Bullying
KidStrong Conference
June 13-14, 2012
Adrianne Marsh
RESA 7 School Wellness
Specialist
Coordinated School Public Health
“School Systems are not responsible for meeting every
need of their students. But when the need directly affects
learning, the school must meet the challenge”.
Carnegie Council on Adolescent Development, 1989
Coordinated School Public Health
Are schools providing a safe learning
environment???
WHAT IS A SAFE SCHOOL?
Picture an iceberg.
• 30% of an iceberg is visible above the
waterline….the real danger is the 70% that is not so
obvious.
• The 30% of our iceberg is what people traditionally
think of when they think of things that make a
school unsafe: theft, personal attack, serious
violent crime, school shootings. So, people think
that the absence of theft, personal attack, serious
violent crime, school shootings equates to a safe
school.
SAFE SCHOOL???


The part of our iceberg that we cannot see – the really
dangerous part – is bullying, intimidation, verbal
threats, the language of hate.
In a word, incivility.
• Kevin Jennings
Policy 4373 Revisions
Student Code of Conduct
Expected Behavior in Safe and
Supportive Schools
Combines:
2418 –Alternative Education
2421 – Harassment
2422.5 - Substance Abuse
4372 – Student Rights and Responsibilities
4373 – Student Code of Conduct
Change in Policy Perspective
Reactive
Code of Conduct
Violations
Punishments
- - -
Proactive
Expected Behaviors
Inappropriate
Behaviors
Effective
Consequences &
Meaningful
Incentives
Appropriate
Interventions
Change in Policy Perspective
Punishment
Something
I do to you
It’s about Power
Invite either
compliance or
defiance
Consequences
Flow from your
choice,
the act
It’s about
Empowerment
Invite insight
into
my behavior
Change in Policy Perspective
Individual
System
Personal vision
School-wide vision
In my classroom
Everywhere in the
school
I take
responsibility
We all take
responsibility
Table of Contents
Ch. 1 Expected Student Dispositions
Ch. 2 Student Rights and Responsibilities
Ch. 3 Planning for Policy Implementation
Ch. 4 Inappropriate Behaviors and Meaningful
Interventions and Consequences
Ch. 5 Procedures for Addressing Allegations of
Inappropriate Behaviors
Ch. 6 Procedures for Taking Action on
Substantiated Inappropriate Behaviors
Level 3
Imminently Dangerous, Illegal and/or Aggressive Behaviors-are willfully
committed and are known to be illegal and/or harmful to people and/or
property.
Battery against a student
Defacing school property/vandalism
False fire alarm
Fraud/forgery
Gambling
Hazing
Larceny
Trespassing
Sexual misconduct
Harassment/bullying/intimidation
Inhalant abuse
drugs
Threat of injury/assault against an Imitation
employee or student
Substance containing tobacco/nicotine
Improper or negligent operation of a
motor vehicle
WVDE Bullying Definition…

A student will not bully/intimidate/harass another
student. According to WV Code §18-2C-2,
“harassment, intimidation or bullying” means any
intentional gesture, or any intentional electronic,
written, verbal or physical act, communication,
transmission or threat that:
http://wvde.state.wv.us/healthyschools/ElectronicMan
ual4373New.html
What is Bullying?
Bullying is:

the deliberate, repeated

harm or threat of harm

by the same student or group of
students

with a real or perceived imbalance
of power or strength

against a relatively defenseless
student or staff member.
*clinical definition of bullying
Potential Causes for
Bullying/Harassment:

“Race-Color-ReligionAncestry-National OriginGender-Socioeconomic
Status-Academic StatusGender Identity or
Expression-Physical
Appearance-Sexual
OrientationMental/Physical/Development
al/Sensory Disability-Other
Characteristics”
(Ch.4, Sec..2)
Nonverbal Bullying
Gesture Bullying
Goal is to intimidate the
target
10-5-2 rule
Note Bullying
Goal is to shame—intimidate
the target
Exclusion Bullying
– Non-verbal threatening gestures
– Glances that convey threatening
and frightening
messages, with the intent of
making someone feel
uncomfortable or scared
- In lockers – on Desks – Written
on Clothes
Could be:
– About self
– In reference to clothing
– What someone heard
– Social or physical exclusion by
not allowing or involving
someone in conversation, in the
group, in social
activities and games, etc.
– Turning people against one
another
Verbal Bullying
• Slander occurs when a false or malicious statement is made
about a person
• Ridicule mocks or humiliates someone in front of others
through language or behavior
• Persistent name calling intended to be hurtful, insulting or
humiliating. Using a person as a joke and spreading the
joke around
• Using abusive and offensive language to others and
spreading malicious rumors
• Objectification is labeling someone, and making that label
their singular defining quality (Joe = “Fatty”)
Physical Bullying
– Pushing, shoving, kicking, poking, spitting, hitting
and tripping. On a more serious level ,these can
include assaults or threats of physical assault
– Physical bullying can take other forms such as
threatening others, or making them do things they
don’t want to do by force, and even taking or
damaging a person’s property
21st Century Bullying
 Cyberbullying
is when electronic mediums are used to
pursue, harass, or contact another in an unsolicited
fashion
 Various
ways to cyberbully
+ Texting
+ Sexting
+ Picture
+ Video
+ Email
+ Chat Room
+ Blogs
+ Polls
The Truth About Bullying

1 out of 3 students report being bullied.

3 out of 4 students will feel it, see it or do it.

When a student has 3+ close friends, the chance of being bullied drops dramatically.

Boys tend to use physical aggression to show dominance.

Girls use bullying behavior to bring down another's social status .

Bullying peaks at grades 6 and 7.

When students intervene, behavior stops in 10 seconds in 57% of cases.

Bullying behavior is learned and can start as early as age 3.

A student that is relentlessly bullied will hurt someone else or themselves .

The “Bullied Brain” feels as if it is at war.

The new “Generation Access” has 24 hour exposure to cyber bullying.

Reality TV has resulted in a mentality that “mean girls” gain respect.
Middle School is the Worst Period
42.9
Source: Indicators of School Crime and Safety, 2008
Prevalence of Bullying Behaviors
and the Roles of Gender
Source: Wang, 2009
Some Groups are Singled Out for
Harassment
Question: “At your school, how often are students bullied, called names or harassed
for the following reasons?”
Source: From Teasing to Torment: School Climate in America 2005
Peer Intervention Works, but ISN‘T
Common

Of bullying episodes in which peers intervened, 57% of the
interventions were effective (i.e., the bullying stopped within 10
seconds).

Peers intervene in only 11-19% of all bullying incidents.

Adopted “OMISSION”
• If you hear it and do nothing – it is just as bad as saying it yourself!

Pastor Martin Niemoler Story
Source: Hawkins, Pepler and Craig 2001
Five Universal Truths…

Dr. Thompson’s work can be summarized by his Five Universal
Truths of Human Interaction — that all people want to be:
1. Treated with dignity and respect
2. Asked rather than told to do something
3. Told why they are being asked
4. Offered options rather than threats
5. Given a second chance
 Change Social Dynamics
GLSEN Safe Space Kit
•The Safe Space Kit is designed to help educators create a
safe space for LGBT (lesbian, gay, bisexual and
transgender) students.
•Relevant resources for athletic coaches and physical
education teachers at www.sports.glsen.org
Ways to Encourage Reporting

Verbal/written reports to any staff/morning greeter

Reporting boxes strategically located

“Bully Button” on school website (directs to report form)

Technology reporting systems (texting/e-mail)

Classroom meetings develop social intelligence

Student leadership teams help students speak up

Facebook.com/safety (students, teachers, parents, & law enforcement can
report)
Verbal Strategies
• Once students are able to anticipate conflict, they can
construct their pre-planned, practiced response
• Guided discussions, scenario-building and role
playing are excellent methods of skill-building
•Responses that discourage inappropriate behavior
• These scenarios MUST require an exit strategy!
Intensity Levels of a Bully—
What a target does now…
BULLY
1. Looks – Smirks – Facial Gestures
2. Notes –delivered from friends
3. Comments made in private
4. Internet attacks
5. Using peer pressure
6. Body Blocking
7. Unsolicited touching - Light
8. Pushing – Shoving – slapping
9. Punching – Kicking – Weapons
10. Planned attacks – Ambushes –
Sudden Assaults
11. Pushing the target to Suicide or
Murder
TARGET
1. Acts like they did not see it
2. Ashamed this is happening
3. Easier to ignore then report
4. Unable to hide more people involved
5. Searching for a social group to join
6. Starts to act out in class and home
7. Withdraws from social scene/school
8. Looks for ways of protecting themselves
9. Avoids common places
10. Hires protection or carries weapon
11. Commits Suicide or Murder
Intensity Levels of a BullySuggestions for the target now…
BULLY
1. Looks – Smirks – Facial Gestures
2. Notes –delivered from friend(s)
3. Comments made in private
4. Internet attacks
5. Using peer pressure
6. Body Blocking
7. Unsolicited touching - Light
8. Pushing – Shoving – slapping
9. Punching – Kicking – Weapons
10. Planned attacks – Ambushes –
Sudden Assaults
11. Pushing the target to Suicide or
Murder
TARGET
1. Walk up and introduce yourself
2. Take note immediately to parents
3. Document get a witness – report…
4. SAVE – REPORT to PARENTS
5. Develop your Exit Strategies
6. Evasion and movement tactics
7. Balance and disengagement tactics
8. Covering, Ducking, Dodging,
Blocking
9. Intervention options
10. Defending and Protecting Tactics
11. Understand how to ask for HELP
and who to go to / Understanding your
limitations
Facebook for Educators Guide
Creator Linda Fogg. May 17, 2011
Recognizing that social media plays a huge role in the lives of students
as well as teachers, Facebook decided to create a guide that explains
how to properly use the social networking site and how it can be used
as an educational resource.
facebookforeducators.org/
www.facebook.com/fbsafety
STUDENT FREE SPEECH
High school student sued district, alleging her suspension from school
for creating a group on a social networking website to express dislike
for a teacher violated her right to free speech. On her own time and
from her own computer, she created a Facebook page titled “Ms.
[Teacher’s Name] is the worst teacher I’ve ever met” as an electronic
“place” for students to express their feelings about the teacher. Some
postings were supportive of the teacher; no postings were
threatening. The teacher never saw the page, and it did not disrupt
school activities. The student removed the posting after two days.
After she removed it, the teacher found out about the page. The
student prevailed; the court overturned her suspension for “disruptive
behavior.”
Evans v. Bayer, 684 F.Supp.2d 1365 (S.D. Fla. 2010)
MIS-ADVENTURES IN CYBERSPACE
An elementary teacher who referred to her 1st grade
students as “future criminals” on a Facebook post has
lost her job, and the court sided with the school.
District’s need to efficiently operate its schools
outweighed teacher’s right to free speech.
“Thoughtless words can destroy the partnership
between home and school that is essential to the
mission of the schools.”
We ONLY recognize this when we
see it like see this…
Reality is we see it like this…
Which child is out of place?
Which child is out of place?
Final thoughts…
• Doing nothing encourages bad
behavior…
• Being lazy leads to compliancy…
• Compliancy leads to a norm…
• A norm becomes an accepted form of
behavior…
Final thoughts…
• Who is responsible for the safety of children in
schools?
–Parents provide safety for their children…
–Teachers monitor their safety…
–Principals ensure they protect their
children…
THANK YOU !!!
Adrianne Marsh
RESA 7
Regional School Wellness Specialist
304-624-6554 ext. 238
aboyers@access.k12.wv.us