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Traditional Bullying

Traditional Bullying



This presentation describes traditional bullying and the consequences that impact individuals in today\'s society.

This presentation describes traditional bullying and the consequences that impact individuals in today\'s society.



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  • Bullying should not be responded to with violence or aggression, but the situation should not be ignored either. Encourage the children who are being bullied to develop good friendships. Bullies have a more difficult time when confronting a group of people. Children should also be taught to seek an adult when confronted by a bully. As a way of helping everyone especially the parents, who find it quite hard to manage time, I found this great application which featured a safety app which gets me connected to a Safety Network or escalate my call to the nearest 911 when needed, it has other cool features that are helpful for your kids with just a press of a Panic Button. Check it here: http://www.SafeKidZone.com/
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    Traditional Bullying Traditional Bullying Presentation Transcript

      Traditional Bullying
    • What Do These People Have in Common?
    • Not only are they celebrities, but they were also victims of bullying.
      These individuals had the opportunity to become successful and share their story with others.
    • What is Bullying?
      A negative action when someone intentionally inflicts, or attempts to inflict, injury or discomfort of another.
      A student is being bullied or picked on when another student says nasty and unpleasant things to him or her.
      It is also bullying when a student is hit, kicked, threatened, locked inside a room, sent nasty notes, and when no one ever talks to him/her.
    • Who Are Bullies?
      Children who are bullies usually demonstrate a strong sense of self-esteem.
      They like to feel powerful and in control.
      They often come from homes that use physical punishment to discipline.
      Caregivers of bullies are typically uninvolved and lack warmth.
      Children who bully are often defiant toward authority figures and are apt to break the rules.
    • Bullying includes the following:
      Harm is intended.
      There is an inbalance of power.
      There is often organized and systematic abuse.
      It is reproductive, occurring over a period of time; or it is a random but serial activity carried out by someone who is feared for the behavior.
      Hurtful experiences by a victim of bullying can be external (physical) or internal (psychological).
    • Continuum of Behavior
      Physical bullying: Behavior that intentionally inflicts bodily harm (hitting, pushing, punching, kicking).
      Emotional bullying: Word or verbally orientated and includes using words to humiliate or hurt the victim (name calling, teasing, racial slurs, insults).
      Relational bullying: Bullies attempt to harm the relationships of the victims. It’s often peer oriented, which includes peer exclusion and rejection through rumors, lies, embarrassment, and manipulation. This type of bullying is closely related to emotional bullying that occurs among girls.
    • Bullying Versus Play
      The difference lies in the relationship between the bully and the victim, and the intent of interaction.
      In play, children usually do not use their physical strength, whereas the bully often does.
      Children often regroup after they play, whereas they part ways following bullying.
      Children often choose their roles and engage in role reversal (good guy, bad guy) whereas in bullying roles often remain stable.
      Victims of bullying do not voluntarily participate in activities in which there is an inbalance of power.
    • Common Bullying Locations
      Bullying does occur away from school, especially on the school bus.
      A major predictor of where bullying occurs in unsupervised and unmonitored time.
      Common locations include hallways, classrooms, restrooms, playgrounds, cafeterias, locker rooms, and bus loading zones.
    • Types of BulliesThe Aggressive Bully
      Initiates aggression
      Characterized as fearless, coercive, tough, and impulsive
      Inclinations toward violence and desire to dominate
      Shows little empathy
      Openly attacks victims
      Enjoys having control over others
      Sees victim’s behavior as provocative regardless of the victim’s intentions
      Views world through paranoid lens
      Pushing or hitting, threatening physical harm, stealing money, lunches, or materials, trapping victims in hallways or bathrooms
    • The Passive Bully
      Less common
      Tends to be dependent on the more aggressive bully
      Can be insecure and anxious
      Seeks the attention and acceptance of aggressive bully
      May value the norm of aggression and violence
      Is likely to join in if there is an indication that there is an award for bullying
      Lacks a defined social status among peers
      Is referred to as a follower
      Common behaviors are being present and supporting the aggressive bully’s actions, copying the actions of aggressive bully, using indirect methods to bully such as a name calling without the bully’s presence
    • Relational Bully
      Most common among females
      Is effective in girls’ social groups
      Often attempts to gain social status and power through the exclusion of others
      Intentionally isolates peers from social activities and events
      When upset with a peer, “gets even” by excluding the person from the peer group
      Manipulates social relationships to get something.
    • Common behaviors include:
      Spreading rumors or lies about a peer.
      Attempting to get others to dislike the peer.
      Excluding others from social activities on the playground, lunch table, or during after-school events.
      Threatens not to be friends with a peer unless the peer does what the bully wants.
    • What Do These People Have In Common?
    • ANSWER
      These individuals are victims of bullying, but unfortunately; they will not have the opportunity to share there stories with others.
      As a result of being victimized by their peers, their lives were shortened by suicide and other acts of violence.
    • Story of Carl Walker-Hoover
      • Honor Roll Student
      • Basketball Player
      • Football Player
      • Soccer Player
      • Constantly harassed by classmates. Accused him of being “gay”
      • Mother found him in his room with an extension cord around his neck
      • Carl committed suicide in 2009 at age 11
    • Impact of VictimizationEffects on the victim include:
      Decease in school performance
      Drop out
      Fear and avoidance of social situations
      Poor self-confidence/esteem
      Feelings of alienation and loneliness
      Inability to sleep
      Thoughts of or contemplated suicide
      Peer rejection
    • Types of Victims
      Most frequent
      Feel abandoned and isolated
      Feel more nervous, anxious, and insecure, and insecure than their peers
      Are cautious, sensitive, and quiet
      Often lack physical skills in comparison to bullies
      Have low self-esteem
      Display emotional outburst (crying)
      Set out to deliberately provoke the bully
      Are more active, assertive, and confident than passive victims.
      Create management problems within the classroom
      Engage in distracting behaviors that may provoke irritation and tension, resulting in negative reactions from others
      May engage in this behavior to get the attention of the rest of the class in an inappropriate attempt to gain acceptance
    • Types of Victims Cont…
      Are a higher risk of negative developmental outcomes (peer rejection and suicide)
      Are unpopular among peers but often do not suffer from low self-esteem
      May associate with bullies to increase their social status
      Often receive positive reinforcement from bullies and peers through attention
      May learn aggressive strategies by modeling the bullies’ actions and employ these tactics with their more vulnerable victims
      Frequently female
      Are usually not physically threatened or abused
      Are excluded from meaningful peer interactions and peer social activities
      Are hurt by indirect aggression in the form of social manipulation
      Are often overlooked because of indirect nature of bullying
      Are more common as children age and develop verbal skills
    • Types of Victims Cont…
      Witness the act of bullying
      Tend not to tell an authority figure for fear that they will be the bully’s next target
      Experience fear and apprehension, especially if bullying goes unpunished
      Often feels helplessness, sadness, guilt for not doing anything to stop it
      Experiences a “Catch 22” and may carry guilt for years
      Can develop “learned helplessness”
    • Victim Response to Bullying
      Avoiding or ignoring conflict
      Non-victim responses
      Avoid giving bully an emotional payoff
      Be physically and verbally assertive, not aggressive
      Do something unexpected
      Strengthen existing friendship and make new friends
    • Bullying by: By Chelsi D., Houma, LA
      The truth is simpleWe mean it allWe joke and grin but, When will it endNot one person, And not one gangWe all hate the sameAnd we are all to blameSome call it bullyingOthers say it's name callingI call it what I wish it was notIt's human nature and it will not stop.
      We criticizeWe analyzeBut do we everTurn to seeWe are all differentNever made the sameSome laugh, some point, some call namesSo who is the one to blame?The jocks, the freaks, The preps, the geeks,We all say thingsAnd later respond, that’s not what I mean
    • What Will You Do To Stop It?
      Website Information
      For more information on bullying, please visit the following websites:
      Thanks for your attention!