Bullies, Victims and Youthful Firesetting:
Fire Prevention and Community Activism
Paul Schwartzman, M.S., L.M.H.C., D.A.P.A.North Carolina Fire & Life Safety Education
ConferenceFebruary 9, 2011Chapel Hill, NC
Introductions & Presentation Overview
• Discuss relationship between bullying and firesetting
• Review dynamics of bullying• Illustrate how a JFSI program spearheaded
community action– Benefit to a community concern– Increase awareness of JFSI
Monroe County Juvenile Firesetter Prevention Task Force
• Formed in 2001 with several community professionals to support JFSI Program
• Address issues as prevention, education, mental health treatment & increasing community awareness
Monroe County Juvenile Fire Prevention Task Force
• Met Bi-monthly• Agendas go out 1 month prior to meeting
– Members are encouraged to set agenda• Committees Report• Numbers Reviewed• Each Meeting had an educational component
– Examples include• Gang Awareness, Drug Abuse, Confidentiality Issues, Satanism
& Ritualistic Behaviors, Meth Labs, etc.
Monroe County Juvenile Fire Prevention Task Force Members
• Fire Service
• Law Enforcement
• Educators
• Therapists– Psychologists– Social Workers– Counselors
• Media
• Insurance Companies
• Medical Field Reps
• Parents
• Probation
• Surrounding Counties
Task Force Initiatives
Public Service Announcements & Media Events Committee
• Strong Relationship with Local Media– Arson Awareness
Week clips– Safety First Mondays– PSA’s– Cable Access Talk
Show
Public Service Announcements & Media Events Committee
• PSA’s– Arson Awareness
Week Poster Contest– Converted into
billboards
Moving Forward with Monroe County
• Cable Access Talk Show• Video
Mental Health Committee
• Regular Case Reviews
• Training of Mental Health Treatment Providers
• Development of a referral network
• Recently joined mental health consultants/providers from FLRBA
Prevention & Education Committee
• Research w/DSS, Health Dept. & school districts– Predictive behaviors of fire involvement
• Development of Education Programs– Tools for JFSI Educational Intervention
• Development of Prevention Programs
EDITH DVD
James Elliot Schwartzman
Bullying Committee
• Discovered relationship between bullying and firesetting
• Established committee to explore issues and needs• Sosfires 2003 study finds additional relationship
– Average of 79% report being bullied– Average of 45% report acting as a bully
WHAT IS BULLYING?
Myths versus RealityTypes
Prevalence
Three Markers of Bullying
• Imbalance of POWER
• INTENT to harm
• THREAT of further aggression
B. Coloroso, 2003B. Coloroso, 2003
Underlying Messages
• Some people do not deserve to be treated with kindness.
• Some people have the right to be cruel.
Types of Bullying
• Physical
• Verbal
• Emotional
• Sexual
• Hazing
Cyber BullyingComputers & Cell Phones
AYSOS
GALJT
:8)
:-)))BM
Flaming
• Online fights using electronic messages with angry and vulgar language.
– Joe and Alec’s online exchange got angrier and angrier. Insults were flying. Joe warned Alec to watch his back in school the next day.
Harassment
• Repeatedly sending nasty, mean, and insulting messages.
– Sara reported to the principal that Kayla was bullying another student. When Sara got home, she had 35 angry messages in her e-mail box. The anonymous cruel messages kept coming—some from complete strangers.
Denigration
• “Dissing” someone online. Sending or posting gossip or rumors about a person to damage his or her reputation or friendships.
– Some boys created a “We Hate Joe” Web site where they posted jokes, cartoons, gossip, and rumors, all dissing Joe.
Impersonation
• Pretending to be someone else and sending or posting material to get that person in trouble or danger or to damage that person’s reputation or friendships.
– Laura watched closely as Emma logged on to her account and discovered her password. Later, Laura logged on to Emma’s account and sent a hurtful message to Emma’s boyfriend, Adam.
Outing
• Sharing someone’s secrets or embarrassing information or images online.
– Greg, an obese high school student, was changing in the locker room after gym class. Matt took a picture of him with his cell phone camera. Within seconds, the picture was flying around the phones at school.
Trickery
• Talking someone into revealing secrets or embarrassing information, then sharing it online.
– Katie sent a message to Jessica pretending to be her friend and asking lots of questions. Jessica responded, sharing really personal information. Katie forwarded the message to lots of other people with her own comment, “Jessica is a loser.”
Exclusion
• Intentionally and cruelly excluding someone from an online group.
– Millie tries hard to fit in with a group of girls at school. She recently got on the “outs” with a leader in this group. Now Millie has been blocked from the friendship links of all of the girls.
Cyberstalking
• Repeated, intense harassment and denigration that includes threats or creates significant fear.
– When Annie broke up with Sam, he sent her many angry, threatening, pleading messages. He spread nasty rumors about her to her friends and posted a sexually suggestive picture she had given him in a sex-oriented discussion group, along with her e-mail address and cell phone number.
Cyberthreats
• direct threats or “distressing material”—general statements that make it sound like the writer is emotionally upset and may be considering harming someone else, harming himself or herself, or committing suicide.
Cyber Bullying Survey
• 1500 Students in grades 4 – 8.– 58% admit someone mean or hurtful to them
online.– 53% admit being mean or hurtful to another
online.– 42% persistently bullied while online.– 58% have not told their parent or any adult.
i-Safe America, Inc., www.isafe.org
Prevalence
• 30% of 6th – 10th graders reported moderate to frequent involvement with bullying.1
• 160,000 students a day stay home from school due to bullying.1
• 6 out 10 teens witness bullying at least once a day.2
1 Nansel, et. al., 20012National Crime prevention Council, 2003
Hazing
Any humiliating or dangerous activity expected of you to join a group, regardless of your willingness to participate.
Hazing – How big is the problem?
• 48% of all high school students were subjected to hazing.
• The greatest number of students subjected to hazing were involved in athletics—nearly 1 million annually.
Initiation Rites
Type Percentage
Humiliation 45%
Substance Abuse 22%
Dangerous Hazing 23%
The Bully
• Inflated sense of self• High social status• Average to High IQ• Entitled • Hot responder• Lack empathy
Firesetter Child and Adolescent Psychopathology
Conduct Disorder/Juvenile Delinquent
• Aggression towards people and animals– Misinterpret social cues
• Destruction of property– Firesetting
• Deceitfulness, lying, stealing• Serious violation of rules
– Stays out at night– Runs away from home
• School truancy
Gang Related Fire BehaviorA Continuum of Severity
• School lavatory fires• Gang initiation rites• Cover other crimes: theft• Revenge and turf issues
The Bullying Circle (Dan Olweus, PhD)The Bully/Bullies
The Victim
Followers/Henchmen
Supporters
Passive Supporters
Disengaged Onlookers
Possible Defenders
Defenders of the Victim
Other Bullying Risk Factors
• Familial– Lack of positive adult role model– Little adult supervision– Lack of parental warmth– Lack of clear rules– Use of corporal punishment
• School– Lack of adult supervision– Indifferent attitudes of students & school staff towards
bullying• Community
– Safety concerns
Firesetter Parent Psychopathology
• Depression• Alcohol & Substance Abuse• Marital discord• Poor supervision and monitoring• Low in affection• Chronic stress
The Victim
• Anxious• Insecure• Lack social skills• Physically weak• Emotionally vulnerable• External characteristics
– majority of burn-surviving children (68%) reported bullying as a problem.
Child and Adolescent Psychopathology
Additional Diagnoses & Characteristics
• Adjustment disorder• Depression• Low self esteem• Poor social skills
Child and Adolescent PsychopathologyAttention Deficit-Hyperactivity Disorder
• The Diagnostic and Statistical Manual of Mental Disorders list the following criteria for diagnosis of Attention-Deficit/Hyperactivity Disorder:• A. Either (1) or (2):• • (1) six (or more) of the following symptoms of inattention have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level:• • Inattention• a. often makes careless mistakes in schoolwork or other activities• b. often has difficulty sustaining attention in tasks or play activities• c. often does not seem to listen when spoken to directly• d. often does not follow through on instructions or finish assignments, chores• e. often has difficulty organizing tasks and activities• f. often avoids or dislikes tasks or activities that require concentration• g. often loses things• h. often easily distracted by extraneous stimuli• I. often forgetful in daily activities• • (2) six (or more) of the following symptoms of hyperactivity-impulsivity have persisted for 6 months to a degree that is maladaptive and inconsistent with developmental level:• • Hyperactivity• a. often fidgets with hands or feet or squirms in seat• b. often leaves seat in classroom or other situation where expected to remain seated• c. often runs or climbs excessively in situations where it is inappropriate• d. often has difficulty playing or engaging in leisure activities quietly• e. often “on the go” • f. often talks excessively• • Impulsivity• g. often blurts out answers before questions are completed• h. often has difficulty waiting turn• I. often interrupts or intrudes on others• • B. Symptoms are present in two or more settings such as in school and at home• • C. There is evidence of clear impairment of social or academic functioning
CONSEQUENCES OF BULLYING:
What happens when we just stand by?
•Victim•Bully
•Bystander•Community
Consequences for Victim
• Academic– 160,000 students a day stay
home from school due to bullying.
– 10% Dropout• Social
– Loss of friendships, isolation• Emotional Health
– 5x more likely to be depressed, suicidal, homicidal
• Physical Health
Consequences for Bully
• Increased risk for other antisocial behavior– Theft, vandalism,
drugs & alcohol, truancy
• Criminal behavior– 60% convicted of at
least 1 adult crime
Consequences for Others
• Bystanders– Anxiety, guilt, shame
• School– Interferes with learning, culture of fear and disrepect
• Community– Financial, social
Warning Signs of Being Bullied
• School avoidance• Somatic complaints• Depression• Aggressive with siblings/ other
children• Unexplained injuries or bruises• Unusual hunger after school • Stealing money• Desire to carry weapon• Elimination problems• Losing belongings• Feels picked on/rejected• Sleep problems/Nightmares
Warning Signs - Bully
• Seeks to dominate/ manipulate others
• Enjoys feeling powerful & in control
• Both a poor winner & poor loser
• Seems to enjoy other’s fears, discomfort, or pain
• Good at hiding behavior• Lacks empathy towards
others
• Excited by conflicts between others
• Blames others for problems
• Pattern of impulsive & chronic hitting, intimidating & aggressive behavior
• Displays intolerance & prejudice towards others
Working Towards Solutions
The Bullying Committee Today
• Established as a free standing task force– Get the word to the community re: the seriousness of the bullying
“epidemic”– Work with local Juvenile Justice Council, Law Enforcement
Agencies, schools and media outlets to develop an awareness/intervention initiative
– Held Conference in May 2003/350+ attended/ 2nd conference fall 2004
– Continuing the Discussion Presentations– Developed and distributed model school policy– Website resource– Cyberbullying conference planned presented Fall, 2007
Strategies that Miss the Mark
• Conflict Resolution
• Peer Mediation
• Anger Management
• Encouraging victim to “fight back”
Archives of Pediatric Medicine
• Metastudy of evaluated programs• United States & Europe• Reviewed process and outcomes of approaches
– Curriculum based– Multi-disciplinary/School-based– Social skills groups– Mentoring– Enhance School Social Workers/Counselors
District-wide
– Community involvement in policy review and development
– Collection of data (i.e. survey of students, school staff and/or parents)
– Professional development programs– Adoption of curricula and identified staff person to
oversee program– Clear procedure for reporting and record keeping system
of all incidents, including a method for anonymous reporting
– Coordination with community-based organizations (e.g., mental health, health services, health facilities, law enforcement, faith-based)
Recommended General Rules for Improving Overall School Climate
• Two general conditions must exist in order to prevent bullying:
• adults at schools should be aware of the extent of bully/victim problems in their own schools
• these adults should involve themselves in changing the situation.• The following rules target all students:
– We will not bully other students. – We will try to help students who are bullied. – We will make it a point to include ALL students who are easily
left out. – When we know somebody is being bullied, we will tell a teacher,
parent, or adult we trust. Students should be assured that telling an adult is not "tattling," but instead students are showing compassion for victims of bullying behavior.
Individual School
– Theme days– Learning station programs– Parent programs and information
disseminated to students and parents– Public reminders (e.g., posters, signs)– Parent supervision in high bullying incidence
areas (e.g., hallways, cafeteria, school bus, playground).
Physically organize environment to minimize bullying
• Space• Seating arrangements• Numbers of participants• Lighting• Visibility• Cameras
Consequences of Bullying Behavior
– Establishing rules against bullying necessitates creating positive or negative consequences for following or violating rules.
– Praise and consequences must be delivered systematically and skillfully, administrators and teachers are significant role models (Especially for the aggressor)
Classroom-Level Interventions
• Classroom-level interventions are designed to improve an individual classroom’s social climate. These interventions target the entire classroom.
– Establish Classroom Rules Against Bullying: Involve students in creating rules against bullying in order to develop a student’s personal responsibility for conforming to those rules.
– Create Positive and Negative Consequences of Bullying: Establish social reinforcement (i.e., praise, friendly attention) for positive behavior and sanctions for undesirable behavior. The negative consequence should cause discomfort without being perceived as malicious or unfair. Negative consequences should be appropriate and related to the behavior. Extra assignments, such as homework or copying from a dictionary, should not be used.
– Hold Regular Classroom Meetings: Provide a forum for students and teachers to develop, clarify, and evaluate rules for anti-bullying behavior.
– Meet with Parents: Hold general classroom- or grade-level meetings with parents to improve school-family communication and keep parents informed about anti-bullying efforts.
• Students see, hear, and know things about their peers, feelings, and plans that adults don’t;
• Students determine the social norms on a campus, and are usually the "first responders" to bullying and other forms of mistreatment, thus they hold the key to stopping it;
• When equipped with the right skills and support, students can intervene in ways adults can’t.
• To launch the program, school staff (and sometimes students) is asked to identify the socially influential opinion leaders of the school’s diverse cliques (Grades 6 - 12).
• Website: www.community-matters.org
Resources
• Take a Stand. Lend a Hand. Stop Bullying Now: www.stopbullyingnow.hrsa.gov
• Community Task Force on Bullying Prevention: http://www.tigconsortium.org/Bullying.asp.
• Center for Safe and Responsible Use of the Internet. www.cyberbully.org.
Alice Cooper Pudding Concert
Paul Schwartzman
Fairport Counseling Services307 Packett’s Landing
Fairport, New York 14450585 377-2720
585 377-3433 [email protected]