Keynote address. No 2 Bullying Conference, Australia 2013. Impacts of Bullying: what we know and what we can do. Sharlene Chadwick

1. The Impacts of
BULLYING:
what we know
and
what we can do
Keynote Sharlene Chadwick
No2Bullying Conference | 22-23 May 2013 | Gold Coast
Australian and New Zealand Mental Health Association

2. Bullying behaviours

Learned from our interactions and experiences

Relationship issue therefore needs a relationship solution

Complex social issue requires integrated response

3. Types
Face to face (direct)
Covert (indirect)
Cyberbullying

4. Cyberbullying
Differs from f2f

Abusive texts and emails

Sense of anonymity

Posting messages or images

24/7 and invasive

Imitating and excluding online

Potential for large audience

Inappropriate image tagging

Internet never forgets

5. Statistics and facts
1:4
students bullied
each week
FREE
ACCESS
20%
cyberbullied – not observed
or reported to adults
85%
32%
are bystanders
parents stop supervising
internet useage from the age 11
22%
10-17
bullied online
years old spend 2 hours online
every day – home most common
place

6. Issues for young people online

Cyberbullying

Selfies

Digital reputation

Digital citizenship

7. bystander
>
 Increased use of tobacco, alcohol and other
drugs
 Increase mental health problems –
depression and anxiety
 Miss or skip school/work
person bullying
>
 Abuse alcohol and other drugs
 Instigate fights and vandalise property
 Engage in early sexual activity
 Criminal convictions and traffic offences
 Abusive towards partners and children
person being bullied
>
 Depression and anxiety
 Increased feeling of sadness and loneliness
 Changes in sleep and eating patterns
 Loss of interest in activities
 Health complaints
 Decreased academic achievement and
school participation

8. Long term consequences

people who were bullied in childhood are 4 times
more likely to have an anxiety disorder as adults

bullies who were also bullied are 14.5 times more
likely to develop panic disorder as adults and 4.8
times more likely to experience depression

men who were both bullies and bullied were 18.5
times more likely to have had suicidal thoughts

women who were both bullies and bullied were
26.7 times more likely to develop agoraphobia

bullies who were not bullied were 4.1 times more
likely to have anti-social personality disorder

boys who are bullies and bullied are likely to suffer
from mental health issues when they reach
adulthood (Bradshaw 2013 n:1420)

9. People who engage in bullying

Feel disconnected

Less friendly and cooperative

Level of peer acceptance but are disliked

High self esteem

Lower levels of empathy

10. People who are bullied

Feel disconnected

High levels of emotionality

Less well acceptance by peers

Low self esteem

Non assertive and socially withdraw

Lack confidence and skills in social interactions

11. Protective factors
Social connectedness is particularly important for those students
who aren’t connected to highly resilient families.

12. Increase the range of
protective factors by:
Teaching young people social and
emotional skills
Develop empathy in young people
Fostering positive relationships with
peers, teachers and other adults
Encouraging help seeking behaviour
Teaching young people knowledge
Protective factors
and skills to engage in a positive
way with the digital world
Social connectedness is particularly important for those students
who aren’t connected to highly resilient families.

13. be their friend
>
Showing them empathy, support and
letting them know they’re not alone
find a safe place
be a role model
>
Bullying is not ok and we need to
demonstrate positive ways of behaving
and interacting with each other
>
Help the person move to a safe
place when the bullying may stop
tell a trusted adult
>
Adults can intervene or stop it when it’s
occurring or validate the person being
bullied by listening
don’t be a spectator
>
The behaviour is encouraged by an
audience or laughing.
Let the bully know what they are
doing is not ok.

14. values education
Approaches
method of shared concerned
positive behaviour support
intervention and prevention programs
policies and procedures
leadership commitment
restorative
practices
whole-school
redesign social interactions
focus on student wellbeing
targeted support
promote positive peer interactions
school culture and ethos

15. Approaches
Engaging young people
in school activities
and decision making
Enhancement of
physical
environment
Professional
development
Counselling for
individuals
Parent
Partnerships
Positive and respectful
peer-teacher; peer-peer and
teacher-teacher relationships
are maintained

16. Contact details
Sharlene Chadwick
@sharlenechadwic
Sharlene Chadwick