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Vilseck Counseling Team

Marilyn Tarter

on 19 September 2016

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Transcript of BULLYING

What does a Bully look like?
Talk to an adult
YOU trust!
Contact a School Counselor or Teacher
School Psychologist or Principal
Other School Support Staff
Behavioral Health School Therapist
ASACS Counselors
The National Suicide Prevention Life number is:
1-800-273-TALK (8255)
Bullying and harassment are methods of misusing power to degrade, humiliate and hurt someone.
spreading rumours
ignoring or excluding
name calling
racial or
sexual comments
What is Bullying?
This is what a target looks like.

suicidal tendencies
This is what we see.
What's The Big Deal?
Presented by Vilseck High School Counseling Team
Lets talk about targets.
Children outgrow bullying.
Few children are actually affected by bullying.
Reporting bullies will only worsen the problem.
Children who are bullied should fight back.
Bullying only happens within a school setting.
Bullying does not happen within the family home.
Without early intervention, children who are bullies can continue such behavior into adulthood where it manifests in various forms of verbal, homophobic, sexual and racial abuse.
Approximately 12% of girls and 18% of boys report being a victim of bullying at least twice within the last month.
Adults may need to intervene in order to overcome the bullying. Secrecy empowers the bully.
This encouragement could make the situation worse by provoking the bully to further retaliate in order to maintain their position of power.
Bullying can happen anywhere a child resides.
Parental violence towards a child is considered abuse. However, bullying can exist within the home between siblings/close relatives/other family members, any adult/peer a child has contact with .
Myth and Facts About Bullying
Who Influences What You Think?
The Targeted and Advantaged Youth
It's impossible to look at a person and say that this
is what a bully looks like...
So, what DOES bullying look like anyway?
social network impersonations
A 'bashing' website
text messaging
harmful actions that are communicated via electronic media and are intended to embarrass, harm, or slander another individual.
What Did
students Say?
2011 VHS Student Government Survey

of VHS students know someone
who is afraid to come to school due to bullying.
That's approximately

reported bullying to be a problem at VHS

did not know how or where to report bullying
skipping school
social isolation
This is what we don't see.
low self-esteem
...and this isn't the end of it. These only begin to scratch the surface.
This is what a bully
looks like.
This is what we see.
What's The Big Deal?
Lets talk about bullies.
This is what we don't see.
...and, just like victims, this is only the beginning.
sexual harassment
substance abuse
gang involvement
negative peer relationships
...Know the TRUTH
running away from home
alcohol abuse
drug abuse
low empathy
persistent negative attitudes
lack of respect for authority figures
What about Gender?
Bullying behavior can be linked to abuse suffered in the home.
Girls’ bullying often tends to be indirect and exclusionary.
Girls bullying is psychological in nature (cyber-bullying, rumors, etc)

Bullying behavior linked to involvement with anti-social or delinquent peers and behavior.
Often characterized by physical aggression.
Psychological Effects of Bullying
Your peers are the main contributor in how bullying is shaped. Peers will alienate others who they perceive as “different.”
Community can shape bullying in the sense that when a child/family is different from the majority of those within a specified community, bullying may occur by both community adults and youth.
Social Institutions
Despite their best intentions, schools can turn a blind eye to bullying. Intensity typically increases when there is no intervention by a school or an adult.
Movies/television and the internet. Movies and television shape bullying in their portrayal of violence as being an acceptable means of dealing with problems. Topics surrounding conflict within relationships on television do not often model appropriate behaviors, instead promoting violence and bullying-behavior rather than rational problem solving.
1) A teen may have learned this type of behavior from home, peers, television, etc.

2) The bully and/or victim may be viewed as a distinct 'other'.

3) The bully may feel a sense of power over the victim or within their social group.

4) The bully may be experiencing trouble at home, and as a result acts out towards others.

5) In some cases, a bully may not be told that their behavior is harmful to others and may not fully grasp the consequences of their actions.

7) Feelings of inadequacy may be present, whereby it becomes important to bring others down in order to raise oneself up.

Certain races,
, or immigrant origin youth are targeted

Those from a certain
religion or faith
(i.e. especially with the presence of outward indicators such as the hijab, turban, or a yarmulke)

Those who are
from peers in terms of clothing and their inability to afford what’s "cool".

less popular
are targeted simply because they have less friends to defend them.

New students
can easily become victims as a result of their "new" and "other" status.

Those who are a bit different in general: might be quiet,
, act differently, or be socially awkward in some way.

LGBT youth and youth with disabilities
No One!
Even bullies themselves are victims in some cases.
In the Media
The Juvenile Delinquents Act of 1908
Bill C-61: The Young Offenders Act of 1981
Youth Criminal Justice Act, 2003
Bullying and the Law: Is Bullying a Crime?
Bullying is a crime in
most states and can be
prosecuted legally.
Created the crime of “juvenile” and the creation of a related judicial machinery to deal with it. Thus, it created a rise in arrests for: truancy, loitering, curfew violation and sexual promiscuity. Of which, the majority of youth were placed into reformatories, or work house’s. However, there was no direct consequences or laws against bullying.
The act addressed offender's rights; highlighting society's growing interest in citizen rights and freedoms, as was addressed in the Charter of Rights and Freedoms in 1982. Furthermore, this act highlighted the distinction between youth and adult crimes. This legislation ended the paternalistic handling of delinquents, as was prominent in the past, by allowing young people the same basic rights and freedoms, within the law, as adults. Thereby, enabling for children who had committed adult like crimes to be sentenced as adults.
This act addressed the needs that the Young Offenders Act of 1981 failed to address. The Youth Criminal Justice Act, 2003 used the formal justice system selectively, reduced the over reliance on incarceration and increased the reintegration of young people. Furthermore, it enabled youth who had committed serious “adult” offenses to be charged as adults. Further, it distinguished that bullying could not be a crime in and of itself, but that the acts that made up bullying could be seen as criminal acts.
Criminal Harassment (CCC 264)
It is unlawful to make a person fear for their safety or the safety of another person by: repeatedly following them or watching their home or places they frequent; repeatedly communicating (directly or indirectly) with them; or directing threatening conduct toward them.

Punishment: Summary conviction or indictable offense - up to ten years imprisonment.
(CCC 430)
Damage or destruction of property, or interference with the use, operation or enjoyment of the property.

Punishment: Summary conviction or Indictable offense - imprisonment two years, to ten years up to life (depending upon monetary value and level of danger to life involved).
Uttering Threats
(CCC 264.1)
Includes threatening to harm or kill another person, threatening to burn, damage or destroy their belongings or property, and threats to harm one of their pets.

Punishment: summary conviction - imprisonment up to 18 months; indictable offense - imprisonment up to five years.
(CCC 265, CCC 266)
Intentionally applying force without consent, threatening to apply force (this includes gestures) or impeding another person while carrying visible weapon.

Punishment: Summary conviction or indictable offense - imprisonment up to five years.
Assault with a Weapon or Causing Bodily Harm
(CCC 267)
Includes an assault where a weapon is not
used but merely carried, or there is a threat to use the weapon or imitation of a weapon.

Punishment: summary conviction - imprisonment up to 18 months; indictable offense - imprisonment up to five years.
Aggravated Assault
(CCC 268)
Includes causing a wound, disfigurement or endangering a life.

Punishment: Indictable offense - imprisonment up to fourteen years.
Bullying Related Crimes Under The Youth Criminal Justice Act, 2003
Bullying Programming in Schools
This is a systemic approach for the entire school. The idea is to isolate and change the environmental factors, assess the problem, train staff, develop school-wide policies, provide activities to build protective skills and strategies for dealing with bullying behaviour, as well as to improve general school climates.
Bully-Proofing Your School (BPYS)
Assessment of bullying.
Formation of a Bullying Prevention Coordinating Committee.
Increased supervision of students at the known “locations for bullying".
Establish and actively enforce class rules against bullying.
Interventions with bullies and victims.
Olweus Bullying Prevention Program
Together We Light the Way (TWLTW)
Aims to create safe and caring learning communities. Municipal officials, business leaders, and community groups work with school staff, students, and parents and aim to increase the eight protective factors for the prevention of bullying. (NCPC 2008)
1. School success

2. Academic achievement

3. Self-awareness

4. Safe, secure and nurturing environments

5. Healthy lifestyles

6. Positive family and school relationships

7. Respectful and caring relationships

8. Connections to caring adults.
Success in Stages
Targets middle school students
Individual guidance for bullies, victims and witnesses to bullying
CD-based and is completed in three 30-minute sessions
Based on the Stages of Change and Transtheoretical Model of Behaviour Change
Includes student survey, online school reports, classroom lessons that support the program
Individual counseling for children who have been/ are at risk for being bullied children who have bullied/ are at risk of bullying peers, and children who witness bullying.
The Fourth R Curriculum
Designed to prevent violence/bullying and promote healthy relationships. It takes into consideration the presence of the various difficulties teens and youth experience.
The focus is on harm-reduction and health promotion while providing potential bullies and victims with techniques to reduce their involvement in high risk behaviours.
Connection of Like Experience:
B. A. (2012, June 2). Ways to help kids cope with bullying. [Web log comment]. My Fear Zapper. Retrieved from http://myfearzapper.com/blog/wp-content/uploads/2012/06/bully7.jpg
Bullying Online. (n.d.). What is bullying?. Retrieved from: http://www.bullyonline.org/workbully/bully.htm

Canada Saftey Council (n.d). Cyber bullying. Retrieved from: http://canadasafetycouncil.org/child-safety/cyber-bullying

Canadian Red Cross (2007). Stand up 2 bullying: bullying. Retrieved from: http://www.redcross.ca/article.asp?id=24734&tid=108

Comacchio, C. R. (2006). The Dominion of youth: Adolescence and the making of a modern Canada, 1920-1950. Waterloo: Wilfrid Laurier University Press.

Craig, W. M. & Pepler, D. J. (2003). Identifying and targeting risk for involvement in bullying and victimization. The Canadian Journal of Psychiatry 48(9), 577-582.
Department of Justice of Canada. (2004) The Evolution of juvenile justice in Canada. Retrieved from http://www.justice.gc.ca/eng/pi/icg-gci/jj2-jm2/jj2-jm2.pdf

Domestic Abuse/ Sexual Assault Services. (2011). The Cycle of bullying. Bullying. Retrieved from http://dasas.net/yahoo_site_admin1/assets/images/cycle_of_bullying.232193752_std.jpg

Do Something. (2012, April). 11 Facts about cyber bullying . Retrieved from http://www.dosomething.org/tipsandtools/11-facts-about-cyber-bullying
1) In what way to the societal conceptions of childhood affect consideration of bullying behaviour as similar to/ dissimilar to adult criminal behaviour?

2) Due to the changing nature of the Canadian youth criminal justice system in the past, how do you think it might change in the future regarding bullying?

3) What factors have changed bullying over the decades? How? In light of these factors, what can be done to eradicate bullying?

4) As bullying is a systemic problem and not individual based, is there a way to address the issue of bullying at a communal or societal level?

5) Out of the aforementioned anti-bullying programs, which do you think would be the most effective and why? Do you have a proposal for changes or different ideas?

6) In the Rick Mercer video on bullying (http://www.youtube.com/watch?v=USgEmz5WHsA-) he states that those who are bullied will inherit the earth. Do you agree based on the readings and presentation? Why or why not?
Discussion Questions
outer expressions of anger
If just one person steps in there
is a
chance a bully will stop
Don't be a bullying bystander
Even if it is a...
How You Can Make A Difference
Why Bystanders don't get involved
1. Fear of retaliation
2. Fear of losing social status
3. Don't know what to say or do
4. Fear of being labeled a snitch
5. Mistrust of Adults

Be a
Use distraction
Speak Out
Tell or Text
Exit the Scene
Follow Up
Who is this?
Full transcript