Bullying

Presented By
Gabriela Quintero, Cindy Hoang, Lauren Delfin
What is bullying?
Bullying is unwanted, aggressive behavior among
school aged children

❖ Behavior is repeated and/or is has the

potential to be repeated over time
❖ Can occur during or after school hours

https://www.stopbullying.gov/what-is-bullying/index.html
Types of Bullying
There are 4 types of bullying:

❖ Verbal Bullying
➢ Teasing, name-calling, inappropriate sexual comments
❖ Social Bullying
➢ Hurting someone’s relationship or reputation
❖ Physical Bullying
➢ Hurting a person’s body/possessions
❖ Cyber Bullying
➢ Sharing negative, harmful or false content via text, social
media, email, etc. https://www.stopbullying.gov/what-is-bullying/index.html
Warning Signs for Bullying
Signs a child is being bullied:
❖ Unexplained injuries
❖ Loss of items
❖ Faking illness or feeling
sick frequently
❖ Self-destructive behaviors
❖ Difficulty sleeping
Signs a child is bullying others:
❖ Has friends who bully others
❖ Gets into physical or verbal
fights
❖ Increasingly aggressive
❖ Has extra money or objects
❖ Blame others for their
problems
Bullying by the Numbers
❖ 160,000 teens skip school every day because of bullying
❖ 1 in 10 will drop out because of repeated bullying
❖ Only 20 to 30% of students who are bullied will report it
to an adult
❖ In Orange County:
➢ 38% of 7th graders
➢ 35% of 9th graders
Dosomething.org,
➢ 29% of 11th graders
stopbullying.gov, Wested 2014
Percent of High School Students Who Report Being
Bullied

Data from National Center of Education Statistics (2015)

Who does bullying affect?

https://www.cfchildren.org/resources/bullying-prevention-resources/
The Effects
❖ Leads to an unsafe campus environment

❖ Those who are bullied are at a greater risk for depression and anxiety,
health complaints, and are more likely to drop out

❖ Those who bully others can engage in riskier behaviors, get into
fights, potentially be abusive to others in their lives
Populations Affected
Any child can be a victim of being bullied...

❖ Sexual Orientation (LGBTQ Youth)

❖ Children with Disabilities
❖ Race and/or gender
❖ Youth with low-self esteem
❖ Shy/introverted students
Long Term Effects (Victim)
“Results from this study support that shame in adulthood for survivors of
childhood bullying is significantly influenced by attachment security, amount
of childhood bullying, emotion regulation, and self-compassion.”

“Results also provided evidence of a relationship between attachment

security and emotion regulation and between attachment security and
self-compassion.”

Beduna, K. N., & Perrone-McGovern, K. M. (2018). Recalled childhood bullying

victimization and shame in adulthood: The influence of attachment security,
self-compassion, and emotion regulation, Traumatology.
 Impact in Student Wellness & Academics
Academics:

❖ Lower academic achievement

❖ Avoid participating in class
❖ Absent frequently
❖ Bullying interferes with their ability to concentrate

Wellness:

❖ Headaches
❖ Sleep disturbance
❖ Somatization
❖ Anxiety
❖ Depression
Why MTSS
Bullying affects the entire school, involves the entire school, but not all
students will be victimized or bully others.

Interventions that have the most success have (Olweus Bullying Prevention
Program Model):

❖ An overseeing committee/coordinating committee

❖ Progress monitoring and review to assess changes and make revisions as
needed
❖ Clear policies
❖ Education for families, staff, and students
Clemson university, Allen
❖ Individual support (2010)
Tiers of Intervention

www.ddouglas.k12
 Screening
● Student Risk Screening Scale
○ All tiers
● Bullying Questionnaire
○ Data on school culture and prevalence
○ Universal
● Behavior Assessment System for Children

Image from Pearson Clinical

Tier 1 Intervention (Universal 80-90%)
● For Students:
○ Kindness signs around campus
○ Bystander intervention
○ Diversity and Acceptance
○ Classroom anti-bullying posters
○ Student Pledges
○ “Body Appropriate” posters
○ Elementary: Stop- Walk - Talk (conflict resolution)
○ Middle/High School: Expect Respect
○ Peer Leadership Program
○ Bullying Questionnaire
Tier 1 Intervention (Universal 80-90%)
● For Staff:
○ Recognizing the Signs
○ Meetings addressing appropriate intervention strategies
○ Creating a culture of care
■ Welcoming students
■ Conflict Resolution
● For Families & Communities:
○ Recognizing Cyberbullying - Teaching and Workshop
○ Bullying intervention policies
○ Who to contact
○ Partner with community members
○ Invite community members to be on committee
Tier 2 Intervention (Some 5-20%)
● For Students:
○ Have presentations in classes (class levels) that bullying seem to occur
more often in ( peak bullying appears in middle school, however High
School sees an increase in verbal bullying)
○ Hold classroom circles
○ Peer support groups
○ Peer Leadership training
● For Staff:
○ Meeting on how to intervene during class
○ Restorative Questions Practice
● For Families/Communities:
○ Family assertiveness training for targeted students
Tier 3 Intervention (Few 1-5%)
● For Students:
○ Individual meetings with students who are affected by
bullying
○ Restorative conferences with students involved in a bullying
incident
○ BIP/SEL circles
■ Social skills
● For Staff:
○ Progress monitoring meetings/check-ins
● For Families/Communities:
○ Meeting to review self-monitoring/BIP
MTSS in Action: A Case Study
Meliora Public School Academy:
● No difference in self-reported victimization
● Decrease in self-reported bullying (but small
effect size)
● Increase in empathy
● Increase in reporting to adults
● Staff perceived a decrease in student
aggression
The Initiative:
● A student video on bullying to be seen by all
students
● The following day, the school had an assembly
on bullying and respect
● Over the next few days, the assembly would
be discussed in English classes
● English teachers would present Social Support
Systems to the students
● Three weeks later, Social Support Systems was
presented to parents
Role of School Counselor
➔ Tier One:
◆ Provide resources, training, and support
◆ Collaborate with school leadership on identifying School-Wide Expected
Behaviors
◆ Review data and monitor progress of school
● Are referrals and incidents increasing?
◆ Review attendance and grade trends over the semester to catch any changes
➔ Tier Two:
◆ Schedule peer group meetings
◆ Lead or coordinate circles
➔ Tier Three:
◆ Conduct FBAs and BIPs
◆ Communicate with parents and staff regularly
◆ Progress Monitoring for students
Collaboration Opportunities
➔ Key Players can but not limited to:
◆ School Counselor
◆ Teachers involved
◆ Vice Principal
◆ Parents and Families
◆ School leaderships representatives
◆ Aides, Cafeteria workers, lunch supervisors, etc.
Identifying key roles of the situation
Non-participants: Helpless students, scared to intervene, safer to tell
adult than intervening

Bully Aides: Students that stand around and actively encourage the
bully

Bully Supporters: Student not involved in the event but may laugh or
make fun of the victim

Defenders: Students who actively intervene to stop the bully

AUSTIN, S. M., REYNOLDS, G. P., & BARNES, S. L. (2016). SCHOOL LEADERSHIP AND COUNSELORS WORKING
TOGETHER TO ADDRESS BULLYING. Reading Improvement, 53(4), 188-194.
How to prevent bullying...
 Resources
★ Allen, Kathleen P. (2010). A bullying intervention system in high school: A two-year school-wide
follow-up. Studies in Educational Evaluation, 36(3). https://doi.org/10.1016/j.stueduc.2011.01.002

★ AUSTIN, S. M., REYNOLDS, G. P., & BARNES, S. L. (2016). School Leadership and Counselors Working
Together to Address Bullying. Reading Improvement, 53(4), 188-194.

★ Beduna, K. N., & Perrone-McGovern, K. M. (2018). Recalled childhood bullying victimization and shame
in adulthood: The influence of attachment security, self-compassion, and emotion regulation,
Traumatology.

★ Clemson University: Olweus Bullying Intervention https://olweus.sites.clemson.edu/olweusinfo.php

★ www.stopbullying.gov

★ www.cfchildren.org/resources/bullying-prevention-resources/

★ www.ocde.us/OCSFTS/Pages/Bullying.aspx