© 2011 psychological software solutions, inc. title © 2008 psychological software solutions, inc....

© 2011 Psychological Software Solutions, Inc.

Title

© 2008 Psychological Software Solutions, Inc. • 3701 Kirby Drive, Suite 950• Houston, Texas 77098

“Bullying - Dramatic Impact On Learning And What To Do About It”

[Andre Banks / Doug Maraffa]Psychological Software Solutions

1. Identify the impact bullying has on the school's learning climate

2. Identify strategies that have worked in promoting positive student interactions while reducing bullying incidents

3. Identify a system that ensures these strategies are used, tracked, and made consistently available to all staff and students


Identify the impact bullying has on the school's learning climate



Impact 1

Impact 2




•1 out of 4 kids is Bullied. The American Justice Department says that this month 1

out

of every 4 kids will be abused by another youth.

•Surveys Show That 77% of students are bullied mentally, verbally, & physically.

•8% of students miss 1 day of class per month for fear of Bullies.

•43% fear harassment in the bathroom at school.

•100,000 students carry a gun to school.

•28% of youths who carry weapons have witnessed violence at home.

•A poll of teens ages 12-17 proved that they think violence increased at their

schools.

•282,000 students are physically attacked in secondary schools each month.

•More youth violence occurs on school grounds as opposed to on the way to school.

•Playground statistics - Every 7 minutes a child is bullied. Adult intervention - 4%.

Peer

intervention - 11%. No intervention - 85%.


Dr. Dan Olweus, a Norwegian researcher and professor of psychology who is generally

regarded as the authority on bullying research, has defined bullying as “aggressive behavior that is intended to cause harm or distress, occurs repeatedly over time, and occurs in a relationship in which there is an imbalance of power or strength.”

It’s a Social Power of dominance and control

An unequal power dynamic

An intentional action

A chronic condition

External – behavioral

Internal – emotional

Catherine Bradshaw, Ph.D., M.Ed. Johns Hopkins Center for the Prevention of Youth Violence (CDC) Johns Hopkins Center for Prevention & Early intervention (NCMH) [email protected] July 2010 states; “Climate of bullying” in schools where there are shared beliefs and attitudes supporting bullying, aggression and peer victimization become the norm, disorderly schools and classrooms have higher rates of bullying and aggressive behavior, more students who endorse retaliatory attitudes, and are perceived as less safe and supportive.”



Identify strategies that have worked in promoting positive student

interactions while reducing bullying incidents



Bullying Strategies

• Schoolwide strategies – “Creating a climate and culture of safety and civility”

• Classroom strategies – “Creating a learning environment that is encouraging”

• Individual strategies – “Creating an environment of support”


Bullying - School-wide Strategies

• Develop school-wide anti-bullying campaigns, strategies, and/or

programs: poster design contests that address how victims and

bystanders should react, and bully-free zones.

• Design a student contract against bullying. Have all students and

parents sign. Create a catchy slogan such as “Friends Against Bullying.”

• Assist students with developing effective self-management and

anger management techniques.

• Assist students with learning skills and strategies for reducing the

likelihood of being victimized – how to remove/reduce the

opportunities for them to be targets of bullying.

• Establish age appropriate peer conflict resolution panels.


Bullying - School-wide Strategies

• Educate students/adults on the critical role the by-stander/witness

plays in encouraging the bully and weakening his/her target.

• Conduct summer camps to familiarize students with the campus

expectations, introduce students to staff and peers, and ease the

transition for incoming students.

• Establish a buddy system for new students coming in during the

course of the school year.

• Establish peer mentoring programs.

• Assist students in recognizing differences between normal peer

conflict and bullying behaviors.

• Implement mechanisms for improving communication skills among

students and staff so students feel comfortable reporting bullying

incidents or threats.


Bullying - Classroom Strategies

• Change seating arrangement of classroom periodically.

• Invite older students who are considered role models to the

class to share their experiences with bullying and being

bullied.

• Allow students to role play being bullied and bullying and allow

them to express the impact of the behavior and have students

share their observations.

• Show videos related to bullying.

• Give frequent positive feedback to the student for changes in

appropriate behaviors.


Bullying - Classroom Strategies

• Reorganize work teams and learning groups so students

interact with all students in the room on various activities

throughout the year.

• Assign the student/bully a leadership responsibility within

the classroom.

• Assign the victim a leadership responsibility within the

classroom.

• Designate a time of day for one student to share something

nice about another student. (Example: Have them draw

names from a jar. When all names have been used, start over.

The teacher might want them to write down what they are going

to say and submit for approval).


Bullying - Individual Strategies

• Design a silent signal a child can use to indicate if he/she is being or

has been bullied.

• Intervene with appropriate assistance for meeting the

student’s (those being bullied) physical needs including clean

clothing and hygiene. Utilize appropriate staff and contact with parents

to address hygiene issues.

• Ensure an adult spends time with the victim to assist them in

learning ways to respond to the bullying and to accept and

appreciate their unique qualities and to build self-esteem.

• Identify an adult that can spend time with the student/bully to

assist them in learning ways to respect the rights and feelings of

others.


Bullying - Individual Strategies

• Use hypothetical bullying situations to allow the student

bullying and those being bullied (separately) to understand what

occurred, how to react, and make better choices.

• Ask the victim to maintain a record of the number of times

he/she is bullied and how he/she responded.

• Meet with the student to review data compilation and initiate

appropriate interventions.

• Utilize ways to capture the students’ thoughts and

feelings.


Identify a system that ensures these strategies are used, tracked, and made consistently available to all

staff and students



“new district-wide policy on behavior has administrators looking to technology to make sure one of the most comprehensive anti-bullying policies in the nation is successful”

“To me, being proactive means you’ve got to have the data” (Suzie Fagg)

“The first step I having consistent and reliable information about what’s happening in school buildings, including where on the campus and how often bullying occurs; students involved as bullies, targets, or bystanders; and classrooms where particularly high or low levels of inappropriate behavior are reported”

“Every teacher, every staff person, will have access to this reporting form online” (Suzie Fagg)

“Reports identify trends both positive and negative making it possible to develop comprehensive behavior profiles” (Suzie Fagg)

“If, before lunch, a teacher has a student acting out, he or she can check on the student’s recent behavior history before classes begin in the afternoon” (Suzie Fagg)

“A comprehensive training program based on best practices related to prevention, as well as de-escalating and responding to bullying is available to teachers electronically via a computer and internet access – tools already in the classroom” (Suzie Fagg)

“Teachers can participate in online training when they have time. A learning management system incorporated into the program allows an administrator to easily access the progress of each teacher” (Suzie Fagg)

“Online access means teachers have an electronic coach available throughout the year” (Suzie Fagg)

Journal Article - Dallas


Questions &

Answers

© 2011 psychological software solutions, inc. title © 2008 psychological software solutions, inc....

Documents

impact bullying

bullying research

states climate of bullying

higher rates of bullying

disorderly schools

secondary schools

peer intervention

school grounds