Bully busters leading teachers

DON’T BULLY…
BE A FRIEND!
BAŞAK AYGÖREN
EMİNE MALCI

Group Name: Bully Busters
Group Members: Başak Aygören
Emine Malcı
Average Age: 22
Meeting Time: Every Thursday at 13.00
Meeting Point: North Campus’ Study

CONTENTS
Matrix Diagram
•Why did we select this topic?
•What is mobbing?
•Defining Factors of Mobbing
•Types of Mobbing
•Real Life Examples of Mobbing
•Statistics about mobbing
•What are causes of mobbing?
•What can be done to prevent mobbing?
•Consequences of mobbing
•Fishbone Diagram
•Gantt Chart
•Survey
•Conclusions & Suggestions

Matrix Diagram
Mobbing in
Schools
Effects of Sports
on School Success
Using Music as a
Learning Method
Başak 7 6 3
Emine 7 5 4
Total 14 11 7

CONTENTS
•Matrix Diagram
Why did we select this topic?
•What is mobbing?
•Types of Mobbing
•Fishbone Diagram
•Gantt Chart
•Survey

Why did we select this topic?
•Not respecting diversity in schools
•Not having a healty relationships among peers, especially in teenagers
•Not knowing the concept of «bullying» or «mobbing»
•Not knowing the concept of «equality»
•The effects of mobbing in the teenage years in schools
•The serious effects of mobbing in the adolescence years in social life

CONTENTS
•Matrix Diagram
What is mobbing?
•Types of Mobbing
•Fishbone Diagram
•Gantt Chart
•Survey

What is mobbing?
•«Mobbing is the targeting of an individual or group of individuals within an
organization or school and the subjecting of that individual or group of
individuals to a series of abusive and humiliating behaviors.» (Duffy, Sperry,
2012)
•Some typical examples of bullying are «name calling, put-downs, cruel teasing;
saying or writing nasty things about others; deliberately excluding certain people
from activities;not talking to certain people; threatening others with bodily
harm; taking or damaging others' things; hitting or kicking; making people do
things they don't want to do.» (Weinhold, Barry K., 2000)

CONTENTS
•Matrix Diagram
•What is mobbing?
Defining Factors of Mobbing
•Types of Mobbing
•Fishbone Diagram
•Gantt Chart
•Survey

Defining Factors of Mobbing
It is often difficult for even peers to identify who are the bullies and who are the
victims because the vortex of violence is so prevalent and so many participate in
it (Paulk et al., 1999). There are 6 factors to define mobbing:
•Intent to harm
•Intensity and duration
•Power of the bully
•Vulnerability of the victim
•Lack of support
•Consequences

CONTENTS
•Matrix Diagram
•What is mobbing?
Types of Mobbing
•Fishbone Diagram
•Gantt Chart
•Survey

Physical Mobbing
Physical mobbing is that strong people damage weak people
physically and continuously with intention
◦ Slapping and kicking
◦ Punching
◦ Spitting
◦ Hair pulling
http://typesofbullying.org/types-of-bullying-in-schools/

Verbal Mobbing
Verbal mobbing is to hurt people’s feelings with verbs and insults.
◦ Jeering
◦ Swearing
◦ Bad nicknaming
◦ Humiliating
◦ Insulting the person or his family

Emotional Mobbing
It damages the person’s social status, relationships and the feeling of
belonging.
◦ Externalizing
◦ Abasement
◦ Discrimination

Sexual Mobbing
Sexual mobbing is to consider a person as a sex object to satisfy
sexual desires.
◦ Sexual Harassment
◦ Words including sexuality
◦ Molestation

Extensity of Mobbing Types
Sexual
9%
Emotional
18%
Verbal
43%
Physical
30%
Sexual
Emotional
Verbal
Physical

CONTENTS
•Matrix Diagram
•What is mobbing?
•Types of Mobbing
Real Life Examples of Mobbing
•Fishbone Diagram
•Gantt Chart
•Survey

Brown's Broken Toy Project
The founder of Broken Toy Project, Tom Brown, brings to bullying awareness a
raw and emotional program that in no uncertain terms, explains the severity of
school bullying and the possible consequences of such behavior. Telling his own
stories and allowing children to tell their own, plus putting to the audience
numerous questions covering every aspect of school bullying, The Broken Toy
Project is truly an interactive experience.

When he asked children what bullies told
the children who are bullied;
• new kids
• fat kids
• skinny kids
• boys that "suck" in sports
• boys that act like "fags"
• lesbians
• kids who are smart
• kids who are dumb
• Geeks
• computer-freaks
• kids who wear geeky out-of-
style clothes
• kids who stink and smell
• teacher's pets
• retarded kids
• kids who talk funny
• kids who walk funny
• minority kids
• kids in wheelchairs
• kids who get good grades
• kids who get poor grades
• girls with blonde hair
• kids with curly hair
• kids with freckles
• kids with funny looking ears
or noses
• kids with diseases
• kids with unkempt hair

Real Life Examples of Mobbing
•Feb. 2, 1996:
Two male students in Moses Lake, Washington, were shot to death by a 14-year-old male honor
student who had been the target of repeated bullying by those students.
•Mar. 24, 1998:
An 11-year-old boy and a 13-year-old boy shot and killed four girls and a female teacher in a
Jonesboro, Arkansas, Middle School. They had made repeated threats to others in the school
about their intent to do violence, but they were ignored. The 13year old was described as a bully.
•Nov. 1998:
Five Burlington, Wisconsin, boys were arrested for plotting the deaths of their teachers,
administrators, and the other students who they said were picking on them. They told school
officials that the other students "treated them like trash."
http://www.timelines.ws/subjects/Taxes.HTML

CONTENTS
•Matrix Diagram
•What is mobbing?
•Types of Mobbing
Statistics about mobbing
•Fishbone Diagram
•Gantt Chart
•Survey

Some Statistics about Mobbing
•The National Education Association estimates that 160,000 students miss school
every day (totaling 28 million missed days per year), because of fear of attack or
intimidation by a bully (Fried & Fried, 1996).
•Students receive an average of 213 verbal put-downs per week, or 30 per day
(Fried, personal communication, 1996).
•69 percent of all students believe that schools respond poorly to bullying and
victimization (Weinhold & Weinhold, 2000).

(Grades) (Olweus, 1994)
•Bullying occurs in every grade, but it happens most frequently in grades 4
through 8.
•Bullying usually starts as teasing and put-downs with younger bullies and then
becomes more physical and more violent as bullies get older.
•Bullies can be easily identified in each grade by the sixth week of the school
year.
•Potential bullies can be easily identified as early as preschool if we recognize the
early warning signs.

(Gender)(Saunders, 1997)
•Boys tend to use direct physical and verbal attacks to bully others.
•Girls tend to use more indirect, subtle, and social methods such as exclusion,
manipulation, and spreading rumors.
•Boys tend to bully other boys (80 percent) and girls (60 percent).
•In middle-school, girls who mature early are often bullied and sexually harassed
by boys.
•Girls tend to bully only other girls.
•Boys usually bully alone, and girls bully in groups.

CONTENTS
•Matrix Diagram
•What is mobbing?
•Types of Mobbing
What are causes of mobbing?
•Fishbone Diagram
•Gantt Chart
•Survey

Causes of Mobbing
Social Family Personal School

Social Causes
•«Hostility, envy, excessive competition and ambition, group pressure, disposition
to humiliate or scapegoat someone, social changes and cultural traits have been
indicated as social causes of mobbing» (Bilgel et al., 2006; Kök, 2006; Rayner and
Hoel, 1997).

Family Factors
•Children from violent homes are three to four times more likely to become
bullies. Contrary to popular belief, most of the violence directed at young
children in the home comes from the mother and older siblings (Straws &
Gelles, 1988).

Personal Causes
•«Personality, psychological state, personality disorders, individual traits, social
skills, demographic traits and perceptual differences have been presented as the
personal causes that may trigger mobbing» (Duffy and Sperry, 2007;
Einarsen,1999; Leymann, 1993).
•Bullies like to be in charge, dominate, and assert their power. They like to win at
any cost (Olweus, 1993).

School Causes
•A negative school climate where negative behavior gets most of the attention
encourages the formation of cliques and bullying (Espelage et al., 1999).
•25 percent of teachers see nothing wrong with bullying and put-downs. Schools
often condone this behavior and do nothing to prevent bullying and put-downs
(Olweus, 1994).

CONTENTS
•Matrix Diagram
•What is mobbing?
•Types of Mobbing
What can be done to prevent mobbing?
•Fishbone Diagram
•Gantt Chart
•Survey

Relations between Teachers and
Students
•Encouring bullies to understand victims’ perception.
•Raising students’ awareness about mobbing.
•Developing responsibility of sharing among students.
•Supporting friendships among students.
•Supporting personal and social development.
•Creating a peaceful environment.
•Raising awareness of diversity and leading students to be respectful.
•Informing students about school rules.

Relations between Teachers and
Students
•Defining rewards and sanctions together.
•Providing students to understand abstract concepts such as responsibility,
democracy, courage,thinking and collaboration.
•Being a role model with respectful and tolerant behaviors.
•Imposing sanctions not physically towards the negative conclusions of behaviors
which are not accepting as a violent.
•Not using violence against bullies.
•Being responsive about the efforts of being popular in the class.

Relations between Teachers and Parents
•Informing parents about mobbing and organizing meetings.
•Supporting them to be positive role models.
•Incorporating parents which are sensitive about mobing in the process.

Relationships between Teachers and
School
•Informing school administration about mobbing.
•Realizing that mobbing is a real problem involving the whole school and
incorporating all employees in solution process.
•Being careful about that sanctions which are imposed in schools are fair and
consistent.
•Investigating mobbing in school-wide.
•Supporting school policies which decrease the risk of mobbing.
•Showing zero tolerance towards mobbing.
•Organizing activities which are open to all students.

CONTENTS
•Matrix Diagram
•What is mobbing?
•Types of Mobbing
Consequences of mobbing
•Fishbone Diagram
•Gantt Chart
•Survey

Consequences of Mobbing with regards
to Bully
•Suspension or being expelled
•Escaping students from their duties, not having responsibility
•In adolescence, continuing same behaviors turns into crimes

Consequences of Mobbing with regards
to Victim
•Decreasing the attention about school
•Depression
•Playing truant or quiting school
•Discipline problems
•Decreasing self-esteem
•Blaming yourself
•Bullying others
•Desire for revenge
•Suicide attempts

CONTENTS
•Matrix Diagram
•What is mobbing?
•Types of Mobbing
Fishbone Diagram
•Gantt Chart
•Survey

Education
SchoolFamily
Lack of education
Wrong education
system
Relation
between
siblings
Relation between
peersRelation
between parents
Egoism
Personal
Competition
Why do
students have
a tend to bully
their peers?
Relation between
teachers
FISHBONE DIAGRAM

CONTENTS
•Matrix Diagram
•What is mobbing?
•Types of Mobbing
•Fishbone Diagram
Gantt Chart
•Survey

CONTENTS
•Matrix Diagram
•What is mobbing?
•Types of Mobbing
•Fishbone Diagram
•Gantt Chart
Survey

SURVEY
•Questions:
• Educational Status
• Gender
• How do you define your relationship between your parents?
• Did you get bullied in primary school?
• If yes, how do you define the type of mobbing?
• If yes, how did you feel when you faced with this situation?
• Did you bully in primary school?
• If yes, how do you define the type of mobbing?
• If yes, how did you feel after the incident?

Educational Status
0 1
43
3 3
0
5
10
15
20
25
30
35
40
45
50
Elementary High School Undergraduate Graduate Post Graduate

Gender
34
16
0
5
10
15
20
25
30
35
40
Women Men

How do you define your relationship
between your parents?
19
27
0
4
0
5
10
15
20
25
30
Loving & Rule-based Loving & Permissive Distant & Rule-based Distant & Permissive

Did you get bullied in primary school?
22
28
0
5
10
15
20
25
30
Yes No

If yes, how do you define the type of
mobbing?
13
6
0
3
0
2
4
6
8
10
12
14
Verbal Physical Cyber Sexual

If yes, how did you feel when you faced
with this situation?
•Ambitious
•Bad
•Powerless
•Desperate
•Scared
•Decreasing my self-esteem
•Outsider
•Humiliated
•Sad
•Hateful
•Nervous
•Anger
•Distress
•Unlovable

Did you bully in primary school?
7
43
0
5
10
15
20
25
30
35
40
45
50
Yes No

If yes, how do you define the type of
mobbing?
5
1 1
0
0
1
2
3
4
5
6
Verbal Physical Cyber Sexual

If yes, how did you feel after the
incident?
•Bizarre
•Childish
•Cruel
•Regretful
•Cool

CONTENTS
•Matrix Diagram
•What is mobbing?
•Types of Mobbing
•Fishbone Diagram
•Gantt Chart
•Survey
Conclusions & Suggestions

Conclusions & Suggestions
‘’ The effects of mobbing are always loss-loss of dignity, loss of respect, loss of status, loss of
personal identity, loss of professional identity, loss of job, loss of money, loss of friendship and
social networks, loss of family support, loss of health insurance, loss of health, loss of life.’’
(Duffy, Sperry, 2012)
Therefore;
Realizing that mobbing is a serious and demanding topic.
Showing zero tolerance towards mobbing.

It is important for everyone in the community to work together to send a unified message
against bullying.
 Establish a school safety committee or task force to plan, implement, and evaluate your
school's bullying prevention program.
Create a mission statement, code of conduct, school-wide rules, and a bullying reporting
system.
Establish a school culture of acceptance, tolerance and respect. Use staff meetings, assemblies,
class and parent meetings, newsletters to families, the school website, and the student
handbook to establish a positive climate at school.
Build bullying prevention material into the curriculum and school activities. Train teachers and
staff on the school’s rules and policies. Give them the skills to intervene consistently and
appropriately.
Conclusions & Suggestions

Special Thanks to Hayal Köksal…

Bully busters leading teachers

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