Understanding Anti-Bullying Behavior:
Creating a Welcoming School Climate
Circle Middle School
Benton, Kansas
August 23-24, 2012
Presenters:
Dr. Katherine Sprott & Jessie Myles
Kansas State University
Midwest Equity Assistance Center
1
What is an
American?
2
What do
Americans
believe?
3
…Preamble to Declaration of
Independence
“We hold these truths to be self-evident,
that all men are created equal;
that they are endowed by their
Creator with inherent and
inalienable rights; that
among these, are life,
liberty, and the pursuit
of happiness.
4
Establish justice,
Insure domestic tranquility,
Provide for the common defense,
Promote the general welfare, and
Secure the blessings of liberty to
ourselves and our posterity,
Do ordain and establish
this
5
What is bullying?
How does bullying misrepresent
the values of an American?
6
Bullying is repeated
aggressive behavior that is
intended to cause harm or
distress in a relationship in
which there is an imbalance
of power or strength.
Definition: Bullying occurs
when a “person is exposed
repeatedly and over time, to
negative actions on the part of
one or more persons,” and
involves an imbalance of power
between the bully and the
victim.
- Olweus. Blueprints for
Violence Prevention, Book
Nine: Bullying Prevention
Program.
TYPES OF BULLYING
Direct Bullying
 Indirect Bullying
 Verbal Aggression
 Written Aggression
 Sexual Harassment
 Racial and Cultural Harassment
 Cyberbullying

Direct Bullying

Hitting, kicking, shoving, spitting…

Taunting, teasing, racial and cultural
slurs, verbal and written harassment

Threatening, obscene gestures,
cyberbullying
Indirect Bullying
Getting another person to bully
someone for you
 Spreading rumors
 Deliberately excluding someone from
a group or activity
 Cyber-bullying

Cyberbullying
A Troubling Trend…
Cyberbullying
Definition:
“The willful and
repeated harm
influenced through
the use of
computers, cell
phones, and other
electronic devices.”
Video
How can you stop bullying?
13
How to Stop Bullying
Refuse to join.
• Walk away when bullies are acting up.
• Distract the bully so he or she stops
the bullying behavior.
• Report any bullying you see.
• Speak out.
• Stand beside the bully’s target.
• Work with others to reduce bullying.
•
What to Do If You’re Bullied
Look at the kid bullying you and tell him
or her to stop in a calm, clear voice.
 You can also try to laugh it off.

 This
works best if joking is easy for you. It
could catch the kid bullying you off guard.

If speaking up seems too hard or not safe,
walk away and stay away.
 Don’t
fight back. Find an adult to stop the
bullying on the spot.
15
What to Do If You’re Bullied

Talk to an adult you trust.
 Don’t
keep your feelings inside.
 Telling
someone can help you feel less alone.
 They can help you make a plan to stop the
bullying.
Stay away from places where bullying
happens.
 Stay near adults and other kids. Most
bullying happens when adults aren’t
around.

16
The Bullying Circle
Our Human Rights

I have a right to be happy and to be
treated with respect and compassion in
my school:
This means that no one will laugh at me,
humiliate me, or hurt my feelings.
Our Human Rights

I have a right to be myself in my school:
This means that no one will treat me
unfairly because of my skin color, for the
choices I make or the beliefs I hold, for
being fat or thin, tall or short, male or
female, or for the way I look, speak, act,
or dress.
Our Human Rights

I have a right to be safe in my school:
This means that no one will hit me, kick
me, push me, pinch me, hurt me, or
threaten me, my family, or my personal
belongings.
Our Human Rights

I have a right to hear and be heard in my
school:
This means that no one will yell, scream,
shout, make loud noises, or otherwise
interfere with my right to learn.
Our Human Rights

I have a right to learn about myself in
this school:
This means that I will be free to express
my feelings and my opinions, without
being interrupted, ridiculed, or punished.
Our Human Rights

I have a right to learn according to my
own ability:
This means no one will call me names
because of the way I learn.
http://stopbullying.challenge
.gov/

Message from the
Secretary of Education
Erne Duncan
24
1. WE WILL NOT BULLY OTHERS.
2. WE WILL TRY TO HELP STUDENTS WHO
ARE BULLIED.
3. WE WILL TRY TO INCLUDE STUDENTS WHO
ARE LEFT OUT.
4. IF WE KNOW THAT SOMEBODY IS BEING
BULLIED, WE WILL TELL AN ADULT AT THE
SCHOOL OR AT HOME.
25
Anti-Bullying Pledge - Students
We the students of ______________________________ agree to join together to stamp out bullying at
our school.
We believe that everybody should enjoy our school equally, and feel safe, secure and accepted regardless
of color, race, gender, popularity, athletic ability, intelligence, religion and nationality.
Bullying can be pushing, shoving, hitting, and spitting, as well as name calling, picking on, making fun of,
laughing at, and excluding someone. Bullying causes pain and stress to victims and is never justified or
excusable as "kids being kids," "just teasing" or any other rationalization. The victim is never responsible
for being a target of bullying.
By signing this pledge, we the students agree to:
•Value student differences and treat others with respect.
•Not become involved in bullying incidents or be a bully.
•Be aware of the school's policies and support system with regard to bullying.
•Report honestly and immediately all incidents of bullying to a faculty member.
•Be alert in places around the school where there is less adult supervision such as bathrooms, corridors,
and stairwells.
•Support students who have been or are subjected to bullying.
•Talk to teachers and parents about concerns and issues regarding bullying.
•Work with other students and faculty, to help the school deal with bullying effectively.
•Encourage teachers to discuss bullying issues in the classroom.
•Provide a good role model for younger students and support them if bullying occurs.
•Participate fully and contribute to assemblies dealing with bullying.
I acknowledge that whether I am being a bully or see someone being bullied, if I don't report or stop the
bullying, I am just as guilty.
Signed by: _______________________________________
Print name: _______________________________________
Date:__________________
Thank You
27
Thank You
Have a great school!
28
What I Think About Race
A teen that is White, Black, Hispanic,
Asian, or Native American finds it easy
to…
 A teen that is White, Black, Hispanic,
Asian, or Native American finds it hard
to…
 Society expects teens that are White,
Black, Hispanic, Asian, or Native American
to act like…

29
What I Think About Race




What is the most important thing for others
to understand about you?
How is a teen that is White Black, Hispanic,
Asian, or Native American most similar to
you?
How is a teen that is White, Black, Hispanic,
Asian, or Native American most unlike you?
What can you do to get along with others
who seem different from you?
30
Dear Dad,
I am really feeling like a total jerk for coming running like this to you. But
I have tried everything that I know, and I just don’t know what else to
do. You have always said that it is not a cowardly thing to admit when
you are beaten. Well, I guess I am. Would you please drive up here to
get me on Saturday. There is just no way that I will—or for that matter
can—stay here.
Maybe I was just expecting too much. I really thought that this camp
would be good. I thought that all of us from school were a team and that
we would be a great team after we got back from here. That is not the
way it has worked out. There are three whites here, and the black
students are banded together into a tight unit against the three of us.
Dear Dad, con’d
At first I thought that it was some kind of joke—just to show us what it felt
like to be a minority. But it is no joke. It is more than being called a name
once too often. It is more than just one personal foul—like a hard jab into
the stomach—too many. It is the feeling of being hated because of the
color of my skin that I can’t take anymore.
God, Dad they never even gave me a chance. It really stinks. It really
does.
See you Saturday.
Dave
P.S. The other two guys I mentioned in the letter will need a ride too. If
you can give them a lift to our place, then they can catch the bus home.
Physical—Harmful actions against
another person’s body.
Biting
Tripping
Kicking
Pulling Hair
Pushing
Hitting
Pinching
Verbal—Speaking to/about a
person in an unkind or hurtful
way.
Sarcasm
Teasing
Name-Calling
Put-Downs
Phone Calls
Hurtful Gossip
Spreading Rumors
Emotional—Upsetting, excluding
or embarrassing a person.
Intentional Exclusion
Nasty Notes
Tormenting
Threatening
Humiliation
Social Embarrassment
CYBERBULLYING
Sexual—Singles out a person
because of gender and/or sexual
orientation and demonstrates
unwarranted/unwelcome sexual
behavior.
Sexual Comments
Abusive Comments
Unwanted Physical Contact
Racial—Involves rejection or
isolation of a person because of
ethnicity.
Gestures
Racial Slurs
Taunts
Name-Calling
Making fun of: customs, skin color,
accent and/or food choices
Bully:
•One or more persons who
intentionally intimidate or harm
another person.
•A bully has power or social
support. The harm they cause can
be physical, emotional or both.
Victim:
•The person who is
being bullied.
•The victim has less power or
social support and often blames
him/herself for the abuse.
Bystander:
•One or more people who stand on the
sidelines and passively witness acts of
bullying—bystanders might also
actively provide encouragement and
support to the bully.
•Bystanders may not seek help/intervene
because they fear for their safety, may lose
friends, become a target or be labeled a
tattletale or snitch.
Kids Who Observe
What do you usually do when you see a
student being bullied?

38%
Nothing, because it’s
none of my business

27%
I don’t do anything, but
I think I should help

35%
I try to help him or her
Bullying…
Is aggressive behavior that intends to
cause harm or distress.
HUMILIATION
 Usually is repeated over time.


Occurs in a relationship where there is
an imbalance of power or strength.
Bullying can be related to hostile
acts perpetrated against racial and
ethnic minorities, gay, lesbian,
and bi-sexual youth, and persons
with disabilities.
This definition is taken from the American
Psychological Association
Traditional Bullying
Witnesses usually limited
to those who are actually
there.
Cyberbullying
In front of the whole
world.
Face-to-face with the bully. Usually anonymous.
Adults jump in to break
things up.
Lack of supervision in
cyber space.
Once home the victim is
safe.
24/7 on the internet. No
escape.
Once victim walks away
the bullying ends.
Lack of Closure.
Cyberbullying examples…
 Sending mean texts, e-mails, or instant
messages
 Posting offensive pictures or messages about
others in blogs or on Web sites
 Using someone else's user name to spread
rumors or lies about someone
 Sending repeated notes
 Forwarding supposedly private messages,
pictures or videos to others
Threatening or harassing others with offensive
language
Cyberbullying
is more difficult
detect and victimization is
to
Cyberbullying: Call To Action
“Students need to have a better understanding of family,
school
and legal limits on online speech, negative
influences of
online behavior and Internet privacy
protection.”
Bullying:Racial/Ethnic Harassment
Jokes with racial
or ethnic targets
•
Mild
Exclusion
because
of culture
/ethnicity
•
Racial or
ethnic slurs
•Insults
•
Public
humiliation
•Destroying
property
because of
race or
culture
•
Severe
Physical or
verbal attacks
because of
race or
culture
•
Bullying defined . . . .




A student who is the target of repeated
negative actions by a peer or group of peers.
An imbalance of power (Bully perceives self
as smarter, stronger, prettier, cooler) .
Characterized by unequal levels of affect.
The bully typically in control (calm & cool),
and victim overly emotional (highly anxious,
crying, tantruming)
Between students who are not friends or play
together.
Friendly Teasing
Hurtful Teasing
Equal power, familiarity, between
friends
Imbalance of power, not friends
Neutral topic
Sensitive topic
Purpose is to be playful
Purpose is to upset the recipient
Intent is to include in the group
Intent is to exclude from the group
Funny, recipient’s reaction is
positive
Sarcasm, recipient’s reaction is
negative
Important Reminders:
•The target of the teasing decides if the teasing was friendly or hurtful
•The teaser often wrongly justifies the tease with “it was just a joke”
“I’m only kidding”
•Sarcasm is not a fun form of teasing it is often received as hurtful.
Definition of Bullying
Bullying occurs when an individual or group,
while at school, intentionally assaults, batters,
threatens, harasses, stalks, menaces,
intimidates, extorts, humiliates, taunts, shuns
or maliciously spreads rumors about others or
participates in the organizing of others to
engage in any of the aforementioned.
STEP ONE
Sign the Resolution of Respect
Resolution of Respect
We pledge, from this day forward, to do our best to combat
prejudice and to stop those who violate the civil rights of
others. We will seek to understand those who are different.
We believe that one person can make a difference and that no
person should stand by when it comes to opposing hate. We
will speak out against prejudice and discrimination. We will
reach out to those who are victims of hate. We know that we
must all promote harmony, equality and respect. By signing
the pledge, we commit ourselves to creating a community that
is No Place for Hate®.
Working Together….
…We Can Build a
Community of Respect
Bullying
In Schools
Mary Culin
Learning Supports Coordinator
and
TUSD Department of Student Equity
Objectives
To raise awareness and increase
understanding about the impact of
bullying
 To provide comprehensive prevention
strategies to address the victim, bully
and bystander
Aligns with ADE “Standards and
Rubrics for School Improvement”
Bullying prevention addresses Standard
Four: School Culture, Climate and
Communication
TUSD Post-Unitary Status
Plan
TUSD Department of Student Equity
will provide professional
development support and training
to schools regarding bullying, so
that school personnel are able to
identify and minimize bullying
among students.
Restorative Practices to Address
Bullying Prevention Aligns with TUSD
Post-Unitary Status Plan
Goal is to implement a school-wide
restorative culture and climate that
convey respect, support, and a sense of
belonging
 Build relationships, hold students
accountable and repair harm

TUSD Bullying Prohibition and
Prevention Policy

Aligns with Arizona anti-bullying law

Definition: The repeated intimidation of
students by the real or threatened
infliction of physical, verbal, written,
electronically transmitted, or emotional
abuse, or through acts on the property of
another
What is Bullying?
Harassment?
Intimidation?
Lack of
Respect?
Bullying is a form of violence in
our schools today that is
widespread and increasing.
Definition: Bullying occurs
when a “person is exposed
repeatedly and over time, to
negative actions on the part of
one or more persons,” and
involves an imbalance of power
between the bully and the
victim.
- Olweus. Blueprints for
Violence Prevention, Book
Nine: Bullying Prevention
Program.
Impact of Bullying
1 out of 4 students reports being
bullied
• Bullying occurs once every 7
minutes
• 1 out of 5 students report avoiding
the
bathroom at school because
they fear being bullied
• 10% of students dropout due to
repeated
bullying
•
U.S. Dept. of Justice & National Assoc. of School
Psychologists
Understanding the Problem
• 60% of those boys identified as bullies have a
criminal record by the time they are 24 years old.
• Interpersonal violence is the second leading
cause of death ages 15 to 24.
• In extreme cases, “bullying” has been named
as the cause of both student suicide and student
homicide.
• 3% increase in bullying, despite a decrease in
assaults, thefts, and other crimes at school.
Source: U.S. Centers for Disease Control and Prevention
• 160,000 students missed school each day due
to fear of bullying.
Source: US Department of Justice and National School Association of School Psychologists
TUSD Bullying Statistics
School Year 2010-2011
Incidents Documented in Mojave:
• High School
63
• Middle School
166
• Elementary
25
Normal Conflict
Versus
Bullying
Equal power; friends
vs.
Happens occasionally
vs.
Imbalance of power; not
friends
Repeated negative actions
Accidental
vs.
Purposeful
Not serious
vs.
Serious—threat of physical
harm or emotional or
psychological hurt
Equal emotional reaction
vs.
Strong emotional reaction on
part of the victim
Not seeking power or attention
vs.
Seeking power, control
Not trying to get something
vs.
Remorse—takes responsibility
vs.
Trying to gain material things
or power
No remorse—blames victim
Effort to solve problem
vs.
No effort to solve problem
Marla Bonds, Psy.D, Sally Stoker M.SW, Bully Proofing Your School,Pg 104
“The In Crowd”
With John Stossel
20/20 Exclusive on Bullying
CHARACTERISTICS OF A BULLY
Arrogance rather than confidence
 Ego Problem rather than healthy selfesteem
 Entitlement rather than achievement
 Lacks Empathy

Dynamics of Bullying
Who is Hurt?
 Victim?
 Bully?
 Bystander?
VICTIMS
Fear of being bullied may lead to
absenteeism, truancy or dropping
out
 Grades suffer
 Decreased self-esteem
 As adults, victims are hesitant to
take risks
 Violence against self or others

Types of Victims
 Provocative
 Passive
 Vicarious
Strategies for
Bystanders
Refuse to join.
• Walk away when bullies are acting up.
• Distract the bully so he or she stops
the bullying behavior.
• Report any bullying you see.
• Speak out.
• Stand beside the bully’s target.
• Work with others to reduce bullying.
•
BULLIES
At-risk for long-term negative outcomes
 Attend school less frequently and are
more like to drop out
 May be a sign of the development of
violent tendencies, delinquency and
criminal behavior
 Increased risk of substance abuse
 Lack of respect for law and authority

BYSTANDERS
Who are They?





85% of students are bystandersneither the victim nor the bully
Power to stop bullying lies with the
bystanders
May feel guilty or helpless for not
standing up to the bully on behalf of
the victim
Fear reporting bullying incidents
because the don’t want to be called a
“snitch”
May feel unsafe, unable to take action
or feel a loss of control
Using A Comprehensive Approach to
Reduce and Prevent Bullying
Main focus on changing school climate that
reflects RESPECT
• Teach skills and strategies to avoid
victimization
• Teach skills to enable the “silent majority”
to become the “caring majority”
• Address the bullying on all levels—
administrators, teachers, staff, students,
parents, and community
•
A comprehensive schoolwide
approach involves 6 components.
Staff Training
 Student Instruction
 Support For Victims
 Intervention With the Bullies
 Parent Support
 Developing the Caring Community

STRATEGIES FOR
ADMINISTRATORS
Use Restorative Practices to address
bullying behavior (hold students
accountable and provide opportunity to
make things right)
 Promote a school-wide commitment to
non-tolerance for bullying
 Develop school-wide policies and
procedures
 Commit the necessary resources to the

Strategies for Teachers
Be aware of the extent of bullying and
become involved in changing the situation
• Send a clear message that bullying will not
be tolerated
• Establish and maintain a classroom in which
all students feel respected and valued
• Intervene individually with bullies and
victims, if you see a situation: stop it.
•
Strategies for Teachers
(continued)
Listen sympathetically to students who
need support when they are victims of
bullying.
• Discuss and teach students social skills
necessary to avoid becoming victims of
bullies (assertiveness, problem solving and
HA HA SO strategies).
•
HA HA SO Strategies
H
Seek assistance from an adult, friend, or peer
when a potentially threatening situation arises.
Seek help also if other strategies aren’t working.
Brainstorm all sources of help at your school—counselors,
teachers, administrators
Stress the different ways to get help—anonymously, in a
group, hotline
A
Make assertive statements to the bully
addressing your feelings about the bully’s
behavior.
Victim should look bully straight in the eye.
Use “I” statements. Example: “I don’t like it when you pull
on my backpack. Stop it.”
Make assertive statement and walk away. Example: “Stop
talking about me behind my back.”
Help:
Assert Yourself:
•Should not be used with severe bullying.
•Not as effective with group bullying.
H
Use humor to de-escalate a situation.
Use humor in a positive way.
Make the joke about what the bully said, not about the bully.
Make humorous statement and then leave the situation.
Example: When insulted about hairstyle, say “Gee I didn’t
know you cared enough to notice.”
A
Walk away or avoid certain places in order to
avoid a bullying situation.
Best for situations when victim is alone.
Avoid places where the bully hangs out.
Join with others rather than be alone.
S
Use positive self-talk to maintain positive selfesteem during a bullying situation.
Use as a means to keep feeling good about self.
Think positive statements about self and accomplishments.
Rehearse mental statements to avoid being hooked by the
bully. Examples: “It’s his problem,” “She doesn’t know
what she’s talking about.” “I know I’m smart.”
O
“Own” the put-down or belittling comment in
order to diffuse it.
Agree with the bully and leave the situation.
Combine with humor strategies such as, “Yeah, this IS a bad
haircut. The lawn mower got out of control.”
Combine with assertive strategies such as, “Yes I did fail the
test and I don’t appreciate you looking at my paper.”
Important
Reminders:
1.
2.
3.
4.
Humor:
Avoid:
Self-talk:
Own It:
Practice these strategies in any order, in any combination, or numerous times.
The Caring Majority can remind each other of the strategies.
The Caring Majority can help support the victim in using the strategies.
If the strategies aren’t working, leave or disengage from the situation.
Strategies to Use with Bullies






Use a no-nonsense style. De direct.
Give brief, clear descriptions of unacceptable
behavior and consequences.
Do not have a long discussion of the
situation.
Help the bully to identify the victim’s
emotions and build empathy for the victim.
Re-channel power in a positive direction—do
not try to suppress.
Se the culture for your school through the
caring majority.
Faculty Lounge Scenario-Creative Problem
Solving
Strategies for Bystanders
Directions: Read the scenario below and discuss
with others creative ways to solve the problem. Talk
about low, medium, and high risk solutions.
Scenario: You’re in the faculty lounge eating lunch.
You overhear a staff member at another table
making negative and sarcastic statements about a
colleague who is not in the room. This has been
happening periodically since the first of the year.
You’re worried that the statements he/she is
making are starting to circulate throughout the
building, and you have noticed that this kind of
Developing a Caring Community
Strategies for Bystanders
C – Creative Problem Solving
A – Adult Help
R- Relate and Join
E- Empathy
S- Stand Up and Speak Out
Where is the Power to Stop Bullying?
Victims
Bullies
Bystanders
Expectations for School Sites
Middle and high school: 1 Staff training
before May 25, 2011
 Elementary school: 1 Staff training before
December 15, 2011

BULLYING
Lisa Serrao
86
Myth or Fact?

Bullying is just a part of growing up. The effects of bullying on victims
are short-term and minor.
MYTH: In addition to the social, emotional, and physical torment of
the actual bullying experience, victims are also more likely than nonvictims to suffer from physical illnesses, academic troubles, and
enduring mental health problems.

Bullies are usually insecure loners with low self-esteem.
MYTH: Bullies are likely to have both friends and followers in fact,
they tend to be rather popular in the early school years. Research
also indicates that bullies typically have average or above average
self-esteem and self-confidence.
87
Myth or Fact?
88

More bullying occurs in elementary and middle school than in high
school.
FACT: Some studies indicate that bullying is most prevalent during the
elementary school years, other studies indicate that it increases and
peaks during middle school. However, it’s clear that bullying though
certainly present in high school is more prevalent among younger
students.

If you tell someone about being bullied, it will just make it worse.
MYTH: Research shows that bullying will stop when adults in
authority and peers get involved.

Bullying is done by both boys and girls.
FACT: Both boys and girls bully, just in different ways. Male bullies
are more likely than female bullies to engage in physical bullying;
female bullies typically use verbal and emotional tactics.
What is Bullying?

89
Bullying is when someone repeatedly and
on purpose says or does mean or hurtful
things to another person who has a hard
time defending himself or herself.
Types of Bullying
90

Physical: Acts that hurt others
physically

Verbal: Use of words to hurt and
humiliate others
Types of Bullying
91

Social: Actions that exclude others or
cause damage to their
reputations

Cyberbullying: Using computers, the
Internet, mobile phones,
etc. to bully others
How to Tell If You Bully Others…

There's a boy or a girl (or maybe more than one) whom
you've repeatedly shoved, or punched or physically
pushed around in a mean way just because you felt like
it.

You had someone else hurt someone you don't like.

You've spread a nasty rumor about someone.
92
How to Tell If You Bully Others…

You and your friends have regularly kept one or more
kids from hanging out or playing with you.

You've teased people in a mean way.

You've been part of a group that did any of these things.
93
How Bullying Hurts

It can mess up a kid's future. Young people who bully
are more likely than those who don't bully to skip school and
drop out of school.

It scares some people so much that they skip
school. As many as 160,000 students may stay home on any
given day.

It can lead to huge problems later in life.
Children who bully are more likely to get into fights, vandalize
property, and drop out of school.
94
What You Can Do About
Bullying…

If you are a BYSTANDER
→
→
→
→
→
95
Report the bullying to an adult
Support someone who is being bullied
Stand up to the person doing the bullying
Don’t join in
Don’t try to fight the bully
What You Can Do About
Bullying…

If you are a VICTIM
→ Always tell an adult
Stay in a group
→ If it feels safe, try to stand up to the person who
is bullying you
→ If you are being bullied on-line, don't reply
→ Join clubs or take part in activities where you'll
meet other kids.
→ Don’t think it’s your fault
→
96
What You Can Do About
Bullying…

If you are a BULLY
Think about what you're doing ... and how it
affects others.
→
o
o
o
→
97
put yourself in their shoes
think about how it must make them feel
and just don't do it
Talk to an adult
Stop Bullying Now
“K.B.’s First Day”
98
Stop Bullying Now
“K.B.’s Day”
99
Discussion Questions
100

How would you have felt if you were K.B. and this had been your
first day of school?

When K.B. went to the wrong classroom and bumped into
Cassandra on the way out and Cassandra called her a freak. What
are some ways K.B. could have handled Cassandra's rude
comments?

At lunch time when Cassandra made K.B. sit in ketchup one of the
girls, Melanie didn’t seem to think this was funny. What could
Melanie have done to help K.B. in this situation?

When K.B. went to the library two of the girls took a picture of the
ketchup stain on her pants and posted it on the computer for
everyone to see. What type of bullying is this?
Discussion Questions

Do you think that this type of bullying was more hurtful, less
hurtful, or just as hurtful as the other types of bullying that
happened to K.B. that day? Why?

When K.B.’s mom asked her how her first day of school was
she told her it was great and didn’t tell her about being
bullied. Why should K.B. have told her mom about what had
happened? How could her mom have helped her?

Who else could K.B. have gone to for help?
101
What Have You
Learned About
Bullying?
102
References
Bullying.org. (2003). Bullying basics. Retrieved November 23, 2007 from
http://www.bullying.org/public/frameset.cfm.
Bullying.org. (2003). Bullying information. Retrieved November 23, 2007 from
http://www.bullying.org/external/documents/Bullying_Information.pdf.
Bullying.org (2003). Bullying myths and facts. Retrieved November 23, 2007 from
http://www.bullying.org/external/documents/Bullying.org_Bullying_Myths-Facts%20Pamphlet.pdf.
Hazeldon Foundation (2007). What is bullying?. Retrieved November 23, 2007 from
http://www.hazelden.org/web/go/olweusparent.
Health Resources and Services Administration. (n.d.). Are you being bullied?. Retrieved November 25,
2007 from http://www.stopbullyingnow.hrsa.gov/index.asp?area=areyou.
Health Resources and Services Administration. (n.d.).Do you bully others?. Retrieved November 25,
2007 from http://www.stopbullyingnow.hrsa.gov/index.asp?area=others.
Health Resources and Services Administration. (n.d.). Do you witness bullying? Are you a bystander?.
Retrieved November 25, 2007 from http://www.stopbullyingnow.hrsa.gov/index.asp?area=witness.
103
References
Health Resources and Services Administration. (n.d.). Effects of bullying. Retrieved November 25, 2007
from http://www.stopbullyingnow.hrsa.gov/index.asp?area=effects.
Health Resources and Services Administration. (n.d.). Signs that you bully others. Retrieved November
25, 2007 from http://www.stopbullyingnow.hrsa.gov/index.asp?area=signs.
Health Resources and Services Administration. (n.d.). Questions for Stop Bullying Now! Webisodes.
Retrieved November 25, 2007 from
http://www.stopbullyingnow.hrsa.gov/PDFs/Webisode_Questions.pdf.
Health Resources and Services Administration. (n.d.). Webisodes (1&5). Retrieved November 25, 2007
from http://www.stopbullyingnow.hrsa.gov/index.asp?Area=webisodes&webisodes.
Smokowski, P. R. & Kopasz, K. H. (2005). Bullying in school: An overview of types, effects, family
characteristics, and intervention strategies. Children & Schools 27(2), 101-110. Retrieved October
26, 2007, from EBSCOhost.
U.S. Department of Education. (2007). Bullying quiz. Exploring the Nature and Prevention of Bullying.
Retrieved November 23, 2007 from
http://www.ed.gov/admins/lead/safety/training/bullying/bullying_pg7.html#quiz.
104
Whitted, K. S. & Dupper, D. R. (2005). Best practices for preventing or reducing bullying in schools.
Children & Schools, 27(3), 167-175. Retrieved October 26, 2007, from EBSCOhost.
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