The Controversy and the Conversation

 

 "Successfully dealing with bullying involves building a genuine community within the school. Everyone accepts they have the right to be free from harassment and that they have the responsibility to support their weaker and more vulnerable peers."

~ Mark Cleary

Bullying

What is bullying? 

Bullying is typically a form of repeated, persistent, and unwanted aggressive behavior directed at an individual or individuals, perhaps on grounds of race, religion, gender, sexuality, or ability, that is intended to cause fear and distress and/or harm to another person’s body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance.

Etymology 

 The word "bully" was first used in 1530s as meaning: "sweetheart" or "friend".

History of Bullying in Schools: 

• http://www.xtimeline.com/timeline/The-History-of-Bullying
  

 Evolution of the Issue

• Columbine High School Massacre in 1999
• Cultural movement against bulling in 2000s
• National Bullying Prevention Month in 2006
• Suicide of Phoebe Price in 2010 (Education Reform)
• It Gets Better Project in 2010
• Born This Way Foundation (Lady Gaga) in 2011
• More attention is being paid to bullying legislation in 2012

Who is involved?

• Bully
• Bullied
• Bystander

Who is being bullied?

• Anyone can be bullied (e.g., popular, quiet, smart, athletic, special needs) 
• Can happen anywhere at anytime
• Can happen to anyone of any age, race, ethnicity, gender, class, etc.
• Students are being bullied by their friends, classmates, and even teachers.

How has bullying and the perception of bullying changed over time?

• Bullying has always been around. In the past, it has been viewed as a rite of passage or the  "boys will be boys" mentality. This was a common perception by parents, teachers, and administrators. Children who were bullied were told some of the following statements by adults: "Toughen up"; "Don't let it get to you"; "You are too sensitive"; and "If they don't think it bothers you, then they will eventually stop".
• Oliver Twist was written in 1838 by Charles Dickens. This was the first book written that focused on bullying.
• Lord of the Flies (1954), The Outsiders (1967) and Blubber (1974) were a few well-known books that followed suit.
• Prior to the 1970s, bullying was not considered a social problem in the United States.
• Swedish psychologist, Dan Olweus, conducted the first bullying study in the 1970s. He study was published as a book in 1973 called Aggression in the Schools: Bullied and Whipping Boys.
• Olweus conducted the first systematic intervention study in the 1980s that highlighted positive effects called "Bullying Prevention Program".
• Olweus wrote another book in 1993 called Bullying at School: What We Know and What We Can Do
• In the 1990s, progress was slow.
• Latest bullying tactic = Cyberbullying 
• Cyberbullying makes it more difficult for children to escape the bullying behaviors. In the past, children could escape bullying at school by staying at home on the weekend, among other options. 
• Dr. Phi McGraw of the Dr. Phil show recently testified before Congress about the growing problem of bullying, both in our schools and online.
• YouTube videos, social media websites, celebrities (e.g. Lady Gaga), among many others have spoken about the increase and dangers of all forms of bullying by creating videos, signing petitions, singing songs, etc.
• As of 2012, 49 of the 50 states in America have anti-bullying laws.
• Bullying is more than a national problem but an international problem today.

  
Bullying as a Social Justice Issue

Misconceptions of bullying:

• Seen as a one-on-one problem
• Broader picture: Cultural and Ideological Factors
• Lack of emphasis on equity and social justice
• Failed to move beyond generic conceptions

“. . . a more expansive approach is required to address the broad forms of oppression faced by sexual minority students and many other students” (Short, 2010)

Lack of intervention for racist, sexist and anti-LGBTQ oppression due to:

• Institutional norms

• Pragmatic rationales

• Personal worries

• Adult reinforcement of unacceptable student remarks.  

                                                                        ~ Adelman & Woods (2006)

 

Opportunity to teach students:

•  Core values of equal opportunity

• To identify as human rights defenders

“The distinction between equity and social justice, in the view of some students, was contingent upon the extent to which a school was proactively trying to change the school culture” (Short, 2010).

References 

Adelman, M., & Woods, K. (2006). Identification without intervention: Transforming the anti-LGBTQ school climate. Journal of Poverty, 10(2), 5-26. doi:10.1300/J134v10n0202

Short, D. (2010). Conversations in equity and social justice: Constructing safe schools for queer youth. Journal for Critical Education Policy Studies (JCEPS), 8(2), 329-357.

Types of Bullying (includes cyberbullying)

Physical  

• Hitting, kicking, or pushing someone...or even just threatening to do it  
• Stealing, hiding or ruining someone's things 
• Making someone do things he or she don't want to do

Verbal  

• Name-calling  
• Teasing
• Insulting

Social/Relational  

• Refusing to talk to someone    
• Spreading lies or rumors about someone  
• Making someone do things he or she doesn't want to do 

 

Potential Victims

Passive

• More likely to be bullied
• Avoids confrontation
• Quiet 
• Does not tease others
• Turns inward when bullied (cry and/or withdraw)

Reactive

• Less likely to be bullied
• Provokes attacks by being aggressive, disruptive, and argumentative
• Straddle the fence (bully vs. victim)
• Channel rage and anger into bullying others
• Some victims of bullies transform into bullies (perpetuating abuse)

 

Effects 

Kids Who Are Bullied

• Depression and anxiety, increased feelings of sadness and loneliness, changes in sleep and eating patterns, and loss of interest in activities they used to enjoy. These issues may persist into adulthood.
• Health complaints
• Decreased academic achievement—GPA and standardized test scores—and school participation. They are more likely to miss, skip, or drop out of school.

Kids Who Bully Others

• Abuse alcohol and other drugs in adolescence and as adults
• Get into fights, vandalize property, and drop out of school
• Engage in early sexual activity
• Have criminal convictions and traffic citations as adults 
• Be abusive toward their romantic partners, spouses, or children as adults

Bystanders

• Have increased use of tobacco, alcohol, or other drugs
• Have increased mental health problems, including depression and anxiety
• Miss or skip school

Friendship and Diversity Training Needed 

Friendship Skill Questions

• What does a friendship look like?
• What does a friendship sound like?
• What does being kind to another person look like?
• What does being kind to another sound like?
• How do you treat your friends?
• How do you treat your classmates?
• How can you be a better friend?
• Can one person make a difference?

 Students 

• Not all students make friends easily, and some are severely socially isolated by their lack of friendship skills.

• Students who lack friends are at greater risk for academic failure and dropping out of school.

• Students who struggle with friendship skills come from a wide variety of socioeconomic and ethnic backgrounds. 

• Some students with Attention Deficit Disorder specifically struggle with friendship skills.

• Some students who lack the ability to make friends easily need specific coaching in this skill area.

• Students often respond well to a small-group approach to friendship making skill instruction.

• Students who are victims of bullying are especially in need of support and friendship skills.

• Some social skills which can be explicitly taught:

o   Cooperation

o   Participating in games

o   Communication – Speaking and Listening with peers

o   Giving help to other students in multiple situations

• Specific training in social skills is more effective than simply explaining different activities that students can participate in.  

• When using specific social skills coaching strategies, it is important for students to have time to reflect on their new skills.  This can take place either immediately after a new social skill is taught, or during morning or afternoon class meetings.  

• Research suggests that the earlier students learn pro-social behaviors, the less likely it will be that they will experience social isolation.

Teachers

• It is important for teachers to understand the social and friendship skills or deficits of those students in his or her class.  This can be done through specific behavioral checklists, reviewing IEP or 504 plans and through class observations. 
• Once this type of pre-assessment is completed, the teacher has a better idea of what social and friendship skills need to be addressed
• Teachers need to create and foster a classroom environment where all students feel as safe as possible and all are equally important members of the class.  
• Teachers must educate themselves in what literature can be used to promote positive social interactions and friendship skills among members of the class.
• This includes multicultural literature: books that highlight minorities, women, LGBTQ issues, different family types, different religions, and individuals with disabilities.
• Teachers must participate in professional development about school or district social skills programs.
• They can incorporate cooperative learning models into their teaching repertoire in order to keep students from being continually socially isolated during classwork activities.
• Some of these strategies can include: 
• Concept Attainment
• Graffiti
• Write and Pass
• Four Corners
• Turn and Talk 

References

Carpenter, D. & Ferguson, C. J. (n.d.). History of bullying. Retrieved from

http://www.netplaces.com/dealing-with-bullies/what-is-bullying/history-of-bullying.htm

 

Smith, P. K. & Brain, P. (2000). Bullying in schools: lessons from two decades of research. Aggressive Behavior, 26(1), 1-9. 

Smith, J., Twemlow, S. W., & Hoover, D. W. (1999). Bullies, victims and bystanders: A method of in-school intervention and possible parental contributions. Child Psychiatry & Human Development, 30(1), 29-37.

U.S. Department of Health & Human Services. (n.d.). Effects of bullying. Retrieved from http://www.stopbullying.gov/at-risk/effects/index.html#bullied

Bullying Statistics

  
Information provided above is from the following sources:

www.pacerkidsagainstbullying.org

www.pacerteensagainstbullying.org

www.stopbullyingnow.hrsa.gov

http://www.bullyingstatistics.org/content/bullying-and-suicide.html

http://www.martialartsforpeace.com/pages/bullyingstatistics.html