Jan Perry Evenstad, Ph.D.

Assistant Professor Secondary Education

Metropolitan State University of Denver

University of Puerto Rico – Rio Piedras

June 16-20, 2014

Bullying Basics

What is your definition of bullying?

What examples of bullying have you seen, witnessed, experienced, or heard about in school or workplace?

What is Bullying?

“Bullying is when someone repeatedly and on purpose says or does mean or hurtful things to another person who has a hard time defending himself or herself.”

Olweus Definition of Bullying:

https://www.youtube.com/watch?v=NUJlB7OSzBw

Video

Civil Rights Foundations to Remember

Federal Civil Rights LawsTitle VI (Race, Color, and National Origin)Title IX (Sex/ Gender)504 (Conditions of Disabilities)

Dear Colleague Letters found on USDOE Office for Civil Rights website

State LawsState Board Policies

HarassmentHarassment is unwelcomed, unwanted, and unsolicited conduct that is based on race, color, religion, sex (including pregnancy), national origin (including language), age (40 or older), or disability. Harassment becomes unlawful (quid pro quo and hostile environment),

1. Involves an aggressive behavior

2. Typically involves a pattern of behavior repeated over time

3. Imbalance of power or strength

OBBP 2012

Three Key Components of Bullying Behavior

OBBP 2012

Who Bullies?

Who Bullies?

What?What?

When/Where?When/Where?

Why?Why?

How? How?

Who is Bullied?Who is Bullied?

OBBP 2012

BULLYING = PEER ABUSE

Direct--Hitting, taunting, name calling

Indirect—Rumors, exclusion, cyber bullying

Types of Bullying

OBPP 2012

© 2012 The Olweus Bullying Prevention Program, US

Distinguishing Among…

BullyingRough-and-Tumble PlayReal Fighting

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Rough Play Real Fighting Bullying

Usually friends;often repeated(same players)

Usually not friends; typically not repeated

Typically not friends; generally repeated

Balance of power

Power relatively equal

Unequal power

No intent to harm

Intentional harm doing

Intentional harm doing

Affect is friendly; positive, mutual

Affect negative; aggressive, tense, hostile affect

Affect negative; aggressive & differs for victim and aggressor

Adapted from Teacher Handbook – Chapter 4; Pages 14-15.

OBPP 2010

© 2012 The Olweus Bullying Prevention Program, US

Why address bullying in schools?

1. For students and their futures

2. For a healthy school /work climate

3. For the larger community4. For the purposes of risk

management for schools5. It’s a wise investment

Lower self-esteemDepression & anxietyAbsenteeism & lowered school achievementThoughts of suicideIllness

OBPP 2012

Effects of Being Bullied

Bullied Not BulliedHeadache 16% 6%Sleep problems 42% 23%Abdominal pain 17% 9%Feeling tense 20% 9%Anxiety 28% 10%Feeling unhappy 23% 5%Depression scale

moderate indication 49% 16%strong indication 16% 2%

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Health Consequences of Bullying (Fekkes et al., 2004)

© 2012 The Olweus Bullying Prevention Program, US

Concerns About Children Who Bully

Children who bully are more likely to:• Get into frequent fights• Be injured in a fight• Steal, vandalize property• Drink alcohol, smoke• Be truant, drop out of school• Report poorer academic achievement• Perceive a negative climate at school• Carry a weapon

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Bullying may be part of a conduct-disordered behavior pattern

This pattern may continue into young adulthood

Olweus study: Bullies were 4 times as likely to have 3 or more convictions by age 24

OBPP 2013

Children Who Bully

Bystanders may feel:• Afraid• Powerless to change the situation• Guilty for not acting • Diminished empathy for victims over time

•

Effects of Bullying on Bystanders

© 2012 The Olweus Bullying Prevention Program, US

Effects of Bullying on School/Work Climate

Creates a climate of fear and disrespectInterferes with student learningStudents may feel insecurity and not like school as wellStudents may perceive lack of control/caring

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It’s a question of rights.

Ultimately...

Research suggests two categories of bullied children:

“submissive” or “passive victims”

“provocative victims” or “bully-victims”

Characteristics of Bullied Students

Cautious, sensitive, quiet, & withdrawn

Anxious, insecure, have low self-esteem

Physically weaker than peers (boys)

Physically mature earlier (girls)

Have few friends--find it easier to associate with adults

“Passive Victims”

Share characteristics with bullied children

Share characteristics with students who bully

Be less effective in bullying than other Students who bully

Behave in ways that cause irritation and attract negative attention

“Provocative Victims” Tend To...

Students with disabilities, special needs, and health problems

Students who are obese

Students who are lesbian, gay, bisexual, transgender, or who are questioning their identities

Students at Higher Risk of Being Bullied:

Have positive attitudes toward violence Be impulsive and have quick tempersShow little empathy for victimsBe aggressive to adultsBe involved in other antisocial or rule-breaking activitiesBe physically stronger than peers (boys)

Students Who Bully Tend To...

NOBULLYING

ALLOWED!

Common Myths About Students and Adults who Bully

“Students and adults who bully are loners.”

“Student and adults who bully have low self-esteem.”

What Motivates People to Bully?

Like to dominate others in a negative way

Gain satisfaction from inflicting injury and suffering

Receive “rewards” by bullying others (prestige, attention, possessions)

What Roles Do Students/Adults Play In Bullying Situations?

B

C

D

H

G

E

F

AStart the bullying and take an active part

Take an activepart, but do not start the bullyingSupport the bullying, but do not take an active part

Like the bullying, but do not display open support

Dislike the bullying and think they ought to help, but don’t do it

Dislike the bullying, help or try to help the bullied student

The one who is being bullied

Student Who Is Bullied

Students Who Bully

Followers

Supporters

Passive Supporters

DisengagedOnlookers

Possible Defenders

Defenders

TG, p. 24

Social contagion

Weakening inhibitions against aggression

Decreased sense of individual responsibility

Gradual changes in the view of bullied student(s)

Group Mechanisms in Bullying

Lack of parental warmth and involvement

Lack of parental supervision

Harsh discipline/physical punishment

Overly-permissive parenting

Family Risk Factors for Bullying

Lack of supervision during breaks

Students have indifferent or accepting attitudes

Staff have indifferent or accepting attitudes towards bullying

School Risk Factors for Problems of Bullying

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A Word About ….

Adults Who Bully

MobbingA malicious attempt to force a person out of the workplace through unjustified accusations, humiliation, general harassment, emotional abuse, and/or terror. It is a “ganging up” by the leader(s)---organization, superior, co-worker, or subordinate who rallies others into systematic and frequent “mob-like” behavior. Because the organization ignores, condones, or even instigates the behavior, it can be said that the victim , seemingly helpless against the powerful and many, is indeed “mobbed.” (Davenport, et al., 1999, p. 40)

Vicarious Bullying

Vicarious bullying was coined by Leah Hollis. Often a leader or manager empowers a secretary, assistant, or fellow staffer to wield his or her power. While this manager is not directly showing aggression, his/her power is extended through an appointed subordinate. (Hollis, 2012, p. 5)

Some Facts: Bullying in Higher Education

Hollis Workplace Bullying in the Academy Survey (WBAS) 2012

62% of respondents reported having been bullied

53% were actively trying to leave their position45% were the target or witness of vicarious

bullying

African Americans, women, and members of the LGBT community experience more frequent occurrences of bullying than other groups

Olweus Bully Prevention Program

2012

Program Components

School

Classroom

Individual

Community

Parents

© 2012 The Olweus Bullying Prevention Program, US

Misdirections in Bullying Prevention and Intervention

Simple, short-term solutions“Program du jour approaches”Group treatment for children who bullyAnger management or self-esteem enhancement for children who bullyZero tolerance policies for bullyingMediation/conflict resolution to resolve bullying issuesSelecting inappropriate supplemental materials

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OBPP 2012

On-the-Spot Interventions:The “Teachable Moment”

1. Stop the bullying

2. Support student who has been bullied

3. Name bullying behavior & refer to school rules or organizational policies and procedures

4. Engage the bystanders

5. Impose immediate & appropriate consequences 6. Take steps to ensure bullied student will be

protected from future bullying

Rules about bullying (policies & procedures)

SurveyRefine Supervisory SystemPartner with Parents K-12Partner with Administration, Faculty,

Staff, and StudentsTrain and inform everyone on the

policies and procedures

Strategies and Suggestions

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The label used to describe an incident (e.g., bullying, hazing, teasing) does not determine how a school is obligated to respond. Rather, the nature of the conduct itself must be assessed for civil rights implications. So, for example, if the abusive behavior is on the basis of race, color, national origin, sex, or disability, and creates a hostile environment, a school is obligated to respond in accordance with the applicable federal civil rights statutes and regulations enforced by OCR.

When responding….

When the behavior implicates the civil rights laws, school administrators should look beyond simply disciplining the perpetrators. While disciplining the perpetrators is likely a necessary step, it often is insufficient. A school’s responsibility is to eliminate the hostile environment created by the harassment, address its effects, and take steps to ensure that harassment does not recur. Put differently, the unique effects of discriminatory harassment may demand a different response than would other types of bullying.

When responding…

Books

• Hollis, L. P.. (2012). Bully in the Ivory Tower. Patricia Berkly LLC.

• Olweus, D (1993). Bullying at school: What we know and what we can do. Victoria, AS: Blackwell Publishing.

Other Resources

Dear Colleague Letter Bullying October 26, 2010 http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201010.pdf

Dear Colleague Letter Bullying and Special Education August 20, 2013http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/bullyingdcl-8-20-13.pdf

Other Resources

• Bullying and Children and Youth with Disabilities and Special Health Needs

file:///C:/Users/evenstad/Downloads/BullyingTipSheet%20For%20Special%20Education%20(1).pdfGLSEN: The 2011 National School Climate Survey http://glsen.org/sites/default/files/2011%20National%20School%20Climate%20Survey%20Full%20Report.pdf

Other Resources

Dear Colleague Letter Racehttp://www2.ed.gov/about/offices/list/ocr/docs/guidance-ese-201111.pdf

Website Olweus Bully Prevention Programhttp://www.clemson.edu/olweus

International Bully Prevention Associationhttp://www.stopbullyingworld.org