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Transcript of Bully-Proofing Your Building with BIST. Today’s Objectives Define Bullying Define Participants:...
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Bully-Proofing Your Building with BIST
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Today’s Objectives
Define Bullying
Define Participants: Bully, By-Stander, Victim
How To Respond
Create a system for reporting
Create lessons to teach students/parents about bullying
Zero Tolerance
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Myth or Fact Quiz
Number 1-10
“T” for True “F” for False
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Bully Statistics
Bullying affects approximately 5.7 million youth in the U.S.
British Study found that children exposed to chronic or severe bullying and harassment make them twice as likely to have delusions, hallucinations or other psychotic symptoms as pre-teens as those who have not been bullied. -Archives of General Psychiatry
In a national survey of students in grades 6-10, 13% reported bullying others, 11% reported being the target of bullies, and another 6% said that they bullied others and were bullied themselves
-National Youth Violence Prevention Resource Center
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Definition
A person who repeatedly inflicts physical, verbal, non-verbal and/or emotional abuse on another person. This behavior represents an imbalance of power.
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4 Components of Bullying
Intentional
Harmful
Repetitive
Imbalance of Power
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People involved
Victim
Bully
Bystander Identified how? Emotions experienced?
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BULLY
Leader
• Popular
Manipulative/dominates
Persuasive
Craves attention
Blames others
Intends to harm
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BY-STANDER
Follower
Caught in the middle
Passive
Fearful
Difficulty saying “NO”
Supporter of bully, cheers bully on
Isolates the victim/sets victim up to fail
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VICTIM
Follower
Low self-esteem
Passive
Fearful, afraid of retaliation
Easy target, won’t stand up for self
Seen as week by peers
Insecure
Shameful
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Behaviors typically witnessed
Verbal
Physical
Non-verbal
Cyber
Sexual
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Potential Short Term Effects of Bullying
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Potential Long Term Effects of BULLYING
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SYSTEM TO REPORT BULLYING
Our School Does Not Tolerate Bullying!!!
Who should the student report to?
What information needs to be included in the report?
How soon should the report be made?
What should the student do after making the report?
How will adults follow up after the report is made?
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When Bullying is ReportedIt is very difficult for a student to share that they are being hurt. As the adults, we need to recognize the courage it takes to report and address the situation with care.
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Remain calm and empathic
Find a safe area to discuss the report.
Discuss the situation with one person at a time.
Do not lose your temper.
Do not make accusations
Students need to perceive that the adults are going to remain calm and supportive. It is essential that the student see adults as nurturing, helpful and caring
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Listen and Validate the report
Adult statements
“I bet that was hard to tell me.”
“That must feel bad.”
“It takes a lot of courage to let me know.”
“I’m sure it is difficult to come to me.”
Allow the student to share his/her story and let him/her know you trust the information being shared.
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Let the victim know that you will address the situation.
Adult statements:
“Can you trust me to take are of this?”
“I want you to know I believe you and will address it.”
When assuring the victim, be aware that investigating what happened can take a tremendous amount of time.
Be careful not to make a promise you can’t keep.
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Do not be dismissive or doubtful.
Adult statements that may be hurtful:
“Stay away from her.”
“Are you telling me the truth?”
“What did you do first?”
“Are you sure it happened that way?”
“Why do you keep hanging out with that person?”
Many students do not report bullying for fear that nothing will be done, adults will not believe them and/or the problem will only get worse.
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Identification
Create a list of kids who have had 3 or more incidences of hurtful behavior Where did the issues occur? What needs to be put into place to help the student be
successful?
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Common Area Structure
Arrival
Hallways
Cafeteria
Dismissal
Teach greetings
How do we intervene?(speaking to our intentions)
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School-based Strategies
Develop a no tolerance policy to hurtful behavior (It’s never okay to be hurtful / It’s never okay to be disruptive)
Identify areas of concern and provide adult supervision
Educate students regarding bullying behavior
Educate students regarding communication
Discuss and practice kindness
Provide the opportunity for students to practice contribution to others
Teach and provide students the opportunity to have a variety of friends
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Community-building
Answer these questions: What makes a strong community? Currently, where are we in terms of being a strong
community? Write down three ways to build a strong community
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Building Community through Class Meetings
KINDNESS
1. How can we be kind at school?
2. What is the impact on our classroom when kids are kind?
3. What do we say when someone is kind?
4. Compliments
• MANAGING IF YOU HAVE BEEN HURT
1. How do you typically respond when hurt?
2. If you are hurt, what will you say or do to keep from making the situation worse?
3. What will you do if hurtful behavior continues?
4. Compliments
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Class Meeting Topics
WHAT TO DO IF YOU WITNESS BULLYING?
1. What can you do if you see someone being bullied?
2. What words can you use?
3. Who can you tell?
4. How can you support the victim?
5. Compliments
BUILDING COMMUNITY
1. What is a community?
2. Do we have a responsibility to each other?
3. How will we be responsible to one another?
4. Compliments
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Resources
BIST Bully-Proofing Your Building Class Bully-Proofing Your Building With BIST Manual (bist.org)
Olweus (olweus.org)
National Youth Violence Prevention Resource Center (safeyouth.org)
Substance Abuse & Mental Health Svs.
(samhsa.gov)
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Personal Goal
I will intervene early by…
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Contact Us
Behavior Intervention Support Team/ Ozanam BIST
Developed by Nancy Osterhaus
816.508.3652, BIST Office
www.bist.org