The School Bully

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Colleagues partnered on this Power Point on School Bullying

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  • Bullying has always been a tremendous concern for me takes all kinds of forms-sometimes it can be hard to recognize it. That is why we parents are here to safeguard and help our children against bullying by creating an environment that helps your child build friendships towards others. 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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The School Bully

  1. 1. Our School District
  2. 2. Staff Development 2009 Session One
  3. 3. THE BULLY
  4. 4. Have you witnessed BULLYING behavior?
  5. 5. There are several types of BULLYING Relationships
  6. 6. Student to Student
  7. 7. Teacher to Student
  8. 8. Student to Teacher
  9. 9. Workplace
  10. 10. CYBER BULLYING is growing
  11. 11. BB The National Youth Violence Prevention Resource Center Reports
  12. 12. 5.7 million students are involved as a BULLY or target of BULLYING
  13. 13. In a recent national survey of students grade 6-10
  14. 14. 13% reported being a target of BULLYING
  15. 15. YY BULLYING is most likely to occur
  16. 16. In schools that lack adult supervision during breaks
  17. 17. YY Where rules against BULLYING are not consistently enforced
  18. 18. INGING And where teachers and students are indifferent to BULLYING behavior
  19. 19. The 3rd highest rate of school BULLYING in the U.S.
  20. 20. ILLINOIS
  21. 21. The American Justice Department reports this month
  22. 22. YY 1 out of every 4 youth
  23. 23. YY Will be abused by another student
  24. 24. 1 of 5 students
  25. 25. Admit to being a BULLY
  26. 26. 8% of students
  27. 27. YY Deal with their fear of BULLIES
  28. 28. INGING By missing 1 day of class per month
  29. 29. BULLYING isn’t a problem
  30. 30. That one TEACHER can resolve
  31. 31. That one SCHOOL can resolve
  32. 32. An integrated effort by SCHOOL and COMMUNITY is required for results
  33. 33. BULLYING is a worldwide problem
  34. 34. We can learn from the WORLD Community but our LOCAL Community must work with us
  35. 35. 44 Let’s work TOGETHER to UNDERSTAND and ELIMINATE this problem in our school district
  36. 36. YY THE BULLY
  37. 37. Professional DevelopmentProfessional Development PlanningPlanning Bullying in our SchoolBullying in our School
  38. 38. Group WorkGroup Work See the handout in your binder
  39. 39. ResearchResearch Student 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)
  40. 40. ResearchResearch 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 of160,000 students skipped school for fear of being bulliedbeing bullied • Teasing, being bullied, and rejection tops theTeasing, 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)
  41. 41. ResearchResearch 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 endThe Bullied- The person on the receiving end of the bullyingof the bullying • The Bystander- The person who sees the actThe Bystander- The person who sees the act and decides to act or notand decides to act or not (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
  42. 42. ResearchResearch 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 doResearch shows that they do what they do because of how they were treatedbecause of how they were treated (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
  43. 43. ResearchResearch 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 abusivebelittling, racist slurs, sexually abusive remarksremarks (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
  44. 44. ResearchResearch 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 ofThis type of bullying is the most troublesome of them all because it may lead to the bullythem all because it may lead to the bully becoming an adult criminalbecoming an adult criminal (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
  45. 45. ResearchResearch Student 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-esteem ofObjective is to destroy the self-esteem of the bulliedthe bullied –Ignore, isolate, exclude, taunt, gossip,Ignore, isolate, exclude, taunt, gossip, writing notes, rumorswriting notes, rumors (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
  46. 46. ResearchResearch Student to StudentStudent to Student Studies have shown that anyone can be aStudies have shown that anyone can be a target and that over time thosetarget and that over time those targeted change:targeted change: EmotionallyEmotionally PhysicallyPhysically --Will become frail and insecure or bulliesWill become frail and insecure or bullies (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
  47. 47. ResearchResearch Student to StudentStudent to Student BullycideBullycide ColumbineColumbine (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
  48. 48. ResearchResearch Student to StudentStudent to Student The BystanderThe Bystander Ommission and commisionOmmission and commision These individuals have abandonded ethicalThese individuals have abandonded ethical and moral resposiblityand moral resposiblity (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
  49. 49. Best PracticesBest Practices Student to StudentStudent to Student Olweus ModelOlweus Model Four Step ApproachFour Step Approach Our Professional Development Plan uses thisOur Professional Development Plan uses this frameworkframework (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
  50. 50. Best PracticesBest Practices Student to StudentStudent to Student Olweus ModelOlweus Model Step One:Step One: Create an environment in which childrenCreate an environment in which children and adults feel secure to help both theand adults feel secure to help both the bullied and bully by tellingbullied and bully by telling (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
  51. 51. Best PracticesBest Practices Student to StudentStudent to Student Olweus ModelOlweus Model Step Two:Step Two: Replace the age old mentality of fight them orReplace the age old mentality of fight them or ignore them with new dialogue that engagesignore them with new dialogue that engages the bully and forces the individual to deal withthe bully and forces the individual to deal with his interpersonal behaviors and skills in ahis interpersonal behaviors and skills in a meaningful waymeaningful way (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
  52. 52. Best PracticesBest Practices Student to StudentStudent to Student Olweus ModelOlweus Model Step Three:Step Three: Teach effective self managing/ angerTeach effective self managing/ anger management techniques to children and adultsmanagement techniques to children and adults (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
  53. 53. Best PracticesBest Practices Student to StudentStudent to Student Olweus ModelOlweus Model Step Four:Step Four: Provide empathy training for children andProvide empathy training for children and adultsadults (Levinson & Levinson, 2005)(Levinson & Levinson, 2005)
  54. 54. Best PracticesBest Practices Student to StudentStudent to Student Positive Behavior Intervention SupportsPositive Behavior Intervention Supports Respect EducationRespect Education Respect EnvironmentRespect Environment Respect EveryoneRespect Everyone Creating cool toolsCreating cool tools (PBIS, 2008)(PBIS, 2008)
  55. 55. Best PracticesBest Practices Student to StudentStudent to Student Character CountsCharacter Counts 1.1.TrustworthinessTrustworthiness 2.2.RespectRespect 3.3.ResponsibilityResponsibility 4.4.FairnessFairness 5.5.CaringCaring 6.6.CitizenshipCitizenship (charactercounts.org/sixpillars.html, 2008)(charactercounts.org/sixpillars.html, 2008)
  56. 56. THE FACULTY BULLYTHE FACULTY BULLY ResearchResearch Teacher to StudentTeacher to Student
  57. 57. • WhatWhat • WhyWhy • Cost to StudentCost to Student ResearchResearch Teacher to StudentTeacher to Student
  58. 58. • WhatWhat • WhyWhy • Cost to StudentCost to Student • Climate AssessmentClimate Assessment • Solution FindingSolution Finding ResearchResearch Teacher to StudentTeacher to Student
  59. 59. TARGET?TARGET? (2005 Atlanta National Bullying Prevention(2005 Atlanta National Bullying Prevention Conference)Conference) • ½ student reported teacher½ student reported teacher bullied whole classbullied whole class • ½ students reported teacher½ students reported teacher bullied 1-2 studentsbullied 1-2 students Whole class= crazy teacherWhole class= crazy teacher Sole Target= something wrong w/ meSole Target= something wrong w/ me ResearchResearch Teacher to StudentTeacher to Student
  60. 60. Negative Pedagogy . . .Negative Pedagogy . . . Areas: Coercive misuse of powerAreas: Coercive misuse of power 1. discipline and student relationships1. discipline and student relationships 2. evaluation2. evaluation 3. student grouping3. student grouping 4. classroom/school procedures & rules4. classroom/school procedures & rules 5. instructional practices5. instructional practices 6. physical plant/resources6. physical plant/resources PAUL & SMITH (2002)PAUL & SMITH (2002) ResearchResearch Teacher to StudentTeacher to Student
  61. 61. 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 ResearchResearch Teacher to StudentTeacher to Student
  62. 62. SOLUTION?SOLUTION? • CODE OF CONDUCT FORCODE OF CONDUCT FOR STAFFSTAFF • REPORTING SYSTEM NOREPORTING SYSTEM NO REPRISALSREPRISALS • PEER GUIDANCE CODEPEER GUIDANCE CODE PHRASEPHRASE • PERIODIC CLIMATEPERIODIC CLIMATE SURVEYSSURVEYS ResearchResearch Teacher to StudentTeacher to Student
  63. 63. 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 ResearchResearch Teacher to StudentTeacher to Student
  64. 64. THE STUDENT TOTHE STUDENT TO TEACHERTEACHER BULLYBULLY ResearchResearch Student to TeacherStudent to Teacher
  65. 65. Research and Best PracticeResearch 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 behaviorOften misrepresented as threatening behavior or other student discipline issuesor other student discipline issues •Teacher victims are mostly inexperienced andTeacher victims are mostly inexperienced and femalefemale
  66. 66. Usually results from the following:Usually results from the following: • Uncomfortable in the teacherUncomfortable in the teacher leadership roleleadership role • Unprepared for the challenges ofUnprepared for the challenges of student disciplinestudent discipline • Unreported because it isUnreported because it is professionally threateningprofessionally threatening • Sometimes linked to a culture ofSometimes linked to a culture of school violenceschool violence Research and Best PracticeResearch and Best Practice Student to Teacher BullyingStudent to Teacher Bullying
  67. 67. • 36% of teachers reported being bullied36% of teachers reported being bullied by studentsby 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 PracticeResearch and Best Practice Student to Teacher BullyingStudent to Teacher Bullying
  68. 68. • Establish support systems for new,Establish support systems for new, inexperienced teachers.inexperienced teachers. • Mentors, frequent classroom visits, openMentors, 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 establishHelp young teachers grow and establish themselves as classroom leadersthemselves as classroom leaders Research and Best PracticeResearch and Best Practice Student to Teacher BullyingStudent to Teacher Bullying
  69. 69. Sid Citrus, Bully-Asshole Boss http://www.sidcitrus.com/Site/Episode_1.html ResearchResearch Workplace BullyingWorkplace Bullying
  70. 70. ResearchResearch Workplace BullyingWorkplace Bullying • 75% of all employees had been affected by75% 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)
  71. 71. •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) ResearchResearch Workplace BullyingWorkplace Bullying
  72. 72. •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) ResearchResearch Workplace BullyingWorkplace Bullying
  73. 73. •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-LifeThe Project for Wellness and Work-Life Arizona State UniversityArizona State University ResearchResearch Workplace BullyingWorkplace Bullying
  74. 74. 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-Life Arizona State UniversityArizona State University ResearchResearch Workplace BullyingWorkplace Bullying
  75. 75. 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 (Nationalillness, $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) ResearchResearch Workplace BullyingWorkplace Bullying
  76. 76. •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) ResearchResearch Workplace BullyingWorkplace Bullying
  77. 77. 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 expertise o We all benefit from the solutionWe all benefit from the solution o Implementation, application, andImplementation, application, and monitoringmonitoring oYour data pointed to the problemYour data pointed to the problem and will help guide our solutionand will help guide our solution oSMART GoalsSMART Goals
  78. 78. 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 additionalContent expertise brings additional knowledge and experienceknowledge and experience • Use of research to determine whatUse of research to determine what worksworks • Learn from others who haveLearn from others who have experienced similar issuesexperienced similar issues
  79. 79. Components of the Plan - Phase 3Components of the Plan - Phase 3 Professional Development PlanningProfessional Development Planning • Post speaker small group workPost speaker small group work oApplication in the school andApplication in the school and classroomclassroom oSupport teachers as colleaguesSupport teachers as colleagues oMonitor our workMonitor our work oRachet up accountabilityRachet up accountability oBegin to change the cultureBegin to change the culture
  80. 80. Components of the Plan - Phase 4Components of the Plan - Phase 4 Professional Development PlanningProfessional Development Planning • Guiding taskforce with representativesGuiding taskforce with representatives from small groupsfrom small groups o Review data, report small groupReview 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 culturalencourage new cultural expectationsexpectations
  81. 81. 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
  82. 82. Additional ResourcesAdditional Resources The following information is included in the binder:The following information is included in the binder: ReferencesReferences Copies of ArticlesCopies of Articles Internet ResourcesInternet Resources Bob's BlogBob's Blog
  83. 83. Thank You!

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