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Bullying Presentation

GEDUC 445: Educational Psychology

Erin Fay

on 22 June 2013

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Transcript of Bullying Presentation

"The repeated use by one or more students of a written, verbal or electronic expression or a physical act or gesture or any combination thereof, directed at a target that:
Word Wall!
What about us teachers?
Types of Bullying!
Bullying in Back to the Future
Schools Should:
Is Bullying Gendered?
Recognizing, &

What words or phrases do you associate with bullying?
Whoa! How does that definition
(and related bullying laws) affect schools?
Brief synopsis of gender:
Gender is performance*
(Like learning how to ride a bike - we all "do" gender)
Gender performance includes actions and ways of doing things:
(Lowering your voice, flicking your wrist, etc.)

Bullying (like most actions) can be gendered!
By Erin Fay
Biff Tannen:
3 Minutes:
MA defines bullying as:
Have a district-wide bullying plan in place

Be prepared to notify the parents

Be prepared to notify law enforcement

Implement bulling prevention curricula and strategies

Have policy in place to prevent future bullying

NEVER disclose a student's record to another parent
(For prevention and intervention)
Teachers Can:
Be aware of the school policy on bullying

Act as a Mandated Reporter

Be aware of the school's channels for reporting and intervention

Assess the amount of bullying that occurs at school

Create a community-based program to promote awareness

Document what you see
(Of the aggressors and the targets)
(If the bullying warrants criminal charges)
(A) causes physical or emotional harm to the
target or damage to the target's property;
(B) places the target in reasonable fear of harm to
himself or herself or damage to his or her
(C) creates a hostile environment at school for the
(D) infringes on the rights of the target at school;
(E) materially and substantially disrupts the
education process or the orderly operation of a
(Based on community, grade level, student developmental stages, etc.)
(And retaliation)
(Even if their child was the target or aggressor of that student)
Note: These laws are about PUBLIC and PRIVATE schools!
(You can't enforce it if you don't know it!)
Our Tasks!
Emotional (or Relational):
Theorists like Judith Butler (an American post-structuralist) argue - in a nutshell - that we learn to perform gender.

Gender is something that changes from culture to culture, like cultural variations in eye contact and personal space.

This is why parents sometimes tell children that "boys don't cry" or "girls don't get in fights" - if these things were essential to either gender we wouldn't have to teach them.
Constant emergence in practicing gender makes our performance seem natural from a young age.
Psychological Characteristics of Bullies
(Even peer-to-peer abuse falls under Mandated Reporting)
(They may not be the same for all schools)
(Prevention depends on knowledge of the activity)
(A campaign or group to create a culture of acceptance)
Something as simple as talking to students can help!
(Assessing a situation can depend on proper documentation)
Note: There are ALWAYS exceptions!
What About the Targets?
Bullied students may:
Have poor social adjustment
Suffer from depression
Feel isolated
Have thoughts of suicide
Have fewer friendships
Have low self-esteem
Be absent often
Perform lower academically
Tends to cause the target to feel afraid or angry
A form of social manipulation - attempts to control the social group to which the target belongs
Can be difficult to spot - targets may be misidentified as shy or having low self-esteem
Social isolation through intentional exclusion, gossiping, spreading rumors, making the target cry, or other alienating methods
Statistically more common among girls
Most common form of bullying
Teasing, name calling, mimicking, insults, verbal threats, etc.
Can affect the self image of the target
More overt - physical
More subtle: verbal and emotional
Traditional Gendered Bullying:
As gender norms for boys and girls change,
so do the ways in which boys and girls bully.
Boys are becoming more subtle, girls more overt.
Have trouble with self control
Feel unable to care for others
Want power over others
Feel jealous of others
Lack the social and emotional ability to deal with their emotions
Have experienced social rejection
Lack empathy, or the ability to understand the pain of others (including their targets)
Be narcissistic, or obsessively concerned with themselves
Bullies may:
Characteristics of Targets:
May be socially marginalized (for race, ethnicity, gender expression, etc.)
May be physically weaker
May hold interests considered "weird"
Most commonly observed form of bullying
Includes: Hitting, kicking, punching, shoving, and other overtly violent behaviors
Sexual aggression can be a form of physical bullying
Sometimes leaves the target with physical signs of bullying (cuts, scrapes, bruises, etc.)
Statistically more common among boys
Can involve the bully harming or stealing the target's possessions
Can be used by targets of any type of bullying, creating bully/victims.
(Bully/victims: Students who were or are targets, who in turn become bullies of other students.)
Statistically more common among girls
Defined As: Using technologies (including the internet) to deliberately harm others in a repeated,deliberate. and hostile way.
Difficult to monitor since it often does not occur in school
Cyberbullies may:
Post pictures and/or videos of the target without his/her consent or knowledge
Pretend to be someone else to trick the target
Use technology to send threats, insults, or other aggressive messages to the target
MA bullying laws include specific sections relating to cyberbullying
Full transcript