bullying in school based settings
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BULLYING IN SCHOOL BASED SETTINGSNational Crime Prevention Centre
What Have We Learned?
March 23, 2006
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Overview
• National Crime Prevention Strategy
• What is bullying?
• What we have learned
• Next steps
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National Crime Prevention Strategy
• Focus on people most vulnerable to becoming offenders or victims (children, youth, Aboriginal people, seniors among others)
• Focus on factors that place people at higher risk such as domestic violence, substance abuse, low literacy skills, poverty
• Focus on crime prevention through social development
• Social policy tool
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Interest in Bullying
• School-based initiatives
• Public Education
• Canadian Initiative for Prevention of Bullying
• Knowledge development
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Bullying
Actions within a relationship between a dominant person or group and a less dominant person or group where: An imbalance of power (real or perceived) Physical or psychological (verbal or social) Direct or indirect actions Repeated over time Intent to harm
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Canadian Statistics – High School Yuile, Pepler, Craig & Connolly (2003)
11% of high school students reported bullying others in the last 5 days
10-15% of students reported being victims of bullying in the last 5 days
Bullying rates increase during transition to grade 9 especially for boys
65% of high school students are victims of verbal or social bullying at least once during the term
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A Larger Context
Bullying problems are relationship problems that occur in a social domain. As such, they also implicate:
Peers – present in 85% of bullying episodes Adults - parents, teachers, administrative staff, coaches,
lunchroom supervisors, custodial staff Larger social domain – community and society, popular
media.
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Helping Adults Intervene
Adult intervention is low:
Most bullying is verbal Incidents are brief Clandestine nature – occur in low monitoring situations Other priorities Beliefs and values
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Consequences of Bullying
• Victims – physical and emotional damage
• Long lasting – distress, self-blame, fear, depression, suicide
• Bullies – anti-social behaviour, dating violence, delinquent behaviour
• Long lasting – continued relationship problems and anti-social behaviour, aggressive tendencies, depression
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Best Practices
Develop whole school approach Plan the intervention Address multiple risk factors Involve multiple stakeholders Involve students in all aspects Consider audience
gender, age, culture, sexual orientation
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What doesn’t work
Zero tolerance School expulsion Individually-focused programs Situational deterrents
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Mining NCPS Projects
87 school-based bullying projects
Funded from April 1, 1998 to March 31, 2003
Total amount of funding - $5.7M dollars
78/87 projects were funded through Community Mobilization Program
Projects were funded in every province and territory
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Regional Distribution of Bullying Projects
National5%
British Columbia
9%
North3%
Atlantic20%
Québec29%
Ontario25%
Prairie9%
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Objectives
Objective # of Responses
% of Projects
Education/Awareness 67 77%Knowledge Development 50 57%Community Capacity Building 31 36%Life/Social Skills Development 30 34%Behavioural Change 30 34%Participation/Engaging/Mobilization 29 33%Attitude Change 27 31%Develop Relationship/Partnership 25 29%Program Development 22 25%Enhanced Leadership Development 10 11%Organizational Capacity Building 5 6%Systemic Integration & Change 5 6%Cultural Development 3 3%
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Risk and Protective Factors
Category # of Responses
Percentage of Projects
Individual Skills & Characteristics
80 92%
Community Related Factors
57 66%
School Related Factors
53 61%
Family and Friends
27 31%
Society Related Factors
20 23%
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Activities
Activity #of Responses
% of Projects
Provide workshops, presentations or classes for children or youth
47 71%
Create a product, tool or resource 45 68%
Provide training to teachers, school staff & others who work w/children and youth
24 36%
Organize an awareness campaign 19 29%
Conduct a literature review related to crime/victimization issues & solutions
19 29%
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Partnerships
Criminal Justice/Police 35 45%An individual school 28 36%Non-profit volunteer Organization 28 36%School Board 24 31%Health Organization/Agency 20 26%Local/Municipal/Regional Government 16 21%Private Foundations 15 19%Business/Corporations 15 19%Social Services 14 18%Education Association or Organization 13 17%
Type of Partner # of Responses
% of Projects
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Sponsor
Non–government organizations 42 48%Education Sector 15 17%Crime Prevention Groups 12 14%Coalition/Interagency network 6 7%Drama Companies 3 3%Private Foundations 2 2%Religious/Faith 1 1%Local/Municipal/Regional Government 1 1%Aboriginal NG – First Nation 1 1%Equality Seeking/Advocacy Groups 1 1%Social Services 1 1%Health 1 1%Urban/Community Planning 1 1%
Sectors represented by Sponsoring Organizations
# of Responses
% of Projects
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What Projects Said Worked
• Workshops, presentations– esp. interactive ones• Use of theatre – powerful in its impact • Conferences –follow-up actions essential • Tools, resources – with youth involvement • Anti-bullying curriculum – not just “one-shot” • Skill-building – for youth at risk • Mentoring – benefits for both mentor and mentee
**Comprehensive Community Approaches**
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Challenges
Project planning Working within school environment Engaging parents Coping with the unexpected Difficult subject matter Evaluation and research issues
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Some of the gaps in knowledge
Gender specific approaches
Age-specific approaches
Bullying based on sexual orientation
Bullying based on cultural background
Bullying based on disabilities – both victims and bullies
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Public Education
Public Service Announcements Concerned Children’s Advertisers (CCA) Lesson plans being developed Visit website www.cca-kids.ca
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What Next?
• Development of variety of products
• Influence community action and research
• Build continual, systematic loop of knowledge development
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