nickerson east aurora sept 4, 2012
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Amanda Nickerson, Ph.D. Alberti Center for Bullying Abuse Prevention | University at Buffalo
[email protected]/alberticenter
East Aurora School DistrictSeptember 4, 2012
Promoting Dignity for All Students through Prevention and Intervention
Overview
Dignity Act for All Students Act
Recognizing and understanding bullying and harassment
Best practices in preventing bullying and harassment
Dignity Act Overview
Intent: “No student shall be subjected to harassment, discrimination, or bullying by employees or students”
Took effect July 1, 2012 (signed into law 9/13/11)
Cyberbullying amendment takes effect July 1, 2013
Applies to all public schools, BOCES, and charter schools
Definition of Harassment in Dignity Act
“the creation of a hostile environment by conduct or by verbal threats, intimidation or abuse
that has or would have the effect of unreasonably and substantially interfering with a student’s educational performance, opportunities or benefits, or mental, emotional or physical well-being;
or conduct, verbal threats, intimidation or abuse that reasonably causes or would reasonably be expected to cause a student to fear for his or her safety.”
Protected Classes
Race
Color
Weight
National origin
Ethnic group
Religion
Religious practice
Disability
Sexual orientation
Gender identity
Sex
…Obligation extends to harassment not related to protected class
Dignity Act Requirements for Schools
Policy (Code of Conduct) intended to create an environment free from discrimination and harassment
Designated Dignity Act Coordinator within each school to handle reporting and responding
Instruction for students (K-12; excludes charter) Civility, citizenship, and character education to address prohibition of
harassment, bullying or intimidation of protected classes
School employee training
Annual reporting
Reflection and Planning
Is our policy communicated in understandable terms to employees, parents, and students?
How do we involve students in creating a climate free of harassment?
How do we teach students about harassment and protected classes?
How do we identify and report incidents?
What are our intervention options?
Do we work with both the perpetrator and the target (separately)?
How and when do we communicate with parents?
Suggested Resources
www.p12.nysed.gov/dignityact/ Regulations, guidance policy document, voluntary implementation
self-assessment checklist, webinar, Power Point, informational brochure, fact sheet, sample lesson plan
www.stopbullying.gov Information about bullying, preventing, responding; Kids’ section
with videos
www.gse.buffalo.edu/alberticenter Resources for educators, parents, kids and teens (book lists, links to
videos, bullying prevention programs)
What is Bullying?
Olweus (1978); Stopbullyingnow.gov
Acts of aggression (verbal, physical, relational, or cyber) intended to cause harm
By a peer (or group of peers) operating from a position of strength or power
Usually repeated
How is Bullying Different from Conflict and Playing?
Playing: Mutually desirable interaction (positive affect, give-and-take) – rough and tumble and playing the dozens often mistaken for aggression and bullying
Conflict: A struggle, dispute, or misunderstanding between two equal forces
Quick Bullying Facts
Estimates vary WIDELY, but about 1 in 3 children and adolescents are involved in as bully, target, or both
Bullying peaks in grades 4-7 Bullying is more likely to occur in less closely supervised areas
(bathrooms, hallways, playground, lunch, bus, online) Both boys and girls bully, but there are some differences
Boys more likely to be direct/physical with younger, vulnerable target
Girls may engage in more subtle, indirect forms with same-age girls
Cowie (2000); Nansel et al. (2001); Perry, Kusel, & Perry (1988); Skiba & Fontanini (2000)
Students who Bully: Common Characteristics
Desire for power and control
Get satisfaction from others’ suffering
Justify their behavior (“he deserved it”)
More exposed to physical punishment
More likely to be depressed
Engage in other risky and delinquent behaviors
Myth: Most are loners with low self-esteem
Fact: Most report average to high self-esteem and are popular
Batsche & Knoff (1994); Beaver, Perron, & Howard, (2010); Olweus (1993); Swearer et al. (in press); Vaughn, Bender, DeLisi, (in press)
Students who are Bullied: Common Characteristics
Most are perceived as weak or vulnerable Different in some way (appearance, age, disability, race/ethnicity,
sexual orientation or gender expression) passive and lack assertiveness; do not invite the bullying
Fewer provoke others (provocative victims or bully-victims) Offend, irritate, tease others Reactive; fight back when attacked
Boivin, Poulin, & Vitaro (1994); Hodges & Perry (1999); Olweus (1978, 1993, 2001); Schwartz (2000); Snyder et al. (2003)
Signs that Child May be Bullying Others
Refer to others negatively (wimp, fag)
Lack empathy
Strong need to get his or her own way
Hostile or defiant attitude
Easy to anger
Deny or blame others when behavior addressed
Signs that Child May be Bullied by Others
Change in behavior Withdrawn, lack of interest
Not wanting to go to school or be in social situations
Physical complaints (headaches, stomachaches)
Unexplained cuts, bruises
Those who bully More likely to experience legal or criminal troubles as adults (even after
controlling for other risk factors) Poor ability to develop and maintain positive relationships
Those who are bullied Emotional distress (anxiety, depression, low self-esteem, suicidal thoughts) Loneliness, peer rejection Desire to avoid school In some cases, may respond with extreme violence
Andershed, Kerr, & Stattin (2001); Crick & Bigbee (1998); Farrington (2009) ; Farrington, & Ttofi (2009, 2011); Hinduja, & Patchin, (2009); Nickerson & Sltater (2009); Oliver, Hoover, & Hazler (1994); Olweus (1993);Ttofi & Farrington (2008)
Effects of Bullying
Peers and Bullying
Peers see 85% of bullying incidents, most do not try to stop it (and many join in), because: “It’s none of my business” Fear of retaliation (by bully or other peers) Target must have done something to deserve it Actions will not be effective
Charach et al. (1995); Hawkins, Pepler, & Craig (2001); Rigby & Johnson (2005)
School Staff and Bullying
School staff are often not involved because: Most students do not report it to adults May not see it or notice it Beliefs that this is a common part of childhood May not know what to do In some cases, fear of bully
Banks (1997); Chang (2003); Cohn & Canter (2002); Hughes, Cavell, & Willson (2001); Limber (2002); Mullin-Rindler (2003); Skiba & Fonanini (2000); White, Sherman, & Jones (1996)
Hazler & Carney (2012); Rigby (2000); Ttofi & Farrington (2011); Swearer, Espelage, & Napolitano (2009)
Bullying Prevention in Schools
Collect Data
Whole-School Anti-Bullying
Policy
Skill Development
Increase Awareness & Supervision
Respond Along
Continuum
Include Parents
Best Practices in Bullying Prevention in Schools
Collect data to better understand extent of problem and to monitor effects of interventions
Have high expectations for behavior Acknowledge and reward desired behavior Use teachable moments and apply meaningful
consequences for unacceptable behavior
Arrange for active supervision in “hot spots” (hallway, lunch, recess, before school) Everyone should know intervention and reporting procedures
What Schools and Educators Can Do
Respond to Bullying
Intervene to stop the bullying Describe the behavior and why it is not acceptable Apply consequences consistent with policy; emphasize progressive
discipline and teaching rather than only punishment Be aware of humiliation or retaliation if confronted publicly
Document and report the incident May need investigation where parties interviewed individually
Work with colleagues and support staff to assess issues involved and plan accordingly (increased individual supervision, parent communication, targeted intervention based on needs)
Respond to Target
Listen and empathize “Tell me what happened,” “That must have been upsetting”
Ask what would be helpful to support the person
Indicate what is being done to address the bullying (protect confidentiality)
Suggest possible coping responses (avoid blame or “silver bullet” approach) Do not show you are upset (OK to feel upset, but showing it may fuel more bullying) Assert self using a calm, strong voice if safe (“Stop,” “Give it a rest”) Say something to deflect it or make a joke of it Tell a trusted adult Surround self with supportive people
Check-in regularly
Don’t join in… speak up if it is safe to do so
Band together as a group against bullies
Tell an adult about the bullying Tattling/ratting
To get someone into trouble Telling/reporting
To get someone out of trouble (unsafe or hurtful behavior)
Reach out to isolated peers, offer support
Empower the Bystanders to be “Upstanders”
Communicate in proactive and preventive manner
Be timely with communication!
Focus on the behavior (not the person)
Avoid blaming or judging (expect denial)
Emphasize how this type of behavior can be a problem for their child, the other person, and the school environment
Inform parent about school response
Work together to help child behave in other ways
Communicate with Parents
Targeted and Intensive Interventions
Students who bully Identify function of behavior
Need for power and control? Bullied by others and lashing
out?
Develop plan and intervention for change
Assess for other problems (e.g., drugs, suicidality)
Targets Identify areas of need and
intervene accordingly Teach social and coping skills
Enhance social support from peers and significant adults
Encourage involvement in an activity to experience success
Develop safety plan (follow-up)
Assess for depression or other mental health problem
Provide Students with Resources in and Out of School
1-800-273-TALK (Suicide Lifeline) 1-866-4-U-Trevor (LGBTQ Youth Suicide Hotline) 716-834-1144 or 1-877-KIDS-400 (Buffalo Crisis
Services Hotline) – has over-the-phone language interpreters 24/7
For Spanish speakers Suicide Lifeline 1-888-628-9454
1-800-SUICIDA