BULLYING PREVENTION
E N G A G I N G S T U D E N T S I N C A M P U S A N T I - B U L LY I N G
EFFORTS
KIMBERLY NOVAK
CAMPUS SAFETY AND STUDENT RISK
MANAGEMENT SPECIALIST
www.novaktalks.com
@NovakTalks
Bullying is defined as a sustained intimidation of a targeted
person meant to humiliate and frighten the target and
bystanders.
Beyond High School: How Bullying
Affects College Students
http://theminaretonline.com/2011/11/16/arti
cle20374
BULLYING LOOKS LIKE OTHER RISK
“PROBLEMS”
"Bullying — a form of harassment and violence — needs
to be understood from a developmental, social, and
educational perspective," the report reads. "The
educational settings in which it occurs and where
prevention and intervention are possible need to be
studied and understood as potential contexts for positive
change.”
American Educational Research Association
Prevention of Bullying in Schools, Colleges, and Universities
Theory and applied
research have
repeatedly stressed
the importance of
involving the
individual, peer
groups, school,
family, and the
community in
preventing bullying
(Benbenishty & Astor, 2005)
STUDENTS NEED TO BE PART OF
THE SOLUTION
part ▪ ner [pahrt-ner]
a person who is involved in the process, brings
something to the table, develops and supports the
message, recognizes the need to address the issue
and what needs to be done; needed from all levels of
influence;
Student Involvement LOOKS LIKE…..
STRATEGICALLY SELECT STUDENTS
Research finds that most bullies in actuality are the
successful, popular, outgoing people in school or work.
They know how to manipulate situations. They know how to
target victims without the authorities catching them. And
most importantly, they lack the ability to empathize
~ Daniel Weddle, a professor from the University of Missouri-Kansas
City's School of Law
WHAT IS YOUR MESSAGE?
•
•
•
•
Bullying is not acceptable
Who to report bullying to
Consequences for bullying
Resources to access if bullied
CHANGE THE MESSAGE
APPLYING KLITZNER TO ANTI: BULLYING:
STRATEGY OPTIONS
• Ask these questions: (Klitzner)
• Setting the context: have we made community standards
clear?
• Thinking about research/theory, what strategic changes could…
•
•
•
•
•
Make desirable behavior easier
Reward desirable behavior
Make undesirable behavior harder
Raise cost of undesirable behavior
Make the physical environment safer
10
UNPACK THE BEHAVIOR
WHAT IS HAPPENING?
• Understanding bullying on your campus
•
•
•
•
•
Who is involved?
Where does it occur? (facilities, events, on-line, groups)
How often does it occur?
What does it look like?
What motivate bullies?
The researchers have found that children who bullied
were often motivated by a desire to increase their
popularity and that they chose generally unpopular
victims to avoid losing social status.
Fear of those that are different
can be a catalyst for bullying
Organizational
membership
can be a catalyst for bullying
• 60% undergrads saw peer bullying
• 6.1% Victims of peer bullying
• 4.2 % Bullied other students
• Males are more likely to bully than women
• No Gender or ethnic difference in bullied
• Minority sexual orientation more likely to be
bullied
All victims of bullying reported feeling
safest in their dorm rooms
25% Social Networking Sites
21.2% Texting
16.1% Emails
45.5 % Deleted Messages
47% Laughed About
34.5% Talked to someone about it
College Bullying “Looks Like”
• Gossiped about
• Called Names
• Excluded from class activities
• Physically abused
WHAT COULD THE MESSAGE BE ?
•
•
•
•
•
•
•
•
Bullying is not acceptable
What Bullying looks like
Impact of Bullying
How to get help if you are being bullied
How to help someone you think may be a victim
What happens once a report is made
How to talk about bullying with your peers
Safety is everyone’s responsibility
STUDENT VOICES ABOUT BYSTANDER BEHAVIOR
• Shared Prejudices will be confronted
• Students are bothered by problem behaviors
• Students underestimate other students
desire for intervention
• Student leaders underestimate their peers
desires for something to be done
• Intervention is more likely when others are
perceived as willing to intervene
Northern State University bystander behavior in relation to problem behaviors
resulting from alcohol use & University of Maine Bystander Ed Initiative
STAGES OF BYSTANDER BEHAVIOR
 Notice the event
 Interpret the behavior as a problem
 Feel responsible for solving the problem
 Possess the necessary skills to act
B = f(P,E)
O N E O F T H E S T R O N G E S T AT T I T U D I N A L P R E D I C T O R S O F
H I G H - R I S K B E H AV I O R I S T H E B E L I E F T H AT F R I E N D S
APPROVE
WHAT ARE WE DOING?
• What current efforts are you making to
address acts of incivility?
• What other campus-initiatives can you
access?
• What messages are being communicated
about bullying?
• How is your community responding to
bullying?
• What intervention opportunities exist?
• How can we involve students in efforts?
From: ENVIRONMENTAL STRATEGIES, Michael Klitzner, Ph.D.
www.azag.gov/StopMeth/EnvironmentalStrategiesToPreventSubstanceAbuse.pdf
21
Theory and applied
research have
repeatedly stressed
the importance of
involving the
individual, peer
groups, school,
family, and the
community in
preventing bullying
(Benbenishty & Astor, 2005)
STUDENTS NEED TO BE PART OF
THE SOLUTION
RESOURCES
American Educational Research Association
• http://www.aera.net/Portals/38/docs/News%20Release/Prevention%20o
f%20Bullying%20in%20Schools,%20Colleges%20and%20Universities.
pdf
Beyond High School: How Bullying Affects College Students
• http://theminaretonline.com/2011/11/16/article20374
Bullying in College By Students and Teachers
• http://connection.ebscohost.com/c/articles/13335640/bullying-collegeby-students-teachers
The Knowledge and Prevalence of Cyberbullying in a College Sample
• http://www.psyencelab.com/images/The_Knowledge_and_Prevalence_
of_Cyberbullying_in_a_College_Sample.pdf
ENVIRONMENTAL STRATEGIES, Michael Klitzner, Ph.D.
• www.azag.gov/StopMeth/EnvironmentalStrategiesToPreventSubstance
Abuse.pdf
QUESTIONS