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Bully Prevention and Positive Behavior Support
Presenter: Tanya Shea, School Psychologist November 18, 2015
Adapted from Patricia A. Graczyk, PhDUniversity of Illinois at Chicago
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Why important
■ 15-25% of children are bullied regularly ■ Significant impact on victims, bullies, and
bystanders■ Estimated 10% of workers have experienced
bullying (Nielsen, Matthiesen, & Einarsen, 2010)
■ Increases awareness and provides tools for students, parents, and staff in all settings
■ Estimated that adults know about only 10% of bullying acts- need to empower children
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Bullying Defined■ Aggression (Physical or verbal)■ Repeated-we need to teach children the
difference between true bullying and teasing ■ Power differential■ Intentional■ Emotional bullying is the most prevalent type
of bullying, with pushing/shoving/tripping/spitting being second.
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Specific Targets
■Students with disabilities■Different ethnicities ■Different religions ■Different socioeconomic status■Physical attributes (body shape, hair type)
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Types of Bullying■ Direct bullying
■ Physical■ Verbal
■ Indirect (Relational or Reputational): ■ use personal relationship to harm someone■ damage standing in peer group -- gossip,
shunning, having others do the “dirty work”■ Isolation
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Developmental differences in Bullying Behaviors
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Bullying behaviors common in Primary GradesDirect: ■Physical abuse■Verbal abuse – name-calling, laughing Indirect: ■Refuse to share or play or work with victim
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Bullying behaviors common in Intermediate Grades
■ Physical abuse■ Verbal abuse – name-calling, laughing at■ Refuse to share, play or work with victim■ Indirect isolation- (especially among girls)
such as telling peers who they can and cannot play with
■ Making fun of peers through social media
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Cyber-Bullying
■ Repeatedly teasing or spreading damaging rumors using social media
■ 20% of teens report being victims at some point
■ Bully can be anonymous ■ Can be wide-spread quickly■ Difficult to take back■ Can be done 24/7
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Bystanders
■ Bullying is group process
■ Present during 85% of bullying activities
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Types of Bystanders■ Outsiders: Withdraw & avoid involvement■ Reinforces: Assist and encourage bully■ Followers: Join in the bullying once it is
started■ Defenders/Upstanders: Try to help victim
– only about 11%... This is the area we need to focus on
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Bystanders (cont’d)■ In most cases, bystanders do not stop
the bully, which can actually be reinforcing to the bully
■ Yet... In more than half of cases, when bystanders did intervene and try to stop a bully, they were effective!
■ Students who experience bullying are more likely to find peer actions more helpful than educator/parent/self actions
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Warning Signs for Victims
■ Unexplainable injuries or physical complaints■ Changes in eating habits■ Lost or destroyed belongings■ Difficulty sleeping or with nightmares■ Declining grades or avoiding school■ Losing friends or avoiding social situations■ Helplessness or decreased self-esteem■ Self-destructive behaviors or talk■More sensitive or irritable
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Warning Signs for Bullies■ Get into physical or verbal fights■ Have friends who bully others■ Get sent to the principal’s office or to detention
frequently■ Unexplained extra money or new belongings■ Blame others for their problems■ Don’t accept responsibility for their actions■ Are competitive and worry about reputation■ Appear to lack empathy, especially for
subgroups
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Reporting Bullying
■ Provide detail: names, places, dates, times, and behaviors
■ Tip line (anonymous) ■ Talk to principal or Student Services
Coordinator■ Requires schools to do an investigation■ Allows us to ask helpful questions■ Can offer additional support
■ Confidentially must be maintained
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Our Goal at Young■ To empower the Victims■ To empower the bystanders to become
upstanders■ To make it clear that bullying will not be
tolerated at Young Elementary at any level
■ To develop strong Young citizens that will become strong citizens in their world! (Increase overall empathy in Young Students)
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Programs at Young ■ Positive Behavioral Interventions and Supports (PBIS)■Respect self, Respect others and Respect property
■ Consistent schoolwide behavioral expectations (Champs)■Volume levels across the school■Signing the Principal’s book for awesome behavior, earning extra recess, earning extra gym
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Your Role is Crucial■ Inconsistent responses by adults can
reinforce problem behavior and increase its frequency
■ Adult needs to reinforce the importance of a child standing up for themselves and/or getting help (empowering child)
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Our Role as Teachers ■ Bugs and Brag box or teacher mailbox
in classrooms to allow the children to have a voice- can put an anonymous note in to alert the teacher to the situation
■ Weekly classroom meetings■ Reinforcing the children that they can
stand up for themselves
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Your Role as Parents:■ Make sure your child feels that they can
come to you with ANY problems■ Listen! Reassure your child that you
will alert the appropriate adults to help.■ Encourage your child to be an
upstander, and to report bully issues they see at school, even if they are not the target
■ Encourage empathy in your child
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Parent Role Continued:■ Model expected behaviors of being
responsible and respectful in your lives■ Contact your child’s teacher, Dr. Bell,
and/or Ms. Morgan■ Hotline available:
http://ipsd.org/tips.aspx.
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Resources:■ 1. www.pbis.org
■ 2. www.stopbullyingnow.com■ 3. www.ed.gov■ 4. Batsche, G. M., & Knoff, H. M. (1994). Bullies and their victims:
Understanding a pervasive problem in the schools. ■ 5. School Psych. Review, 23(2),165-174.EJ 490 574.■ 6. www.nasponline.org■ 7. www.interventioncentral.org■ 8. www.parenting-ed.org■ 9. Just Kidding by T. Ludwig – intermediate grades-resource guide in
back.■ 10. http://www.educationworld.com/a_curr/shore/shore065.shtml
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Questions & Answers…