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Promoting Dignity for All Students                                        
through Prevention and Intervention



    Amanda Nickerson, Ph.D.
    Alberti Center for Bullying Abuse Prevention | University at Buffalo


    alberticenter@buffalo.edu
    gse.buffalo.edu/alberticenter



                          East Aurora School District
                              September 4, 2012
Overview

 Dignity Act for All Students Act

 Recognizing and understanding bullying and harassment

 Best practices in preventing bullying and harassment
Dignity Act Overview

 Intent: “No student shall be subjected to harassment,
   discrimination, or bullying by employees or students”

 Took effect July 1, 2012 (signed into law 9/13/11)

 Cyberbullying amendment takes effect July 1, 2013

 Applies to all public schools, BOCES, and charter schools
Definition of Harassment in Dignity Act

 “the creation of a hostile environment by conduct or
  by verbal threats, intimidation or abuse
 that has or would have the effect of unreasonably and
  substantially interfering with a student’s educational
  performance, opportunities or benefits, or mental,
  emotional or physical well-being;
 or conduct, verbal threats, intimidation or abuse that
  reasonably causes or would reasonably be expected to
  cause a student to fear for his or her safety.”
Protected Classes

 Race               Religious practice

 Color              Disability

 Weight             Sexual orientation

 National origin    Gender identity

 Ethnic group       Sex

 Religion           …Obligation extends to
                       harassment not related to
                       protected class
Dignity Act Requirements for Schools

 Policy (Code of Conduct) intended to create an environment free
    from discrimination and harassment
 Designated Dignity Act Coordinator within each school to handle
    reporting and responding
 Instruction for students (K-12; excludes charter)
   Civility, citizenship, and character education to address prohibition of
      harassment, bullying or intimidation of protected classes

 School employee training

 Annual reporting
Reflection and Planning

   Is our policy communicated in understandable terms to employees,
    parents, and students?

   How do we involve students in creating a climate free of harassment?

   How do we teach students about harassment and protected classes?

   How do we identify and report incidents?

   What are our intervention options?

   Do we work with both the perpetrator and the target (separately)?

   How and when do we communicate with parents?
Suggested Resources

 www.p12.nysed.gov/dignityact/
   Regulations, guidance policy document, voluntary
    implementation self-assessment checklist, webinar, Power Point,
    informational brochure, fact sheet, sample lesson plan

 www.stopbullying.gov
   Information about bullying, preventing, responding; Kids’ section
    with videos

 www.gse.buffalo.edu/alberticenter
   Resources for educators, parents, kids and teens (book lists, links
    to videos, bullying prevention programs)
What is Bullying?

 Acts of aggression (verbal,
   physical, relational, or cyber)
   intended to cause harm

 By a peer (or group of peers)
   operating from a position of
   strength or power

 Usually repeated                        Olweus (1978);
                                          Stopbullyingnow.gov
How is Bullying Different from
                         Conflict and Playing?

                                Conflict: A struggle, dispute, or
                                misunderstanding between two
                                equal forces


Playing: Mutually desirable
interaction (positive affect, give-and-
take) – rough and tumble and playing
the dozens often mistaken for
aggression and bullying
Quick Bullying Facts

   Estimates vary WIDELY, but about 1 in 3 children and adolescents are
    involved in as bully, target, or both
   Bullying peaks in grades 4-7
   Bullying is more likely to occur in less closely supervised areas (bathrooms,
    hallways, playground, lunch, bus, online)
   Both boys and girls bully, but there are some differences
        Boys more likely to be direct/physical with younger, vulnerable target
        Girls may engage in more subtle, indirect forms with same-age girls



Cowie (2000); Nansel et al. (2001); Perry, Kusel, & Perry (1988); Skiba & Fontanini (2000)
Students who Bully: Common Characteristics

   Desire for power and control
   Get satisfaction from others’ suffering
   Justify their behavior (“he deserved it”)
   More exposed to physical punishment
   More likely to be depressed
   Engage in other risky and delinquent behaviors
   Myth: Most are loners with low self-esteem
   Fact: Most report average to high self-esteem and are popular

      Batsche & Knoff (1994); Beaver, Perron, & Howard, (2010); Olweus (1993);
              Swearer et al. (in press); Vaughn, Bender, DeLisi, (in press)
Students who are Bullied: Common Characteristics


 Most are perceived as weak or vulnerable
        Different in some way (appearance, age, disability, race/ethnicity,
         sexual orientation or gender expression)
        passive and lack assertiveness; do not invite the bullying

 Fewer provoke others (provocative victims or bully-
   victims)
        Offend, irritate, tease others
        Reactive; fight back when attacked

       Boivin, Poulin, & Vitaro (1994); Hodges & Perry (1999); Olweus (1978, 1993, 2001);
                               Schwartz (2000); Snyder et al. (2003)
Signs that Child May be Bullying Others

 Refer to others negatively (wimp, fag)

 Lack empathy

 Strong need to get his or her own way

 Hostile or defiant attitude

 Easy to anger

 Deny or blame others when behavior
   addressed
Signs that Child May be Bullied by Others

 Change in behavior
    Withdrawn, lack of interest

 Not wanting to go to school or be in
   social situations

 Physical complaints (headaches,
   stomachaches)

 Unexplained cuts, bruises
Effects of Bullying
        Those who bully
          More likely to experience legal or criminal troubles as adults (even after
             controlling for other risk factors)
          Poor ability to develop and maintain positive relationships

        Those who are bullied
          Emotional distress (anxiety, depression, low self-esteem, suicidal thoughts)
          Loneliness, peer rejection
          Desire to avoid school
          In some cases, may respond with extreme violence



Andershed, Kerr, & Stattin (2001); Crick & Bigbee (1998); Farrington (2009) ;
Farrington, & Ttofi (2009, 2011); Hinduja, & Patchin, (2009); Nickerson &
Sltater (2009); Oliver, Hoover, & Hazler (1994); Olweus (1993);
Ttofi & Farrington (2008)
Peers and Bullying

 Peers see 85% of bullying incidents, most do not try to stop it
   (and many join in), because:
    “It’s none of my business”
    Fear of retaliation (by bully or other peers)
    Target must have done something to deserve it
    Actions will not be effective




       Charach et al. (1995); Hawkins, Pepler, & Craig (2001); Rigby & Johnson (2005)
School Staff and Bullying

 School staff are often not involved because:
   Most students do not report it to adults
   May not see it or notice it
   Beliefs that this is a common part of childhood
   May not know what to do
   In some cases, fear of bully




 Banks (1997); Chang (2003); Cohn & Canter (2002); Hughes, Cavell, & Willson (2001); Limber
     (2002); Mullin-Rindler (2003); Skiba & Fonanini (2000); White, Sherman, & Jones (1996)
Summary of Key Points

       Alberti Center Slide Show
Best Practices in Bullying Prevention in Schools

                                                            Increase
                                   Skill
                                                          Awareness &
                               Development
                                                           Supervision

         Whole-School                                                             Respond
         Anti-Bullying                                                             Along
            Policy                                                               Continuum




                                            Bullying
                                                                                           Include
  Collect Data                             Prevention                                      Parents
                                           in Schools

  Hazler & Carney (2012); Rigby (2000); Ttofi & Farrington (2011); Swearer, Espelage, & Napolitano (2009)
What Schools and Educators Can Do
 Collect data to better understand extent of problem and
   to monitor effects of interventions
 Have high expectations for behavior
   Acknowledge and reward desired behavior
   Use teachable moments and apply meaningful
     consequences for unacceptable behavior
 Arrange for active supervision in “hot spots” (hallway,
   lunch, recess, before school)
      Everyone should know intervention and reporting procedures
Visit
gse.buffalo.edu/albertic
         enter
Respond to Bullying

 Intervene to stop the bullying
   Describe the behavior and why it is not acceptable
   Apply consequences consistent with policy; emphasize
     progressive discipline and teaching rather than only punishment
    Be aware of humiliation or retaliation if confronted publicly

 Document and report the incident
   May need investigation where parties interviewed individually

 Work with colleagues and support staff to assess issues involved and
   plan accordingly (increased individual supervision, parent
   communication, targeted intervention based on needs)
Respond to Target
   Listen and empathize
       “Tell me what happened,” “That must have been upsetting”

   Ask what would be helpful to support the person

   Indicate what is being done to address the bullying (protect confidentiality)

   Suggest possible coping responses (avoid blame or “silver bullet” approach)
       Do not show you are upset (OK to feel upset, but showing it may fuel more bullying)
       Assert self using a calm, strong voice if safe (“Stop,” “Give it a rest”)
       Say something to deflect it or make a joke of it
       Tell a trusted adult
       Surround self with supportive people

   Check-in regularly
Empower the Bystanders to be
              “Upstanders”
 Don’t join in… speak up if it is safe to do so

 Band together as a group against bullies

 Tell an adult about the bullying
       Tattling/ratting
         To get someone into trouble
       Telling/reporting
         To get someone out of trouble (unsafe or
           hurtful behavior)

 Reach out to isolated peers, offer support
Communicate with Parents

 Communicate in proactive and preventive manner

 Be timely with communication!

 Focus on the behavior (not the person)

 Avoid blaming or judging (expect denial)

 Emphasize how this type of behavior can be a problem for their
   child, the other person, and the school environment
 Inform parent about school response

 Work together to help child behave in other ways
Targeted and Intensive Interventions

 Students who bully                                Targets
                                            Identify areas of need and
    Identify function of behavior           intervene accordingly
        Need for power and control?            Teach social and coping skills
        Bullied by others and lashing      Enhance social support from
         out?                                peers and significant adults

    Develop plan and intervention          Encourage involvement in an
                                             activity to experience success
     for change
                                            Develop safety plan (follow-up)
    Assess for other problems (e.g.,
     drugs, suicidality)                    Assess for depression or other
                                             mental health problem
Provide Students with Resources
              in and Out of School

 1-800-273-TALK (Suicide Lifeline)
 1-866-4-U-Trevor (LGBTQ Youth Suicide Hotline)
 716-834-1144 or 1-877-KIDS-400 (Buffalo Crisis
   Services Hotline) – has over-the-phone language
   interpreters 24/7
 For Spanish speakers
      Suicide Lifeline 1-888-628-9454
      1-800-SUICIDA
Conclusion

 "They may forget what you said but they will never
   forget how you made them feel.”

                     - Carol Buchner




          Visit us at gse.buffalo.edu/alberticenter

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Nickerson east aurora sept 4, 2012

  • 1. Promoting Dignity for All Students  through Prevention and Intervention Amanda Nickerson, Ph.D. Alberti Center for Bullying Abuse Prevention | University at Buffalo alberticenter@buffalo.edu gse.buffalo.edu/alberticenter East Aurora School District September 4, 2012
  • 2. Overview  Dignity Act for All Students Act  Recognizing and understanding bullying and harassment  Best practices in preventing bullying and harassment
  • 3. Dignity Act Overview  Intent: “No student shall be subjected to harassment, discrimination, or bullying by employees or students”  Took effect July 1, 2012 (signed into law 9/13/11)  Cyberbullying amendment takes effect July 1, 2013  Applies to all public schools, BOCES, and charter schools
  • 4. Definition of Harassment in Dignity Act  “the creation of a hostile environment by conduct or by verbal threats, intimidation or abuse  that has or would have the effect of unreasonably and substantially interfering with a student’s educational performance, opportunities or benefits, or mental, emotional or physical well-being;  or conduct, verbal threats, intimidation or abuse that reasonably causes or would reasonably be expected to cause a student to fear for his or her safety.”
  • 5. Protected Classes  Race  Religious practice  Color  Disability  Weight  Sexual orientation  National origin  Gender identity  Ethnic group  Sex  Religion  …Obligation extends to harassment not related to protected class
  • 6. Dignity Act Requirements for Schools  Policy (Code of Conduct) intended to create an environment free from discrimination and harassment  Designated Dignity Act Coordinator within each school to handle reporting and responding  Instruction for students (K-12; excludes charter)  Civility, citizenship, and character education to address prohibition of harassment, bullying or intimidation of protected classes  School employee training  Annual reporting
  • 7. Reflection and Planning  Is our policy communicated in understandable terms to employees, parents, and students?  How do we involve students in creating a climate free of harassment?  How do we teach students about harassment and protected classes?  How do we identify and report incidents?  What are our intervention options?  Do we work with both the perpetrator and the target (separately)?  How and when do we communicate with parents?
  • 8. Suggested Resources  www.p12.nysed.gov/dignityact/  Regulations, guidance policy document, voluntary implementation self-assessment checklist, webinar, Power Point, informational brochure, fact sheet, sample lesson plan  www.stopbullying.gov  Information about bullying, preventing, responding; Kids’ section with videos  www.gse.buffalo.edu/alberticenter  Resources for educators, parents, kids and teens (book lists, links to videos, bullying prevention programs)
  • 9. What is Bullying?  Acts of aggression (verbal, physical, relational, or cyber) intended to cause harm  By a peer (or group of peers) operating from a position of strength or power  Usually repeated Olweus (1978); Stopbullyingnow.gov
  • 10. How is Bullying Different from Conflict and Playing? Conflict: A struggle, dispute, or misunderstanding between two equal forces Playing: Mutually desirable interaction (positive affect, give-and- take) – rough and tumble and playing the dozens often mistaken for aggression and bullying
  • 11. Quick Bullying Facts  Estimates vary WIDELY, but about 1 in 3 children and adolescents are involved in as bully, target, or both  Bullying peaks in grades 4-7  Bullying is more likely to occur in less closely supervised areas (bathrooms, hallways, playground, lunch, bus, online)  Both boys and girls bully, but there are some differences  Boys more likely to be direct/physical with younger, vulnerable target  Girls may engage in more subtle, indirect forms with same-age girls Cowie (2000); Nansel et al. (2001); Perry, Kusel, & Perry (1988); Skiba & Fontanini (2000)
  • 12. Students who Bully: Common Characteristics  Desire for power and control  Get satisfaction from others’ suffering  Justify their behavior (“he deserved it”)  More exposed to physical punishment  More likely to be depressed  Engage in other risky and delinquent behaviors  Myth: Most are loners with low self-esteem  Fact: Most report average to high self-esteem and are popular Batsche & Knoff (1994); Beaver, Perron, & Howard, (2010); Olweus (1993); Swearer et al. (in press); Vaughn, Bender, DeLisi, (in press)
  • 13. Students who are Bullied: Common Characteristics  Most are perceived as weak or vulnerable  Different in some way (appearance, age, disability, race/ethnicity, sexual orientation or gender expression)  passive and lack assertiveness; do not invite the bullying  Fewer provoke others (provocative victims or bully- victims)  Offend, irritate, tease others  Reactive; fight back when attacked Boivin, Poulin, & Vitaro (1994); Hodges & Perry (1999); Olweus (1978, 1993, 2001); Schwartz (2000); Snyder et al. (2003)
  • 14. Signs that Child May be Bullying Others  Refer to others negatively (wimp, fag)  Lack empathy  Strong need to get his or her own way  Hostile or defiant attitude  Easy to anger  Deny or blame others when behavior addressed
  • 15. Signs that Child May be Bullied by Others  Change in behavior  Withdrawn, lack of interest  Not wanting to go to school or be in social situations  Physical complaints (headaches, stomachaches)  Unexplained cuts, bruises
  • 16. Effects of Bullying  Those who bully  More likely to experience legal or criminal troubles as adults (even after controlling for other risk factors)  Poor ability to develop and maintain positive relationships  Those who are bullied  Emotional distress (anxiety, depression, low self-esteem, suicidal thoughts)  Loneliness, peer rejection  Desire to avoid school  In some cases, may respond with extreme violence Andershed, Kerr, & Stattin (2001); Crick & Bigbee (1998); Farrington (2009) ; Farrington, & Ttofi (2009, 2011); Hinduja, & Patchin, (2009); Nickerson & Sltater (2009); Oliver, Hoover, & Hazler (1994); Olweus (1993); Ttofi & Farrington (2008)
  • 17. Peers and Bullying  Peers see 85% of bullying incidents, most do not try to stop it (and many join in), because:  “It’s none of my business”  Fear of retaliation (by bully or other peers)  Target must have done something to deserve it  Actions will not be effective Charach et al. (1995); Hawkins, Pepler, & Craig (2001); Rigby & Johnson (2005)
  • 18. School Staff and Bullying  School staff are often not involved because:  Most students do not report it to adults  May not see it or notice it  Beliefs that this is a common part of childhood  May not know what to do  In some cases, fear of bully Banks (1997); Chang (2003); Cohn & Canter (2002); Hughes, Cavell, & Willson (2001); Limber (2002); Mullin-Rindler (2003); Skiba & Fonanini (2000); White, Sherman, & Jones (1996)
  • 19. Summary of Key Points  Alberti Center Slide Show
  • 20. Best Practices in Bullying Prevention in Schools Increase Skill Awareness & Development Supervision Whole-School Respond Anti-Bullying Along Policy Continuum Bullying Include Collect Data Prevention Parents in Schools Hazler & Carney (2012); Rigby (2000); Ttofi & Farrington (2011); Swearer, Espelage, & Napolitano (2009)
  • 21. What Schools and Educators Can Do  Collect data to better understand extent of problem and to monitor effects of interventions  Have high expectations for behavior  Acknowledge and reward desired behavior  Use teachable moments and apply meaningful consequences for unacceptable behavior  Arrange for active supervision in “hot spots” (hallway, lunch, recess, before school)  Everyone should know intervention and reporting procedures
  • 23. Respond to Bullying  Intervene to stop the bullying  Describe the behavior and why it is not acceptable  Apply consequences consistent with policy; emphasize progressive discipline and teaching rather than only punishment  Be aware of humiliation or retaliation if confronted publicly  Document and report the incident  May need investigation where parties interviewed individually  Work with colleagues and support staff to assess issues involved and plan accordingly (increased individual supervision, parent communication, targeted intervention based on needs)
  • 24. Respond to Target  Listen and empathize  “Tell me what happened,” “That must have been upsetting”  Ask what would be helpful to support the person  Indicate what is being done to address the bullying (protect confidentiality)  Suggest possible coping responses (avoid blame or “silver bullet” approach)  Do not show you are upset (OK to feel upset, but showing it may fuel more bullying)  Assert self using a calm, strong voice if safe (“Stop,” “Give it a rest”)  Say something to deflect it or make a joke of it  Tell a trusted adult  Surround self with supportive people  Check-in regularly
  • 25. Empower the Bystanders to be “Upstanders”  Don’t join in… speak up if it is safe to do so  Band together as a group against bullies  Tell an adult about the bullying  Tattling/ratting  To get someone into trouble  Telling/reporting  To get someone out of trouble (unsafe or hurtful behavior)  Reach out to isolated peers, offer support
  • 26. Communicate with Parents  Communicate in proactive and preventive manner  Be timely with communication!  Focus on the behavior (not the person)  Avoid blaming or judging (expect denial)  Emphasize how this type of behavior can be a problem for their child, the other person, and the school environment  Inform parent about school response  Work together to help child behave in other ways
  • 27. Targeted and Intensive Interventions  Students who bully  Targets  Identify areas of need and  Identify function of behavior intervene accordingly  Need for power and control?  Teach social and coping skills  Bullied by others and lashing  Enhance social support from out? peers and significant adults  Develop plan and intervention  Encourage involvement in an activity to experience success for change  Develop safety plan (follow-up)  Assess for other problems (e.g., drugs, suicidality)  Assess for depression or other mental health problem
  • 28. Provide Students with Resources in and Out of School  1-800-273-TALK (Suicide Lifeline)  1-866-4-U-Trevor (LGBTQ Youth Suicide Hotline)  716-834-1144 or 1-877-KIDS-400 (Buffalo Crisis Services Hotline) – has over-the-phone language interpreters 24/7  For Spanish speakers  Suicide Lifeline 1-888-628-9454  1-800-SUICIDA
  • 29. Conclusion  "They may forget what you said but they will never forget how you made them feel.” - Carol Buchner Visit us at gse.buffalo.edu/alberticenter