#NOTOBULLYING

Sheila Marie “Shake” Guevarra-Hocson

Openness of the mind and heart and
listening and believing will follow
Know that YOU need the HELP of
OTHERS and YOU Don’t Know
Everything
#HUMILITY
Activity
#NOTOBULLYING
 Rationale:
• Pursuant to the Republic Act (RA) 10627, otherwise
known as the Anti-Bullying Act of 2013 that address the
prevention of bullying in their institutions.

• Thus, to help school create awareness and have a safe

and supportive environment free from any forms of
bullying most especially cyberbullying
 Objective:
1. To impart the knowledge, skills, and values re: bullying
and how to prevent and cope with it.
Expectations ?
 Did you know?
• The word “bully” used to mean the total
opposite of what it means now.
• Five hundred years ago, it meant friend,
family member or sweetheart.
• The root of the word comes from the Dutch
word “boel” which lover or brother.
 What Is Bullying?

• Physical or psychological intimidation that

occurs repeatedly over time
• Bullying can be overt (i.e., teasing,
hitting, or stealing); boys are most often
overt bullies
• Bullying can covert (i.e., spreading rumors
or exclusion); girls are most often covert
bullies
Definition of Bullying

“The intentional hurting of one person by another,

where the relationship involves an imbalance of

power. It is usually repetitive or persistent,

although some one-off attacks can have a

continuing harmful effect on the victim.”

BULLYING IS ROOTED FROM
WHERE?
 Bullying
• It is not about anger or even about conflict. It is about
CONTEMPT- a powerful feeling or dislike toward
somebody considered to be worthless, inferior, or
undeserving of respect. (Coloroso)
 Contempt comes from 3 apparent psychological
advantages that allow students to harm others:

1. Sense of entitlement-to dominate &

abuse others
2. An intolerance toward differences-
different = inferior
3. Liberty to exclude-to bar or isolate a
person not worthy of respect
• “Students who bully is arrogance in action”
(Coloroso)
• Kids who bully have an air of superiority that is
often a mask to cover up deep hurt and a
feeling of inadequacy.
• Bullying range from mild, moderate to severe
just as contempt can range from DISREGARD to
SCORN to HATE
THE ROLE OF PEER ATTACHMENT AND NORMATIVE BELIEFS ABOUT
AGGRESSION ON TRADITIONAL BULLYING AND CYBERBULLYING.
Authors: Burton, K. Alex
Florell, Dan
Wygant, Dustin B.
Source: Psychology in the Schools. Feb2013, Vol. 50 Issue 2, p103-115. 13p. 2
Charts.
Abstract: This study examined the effects of normative beliefs about
aggression and peer attachment on traditional bullying, cyberbullying, and
both types of victimization. Cyberbullying departs from traditional forms
of bullying in that it is through forms of technology, such as the Internet,
which increases situational anonymity. Eight hundred fifty students in
Grades 6 through 8 completed a survey that assessed normative beliefs
about aggression, peer attachment, and traditional bullying and
cyberbullying behaviors, which suggested that students who are involved
with traditional bullying are also involved in cyberbullying. Adolescents
with higher normative beliefs about aggression are more likely to be
traditional bullies, traditional victims, cyberbullies, and cybervictims.
Additionally, peer attachment was found to be negatively associated with
both types of bullying and victimization. Implications and future directions
are discussed.
 Forms of bullying
PHYSICAL
• This form of bullying can be visually detected. This type of maltreatment involves
physically contacting the student (kicking, hitting etc.). It can also entail stealing or hiding
the belongings of the affected students.

VERBAL
• This form of bullying is difficult to detect, unless the adult is in the presence of the
participants. It involves name calling, insults, offensive and threatening language.

INTIMIDATION
• This aspect could include gestures or comments, spreading rumours or stories, graffiti and
defacing property.

RELATIONAL
• This aspect refers to peer acceptance and friendships.

CYBERBULLYING
• This is using electronic means to harm others. This occurs via the Internet, mobile phones
or other cyber technology. This can include: (1) sending malicious text, e-mail, or instant
messages (2) posting defamatory pictures or messages about others in blogs or on websites
(3) using someone else’s user name to spread rumors or lies about someone.
 The three types with examples
can also be expressed through
the use of technology
Physical Bullying Verbal Bullying Relationship
Bullying
Hitting, Kicking, or Name calling Refusing to talk to
Pushing someone Teasing someone
Stealing, Hiding or Insulting Spreading lies and
ruining someone's rumors about someone
things Making someone feel
Making someone do left out or rejected
something he or she
doesn't want to do
 Incidence of Bullying in Phil, Schools
(Bayhon)

• 232 children from Grades 4-6

• 90% admitted bullying happens
• 33% admitted getting bullied at least
sometimes
• 14% reported getting bullied everyday.
• Accdg. to DEPED 80% of child abuse cases
reported for SY 12-13 were in the form of
bullying.
 Bullying Statistics
Source: www.bullyfreeworld.com

• Bullying against boys is a more frequent occurrence than by girls.

• Around 10% of children have time off school due to bullying.
• Up to 40% of children think teachers have no clue that bullying is
happening within the school.
• About 17% of all calls to child help lines are made by children who
are being bullied.
• More children in the age group of 12 call child help lines regarding
bullying than any other age.
• Almost one third of secondary school children have reported being
the object of sexual jokes, gestures or comments.
• Victims of bullying are more likely to suffer from common illnesses
such as colds, sore throats and stomach problems.
• By the average age of 23 children who had been bullied in school
were found to still suffer from depression and stress related
illnesses.
• Nearly 60% of boys who were classified as bullies when they were
younger had been convicted of at least one crime by the time they
were 23
Cyberbullying: Another main type of bullying?
Authors: SLONJE, ROBERT1 r.slonje@gold.ac.uk
SMITH, PETER K.1
Source: Scandinavian Journal of Psychology. Apr2008, Vol. 49 Issue 2,
p147-154. 8p. 1 Chart.
Abstract: Cyberbullying has recently emerged as a new form of
bullying and harassment. 360 adolescents (12–20 years), were
surveyed to examine the nature and extent of cyberbullying in
Swedish schools. Four categories of cyberbullying (by text message,
email, phone call and picture/video clip) were examined in relation
to age and gender, perceived impact, telling others, and perception
of adults becoming aware of such bullying. There was a significant
incidence of cyberbullying in lower secondary schools, less in sixth-
form colleges. Gender differences were few. The impact of
cyberbullying was perceived as highly negative for picture/video
clip bullying. Cybervictims most often chose to either tell their
friends or no one at all about the cyberbullying, so adults may not
be aware of cyberbullying, and (apart from picture/video clip
bullying) this is how it was perceived by pupils. Findings are
discussed in relation to similarities and differences between
cyberbullying and the more traditional forms of bullying.
 The Makeup of a Bully
• Bullies don’t come as a womb as bullies.
• Inborn temperament is a factor but more of
“environmental influences”
• home, school, community, culture, media that
permit or encourage such behavior.
• One thing is for sure bullies are taught to bully
(Bronfenbrenner)
 Who are the Bullies?
• Children who bully
typically demonstrate a
strong sense of self-
esteem
• They like to dominate,
feel powerful and in
control
• Accdg. to Rigby (2010),
they are unusually
aggressive & anti-social.
Some are arrogant and
narcissistic (Field, 2013)
 Who are the Bullies?
• Bullies often come from homes that use physical
punishment to discipline
• Caregivers of bullies are typically uninvolved and lack
warmth
• Children who bully are often defiant toward authority
figures and are apt to break rules
• Are concerned only with their own wants and pleasures
• Use blame, criticism and false allegations to project
their own inadequacies.
• Refuse to accept responsibility for their actions
• Lack foresight
• Crave attention
 BULLY
sexual harassment is used to punish the victim for some
transgression, such as rejection of the harasser's interest or
advances, or making the harasser feel insecure about
himself or herself or his or her abilities; uses sexual
harassment to put the victim in his or her "proper place"

03/23/20 attygigi.upmpa@yahoo.com 29
 Kinds of Bullies
1. The Confident Bully-big ego.
2. The Social Bully- uses rumors and gossips.
3. The Fully Armored Bully-cool, detached & shows little emotion
4. The Hyperactive Bully-struggles with academics and has poorly
developed social skills.
5. The Bullied Bully- was a victim and tries to bullies others and get
some relief.
6. The Bunch of Bullies- group of friends who collectively bully.
7. The Gang of Bullies- a strategic alliance in pursuit of power,
control, domination etc.
The Bullying Continuum – illustrates the
progressive escalation from harmless banter to
criminal behaviors
Social banter
Hurtful teasing
Mean, subtle body language
Aggressive physical behaviors, e.g. pushing, shoving, kicking
Malicious gossip, e.g. online bullying, chat rooms
Sexual, gender, racist, religious harassment
Social exclusion – in person, electronic
Mobbing
Hazing
Extortion/bribery
Phone, cyber abuse
Damage to property
Physical violence
Use of weapons
Criminal act
Murder
 Who Are The Victims of
Bullying?
• Children who are bullied are often insecure,
socially isolated, anxious, and have low self-
esteem
• They are unlikely to defend themselves or
retaliate
• They tend to be weaker than their peers.
• Accdg to Cook (2010) they are likely to be
aggressive, lack social skills, think negative
thoughts, experience difficulties in solving
social problems, come from a negative
family, school & environment & be noticeably
rejected.
 Who Are The Victims of
Bullying?

• Parents of children who are bullied

are often overprotective or enmeshed
with their children
• Children who are bullied perceive
parent or teacher intervention to be
ineffective and are unlikely to report
the problem
 Long-Term Implications of
Bullying
• Children who are bullies are likely to
experience legal or criminal problems as
adults
• Children can carry bullying behaviors
into adulthood and experience difficulty
in forming and maintaining relationships
 Long-Term Implications
of Being Bullied
• Children who are bullied often
experience low self-esteem and
depression even into adulthood.
Worst it can lead to suicide.
• Children who are bullied perceive
school as an unsafe place and are
likely to miss more days of school
than their peers, as a result their
education is negatively affected
 CYBER BULLYING IS…
Being cruel to others by sending or posting harmful
material using technological means;
an individual or group that uses
information and communication involving
electronic technologies to facilitate
deliberate and repeated harassment or
threat to an individual or group.

Also known as:

‘Electronic Bullying’ &
‘Online Social Cruelty’
 CYBER BULLIES’ TECHNOLOGY

E-mail
Cell phones
Pager text messages
Instant messaging
Defamatory personal web sites
Defamatory online personal polling web sites
Chat rooms
 DIFFERENCES
BULLYING CYBERBULLYING

• DIRECT • ANONYMOUS

• Occurs on • Occurs off

school property school property

• Poor relationships • Good relationships with

with teachers teachers

• Fear retribution • Fear loss of technology

Physical: Hitting, Punching & Shoving
Verbal: Teasing, Name calling &
Gossip
Nonverbal: Use of gestures &
Exclusion
www.stopbullyingnow.hrsa.gov
privileges
• Further under the radar than
bullying
• Emotional reactions cannot be
determined
{McKenna & Bargh, 2004; Ybarra & Mitchell, 2004}
 CYBER BULLYING TYPES
 “Flaming”: Online fights using electronic messages with
angry and vulgar language
 “Harassment”: Repeatedly sending offensive, rude, and
insulting messages
 “Cyber stalking”: Repeatedly sending messages that include
threats of harm or are highly intimidating. Engaging in other
on-line activities that make a person afraid for his or her own
safety
 “Denigration”: ‘Dissing’ someone online. Sending or posting
cruel gossip or rumors about a person to damage his or her
reputation or friendships
 CYBER BULLYING TYPES
 “Impersonation”: Pretending to be someone else and
sending or posting material online that makes that person
look bad, gets that person in trouble or danger, or damages
that person’s reputation or friendships

 “Outing and Trickery”: Sharing someone’s secret or

embarrassing information online. Tricking someone into
revealing secrets or embarrassing information which is then
shared online

 “Exclusion”: Intentionally excluding someone from an on-line

group, like a ‘buddy list’

{Nancy Willard, M.S., J.D., Director of the Center for Safe and Responsible Internet Use}
EQUIP YOUR STUDENTS!

#Responsiblenetizenship
#netiquette
GREAT CYBERSPACE MANNERS TO
PREVENT CYBERBULLYING
1. Be Nice
•Be kind and courteous. Never flame or rant in a public
forum. Show respect for the opinions of others, even if you
don’t agree, and refrain from name-calling.
• Avoid gossiping or saying anything negative about others.
•Never say anything negative about other people and school
•Being nice includes avoiding cyber bullying. Think about how
you would feel if someone said whatever you just typed
about you. If you find it the least bit disturbing, delete it.
Cyber bullying may lead to disaster if a despondent person
perceives he or she is being threatened. #Empathy #Kindness
2. Learn Internet Acronyms :Learn what they mean so you won’t misunderstand
messages and comments:
BTW - By the way
TTYL – Talk to you later
LOL – Laughing out loud
ROTFL – Rolling on the floor laughing
FWIW – For what it’s worth
POV - Point of view
B/C – Because
AYOR – At your own risk
B4N – Bye for now
DH – Dear husband
DF – Dear friend
EML – Email me later
JK – Just kidding
SFW – Safe for work
OIC - Oh I see
TYVM - Thank you very much
AFAIK - As far as I know
IIRC - If I recall correctly
EOM - End of message
C&P - Copy and paste
HTH - Hope this helps
NNTR - No need to reply
YAM - Yet another meeting
ICYMI - In case you missed it
 3.Keep Messages and Posts Brief

• Most people use the internet to save time, so

honor that and keep all messages as brief as
possible.
• If you have more to say, try breaking it up into
smaller topics. This will force you to be more
organized and enable the reader to digest the
information in a more orderly manner.
 4. Don’t Shout
• Avoid using all caps in any email or post and
more exclamation points.Some people think
that keeping the caps lock button on for the
entire message will make it easier to read,
while it actually does the opposite. It is not
only difficult to read, it comes across as
shouting, which is rude.
 5. Use Discretion
• Whether you are sending email, instant
messaging, commenting on Facebook, adding
images to Snapchat, or posting a message to
your blog, you need to remember that anything
you put on the internet can be there forever.
• Even if you remove the material, someone may
have copied or saved it. One rule of thumb many
people use is to never post anything you
wouldn’t want your parents or significant people
in your life to see. #RESPECT
 6. Protect Personal Information
• Since anything you post on the Internet is out
there for all to see, avoid adding anything
personal. This includes your address, phone
number, student no. , and other personal
information. You don’t want to make things
easy for identity thieves, burglars, and
predators.
 7. Obey Copyright Laws
• Never copy someone else’s work and post it
as your own. It is against copyright law
because it is considered stealing.
• It is always a good idea to ask permission
before quoting anyone, but that isn’t always
possible. If you want to quote someone, keep
the quote short, cite the source, and put a link
to the complete written work.
 8. Protect YOURSELF

• Don’t use negative sites to avoid predators and

for your safety. You need to make sure they
don’t post something that can come back to
haunt them when they are seeking admission
to school or looking for a job in the future.
• Use 1-2 hours only per day for your access to
technology to prevent mental health concerns.
 9. Before You Click “Send”
• It is always a good idea to reread anything you type
before clicking the “send” button.
• If you have time, step away for a few minutes and
come back to it with fresh eyes. If not, at least check
your spelling, grammar, and tone of the message.
• If it is late at night, and you are extremely tired, it’s
probably best to wait until the next morning. You can
save most messages and posts in draft mode.
• If you are angry, pls calm yourself first before posting or
responding.
 10. Help Others
• If someone appears to be new to the internet,
offer your assistance. Share information on
proper etiquette, send them a link to a list of
acronyms and emoticons, and offer to answer
any questions until they get the hang of it. If
you see that someone has posted something
inappropriate, let him or her know privately.
Never do anything to publicly embarrass
anyone you know online.
 CYBER BULLYING
LEGAL ISSUES
Who May Be Involved: School Limits:
 School Counselor Schools have policies against
bullying
 Principal
 Discipline Office Civil Law Limits:
Cyber bullying may also meet
 Resource Officer standards for ‘institutional
torts’ (wrongdoings)
 Police or NBI
 Attorney (School or Private) Defamation

 Superintendent Material that Constitutes an

 Internet Service Provider Invasion of Privacy
(1st Amendment)

Intentional Infliction of Emotional

General (Willard, 2005) Distress
 CYBER BULLYING
LEGAL ISSUES
Criminal Law Limits
The following kinds of speech can lead to arrest &
prosecution:
 Making threats of violence to people or their
property
 Engaging in coercion
 Making obscene or harassing phone calls
 Harassment or stalking
 Hate or bias crimes
 Creating or sending sexually explicit images of teens
 Sexual exploitation
 Taking a photo of someone in place where privacy
expected
General (Willard, 2005)
 CYBER BULLYING
LEGAL ISSUES
‘Educator’s & Parents Guide To Cyber bullying:
Addressing the Harm of On-line Social Cruelty’
(Nancy Willard, 2005)

Law Enforcement should be contacted if

Educators and parents become aware of:
 Death threats or threats of other forms of violence to a person or
property
 Excessive intimidation or extortion
 Threats or intimidation that involve any form of bias or
discrimination
 Any evidence of sexual exploitation
 TRAIN THE PARENTS
HOW PARENTS CAN HELP?
• If you discover that your child is
being cyberbullied, offer comfort and
support. Talking about any bullying
experiences you had in your
childhood might help your child feel
less alone.
COMMUNICATION THROUGH
OFNR
 SEL
Social and emotional learning (SEL) is the
process through which children and adults
understand and manage emotions, set and
achieve positive goals, feel and show empathy
for others, establish and maintain positive
relationships, and make responsible decisions.
 Social-emotional learning is
generally broken down into five
categories
 The Mental Health Continuum
_____________________________

Mental Health Mental Health Mental Illness

Problem
•Strengths •Internalizing (mood &
•Resilience •Stresses at anxiety disorders)
•Attachment School or Work •Externalizing
•Psychosis
•Substance Use
 Positive Education
Well Being Achievement

Socio-emotional skills Learning

Character strengths Flourishing Cognitive Skills
Non-cognitive skills Life (Reading, Math, sci.)
Happiness Intelligence
Achievement
EQUIP YOURSELF!
 What makes you Beautiful?
1.
2.
3.
4.
5.
 Start the day with a check-in.

• Make it a goal to start each day with a

personal connection.
• warm greeting to your children every
morning.
Use story time for teachable
moments
 Work in partnerships.
Give kids lots of opportunities to
work with partners.
 Teach them how to work in a group.
It is an important life skill. Students will learn
how to negotiate with others, develop
leadership skills and figure out their own
strengths so they can best contribute to the
group.
Nurture a culture of kindness
Teach them positive words to say.
 Set up a Peace Place
Create a special place in your home to take a
break when they are upset or angry or need to
calm themselves.
This space should have a peaceful atmosphere
and might include comfy pillows to sit on, noise-
canceling headphones, a fish tank, journaling
materials, calming images and/or books about
peace.
Teach your kids how to manage conflict with
peer mediation. 
• Explore the Problem
• Pros of the Problem
• Cons of the Problem
• Evaluation
• Decision
• Action Plan
 How to have growth
mindset?
• Create a new compelling belief: a belief in yourself, in
your own skills and abilities, and in your capacity for
positive change.
• View failure in a different light: see failure as an
opportunity to learn from your experiences and apply
what you have learned next time around.
• Cultivate your self-awareness: work on becoming more
aware of your talents, strengths, and weaknesses;
gather feedback from those who know you best and put
it together for a comprehensive view of yourself.
• Be curious and commit to lifelong learning: try to adopt the attitude of a
child, looking at the world around you with awe and wonderment; ask
questions and truly listen to the answers.
• Get friendly with challenges: know that if you mean to accomplish
anything worthwhile, you will face many challenges on your journey;
prepare yourself for facing these challenges, and for failing sometimes.
• Do what you love and love what you do: it’s much easier to succeed
when you are passionate about what you’re doing; developing passion is
important.
• Be tenacious: it takes a lot of hard work to succeed, but it takes even
more than working hard.
• Inspire and be inspired by others: it can be tempting to envy others when
they succeed, especially if they go farther than you, but it will not help
you to succeed; commit to being an inspiration to others and use the
success of others to get inspiration as well (Zimmerman, 2016).
 Gratitude Jar
• Effects on your well-being and your outlook on life. It only requires a few
ingredients: a jar (a box can also work); a ribbon, stickers, glitter, or whatever else
you like to decorate the jar; paper and a pen or pencil for writing your gratitude
notes; and gratitude!
• Step 1: Find a jar or box.
• Step 2: Decorate the jar with your decorating implements. You can tie a ribbon
around the jar’s neck, put stickers on the sides, use clear glue and glitter to make it
sparkle, paint it, or do whatever else you can think of to make it a bright and
happy sight!
• Step 3: This is the final most important step, which will be repeated every day.
Think of at least three things throughout your day that you are grateful for. It can
be something as benign as a coffee at your favorite coffee shop, or as grand as the
love of your significant other or dear friend. Do this every day, write down what
you are grateful for on little slips of paper (bonus points for colored paper!), and
fill the jar.
• Over time, you will find that you have a jar full of a myriad of reasons to be
thankful for what you have and enjoy the life you are living. If you are ever feeling
especially down and need a quick pick-me-up, take a few notes out of the jar to
remind yourself of what is good in your life.
 Gratitude Tree
• This is a great activity for children, but it can also be effective for youthful-minded
adults who are open to experiencing a childlike sense of fun and wonder.
• You will need several double-sided colored sheets of paper, string or ribbon,
scissors, twigs or tree branches, some stones or marbles, a vase, and a sense of
gratitude.
• Step 1: Make one or more leaf cutouts to use as a template for your leaves. Trace
your leaves on your colored paper using your template(s).
• Step 2: Cut out the leaves, punch a hole at the top of each leaf, and loop your
string or ribbon through each hole.
• Step 3: Put the stones or marbles in a vase and stick the tree branch or twig in the
middle.
• Step 4: Have your (or your child) draw or write things that you (or your child) are
grateful for on the leaves. You can also use photographs if you’d like.
• Step 5: Hang the leaves from the branches, and behold your gratitude tree!
• This activity is fun, easy, and results in a pretty reminder of the things that bring
you or your child joy throughout your daily life. It may be intended for kids but
there is no age limit on finding creative ways to cultivate your gratitude, so get to
drawing!
 Developing Meaning
• Having a sense of meaning associated with the past, present, and future can help to
improve well-being. Meaning can be discovered by creating a narrative—or a story—
about your life. We suggest completing this activity over the course of several weeks,
but the time frame can be adjusted as necessary.
• Write the story of your past. Describe how you overcame significant challenges using
your strengths. This narrative should be about 1-2 pages long. Give yourself an hour
or two to write, wait a few days, and then come back and review what you wrote.
Feel free to make revisions!
• Next, write about who you are now. Write about how your present self is different
from your past self. Include discussion about how your strengths have evolved. This
entry should be about 1 page long, but feel free to go longer.
• Finally, write about your imagined future self. What kind of person do you hope to
become? How will your strengths grow? What would you like to achieve? Finally, how
can you go about achieving these things? This entry should also be about 1 page.
• Save your writings, and review them regularly. Update your narratives as you grow.
 Gratitude Visit
• Think of someone you should thank, someone who’s
been helpful or kind to you (and not a family member
or spouse)
• Write a letter to this person
• Tell them how they’ve helped you and how that
affected you later on
• Now put the letter in a frame, or laminate it
• Call your friend and ask for a time to come by for a visit
• Tell your friend you have something to read to them
• Then visit, read the letter, and leave it with them
 Best Possible Self (BPS)
• This exercise can be used to increase optimism. The BPS requires people
to envision themselves in an imaginary future in which everything has
turned out in the most optimal way.

• Over the past years, writing about and imagining a BPS has repeatedly
been demonstrated to increase people’s mood and well-being (King,
2001; Peters et al., 2010; Sheldon & Lyubomirsky, 2006).

• Peters et al. (2010) provided evidence that writing about and imagining a
BPS can also increase optimism in terms of expecting favorable outcomes.
This effect was independent of the effect on mood that was
simultaneously increased by the manipulation.

• The BPS exercise can be used to increase optimism in terms of expecting

favorable outcomes (Meevissen et al., 2011).
• it is also possible to ask clients to make
drawings of their best possible self. The most
powerful way to use the exercise is by
instructing clients to visualize their best
possible self on a daily basis.
Letters for the Future
• Set a timer or stopwatch for 10 minutes, during this time you are to think
about your best possible future self and to write it down on paper.
• Imagine your life the way you always imagined it would be like, your best
possible self. Picture that you have performed to the best of your abilities
and you had achieved the things you wanted to in life.
• While writing, don’t worry about grammar or punctuation just focus on
writing all your thoughts and emotions in an expressive way. You may
want to have several sheets of paper for this exercise.
• Reflection: after completing the initial exercise, you must reflect on your
feelings and answer. Think about the following questions: What effects
did this exercise have?
• Does this exercise affect you more emotionally or does it affect your
current self-image?
• Did it motivate or inspire you?
• Does it make you want to make changes?
• How did this exercise affect you overall?
Breathing, Relaxation, and
Mindfulness
Thought Record
 Reacting or Responding?
Pinpoint your triggers and
acknowledge them. Recognize how
culture and personality influence
your reactions and implement
positive strategies.
• Let your student know that it's not his
or her fault, and that bullying says
more about the bully than the victim.
• Praise your student for doing the
right thing by talking to you about it.
• Remind your student that he or she
isn't alone — a lot of people get
bullied at some point. Reassure your
student that you will figure out what
to do about it together.
• Have a protocol(the principal,
teacher, and discipline officer) know
about the situation. Many schools
have protocols for responding to
cyberbullying.
• Encourage your student not to
respond to cyberbullying, because
doing so just fuels the fire and makes
the situation worse.
• Encourage them to keep the
threatening messages, pictures, and
texts, as these can be used as
evidence with the bully's parents,
school, employer, or even the police.
Other measures that you
can train your students:
• Block the bully.
Most devices have settings that allow you to
electronically block emails, IMs, or texts from
specific people.

• Limit access to technology.

Keep the computer in a public place in the
house and put limits on the use of cellphones and
games. 
Other measures to try:
• Know your students' online world.
Ask to "friend" or "follow" your child on social media
sites, but do not abuse this privilege by commenting or
posting anything to your child's profile.

• Learn about ways to keep your students

safe online.
Encourage them to safeguard passwords and
to never post their address or whereabouts when
out and about. Talk to them about the importance
of privacy and why it's a bad idea to share
personal information online, even with friends.
 When Your Student Is the Bully
• Talk to your student firmly about his
or her actions and explain the
negative impact it has on others.
Bullying —in any form — is
unacceptable; there can be serious
(and sometimes permanent)
consequences at home, school, and
in the community if it continues.
• And don't forget to set a good
example yourself — model good
online habits to help your students
understand the benefits and the
dangers of life in the digital world.
5 Ways to Bully-
Proof
Your Student
1. Talk about it.
2. Remove the bait.
3. Buddy up for safety.
4. Keep calm and carry
on.
5. Don't try to fight the
battle yourself.
Students are asking us to STOP
punishing them.
Students all over the world say they do
not want to be hurt, and that they wish
there are other ways of disciplining
them.

Filipino children say they will learn better

if their parents and teachers: (1) Talk to
them in a calm and understanding way;
(2) Explain to them what they have done
wrong or how they should do things the
right way; and (3) Make them feel that
they are still loved and accepted.
Corporal Punishment violates
children’s rights.
 The United Nations Convention on the
Rights of the Child (UNCRC) guarantees
children’s protection from all forms of
violence, including corporal punishment. It
also recognizes children’s rights to
respect and dignity.

Say NO to corporal punishment

Positive Discipline
 Positive Discipline is…
 Finding long-term solutions that develops the
child’s self-discipline
 Clearly communicating our expectations, rules
and limits
 Building a mutually respectful relationship
between a parent and child
 Teaching life-long skills
 Increasing a child’s competence and confidence
to handle challenging situations
 Teaching courtesy, non-violence, empathy, self-
respect, human rights and respect for others.
Recognizing Individual Differences

• Differences in Home Environments

• Cultural Differences
• Physical Differences
• Differences in Talents and Interests
 STUDENT / CHILD
HARASSMENT/BULLYING
• STUDENTS HAVE A
CONSTITUTIONAL
RIGHT TO BE FREE
FROM HARASSMENT
AND /OR BULLYING
WHILE ATTENDING
SCHOOL

03/23/20 attygigi.upmpa@yahoo.com 113

Are Cyberbullies Less Empathic? Adolescents' Cyberbullying Behavior and
Empathic Responsiveness.
Authors: Steffgen, Georges1
König, Andreas1
Pfetsch, Jan2
Melzer, André1
Source: CyberPsychology, Behavior & Social Networking. Nov2011, Vol. 14
Issue 11, p643-648. 6p. 5 Charts.
Abstract: Meta-analyses confirm a negative relationship between aggressive
behavior and empathy, that is, the ability to understand and share the
feelings of others. Based on theoretical considerations, it was, therefore,
hypothesized that a lack of empathic responsiveness may be characteristic
for cyberbullies in particular. In the present study, 2.070 students of
Luxembourg secondary schools completed an online survey that included
a cyberbullying questionnaire4 and a novel empathy short scale.
According to the main hypothesis, analyses of variances indicated that
cyberbullies demonstrated less empathic responsiveness than non-
cyberbullies. In addition, cyberbullies were also more afraid of becoming
victims of cyberbullying. The findings confirm and substantially extend the
research on the relationship between empathy and aggressive behavior.
From an educational point of view, the present findings suggest that
training of empathy skills might be an important tool to decrease
cyberbullying.
Comparing student perceptions of coping strategies and school interventions in
managing bullying and cyberbullying incidents.
Authors: Paul, Simone simone.paul@gold.ac.uk
Smith, Peter K.
Blumberg, Herbert H.
Source: Pastoral Care in Education. Jun2012, Vol. 30 Issue 2, p127-146. 20p. 4 Charts.
Abstract: A total of 407 students in a central London secondary school participated in a
survey of different approaches to managing traditional bullying and cyberbullying.
Student perceptions of individual coping strategies and school interventions for
traditional bullying and cyberbullying were measured. Rankings of the strategies for
traditional bullying and cyberbullying were compared. Ratings for cyberbullying were
moderately lower than for traditional bullying but both had similar ranked order of
reported value. The highest coping item ratings were for Seeking Help & Advice,
followed by Independent Approach and Evading Problems; the lowest item ratings
were for Externalising Problems and Internalising Problems. The highest intervention
item ratings were for School Sanctions and Disciplinary Action, followed by Informal
Approach and Support Approach, with the lowest item ratings for Curricular
Approach. Students reported the most helpful approach in coping with traditional
bullying and cyberbullying was the support of family members, primarily parents.
Students considered the most helpful intervention for both traditional bullying and
cyberbullying was permanent suspension from school. Implications for future practice
in education settings are discussed with reference to whole-school anti-bullying
measures.
Coping strategies: Avoiding Stressful Situations
• Considering that blocking an aggressor and other types of technical coping which
can restrict the aggressor’s activity do not constitute mere passive avoidance it is
not included in this section. In fact, technical coping is considered an active
attempt at problem solving.
• Avoidance did not only occur in cyberspace but also offline in three females
respondents, in these cases offline contact was involved. For six months during
cyberbullying, female respondent no. 3 walked directly home from school trying to
avoid meeting the aggressors. When respondent no. 13 met the aggressor she
pretended she was being accompanied by someone; female no. 12 opted for a
similar strategy, trying to avoid staying alone with the aggressor on the school
premises.
• In cyberspace, avoiding took the forms of: not replying; not answering/hanging up
the phone; deleting or temporary disabling of the risky online sources of threats,
where cyberbullying took/takes place; creating an account at another server.
• Offline avoidance took the form of: waiting until the bully stopped; not thinking
about the problem, not reacting and not contacting the aggressor.
• According to the victims’ statements, this offline avoidance manifested itself in
these ways: 
"It went away.“ (female no. 5, age 16) 
"I guess I tried not to think about it." (female no. 7, age 16) 
"I was never rude to him, I did not talk to him about it, I kinda ignored his
messages." (female no. 12, age 18) 
"I stared out of the window until he went away." (female no. 13, age 15)
Coping strategies: Defensive Strategies (Diversion tactics)
• The respondents sought numerous offline activities and devoted
their time to them in order draw their attention away from the
reality of bullying:
• Excessive consumption of food became a tool which helped
suppress the victims’ fear of the aggressor: "In the morning straight
to school and then straight back from school and then the rest of
the day at home, and as I was scared I was just eating eating
eating…" (female no. 3, 15 years)
• Devoting attention to hobbies (horses, music, collecting cars,
reading) and sports and exercise. Much like the excessive
consumption of food, hobbies and sports gave the victims an
opportunity to take their minds off their problems and forget that
something bad is happening in their lives, or it provided them with
a way of coping with their fear of the aggressor: 
"I play sports a lot and I do it competitively. It always helps me to go
to practice where there is no time to think." (female no. 7, age 16)
• The 15-year-old female no. 13 perceived sport as a way of coping
with her fear of the aggressor: 
"It lets off steam and nerves..learn to live with the fear."
Coping strategies: Personal psychical help
• Manifested in the form of own defense mechanisms which were
successful in the cases of cyberbullying. In particular, sport activities had
such effect on the female victim that it gave her a sense of comfort
because she became able to defend herself: 
"I always squeezed the blade of my favourite sword more firmly in my
hand…I feel completely safe with it…I know I can use it 100%." (female no.
14, age 15)
• A safe social environment helped the respondents not to think about the
situation; instead they focused on the hospitable environment. "When I
was somewhere among people and did not have to think about
it." (female no. 11, age 16)
• Trivialising and generalising the situation was opted for as a defense
mechanism by the victims when they did not want to fully admit the
existence of cyberbullying. "I usually send him smileys…like I do not take
him seriously." (female no. 12, age 18)
• Trivialising occurred in the case of the 17-year-old male respondent no. 10
and the 15-year-old female respondent no. 14 who pointed out how
widespread cyberbullying is. They emphasized the commonality of the
phenomenon and their attitude was similar to "it can happen to anyone". 
"I mean it is happening all around and all the time…I think that if every
other girl could talk, she would tell you the same things, maybe even
worse…" (female no. 14, age 15)
Coping strategies: Social Support
• Seeking social support as a method of coping with this bothersome
situation involved many dimensions:
• Confiding and receiving positive feedback and help was the most widely
used form of social support. It was used by ten respondents. It took
various forms, which the respondents perceived as helpful: The first form
was reassurance;"When he was outside with me he reassured me that
nothing bad would happen.“ (Female no. 1, age 15)
• The second was psychical support; 
"Well they understood and tried to help, Tina went with me to see the
mobile provider." (Female no. 4, age 14) 
"I mean she helped me with her talks, like she kept my head above the
water." (Female no. 6, 15 years) 
"I remember that they accompanied me to my house and waited until I
waved from the window that I was ok." (female no. 13, age 15)
• Sharing bad experiences – in the cases of two respondents (the 16-year-
old female no. 5 and the 15-year-old female no. 14), their friends found
themselves in a similar or identical situation and could thus share their
experiences: 
"We understood one another, but I felt sorry for her because she got it
worse." (female no. 5, age 16)
 As a student, one has the
• Right to be free from harassing
& bullying behavior
• Responsibility to complain
about harassing & bullying
behavior
• Way to resolve harassment and
bullying by:
- Ignoring the
bully/harrasser
– Confronting the
harasser/bully
– Using an intermediary to
confront the
harasser/bully
– Writing a letter to the
harasser/bully
– Maintaining a log or diary
of incidents
– Requesting anti-bullying
training for the school
– REPORTING THE
INCIDENT
03/23/20 120
Where to Begin Preventing These Problems

• Be clear about acceptable conduct. Good do’s and

don’ts …
– If it involves more than shaking hands, don’t
– Flirting is fun, but only causes problems later
– Negative comments especially about body parts are
never okay
– Off-color jokes are unacceptable
– NO relationships between professor and student …
ever!
– Compliments pertaining to one’s performance
– Being courteous, i.e. opening the door for someone,
saying, “please” and “thank you”
– Lunch or dinner dates that are mutual and/or
voluntary.
03/23/20 121
 Tips on handling bullying & harassment
cases
Acquire a copy of
the proper
procedure in filing
bullying &
harassment cases.
Always maintain a
positive outlook on
the learning process
in handling bullying
harassment cases.

03/23/20 122
 Dangerous Words
• When responding to a complaint, be careful that
these words don’t come out of the head of school’s
mouth

– It’s just teasing – no big deal

– The people in our school would never do …
– I know he/she didn’t mean anything like that
– It’s your fault for dressing so provocatively
– You need to learn to handle these things
– Just ignore it
– He puts his arms around everyone
– You must have wanted it, otherwise you would have told
him no
– Why can’t you learn to accept a compliment?
– It’s just a prank that got out of hand
– We’ve never had a complaint, so we don’t have a problem
03/23/20 123
 If you are a
victim of bullying
& harassment…

Immediately
report the case
to the concerned
person or office
within your school
(e.g. adviser,
discipline officer,
guidance
counselor or
adminitrator)

03/23/20 attygigi.upmpa@yahoo.com 124

 Do not forget to seek the
If you are a
counseling and to have your
victim of
own support group.
bullying…

If possible,
narrate the
incident to a
third person you
Be actively engaged in
can confide in.
developing an anti-bullying
programs in your school.

03/23/20 attygigi.upmpa@yahoo.com 125

 PSYCHOLOGICAL FIRST AID,
DEBRIEFING & CBT TO YOUR
COUNSELORS FOR PREVENTION
OF TRAUMA & PTSD
4 Practical Strategies to Prevent Bullying
Building on Self-Efficacy and
Resiliency
EMPATHY, COMPASSION &
KINDNESS
 YOU TEACH WHAT YOU ARE:

• WHAT ARE YOU?

Make sure the message of LOVE
always gets through:
• The girl you just called fat? She is overdosing on diet
pills. The girl you just called ugly? She spends hours
putting makeup on, hoping people will like her. The boy
you just tripped? He is abused enough at home. See that
man with the ugly scars? He fought for our country. That
guy you just made fun of for crying? His mother is dying.
Always remember this if you are against bullying. You
never know what it's like until you walk a mile in their
shoes.
"Everything is permissible"—but
not everything is beneficial.
"Everything is permissible"—but
not everything is constructive.
1 Cor 10:23
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