Anti Bullying PowerPoint 'Building a Framework to Stop Bullying' Teacher toolkit ED 526 Education / Winter 2016

1. BUILDING A FRAMEWORK
TO STOP BULLYING
Ruth Ann Dapkus
ED 526
Winter 2016

2. WHAT IS BULLYING?
“one or more individuals
inflicting physical, verbal, or
emotional abuse on another”
(Fried 2014).
Bullying takes at least two
individuals “when a stronger,
more powerful person hurts or
frightens a smaller or weaker
person deliberately” and this
occurs ‘repeatedly’ (Beane
2011).

3. SIGNS TO WATCH FOR
Frequently hit or push other children
o Are physically strong and socially dominant
o Have a positive view of aggression
o Have trouble following rules
o Show little empathy for others
o Are emotionally immature
o Are irresponsible
o Show inadequate social skills (also true for bully/victims)
o Seek attention (think fear equals respect)
o Are often contemptuous of both children and adults
o Are often academically below average
o Cannot and will not accept responsibility for their actions

4. RECOGNIZE THE PROBLEM
“A bully turned friend will be a friend to the end”
Steps must be taken in order to build empathy and reach
this point with many students.
Bullies, Targets and Witnesses play an important role!
Teachers can:
-Provide a Toolkit for all students both the victim and
perpetrator so that they may confront emotions.

5. WHO ARE BULLIES?
1.) Children who bully are victims
themselves & more likely to have
witnessed similar behavior at home.
2.) Have predisposed factors such as
ADD or ADHD don't always understand
how to act appropriately and
hyperactivity can lead to physically
inappropriate behavior (Fried 2014).
3.) Bullying is always directed from the
stronger student towards the weaker
one (can resemble a ‘social’ pecking
order).

6. HOWEVER…
Anyone can be a bully or a
victim!

7. WHO ARE VICTIMS??
1.) Children with Asperger's
syndrome (often targets as well as
perpetrators because of their
inability to adapt socially to
situations)
2.) Sexual minority youth
experience greater incidences of
bullying than their non-sexual
minority counterparts.
3.) Any individual with
psychological or physical
vulnerable qualities is often victim
of bullying. Bullies target victims
that can’t readily defend
Aspergers
Sexual Minority Youth
Psychological or
physically
vulnerable

8. METHODS OF BULLYING
1.) Physical (punching, kicking,
hitting e.g. usually starts with
verbal and escalates into
physical violence)
2.) Verbal (verbal taunting,
tagging, racial or sexual slurs &
most common type of bullying)
3.) Emotional (humiliation/
intimidation. It can be directed
verbally and can cause
emotional damage because it
strips victims individuality.

9. RELATIONAL AGGRESSION
• Relational aggression harms others
by friends or classmates
manipulating relationships.
• “I won't’ be your friend if you spend
time with her” the ‘relationship’ itself
serves as a vehicle for directing
aggression. Victim can experience
‘peer isolation’.
• When others think students have a
particular sexual orientation, ‘allies’
with others of a particular sexual
orientation, family members or friends.
• Occurs among teenage boy bullies.
Columbine shooters -described as
“appear to have been targets of sexual
name-calling by a number of students
for an extended period of time” (Fried
2014).
HOMOPHOBIC BULLYING
METHODS (CONT.)

10. CYBERBULLYING
“The Internet enables us to find new ways to taunt--cyberbullying” (Fried 2014).
* Includes harassing via text messaging, group ‘text attacks’ , changing
someone’s password, ‘impersonating’ someone else, creating rumors through
blogs or ‘polls’
* Rumors get spread rapidly through online platforms.
* On the rise with K-12 students! (Teach netiquette & Digital Citizenship across
the curriculum)

11. GIRLS
• More likely to be targets of
‘relational aggression’- team
up
• Isolating, ostracizing &
gossip are issues involved in
girl bullying.
• Not as direct with
aggression, more
psychological approach.
• Boys are taught to ‘work it
out’ fighting or physical
aggression is often not
frowned upon but
considered the norm.
• Gender issues include
sexual name calling and
homophobia.
• One on one bullying.
BOYS
GENDER ISSUES

12. SOCIAL EMOTIONAL
DEVELOPMENT
* Helps a child succeed in life and
makes them feel like they belong.
* Boosts self esteem and academics.
* Please and thank you is a necessary
sign of respect.
* The ‘rude’ kid can feel ostracized and
become isolated.
* Necessary for inclusion into the
classroom community.

13. ANGER MANAGEMENT
• “What am I feeling?”
• “Am I angry?”
• “Am I disappointed?”
• “Am I sad?”
• “Am I frustrated?”
• “Am I hurt?”
Take a ‘time out’
&
Reflect!

14. PROBLEM SOLVING SKILLS
SOCCSS (Situation, Options, Consequences,
Choices, Strategies, Simulation)
Examine
Actions!
Take
Responsibilit
y!
Accept + and –
Consequences!
Seek to
understand!
Make
smart
choices!

15. FOCUS ACTIVITIES
Express anger in words. “It's
Okay to be angry…”
Confirm ‘listening’ by
repeating what is being said.
Discuss ‘reason’ for being
angry.
Cool off in ‘time out’.
Exercise/physical activity.
Deep breaths, music,
visualizations, reading
(calming activities)
Distract them with another
activity.
Share personal example of
overcoming anger.
Draw a picture, write to
describe feelings.

16. TARGETS
• Be assertive
• Don’t look like an easy target
• Be open and honest with adults
• Stay calm
• Stay confident
• Confuse
• Comeback
• Disarm
• Stay with friends
• Tell a friend
• Challenge
• Include
• Don’t laugh
• Don’t join forces
• Don’t repeat
• Support a target in private
WITNESSES
STRATEGIES

17. PARENTS
Can be helpful:
• With their own children
• With other parents
• With other children
• With teachers and school administrators
• Parents as advocates!

18. SKILLS, OBSERVATION, SUPPORT
Victims need “language ideas,
scripts, and role-playing
opportunities to act out possible
scenarios” (Fried 2014).
Explain passive, aggressive and
assertive response types !
Bullies strike and then “cower behind
the curtain”
Victims must feel empowered &
have an adult to go to.

19. ADULTS
• Observation by adults is key and support is necessary.
• Diligent monitoring should take place by all adults present.
• A strict policy of ‘inclusion’ should be practiced.
• Adequate adult supervision helps (most bullying takes place
out of sight)
• Even witnesses need skills to help them stand up to the group
when bullying occurs.
• Support needs to come from all areas and all adults at school.

20. TEN WAYS
1. Establish clear rules and consequences
2. Deal with verbal abuse before it escalates
3. Mobilize witnesses
4. Take bullying reports seriously
5. Realize the challenges of making change
6. Guarantee confidentiality
7. Avoid embarrassing the student
1. Utilize classroom leaders
2. Speak to bullies and targets separately
3. Reinforce the classroom code of conduct
4. Build a sense of ‘community’

21. REFERENCES
Beane, A. L. (2011). The new bully free classroom: proven prevention and intervention
strategies for teachers K-8. Free Spirit Publishing.
Fried, S., & Fried, P. (2004). Bullies, targets, and witnesses: Helping children break the
pain chain. Rowman & Littlefield.
Patchin, J. W., & Hinduja, S. (2008). Bullying Beyond the School Yard.