Transcript Handout

Bystander Activated:
Using Technology to Fight Bullying
Presented at the MSCA Fall Conference 2015
by Ed Draper & Julie Janzow
Counselors from Central Jr. High School
Cape Girardeau, MO
❏ One out of every 4 students reports being bullied during the school year
(National Center for Educational Statistics, 2015)
❏ 64% of children who are bullied did NOT report it (Petrosina, Guckenburg,
DeVoe and Hanson, 2010).
❏ More than half (57%) of bullying situations STOP when a peer intervenes on
behalf of the student who is being bullied (Hawkins, Pepler and Craig, 2001).
❏ School based bullying prevention programs help decrease bullying by 25%
(McCallion & Feder, 2013).
General Bullying Statistics
Effects of bullying
❏ Students that experience bullying are at increased risk for depression,
anxiety, difficulty with sleep and poor school adjustment (Center for
Disease Control, 2012)
❏ Students who bully others are at an increased risk of substance abuse,
academic difficulties, and violence in later adolescence and adulthood
(Center for Disease Control, 2012)
❏ Youth victimized by peers are 2.4 times more likely to report suicidal
ideation and 3.3 times more likely to report a suicide attempt (Espelage &
Holt, 2013).
The Bystander
➔ If students believe they can make a
difference, they are more likely to act
(Thornberg et al, 2012)
➔ Students experiencing bullying report that
allying and supportive actions from peers
were most helpful actions from bystanders
(examples include: helping student,
talking to student, spending time with
student or helping get away from bully)
(Davis & Nixon, 2010)
➔ Students who experience bullying think
that peer actions are more helpful than
self or educator actions (Davis & Nixon,
2010).
Interventions
❖ Bullied youth report that actions in
which support from others was
accessed, a more positive difference
was made (Davis & Nixon, 2010)
❖ The list of most helpful things an
educator can do included: listen
to student, check in with them
afterwards, & give student advice
(Davis & Nixon, 2010).
❖ The list of most harmful things
an educator can do include: tell
student to solve problem
themselves, tell them to ignore
what is going on, and tell student
to stop tattling (Davis & Nixon,
2010).
CJHS demographics
❖public/city school
❖grade levels: 7 & 8
❖Size: 604
❖61% free/reduced
lunch
❖1:1 district (2nd yr)
❖ethnic makeup
➢56% Caucasian
➢44% Minority
Addressing Our Student Needs
Programs in place at Central Jr. High School to educate students about bullying:
Year 2 implementation of PBIS.
Model guidance lessons at both the 7th and 8th grade level.
Building-wide technology lessons (1:1 district)- responsibilities/safety while using social media
Weekly reminders via intercom about respect, being kind, social media (cyberbullying).
Addressing Bullying at CJHS
Procedures already in place when bullying is suspected/reported:
Meet with the students involved
Investigate allegations
Issue consequences
Phone call home
Parent meeting
Teacher/Staff notification and/or schedule adjustments
Involvement of SRO
Recommendations for district counseling/prevention programs
Common Bullying Issues in Counseling
Some of the most common issues that we hear at our building when meeting with students about
bullying situations at the middle/junior high grade level include:
1.
“This is happening, but I do not want you to talk to the other student because I am afraid it will
get worse.” (We also hear this sometimes from parents.)
2. “I do not want to be a snitch.”
3. There is pressure/embarassment to be seen in the guidance offices.
As a result of these issues we believe that we do not see all issues/concerns that we are trained to help
our students with on a daily basis. With that said, we felt the need to increase the amount of ways
students can communicate their concerns without feeling the pressure of being called a “snitch”
or a fear of retaliation.
Our New Direction
One way to increase the ways that students are
able to communicate with us is through the
Anonymous Bullying Application.
The Anonymous Bullying Application is
something that we created at Central Junior
High in the fall 2014 and piloted during the first
semester to address the previously discussed
concerns.
One of the great things about this resource is
that it is simply a Google form that is never
closed. In other words we are not re-creating the
wheel, just pumping a little air in the tires.
This application empowers students to express
their feelings or concerns about themselves or
others in a pressure/fear free way. It helps
create super active bystanders.
Presentation to students
EXTREMELY IMPORTANT!
We presented the Anonymous Bullying Application in our Model Guidance classes and frequently
remind students of it each time we go into classes. Some of the main points that we bring up when
presenting this application are:
1.
How fortunate the students are to have something like this available.
1.
It is available in all places where the internet can be accessed (We also talk about this to parents
as well.)
1.
We make sure that they understand the seriousness of this tool, so that it is not used as a joke.
1.
We also make sure that they know that we follow up with every single report. The more students
that see us follow up, the more confident they become in making reports.
Creating the form
*full length snagit video
(10.52) begins at ‘how to
setup a gmail account’*
Responses spreadsheet
★Each building in
our district has a
person(s)
responsible for
checking and
addressing the
form responses.
Gaining district wide support
★ At monthly district counselor
meeting, we shared our idea and
discussed the bullying
application.
★ Special services director set up
meeting with superintendents
and principals for district
sharing.
★ Presentation was made at next
board meeting.
★ Tech was brought in to create
district banner for websites,
copying and sharing of bullying
application for each school
building and to set up a bullying
hotline phone number.
★ District wide rollout of Bullying
App occurred Feb 1st, 2015
The Anonymous Bullying Application
Results 2014-15 school year
❏ Resolutions for 2014-15 were not recorded until after the
district wide roll out in February. Beginning 2015-16 school
year, the resolutions column for spreadsheet was added
immediately for tracking of outcomes of reports.
❏ As of Nov 2nd, 2015, we have already received 31 bullying
reports at CJHS.
❏ The bullying app continues to be a positive tool in the fight
against bullying behaviors at CJHS.
Resolutions
Thank You
We would like to thank the following individuals who have been instrumental in
assisting us with the Anonymous Bullying Form:
Carla Fee and Alan Bruns Central Jr. High Principals: for giving us the freedom and support to pilot
ideas that improve our student environment and school climate.
Deena Ring Special Services Director for Cape Public: for encouraging us to share our idea and setting
up the initial meeting to present the Anonymous Bullying Form to counselors, administrators and staff
in the district.
Technology department in our district who created the banner and icon for the bullying application,
as well as ensuring every student with a school device has access to the form.
Dr. Jim Welker & Dr. Neil Glass Cape Public School superintendents who set up initial meeting
with school board members and pushed the application to go district wide.
Resources
Center for Disease Control, National Center for Injury Prevention and Control (2012). Understanding bullying. Retrieved
from: http://www.cdc.gov/violenceprevention/pdf/bullyingfactsheet2012-a.pdf.
Davis, S., & Nixon, C. (2010). The youth voice research project: Victimization and strategies. Retrieved from:
http://njbullying.org/documents/YVPMarch2010.pdf.
Espelage, D. L., & Holt, M. K. (2013). Suicidal ideation and school bullying experiences after controlling for depression
and delinquency. Journal of Adolescent Health, 53. Retrieved from: http://www.ncdsv.org/images/JAH_Suicidalideation-and-school-bullying_7-2013.pdf.
Hawkins, D. L., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social
Development, 10(4), 512-527. Retrieved from:
http://bullylab.com/Portals/0/Naturalistic%20observations%20of%20peer%20interventions%20in%20bullying.p
df.
McCallion, G., & Feder, J. (2013). Student bullying: Overview of research, federal initiatives, and legal issues.
Congressional Research Service. Retrieved from: http://www.fas.org/sgp/crs/misc/R43254.pdf.
Resources
Petrosino, A., Guckenburg, S., DeVoe, J., & Hanson, T. Institute of Education Sciences, (2010). What characteristics of
bullying, bullying victims, and schools are associated with increased reporting of bullying to school officials?
Washington, D.C.: National Center for Education Evaluation and Regional Assistance. Retrieved from:
http://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2010092_sum.pdf.
Thornberg, T., Tenenbaum, L., Varjas, K., Meyers, J., Jungert, T., & Vanegas, G. (2012). Bystander motivation in
bullying incidents: To intervene or not to intervene? Western Journal of Emergency Medicine , 8(3), 247-252. Retrieved
from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415829/.
US Department of Education, National Center for Educational Statistics (2015) . Student Reports of Bullying and
Cyberbullying: Results from the 2013 School Crime Supplement to the National Victimization Survey. Retrieved
from:http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015056.
Additional Website Resources
www.capetigers.com (Cape Public School district home page)
www.cyfernetsearch.org/resource/research-spotlight-bullys-bystander
www.google.com (gmail and Google drive)
www.jotform.com/ (free online form builder)
www.pacer.org/bullying/about/media-kit/stats.asp
www.standtogether.us/Stand_Together.htm
QUESTIONS?