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BULLYING

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Julia Flickinger

on 26 February 2015

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Transcript of BULLYING

Afraid To Speak Up In Class
Bullying in schools is a specific form of aggressive behavior and can be described as a situation when a student is exposed to negative actions of one or more students repeatedly, over a time period.
The Effects of Bullying On The Victim
More likely to avoid school
Higher dropout rate
Lower academic achievement, including lower achievement in math and reading.
Lower self-esteem
Higher levels of anxiety, depression and loneliness.
More likely to attempt suicide, both during childhood and later in life
THE BULLY
BULLYING:
How bullying effects learning outcomes?

Bust these myths wide open...
True or False?

1. Bullying is the same as conflict
1.
FALSE
- premeditated, intentional

- repeated, destructive

- unequal balance of perceived power

- 3 parties: Bully, Victim, Bystander

2. You know when someone is being bullied
3. Bullying occurs most frequently in urban schools
4. It is the sole responsibility of the parent to intervene when their child is bullied
5. Observing bystanders want to get involved
THE VICTIM
What is Bullying?
2.
FALSE
- 64% of students do not tell when bullied

- 1/3 schoolyard incidents go unnoticed

- Bullying is verbal (name calling, slurs)

-Bulling is physically (hitting, kicking, property defacing)

Bullying is relational (degrading reputation)

- Current Research : Bullies have good social skills, high self esteem, mobile
A Bully Is More Likely To...
Causes Of Bullying
3.
FALSE (GLSEN Climate Survey 2011, Juvonen et al. 2003)

- Location: Planet fucking earth.

- In school microcosm: Everywhere children could be (classroom, playground, cafeteria, lockers, bus)
4.
FALSE (PACER, stopbullying.gov)
- Wrong! maybe on Earth 7, but not this one.

- It would be considered "deliberate indifference" by a school if there are no protective policies in place.

- Note: It is easy to get away with loosely defined laws and policies that give protection or excuses. You decide.
Addendum: THE LAW!
- Nation: No federal law!

- States: 41 states have
both
laws and policies in political infrastructure
Research: Bullies Like To Watch People Suffer
Get into frequent fights
Steal and vandalize property
Consume alcohol and smoke
Perform poorly in school

5.
TRUE
: (Polanin et al., 2012, Juvonen et al. 2003)
- YES! You can be my superhero. A majority of students want to intervene

- Bystander intervention can abate bullying 50% of the time

- Current research: Bystander intervention and education
6. "Boys will be boys", "Girls will be girls".
"They're just kids", "They're just playing".
Often bullies come from dysfunctional families
Bullies need to be in control
Bullying behavior is frequently rewarded or ignored
Different emotional response to harm; lack of empathy
Bullies can't regulate their emotions
Effects on the Developing Brain
BULLYING IN SCHOOL
Research: Bullied mice show increased levels of the stress hormone cortisol
How Does Bullying Affect School Climate?
Cycle of Bullying
6.
FALSE
- No excuses, the year is 2015. Even if you're old and were born in, like, the 30s

- "Good is respect, evil is the lack of empathy"
Research: Bullying Has A Negative Affect Grades
Addendum: CALIFORNIA LAW
- "California Student Safety and Violence Prevention Act" (2000)

-"Safe Place to Learn Act" (2008)

- Together protect those under terms "disablility, gender, race, ethnicity, religion, sexual orientation

- Protect against discrimination, harassment, intimidation, bullying
"We cannot address low achievement in school while ignoring bullying, because the two are frequently linked"
ACTION PLAN
School environment of fear and disrespect
Trouble learning
Students feel insecure
Students dislike school
Students think that teachers/staff have no control and care
Changing Brain Chemistry
Based on a study done at University of Virginia's Curry School of Education:











Levels of Bullying
Test Scores
Bullies show major differences in how their brain processes information

This research underscores the importance of treating bullying as a school-wide problem rather than just an individual problem
Bullies are responding to others being hurt in a way that is self-reinforcing
What Is The Number?
The action plan is implemented to change the
culture and climate
of a school by changing policies, programs and curriculum at all levels of a district.

The ineffective plan(NASP 2013, Whitted and Dupper 2005) :
1. Zero tolerance

2. Short

3. Local
_______% of 4th through 8th graders report being victims of bullying

It is estimated that ______ children miss school every day due to fear of attack or intimidation by other students

1 out of every _______students who drops out of school does so because of repeated bullying.




Main takeaway:
The effective plan (NASP 2013, Polanin et al. 2012, Whitten and Duper 2005):
1. Implemented system wide

2. Communicates to students and parents and allows communication between students, teachers, and administration.

3. Correctly utilizes assessment

3. Permanently integrated into curriculum
Inside the Mind of a Bully
Corpus callosum shrinkage
Makes it difficult for victims to process what is happening around them and to respond appropriately

The transferring of motor, sensory, and cognitive information between the hemispheres is impaired.
Cortisol levels higher in bullied boys
Stress management system is in constant overdrive
It's hard for the bullied brain to learn when it's always in a state of high alert, which enables victims to be prepared for the next attack.
Main Takeaways:
Bullying
Low Test Scores
Labeled As "Dumb"
Leads to persistent social anxiety
Humiliated mice seemed to know that they were lower on the social totem pole
Changes the gene activity and opens the doors for a variety of future problems
Bullying can leave an indelible imprint on a teen’s brain at a time when it is still growing and developing.



Being ostracized by one’s peers, it seems, can throw adolescent hormones even further out of whack, lead to reduced connectivity in the brain, and even sabotage the growth of new neurons.
Through this cycle, we can see how bullying hinders:

Concentration
Motivation
Test scores
Self-confidence

It is important to break this cycle!
Recent research now shows that a bully
:
has not learned empathy or compassion
has a smaller amygdala
(emotion and fear processing center)
is overly self-confident and feels entitled (not insecure themselves)
experiences pleasure while watching someone in pain
Decreased self-esteem
Increased probability of mental disorders
Health complaints
Changes in appetite
Loss of interests
Relationships suffer
Decreased academic achievement
Lacks compassion and empathy
More likely to consume drugs and alcohol
Illegal behavior
Like seeing others in pain
Overly self-confident and entitled
poor academic performance
More likely to be abusive in their relationships
THE BULLY
Types of programs
- Anti-bullying campaigns (No Name Calling Week, I Choose, NEA's Bully Free: It Starts with Me.

-School Intervention Programs: Olweus Anti-Bullying Project, HUSD Safe and Inclusive Schools.

Restorative Justice: Restoring peace and prosperity to a school that suffers from crime.
Example: HUSD Safe and Inclusive Schools
Examples of Programs
- GLSEN Ally Week, No Name Calling Week

- Olweus Bullying Prevention Program

- Finland's KiVa

- PACER's We Will Generation

- Sample Curriculum at stopbullying.gov
PBIS
- system to support school and staff to address a behavioral problem
- not a curriculum

"
Response to Instruction and Intervention
"
- Close achievement gap
- Prevent problem behavior



RtI^2

- How do you make someone have empathy? Compassion? Kindness?

- YOU KEEP TRYING ANYWAYS




Jasmine Sandhu, Julia Flickinger, Sam Braveman-Kennedy, Marilyn Bai, Maria Fierros, Connor Pearson
- Empirical works because it uses SCIENCE

- Prevention focus

- Team-based implementation

- Continuum of intensive, individual interventions

- On-going collection and use of data for decision making

- Arrange consistent consequences for problem behavior

- Acknowledge positive behavior
Define and teach positive social expectations
Full transcript