Dealing with bullying behavior in schools
getting to know the issues of bullying and the steps we can take to put an end to it
In recent years tragedies in schools, such as school shootings, have been on a rise. Because there is a presumed connection between these tragedies and bullying, it has become a matter of great importance in schools to implement bullying prevention programs and other measures to decrease bullying behaviors. One technique is early intervention with anti-bullying programs being introduced in schools as early as possible. Another element is teachers, administrators, and other school faculty and staff receiving training specifically designed to encourage non-violent behavior and model such behavior in their interactions with their co-workers as well as with their students. It is crucial to begin these programs as early as possible because research suggests that bullying behavior is at its peak in middle school and adolescent years, therefore giving students the tools to cope and deal with these behaviors early on will assist them when they enter those fundamental years**. The more we know about bullying behavior the easier it will be decrease the occurrence of these behaviors. Therefore it is important to implement prevention programs and gauge their effectiveness to better develop successful systems to ensure students safety and comfort while at school.
Identifying a bully(**,***)
![Picture](/uploads/2/4/3/4/24347089/1384816453.jpg)
- Have an uneven distribution of power over peers
- Aggressive behavior repeated over time
- Causes stress or harm to another person
-May have inflated sense of superiority
-May project their feelings of inferiority onto others
- May work in a group, where one leader uses social skills to assert power over others
- Direct vs. Indirect bullying
o Direct- teasing, stealing, hitting, or other physical behavior
o Indirect- isolating individuals, spreading rumors, etc.
- Aggressive behavior repeated over time
- Causes stress or harm to another person
-May have inflated sense of superiority
-May project their feelings of inferiority onto others
- May work in a group, where one leader uses social skills to assert power over others
- Direct vs. Indirect bullying
o Direct- teasing, stealing, hitting, or other physical behavior
o Indirect- isolating individuals, spreading rumors, etc.
identifying a victim (**,***)
![Picture](/uploads/2/4/3/4/24347089/1384816210.jpg)
-Targeted because they may not be the type to resort to force when confronted with confrontation
-Project a kindness or other quality that the bullies do not see in themselves and envy
-May be reserved and isolated from other students
-Project a kindness or other quality that the bullies do not see in themselves and envy
-May be reserved and isolated from other students
the bystander (3 types)(*,***)
![Picture](/uploads/2/4/3/4/24347089/1384815772.jpg)
1) Passive witness- Bystander watches the bullying occur and does nothing about what they are witnessing.
2) Follower- The bystander joins in on the bullying behavior and directly contributes to the destructive behavior towards their peers.
3) Defendant- Bystander acts as an ally to the victim. Stands up for them to discourage the bullying behavior.
The defendant is, of course, the ideal role that a teacher or other adult authority figure could hope for, because having allies against bullying behavior is an excellent deterrent for bullies to change their behavior *. Getting students to come to the defense of a classmate that they see being bullied is important because in many cases what the bully needs is to see that their peers do not approve of the way they are behaving. Teaching students about strength in numbers against bullying is a key component prevention. Bullies want to feel as though they have all the power, but if you teach students to be a defending bystander then they can take back power from the bullies and potentially change their attitude ***.
2) Follower- The bystander joins in on the bullying behavior and directly contributes to the destructive behavior towards their peers.
3) Defendant- Bystander acts as an ally to the victim. Stands up for them to discourage the bullying behavior.
The defendant is, of course, the ideal role that a teacher or other adult authority figure could hope for, because having allies against bullying behavior is an excellent deterrent for bullies to change their behavior *. Getting students to come to the defense of a classmate that they see being bullied is important because in many cases what the bully needs is to see that their peers do not approve of the way they are behaving. Teaching students about strength in numbers against bullying is a key component prevention. Bullies want to feel as though they have all the power, but if you teach students to be a defending bystander then they can take back power from the bullies and potentially change their attitude ***.
approaches to dealing with bullying behavior(***)
1) Identify the behaviors students see as "mean" or bullying behavior
2) Develop a clear and specific list of rules about bullying and consequences for breaking the rules
- using a behavior chart to track students behavior and show which consequences they are will receive.
3) Speaking up against bullying- using "I-messages" to give bullies a clear message without escalating the situation
4)Teach peers that forgiveness is an important step in rehabilitating bulling
behavior.
5) When disciplining a bully teachers should:
-remove the bully from the situation in order to remove them from their audience
-never confront the bully with the victim present- makes it hard to have both voices heard
-give bullies alternative behavior suggestions
6) Counselors help to identify where the bullying behavior is coming from.
7) Counselors help victims develop tools to avoid becoming a victim again.
8) Students should ALWAYS seek help from an adult if they feel they or another
student is in danger.
2) Develop a clear and specific list of rules about bullying and consequences for breaking the rules
- using a behavior chart to track students behavior and show which consequences they are will receive.
3) Speaking up against bullying- using "I-messages" to give bullies a clear message without escalating the situation
4)Teach peers that forgiveness is an important step in rehabilitating bulling
behavior.
5) When disciplining a bully teachers should:
-remove the bully from the situation in order to remove them from their audience
-never confront the bully with the victim present- makes it hard to have both voices heard
-give bullies alternative behavior suggestions
6) Counselors help to identify where the bullying behavior is coming from.
7) Counselors help victims develop tools to avoid becoming a victim again.
8) Students should ALWAYS seek help from an adult if they feel they or another
student is in danger.
anti-bullying campaigns (logos linked to websites)
![Picture](/uploads/2/4/3/4/24347089/7554168.jpg)
Characters Unite: "I Won't Stand For..."
-Mission Statement- "The 'I Won’t Stand For…' movement is about sending a message to the world that no one should stand idly by in the face of racism, bullying, religious intolerance, sexism, homophobia, ableism, or any other form of discrimination."
-Mission Statement- "The 'I Won’t Stand For…' movement is about sending a message to the world that no one should stand idly by in the face of racism, bullying, religious intolerance, sexism, homophobia, ableism, or any other form of discrimination."
![Picture](/uploads/2/4/3/4/24347089/3408695.jpg?1384822280)
The New F Word
- Mission Statement- "Friend Movement inspires people to prevent bullying by enabling them to be a better friend; providing entertaining and educational resources, cultivating
global partnerships, and leveraging the latest social media technology."
- Mission Statement- "Friend Movement inspires people to prevent bullying by enabling them to be a better friend; providing entertaining and educational resources, cultivating
global partnerships, and leveraging the latest social media technology."
![Picture](/uploads/2/4/3/4/24347089/5059379.jpg)
"I Choose..."
- Mission Statement- "The 'I Choose' campaign is a challenge and movement for change. It’s about
recognizing bullying for what it is: a choice. What you say or do to someone has
the power to affect that person’s life. The campaign challenges people to stop,
think and remember that their choices matter."
- Mission Statement- "The 'I Choose' campaign is a challenge and movement for change. It’s about
recognizing bullying for what it is: a choice. What you say or do to someone has
the power to affect that person’s life. The campaign challenges people to stop,
think and remember that their choices matter."
![Picture](/uploads/2/4/3/4/24347089/6002273.png?1384822304)
StopBullying.gov
-Mission Statement- "StopBullying.gov provides information from various government agencies on what bullying is, what cyber bullying is, who is at risk, and how you can prevent and respond to bullying."
-Mission Statement- "StopBullying.gov provides information from various government agencies on what bullying is, what cyber bullying is, who is at risk, and how you can prevent and respond to bullying."
upper darby school district bullying policies
Upper Darby defines bullying as act directed at another student or group of students that significantly interferes with the students education, creates a threatening environment, and disruption of the orderly operation of the school. Upper Darby prevention education programs provide the district staff and students with training in responding to, intervening in, and reporting incidents of bullying. As for the penalties of violating the anti-bullying policies, the consequences range from parent conference and loss of school privilege all the way to expulsion or even referral to law enforcement officials. ^
-To view Upper Darby's full bullying policies click the link below and scroll down to "200-299 Pupils" and click on the link for "249 Bullying/Cyberbullying."^
-To view Upper Darby's full bullying policies click the link below and scroll down to "200-299 Pupils" and click on the link for "249 Bullying/Cyberbullying."^
Sources:
*Gini, G., Pozzoli, T., Borghi, F., & Franzoni, L. (2008, 19 February). The Role of Bystanders in Student’s Perception of Bullying and Sense of Safety. Journal of School Psychology, 46, 617-638.
**Hallford, A., Borntrager, C., & Davis, J.L. (2009,03 November). Evaluation of a bullying prevention program. Journal of Research in Childhood Education, 21, 91-101.
***Piotrowski, D., & Hoot, J. (2012, 25 July). Bullying and violence in schools: what teachers should know and do. Childhood Education, 84, 357-363.
^Upper Darby School District (2013, August 13). District policies: bullying/cyberbullying. Retrieved from http://www.upperdarbysd.org/district-information/district-policies
*Gini, G., Pozzoli, T., Borghi, F., & Franzoni, L. (2008, 19 February). The Role of Bystanders in Student’s Perception of Bullying and Sense of Safety. Journal of School Psychology, 46, 617-638.
**Hallford, A., Borntrager, C., & Davis, J.L. (2009,03 November). Evaluation of a bullying prevention program. Journal of Research in Childhood Education, 21, 91-101.
***Piotrowski, D., & Hoot, J. (2012, 25 July). Bullying and violence in schools: what teachers should know and do. Childhood Education, 84, 357-363.
^Upper Darby School District (2013, August 13). District policies: bullying/cyberbullying. Retrieved from http://www.upperdarbysd.org/district-information/district-policies