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The Digital Age of Bullying: Preventing Bullying and Developing Leaders

This prezi will focus on reducing bullying behaviors of students in the digital age and developing leaders in schools
by

Kalyn Mace-Guilloux

on 30 January 2013

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Transcript of The Digital Age of Bullying: Preventing Bullying and Developing Leaders

(cc) image by nuonsolarteam on Flickr The Digital Age of Bullying: Preventing Bullying and Developing Leaders Discipline
vs.
Punishment (cc) photo by theaucitron on Flickr (cc) photo by theaucitron on Flickr The Condition and Effects of bullying in American
Schools

Changing School Culture and Teaching Empathy

From Zero-Tolerance Policy to Restorative Discipline Practices

Bullying Prevention Strategies and Promising Practices Overview of Session The rates of students concern about bullying (by school level):

92 percent of students in middle school
83 percent of students in elementary schools
77 percent of students in high schools

Source: Hampton Roads.com, 2011
Among 737 elementary, middle and high school students identified bullying as their
main concern at all grade levels in 2009-10

Source: Hampton Roads.com, 2011 Statement of the Problem 25-30% of students have experienced and/or taken part in cyberbullying

Only 12% of students say they’ve experienced and/or taken part in schoolyard bullying



Cyberbullying and bullying are not the same: UBC research, 2012 25-30% of students have experienced and/or taken part in cyberbullying

Only 12% of students say they have experienced and/or taken part in schoolyard bullying



Cyberbullying and bullying are not the same: UBC research, 2012 Different Types of Bullying Increased digital bullying through the use of cellphones and computers (Auerbach, 2009).

Cyberbullying is increasingly prevalent in grades 6, 7, and 8, but may also be seen in other age groups (Chibarro, 2007). Cyberbullying Effects of Bullying Students who were bullied 3 times more likely to carry a weapon to school. 

Victims of bullying may:
skip classes or avoid school completely
may abuse drugs or alcohol to numb their pain


Laub, 2012
Taking on school bullies, 2009 Victims Serious posttraumatic behaviors
Depressive problems
Range of antisocial behaviors
Academic problems

Olweus et al., 1998
Victims of constant bullying are more likely to develop depression or think about suicide throughout their lives.

Review of 37 studies establishes link between bullying and suicide risk

Kim & Leventhal
By age 24, 60% of former school bullies had already been convicted at least once on a criminal charge. Bullies Participant Activity Write down three most important
things in your life. Cross off the top two. Bystanders of bullying:

May have difficulty
feeling safe and
relationships with
others

Study shows bullying affects both bystanders and target, 2011 Bystanders Differences in Cyberbullying
vs. traditional bullying:

-Disinhibition
-Easy to Circulate
-Difference in roles (lack of clear differentiation) “The true test of a man’s character is what he does when no one is watching.”  Help to understand mindset of students who may be suicidal What is the difference and why is it important? Punishment:

Focuses on what’s wrong instead of what needs to be done right.
Consists of penalties or restrictions that are not related to the misbehavior.
Puts responsibility for enforcement on the teacher instead of encouraging the child to monitor his/her actions.
Is concerned with making the child “pay” for what he/she did wrong. Discipline:

Focuses on what the child needs to do in the future.
Relates the strategy directly to the misbehavior.
Helps the child develop self-discipline and learn how to become responsible.
Assists the child to accept logical consequences of the misbehavior. How to Deal with Bullying Suggestions for Teachers Look for and confront the bullying every time you see it.
Take immediate action by removing the bully from the environment. Let students know that they can talk to you if they ever feel bullied.

Teach bystanders how to react and intervene. They need to know that it is okay and “cool” to stand up for others. Suggestions for Principals &
Building Administrators Hold a staff meeting to raise awareness.

Conduct a building-wide assessment to determine the
extent of bullying by surveying students and staff. Provide appropriate and consistent
consequences for bullying. Train the entire faculty and staff on how to be on the lookout for bullying and how to appropriately intervene. Harsh punishment of a bully by the teacher teaches the student:

Self-control
To use violence to solve problems
To respect the teacher and the classroom Discipline methods used by the teacher teaches the bully:

To learn to be sneaky and not get caught
To behave according to their ideas of right and wrong
To fear the teacher


Adapted from www.education.com/quiz/bullying-myths
Bullying Quiz: How Informed Are You? Promising Practices (free, practical tools? yes, please) School or district policy requiring severe punishment for specific offenses, no matter how minor, mandating predetermined consequences regardless of circumstances or the disciplinary history of the offender -- originally created to deter weapons possession on school grounds, this type of policy may also apply to other school discipline and safety issues.

www.education.com/definition/zero-tolerance-policy/
As a result of increased referrals to law enforcement and suspensions, Denver Public Schools board approved a discipline policy that includes restorative interventions in 2008.
Parker, 2008

“The program will act as a positive solution to preventing students from entering the pool of students at risk of expulsion by providing restorative interventions that will provide alternatives to expulsions, suspensions, and police citations.”
City of Denver Safe Schools, 2011 Restorative Justice Participant Activity In Practice Scenario: Discipline vs. Punishment Systemic Character Education
School-wide Change 1. Change the school culture
2. Teach social-emotional skills and stress caring, empathy and self-regulation
3. Train and expect all teachers to be caring professionals.
4. Educate and partner with parents Developing Positive Relationships Student to Student
Teacher to Student and Student to Teacher
Teacher to Teacher
School Leader to Students and Students to School Leader Demonstrate listening to others,
Practice empathizing with other people's experiences,
Problem-solve - use information to solve mutual problems, and
Commit – to learn to live together Emotional Self-Regulation The ability to manage emotions so that one can cope with the environment and accomplish goals. Control impulses to behave in socially acceptable ways (controlling the impulse to tell the other person where to go).

Manage negative emotions (able to forget about the rude remark
after initially feeling angry about it).

Behave in socially acceptable ways (deciding to
talk calmly to the person about the remark, or
simply leaving).

Source: Eggen and Kauchak, 2013. Empathy is a main theme in bullying prevention.

A person needs to be able to see others as close as possible; to humanize the other in order to create a bond of empathy that will influence their actions towards others.

Source: Damico, 1982. Empathy Empathy refers to the ability to experience the same emotion someone else is feeling.

Empathy promotes moral and pro-social behavior even in the absence of wrongdoing.

Source: Eggen and Kauchak, 2013; Eisenberg, et al., 2006. Perspective Taking Teach students to understand and respond to the thoughts and feelings of others. Lesson Plan
Lesson Objectives:

Character Development Focus:


Instructional Activities (Teaching Strategies):


Student Activities (Learning Strategies)


Assessments (Performance-based)
Student Activities (Learning
Strategies)
- Service activity
- Giving
- Leadership training
Assessments (Performance-based)
- teacher observation Lesson Plan to Teach Empathy
Character Developm ent Focus:
- Caring
- Empathy
- Self-Management skills
Instructional Activities (Teaching
Strategies):
- modeling
- demonstrating Lesson Objectives: Caring Teachers Teachers should engross themselves in students’ concerns enough to “feel for them” and become motivated to act on their behalf.

Source: Noddings, 1984, 1992, 2002a, 2002b Although most educators claim they care, research found that most students report that in their entire experience of schooling they have had less than five teachers who cared.

Source: Thayer-Bacon, Arnold, and Stoots (1998) Action Steps forSchool-wide Change 1. Create a caring and supportive school Culture
2. Teach social-emotional skills and stress caring, empathy and self-regulation
3. Train and expect all teachers to be caring professionals.
4. Educate and partner with parents Summary
1.) Identify at risk students and intervene.
2.) Teach caring to promote empathy as a primary solution to bullying behaviors.
3.) Teach students skills and knowledge that promote social and emotional competence (self-regulation).
4.) Engage systemic change: Establish a culture of caring within the school and classrooms.
5.) Change zero tolerance policy to one that includes restitution and restoration. Respect & Responsibility Survey

Survey for ALL individuals in the school to take to measure the school climate Resources Free “Bullied” DVD and educational kit FREE to Educators from SPL Center

Declaration of Digital Citizenship

Websites: A Thin Line
That’s Not Cool
Full transcript