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SUNY Geneseo Presentation - February 4, 2013

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"Recognizing, Preventing, and Intervening with Bullying for K-12 School Staff" …

"Recognizing, Preventing, and Intervening with Bullying for K-12 School Staff"
Amanda B. Nickerson, Ph.D. | Director, Alberti Center for Bullying Abuse Prevention

Published in: Education

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  • QUOTE OR STATS ABOUT “LIFE SKILLS” OR “SOFT SKILLS” (COMMUNICATION, EMPATHY, PROBLEM-SOLVING, TEAMWORK BEING CRITICAL TO LIFE AND IMPORTANT TO EMPLOYERS??Empathy takes time, and efficiency is for things, not people.”Stephen CoveyThe most important single ingredient in the formula of success is knowing how to get along with people.”Theodore Roosevelt"Your career success in the workplace of today - independent of technical expertise - depends on the quality of your people skills." - Max Messmer (Managing Your Career for Dummies)People have been known to achieve more as a result of working with others than against them. ~ Dr. Allan FrommeA single leaf working alone provides no shade. ~ Chuck PageCommunication - the human connection - is the key to personal and career success. Paul J. Meyer
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    • 1. Recognizing, Preventing, and Intervening with Bullying for K-12 School Staff Amanda Nickerson, Ph.D. Alberti Center for Bullying Abuse Prevention | University at Buffalo alberticenter@buffalo.edu gse.buffalo.edu/alberticenter SUNY Geneseo Wipe Out Bullying February 4, 2013
    • 2. Overview Bullying  Definition & Complexity  Warning Signs Best Practices in School Bullying Prevention and Intervention  Dignity for All Students Act  School Climate  Comprehensive Efforts in Schools
    • 3. Bullying Acts of aggression intended to cause harm By a peer (or group of peers) operating from a position of strength or power Usually repeated Olweus (1978); Stopbullyingnow.gov
    • 4. Types of Bullying Physical bullying  punching, shoving, acts that hurt people (declines with age) Verbal bullying  name calling, making offensive remarks Indirect bullying  spreading rumors, excluding, ganging up Cyber bullying  willful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices Hinduja & Patchin (2009)
    • 5. Quick Bullying Facts Estimates vary WIDELY, but about 1 in 3 children and adolescents are involved in as bully, target, or both Bullying peaks in grades 4-7 Bullying is more likely to occur in less closely supervised areas (bathrooms, hallways, playground, lunch, bus, online) Both boys and girls bully, but there are some within-sex differences  Boys more likely to be direct/physical with younger, vulnerable target  Girls may engage in more subtle, indirect forms with same-age girls Cowie (2000); Nansel et al. (2001); Perry, Kusel, & Perry (1988); Skiba & Fontanini (2000)
    • 6. Bullying vs. Conflict vs. Playing Conflict: A struggle, dispute, or misunderstanding between two equal forcesPlaying: Mutually desirable interaction(positive affect, give-and-take)– rough and tumble and “playing thedozens” often mistaken for bullying
    • 7. Bullying is Complex Family School (Staff & Peers) • Bully’s family may have • School staff may be unclear rules, poor unaware or not take supervision, violence seriously • Target’s family may be • Peers are more likely to overly close, protective join in than stand up (mother-son) or not • School climate and encourage assertion norms Bully & Target Community &• Bully: Culture power/control, aggress • Exposure to violent TV ive attitude, lack of and video games empathy • Violence in community• Target: lack of • Norms of assertiveness, position Bullying competition, superiorit of weakness y, intolerance
    • 8. Warning Signs that Child May be Bullying Others  Refer to others negatively (wimp, loser)  Lack empathy  Strong need to get his or her own way  Hostile/defiant attitude  Anger easily  Deny involvement or blame others when behavior addressed
    • 9. Warning Signs that Child May be Bullied  Unexplained illnesses, cuts/bruises  Not want to go to school or be in social situations  Change in behavior  Lack of interest  Withdrawn
    • 10. Short- and Long-Term Consequences  Students who Bully  More likely to experience legal or criminal troubles as adults  Poor ability to maintain positive relationships in later life  Students who are Bullied  Loneliness, peer rejection  Desire to avoid school  Increased anxiety, depression, suicidal ideation; low self-esteem  In some cases, may respond with extreme violence (two- thirds of school shooters were victims of bullying)Andershed, Kerr, & Stattin (2001); Boivin, Hymel, & Bukowski (1995); Farrington (2009); Farrington, & Ttofi (2009, 2011);Nickeson & Slater (2009); Oliver, Hoover, & Hazler (1994); Olweus (1993); Ttofi & Farrington
    • 11. Alberti Center Slideshow Summary of Issues Moving Toward Solutions
    • 12. Best Practices in School Bullying Prevention and Intervention
    • 13. Dignity Act for All Students (NY state legislation effective July 1, 2012) “The intent of the Dignity for All Students Act (Dignity Act) is to provide all public school students with an environment free from discrimination and harassment, as well as to foster civility in public schools” – NYSED Policy (& Code of Conduct in age-appropriate language) Designated Dignity Act Coordinator in each school Instruction for students (K-12; excludes charter) on civility and prohibition of harassment or bullying of protected classes School employee training Annual reporting
    • 14. Guiding Principles for Positive School Climate  Reflect on your use of power in relationships  Treat students the way you want them to treat each other  Help all students look valuable in their classmates’ eyes  Take action when bullying is observed or reported to you  Accept the person, but do not accept the bullying behavior “People will forget what you said, people will forget what you did, but people will never forget how you made them feel.” Maya Angelou Dillon (2012); Morrison & Marachi (2011)
    • 15. Teach Increase Social, Emotion Awareness & al, & Behavioral Supervision Skills Whole-School Respond Along Anti-Bullying Continuum Policy BullyingCollect and Use Data Prevention Include Parents in Schools Hazler & Carney (2012); Rigby (2000); Ttofi & Farrington (2011); Swearer, Espelage, & Napolitan (2009)
    • 16. Collect and Use Data Bullying happens in larger school context  Examine issues, strengths, & needs in your setting  Use data to inform and continually improve  Resource: CDC Measures of Bullying Victimization, Perpetration and Bystander Experiences  http://www.cdc.gov/violenceprevention/pub/measu ring_bullying.html
    • 17. Develop & Implement Anti-Bullying Policy  Definition of bullying  Statement about expected behaviors and prohibitions  Reporting procedure (consider anonymous procedures)  Investigation and disciplinary actions  Continuum of logical consequences and interventions  Training and prevention procedures  Assistance and support for target  Resource: Dignity Act website www.p12.nysed.gov/dignityact/
    • 18. Teach & Reinforce Social, Emotional, and Behavioral Skills Positive Behavioral Interventions and Supports  www.pbis.org Social-Emotional Learning  CASEL Guide to Preschool & Elementary School Programs  http://casel.org/guide/ Schoolwide Bullying Prevention Programs  Alberti Center Guide to School-Wide Bullying Prevention Programs  gse.buffalo.edu/alberticenter/publications/materials
    • 19. Programs Included in the GuideAl’s Pals: Kids Making Healthy ChoicesBully BustersBullying Prevention in Positive Behavioral Intervention and SupportBullying-Proofing Your SchoolCreating a Safe SchoolGet Real About ViolenceOlweus Bullying Prevention ProgramSecond Step: A Violence Prevention CurriculumSteps to Respect: A Bullying Prevention Program
    • 20. Increase Awareness and Supervision  Learn facts and strategies about bullying  Resources: Education.com www.education.com/topic/school-bullying-teasing/ Stop Bullying.gov www.stopbullying.gov Alberti Center for Bullying Abuse Prevention www.gse.buffalo.edu/alberticenter Cyberbullying Research Center http://www.cyberbullying.us/
    • 21. Visit gse.buffalo.edu/alberticenterfor other resources
    • 22. Sample multi-media to use with adolescents (with a LOL break)
    • 23. Respond Along Continuum Name the specific behavior and why it is not acceptable  Make teachable moment (include bystanders)  Apply consequences then and there if clear violation (be sensitive to humiliation and possible retaliation) Conduct investigation to gather facts (if necessary) and document Focus on positive and constructive change  Progressive discipline (reparation, loss of privilege, increased supervision, parent contact, counseling)  Intervention plan based on function of behavior (Swearer Target Bullying Intervention) for repeated instances  Follow-up privately with target to provide support
    • 24. Example of Individual Response to Bullying
    • 25. Communicating with Parents Be timely with communication! Focus on the behavior (not the person) Avoid blaming or judging (expect denial) Emphasize how this type of behavior can be a problem for their child, the other person, and the school environment Inform parent about school response Work together to help child behave in other ways
    • 26. Teach Students to be Upstanders Most bullying happens when peers are present (and adults are not) – create a culture that is not consistent with bullying Specific strategies  Don’t join in… speak up if it is safe to do so  Band together as a group against bullies  Tell an adult about the bullying  Tattling/ratting = telling an adult to get someone in trouble  Telling/reporting = telling an adult because someone’s behavior is unsafe or hurtful to another Reach out to isolated peers, offer support
    • 27. Visit us at gse.buffalo.edu/alberticenter Thank you for your interest and attention!