Addressing Bullying & Social Aggression

Student Support ServicesHumble ISD

Maintaining a Positive School Climate100% of the students, 100% of the time

Humble ISD utilizes a 3 tiered approach in addressing social aggression on campuses.

The following pyramid outlines specific interventions used to address bullying & social aggression.

Level 3 Interventi

ons Classroom change,

EBSP/DAEP, Campus Transfer, Behavior

FacilitatorsLevel 2 Interventions

1. Investigation2.Disciplinary Action for Perpetrator3.Personal Counseling for both the perpetrator and the victim

Level 1 Interventions

Making Connections Why TryGuidance Lessons Campus PBIS

Be The Change

Bullying & Social Aggression

Intervention Pyramid

“Life is not a destination. Life is a journey. As long as you continue

the journey, you will always be a success.”

~Albert Camus

The guidance curriculum teaches students the skills they need to prevent, to identify, to respond to, and to seek help for acts of social aggression.

To meet this goal, every counselor will present 1 guidance lesson per grade level in each grading period.

Positive

Behavior

Intervention

Support

Be the Change Addressing Bullying & Social Aggression

Student Support ServicesHumble ISD

Bullying Defined

Texas Education Code Definition – Section 37.0832

Bullying occurs when a student or group of students engages in written or verbal expression, expression through electronic means, or physical conduct that occurs on school property, at a school-sponsored or school-related activity, or in a vehicle operated by the District that:

Has the effect or will have the effect of

physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm to the student’s person or of damage to the student’s property ; OR

Bullying Defined Is sufficiently severe, persistent, and pervasive

enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student.

The conduct is considered bullying if it:

Exploits an imbalance of power between the student perpetrator and the student victim through written or verbal expression or physical conduct;

AND Interferes with a student’s education or substantially disrupts the operation of school.

-Humble ISD Board Policy

Humble ISD

Any student who believes that he or she has experienced bullying or believes that another student has experienced bullying should immediately report the alleged acts to a teacher, counselor, principal, or other district employee. A report may be made orally or in writing.

How we can make a difference

By working together, we can create a place that is free of relational violence.

Commit to Be the Change

The Social Majority

While some individuals bully, and others are the target of bullying, approximately 84% of a student population is in neither of these two groups. These students are the Social Majority.

Data from “Gray’s Guide to Bullying”

Bullying One or more individuals inflicting

physical, verbal or emotional abuse on another

Types of Bullying Physical Verbal Relational Cyber

The average bullying episode is 28 seconds

If a bystander intervenes, the average drops to 7 seconds

Not knowing how to respond is a common deterrent to intervening

Adapted from Michael Dreiblatt

Balance Educational Services

Playful Teasing Teaser and person

being teased can easily swap roles

Maintain dignity Pokes fun in

lighthearted manner, meant to entertain both parties

Stops when the other person objects or becomes upset

Bullying Behavior Imbalanced, one

person has the power during the interaction

Intended to harm Involves humiliating

or cruel comments thinly disguised as jokes

Repeated and continues when the target becomes upset or says, “Stop”

Adapted from Michael Dreiblatt--Balance Educational Services

Kids notice what adults do (response vs. no response)

Bystanders will often not respond unless they see others routinely respond

Create a school culture of collective concern

and empower bystanders in 3 easy steps:1. Stop the interaction2. Name the behavior3. Remind students of school expectation:

Treat others with Respect!Adapted from Michael Dreiblatt--Balance Educational Services

Non-Confrontational Communication: “Stop that. It looked like you were

trying to trip your friend. We want you to be kind to each other here at school.”

“I don’t think Matt likes having his backpack pulled. Remember we treat each other with Respect.”

1. Stop the interaction

2. Name the behavior

3. Reminder of school expectation

Words should be…. Short Sweet To the point Serve as a

reminder

Tone should be…. Neutral Calm No sarcasm Not a

reprimand

Adapted from Michael Dreiblatt--Balance Educational Services

3 Step approach

Simple and easy to use

Could make a big difference in how our students treat each other

Utilize the 3 Steps daily in the halls, classrooms and duty stations to address hurtful taunting

1. Stop the interaction

2. Name the behavior

3. Reminder of school expectation

Be the Change

Any staff member who learns that a student may be experiencing bullying should immediately report the situation to the principal or counselor.

In Closing……

Encourage others to Be the Change Look for the good in others and

within ourselves “Kindness is soft and subtle. It permeates

everything it comes in contact with, and remains as a permanent reminder of what could and should be.”

-Daphne Rose Kingma