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BULLYING

School Implications, Incidence, and Program Recommendation for Prevention

Presentation by Anna Culik Traverse Height School Improvement Committee


This presentation has been designed for a school improvement committee and was created to open a dialogue about bullying in school. Incorporating discussion, questions, short activities, and videos, I am seeking to convey the importance of this issue and the need for a empirically tested bully-prevention program. The improvement committee will be grouped into groups of three or four and each group will be given paper and pencil for the activities. The questions for discussions and activities are in the dark boxes, the presenter notes contain any prompts or activity descriptions.

WHOSE PROBLEM IS IT?


The world is a dangerous place, not because of those who do evil, but because of those who look on and do nothing. Albert Einstein
After watching the video, share with your group an instance where a student was bullied. What happened? How did the other students react? What did the bully/ victim do?

Play the video that is linked to in blue. After the video, give participants about ve minutes to share with their small groups any experiences or memories theyve had with bullying. Read aloud the Einstein quote and ask the whole group if anyones experiences connects to the Einstein quote. Invite individuals to think about the question, Are passive observers of bullying responsible?

BULLYING: WHAT IT IS
What is Bullying?
Bullying is a widespread and serious problem that can happen anywhere. It is not a phase children have to go through, it is not "just messing around", and it is not something to grow out of. Bullying can cause serious and lasting harm. Although denitions of bullying vary, most agree that bullying involves:
! ! Imbalance of Power: people who bully use their power to control or harm and the people being bullied may have a hard time defending themselves ! ! Intent to Cause Harm: actions done by accident are not bullying; the person bullying has a goal to cause harm ! ! Repetition: incidents of bullying happen to the same the person over and over by the same person or group

Types of Bullying
Bullying can take many forms. Examples include: ! ! ! ! Verbal: name-calling, teasing Social:spreading rumors, leaving people out on purpose, breaking up friendships Physical: hitting, punching, shoving Cyberbullying: using the Internet, mobile phones or other digital technologies to harm others An act of bullying may t into more than one of these groups.
from Stop Bullying.gov

! ! ! !

Is anything missing from the denition of bullying?

Read the denition aloud. Ask the group if anyone thinks there is anything missing from the denition of bullying. Are there other types of bullying than those stated?

1. Who is responsible for preventing bullying?

INCIDENCE AND IMPLICATIONS


2. Boys are more likely to use physical violence and girls are more likely to use relational violence

2. Put the facts in order from most to least surprising.

1. School bullying is a strong and specic risk factor for later offending. 7. Frequent exposure to victimization or bullying others was related to high risks of depression, ideation, and suicide attempts compared with adolescents not involved in bullying behavior.

The opposite of love is not hate, it's indifference. - Elie Wiesel Watch the PSA

3. Staff at all school levels (elementary, middle, and high) underestimated the number of students involved in frequent bullying 4. Bullied students offer suffer academically

5. Roughly 30% of 6th through 10th graders report 6. Usually bullies have high self-esteem being bullied.

Start by reading the Elie Wiesel quote. Explain that Wiesel is a Jewish Holocaust survivor and a Nobel Peace Prize winning author. Play the PSA from the link in the blue rectangle. After the video, ask groups to write a list of the people responsible for preventing bullying in school. One recorder from the group should write the list on the note card provided. Once nished, ask each group to share ONE responsible person with the large group, and not repeat what other groups said. Then ask the group to review the information in the colored rectangles and then put them in order of most to least surprising in their small groups. One group member should record on the note card just the number of each statistic. Have groups share the fact that was most surprising and the fact they thought was least surprising with the large group.

WHAT CAN WE DO
A RECOMMENDATION
Implement the Olweus Bullying Prevention Program Most widely studied and empirically validated bullying prevention program Long term, system wide program for change 35 year history in bullying prevention
Explain that my personal recommendation is to purchase and implement the Olweus Bullying Prevention Program. Play the video from Olweus (linked in blue).

WHAT DOES THE OLWEUS PROGRAM OFFER?

Review aloud each of the four components of the Olweus Program- School wide, Individual, Classroom, and Community.

WHAT WERE THE BIG QUESTIONS TODAY?


Does bullying exist in our school? Are the consequences of bullying serious? Is it your job to prevent bullying? Do you think the school should adopt a consistent program for prevention?
The four main questions for todays meeting are above. Ask the groups to come to a consensus on either yes or no answers. After groups have had a chance to answer, ask for each team to report their decisions to the large group.

FOR OUR NEXT MEETING


Please take time to review the Olweus Program yourself Listen to your students. Start a classroom conversation about bullying. Search out any programs that address bully prevention and bring materials to share! *Before next semester we will vote on whether we should purchase and implement an anti bullying policy

RESOURCES
National Groups
National Bullying Prevention Center www.pacer.org/bullying/ bpam/engage.asp National Organization of Youth Safety www.noys.org Bradshaw, Sawyer, & OBrennan (2007) Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361-382. Klomer, Marrocco, Kleinman, Schonfeld, & Gould (2007) Bullying, Depression, and Suicidality in Adolescents. Journal of the American Academy of Child and Adolescent Psychology 46 (1) 40-49

Stop Bullying.gov U.S. Department of Justice, Education, and Health & Human Services

Books
Olweus, Dan (1993) Bullying at School: What We Know and What We Can Do, Blackwell Publishing

Websites
www.Olweus.org www.bullyingnoway.com.au www.bullying.co.uk

Olweus, Dan (2009) Class Meetings That Matter: A Year's Worth of Resources for Grades K-5, OLWEUS: Bullying Prevention Program

Scholarly Articles
Boyle, D.J. (2005) Youth Bullying: Incidence, Impact and Interventions. Journal of the New Jersey Psychological Association, 55 (3), 22-24

Vernberg, Eric & Briggs, Bridgett (2010) Preventing and Treating Bullying and Victimization. Oxford University Press