Effective July 1, 2012


An intentional act of aggression, based on an imbalance of power, that is meant to harm a victim either physically or psychologically

Usually occurs repeatedly and over time, however sometimes can be identified in a single event


39% of students reported that bullying, name calling and harassment pose a serious problem at school.

66% reported that people at school were harassed at least
“sometimes” because of their looks or body size

57% reported that students were bullied or harassed “sometimes” because of the way they expressed their gender

50% of high school students (2010) admit they bullied someone in the past year

47% admit that they were bullied or teased or taunted in a way that seriously upset them in the past year.
(Glsen, 2010) No Law in South Dakota and New Mexico

71% were bullied at least once a week
Who are these kids?

With learning disabilities




With Attention Deficit Hyperactivity Disorder
With medical conditions that affect appearance
With obesity, particularly girls
Who stutter or have paralysis of one side of their body

The Dignity for All Students Act prohibits harassment with respect to certain non-exclusive protected classes including, but not limited to:

Actual or perceived race

Color

Weight (size)

National origin

Ethnic group

Religion

Religious practice

Disability

Sexual orientation

Gender identity or

Sex (N.Y. Educ. Law§§ 10-18. 801-a)


Requires all school staff to report any incident of bullying and CYBERBULLYING to the school principal or superintendent
“Cyberbullying has become a dangerous trend and this legislation gives parents and students the tools needed to overcome it. Standardized policies and procedures will guide teachers and school staff so that they are better equipped to respond to harassment and bullying within the classroom and beyond.”
Assemblyman Kenneth Zebrowski (D- New City, NY)

Requires districts and schools to prevent, monitor, and address bullying through:

Designation of a Dignity Act Coordinator to be trained in nondiscriminatory instructional and counseling methods and in handling human relationships

Staff training to raise awareness and sensitivity of school employees to issues of harassment and discrimination

Sensitivity and tolerance curricula for students

Revising the Code of Conduct to create a school environment free from harassment and discrimination

Reporting of bullying incidents to the State through a designated reporting system

PHYSICAL
 Hitting, punching, tripping
 Kicking, pushing, scratching
 Damaging/stealing property
VERBAL
 Name calling, teasing, taunting
 Making offensive remark
 Making discriminatory remarks
 Verbally threatening, intimidating
SOCIAL/EMOTIONAL/RELATIONAL
 Excluding or threatening to exclude
 Spreading rumors, gossiping
 Ostracizing, alienating
 Using threatening looks or gestures
 Extortion
CYBERBULLYING
 Use of the Internet or cell phone to harass and intimidate

MALES
Use physical aggression such as hitting, pushing, slapping and elbowing each other
FEMALES
Use social alienation tactics and intimidation, such as exclusion, manipulation, malicious gossip, or spiteful notes
Uses extortion Uses extortion

 A bully at school is often victimized at home
 Child is observing mom, dad or siblings as the bully and identifying with them
 The bully frequently comes from a home void of warmth
 The bully’s primary caretaker is often premissive and allows aggressive behavior towards peers, siblings and adults
 A bully is often subjected to physical punishment and exposed to violent outbursts by his/her caretaker


Bullying is classified as a “conduct disorder” by the American Psychiatric Association

Bullies have average levels of self esteem

Bullies have a strong need for power and dominance

Bullies enjoy being in control and like to subdue others

Bullies see hostility even when it is not present


Bullying incidents are too often unnoticed or ignored

No clear rules and consequences

Culture of “tattling” rather than “telling” or “ratting” rather than reporting

Little Principal involvement with students

Poor cohesiveness and communication among staff members and between the staff and the Principal

Lack of respect among all constituents


The Bully

The Target/Victim

The Bystander

Bully may possess a superior trait
Attractive
Athletic
Sociable
Bully leads by intimidating others to follow to avoid becoming the next target
Bully gains power by the amount of followers –
MORE FOLLOWERS=MORE POWER








Lack Empathy
Display Verbally Aggressive Behavior
Display Physically Aggressive Behavior
Possess average levels of self-esteem
Intimidate Classmates
Seek Power in Relationships
Provoke Fights


Change the dynamic of power so that the bully is not overtly or covertly reinforced by the teacher, coach or other authority figures

Listen to the bully and give him/her a point person to speak with whose role is to help the bully use their leadership skills in a positive, cooperative and collaborative manner


PASSIVE





Social Anxiety
Disorder
Lack Social Skills
(socially awkward)
Pleasers
Compliant
Fear of Confrontation

PROACTIVE






Restless
Irritating to others
Seen teasing and doesn’t know when to stop
Likely to fight back, but lose
Emotional
Often diagnosed with
Attention Deficit
Disorder


Can be anyone

Reported higher rates of depression than cyber bullies or bully victims

May not be able to identify their harasser and are more likely to feel isolated, dehumanized or helpless at the time of the attack









Anxiety
Loss of self-esteem into adulthood
Lower grades
Lower attendance/involvement
Decreased socialization/increased isolation
Physical Symptoms: headache, fatigue, stomach problems
Increase in acting out behavior
Suicide/Homicide


Provide class experiences where victim is paired with other students to increase pool of relationships and desensitize others to victim

Encourage independent thinking for victim and class, in order to resist bully

Give victims a point person to go to for support and to report incidences.


PASSIVELY accept bullying by watching and doing nothing

PROVIDE the audience that a bully craves and the silent acceptance that allow bullies to continue bullying behavior

INSTIGATE the bullying by provoking the bully

ENCOURAGE the bullying by laughing, cheering or making comments that further stimulate the bully


Identification with the Aggressor

Victims who have been repeatedly bullied often have an increase in aggression

When they are put in a position of control or power they identify with the bully and do onto others what has been done to them

Thus the victim becomes the bully


Display warmth, positive tone, interest and involvement

Talk to each other and students with respect and understanding

Alert other staff members if they are displaying unacceptable behavior towards a student

Structure activities to minimize opportunities for exclusion


Be aware of student friendships and create working partnerships and groups for students that promote positive interactions

Hold class meetings that allow students to air concerns and feelings (group guidance, advisory)

Watch out for bullying behavior and intervene...

Follow established guidelines for hierarchal consequences that have been established for bullying behavior (physical, social, emotional)


This slide will consist on forms that the
Dignity Act Coordinators decide on and may include:
Reporting form
Class Survey
Interview procedure forms for bully, victim and bystanders

Adirondack Educational Center
Philip Beaney – CTE Outreach Coordinator
E-mail: pbeaney@mail.fehb.org
Phone: (518) 891-1330 ext. 2012
North Franklin Educational Center
Lorraine Childs – Principal
E-mail: lchilds@mail.fehb.org
Phone: (518) 483-5230 ext. 3011