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  • Best counseling come from parents who should take responsibility in teaching their kids about the consequences of bullying. As a mother of my 9 year-old daughter, I always strive my best to always get an eye of her activities amidst my hectic schedule at work. I've been reading articles that talk about ways in helping kids against bullying, and luckily, I read something about a safety app for kids, you can check it here: http://www.SafeKidZone.com/
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  • Very useful tool! Thanks!
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Bullying Powerpoint Bullying Powerpoint Presentation Transcript

  • Respect, Responsibility, and Relationships Capital School District Bullying Prevention Program Lynn R. Widdowson Tonya Guinn
  • Framework: Olweus Bullying Prevention Program
    • Model used for the state law, and consequently, model for our district policy (Bullying Prevention 700-31)
    • Multi-level components
      • School wide
      • Classroom
      • Individual/small group
      • Parent/Community
    • Core Principles necessary for school-wide implementation:
      • Warmth, positive interest, and involvement by adults (building positive relationships)
      • Adults who function as authorities and positive role models
      • Firm limits to unacceptable behavior
      • Consistent use of nonphysical, non-hostile negative consequences when rules are broken
  • Expectations to be taught and practiced:
    • We will act respect fully toward all individuals.
    • We will not bully others.
    • We will try to help anyone who is bullied.
    • We will try to include anyone who is left out.
    • If we know that somebody is being bullied, we will tell an adult who can help.
    • We are all responsible to make our school a safe place to work and learn.
  • Key Points of Olweus Framework
    • Everyone in the school must share the responsibility of improving school climate and eliminating bullying behavior.
    • Bullying awareness, identification of bullying behaviors, recognition of negative impacts, actions to be taken must be taught and discussed regularly.
    • Interventions should precede punitive measures whenever possible.
  • BULLYING What And How Serious Is It?
  • What? Who? When? Why? How? Where? Bullying
  • “ Bullying . . .” A student is being bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more students.
  • Bullying implies an imbalance in power or strength. The student who is bullied has difficulty defending himself/herself. © The Olweus Bullying Prevention Group, 2001
  • Bullying “Hot Spots”
    • Restroom
    • Cafeteria Lunch
    • Playground/Recess
    • Hallways/Transition Lines
    • Classroom when teacher is absent
    The Olweus Bullying Prevention Group 2001
  • What’s Your Bullying I.Q.? And now a quiz…
  • Direct Bullying
    • Physical
    • Verbal
    • Non-verbal
    • Hitting, kicking, shoving, spitting . . .
    • Taunting, teasing, racial slurs, verbal sexual harassment
    • Threatening, obscene gestures
  • Indirect Bullying
    • Physical
    • Verbal
    • Non-verbal
    • Getting another person to assault someone
    • Spreading rumors
    • Deliberate exclusion from a group or activity
  • Rough Play vs. Bullying
    • Relationship among parties
    • Facial expressions and general atmosphere
    • Balance of power
    • Intention
  • Who Are Children That Bully?
    • Have more positive attitudes toward violence than peers
    • Have quick tempers, are easily frustrated
    • Have difficulty conforming to rules
    • Are stronger than their peers (boys)
  • Children Who Bully cont .
    • Appear tough, show little compassion for victims
    • Aggressive to adults
    • Good at talking themselves out of situation (manipulative)
  • Why do children bully?
    • Like to dominate others in a
    • negative way
    • Gain satisfaction from inflicting
    • injury and suffering
    • Receive “rewards” by bullying
    • others (prestige, possessions)
  • Who are children who are bullied?
    • Passive Targets
    • Quiet, cautious, sensitive, cries easily
    • Insecure, have little confidence and self
    • esteem
    • May be shy and lack social skills
    • Do not encourage the attach
    • Don’t think adults will help
    • Rarely tell
    • Find it easier to associate with adults than
  • Provocative Target
    • Irks adults as much as peers
    • Evoke negative feelings in everyone, not just bullies
    • May be hyperactive
    • Have aggressive reaction pattern-fight back unsuccessful
    • May try to bully weaker students
  • Bullying Effects Everyone :
    • Victims
    • Bullies
    • Bystanders
    © The Olweus Bullying Prevention Group, 2001
  • Short-Term Effects of Being Bullied
    • Lower self-esteem
    • Illness
    • Absenteeism
    • Depression & anxiety
    • Thoughts of suicide
  • Brian Head - Video
  • Lasting Effects
    • Lower self-esteem
    • Higher rates of depression
    • Suicide
  • Bullies and Bullying Behavior
    • Often part of a conduct- disordered behavior pattern
    • This pattern may continue into young adulthood
    • Olweus study: Bullies were 4 times as likely to have 3 or more convictions by age 24
    © The Olweus Bullying Prevention Group, 2001
  • Effects on Bystanders
    • Feel afraid
    • Feel powerless to change things
    • Feel guilty
    • Feel diminished empathy for victims
    © The Olweus Bullying Prevention Group, 2001
  • Effects of Bullying on School Climate
    • Interferes with student learning
    • Creates a climate of fear and disrespect
    • Students may perceive lack of control/caring
    © The Olweus Bullying Prevention Group, 2001
  • Prevalence of Bullying
    • National sample of 15,600 students, grade 6-10
    • 19% reported bullying others “sometimes” or more often;
    • 17% reported being bullied “sometimes” or more often; and
    • 6.3% reported bullying and being bullied. (Nansel et al. 2001)
  • Gender Plays a Role
    • Boys are more likely to bully others.
    • Girls and boys bully differently.
    • Both boys and girls engage in frequent verbal bullying.
    • Girls are more likely to bully by exclusion.
    • Boys are more likely to use physical actions.
  • Reporting of Victimization
    • Many children do not report bullying to school staff
    • Older students and boys are less likely than younger students and girls to report their victimization.
  • Bullies Can Change
    • Bullying behaviors and victimization experiences are relatively stable over time if there is no intervention.
    • BUT, appropriate intervention can change behaviors.
    © The Olweus Bullying Prevention Group, 2001
  • Implementation Plan
    • Two schools – South and William Henry served as pilot schools with official Olweus training.
    • All other schools will implement at least the following:
      • School-wide Trainings
      • Integration of common language and expectations into school climate program (PBS, other)
      • Classroom Lessons (6-8 20 to 30 minute lessons)
      • Counselor’s activities by team, classroom, or grade level
      • Interventions for targets, bullies, and bystanders
  • HOW WELL DID YOU DO?
    • Quiz results are all false!!!!!!!
    • Any questions check resource list
    • DOE web site:www.doe.state.de.us/programs/climate
    • Lynn or Tonya
  •