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Bullying and Cyberbullying


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  • The best and most obvious way to stop bullying in schools is for parents to change the way they parent their children at home. Of course, this is much easier said than done and everyone parents their children differently. Bullies, however, come from homes where physical punishment is used and children have been taught that physical violence is the way to handle problems and “get their way.” And in line with this, let’s not ignore the security of these children especially when they are at school. Therefore, you may check this site that will make your simple mobile phones to be transformed as your safety mobile savior. Try to check it here:
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  • 121 Bullying proofing schools
  • -Bystanders: safety and social acceptance
  • Transcript

    • 1. Bullying and Cyber Bullying in America’s Middle Schools: The Perspectives of Teachers and Intervention Processes Monica Lee CI 583
        • Observations show an average of more than two bullying episodes occurring every hour within classrooms (Craig, Pepler, & Atlas, 2000).
        • It has been proven that bullying can effect class participation and academics along with social and psychological issues of students and middle-school aged children.
      • This research project was conducted to determine and examine the current state of bullying in schools and on the internet, the psychological effects, and intervention programs and this study classifies students and focuses on middle-school grade levels.
      • The goal of this research is to:
      • Determine how often bullying occur in the classroom on a daily basis
      • Determine how teachers react to the bullying to prevent it
      • Discover intervention programs that are currently in place and their effectiveness
      • Understand the short- and long-term effects of bullying in sixth, seventh, and eighth grade
        • Social and psychological
      • Foundational Research
      • Bullies and Targets
      • Intervention and Prevention
      • Effects of Bullying
      • Click here to view a CBS video on Cyberbullying
    • 7. Foundational Research What is bullying?
      • A widespread problem
        • Alters opportunities to learn
        • Disrupts collective connections among students
        • Eliminates constructive value in the classroom
      • Definition
        • Intentional aggressive process that involves using unequal power to cause harm
        • The need to gain control over another, (Milsom, A., & Gallo, L., 2006). 
    • 8. Foundational Research What is bullying? Cont’d
      • Bullying can begin in many different places with many different resources
        • Internet, classroom, social settings outside of school
      • Bullies develop and emerge within groups of students
        • Starts with teasing and issues many see as “harmless”
    • 9. Foundational Research Types of Bullying
    • 10. Bullies and Targets
      • Perception of bullies from students and staff members (Bradshaw, Sawyer, and O’Brennan, 2007).
        • Popular with other students
        • Feared by other students
        • Disliked by other students
    • 11. Bullies and Targets Cont’d
      • Why are some students targeted?
        • Race, grades, gifted students, and quieter students tend to be more vulnerable (Milsom & Gallo, 2006).
    • 12. Bullies and Targets
    • 13. Intervention Processes
      • What are school districts doing to eliminate bullying?
        • Environmental Intervention: bullying policies and procedures set up by the school to protect students
          • Prepare instruction to develop strategies to deal with bullying
        • Professional development on bullying intervention for all staff members
        • Click here to read an article regarding the parent's support in preventing bullying!
    • 14. Intervention Processes Cont’d
      • Focus on bystanders (Davis & Davis, 2007)
        • Awareness, empathy, action
        • Supporters for the bully and the bullied
        • Implications for bystanders
      • Change requires action from teachers, school officials, and bystanders (Hazler, et. al., 2000).
    • 15. Effects of Bullying
      • Psychological Effects
        • Long-term effects
      • Social Effects
        • Misunderstanding of social environments
        • Lack of knowledge of how to interact with others
        • Sensitivity
        • Perceptions of safety in school, (White & Loeber, n.d.)
      • Physical Effects
        • Body dismorphia
    • 16. Effects of Bullying Cont’d
      • Psychological Distress
        • Feelings that can occur from bullying:
          • Isolation from poor peer relationships and detachment from family
            • Bullies isolate victims in order to keep bystanders from intervening
          • Dehumanization
            • Slanderous, impersonal nicknames to enemies
            • Creates lower self-esteem
          • Exclusion is like isolation
            • Exclusion is caused by others, where as isolation is a reaction of the victim
    • 17. Effects of Bullying Cont’d
      • Social Effects
        • Isolation
        • Exclusion
        • Lack of social skills
        • Paranoia
    • 18. Effects of Bullying Cont’d
      • Physical Effects
        • Weight gain
        • Weight loss
        • Damage to one’s self
        • Suicide
      • Cyberbullying effects
        • Invasion of privacy
        • Reputation damage
    • 20. CONCLUSION
      • Bullying is a major problem.
      • Bullying must be addressed.
      • There are short- and long-term negative effects of bullying.
      • Teacher training must be done to create intervention processes within schools.
      • Bradshaw, C.P., Sawyer, A.L., & O’Brenna, L.M., (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361-382.
      • Craig, W.M., Pepler, D.J., & Atlas, R. (2000). Observations of bullying on the playground and in the classroom. School Psychology International, 21, 22-36.
      • Davis, S. & Davis, J. (2007). Empowering bystanders in bullying prevention. Illinios: Research Press
      • Frey, K.S., Hirschstein, M.K, Edstrom, L.V., & Snell, J.L. (2009). Observed reductions in school bullying, nonbullying aggression, and destructive bystander behavior: A longitudinal evaluation. Journal of Educational Psychology, 101(2), 446-481.
      • Hazler, R.J., & Carney, J.V., (2000). When victims turn aggressors: Factors in the development of deadly school violence. Professional School Counseling, 4(2), 105-112
      • Milsom, A., & Gallo, L. (2006).  Bullying in middle schools: prevention and intervention. Middle School Journal . Retrieved from
      • Swearer, S.M., & Espelage D.L. (2004). A social-ecological framework of bullying among youth. In D.L. Espelage & S.M. Swearer (Eds.), Bullying in American schools: A social-ecological perspective on prevention and intervention, 1-12. New Jersey: Erlbaum.
      • Willard, N. (2007). Cyberbullying and cyberthreats: Responding to the challenge of online social aggression, threats, and distress. Illinois: Research Press.
      • White, N., & Loeber, R. (n.d.). Bullying and special education as predictors of serious delinquency. Journal of Research in Crime and Delinquency . Retrieved from