Bullying: Key Issues and a Call to Action
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Transcript of Bullying: Key Issues and a Call to Action
Amanda Nickerson, PhDAssociate Professor and Director
Dr. Jean Alberti Center for the Prevention of Bullying Abuse and School Violence
University at [email protected]
gse.buffalo.edu/alberticenter
Dignity for All Conference Hamburg, NYOctober 26, 2011
Overview of Presentation
Alberti Center Slideshow on Bullying
Key IssuesCan we define and identify bullying?Is bullying inevitable or preventable?Whose problem is this and what can we
do?○ Conventional wisdom and the “reframe”
Bullying vs. Teasing vs. Conflict
Teasing: Fun, good-natured, “give-and-take” between friends to get both parties to laugh
Bullying: Based on a power imbalance; intent to cause psychological or physical harm; usually repeated
Conflict: A struggle, dispute, or misunderstanding between two equal forces
Eye of the Beholder
Low correspondence between self-report and reports from peers, school staff, parents, and observations Students say bullying happens more than
adultsStudents over-report being defenders and
under-report being bullies
Is bullying inevitable or preventable?
Common, but not “normal”
Aggression and survival of the fittest across time, species, and cultures
Danger in viewing as “rite of passage”Long-lasting impact of bullyingWe do not tolerate other forms of abuse
Boivin, Hymel, & Bukowski (1995); Boulton & Underwood (1992);Crick & Bigbee (1998); Egan & Perry (1998); Hinduja, & Patchin, (2009);Kochenderfer & Ladd (1996);Nickerson & Sltater (2009); Perry et al. (1988)
"For every problem, there is a solution that is simple, neat and wrong.”
H.L. Mencken
Bully, Target, and Bystander
FamilySchool (Staff/Peers)
Culture & Community
Adapted from Swearer & Espelage (2004)
Targets: Conventional Wisdom “Kids need to learn to fight back”
“Focusing on the target blames the victim and sends the message that this behavior is OK”
Targets: Reframe Fighting back is an ineffective strategy
Power differentialWhat message are we sending?
Focusing on the target is aimed to teach coping skills, not place blameNeed to teach skills (assertiveness, emotion
management) This cannot be done in isolation…adult and
peer intervention is needed!
Farrington & Ttofi, (2009); Gregory, Cornell, Fan, Sheras, & Shih (2010)
Bullies: Conventional Wisdom
“Bullies are loners who suffer from low self-esteem”
“Bullies need harsher punishment”
Bullies: Reframe Children who bully often have a high
social status and average to superior self-esteem
Children who bully are likely to be exposed to harsh or corporal punishment
Focus on logical, meaningful consequences
Teach empathy, perspective taking, and using power in a more productive way
Batsche & Knoff (1994); Beaver, Perron, & Howard, (2010); Olweus (1993); Swearer et al. (in press); Vaughn, Bender, DeLisi, (in press)
Bystanders: Conventional Wisdom
“Peers need to stand up and say this is not right”
Bystanders: Reframe The bystander effect is pervasive
Diffusion of responsibilityCost (time, effort, personal distress)Perceptions about target (“just world,” deserved)
Students needExplicit instruction about how to intervene
○ Recognizing situation as bullying○ Identifying safest and best way to respond○ Enacting response ○ In a climate where upstanding is expected
Charach et al. (1995); Hawkins, Pepler, & Craig
Parents: Conventional Wisdom
“Parents need to wake up”
“The apple doesn’t fall far from the tree”
Parents: Reframe Parents need to be aware of bullying
Look at one’s own behavior as a model Targeting anger and hostility at others Using degrading terms (“wimp,” “gay,” “loser”)
Actively supervise and monitor children’s behavior
Apply logical, meaningful consequences
Encourage empathy and problem-solving
Work with school and others to be part of the solution
Farrington & Ttofi, (2009); Gregory, Cornell, Fan, Sheras, & Shih (2010); Koth, Bradshaw, & Leaf, (2008); Olweus (1993); Olweus, Limber, & Mihalic (1999)
School Staff: Conventional Wisdom
“Schools need to stop turning a blind eye to this and do something”
School Staff: Reframe Adults are often not aware of bullying Need a comprehensive approach to
expectations for behavior, skill building, and welcoming school climate
Clear policies are needed that includeConsistent on-the-spot interventionsMethod of reporting bullyingContinuum of consequences, including
opportunity for teaching and planning to behave differently in future
Merrell, Gueldner, Ross & Isava (2008); Ttofi & Farrington (2011)
Policy Makers and Law Enforcement: Conventional Wisdom
“We need harsher
laws to stop this kind of behavior”
Policy Makers and Law Enforcement: Reframe We need carefully developed laws and policy
Not reactive or based on emotion Provide clarity and guidance for addressing the
problem comprehensively Are based on research Do not create yet another layer of red tape that
interferes with schools’ ability to educate kids
Concluding Thoughts
“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.” (Margaret Mead)
For the rest of the day (and beyond), take the journey to learn ways that you can make a difference.