Anti-Bully Training II
Mesilla Park Elementary
January 5, 2011
By Anti-Bully Task Team
Mrs. Johnson
Mrs. Salgado-Dow
Mr. Robinson
Mr. Leon
How can I determine if someone is
bullied?
• Remember bullying is:
– Purposeful acts of meanness repeated over time in an situation
where there is an imbalance of power.
 Purposeful acts of meanness (click here for examples)
 Repeated
 Imbalance of power
• Utilize the following resources:
• The four questions
• The “Am I a Bully” Poster
• Tattle versus Telling Chart
• Most of the time people engage in bully behaviors and
do not know they are being bullies. Click here for more info
Where does bullying likely to
occur?
• Answer: in unmonitored and secluded
school environments
– Hallways, cafeterias, bathrooms, locker rooms
– Vacant classrooms, extracurricular events
– Secluded or unlit parts of school
– Routes to and from school
Where can I find resources to help me
educate my students about bullying?
•
•
•
•
•
School counselor
The anti-bully task team
“Bully Proofing Your School” curriculum
Go to: staff docs  shared  discipline
Also go to: staff docs  shared 
discipline  bully info
What is the difference between
peer conflict and bullying?
• Bullying is Purposeful acts of meanness repeated over
time in an situation where there is an imbalance of
power.
• Peer conflict is a normal part of relationships and
a part of problem solving learning.
• Use tattling vs. telling poster and ask 4
questions to determine peer conflict from
bullying
• Click here for normal conflict vs. Bullying chart
What can be done immediately if I encounter a
situation during supervision?
• Utilize 4 questions to determine if its peer
conflict or bullying
• Fill out incident report
– Indicate if its level I or II
• Communicate with classroom teacher with
details
• Teacher or Administrator will investigate the
situation further
When do we involve the police?
• From LCPS Policy”
– 7. Where violations of criminal law may have
occurred, the principal, in consultation with
the Superintendent or his/her designee, shall
report the matter to the appropriate law
enforcement agency
• Click here for policy
What supports are we putting in place both for the
children being bullied, as well as the bullies?
• What teachers can do:
–
–
–
–
Preventative
Action
Level I documentation (Teacher calls parent)
Level II documentation (Admin calls parent)
• It is IMPERATIVE that staff fill out and follow
through the documentation process (This is one
way all staff can support our students)
• If bullying is suspected or occurring, both bully
and victim must be referred to counselor
What steps should be taken when an adult feels
bullied by another adult or student?
• Adult or Student Bullying
– Document
– Speak to administrator
– Administrator will investigate and take action if needed
• Gross misconduct progressive discipline (Adult)
–
–
–
–
Formal Verbal Counseling/Warning
Written Memo of Concern/Warning
Written Reprimand
Additional Disciplinary Action
* Staff has the right to have NEA representation at any time
during the process
What tools can we give our students to combat bullying the
instant it happens? Example: For drugs we tell the kids to
just say no..... What can they do the instant they are being
bullied?
•
•
•
•
•
HA HA SO
Am I A Bully Poster (posted)
Tattling vs. Telling poster (posted)
Talk it out poster
School Counselor
How are we communicating with
parents about bullying?
• If level I offense, classroom teacher will
call parent and discuss incident and
consequence.
• If level II offense, school administrators will
call parent and discuss incident and
consequence.
Is there research on “early bully”
intervention? The sooner we stop
it, the better.
• Yes, The “Bully-Proofing Your School”
curriculum that LCPS has adopted is
considered “early bully” intervention.
Summarize what you have learned, click on
link below, input your summary in the
Learning column of KWL chart.
• MPES Bullying KWL Chart on Google
Docs.
Done
The Bully
•
•
•
•
•
•
Displays little empathy for victims
Enjoys the role
Lacks a sense of remorse
Seeks control and domination
Seeks attention from peers
Is a good communicator who is quick witted, offers
fast verbal responses, and is able to talk his way out
of trouble
• Has a significant role model who modes aggressive
or violent behavior
• Often strong, tough, powerful, well coordinated,
dominant, confident
Back
When there is a question whether a
student has been bullied, ask the
following:
• What happened?
• Are you and the other student friends?
• Has this problem happened before?
• Do you feel afraid of the other student?
If the student indicates that a serious school problem occurred, if the problem
is recurring, and if student is afraid of the other student, then make an office
referral and referral all students involved to school counselor.
Back
Posters can be found in Staff Docs
Shared Discipline Bully Info
Back
What can teachers do?
(preventive)
– Provide students opportunity to talk about bullying
and provide safe ways to report.
– Include classroom rules against bullying.
– Enlist their support in defining bullying as
unacceptable for our school.
– Develop a classroom action plan to ensure that
students know what to do when they observe a
situation.
– Provide classroom activities and discussion
about bullying.
– Focus on developing empathy and respect for
others
– Work on friendship, assertive and mediation skills.
Back
What can teachers do? (action)
– Take immediate action when bullying is observed.
– Confront bullies in private.
– Use a discipline referral and note bullying behavior
in the report.
– Notify parents of victims and bullies when a
problem occurs.
– Refer both the victim and bullies for counseling.
– Provide protection for bullying victims. This may
include a buddy system, extra supervision at
noted area of concerns.
– Listen to parents who report bullying.
– Avoid using mediation due to imbalance of power.
Back
Normal Conflict vs. Bullying
Normal Conflict
Bullying
Equal power – Friends
Imbalance of power; may or may not
be friends
Happens occasionally
Repeated negative actions
Not serious
Serious- threat of physical harm or
emotional or psychological distress
Equal emotional reaction
Strong emotional reaction by victim
Not seeking power or attention
Seeking power control and attention of
others
Not trying to get something
Trying to gain material things of power
Remorse– takes responsibility
No remorse – blames victim
Effort to solve problem
No effort to solve problem
Adapted with permission from Bonds & Stoker (2003)
Back
Level I & II bully behaviors
Back
Back
Back
References
• Bully-Proofing your Child. Garrity, C., Barris, M., &
Porter. W. (2000). Longmont, CO: Sopris West.
• Unknown. (2010, December 17). Bully-proofing our
school/Powerpoint, Smithland Elementary.
http://staff.harrisonburg.k12.va.us/.../Bully%20Proofing
%20your%20school.pp
.
Thank you for completing your
Anti-Bully Training II!
Have a great semester
By Anti-Bully Task Team
Mrs. Johnson
Mrs. Salgado-Dow
Mr. Robinson
Mr. Leon