Interventions for
Bullying
Developed by
Brian Baker, M.A. ED. Psy.
© Brian Baker, 2004
Overview of Bullying
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Bullies identified by age 8 are six times more likely to be
convicted of a crime by age 24.
Bullies identified by age 8 are 5 times more likely than
non-bullies to end up with serious criminal records by
age 30.
Aggressive behavior is learned early and becomes
resistant to change if it persists beyond the age of 8.
Olweus and Eron, 1987; Walker, 1993
Overview of Bullying
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Young people may see bullying as part of the natural
order of things (pecking order).
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The best evidence shows that the families of bullies
share fundamental characteristics with the families of
aggressive children. (Hazler, Hoover, & Oliver, 1991)
“Children act on what they see.”
Overview of Bullying
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Bullying represents a chronic pattern of abuse over
time, not individual or rare episodes.
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Bullying is not necessarily one-on-one harassment; it
may be carried out by a group on a single individual.
(Pikas, 1989)
Bare Bones of Bullying
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Males perpetrate the most observable bullying.
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Bullying appears to be most problematic during the
middle school or junior high years.
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Students report most bullying as being social or
emotional.
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Students see divergent behavior as reasons for bullying.
(Olweus, 1991)
Bullying Interventions
One of the most important aspects to intervening with
bullies is consistency.
The entire school must be on the same page running the
same program and using the same standards in each
classroom.
(Walker, Colvin, and Ramsey 1995)
School wide Action
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In coordination with parents and students, faculty and
staff must set and enforce behavioral standards
regarding bullying.
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Clarity regarding the unacceptability of school bullying
and rules prohibiting the purposeful humiliation of
others are necessary, but by themselves are not
sufficient to prevent bullying.
The Empathetic School
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The notion of being “my brother’s keeper” must
permeate the school and the program.
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Students must be taught how to deal ethically with one
another, particularly with weaker members of the
group.
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Teaching about interdependence and the worth of
individuals must fill the school.
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The program must be followed through within each
classroom. (Olweus, 1993)
The Anti-Bullying Campaign
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Specific information about bullying and its
consequences are essential to the mental health of a
school.
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Getting the anti-bullying message out is essential to
begin changing behavior.
(Olweus, 1991)
The Referral Mechanism
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A climate must be established within the school and
each classroom in which students are not afraid to
admit that they hurt, that hurting students are taken
seriously, and are willing to present themselves for
treatment and help.
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It is important that schools set and enforce discipline
standards.
Individual and Small Group
Interventions
When attempting to intervene, adults must realize that the
bully and the victim are equally vulnerable.
Each must be treated separately and independent of each
other.
Bullies and victims should never be forced into any form
of mediation. (Alberti and Emmons, 1992)
“Abuse is not negotiable.”
Talks with the Bully
If a teacher knows or suspects that there is bullying in
the class, he/she should not delay in taking action.
 The primary aim in dealing with bullies is simply to
make them stop bullying.
 Where several students may be involved in bullying
activity, it is advisable to talk to them one at a time, in
rapid succession.
 Bullies should be informed that no further bullying will
be tolerated.
(Olweus, 1993)
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Talks with the Bully
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If other measures have been taken with the bully, it may
become necessary to arrange conferences with the
principal and parents.
I.e. redirection of rules and standards, individual
student conferences, counseling, classroom meetings,
and sanctions.
Talks with the Victim
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In trying to clear up a bullying situation one must make
every effort to guarantee the victim efficient protection
against harassment.
The victimized student must be able to trust that adults
both want and are able to give him/her any help
needed.
In order to provide the victim with adequate
protection, close cooperation and frequent exchange of
information between the school and student’s family is
needed.
Talks with the Victim
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It is advantageous if the teacher or parents can
secure the consent of the victim first.
The victim should be protected and removed
from the bully as quickly as possible.
Victims must be given an opportunity to
“debrief.” (Olweus, 1993)
Strategies for Counseling
When dealing with bullying behavior, both the bully and
the victim need an opportunity to express their views
and frustrations.
Understanding the particular point of view from the bully
and/or the victim will help in the resolution of the
situation.
Reverse Role Playing
Used with the bully to bring about cognitive recognition of their
actions.
 Have the bully role play the event as they recall it happening.
 Clarify specific events with clear questions.
 Explain the role reversal to the bully.
 Have the bully relate all they know about the victim.
 Have the bully describe circumstances surrounding the initial
event.
 Ask the bully to act out the event as the victim.
 Discuss the experience in detail with the bully.
 Provide a brief summary of events for discussion.
(Ivey, 1988)
Behavioral Contracting
Used with the bully and the victim to clarify behaviors and
provide cognitive recognition of future behaviors.
 The behavioral contract is a document that spells out
specific behaviors.
 For bullies: the contract must include a promise to
refrain from bullying and an observable definition of
which behaviors constitute the bullying.
 Wording about pro-social behaviors should be added.
Behavioral Contracting
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For the victim: the contract could include giving
carefully defined assertive responses and improving
behaviors that others see as provocative.
Assertiveness Training
Assertiveness training is used solely with the victim in
order to provide skills that can be used to help prevent
future bullying.
 Assertiveness training can be defined as standing up for
one’s rights while not trampling on the rights of others.
“Say what you mean and mean what you say.”
Assertiveness Training
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Assertiveness training is taught primarily through
modeling.
The use of imagery is extremely important.
Five key steps to assertiveness training:
1. Identify the problem situation.
2. Identify the needed changes and new behaviors.
3. Practice and refine the new behaviors.
4. Plan and apply the new behaviors.
5. Evaluate and make changes as needed.
Assertiveness Training
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New behaviors developed should be thoroughly
modeled and discussed.
Emphasis and special attention should be paid to nonverbal factors.
I.e. facial expressions, vocal tone, and posturing
It is recommended that the victim keep a journal.
Consistent evaluation of the training with the victim is
necessary.
Modify training as needed based on the evaluation.
(Alberti and Emmons, 1982)
Social Skills Training
Social skills training is used with both the bully and the
victim.
There are several techniques used in social skills training
and choosing one that works is based upon initial
discussions with the individual student.
Social Skills Training
The Push Button technique
 Anger Management
 Conflict Resolution
 Negotiation skills
 Courtesy and common acceptable manners
(Hoover, Oliver, and Hazler, 1992)
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Re-storying Strategy
Re-storying is used with both the bully and the victim.
It is used to provide a basis of cognitive recognition.
 Begin by asking the student to write down the situation
in story form.
 Listen to the students story.
 Identify unique outcomes.
 Externalize the problem.
 Weave a new story.
 Share the new story and promote change.