Bullying and its effects on students with Learning Difficulties- how we can help copy
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Bullying and its effects on students with Learning Difficulties- how we can help copy






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  • A part of the victim <br /> Not seeking power or attention Seeking power or control <br /> Not trying to get something Trying to gain material things or power <br /> Remorseful - takes responsibility No remorse - blames victim <br /> Effort to solve the problem No effort to solve the problem <br /> Why Focus on Bullying? <br /> Given the rising concern about violent crime among youth, parents, schools, and communities are concerned about reducing &quot;bullying&quot; behaviors because: <br /> Persistent bullying can leave long-term scars (e.g., low self-esteem, depression) on victims. Some victims of bullying may turn to violent means of retaliation. Some severely bullied victims have tried suicide as a means to escape their tormentors. <br /> Students who bully others are especially likely to engage in other antisocial and delinquent behaviors such as vandalism, shoplifting, truancy, and illicit drug use. This antisocial behavior pattern often will continue into young adulthood. <br /> Bullying may contribute to a negative school social climate that is not conducive to good social relationships or learning. Everyone is affected by bullying, even those not directly involved in the conflict. Youth who are &quot;bystanders&quot; often watch bullying but don&apos;t intervene, because they don&apos;t know what to do and may fear retaliation from the bully. <br /> Bullying is a widespread problem among school children. Surveys of 4th-6th graders in several states indicate that 25 percent of all children had been bullied at least &quot;several times&quot; within a two-month period; about 10 percent had been bullied at least once per week. One in five (20 percent) children reported having taken part in bullying other students at least &quot;several times&quot; within the last two months. <br />
  • I feel depressed and lonely and getting much more headaches&quot; <br /> &quot; Makes me feel bad about myself&quot; <br /> &quot;Feeling sick every morning about going to school because of bullying&quot; <br /> &quot;I&apos;ve felt dizzy like I was going to faint or something&quot; <br />
  • Name0ca <br />
  • subgroup <br /> passive bullies: <br /> members of a group builds its strength on harassing vulnerable children who are not members of their group. <br /> -may or may not be malicious in intent <br /> -reassure themselves no harm <br /> -follow actions of the main bully <br />
  • Withdrawal or acting out---IN DAS CLASS <br />
  • Listen <br /> Teach them STRATEGIES to deal with bullying <br /> Build up their Self-esteem <br /> Report & Refer <br />
  • Listen <br /> Teach them STRATEGIES to deal with bullying <br /> Build up their Self-esteem <br /> Report & Refer <br />
  • verbal/lingustic <br /> math/logical <br /> spatial <br /> musical <br /> bodily/kinesthestic <br /> interpersonal <br />
  • http://www.ncld.org/parents-child-disabilities/bullying/truth-about-bullying-ld <br /> http://www.bullying.co.uk/advice/disability <br /> http://kidshealth.org/parent/emotions/behavior/bullies.html <br /> http://www.bullyfreecampaign.sg/cyber_bullying/index_cyber.php <br /> http://thebullyproject.com/ <br /> http://www.bullyingnoway.com.au/ <br />

Bullying and its effects on students with Learning Difficulties- how we can help copy Bullying and its effects on students with Learning Difficulties- how we can help copy Presentation Transcript

  • The Impact of Bullying on Students with LD and How We Can Help PWP Centre Sharing 23rd Oct 2012 Teo Sue-Lynn
  • ‘Bully’ (Official Trailer) 2012 http://www.youtube.com/watch?v=eUy2ZWoStr0 2
  • What is Bullying? The bully (s) INTENTIONALLY inflicts or attempts to inflict physical injury and/or emotional discomfort upon the victim The victim is exposed to such NEGATIVE acts repeatedly and over time Usually an imbalance of power b/w bully and victim Prevelance of Bullying in SG 1 in 5 Pri Sch Students 1 in 4 Sec Sch Students 3
  • Types of Bullying Physical bullying (Direct) -Overt aggression via physical acts Emotional bullying (Indirect) -Verbal aggression via Name -calling -Intentional exclusion from group -Spreading malicious rumors -Threats (If you don’t -----, I will------) -Cyberbullying ( offensive texts via SMS, FB, Twitter ) 4
  • Students with LD are often victims somebullying of form Over 60% of children with LD experience of bullying ( CLD, 2012) 2-3 times more likely to be bullied than peers CONSIDER THIS A primary 3 boy with dyslexia -has trouble decoding, poor reading fluency and is called to read aloud in class->_____________? -difficulty spelling simple sight words, called to spell on the white board->__________________? -has great creativity, enthusiasm, deep knowledge of subject matter but is seldom chosen by his friends because of disorganized nature, poor memory->_____? 5
  • Students with LD are often victims of bullying* “ I feel depressed and lonely … hate going to school” " Makes me feel bad about myself , like I am worthless .“ “ I feel hurt when people call me stupid and slow….even though I try my best ” “---when they found out I was dyslexic, they did not want me in their group…” 6
  • Why are they being bullied? •Notion of power imbalance b/w bully and victim BULLY: •sense of “ empowerment” from seeing victim suffer •gain ‘recognition’ from peers -> tool for boosting their SE VICTIM •Students with LD seen as easy, vulnerable targets •Perceived as ‘different’ from majority •Social and emotional maladjustment –feel that they do not fit it • Poor social support at school • Co-morbidities (e.g. autism, ADHD) makes them more vulnerable 7
  • How do they respond? 1) Passive* ( Internalise Emotions) -rarely defending themselves , non-assertive -react by withdrawing and crying -emotional numbness ( after continuous bullying) -develop psycho-somatic symptoms-> skip school -vulnerable to vicious cycle of bullying 2) Active (Externalise Emotions) -retaliate using aggressive physical acts /verbally -often driven by anger and frustration -may further exacerbate the situation 8
  • Effects of Bullying Further lost of SELF-ESTEEM (valuation of oneself) Reduction in SELF-EFFICACY (belief in ones’ ability) -> affect academic performance  Feelings of helplessness (trapped in vicious cycle) Depression, anxiety (Long-term impact)even suicide Perpetuate a viscous cycle of bullying LONG TERM PSYCHOLOGICAL EFFECTS …on future relationships/how they interact with others, self-confidence..
  • What can we do to help? 1. Identify SIGNS of Bullying -Unexplained physical injuries -Stolen or damaged items/ ‘lost’ money -Unexpectedly anxious /fearful about going to school -Symptoms of depression -May avoid topic about school -Indication of frequent crying -Develop psychosomatic symptoms •some may mask their emotions-> may not show signs Note: analyzed in context of other contributing factors 10
  • 2. Talk. Listen. Find Out -Talk about incidents of real-life/cyberbullying and its effects ( e.g. 15 year old Amanda Todd, 13 year old boy southern Japan) -Share videos about bullying http://www.dontstickit.org.uk/school.html http://www.youtube.com/watch?v=IEpBujdee8M -Talk about their feelings : Emotions chart -Create an open, safe environment -LISTEN to them: It’s okay to share , they are not alone -Find Out- Bullying /Victimization Scale 11
  • 2. Educate them about Bullying Bullying Others happens repeatedly occasionally done on purpose done accidentally power imbalance argument over matter seeking control and trying to gain power trying to gain material things or settle dispute not remorseful some form of responsibility taken Serious psychological and/or physical effects No significant psychological impact, some physical 12
  • 3. Teach Strategies to Cope with Bullying a) Walk away from the bully Bullies less likely to continue if do not get a response b) Assertive statements -I do not deserve to be treated this way. -I deserve respect and can stand up for myself. c) Having a strong social support network b) Report incident to teachers/ relevant authorities e) What NOT to do ( get physical or retaliate, threaten or call the person names, crying or showing fear)
  • 3. Help Build Self-Esteem Healthy self-esteem can act as a buffer against the effects of bullying Helps to increase self-confidence -> stand up against bullies Help discover their talents/strengths-> nurture and encourage it to grow (e.g. Gardner’s Multiple Intelligence Test)  Activities to help strengthen self-esteem -Put ups, not put downs ( +ve attributes, affirmation) -Things I like about myself
  • 4. Educate the school/teachers •Take a STAND against bullying •Pledge NOT to be a bully and to HELP others who are bullied ( I pledge not to……) •Communicate , collarborate with school teachers/AED •Refer to school counselors if bullying problem leads to serious psychological issues 15
  • References http://www.ncld.org/parents-child-disabilities/bullying/tru http://www.bullying.co.uk/advice/disability http://kidshealth.org/parent/emotions/behavior/bullies.htm http://www.bullyfreecampaign.sg/cyber_bullying/index_cyb http://thebullyproject.com/ http://www.bullyingnoway.com.au/
  • Thank you 