the school bully
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Our School District
Staff Development
2009Session One
THE BULLY
Have you witnessed BULLYINGbehavior?
There are several types of
BULLYING Relationships
Studentto
Student
Teacherto
Student
Studentto
Teacher
Workplace
CYBER BULLYING
is growing
BB
The NationalYouth Violence
PreventionResource Center
Reports
5.7 million students are involved as a
BULLYor target of BULLYING
In a recent national
survey of students
grade 6-10
13% reported being a
target of BULLYING
YY
BULLYINGis most likely to
occur
In schools that lack adult
supervision during breaks
YY
Where rules against BULLYING are not
consistently enforced
ING ING
And where teachers and students are indifferent to BULLYING behavior
The 3rdhighest rate of school BULLYING in the U.S.
ILLINOIS
The American Justice Department reports
this month
YY
1 out of every 4youth
YY
Will be abused by another student
1 of 5 students
Admit to being a BULLY
8% of students
YY
Deal with their fear of
BULLIES
INGING
By missing 1 day of class
per month
BULLYING isn’t a problem
That one TEACHER can resolve
That oneSCHOOL
can resolve
An integrated effort by SCHOOL
and COMMUNITY
is required for results
BULLYING is a worldwide
problem
We can learn from the WORLD Community
but our LOCAL Community must work with us
44
Let’s work TOGETHER
to UNDERSTAND and ELIMINATE this problem
in our school district
YY
THE BULLY
Professional Development Professional Development PlanningPlanning
Bullying in our SchoolBullying in our School
Group WorkGroup Work
See the handout in your binder
ResearchResearchStudent to StudentStudent to Student
Bullying is not confined to country, religion, Bullying is not confined to country, religion, ethno-cultural groupsethno-cultural groups
It is a world-wide predicamentIt is a world-wide predicament
(Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
Research Research Student to StudentStudent to Student
Some general statsSome general stats::• 1 in 4 are bullied monthly by peers1 in 4 are bullied monthly by peers • 160,000 students skipped school for fear of 160,000 students skipped school for fear of
being bulliedbeing bullied
• Teasing, being bullied, and rejection tops the Teasing, being bullied, and rejection tops the list of triggers in childhood attemps at suicidelist of triggers in childhood attemps at suicide
(Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
Research Research Student to StudentStudent to Student
General descriptions:General descriptions: • The Bully- Individual who commits the actThe Bully- Individual who commits the act • The Bullied- The person on the receiving end The Bullied- The person on the receiving end
of the bullyingof the bullying • The Bystander- The person who sees the act The Bystander- The person who sees the act
and decides to act or notand decides to act or not (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
Research Research Student to StudentStudent to Student
Why do they do what they do?Why do they do what they do? • Research shows that they do what they do Research shows that they do what they do
because of how they were treatedbecause of how they were treated
(Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
Research Research Student to StudentStudent to Student
What are the three types?What are the three types? 1.1.Verbal (Precursor)Verbal (Precursor)
-Accounts for 70%-Accounts for 70%-Acts: name calling, taunting, teasing, -Acts: name calling, taunting, teasing,
belittling, racist slurs, sexually abusive belittling, racist slurs, sexually abusive remarksremarks
(Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
Research Research Student to StudentStudent to Student
What are the three types?What are the three types?2. Physical bullying (Most visible)2. Physical bullying (Most visible) -Accounts for less than 30%-Accounts for less than 30% -Acts: punching, biting, kicking, choking, -Acts: punching, biting, kicking, choking, scratching, spittingscratching, spitting This type of bullying is the most troublesome of This type of bullying is the most troublesome of them all because it may lead to the bully them all because it may lead to the bully becoming an adult criminal becoming an adult criminal
(Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
ResearchResearchStudent to StudentStudent to Student
What are the three types?What are the three types?3. Relational Aggression3. Relational Aggression
–Objective is to destroy the self-Objective is to destroy the self-esteem of the bulliedesteem of the bullied
–Ignore, isolate, exclude, taunt, Ignore, isolate, exclude, taunt, gossip, writing notes, rumorsgossip, writing notes, rumors
(Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
Research Research Student to StudentStudent to Student
Studies have shown that anyone can be a Studies have shown that anyone can be a target and that over time those target and that over time those targeted change:targeted change:EmotionallyEmotionallyPhysicallyPhysically--Will become frail and insecure or bulliesWill become frail and insecure or bullies
(Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
Research Research Student to StudentStudent to Student
BullycideBullycide ColumbineColumbine
(Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
Research Research Student to StudentStudent to Student
The BystanderThe BystanderOmmission and commisionOmmission and commision These individuals have abandonded ethical These individuals have abandonded ethical and moral resposiblityand moral resposiblity
(Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
Best PracticesBest PracticesStudent to StudentStudent to Student
Olweus ModelOlweus ModelFour Step ApproachFour Step ApproachOur Professional Development Plan uses this Our Professional Development Plan uses this frameworkframework
(Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
Best PracticesBest PracticesStudent to StudentStudent to Student
Olweus ModelOlweus ModelStep One:Step One: Create an environment in which children Create an environment in which children and adults feel secure to help both the and adults feel secure to help both the bullied and bully by tellingbullied and bully by telling
(Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
Best PracticesBest PracticesStudent to StudentStudent to Student
Olweus ModelOlweus ModelStep Two:Step Two: Replace the age old mentality of fight them or Replace the age old mentality of fight them or ignore them with new dialogue that engages ignore them with new dialogue that engages the bully and forces the individual to deal with the bully and forces the individual to deal with his interpersonal behaviors and skills in a his interpersonal behaviors and skills in a meaningful waymeaningful way
(Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
Best PracticesBest PracticesStudent to StudentStudent to Student
Olweus ModelOlweus ModelStep Three:Step Three: Teach effective self managing/ anger Teach effective self managing/ anger management techniques to children and adultsmanagement techniques to children and adults
(Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
Best PracticesBest PracticesStudent to StudentStudent to Student
Olweus ModelOlweus ModelStep Four:Step Four: Provide empathy training for children and Provide empathy training for children and adultsadults
(Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
Best PracticesBest PracticesStudent to StudentStudent to Student
Positive Behavior Intervention SupportsPositive Behavior Intervention Supports Respect EducationRespect EducationRespect Environment Respect Environment Respect EveryoneRespect Everyone
Creating cool toolsCreating cool tools
(PBIS, 2008)(PBIS, 2008)
Best PracticesBest PracticesStudent to StudentStudent to Student
Character CountsCharacter Counts1.1.TrustworthinessTrustworthiness2.2.RespectRespect3.3.ResponsibilityResponsibility4.4.FairnessFairness5.5.Caring Caring 6.6.CitizenshipCitizenship
(charactercounts.org/sixpillars.html, 2008)(charactercounts.org/sixpillars.html, 2008)
THE FACULTY BULLYTHE FACULTY BULLY
Research Research Teacher to StudentTeacher to Student
• WhatWhat• WhyWhy• Cost to StudentCost to Student
Research Research Teacher to StudentTeacher to Student
• WhatWhat• WhyWhy• Cost to StudentCost to Student• Climate AssessmentClimate Assessment• Solution FindingSolution Finding
Research Research Teacher to StudentTeacher to Student
TARGET?TARGET?(2005 Atlanta National Bullying Prevention (2005 Atlanta National Bullying Prevention Conference)Conference)
• ½ student reported teacher ½ student reported teacher bullied whole classbullied whole class
• ½ students reported teacher ½ students reported teacher bullied 1-2 studentsbullied 1-2 students
Whole class= crazy teacherWhole class= crazy teacherSole Target= something wrong w/ meSole Target= something wrong w/ me
Research Research Teacher to StudentTeacher to Student
Negative Pedagogy . . .Negative Pedagogy . . .Areas: Coercive misuse of powerAreas: Coercive misuse of power1. discipline and student relationships1. discipline and student relationships2. evaluation2. evaluation3. student grouping3. student grouping4. classroom/school procedures & rules4. classroom/school procedures & rules5. instructional practices5. instructional practices6. physical plant/resources6. physical plant/resources
PAUL & SMITH (2002)PAUL & SMITH (2002)
Research Research Teacher to StudentTeacher to Student
Devine, (1996), has pointed out that some teachers use the “code of the streets” (tough language, four letter words, intimidation, tough demeanor, and tough posturing), as a way to exert power and authority.
Often children and even other teachers and principals praise such teachers as being effective. They are respected because they are people not to be messed with.
FEAR IMPAIRS THE CAPACITY TO LEARN
Research Research Teacher to StudentTeacher to Student
SOLUTION?SOLUTION?• CODE OF CONDUCT FOR CODE OF CONDUCT FOR
STAFFSTAFF• REPORTING SYSTEM NO REPORTING SYSTEM NO
REPRISALSREPRISALS• PEER GUIDANCE CODE PEER GUIDANCE CODE
PHRASEPHRASE• PERIODIC CLIMATE PERIODIC CLIMATE
SURVEYSSURVEYS
Research Research Teacher to StudentTeacher to Student
http://www.endbullyingnow.blogspot.comhttp://www.endbullyingnow.blogspot.com
• Open source solution finding: Open source solution finding: WORLDWIDEWORLDWIDE
• Platform for Local DiscussionPlatform for Local Discussion• Reference ListReference List• WeblinksWeblinks• SurveysSurveys• Local Research ResultsLocal Research Results
Research Research Teacher to StudentTeacher to Student
THE STUDENT TO THE STUDENT TO TEACHERTEACHER
BULLYBULLY
Research Research Student to TeacherStudent to Teacher
Research and Best Practice Research and Best Practice Student to Teacher BullyingStudent to Teacher Bullying
•Under reported with little research baseUnder reported with little research base
•Often misrepresented as threatening behavior Often misrepresented as threatening behavior or other student discipline issuesor other student discipline issues
•Teacher victims are mostly inexperienced and Teacher victims are mostly inexperienced and femalefemale
Usually results from the following:Usually results from the following:• Uncomfortable in the teacher Uncomfortable in the teacher
leadership roleleadership role• Unprepared for the challenges of Unprepared for the challenges of
student disciplinestudent discipline• Unreported because it is Unreported because it is
professionally threateningprofessionally threatening• Sometimes linked to a culture of Sometimes linked to a culture of
school violenceschool violence
Research and Best Practice Research and Best Practice Student to Teacher BullyingStudent to Teacher Bullying
• 36% of teachers reported being bullied 36% of teachers reported being bullied by students by students
(Ontario Secondary Teachers)(Ontario Secondary Teachers) • Blogging, posting, tweeting, Blogging, posting, tweeting,
cyberbullyingcyberbullying • Video recording and Internet postingVideo recording and Internet posting
Research and Best Practice Research and Best Practice Student to Teacher BullyingStudent to Teacher Bullying
• Establish support systems for new, Establish support systems for new, inexperienced teachers.inexperienced teachers.
• Mentors, frequent classroom visits, open Mentors, frequent classroom visits, open culture can help young teachersculture can help young teachers
• Student discipline training must be a priorityStudent discipline training must be a priority• Help young teachers grow and establish Help young teachers grow and establish
themselves as classroom leaders themselves as classroom leaders
Research and Best Practice Research and Best Practice Student to Teacher BullyingStudent to Teacher Bullying
Sid Citrus, Bully-Asshole Boss
http://www.sidcitrus.com/Site/Episode_1.html
ResearchResearchWorkplace BullyingWorkplace Bullying
ResearchResearchWorkplace BullyingWorkplace Bullying
• 75% of all employees had been affected by 75% of all employees had been affected by workplace bullying (Blando,2008)workplace bullying (Blando,2008)
• 13% of U.S. emplyees currently being bullied, 13% of U.S. emplyees currently being bullied, 24% have been bullied in the past (WBI-Zogby)24% have been bullied in the past (WBI-Zogby)
•Women appear to be at a greater risk 57%Women appear to be at a greater risk 57%
•Men are more likely to be bullies- 60%Men are more likely to be bullies- 60%
•Women bullies target other women- 71%Women bullies target other women- 71%
(Workplace Bullying Institute, 2007)(Workplace Bullying Institute, 2007)
ResearchResearchWorkplace BullyingWorkplace Bullying
•Race plays a roleRace plays a role•Hispanics (52.1%)Hispanics (52.1%)•African-Americans (46%)African-Americans (46%)•Whites (33.5%)Whites (33.5%)•Asian-Americans (30.6%)Asian-Americans (30.6%)•Workplace Bullying Institute (2007)Workplace Bullying Institute (2007)
ResearchResearchWorkplace BullyingWorkplace Bullying
•Health EffectsHealth Effects•StressStress•Poor Mental HealthPoor Mental Health•Poor Physical HealthPoor Physical Health•Increase of use of sick daysIncrease of use of sick days
The Project for Wellness and Work-Life The Project for Wellness and Work-Life Arizona State UniversityArizona State University
ResearchResearchWorkplace BullyingWorkplace Bullying
Witnesses of bullying suffer from:Witnesses of bullying suffer from:
• FearFear• StressStress• Emotional exhaustionEmotional exhaustion
The Project for Wellness and Work-LifeThe Project for Wellness and Work-LifeArizona State University Arizona State University
ResearchResearchWorkplace BullyingWorkplace Bullying
Financial impact:Financial impact:
•$19 Billion loss of employment due to mental $19 Billion loss of employment due to mental illness, $3 Billion drop in productivity (National illness, $3 Billion drop in productivity (National Institute of Occupational Safety Health)Institute of Occupational Safety Health)
•$1.2 Million per every 1,000 employees to $1.2 Million per every 1,000 employees to replace those bullied or witnesses to bullyingreplace those bullied or witnesses to bullying
(Rayner and Keashly, 2004)(Rayner and Keashly, 2004)
ResearchResearchWorkplace BullyingWorkplace Bullying
•False accusationsFalse accusations•Nonverbal intimidationNonverbal intimidation•Presumably uncontrollable mood swingsPresumably uncontrollable mood swings•Making up own rules then not following themMaking up own rules then not following them•Harsh and constant criticismHarsh and constant criticism•Rumors or gossipRumors or gossip•Singling out one personSingling out one person•Public displays of gross, undignified behaviorPublic displays of gross, undignified behavior•Yelling, screaming, throwing tantrumsYelling, screaming, throwing tantrums•Lying about performancesLying about performances
Workplace Bullying Institute (2007)Workplace Bullying Institute (2007)
ResearchResearchWorkplace BullyingWorkplace Bullying
Components of the Plan - Phase 1Components of the Plan - Phase 1
Professional Development PlanningProfessional Development Planning (Friend and Cook, 2007)(Friend and Cook, 2007)
• You are the plan!You are the plan!o Staff experience and expertiseStaff experience and expertiseo We all benefit from the solutionWe all benefit from the solutiono Implementation, application, and Implementation, application, and
monitoringmonitoringoYour data pointed to the problem Your data pointed to the problem
and will help guide our solutionand will help guide our solutionoSMART GoalsSMART Goals
Components of the Plan - Phase 2Components of the Plan - Phase 2
Professional Development PlanningProfessional Development Planning
• However...."best practice" is importantHowever...."best practice" is important• Content expertise brings additional Content expertise brings additional
knowledge and experienceknowledge and experience• Use of research to determine what Use of research to determine what
worksworks• Learn from others who have Learn from others who have
experienced similar issuesexperienced similar issues
Components of the Plan - Phase 3Components of the Plan - Phase 3
Professional Development PlanningProfessional Development Planning
• Post speaker small group workPost speaker small group workoApplication in the school and Application in the school and
classroomclassroomoSupport teachers as colleaguesSupport teachers as colleaguesoMonitor our workMonitor our workoRachet up accountabilityRachet up accountabilityoBegin to change the cultureBegin to change the culture
Components of the Plan - Phase 4Components of the Plan - Phase 4
Professional Development PlanningProfessional Development Planning
• Guiding taskforce with representatives Guiding taskforce with representatives from small groupsfrom small groupso Review data, report small group Review data, report small group
work, identify ongoing issues, work, identify ongoing issues, monitor progressmonitor progress
o Continue to communicate vision, Continue to communicate vision, encourage new cultural encourage new cultural expectations expectations
Components of the Plan - Phase 5Components of the Plan - Phase 5
Professional Development PlanningProfessional Development Planning
• Evaluate our workEvaluate our work • Revise and review goals and strategiesRevise and review goals and strategies • Lead the effort to establish new cultureLead the effort to establish new culture • Establish new prioritiesEstablish new priorities
Additional ResourcesAdditional Resources
The following information is included in the binder:The following information is included in the binder:
ReferencesReferencesCopies of ArticlesCopies of Articles
Internet ResourcesInternet ResourcesBob's BlogBob's Blog
Thank You!
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