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Bullying
 

Bullying

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  • Full Name Full Name Comment goes here.
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  • I am a professional magician former professional wrestler w/NWA-WWWF/WWF & WCW Hall of Fame Member. I retired from wrestling in 1988. Began doing School Assemblies-Church Youth Group-Library Reading, as well as Scouting Events and Corporation Motivational Entertainer to boost personal behavior and entertainment. I was bullied from 3rd Grade-12th Grade at school. After wrestling I turned my experience as a Magician-Professional Wrestler to turn my experience around and started 'STOP THE BULLING &BUDDIES Not BULLIES' themed shows. We have over 300 stage magic, I am not a magician that does balloons & animal noises, I am 110% serious I fun & joke at myself getting students involved from laughter to learning 'It Hurts From Bulling to Words'. I have around 14 planned/scripted shows with music & backdrop, we carry our on sound & PA with 2-25ft drop cords. Shows can last 30 min. to 1hr. We also perform: READ 2 SUCCEED, Say NO!!! To Drugs & Alcohol(I use number of wrestling friends-stars that have died from alcohol & drugs) to number of shows. Write us or email us with your needs for entertainment and LOW!!! RATES.
    Magic 4 Fun Education, Inc., 205 North 4th Ave., Mayodan, NC 27027 USA or magic4funedu@aol.com
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  • Being a good listener is an important piece of your role when a child is being bullied, try to be supportive but neutral when your child is talking. 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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    Bullying Bullying Presentation Transcript

    • Bullying Facts Laws Policies Resources Garry McGiboney, Ph.D. Associate SuperintendentGeorgia Department of Education
    • Why should we care about bullying, after all… “…it happens all the time.” “…it’s a rite of passage.” “…everybody has to deal with it.” “…there is nothing we can do about it.”
    • Why should we care about bullying?
    • Bullying is a health issue for children that Bullying can have a long term negative impact, even into adulthood. In a recent survey of 455 adults,over 60% said they still think about being bullied as a child.
    • Children want and deserve a safe, bullying-free environment. "I just want the bullying to stop. That is all I ever wanted. I used tolove going to school. Now I hate it." 10 year-old student
    • “Research links chronic bullying to school climate…the negative impact on schoolclimate is revealed in a decline in student attendance and student achievement.” There is an unmistakable connection between student achievement and school climate. Bullying unabated can negatively impact school climate and consequently undermine student achievement efforts.
    • Almost 30% of youth in the United States(or over 5.7 million) are estimated to beinvolved in bullying as either a bully, atarget of bullying, or both. Researchers are now discovering how widespread bullying is the United States. Almost 6 million children are effected by bullying each year.
    • Bullying In a recent national survey of students in grades 6-10: 35% reported being the target of bullying at some time during their school The percentage of students being bullied and who are career. bullying other students has reached levels that are becoming problematic for teachers, administrators, counselors, and parents.
    • 2010 Georgia Student Health Survey II*PERCENT % *301,000 participants
    • Over 90 percent of the calls to the Georgia Department of Education- Georgia Bureau of Investigation Hotlineare related to bullying incidents in schools. Well over 80 percent of all calls to the GaDOE Hotline are reports about bullying.
    • For many students, bullying starts on the school bus. For many students, the bullying and harassment starts on the school bus.
    • Bus Bullying"When kids get on the bus early in the morningand are immediately humiliated and degraded,that has a particularly destructive resonance,especially if its day in and day out.”"Its difficult to reset the climate at school to(be) welcoming for a student who has justspent 45 minutes being bullied on a schoolbus." -Stephen Wessler Center for the Prevention of Violence University of Maine Imagine if your day started like this every day.
    • Bus Bullying“…and then when the student is picked on atschool the overall impact can bedevastating.School staff must realize that bullying is one ofthe most fearful things children face todayin public schools, private schools, andneighborhoods.” Adults too often -Stephen Wessler minimize how Center for the Prevention of Violence fearful children are of being bullied. University of Maine
    • Bus Bullying and Safety Adults too often minimize how fearful children are of being bullied.
    • The Bully Adults too often minimize how fearful children are of being bullied.
    • BullyStudents who bully are more likely to: Get into frequent fights Be injured in a fight Steal, vandalize property Drink alcohol Smoke Be truant Drop out of school Be underachievers If bullying is not stopped, there are consequences and long-term effects on both Perceive a negative climate the bully and the victim of bullying. Students who bully are much more likely than normal to at school develop behaviors that are self-detrimental in the short term and in the long term. One Carry a weapon misconception about bullies is that they are loners and misfits. The fact is that many bullies are sociable and have friends, which means that dealing with the behavior of popular bullies directly affects the behavior of many of students.
    • BullyLongitudinal study of bullies reveal that: 60% of boys who were bullies in middle school had at least one conviction by age 24. 40% had three or more convictions. Bullies were 4 times more likely as peers to have multiple convictions. Look at the long term negative impact unchecked bullying behavior has on the bully. Pay special attention to the last bullet: “Bullies were 4 times as likely as peers to have multiple convictions.”
    • Bullying Victims Look at the long term negative impact unchecked bullying behavior has on the bully. Pay special attention to the last bullet: “Bullies were 4 times as likely as peers to have multiple convictions.”
    • Bullying VictimsVictims of bullying have: Bullying is a multi-victim behavior. Now, look at the impact on the victim. Each of Lower self esteem these consequences can last a life time. Recently, at a parents’ meeting I discussed Higher rates of depression bullying. I asked the audience to close their eyes. I then asked them to raise their Higher absenteeism rates hands if they were bullied in school. Almost 75% raised their hands. I asked them to keep their hands raised IF the More suicidal ideation thought of that bullying experience still troubled them at times. Almost every hand remained raised. Think of that: almost 75% of over 100 parents (adults) still recall the pain of bullying.
    • Bullying Victims Bullied Not bullied Headache 16% 6% Sleep problems 42% Research is 23% beginning to reveal many causes of Abdominal pain 17% 9% school absences that are related to Feeling tense bullying directly or 20% 9% indirectly. Also, think of the impact Anxiety 28% 10% these physiological conditions can Feeling unhappy have on student 23% 5% achievement. Depression scale 49% 16%
    • Bullying is indeed serious.Bullying and Threat Assessment
    • Secret Service Threat Assessment For those who do not think bullying is serious, they should read the report produced by the United States Secret Service and the United States Department of Education.
    • Secret Service StudyStudied 37 incidents of targeted school violence involving 41 attackers75% of attackers felt persecuted, bullied prior to the incident Secret Service investigators and33% of attackers characterized as forensic experts studied 37 incidents of school violence that involved “loners” 41 attackers. What they found was startling to many people. 75%25% socialized with students who were of the attackers were bullied prior to the disliked by most mainstream students incident and over a third of the attackers felt isolated. If they did have a friend, it was another student who also felt bullied and isolated.
    • Secret Service Study Incidents of targeted violence at school are rarely sudden, impulsive acts. Prior to most incidents, other students knew about the attacker’s idea and/or plan to attack. The study found that Most attackers engaged in some schools cannot have “secrets”. There are behavior, prior to the incident, that always students who know who the bullies caused concern or indicated a need are and who the victims of bullying are, and even for help. how the victims are suffering. Seeds of anger and retaliation are spread when bullying is unabated.
    • Secret Service Study Many attackers felt bullied, persecuted, or were injured by others prior to the attack. In many cases, other students knew about the bullying but failed to report it. Of the 75% of the attackers who felt bullied, many of them felt persecuted and were actually physically injured. And too often other students watched it happen while offering no intervention or consolation to the victim.
    • Secret Service Study“In a school with a culture of safety andconnection, both the bully and the studentwho is the victim of the bullying areattended to in a respectful manner. Schoolswith climates of safety and respect areestablishing foundations for pro-socialbehavior.” The Secret Service reports that healthy school climates can prevent violence associated with bullying.
    • Secret Service Study“Positive school climates teach conflictresolution, peer mediation, active listening,and other non-violent ways to solveproblems. In a safe school climate, adults donot bully students and do not bully eachother - and they do not turn a blind eye tobullying behavior when they know that it isgoing on in the school, on the playground, oron a school bus.” Note the finding here: “In a safe school climate, adults do not bully students and do not bully each other, and they do not turn a blind eye to bullying.”
    • Bullying Consequences:Legislation and Policies Let’s shift now to laws, rules, policies, codes and how they relate to bullying.
    • Georgia’s New Bullying LawAnother illustration ofthe growing significanceof bullying in today’ssociety is the growingnumber of state lawsthat address bullying orthat require local schooldistricts to addressbullying. There is also agrowing number of civiland criminal casesarising from bullying.Let’s take a brief look atGeorgia laws and StateBoard of Education Rulesthat apply to bullying.
    • Official Code of Georgia Annotated 20-2-751.4As used in this Code section, the term bullyingmeans an act which occurs on school property, onschool vehicles, at designated school bus stops, or atschool related functions or activities, or by use ofdata or software that is accessed through acomputer, computer system, computer network, orother electronic technology of a local school system,that is: During the 2010 Georgia legislative session, the General Assembly revised the state law pertaining to bullying in schools.
    • O.C.G.A 20-2-751.4Any intentional written, verbal, or physical act,which a reasonable person would perceive asbeing intended to threaten, harass, orintimidate……causes another person substantial physicalharm within the meaning of Code Section 16-5-23.1 or visible bodily harm as such term isdefined in Code Section 16-5-23.1;Has the effect of substantially interfering But severalwith a students education; new sections were added to the state law.
    • O.C.G.A 20-2-751.4Is so severe, persistent, or pervasive thatit creates an intimidating or threateningeducational environment; orHas the effect of substantially disruptingthe orderly operation of the school. But several new sections were added to the state law.
    • O.C.G.A 20-2-751.4No later than August 1, 2011:Each local board of education shall adopt policies,applicable to students in grades six through 12, thatprohibit a policy that prohibits bullying of a studentby another student and shall require such prohibitionto be included in the student code of conduct formiddle and high schools in that school system. By no later than August 1, 2011 each local board of education shall adopt a policy that prohibits bullying.
    • O.C.G.A 20-2-751.4Each local board policy shall require that, upona finding by the disciplinary hearing officer,panel, or tribunal of school officials providedfor in this subpart that a student in grades sixthrough 12 has committed the offense ofbullying for the third time in a school year,such student shall be assigned to analternative school. The law specifies what should be in the local school board policy on bullying.
    • O.C.G.A 20-2-751.4Each local board of education shall establishand publish in its local board policy a method tonotify the parent, guardian, or other personwho has control or charge of a student upon afinding by a school administrator that suchstudent has committed an offense of bullying oris a victim of bullying; and The law specifies what should be in the local school board policy on bullying.
    • O.C.G.A 20-2-751.4Each local board of education shall ensure that students andparents of students are notified of the prohibition againstbullying, and the penalties for violating the prohibition, byposting such information at each middle and high school andby including such information in student and parenthandbooks.No later than January 1, 2011, the Department of Educationshall develop a model policy regarding bullying, that may berevised from time to time, and shall post such policy on itswebsite in order to assist local school systems. Suchmodel policy shall include: The law includes notification requirements, as well as a responsibility on the GaDOE to develop a model bullying policy. That model policy can be found on the GaDOE website that I will reference later.
    • O.C.G.A 20-2-751.4Such model policy shall include: A statement prohibiting bullying; A requirement that any teacher or other school employee who has reliable information that would lead a reasonable person to suspect that someone is a target of bullying shall immediately report it to the school principal; A requirement that each school have a procedure for the school administration to promptly investigate in a timely manner and determine whether bullying has occurred; There are specific components to the model policy.
    • O.C.G.A 20-2-751.4An age-appropriate range of consequences for bullyingwhich shall include, at minimum and without limitation,disciplinary action or counseling as appropriate underthe circumstances;A procedure for a teacher or other school employee,student, parent, guardian, or other person who hascontrol or charge of a student, either anonymously or insuch persons name, at such persons option, to reportor otherwise provide information on bullying activity; There are specific components to the model policy.
    • O.C.G.A 20-2-751.4A statement prohibiting retaliation following a report ofbullying; andProvisions consistent with the requirements ofsubsection (b) of this Code section.The Department of Education shall develop and poston its website a list of entities and their contactinformation which produce anti-bullying trainingprograms and materials.
    • www.gadoe.org
    • How Do We Apply the GeorgiaBullying Lawto Schools?
    • Model Intervention PhasesInvestigate (documentation)Notify (duty to inform)Discipline (appropriate consequence)Follow Up (prohibits retaliation) School districts are advised to develop an operational procedure for addressing bullying that provides intervention and documentation. This is a four-phase model or example of intervention: investigation, notification, discipline (consequences), and follow up. This model is consistent with the expectations imbedded in the new state law.
    • InvestigateThe _____________________School District will take thefollowing actions when bullying is reported:InvestigateUpon receipt of any report of bullying, schools should directan immediate investigation involving appropriate personnel.This investigation may include interviewing the allegedperpetrator(s) and victim(s), identified witnesses, teacher(s),staff, review of video surveillance, etc. School police, schoolcounselors, school social workers and/or other support staffmay be utilized for their expertise as determined by thecircumstances of the matter. The investigation shows that the school did not ignore the report of bullying, and in fact tried to intervene.
    • Notify At some appropriate time during or after theinvestigation, parents/guardians of the accusedand the victim must be notified. If the incidentinvolves an injury or similar situation,appropriate medical attention should beprovided and the parent/guardian should benotified immediately. It is important to notify the parents of the alleged victim of bullying, and this is required in the new state law.
    • Discipline/Consequences Upon confirming that bullying has occurred, the accused student should be charged with bullying and given an age-appropriate consequence whichUpon shall include, at minimum and without limitation,confirmationthat bullying disciplinary action or counseling as appropriatehas occurred, under the circumstances. Students in grades sixtheappropriate through twelve found to have committed the offenseconsequence isdetermined by of bullying for the third time in a school year shall bethe local assigned to an alternative school. Schools shouldschool district. clearly communicate to all parties that retaliation following a report of bullying is strictly prohibited and may result in strong penalties.
    • Follow-UpTake care of the needs of the accused and thevictim through a planned method of after-care andfollow up. Reiterate previously stated prohibition onretaliation of any type. Follow up with the victim of bullying is important. It also prevents the victim from being bullied again and it discourages retaliation.
    • Law Enforcement Rules ProceduresPolicies Procedures The laws in Georgia, coupled with the Georgia State Board of Education Rules, require local school districts to address bullying in a serious manner, which in turn encourages educators to address bullying programmatically. Implicit too are the responsibilities of employees to report violent incidences, such as bullying, to the appropriate authority. Failure to report such incidences can have serious implications.
    • Responsibility Duty/Obligation The laws in Georgia, coupled with the Georgia State Board of Education Rules, require local school districts to address bullying in a serious manner, which in turn encourages educators to address bullying programmatically. Implicit too are the responsibilities of employees to report violent incidences, such as bullying, to the appropriate authority. Failure to report such incidences can have serious implications.
    • Responsibility“Schools and school staff must also keepin mind that a failure to prevent bullyingor to stop it when it occurs createspotential liability.”“Many major lawsuits have resulted whenparents felt their children were not beingadequately protected from bullying.” -School Safety Institute As I mentioned earlier, the number of court cases involving victims of bullying has increased.
    • Bullying and Growing Public InterestFollow up withthe victim ofbullying isimportant. It alsoprevents thevictim from beingbullied again andit discouragesretaliation.
    • What do we look for? What does bullying look like and what do you for? This is a good question. Bullying comes in many forms.
    • Direct Bullying Hitting, kicking, shoving, spitting Taunting, teasing, degrading racial or sexual comments Threatening, obscene gestures Sometimes the obvious is not so obvious. These behaviors are NOT typical behavior for anyone except bullies. Consequently, they must not be dismissed as typical, “kids will be kids” behavior.
    • Indirect Bullying Getting another person to assault someone Spreading rumors Deliberate exclusion from a group or activity CyberBullying Indirect bullying can be very insidious, and this is noted in the Secret Service report we referenced earlier. I’ll give you an example. Walk into a school cafeteria during lunch and see if you see students walking around with a food tray trying unsuccessfully to find a place to sit. Or watch kids on a playground keep another student away from their group or off of a piece of playground equipment. Watch for students laughing at another student in the hallway. These are subtle but powerful examples of bullying, and they occur all too often.
    • Verbal Bullying Much of bullying is verbal with an equal number of girls and boys participating. It dehumanizes the victim, making it appear that he/she deserves the abuse. The language typically emasculates boys and either refers to girls’ sexuality or attempts to infantilize them. Often the victim internalizes the dehumanization and too often the victim begins to feel that he or she deserves this type of treatment.
    • Non-Verbal Non-verbal bullying messages are conveyed using body language, gestures, looks and stares. As a practical matter, it is probably not possible for local schools to respond every time a student reports concern about looks, stares, and gestures. However, if other students report the same concern and if the non-verbal behavior continues, school staff should take the reports seriously and look into the situation before it escalates.
    • CyberBullying  Through email, instant messaging and text messaging  Since contact and emotions are masked, cyber assaults can be harsher (i.e., assault or death threats) and many messages have sexual overtones. Cyber Bullying is rapidly becoming a major challenge for schools, students, and parents. This type of bullying comes in many forms.
    • CyberBullying42% of kids have been bullied or threatenedonline.21% of kids have received mean or threateninge-mail or other messages.58% of kids admit someone has said mean orhurtful things to them online.53% of kids admit having said mean or hurtfulthings to others online. Look at these survey results to see how cyberbullying is growing. 42% of kids have58% have not told their parents been bullied or threatened online. And as with school secrets, the kids are notor an adult about something mean telling adults about cyberbullying, but it is a phenomenon that has many negative implications for students and schoolor hurtful that happened to them districts. We encourage school administrators to work closely withonline. Informational Technology and Media Center staff members to develop programs that address cyberbullying.
    • Is Bullying Reported? So, with bullying becoming more of problem, more students are willing to report it, right? Not really.
    • StudentsWhy children do not report bullying: 85% of victims felt that staff responded poorly or did not respond at all to reports of bullying. 6% believed that staff responded very well. 9% were undecided. It’s very difficult for most students to report being bullied; it’s embarrassing. So if they do finally get the courage to report bullying and then nothing is done, what are the odds that they will try again to report bullying?
    • StudentsOnly 35% believed teachers were interested in stopping bullying.Only 25% believed administrators were interested in stopping bullying.Only 20% believed others Remember, the Secret Service report expressed concern about were interested in stopping schools having “secrets”. Where students knew about bullying, victimization and even knew bullying. about the anger and retaliation thoughts of victims but told NO ONE! Look at these percentages and you see why.
    • Can We Stop Bullying We have a significant work together problem. So, what can schools and communities do?
    • How Do We Stop Bullying? work together“What is required to reduce bullying in To stop bullying and other forms ofschools is nothing less than a change in harassment is not easy and CANNOT be done in isolation. It cannotthe school climate and in norms for be a one-time event or activity. It will take abehavior. comprehensive, whole-hearted approach. What is theThis requires a comprehensive, school- payoff of this great effort? A positivewide effort involving the entire school school climate; increased studentcommunity.” attendance; reduced student misbehavior; safer classrooms, hallways and buses.-National Association of State Boards of Education And it’s possible, even likely, that student achievement will increase.
    • Bullying Risk FactorsLack of supervisionRules against bullying are not consistentlyenforcedAdults have indifferent or acceptingattitudes towards bullying So let’s get going.Students have indifferent or First of all, look for conditions (riskaccepting attitudes factors) that make bullying worse. These risk factors need immediate attention.
    • Bullying Risk FactorsA significant bullying risk factor is the attitude that students have about bullying. We cannot let students develop or continue with an attitude of indifference to the suffering of other ONE EXAMPLE … students. If we do, the issues of bullying and harassment will continue. Students must be encouraged to help each other.
    • A kindergartner who loved school suddenlyshowed reluctance to get ready in the morning,and eventually refused to get on the busaltogether. At first she would not reveal whatthe problem was, but finally her mother wasable to get her to talk about what washappening. The child began sobbinguncontrollably and said she didn’t want to gethurt. She said “a big kid” wouldn’t let her sit inher assigned seat on the bus and told her he’dbeat her up in the back of the bus if she toldanyone. When other students on the buswere interviewed it turned outmost of them knew what was Encourage students to be part of thehappening, but did not want to solution todisclose it. preventing bullying.
    • Bullying Risk FactorsAnother significant bullying riskfactor is the attitude that adults have about bullying. Adult attitudes must change, also. ONE EXAMPLE …
    • Indifference or Ignorance?A girl’s lunch money was taken from her almostevery day by other students. Two older studentstold her that if she didn’t give them her money - orif she reported what was happening - her littlesister would get hurt. The situation was notdiscovered until an alert lunchroom aide realizedthe girl wasn’t eating anything day after day.When asked about the behavior of the twoolder girls, a teacher replied, “For somereason they pick on that poor girl everyday.” All adults, particularly school employees, should be encouraged to take a stand against bullying and be part of a comprehensive campaign to stop bullying in all places.
    • The Bullying Cycle Look for a moment at this Bullying Cycle from the research of Dr. Olweus (Ol-Vey- us). You see how the dynamic is often Starts the bullying times more than just the bully and the victim, and you see how the “hero” can be and takes an active overwhelmed, also. This cycle must be part Bully disrupted to stop bullying. Dislikes the bullyingTakes an active Hero and helps or tries topart, but does not Bully help the victimstart the bullyingSupports the Victim Dislikes the bullyingbullying, but Bully Bully and thinks he/shedoes not take should help, butan active part does not Likes the bullying, Bully Bully Watches what happens but does not display but does not take a open support stand © The Olweus Bullying Prevention Group, 2004
    • What Can We Do?What can be done? Itwill take policydevelopment, datacollection and analysis,and implementation ofprevention andintervention strategies.
    • Bullying Approaches that simply crack down on individual bullies are seldom effective. However, when there is a school-wide or district-wide commitment to end bullying, bullying can be reduced significantly. Something can be done to stop bullying. Let’s look at specific strategies and methods.
    • Bullying Prevention and Intervention Planning ProcessDevelop Climate Establish Develop a Vision for Action Committee & Establish Goals Collect and Evaluate the Identify Priorities Analyze Data & Plan & Objectives Other Information This type of commitment will take more than one person and more than one perspective. Establish a committee and follow a process that will sustain the effort. One dynamic person can make a difference, but if that person leaves, then what happens? This effort needs to be sustainable regardless of staff changes. A process such as this can result in a comprehensive approach to the problems related to bullying.
    • Review School Data Look at this data set. If you were planning an intervention strategy, would you take a look at the fighting and bullying problems in the restrooms, gym, A-Hall and B-Hall?
    • Implement the Plan Raise Awareness About Bullying Professional Development Certified and Non-Certified Staff Increase Staff Involvement and Supervision Share survey data with all staff to identify and then target supervision to the problem areas. Give staff procedures to follow for intervening and reporting bullying incidents. Staff awareness is an essentialFully implement the Anti-Bullying Plan component of a bullying prevention and intervention plan.
    • Awareness includes: (1)involvement; (2) clearrules; (3) and providingsupport and protectionfor students.
    • Many schools havedeveloped creative ways tochange the school climateattitude about bullying.Some have recruited kids tolook out for each other.
    • Many schools have developedcreative ways to change theschool climate attitude aboutbullying. Some have recruitedkids to look out for each other.
    • Many schools have developedcreative ways to change theschool climate attitude aboutbullying. Some have recruitedkids to look out for each other.
    • Many schools have developedcreative ways to change theschool climate attitude aboutbullying. Some have recruitedkids to look out for each other.
    • The NationalAssociation ofElementary SchoolPrincipals recommendsthis 9-Step anti-bullyingprocess. Note severalthings on this processlist, including theopportunity forstudents to reportbullying anonymouslythrough the use of the“bully box”.
    • BULLYINGPREVENTION AND INTERVENTION Engaging students in anti-bullying efforts is a key component. ENCOURAGE Watch this video, which schools STUDENTS TO have shown to students to illustrate how they BE PART OF can prevent bullying in non- THE confrontation ways. (NOTE: Make sure you SOLUTION have internet access for this YouTube video).
    • School counselors or schoolsocial workers can coordinatethe anti-bullying campaign, buteveryone must be involved inthe anti-bullying campaign andoverall prevention andintervention strategy, includingstudents. Focus on resources, including who can help or provide leadership.
    • School district launched its anti-bullying campaign with a hugesplash. Approximately 1,400elementary and middle schoolstudents, clad in red T-shirts with anti-bullying logos, marched to the highschool stadium where they joined 800high school students. Youngerclasses paired up with older classesfor an upbeat event that includedgames, lunch, bands, speechesand interactive activities. This is an example of a school district that involved everyone in their anti-bullying efforts.
    • This is an example of a schooldistrict’s efforts to stop bullying.Every bulletin board wasdedicated to “Say No to Bullying.”This district also implementedthe student contracts and manyother strategies to stop bullying.
    • This is an example of a schooldistrict’s efforts to stopbullying. Every bulletin boardwas dedicated to “Say No toBullying.” This district alsoimplemented the studentcontracts and many otherstrategies to stop bullying.
    • The school district wanted everyone who hadcontact with students to participate in the anti-bullying planning process. The 30-plus-memberplanning committee included teachers,administrators, counselors, secretaries, nurses,cafeteria staff, maintenance workers and busdrivers — to have a hand in shaping theschool district’s anti-bullying strategy. Look at the participation and representation on their anti- bullying planning committee.
    • “The school district’s incidents of bullyingdecreased by over 65% during the first year ofimplementation. Our hallways are clearly moresafe for our students and staff. Also, our busdrivers feel safer driving their buses.”“Even the skeptics had to admit that we had amore serious problem than we realized;consequently, the effort to put a stop to bullyingwas essential – and it worked.” Can bullying be reduced?Bullyingat this school district’s results. Look incidents went down over 65 percent the first year and continued to decline over the next couple of years.
    • PBIS is an evidence-based, data-driven framework provento reduce disciplinary incidents, increase a school’s senseof safety, improve school climate and support improvedacademic outcomes. More than 10,000 schools across theUnited States are implementing PBIS. Over 200 schools inGeorgia are implementing PBIS, and with significant results.PBIS schools apply a multi-tiered approach to prevention,using disciplinary data and principles of behavior analysis todevelop school-wide, targeted and individualizedinterventions and supports to improve school climate. Some schools have implemented Positive Behavior Support as a comprehensive school climate strategy to reduce bullying and intimidation.
    • “Team training forimplementation of PBISprovided by the GeorgiaDepartment of Educationhelps schools gain theknowledge and skillsneeded to establishbehavioral supports at theuniversal level (i.e., Tier1) and create a positiveschool climate….” Some schools have implemented Positive Behavior Support as a comprehensive school climate strategy to reduce bullying and intimidation.
    • Some schools have implemented the No Place for Hatecampaign from the Anti-Defamation League thatfocuses on self-respect and respect for others as amessage to prevent and reduce bullying.
    • Anti-Bullying Strategies 7th grade students will view "Solving Conflict " or "How Rude - 101 Common Courtesies“. 9th grade students will view "Lets Get Real" in the fall and another video in the spring, followed by group discussions with the students about bullying. "Bridgeworks" professional theatre group or other appropriate assemblies to address bullying are scheduled during the school year. Let’s take a look at other anti-bullying efforts. At this middle school, they planned activities throughout the school year, in addition to posters and class sessions. They felt like some of the bullying was similar to problems related to rude behavior. Lets Get Real gives young people the chance to speak up in their own words about the real issues behind the problem. With amazing courage and candor, the students featured in Lets Get Real discuss racial differences, perceived sexual orientation, disabilities, religious differences, sexual harassment and more. A local theatre group developed an interactive play. Bullying and reports of harassment declined from 10 to 40 percent during each of the last three years.
    • Step 1: Form a peacemaking committee.Step 2: Schedule bimonthly (or more frequent) committeemeetings.Step 3: Train teachers in conflict resolution and anti-bullying.Step 4: Hold an anonymous anti-bullying essay contest.Step 5: Put a “bully box” in the office.Step 6: Teach lessons on conflict resolution, anti-bullying,and empathy building. The National Association ofStep 7: Plan a monthly poster blitz. Elementary School Principals recommends this 9-Step anti-Step 8: Use one-on-one mentoring with bullying process. Note several things on this process list,at-risk students. including the opportunity for students to report bullyingStep 9: Hold weekly class meetings. anonymously through the use of the “bully box”.
    • Coordinate with other schools in the district.Assess the extent of the problem.Establish a coordinating team.Involve the entire school community.Include bullying in code of conductwith a clear definition.Establish and consistently enforceconsequences for bullying.Build students sense of responsibility for theschool community. The National Association of School Psychologists recommends several specific steps for building anti- bullying strategies. The NASP has resources on their website.
    • Distinguish between "ratting" and "reporting."Train all school personnel.Ensure cultural competence.Increase adult supervision.Conduct school-wide bullyingprevention activities.Teach specific skills and values in the classroom.Integrate skills into other curricula wheneverpossible.
    • Hold parent meetings.Establish a protocol for intervening in orinvestigating a bullying incident.Determine the impetus for the behavior.Reinforce alternative behaviors.Address off-campus bullying.
    • Take a StandJudy BowersA Promising ApproachChuck SauflerSugar and Spice and Everything Nice?Abby FrenzenWhen Bullies Grow UpStacie Dilts-HarrymanResolving Conflicts, Providing SkillsLaraine Bortner
    • The Bullying in Schools: Fact Sheet Series is a collection ofinformational handouts that can be used to educate the schoolcommunity about the problem and consequences of schoolbullying. The Fact Sheets can be used as single-page leaflets oras resources for teaching and training about bullying. The text ofthe Fact Sheets can be adapted for use in parent letters, bulletins,or school newspapers.Bullying in Schools: Discussion Activities for SchoolCommunities is a model activity that can be used by educators orschool law enforcement officers to promote a bully-resistantschool. The activity demonstrates how to open, lead and guideviable discussions with the school community about bullying andits consequences. The �Chalk Talk� lessons and guidelines aredesigned for the classroom setting, parent meetings or staff in-service training. Model handouts are provided. Also included is anarticle entitled �When Manners Matter: Can good manners helpkeep schools safe? The National School Safety Center has long encouraged schools to address the bullying issues. The Safety Center has resources available for schools.
    • These areother freeresources.
    • These areother freeresources.
    • Bullying is NOT a Fact of Life: A Guide for Parents/ TeachersProvides greater insight into how parents, teachers, or schoolpersonnel can target their conversations about bullying.Conversation starter cards promote behaviors that protectagainst bullying or the potential for becoming a bully. Inplaying card format, these cards provide specific questionsabout bullying that a parent or teacher can discuss withchildren or youth. SAMHSA has developed and published a free publication (shipping and handling costs) entitled “Bullying is NOT a Fact of Life”. This is an excellent way to start the conversation about bullying with teachers, parents and students.
    • PBS has developed anti-bullying materials forteachers and other staffmembers.AASA has materials forschool and districtwideefforts to address bullyingand harassment of alltypes. Other resources are now available for schools and school districts.
    • Other resources arenow available forschools and schooldistricts.
    • www.gadoe.org The GaDOE created a Bullying Prevention Toolkit webpage that can be found a www.gadoe.org by clicking on the banner at the top of the homepage or in the dropdown menu.
    • GET THE COMMUNITYINVOLVED … More communities are now partnering with local schools and school districts to send an anti- bullying, anti-harassment message throughout the entire community: billboards, Public Service Announcements, community … TO HELP STOP meetings/forums, etc. Community- wide efforts like this send a strong BULLYING. message to students.
    • Be amessenger.Be part ofthe solution.
    • Georgia Department of Education Garry McGiboney, Ph.D. gmcgiboney@doe.k12.ga.us 404-656-0619 Let us know if we can assist in anyway.
    • THE END Slide shows that will show after this presentation arefrom other people and do not need to be viewed.