The Internet belongs to everyone. Let’s keep it that way.

Protect Net Neutrality
Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.



Bullying Prevention in Public Schools

Suzanne Andrews

on 26 November 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Bullying

Created by: Mrs. Andrews
General Info on Bullying
Defined - physical, verbal, sexual or psychological attacks or intimidation

Internet, Email, and Texting allows for more bullying.

Bullying can also be known as "peer abuse"

Bullying includes more than physical acts - it can take the form of name calling, threats, verbal or other forms of shunning.
National Institute of Child Health and Human Development found that 1 out of 3 students were bullied in grades 6-10.

American Association of University Women found that 8 out of 10 students, both male and females experienced some type of sexual harassment.

75% of students who used/brought weapons to school reported bullying as the reason. (Secret Service Safe Schools Initiative)
Reasons Witnesses avoid associating with victims
for fear it may lower his/her status
don't want to report incidents for fear of being a snitch
experience guilt or helplessness
be drawn into bullying
Most bullying share the following characteristics:
1. It is aggressive behavior or intentional "harm-doing"
2. It can be a one time occurrence, or carried out repeatedly.

3. It occurs within an interpersonal relation characterized by an imbalance of power
Bullying behavior tends to peak in late middle school or early high school.

Older bullies tend to pick on those younger

Bullies encourage others to bully

Bullies need to feel powerful and in control, get satisfaction from inflicting pain, and show little sympathy or empathy
Generally children who bully:
1. Are aggressive with others including parents and teachers
2. Frequently hit or push other children
3. Have a positive view of aggression
4. Show little empathy for others
5. Show inadequate social skills
6. Seek attention
7. Cannot and will not accept responsibility for their actions
Most friends of bullies have friendships that are based on fear, not respect

Boys tend to be more physical, while girls gossip and exclude
Why Children Bully:
1. frustration - has not learned coping skills, may have a learning disability or unresolved emotional problems
2. Are rewarded when they feel a sense of power
3. Have been or currently are a victim of abuse or neglect
4. Has been bullied in the past so he/she acts out aggressively as the only way to solve problem
5. Influence of others
6. Poor or no role model

There is no definite profile of those who bully, it could be a variety of reasons
Characteristics of victims:
cautious, sensitive, insecure, unable to assert themselves with peers, socially isolated, lonely

Children with disabilities have a higher risk of being bullied

Victims can be classified as "passive victims" or "aggressive victims"

Aggressive victims tend to fight back and quick tempered. May create problems for entire school
Categories of Witnesses or Bystanders:
1. followers or henchmen - take an active part but do not stop the bullying
2. supporters/passive - support it but do not take active role
3. Passive supporters/possible bullies - they like the bullying but do not display open support
4. Disengaged onlookers - watch what happens, but do not take a stand
5. Possible defenders - want to help but do not
6. Defenders of the Victim
Peers are present in more than 85% of incidents

Research has shown that children's empathy for victims decreases as they get older which affects whether they are likely to intervene

Majority of peers do not intervene, may act in ways that maintain behavior - audience

When interviewed, children tend to align themselves with the bully, not the victim
Witnesses to bullying are the KEY to eliminating bullying because they are the sizable majority in any school (70%)

Tattling is when you are trying to get someone in trouble. Reporting is when you are trying to get someone out of trouble.
Sexual bullying includes:
Unwanted jokes, comments, or taunts
about sexual body parts
2. Teasing about sexual orientation or starting rumors about sexual activity.
3. Passing unwanted notes or pictures about sex
Including texting, email, Facebook, Twitter, and other social networking sites.
4. Physically intrusive behaviors such as brushing up against someone in a sexual way or forcing someone to engage in unwanted sexual behaviors
5. Spreading sexual rumors
6. Pulling at clothing in a sexual way or pulling down or pulling off clothing.
7. Flashing or mooning
A recent survey found that 9 out of 10 teens hear other kids in the community use words such as fag, homo, dyke, queer, or gay at least "once in a while."
51% report hearing these words every day.



Bullying facts and prevention
If you are interested in helping with our initiative and making a difference, contact Dr. Longo and the School Climate Committee.
We welcome new members to any of our monthly meetings.
Advisory Brainstorm:
What is your definition of Bullying?
Advisory Brainstorm:
What do you think are some characteristics of victims?
Advisory Brainstorm:
What are some characteristics of witnesses or bystanders?
Are there any stories you would like to share?
Coloroso, B. (2003). The bully, the bullied and the bystander:
Breaking the cycle of violence. New York:Harper Resource.
ISBN: 0060014296.

Olweus, D. (1993). Bullying at school: What we know and what
we can do (understanding children’s worlds). Malden, MA:
Blackwell.ISBN: 0631192417.

Rigby, K. (2001). Health consequences of bullying and its
prevention in schools. In J. Juvonen & S. Graham (Eds.),
Peer harassmentin school: The plight ofthe vulnerable and
victimized (pp. 310–331). New York: Guilford. ISBN:

Swearer, S. M., & Doll, B. (2001). Bullying in schools: An
ecological framework. In R. A. Geffner, M. Loring, & C.

Young (Eds.), Bullying behavior: Current issues, research
and interventions (pp. 7–23). Binghamton, NY: Haworth
Press.ISBN: 078901436X.

National Institute of Child Health and Human Development (NICHD)

The American Association of University Women (AAUW)

Full transcript