Bullying is unwanted aggressive behavior among school children that involves a real or perceived power imbalance. It can have physical, emotional, and cyber aspects. To reduce bullying, schools should have clear definitions and rules against it, reward positive behavior, engage parents, monitor areas where it often occurs, and address specific behaviors rather than labeling children. Teachers should look for warning signs of bullying and bullying behavior and address incidents by separating children to understand what happened.

2. DISCOURAGING THE
TREND OF BULLYING
PRESENTER
MS SAMINA KHAN
FAZAIA DEGREE COLLEGE RISALPUR

3. CONTENTS
o What is bullying?
o Characteristics of bully
o Types of bullying
o How to reduce the trend of bullying?

5. What is bullying?
o Bullying is unwanted, aggressive
behavior among school aged children
that involves a real or perceived power
imbalance.
o The behavior is repeated, or has the
potential to be repeated, over time.
Both kids who are bullied and who
bully others may have serious, lasting
problems.

6. What is bullying?
o Bullying can have a wide spectrum of
effects on a student including anger,
depression, stress, and suicide.
o Additionally, the bully can develop
different social disorders.

7. Characteristics of bully
o While one teenage bully may primarily
attack people online, others may bully their
peers at school.
o A bully exhibit the following behaviors:
o Impulsive
o Anger management problem
o Tries to control other people, rather than
inspiring others to follow
o Easily frustrated and annoyed

8. Characteristics of bully
o Lacks empathy, isn't sympathetic to
anyone's needs or desires but their own
o Blames a victim for his own behavior by
saying things like, "If that geek didn't look
so stupid, I wouldn't have to hit him."
o Difficulty following rules and little respect
for authority

9. Characteristics of bully
o View violence in a positive way, such as
a form of entertainment or a good way to
get needs met
o Boys who bully tend to be physically
stronger than other children
o Girls who bully tend to be perceived as
popular

10. "Bullying poisons the educational
environment and affects the learning
of every child."- Dan Olweus

11. Types Of Bullying
o Physical bullying
o Mental bullying
o Cyber bullying

12. PHYSICAL BULLYING
o Hitting
o Pushing and shoving
o Fighting
o Tripping
o Yelling at someone
o Making rude gestures
o Taking or breaking another person’s
things

14. EMOTIONAL BULLYING
o Name calling
o Making fun of someone
o Laughing at someone
o Leaving someone out on purpose
o Starting rumors or telling lies about
someone,
o Trying to make someone feel bad about
who they are

16. CYBER BULLYING
o Cyber bullying can be overt or covert
bullying behaviours using digital
technologies, including hardware such as
computers and smartphones, and
software such as social media, instant
messaging, texts, websites and other
online platforms.
o Cyber bullying can happen at any time.
o It can be in public or in private and
sometimes only known to the target and
the person bullying.

17. How to reduce the trend of
bullying at school?
o Bullying at school can affect your child in a
number of ways.
o Not only does it have a negative impact on
the social environment, but it also creates an
atmosphere of fear among students.
o Schools need to find ways to reduce this
problem.
o This includes having all teachers, staff, and
administrators on board to prevent bullying
from occurring.

18. CONTINUED…
o Here are some tips to help us reduce
bullying in school.
o Have a Clear Definition of Bullying
o Remove Labels, address Behaviors
o Set Clear and Enforceable Rules and
Expectations
o Reward Positive Behavior
o Communication

19. CONTINUED…
o Engage Parents
o Look for Warning Signs
o When Bullying Occurs, Clear the Scene
o Monitor Hot Spots

20. Have a clear definition of bullying
o Bullying occurs at all grade levels.
o An entire school needs to have the same
language within all its schools in order to
reduce bullying.
o To start, the schools need to have a
common definition of bullying.
o It can be exemplified through physical,
verbal/nonverbal, and/or relational
means.

21. Have a clear definition of bullying
o It is a repeated offense, even when
teachers observe it for the first time.
o Talking to the victim about what happened
and whether there have been past
occurrences is very important.

22. Remove labels, address
behaviors
o When teachers and staff call a child a
bully or a victim, they place a judgment on
that child, which can then cause problems
in the future for that student.
o When addressing students’ behavior, be
nonjudgmental.
o Keep in mind that each student involved
in a situation comes from different
circumstances.

23. Remove labels, address
behaviors
o Everyone has baggage. There may be a
reason that the child who engages in
bullying behavior is acting this way.
o Ensure that the person who is doing the
bulling knows what behavior is wrong,
why it’s wrong, and what the
consequences are for engaging in the
behavior.
o If the behavior keeps occurring, the
parents will need to be involved.

24. Remove labels, address
behaviors
o Parents of kids who engage in bullying
behavior come in saying that their
children are victims because they’ve been
accused of being bullies.
o Teachers should address specific
behaviors such as disrupting the
classroom or harassing other students.
o Parents will recognize that the behavior
needs to stop.

25. Set clear and enforceable
rules and expectations
o Age-appropriate rules allow a student to
know what behavior is expected.
o When kids are younger, keep rules
simple.
o When kids are older, shape the rules to
help them meet their maturity level.
o State rules in positive terms.
o Set rules that cover multiple situations.

26. Set clear and enforceable
rules and expectations
o Make sure rules are age appropriate.
o Teach your students the rules, set an
example for rule-following behavior, and
be consistent in enforcing the rules.
o These rules can help the teacher have a
well-managed classroom that is less
prone to bullying behaviors.
o The rules and the consequences for
breaking the rules should be clearly
stated.

27. Set clear and enforceable
rules and expectations
o Students need to know what will happen if
they engage in a certain behavior.
o This provides clear expectations.
o Rules need to enforce respect,
responsibility, and safety.
o Remember, rules are there to keep
students and staff safe.

28. Reward positive behavior
o When a student does something bad, it’s
easy to point it out, especially if the
student always seems to be in trouble.
What if you caught him doing something
good? Would you point it out?
o Not many people choose to reinforce
good behavior because good behavior is
expected. This is a problem.
o When a child is always getting into
trouble, then “catching them being good”
is positive and reinforcing.

29. Reward positive behavior
o Pointing out the good behavior
acknowledges and reinforces that
behavior.
o This way the student will be more likely to
engage in the positive behavior again.
o Just like setting clear rules and enforcing
those rules, reinforcing good behavior will
give students clear expectations about
what you want in a positive way.

30. Reward positive behavior
o Help students correct their behaviors.
o Help them understand violating the rules
results in consequences.
o Following these suggestions can help
reduce bullying behaviors by helping
students become more accepting of the
positive and less likely to engage in
negative behaviors.

31. Communication
o Communication is not just verbal.
o A school can also provide nonverbal
cues.
o These can include interior decorations
like signs, panaflex & charts etc.
o The look of the school sends a strong
message to students and parents about
whether the school fosters a positive
environment.
o If it does not send a good message,
bullying is more likely to occur.

32. Engage parents
o Many people are involved in children’s lives.
o They all have an impact. When these people
work together, the biggest difference can be
made in a child’s life.
o Communication with parents about their
child’s behavior—whether their child is a
perpetrator of or on the receiving end of
bullying behavior—can be tricky.
o Thus teachers and staff need to build rapport
with the parents of their students.

33. Engage parents
o Keeping parents informed about their
child’s grades, friends, behavior, and
even attitudes in school is an important
tool when addressing behaviors.
o Working together, parents and teachers
can provide a consistent approach to
introduce more productive and
appropriate replacement behaviors.
o It can even help the child recognize when
another child is being bullied or is a bully

34. Look for warning signs
o When bullying is occurring, there may be
warning signs.
o When a child is being bullied, he can
show many different signs that indicate
that bullying is occurring.
o Teachers may not witness every incident,
but that’s why it’s necessary to involve
other students, as well as parents.

35. Look for warning signs
o Does the child have unexplainable
injuries, frequent headaches or
stomachaches, changes in eating habits,
difficulty sleeping, declining grades, loss
of interest in school, loss of friends, lost or
destroyed personal items, decreased self-
esteem?
o These are only a few of the warning signs
that indicate that a child is being bullied.
o No child shows the same signs.

36. Look for warning signs
o There are also signs that a child is
bullying another.
o Does the child get into a lot of fights or
have friends that bully others?
o Is the child increasingly aggressive or
sent to the principal’s office frequently?
o Does the child have new belongings,
blame others for his problems, refuse to
accept responsibility for his actions, or
worry about his popularity and reputation.

37. Look for warning signs
o These are only a few signs that indicate
that a child is engaging in bullying
behavior.
o In order to fully understand what’s going
on, you must communicate and work
with the child’s parents

38. When bullying occurs,
clear the scene
o Most of the time, teachers and staff break
up incidents as they occur.
o It’s important to separate the students
involved so you can gather the facts.
o This allows the school to fix the situation
while preventing it from occurring again.
o Remember that there are often bystanders,
and bystanders frequently encourage and
reinforce bullies
o Remove the bystanders and then to deal
with the bully and the target.

39. When bullying occurs,
clear the scene
o Once the crowd is split up, get the facts.
Interview the bystanders.
o When you listen, show empathy.
o You don’t know all of the circumstances.
Remember to be nonjudgmental.
o That’s how you find out what’s going on.
Get the story from several sources,
including the aggressor, the target, and
some bystanders

40. When bullying occurs,
clear the scene
o Bullying is not going to end right away.
o Be persistent and consistent about
stopping it, follow through with
consequences, and follow up with the
students after incidents.
o Show the kids that you really care, and
you could become their trusted adult.

41. Monitor hot spots
o There are certain places where bullying
occurs the most, and these are often
areas where adults are not present—
areas like hallways, bathrooms,
playgrounds, and busses.
o When an adult is present, children feel
safer, and bullying behaviors are less
likely to occur. It’s important for adults to
be alert and to give their full attention
when multiple children are present.
o All staff must work together to keep these
spots monitored.

42. Remember, bullying is not a normal
part of childhood. bullying affects
everyone but as a teacher you have
the power to do something about it.

43. CONCLUSION
o Bullying can be reduced. These tips will
help decrease and prevent bullying in
your school.
o They’ll help you ensure that your students
thrive in safe and caring environment in
which they’re free to learn and grow.

46. REFERENCES
1.
Bully Police USA. (2012). Bully police USA. Retrieved
from: http://www.bullypolice.org/
2. CPI. (2011). Bullying behaviors: Applying CPI’s Crisis Development
Model℠. CPI.
3. Mahoney, M. (2012). Part I—An overview of bullying and guidance for
its prevention. Retrieved
4. BLOG POST, AMY ALI, ERIN HELLWIG, 10 Ways to Help Reduce
Bullying in Schools
5. www.pacerkidsagainstbullying.org/what-is-bullying/
6. www.stopbullying.gov/what-is-bullying/index.html
7. www.ncab.org.au/bullying-advice/bullying-for-parents/types-of-
bullying
8. Common Characteristics of a Bully by Amy Morin, LCSW