Deconstructing Bullying Behaviors:
A Narrative Perspective
Paul Ellison Psy. D., M. Ed.
Hana Ra Adams Psy. D., MA LMFT
Objective
Create new perspectives to decrease the influence
of bullying behavior through a Narrative lens which
emphasizes the values of collaboration and
respect.
What is Narrative Therapy?
• A narrative is a thread that weaves together events
linked in a sequence across time and according to
a plot to form a story; multistoried.
• Narrative therapy involves ‘re-authoring’ or ‘restorying’ conversations (Dulwich Centre
Publications, 2000).
Narrative Principles
Deconstruction
Understanding stories within cultural contexts.
The context of gender, class, race, culture and
sexuality are powerful contributors to the plot of
stories.
Meaning-making
Narrative Principles
De-centered but Influential
Narrative practitioners are responsible
collaborators and co-authors with a client rather
than an all-knowing expert.
Curiosity
De-centered Therapy
Narrative Principles
Externalization
This allows people to consider their relationships
with problems.
People are not the problem.
Support a person’s resources and strengths.
Narrative Principles
Preferred Story
Stories that are identified by the person as stories
by which they would like to live their lives.
Driven by beliefs, values, hopes and dreams.
Assist people to break from the influence of the
problems they are facing.
Bullying Example
What is Brought to the Bullying Incident?
All parties – experiencing, engaging in, or
observing bullying
Problems and their affects – throughout the day,
week, year
Resources – education, internal strength, humor,
intelligence
Team Members – directly or indirectly involved
A Bullying Environment Has:
IQ - 97,
Reading - 68
Math - 86
Value statements
Evaluation that leads
to pathology
Constant scrutiny
may discourage
students
“Talks too much in
class”
“Doesn’t talk loud
enough
“Careless work”
“Perfectionistic”
“Too fidgety”
“Too passive”
“Learns too slowly”
“too advanced” (bored)
“Too much energy”
“Not enough
energy”
“Doesn’t share”
“too pleasing”
Narrative Values Diversity
Good spatial skills,
Finds decoding
challenging, Strong
computation
“Enthusiastic”
“Learns at their own
pace”
Engages in verbal
participation readily
“Finishes work in a timely
manner”
“Too fidgety”
“Too passive”
“Learns too slowly”
“too advanced” (bored)
“Likes to please others”
A Bullying Environment Has:
Competition
Example: “First one to clean up gets to help me with
snack.”
Effects of competition:
Focus on self rather than community
End justifies the means
Sharing and cooperation less attractive
Increases conflicts and put downs
Criticism and evaluation of self and
others infiltrate students experiences.
Narrative Values
Cooperation
Cooperative learning -“Last time it took all of us 60
seconds to get ready, let’s see if we can beat that!”
Effects of collaboration:
Life skills
Connection to group
Develop appreciation for classmates
A Bullying Environment Has:
Comparisons to others
Example: “You eighth graders should be better than the sixth
graders.”
Implications of comparison:
Confidence is increased by put-down of another
instead of acknowledging and trusting ones
values.
Youth are set against one another.
Adults fall into the trap of valuing children for what
they could be instead of what they are.
Narrative Values
Individual Growth and Strength
Effects:
Provides an opportunity to explore ways of
being that fit who they want to be
Builds confidence with improvement
Increases collaboration
Increases self efficacy
*Persons
Experiencing
Bullying
Problems
Mainstream views
Bullying as the problem
*Person
Bullying
Resources
Problem
Team
Members
Resources
Problems
Persons Observing
Bullying
The Bullying
Incident
Team Members
Resources
Person Standing
up to Bullying
“Active Witness”
Each person
involved in the
bullying incident
has strengths and
solutions.
Team Members
Resources
Person who Experienced
Bullying
Person now Standing
up to Bullying
Team Members
Resources
Person Standing
up to Bullying
“Active Witness”
Narrative emphasizes
Collaboration to assist all
parties affected by
bullying to develop
strategies that strengthen
hopes and values.
Person now
Standing
up to Bullying
Person who
Engaged in
Bullying Behavior
Resources
Team Members
Aspects of a Good
Anti-Bullying Plan
The best way to prevent bullying
behavior is to create an
environment that is incongruent
with the development of such
problems.
Anti-Bullying Team
Have all parties involved in the bullying incident
collaborate together to “trick” the problem of bullying.
Person Engaging in Bullying Behavior
Person Experiencing Bullying
Bystander(s)
Adults
Anti-Bullying Plan
The new team deconstructs the bullying incident to
understand:
• Context(s) in which is was created
• What supported the behavior
Team develops a new Narrative on how to limit the
negative influence(s) of bullying and re-author
individuals’ experiences with bullying without labeling
blame or shame.
How to be a Good Co-Author of
the New Narrative
De-Centered but Influential – supporting role vs
lead role
Be clear, consistent, sensitive, and compassionate
when addressing bullying incidents.
Bullying exist partly because of silence. Take
responsibility for aspects of bullying that you
support and make appropriate changes. Discuss
your changes with the children you influence.
How to be a Good Co-Author of
the New Narrative
Have meaningful conversations with children.
Co-create meaningful rules to invite strengthening
of values and more responsibility.
Provide good supervision. Safety is always first.
Collaborate with families, schools, and community
organizations to communicate openly and to stand
up to bullying.
Avoid Adultism
Adultism – “Because I told you to...”
Pattern of disrespect and maltreatment that affect
young people by:
Undermining self confidence and self esteem
A consistent experience of not being taken
seriously
A growing negative self concept
Increasing self destructive acts (Bell, 2011)
Messages from Adults that Strengthen
the Preferred Story
No one ever deserves to be bullied. Don’t gossip or
negatively participate in bullying incidents.
Put yourself in someone else’s shoes and act
accordingly.
Telling is not tattling.
You are responsible for the implementation of
solutions.
You are a strong and capable person. You have the
power to make good choices and do good things.
Pitfalls of Adults Taking Over
the Preferred Story
If adults “fix” things, it is often a short term
solution.
Children’s resources and voices are not heard or
enhanced.
Children are sent the message that they cannot
handle difficult situations and/or they are weak.
Harsh punishments - can lead to the increase in
group cohesiveness fueling the desire to bully the
target more.
Supporting Active Witnesses
If danger is present, get help
Befriend the person being targeted
Refuse to spread rumors and laugh at hurtful encounters
Educate people about the bystander effect
Differentiate between tattling and telling
Intervene when possible and use people’s names to
personalize and humanize the situation.
Additional Resources
Dr Paul Ellison
Phone: 612-708-8717
Email: pjatelli@comcast.net
Dr Hana Ra Adams
Phone: 651-235-2551
Email: hxr125@gmail.com