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  • 1. Bullying in Schools
    Click here
    © J.A. Gilmer CJS 380
  • 2. WHAT CJS 380 RECOMMENDED
  • 3. In the News
    President Obama & the First Lady: Conference on Bullying Prevention
    The President and First Lady Michelle Obama discuss how we can all work together to end bullying as an accepted practice and create a safer environment for our kids to grow up in.
    White House Conference on Bullying Prevention materials
    Legislature Spotlights Bullying in Schools
    Texas: currently more than 15 antibullying bills filed in the Legislature this session
    Schools are failing to keep students safe
    Justice Department's Civil Rights Division and the U.S. Attorney's Office recently reached an agreement with the School District of Philadelphia to address reports of severe, pervasive bullying of Asian American students at South Philadelphia High School
    Watch video here
  • 4. The Problem
    Bullying – in general [from POP Guide No. 12 (2002)]
    Is widespread and perhaps the most underreported safety problem on American school campuses
    10 to 29 percent of students reported to be either bullies or victims
    Has long-lasting harmful effects, for both the victim and the bully
    Occurs more often at school than on the way to and from.
    Occurs most frequently during elementary school, and slightly less often in middle schools.
  • 5. What Constitutes Bullying
    Bullying has two key components:
    repeated harmful acts
    an imbalance of power
    Bullying behaviors includes assault, tripping, intimidation, rumor-spreading and isolation, demands for money, destruction of property, theft of valued possessions, destruction of another's work, and name-calling.
    Also sexual harassment ostracism based on perceived sexual orientation; and hazing.
  • 6. Reluctance To Report
    Most students do not report bullying to adults
    Teachers may underestimate extent of bullying and can identify only a portion of the actual bullies
    Reasons for underreporting
    Fear retaliation
    Victims feel ashamed
    Believe teachers won’t intervene or confidence that things will change if they do
    Believe telling parents or teaches will make matters worse
    Don’t want to be a snitch
  • 7. Student-witness role central in creating bullying opportunities
    In each bullying act, there is:
    a victim
    the ringleader bully
    assistant bullies (join in)
    reinforcers (provide an audience or laugh with or encourage the bully)
    outsiders (stay away or take no sides), and
    defenders (step in, stick up for or comfort the victim)
  • 8. Bullying Behavior
    More often at school than on the way to/from
    Boys are more likely to bully than girls
    Boys bully both boys and girls
    Tend to rely on physical aggression (direct bullying);
    Girl bullies
    Mainly bully girls
    Often use teasing, rumor-spreading, exclusion, and social isolation (indirect bullying)
    Bullies have other peers involved about half the time
    Racial/religious bullying about 25%, 8% frequently
  • 9. Characteristics of Bullies
    Aggressive (parents physically punish/violent)
    Dominant (with low empathy)
    Slightly below average in intelligence and reading ability (by middle school)
    At least of average popularity (most studies)
    Poor social skills (compensation)
    Young bullies tend to remain bullies, without appropriate intervention
  • 10. Incidents of Bullying
    Occurs most often where adult supervision is low or absent:
    In schoolyards, cafeterias, bathrooms, hallways, on busses
    Classroom bullying may have more to do with the classroom management techniques a teacher uses
    Cyber-bullies can operate anonymously and harm a wide audience
  • 11. Victims of Bullying
    Most victims in the same class or year as bully
    30% bully is older; 10% bully is younger
    Victims often (not always)
    smaller and weaker than their peers
    Nonassertive, socially incompetent
    Having friends reduces chance of victimization
    Chronic victims: 6% of 10% of school age children
  • 12. Consequences of Bullying
    Psychological and/or physical distress
    Chronic absence, low concentration
    Low self-esteem, can lead to depression
    Physical health problems for chronic victims
  • 13. Effective Strategies: General
  • 14. Specific Responses
  • 15. Specific Responses
  • 16. Operation Mullion (Tilley Award Winner) Hampshire Constabulary
    Link to full report
    Reducing Anti-Social Behaviour and Crime in and around Mayfield School
    Issue 1 Assaults / Bullying within school
    The partnerships biggest concern, especially in the light of media publicity, was bullying. Over a 2-year period assaults within Mayfield reported to police had increased from 4 to 18 a year. All occurred during school hours and 17 were student on student related. The culture in the school between students appeared to be that bullying was accepted. A majority of the incidents reported were as a result of retaliation between students for some misunderstanding or confusion or tended to be related to long-term arguments. As bullying had become accepted within the society as the “norm,” many more incidents were occurring and going unreported due to a lack of confidence in the situation being managed effectively. Belief created an environment that allowed a bullying culture to flourish.
    The Underlying Causes appeared to be:
    • Bullying between children and acceptance of this as the norm.
    • 17. Lack of confidence in school reporting procedures.
    • 18. Lack of appropriate rule setting.
  • Partnership Response
    Best Practice in dealing with bullying is already in place … were analysedand in partnership consultation, a suitable Policy was drawn up by the school. This policy was then implemented by:
    • Advertising a “No Bullying Campaign” throughout the School.
    • 19. Postersin corridors with names and contact details of key individuals.
    • 20. Information available on the School website.
    • 21. Adopting a Multi-agency approach to dealing with incidents.
    • 22. Students encouraged to reportbullying.
    • 23. Counsellingservices for perpetrators.
    • 24. Appropriate rule setting, set up and maintained.
    • 25. Mentorsutilised from existing school council and support put in place for victims.
    This had a profound effect on the reporting of incidents. The confidence of the students in the School processes and the Police improved. Reporting of incidents rose dramatically and with it our relationship with the students blossomed. We became an intrinsic part of the procedures of discipline. The school invited us to case conferences and re-integration meetings to work with individual students. This role has developed and we are now regularly involved in many of these situations. It also became accepted that Police were visiting the school to work with staff and students, and the students became more receptive to us.
  • 26. Assessment
    Overall crime in Mayfield School reduced
    36% savings of in cost police investigations of school crime (£4800)
    Reported assaults increased by 100% in first year of program
    Staff and students interviews revealed that students appeared to trust and understand the systems available
    Reduced in following year to below pre-program levels
  • 27. HOW DID WE DO? WHAT WOULD YOU CHANGE?