preventing bullying: empowering students in today’s schools

Preventing Bullying: Empowering Students in Today’s Schools

Terry W. Neu, Ph. D.

Sacred Heart University

neut@sacredheart.edu

Kenneth J. Caputo

Villari’s of North Windham

kencap@earthlink.net

Caputo and Neu (2005)

The act of manipulating another into and emotional or physical state not of their choosing there by causing them to respond in a manner not of their choosing

Craig and Pepler (2003)

Negative physical or verbal actions that have hostile intent, cause distress to victims, are repeated over time, and involve a power differential between bullies and their victims.

The State of Connecticut defines bullying as:

“Any overt act (s) by a student or group of students directed against another student with the intent to ridicule, humiliate, or intimidate the other student while on school grounds, or at a school-sponsored activity or on a school bus, which acts are committed more than once against any student during the school year.”

One inappropriate act does not qualify as bullying. (The school, however, will investigate the incident and take appropriate action.)

When two students of equal power or strength argue or fight, it is not bullying.

Playful and friendly teasing is not bullying.

Examples of bullying include:saying mean or hurtful things,

making fun of someone because of their race, religion, etc,

hitting, pushing, or shoving, telling lies or spreading false rumors,

and completely ignoring or excluding someone from a game, a seat at lunch, etc.

Who should be concerned

Parents Teachers Coach’s Anyone working with students

Students who are the victims of Bullying

Overexcitability (OE) Sensitivity Intensity Interpersonal problems

Students who are the victims of Bullying

Lack of fit in the school environment

Asynchronous Development

Non-stereotypical behavior

Symptoms of a child being bullied(NIMH, 2001)

Bumps and bruises inventing mysterious illnesses to avoid school

(for example, stomachaches, headaches, etc.) missing belongings or money sleeping problems bedwetting irritability poor concentration unexpected changes in routine problems with schoolwork

Characteristics Commonly Associated with Bullies (Olweus, 1993)

Control others through verbal threats and physical actions

Quicker to anger and sooner to use force than others Tend to have little empathy for the problems of the

other person in the victim/bully relationship Chronically repeat aggressive behaviors Inappropriately perceive hostile intent in the actions

of others Are angry, revengeful

Characteristics Commonly Associated with Bullies (Olweus, 1993)

Have more family problems than usual Parents are poor role models for getting along with

others Parents are poor role models for constructively

solving problems Inconsistent discipline procedures at home Parents often do not know child's whereabouts Suffer physical and emotional abuse at home

Characteristics Commonly Associated with Bullies (Olweus, 1993)

Are likely to have contact with aggressive groups See only aggression as a way to preserve their self-

image Perceived physical image is important for

maintaining a feeling of power and control Focus on angry thoughts Create frustration in peer group Exhibit obsessive or rigid actions

Summary of Factor Analysis of Types of Bullying Experienced by Victims(Peterson and Ray, 2006) Name-calling---General Bullying

Pushing----------General Bullying

Hitting-----------General Bullying

Summary of Factor Analysis (continued from Peterson and Ray, 2006)

Teasing Poor grades General Bullying (.470) About appearance General Bullying About family GB/ Socio-economic About status GB/ Socio-economic About intelligence GB/ Ability About good grades GB (.427)/ Ability

Summary of Factor Analysis (continued from Peterson and Ray, 2006)

Damaging possessions General Bullying

Taking possessions General Bullying

Being beaten up General Bullying

Threats General Bullying

Most common Forms of Bullying Verbal and Written Bullying

Name calling, intimidation, and threatening notes or statements

Physical Bullying Pushing, shoving, hitting, and derogatory or

offensive gestures Social/relationship

Gossiping, telling lies, or excluding others Cyberbullying

Types of Bullies Casual Bullying

Passive Bullying

Aggressive Bully (Predator)

Group Bully

Types of Bullies Individual Bully (Loner)

High Self-esteem Bully

Low Self-esteem Bully

Cyber Bully

Wrist Releases

Re-acting to the unexpected

Girl to Girl

Bullying between girls tend to be more emotional and social in its expression. They also tend to be more vindictive. However, more and more girls are getting physical, and students are just as likely to witness a physical confrontation between two girls as between two boys.

Boy to BoyThese encounters tend to be a little more straight forward than between girls, but boys will tend to hide their feelings to avoid embarrassment, making it difficult to discover the cause, or even recognize the symptoms present if they are being bullied.

Aggressive behavior is what we tend to look for between two boys, but there also can be passive bullying that leads to annoyance and aggressive retaliation out of frustration.

Boy to GirlThe girl in this instance can be the target of a boy liking them, but not knowing how to handle those feelings constructively, leading to aggressive, insensitive and belligerent behavior. Of greater concern are boys who have learned though media or family to objectify girls, and treat them as objects to be used, not people to be respected.

Child to AdultChildren who have found ways to manipulate adults into getting their way have discovered an adult they are capable of bullying. For a child, the end will justify the means, so until the adult changes the dynamic, the child will continue to engage in the bullying behavior. Often the child will behave differently with a different adult who has properly established boundaries in the relationship.

Adult to ChildThere is a fine line between bullying and abuse. Bullying is a form of abuse, but it is more subtle. The adult who belittles or does not support the aspirations and needs of the child is what we are defining here. When a parent or teacher leaves a child feeling undervalued, or criticizes them for their efforts is acting the part of the bully. Sarcasm or indifference is indications that an adult is bullying a child.

Girl to BoyA girl who is being aggressive or emotionally abusive can be very difficult for a boy, as they will generally feel that it is not socially acceptable to defend themselves against a girl.

The boy will also get less support from mediators and peers, as they will be expected to ‘man up’ and not let the situation upset them.

Classification of Victims Social

Situational

Physical

Emotional

Environment Based Causes

Unsupervised Community Locations

The Specific Classroom Environment

The Home Environment

The Savannahs of Life

Horse Stance

Case study of Greg Dojo and internalized

Adult InterventionSituation A: The subject is English, and the teacher was not

athletic as a child, and had some difficulties with “Jocks” as a student. Aaron, who reminds this teacher of his younger self, comes into class late and drops his books all over the floor. Steve, a football player, laughs out loud and audibly calls Aaron a “Geek”. The English teacher promptly reprimands Steve, and makes him get up to help Aaron pick up his books before returning to his seat

Adult InterventionSituation B: The subject is math, and the teacher was athletic as a

child, playing both football and baseball. He was well liked as a student, and handled himself with confidence. Aaron, who is nothing like this teacher in his school years, comes into class late and drops his books all over the floor. Steve, a football player, laughs out loud and audibly calls Aaron a “Geek”. The math teacher tells the whole class to quiet down, then in a gruff tone commands Aaron to hurry up, collect his things and get to his seat.

Adult InterventionSituation C: The subject is science, and the teacher’s childhood

history is unknown. Aaron, who he knows is not very popular and struggles socially, comes into class late and drops his books all over the floor. Steve, a football player, laughs out loud and audibly calls Aaron a “Geek”. The science teacher informs Steve that his comments are unnecessary, tells the whole class to quiet down, then politely asks Aaron to retrieve his books, and be on time for class in the future.

Three Solutions School wide program

Involves all teachers Sets up safe zones

Group education meeting for both Community meetings Conflict resolution

Individual interventions The antelope may not like having to be vigilant but the

Lion is not going to change his ways. Practice Interventions

Tools Humor

Taking your space

Believing in yourself