The document summarizes information about bullying among children and youth. It discusses the nature and prevalence of bullying, health consequences for those bullied, characteristics of bullies and bully/victims. It also outlines common approaches to bullying prevention in schools and the goals and components of the HRSA National Bullying Prevention Campaign, including a website, PSAs, and educational resources.
Bullying is a unhealthy behavior with multiple manifestations. It does not discriminate against the age, ethnicity, belief system, lifestyle, and level of well-being of an individual. This unhealthy behavior usually starts early in life. Individuals can potentially exhibit and or be victimized by bullying. Most cases are underreported and not detected while the solutions exist to reduce the incidence and the prevalence of this common phenomenon. Targeting bullying in childhood and adolescence is a great determinant of healthier learners, but also of healthier and productive adult citizens.
Bullying and depression among transgender youthRachel Watkins
Bullying is a relevant issue for this population and we must find ways to advocate for them in order to increase their safety. This presentation will discuss the negative impacts of bullying as well as clinical applications for this population.
Bullying is a unhealthy behavior with multiple manifestations. It does not discriminate against the age, ethnicity, belief system, lifestyle, and level of well-being of an individual. This unhealthy behavior usually starts early in life. Individuals can potentially exhibit and or be victimized by bullying. Most cases are underreported and not detected while the solutions exist to reduce the incidence and the prevalence of this common phenomenon. Targeting bullying in childhood and adolescence is a great determinant of healthier learners, but also of healthier and productive adult citizens.
Bullying and depression among transgender youthRachel Watkins
Bullying is a relevant issue for this population and we must find ways to advocate for them in order to increase their safety. This presentation will discuss the negative impacts of bullying as well as clinical applications for this population.
Conversations Matter when discussing suicide in Aboriginal communties. Presented by Jaelea Skehan and Alexandra Culloden of the Hunter Institute of Mental Health at the National Suicide Prevention Conference, July 2014.
Building the capacity of family day care educators to engage in mental health promotion, encouraging children to flourish. Presented by Hunter Institute of Mental Health Projects Coordinator, Ellen Newman.
Anne Gregory, Ph.D. - “Engaging Students in Problem-Solving: A Civil Rights R...youth_nex
Anne Gregory, Ph.D. (Rutgers University)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 5 - RESTORING JUSTICE IN OUR SCHOOLS: POSITIVE YOUTH DEVELOPMENT APPROACHES TO THE DISCIPLINE GAP
Youth of color are disproportionately suspended from school, causing youth to miss critical time of instruction, evoke feelings of hopelessness, and contributing to the “school to prison pipeline.” This panel considered what research and practice tell us about dismantling the pipeline and promoting positive developmental outcomes for youth of color with a focus on youth-centered principles of restorative justice.
Resources for families, building protective factors and how communities can prevent child maltreatment.
Presented by Jim McKay, State Coordinator, Prevent Child Abuse WV
Universal mental health promotion to tackle bullying, behavioural problems and big issues. Presentation by Dr Sarah Hiles, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July, Sydney.
The way back Information Resources Project:Needs and views of people who have attempted suicide and their family and friends. Presented by Jaelea Skehan, Hunter Institute of Mental Health and project working group members at National Suicide Prevention Conference, July 2014.
Building Healthy Communities and Preventing Child NeglectJim McKay
Building Healthy Communities and Preventing Child Neglect: It’s more than a family matter.
Presentation at Ohio County Partners in Prevention Conference, Dec. 11, 2015.
The Child Illness Resilience Program: Promoting the wellbeing and resilience of families living with childhood chronic illness. Presentation at the 16th International Mental Health Conference by the Hunter Institute of Mental Health.
Predict Interestingness of An Article Using TwitterYash Girdhar
The project aims at measuring the interestingness of articles by analyzing the tweets related to the entities in the article.
Application:
We can order the articles for a search query according to their interestingness.
Suggesting news articles to users on websites
Conversations Matter when discussing suicide in Aboriginal communties. Presented by Jaelea Skehan and Alexandra Culloden of the Hunter Institute of Mental Health at the National Suicide Prevention Conference, July 2014.
Building the capacity of family day care educators to engage in mental health promotion, encouraging children to flourish. Presented by Hunter Institute of Mental Health Projects Coordinator, Ellen Newman.
Anne Gregory, Ph.D. - “Engaging Students in Problem-Solving: A Civil Rights R...youth_nex
Anne Gregory, Ph.D. (Rutgers University)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 5 - RESTORING JUSTICE IN OUR SCHOOLS: POSITIVE YOUTH DEVELOPMENT APPROACHES TO THE DISCIPLINE GAP
Youth of color are disproportionately suspended from school, causing youth to miss critical time of instruction, evoke feelings of hopelessness, and contributing to the “school to prison pipeline.” This panel considered what research and practice tell us about dismantling the pipeline and promoting positive developmental outcomes for youth of color with a focus on youth-centered principles of restorative justice.
Resources for families, building protective factors and how communities can prevent child maltreatment.
Presented by Jim McKay, State Coordinator, Prevent Child Abuse WV
Universal mental health promotion to tackle bullying, behavioural problems and big issues. Presentation by Dr Sarah Hiles, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July, Sydney.
The way back Information Resources Project:Needs and views of people who have attempted suicide and their family and friends. Presented by Jaelea Skehan, Hunter Institute of Mental Health and project working group members at National Suicide Prevention Conference, July 2014.
Building Healthy Communities and Preventing Child NeglectJim McKay
Building Healthy Communities and Preventing Child Neglect: It’s more than a family matter.
Presentation at Ohio County Partners in Prevention Conference, Dec. 11, 2015.
The Child Illness Resilience Program: Promoting the wellbeing and resilience of families living with childhood chronic illness. Presentation at the 16th International Mental Health Conference by the Hunter Institute of Mental Health.
Predict Interestingness of An Article Using TwitterYash Girdhar
The project aims at measuring the interestingness of articles by analyzing the tweets related to the entities in the article.
Application:
We can order the articles for a search query according to their interestingness.
Suggesting news articles to users on websites
Tips for educators using social media: what it is, why it is important and how to use it to find jobs both in the classroom and outside of the classroom. This presentation is great for anyone who needs a basic social media introduction as well.
Higher Education, Academic Advising and Enrollment: 5 Important Tips To Incre...Robyn D. Shulman, M.Ed.
With higher education institutions struggling, it is imperative to understand the roles academic advisors play in regard to enrollment and retention. A good advisor can increase a program's success much greater than anticipated. I was very honored to have this opportunity!
Wulf Livingston's talk at the Conwy & Denbighshire LSCB Conference, March 2013.
Watch a video of his talk here:
http://www.youtube.com/watch?v=Uesatpv7bZQ
These PowerPoint presentations are intended for use by crime prevention practitioners who bring their experience and expertise to each topic. The presentations are not intended for public use or by individuals with no training or expertise in crime prevention. Each presentation is intended to educate, increase awareness, and teach prevention strategies. Presenters must discern whether their audiences require a more basic or advanced level of information.
NCPC welcomes your input and would like your assistance in tracking the use of these topical presentations. Please email NCPC at trainings@ncpc.org with information about when and how the presentations were used. If you like, we will also place you in a database to receive updates of the PowerPoint presentations and additional training information. We encourage you to visit www.ncpc.org to find additional information on these topics. We also invite you to send in your own trainer notes, handouts, pictures, and anecdotes to share with others on www.ncpc.org.
Child Maltreatment and Intra-Familial ViolenceClinical Soc.docxbartholomeocoombs
Child Maltreatment and Intra-Familial Violence
Clinical Social Work with Urban Children Youth & Families
Child
Maltreatment
Broad definition that encompasses a wide
range of parental acts or behaviors that
place children at risk of serious or physical
or emotional harm
It is defined by law in each state
Labels used in state statutes vary
Categories of
Abuse
• Neglect
• Physical Abuse
• Sexual Abuse
• Emotional Abuse
Neglect
Definition of Neglect
The failure of a parent, guardian,
or other caregiver to provide for a
child’s basic needs. This can also
include failure to protect them
from a known risk of harm or
danger.
Examples of Neglect
Child is frequently
absent from school
Begs or steals food
or money
Lacks needed
medical or dental
care, immunizations,
glasses, etc.
Consistently dirty
and has severe body
odor
Lacks sufficient
clothing for the
weather
Abuses alcohol or
drugs
States that there is
no one at home to
provide care
Physical Abuse
Examples of Physical Abuse
• Visible unexplained burns, bites,
bruises, broken bones, or black eyes
• Has fading bruises or other marks
noticeable after an absence from
school
• Seems frightened of the parents and
protests or cries when it is time to go
home
• Shrinks at the approach of adults
• Reports injury by a parent or another
adult caregiver
Definition of Physical Abuse
The non-accidental physical injury of a
child
Sexual Abuse
Definition of Sexual Abuse
Anything done with a child for the
sexual gratification of an adult or
older child
Examples of Sexual Abuse
Has difficulty walking or
sitting
Suddenly refuses to
change for gym or to
participate in physical
activities
Reports nightmares or
bedwetting
Experiences a sudden
change in appetite
Demonstrates bizarre,
sophisticated, or
unusual sexual
knowledge or behavior
Becomes pregnant or
contracts a sexually
transmitted disease
Runs away
Emotional Abuse
Definition of Emotional Abuse
A pattern of behavior that impairs
a child’s emotional development
or sense of self-worth
Examples of Emotional Abuse
• Shows extremes in behavior
• Inappropriately adult or infantile
• Is delayed in physical or
emotional development
• Has attempted suicide
• Reports a lack of attachment to
the parent
Protective Factors
• Protective factors are conditions or attributes of individuals, families,
communities, or the larger society that, when present, promote wellbeing and
reduce the risk for negative outcomes
• Parental Resilience
• Social Connections
• Knowledge of Child Development
• Concrete Support In Times of Need
• Social and Emotional Competence of the Child
Intra-Family Violence
• Intra-family violence: a pattern of abusive behaviors by one family member against
another.
• Domestic and family violence occurs when someone tries to control their partner or
other family members in ways that intimidate or oppress them.
The presentation will cover the basics of partner violence, impact of violence on pregnancy/fetal development, impact on child development (birth-adolescence), resiliency in children, proper ways to respond to partner violence when children are present and resources for assistance/more information.
A Multidisciplinary Approach to Child Pornography on the Internet: Impact on...James Marsh
Attorney James R. Marsh and Social Worker Kathleen Coulborn Faller review the victim impact of child pornography on the Internet from both a social work and legal perspective.
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
263778731218 Abortion Clinic /Pills In Harare ,sisternakatoto
263778731218 Abortion Clinic /Pills In Harare ,ABORTION WOMEN’S CLINIC +27730423979 IN women clinic we believe that every woman should be able to make choices in her pregnancy. Our job is to provide compassionate care, safety,affordable and confidential services. That’s why we have won the trust from all generations of women all over the world. we use non surgical method(Abortion pills) to terminate…Dr.LISA +27730423979women Clinic is committed to providing the highest quality of obstetrical and gynecological care to women of all ages. Our dedicated staff aim to treat each patient and her health concerns with compassion and respect.Our dedicated group ABORTION WOMEN’S CLINIC +27730423979 IN women clinic we believe that every woman should be able to make choices in her pregnancy. Our job is to provide compassionate care, safety,affordable and confidential services. That’s why we have won the trust from all generations of women all over the world. we use non surgical method(Abortion pills) to terminate…Dr.LISA +27730423979women Clinic is committed to providing the highest quality of obstetrical and gynecological care to women of all ages. Our dedicated staff aim to treat each patient and her health concerns with compassion and respect.Our dedicated group of receptionists, nurses, and physicians have worked together as a teamof receptionists, nurses, and physicians have worked together as a team wwww.lisywomensclinic.co.za/
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
1. Bullying Among
Children & Youth
The KathyRinaldiHope
Foundation
presents:
(c) 2004 Take a Stand. Lend a Hand.
Stop Bullying Now!
2. Overview of the Workshop
• What is known about the nature and
prevalence of bullying?
• Why be concerned about bullying?
• How are schools addressing bullying?
• What works and doesn’t work in bullying
prevention and intervention?
• HRSA’s National Bullying Prevention
Campaign
3. Bullying…
• Is aggressive behavior that intends to cause
harm or distress.
• Usually is repeated over time.
• Occurs in a relationship where there is an
imbalance of power or strength.
5. Indirect Bullying
• Getting another person to bully someone
for you
• Spreading rumors
• Deliberately excluding someone from a
group or activity
• Cyber-bullying
6. How common is bullying?
• Nansel et al. (2001): national sample of 15,600
students in grades 6-10
– 19% bullied others ”sometimes” or more often
• 9% bullied others weekly
– 17% were bullied “sometimes” or more often
• 8% were bullied weekly
– 6% reported bullying and being bullied
“sometimes” or more often
7. Gender Differences in Bullying
• Most studies find that boys bully more than do
girls
• Boys report being bullied by boys; girls report
being bullied by boys and girls
• Boys are more likely than girls to be physically
bullied by their peers
• Girls are more likely to be bullied through
rumor-spreading, sexual comments, social
8. Conditions Surrounding Bullying
• Children usually are bullied by one child or
a small group
• Common locations: playground, classroom,
lunchroom, halls, bathrooms
• Bullying is more common at school than on
the way to/from school
9. Children 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
• Report poorer academic achievement
• Perceive a negative climate at school
• Carry a weapon
10. Longitudinal Study of Children
who Bullied (Olweus, 1993)
• 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 as likely as peers to
have multiple convictions.
11. Children who are bullied have:
• Lower self esteem
• Higher rates of depression
• Higher absenteeism rates
• More suicidal ideation
13. Common Characteristics of
Bully/Victims
• Hyperactive, have difficulty concentrating
• Quick-tempered, try to fight back if
provoked
• May be bullied by many children
• Try to bully younger, weaker children
14. Concern About Bully/Victims
• Display the social-emotional problems of
victimized children AND the behavioral problems
of children who bully (Nansel et al., 2003)
– Poor relationships with classmates
– Lonely
– Poorer academic achievement
– Higher rates of smoking and alcohol use
– More frequent fighting
15. Concern About Bully/Victims
• Peer Ratings
– Who do children most want to avoid? bully/
victims
• Teacher Ratings
– Who is least popular? bully/victims
– Who has the most conduct problems? bully/
victims
– Who is seen as the most disengaged from
school? bully/victims
16. Safe School Initiative Report
(2002)
• US Secret Service and US Dept. of Education
• Studied 37 incidents of targeted school violence,
involving 41 attackers (1974-2000)
– 3/4 of attackers felt persecuted, bullied prior to
the incident
– 1/3 of attackers characterized as “loners”
– 1/4 socialized with students who were disliked
by most mainstream students
– Many had considered suicide
17. Reporting of Bullying to School
Staff bullied.
• Many do not report being
• Older children and boys are less likely to
report victimization.
• Why don’t children report?
– 2/3 of victims felt that staff responded
poorly
– 6% believed that staff responded very
well. (Hoover et al., 1992)
18. Adults’ Responsiveness to
Bullying
• Adults overestimate their effectiveness in
identifying bullying and intervening.
• Many children question the commitment of
teachers and administrators to stopping bullying
– 35% believed teachers were interested in
stopping bullying
– 25% believed administrators were interested in
stopping bullying (Harris et al., 2002).
19. Kids Who Observe
What do you usually do when you see a
student being bullied?
• 38%
Nothing, because it’s
none of my business
• 27%
I don’t do anything, but
I think I should help
• 35%
I try to help him or her
20. What Are Schools Doing To
Address Bullying?
• Awareness-raising efforts
• Reporting, tracking
• Zero tolerance (student exclusion)
• Social skills training for victims of bullying
• Individual & group treatment for children who
bully/children who are bullied
• Mediation, conflict resolution programs
• Curricular approaches to bullying prevention
• Comprehensive approaches
21. Common “Misdirections” in
Bullying Prevention and Intervention
• Zero tolerance (student exclusion)
• Conflict Resolution/Peer Mediation
• Group treatment for children who bully
• Simple, short-term solutions
22. What works in bullying
prevention?
• What is required to reduce bullying in
schools is nothing less than a change in the
school climate and in norms for behavior.
• This requires a comprehensive, school-wide
effort involving the entire school
community
24. Campaign Goals
• Raise awareness about bullying
• Prevent and reduce bullying behaviors
• Identify appropriate interventions for
“tweens” and other target audiences
• Foster and enhance linkages among partners
25. Resources Used for the
Campaign’s Development
• Review of existing research on bullying
• Focus groups & in-depth interviews with
tweens, teens, adults
• Input from Youth Expert Panel
• Input from Steering Committee of
Partner Organizations
26. Campaign Partners
• Over 60 public, not-for-profit groups, & government
agencies
• Represent fields of:
– Education, health, mental health, law
enforcement, youth development, faith-based
communities
• Responsibilities:
– Advise Campaign’s development
– Provide feedback on Campaign products
– Disseminate Campaign’s results
30. Interactive Website
• www.stopbullyingnow.hrsa.gov
• Animated Serial Comic
• Games, polls for tweens
• Advice for tweens
• Resource Kit for adults
• Links to partner groups and activities
31. • Twelve 2-minute
episodes
• Entertaining cast of
characters
• Model positive
behaviors
• Interactive
32. Resource Kit
• More than 20 tip sheets/fact sheets
• Database of existing bullying prevention
resources
– Bullying prevention programs
– Books, videos, other resources
• Available on the web
(stopbullyingnow.hrsa.gov) or in hard copy
via HRSA Helpline (1-888-ASK-HRSA)
33. Communications Kit
• Provides bullying prevention communication
materials to be used by local communities
• Components:
– PSAs for radio and TV
– Print PSAs
– Posters
36. National Teleconference
• 90-minute teleconference held in the spring of 2004.
– www.mchcom.com
• Sponsored by the Health Resources & Services Administration and the
U.S. Department of Education, Office of Safe & Drug-Free Schools
• Participants discussed the nature of bullying and effective bullying
prevention and intervention strategies.
• Included 6-8-minute video workshops for
– Educators
– Health professionals
– Mental health professionals
– Youth organizations
– Law enforcement officials
Editor's Notes
\n
What I’d like to do in the 40 minutes we have today is: \n\nFirst: to give an overview of the nature and prevalence of bullying. (What is it? How prevalent is it? What, if any gender and age differences do we observe in bullying and victimization?)\n\nSecond: Discuss why we should be concerned about bullying among children and youth.\n\nThird: Give an overview of some of the ways that schools currently are addressing bullying.\n\nFourth: Talk about what strategies are most effective in preventing bullying and in intervening to stop bullying…and what strategies are not effective.\n\nFinally: I’d like to introduce you to HRSA’s National Bullying Prevention Campaign, which includes resources for children, youth, parents, teachers, and other adults who interact with children & youth and who are concerned about bullying.\n
Researchers and practitioners generally agree that bullying has three defining characteristics (review 3 characteristics).\n\nIt is important to note that bullying is a form of victimization (or peer abuse) and shares some characteristics with other forms of victimization: domestic violence & child maltreatment\n\nIt also is important to consider what bullying ISN’T. Bullying isn’t a form of conflict, which implies that the two parties are on more or less equal footing.\n
Bullying takes many forms. We are, perhaps, most familiar with direct forms of bullying, which include…\n
It also is important to keep in mind that there indirect forms of bullying, which may be less apparent to adults, but which may cause a good bit of distress to children who are bullied. \n\nIndirect forms of bullying might include…\n\n(Note that cyber-bullying is a relatively new form of bullying, which includes bullying via e-mail messages, instant messaging, text messaging, chat rooms, and web sites.)\n
A recent nationally representative study of more than 15,000 6th-10th graders in the United States found that:\n\nNearly 20% admitted to bullying others “sometimes” or more often within a school semester, and 9% bullied others once a week or more often;\n17% said that they had been bullied “sometimes” or more often, and were bullied at least once per week.\n6% of the total sample said that they bullied AND had been bullied “sometimes” or more often.\n\nNote: This study used an anonymous, self-report questionnaire.\n\nCitation: Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simmons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094-2100.\n
There are some interesting (and perhaps predictable) gender differences in bullying experiences. \n\nBy self-report, boys are more likely than girls to bully other students (see e.g., Nansel et al., 2001). \nBoys typically are bullied only by other boys, while girls report being bullied by both boys and girls (see e.g., Olweus, 1993a). \nBoys are more likely than girls to report being physically bullied, whereas girls are more likely than boys to report being the targets of rumor-spreading and sexual comments (see e.g., Nansel et al., 2001). \nWhen one looks at same-gender bullying (e.g., bullying of girls by other girls), girls are more likely than boys to bully through social exclusion (Olweus, 2002; as cited in Limber, 2002). \n\nSample Citations:\n\nLimber, S. P. (2002). Addressing youth bullying behaviors. In M. Fleming & K. Towey (Eds.), Proceedings of the Educational Forum on Adolescent Health: Youth Bullying (pp. 5-16). Chicago: American Medical Association. Available online: http://www.ama-assn.org/ama1/pub/upload/mm/39/youthbullying.pdf.\n\nOlweus, D. (1993a). Bullying at school: What we know and what we can do. New York: Blackwell.\n
Recent research has focused on better understanding the conditions surrounding bullying incidents, including the number of perpetrators and the location of the bullying.\n\nNumber of perpetrators. Children who are bullied typically tell us that they have been bullied by one other child or by a very small group of peers. It is less common for children to be bullied by large groups (Olweus, 1993a; Unnever, 2001, as cited in Limber, 2002).\nLocation of bullying. The locations where children are bullied vary somewhat from survey to survey. Common locations for bullying at school include the playground (for elementary school children), the classroom (both with and without the teacher present), the lunchroom, and the hallways. Bullying is much more common at school than away from school (e.g., on the bus, at the bus stop) (see e.g., Nansel et al., 2001; Olweus, 1993)\n
Frequent or persistent bullying behavior commonly is considered part of a conduct-disordered behavior pattern. \nResearchers have found bullying behavior to be related to other antisocial, violent, or troubling behaviors. They are more likely than their non-bullying peers to…\n\nSample Citations: \nByrne, B. J. (1994). Bullies and victims in school settings with reference to some Dublin schools. Irish Journal of Psychology, 15, 574-586.\n\nCunningham, P. B., Henggeler, S. W., Limber, S. P., Melton, G. B., & Nation, M. A. (2000). Patterns and correlates of gun ownership among nonmetropolitan and rural middle school students. Journal of Clinical Child Psychology, 29, 432-442.\n\nNansel et al. (2001)\n\nNansel, T. R., Overpeck, M. D., Haynie, D. L., Ruan, W. J., & Scheidt, P. C. (2003). Relationships between bullying and violence among US youth. Archives of Pediatric Adolescent Medicine, 157, 348-353.\n\nOlweus (1993). Victimization by peers: Antecedents and long-term outcomes. In K. H. Rubin & J. B. Asendorf (Eds.), Social withdrawal, inhibition, and shyness (pp. 315-341).\n
Finally, bullying behavior also may be an indicator that boys are at risk for engaging in later criminal behaviors. \n\nIn a longitudinal study in Norway, 60% of boys who were identified as bullies in middle school had at least one conviction by the age of 24, and 35-40% had three or more convictions. So, children who bullied were three to four times as likely as their non-bullying peers to have multiple convictions by their early 20s. (Olweus, 1993a).\n
What effects does bullying have on its victims? Bullying may seriously affect the psychosocial functioning, academic work, and the health of children who are targeted. Bully victimization has been found to be related to lower self-esteem, higher rates of depression, loneliness, and anxiety (e.g., Craig, 1998; Nansel et al., 2001; Rigby, & Slee, 1993).\n\nVictims are more likely to report wanting to avoid attending school and have higher school absenteeism rates (Rigby, 1996). \nResearchers also have identified that victims of bullying were more likely to report more suicidal ideation than their non-bullied peers. (Rigby, 1996). \n\nSample Citations:\n\nCraig, W. M. (1998). The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children. Personality & Individual Differences, 24, 123-130.\n\nRigby, K. & Slee, P. T. (1993). Bullying among Australian school children: Reported behavior and attitudes toward victims. Journal of Social Psychology, 131, 615-627.\n
Recent research has focused on health consequences of bullying. For example, in recent study of Dutch school children (ages 9-12) researchers found that bullied children (i.e., children who were bullied a few times a month or more), were more likely than their non-bullied peers to experience a whole host of physical ailments. They were, for example:\n\nnearly 3x as likely as their non-bullied peers to experience headaches,\n2x as likely to have problems sleeping, abdominal pain, and to feel tense\n3x as likely to feel anxious\nNearly 5x as likely to feel unhappy, and \nMuch more likely to be depressed\n\nCitation: Fekkes, M., Pijpers, F. I. M., & Verloove-VanHorick, S. P. (2004). Bullying behavior and associations with psychosomatic complaints and depression in victims. Journal of Pediatrics, 144, 17-22.\n
Among children who are bullied, there is a sub-group, referred to as bully/victims or “provocative victims.”\n\nBully-victims display many of the characteristics of passive victims, but they also may tend to by hyperactive and have difficulty concentrating. These children tend to be quick-tempered and try to fight back if they feel insulted or attacked. When these children are bullied, many students (and sometimes the whole class) may be involved in the bullying. \n\nAlthough bully-victims are frequent targets of bullying, they also may tend to bully younger or weaker children.\nPrimary citation: Olweus (1993a)\n
Recent research suggests that there is particular reason to be concerned about bully-victims, as they tend to display not only the social-emotional problems of victimized children but also the behavioral problems of bullies.\n\nIn a recent national study of 6th-10th graders, researchers found that these children reported…\n\nCitation: Nansel et al. (2003)\n
These differences don’t just show up in studies that use self-report measures, however. In a recent study of nearly 2,000 6th grade students from 11 different schools in Los Angeles, researchers also tapped into peer ratings and teacher ratings of: children who bully, victims of bullying, bully-victims, and children who were not directly involved in bullying. \n\nThey found that: \nWhen children were asked whom they most wanted to avoid—they gave names of children who were classified by researchers as bully-victims\nWhen teachers were asked to rate children as to popularity, bully-victims and victims emerged as the least popular. \nWhen teachers were asked who had the most conduct problems and who were the least engaged students, children who were bully-victims were at the top of the list. \n\nCitation: Juvonen, J., Graham, S., & Schuster, M. A. (2003). Bullying among young adolescents: The strong, the weak, and the troubled. Pediatrics, 112, 1231-1237.\n
Let me highlight one final study that has found a link between bully victimization and seriously aggressive behavior:\n\nSeveral years ago, the US Secret Service, together with the US Department of Education, conducted a study of all incidents of targeted school violence between 1974 and 2000. (The term “targeted school violence” indicates that the school was deliberately selected as the location for the attack and wasn’t merely a random site of opportunity.)\n\nDrawing on information from investigative, school, court, and mental health records, researchers found that:\n\n¾ of the attackers felt persecuted, bullied prior to the incident\n1/3 were characterized (either by others or themselves) as “loners”\n¼ socialized with students who were disliked by most mainstream students or were considered to be part of a “fringe” group\n\nAlthough there are some limitations of retrospective studies such as this one, but together, the data are fairly compelling in raising our concern about a relatively small group of students who are bullied by their peers. \n\nCitation: Vossekuil, B., Fein, R. A., Reddy, M., Borum, R., & Modzeleski, W. (2002). The final report and findings of the Safe School Initiative: Implications for the prevention of school attacks in the United States. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Safe and Drug Free Schools Program and U.S. Secret Service, National Threat Assessment Center.\n
Of course, most victimized children are not violent. How do most victimized children cope with the bullying that they experience?\n\nUnfortunately, despite the high prevalence of bullying and the harm that it may cause, substantial numbers of children indicate that they report their victimization--at least not to adults at school or to their parents (Limber, 2002).\nReporting of bullying varies by age and gender. Older children and boys are particularly unlikely to report their victimization (Melton et al., 1998; Rivers & Smith, 1994; Whitney & Smith, 1993).\n\nWhy don’t children report their experiences to adults? Children’s reluctance to report bullying experiences to school staff may reflect a lack of confidence in their teachers’ (and other school authorities’) handling of bullying incidents and reports. For example, in a survey of high school students in the U.S., two-thirds of those who had been bullied believed that school personnel responded poorly to bullying incidents at school, and only 6% felt that school staff handled these problems very well (Hoover et al., 1992).\n\nSample Citations:\n\nHoover, J. H., Oliver, R., & Hazler, R. J. (1992). Bullying: Perceptions of adolescent victims in the Midwestern USA. School Psychology International, 13, 5-16.\n\nLimber, S. P. (2002).\n\nMelton, G. B., Limber, S. P., Cunningham, P., Osgood, D. W., Chambers, J., Flerx, V., Henggeler, S., & Nation, M. (1988). Violence among rural youth. Final report to the Office of Juvenile Justice and Delinquency Prevention. \n\nRivers, I., & Smith, P. K. (1994). Types of bullying behavior and their correlates. Aggressive Behavior, 20, 359-368.\n\nWhitney, I., & Smith, P. K. (1993). A survey of the nature and extent of bullying in junior/middle and secondary schools. Educational Research, 35, 3-25.\n
Because many children don’t report their experiences, it is critical that adults and other students are vigilant and responsive to bullying.\nUnfortunately, adults within the school environment dramatically overestimate their effectiveness in identifying and intervening in bullying situations. For example, in one study, 70% of teachers believed that teachers intervene “almost always” in bullying situations, while only 25% of the students agreed with the teacher’s assessment (Charach et al., 1995).\nThese findings suggest that teachers are unaware of much of the bullying that occurs around them. This is likely because bullying is often difficult to detect and because children often do not report bullying to adults. \nPerhaps even more disturbing…many children also question the commitment of teachers and administrators to stopping bullying. For example, in a recent study of 9th grade students (Harris et al., 2002), only one-third believed that their teachers were interested in trying to stop bullying. Forty-four percent reported that they did not know if their teachers were interested in stopping bullying, and 21% felt that their teachers were not interested. Even fewer students (25%) believed that administrators at their school were interested in stopping bullying. \n\nSample citations:\n\nCharach, A., Pepler, D. J., & Zieler, S. (1995). Bullying at school: A Canadian perspective. Education Canada, 35, 12-18.\n\nHarris, S., Petrie, G., & Willoughby, W. (2002). Bullying among 9th graders: An exploratory study. NASSP Bulletin 86 (630).\n
Although adults are critically important actors, children and youth also play important roles in addressing the bullying that they witness or observe\n\nHow do children typically react to bullying that they observe?\n\nIn a study of 4th-6th graders, children reported the following when asked “what do you usually do when you see a student being bullied?”:\n38% felt it was none of their business, but\n62% either tried to help or at least believed that they should help.\n\nCitation: Melton et al. (1998).\n
Although adults are critically important actors, children and youth also play important roles in addressing the bullying that they witness or observe\n\nHow do children typically react to bullying that they observe?\n\nIn a study of 4th-6th graders, children reported the following when asked “what do you usually do when you see a student being bullied?”:\n38% felt it was none of their business, but\n62% either tried to help or at least believed that they should help.\n\nCitation: Melton et al. (1998).\n
Unfortunately, not all approaches to bullying prevention and intervention are likely to be effective. In recent years, a number of misdirected strategies have been developed (albeit by committed and caring adults). These “misdirections” include:\n\nFor more information: See the Stop Bullying Now fact sheet entitled, “Misdirections in Bullying Prevention and Intervention” (www.stopbullyingnow.hrsa.gov)\n
Unfortunately, not all approaches to bullying prevention and intervention are likely to be effective. In recent years, a number of misdirected strategies have been developed (albeit by committed and caring adults). These “misdirections” include:\n\nFor more information: See the Stop Bullying Now fact sheet entitled, “Misdirections in Bullying Prevention and Intervention” (www.stopbullyingnow.hrsa.gov)\n
Public awareness efforts can assist schools and communities in raising awareness about bullying and in pointing children and adults to useful resources.\n\nIn 2004, the Health Services and Resources Administration (HRSA) launched a multi-year public awareness campaign for “tweens” (children aged 9-13) entitled “Take a Stand. Lend a Hand. Stop Bullying Now!\n
The Campaign’s goals are 4-fold:\nRaise awareness about bullying\nPrevent and reduce bullying behaviors\nIdentify appropriate interventions for “tweens” and other target audiences (including teens and adults who interact with tweens)\nFoster and enhance linkages among partners\n
A variety of resources were used in the Campaign’s development. These included:\nA review of existing research on bullying\nFocus groups and in-depth interviews, which were conducted with tweens, teens, parents, educators, and other professionals who interact with tweens\nInput from a Youth Expert Panel of tweens and several teenagers who helped to make sure the campaign reflected the "real life" impact of bullying in middle school and beyond. (The panel was racially and geographically diverse and included children and youth with special needs.)\nInput from a steering committee of many partner organizations\n
The Campaign Partners included representatives from numerous public, not-for-profit groups and several government agencies.\n\nThese partners represented different constituency groups and provided diverse perspectives into the issue of bullying.\n\nThe responsibilities of the partners included:\nProviding advice into the development of the Campaign\nProviding feedback on particular Campaign products\nDisseminating information about the Campaign and the topic of bullying to their constituents\n
The Campaign was launched on March 1, 2004, at the KIPP KEY Academy in Washington, DC. by U.S. Surgeon General Dr. Richard Carmona.\n\nDuring the launch, the various elements of the Campaign were introduced, which I’ll highlight.\n
Television, radio, and print public service announcements have been produced for tweens…\n
…and for adults.\n\nFor example, several thousand television PSAs have been aired on more than 50 stations across the U.S.\n\nIn addition, NBC’s “The More You Know” Campaign has collaborated with the HRSA National Bullying Prevention Campaign to develop several PSAs on bullying, which air every Saturday morning.\n
Much of the activity of the Campaign centers around an interactive website, which is designed for use by tweens and by adults. \n\nIt includes a wide variety of resources, many of which I’ll describe briefly…\n
An animated serial comic has been developed to introduce bullying stories to tweens.\n\nThe comic contains twelve 2-minute “webisodes” that feature a cast of engaging school-aged characters, who are dealing with bullying in their everyday lives. \n\nCharacters in the webisodes (both youth and adults) model positive behaviors for helping to stop bullying.\n\nAt the end of each webisode, visitors can engage in an interactive Q & A session about the story that they’ve just viewed. These questions help children & youth explore in more depth the motivations of the characters and possible solutions to bullying problems.\n
Also on the website is a Resource Kit for adults.\n\nThe Kit includes: \n\n more than 20 tip sheets and fact sheets with titles such as:\n“What do We Know About Bullying?”\n“Warning Signs That a Child Is Being Bullied”\n“Misdirections in Bullying Prevention and Intervention”\n“Roles for Health and Safety Professionals in Bullying Prevention & Intervention”\n\n A database of scores of existing bullying prevention resources, including school-based bullying prevention programs, as well as books, videos and a variety of other resources for tweens, teens, parents, and other adults.\n\nA hard copy of the Resource Kit can be ordered free of cost from the HRSA Helpline.\n
Also available on the website and from the HRSA Helpline is a Communications Kit, which provides communication materials that can be used by local organizations and communities to spread the word about bullying prevention.\n\nThe Communications Kit includes PSAs as well as…\n
…two posters designed for tweens. \n
The Communications Kit also includes a camera-ready brochure about the Campaign and the problem of bullying.\n
In April of 2004, a 90-minute live teleconference was held to feature the resources of the Campaign and to offer expert advice on bullying prevention and intervention.\n\nThe Campaign was sponsored by HRSA and by the U.S. Department of Education, Office of Safe and Drug Free Schools.\n\nThe teleconference may be viewed in its entirety on the Campaign’s website. \n\nAlso available for viewing are 5 short video workshops that were featured during the teleconference. These video workshops are designed to highlight what educators, health professionals, mental health professionals, youth organizations, and law enforcement officials can do to help prevent bullying.\n