lens on their Relationships

• Assess strengths and challenges – with parents, siblings, peers, significant adults in the child’s life • Address relationships  where power is abused  that are hurtful  make the child feel disrespected  model or reinforce bullying behaviour © Promoting Relationships and Eliminating Violence Network, 2007

Develop Formative Consequences for Children who Bully

Formative consequences are activities that provide a clear message that bullying is unacceptable while scaffolding relationship skills, e.g., • Watch a video or read a book and prepare a response for a subsequent meeting • Do a role-play • Create a presentation for younger children • Do a research project that examines power and aggression • Participate in community service, like organizing a game or activity for younger children © Promoting Relationships and Eliminating Violence Network, 2007

Supporting Children and Youth who are Victimized: Lens on the Individual

Individual • Recognize courage for reporting • Assess individual strengths and challenges • Scaffold development of:  Appreciation of personal right to be respected  Ability to manage negative emotions    Projecting confidence to others Communicating assertively Optimism that problem can be solved © Promoting Relationships and Eliminating Violence Network, 2007

Supporting Children and Youth who are Victimized: Lens on their Relationships

• Assess strengths and challenges – with parents, siblings, peers, other significant adults • Address challenging relationships that over protect or make the child feel disrespected • Provide “buddy” relationships to ensure safety • Provide opportunities for friendships with peers – through structured activities © Promoting Relationships and Eliminating Violence Network, 2007

Promote Healthy Relationships Throughout Childhood and Adolescence

Bullying problems occur in relationships throughout the lifespan • Start early • Tailor to children’s needs and capabilities at each developmental stage • Tailor for the different needs of boys and girls • Tailor for different settings (family, school, recreation, sports) © Promoting Relationships and Eliminating Violence Network, 2007

Imagine that in 10 years, through PREVNet’s social innovation, we:

• Lead the world in our approach to bullying and promoting healthy relationships.

• Substantially improve Canada’s World Health Organization ranking in bullying and victimization • Decrease the health, education, and justice costs for our children and youth • Enhance social capital, school engagement, and seriously cut back on crime • Promote healthy relationships, respect, social cohesion, social responsibility and citizenship in our children and youth © Promoting Relationships and Eliminating Violence Network, 2007