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Presented by: Mike Carpenter, Ph.D., LPC, CP IV Cobb County Schools Prevention Intervention Center...
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Transcript of Presented by: Mike Carpenter, Ph.D., LPC, CP IV Cobb County Schools Prevention Intervention Center...
Presented by:
Mike Carpenter, Ph.D., LPC, CP IVCobb County Schools Prevention Intervention Center
BULLYING PREVENTION PROGRAM
Factors for Killings•Large and impersonal high
schools•Violent video games•Poor economy•Stress of higher academic
standards
Factors for Killings• Suicides and murder-suicides account
for a sizable portion of violent school deaths: about 35% over the past four years.
• 10% of children under 18 suffer from mental illness enough to cause some level of impairment. Only one in five get treatment.
33 states now require or recommend that districts implement anti-bullying programs.
Education Week, Quality Counts 2003 report
State of Georgia Statute
Bullying is any willful attempt
or threat to inflict injury
on another person,
when accompanied by an apparent
present ability to do so or
any intentional display of force
such as would give the victim
reason to fear or
expect immediate bodily harm.
Statute O.C.G.A. 20-2-751.4, 1999, Georgia General Assembly
A person is being bullied
when he/she is
Exposed,
Repeatedly
& Over Time,
To Negative Actions
On the Part of
One or More
Other Persons
N E G A T I V E B U L L Y I N G
A C T I O N
...when a person intentionally inflicts injury or discomfort upon another person through physical contact, through words or in other ways.
Making fun of others
Saying mean and hurtful things
Calling names
TAKING things
Ignoring others on purpose
Leaving others out
Writing ugly notesWriting ugly notes
Hitting, pushing, pulling hair, kicking, pushing
Biting
Telling lies
Being ugly Gossip
Manipulating friendships
Vandalism
B U L L Y I N G
D i r e c t invo lves r elatively open
attack s on a victim
I N D I R E C T invo lves social iso lation, exclusion fr om a gr oup
Tattling/Ratting
to talk to anybody about a problem
to get someone in trouble to make self look good to get ow n way
Telling/Repor ting
to talk to someone you trust about a problem
to keep self/ others from
getting hur t
Some cautions against the use of PeerSome cautions against the use of PeerMediation in situations of BullyingMediation in situations of Bullying
(Dan (Dan OlweusOlweus))
1.1. Bullying is Bullying is NOT a conflictNOT a conflict, but is , but is ABUSEABUSE..
2.2. There is not There is not “some right”“some right” and and “some wrong“some wrong””on both sides.on both sides.
3.3. The The “playing field,”“playing field,” or balance of power, is or balance of power, isnot level.not level.
4.4. Adults need to claim Adults need to claim responsibilityresponsibility.
© The © The OlweusOlweus Bullying Prevention Group, 2001 Bullying Prevention Group, 2001
60% of boys characterized asbullies grades 6-9, had beenconvicted of one registeredcrime by the age of 24 -
as compared to 23% of boysnot characterized as bullies
ANTISOCIAL BEHAVIOR PATTERNS
Often continue into Adulthood
ANXIOUS
INSECURE
CRY EASLIY WHEN ATTACKED
AVOID CONFRONTATION
SMALLER/WEAKER
HAVE TROUBLE STANDING UP TO A BULLY
MAY BE LEARNING
DISABLED
LACK SOCIAL SKILLS
SEND MESSAGES THAT CREATE UNEASINESS
TEND TO ANNOY & TEASE OTHERS
UNTIL SOMEONE LASHES OUT
TEACHER MAY DISLIKE
V
I
C
T
I
M
S
Addressing Bullying Behavior• Empathy training: teach students to
understand the feelings of others• Role-modeling: teach students by
example• Pro-social consequences• Natural & logical consequences• Mentoring relationships/buddy readers• Re-channel bullies’ anger and needs for
power in more leadership directions • Involvement in community service • Multi-age and cooperative grouping
Addressing Victim Behavior• Stay calm and cool. Do not give in to
rage or anger.• Try to put thoughts of revenge and
physically fighting back out of your mind.• When things get heated, get away
quickly.• If bullying persists, speak up on the spot.• Keep a log of the bullying incidences.• Use role-playing to develop confidence.• Tell a caring adult.• Develop a safety plan.
Addressing Victim Behavior
• Stand up straight, make eye contact and speak in a firm, steady voice
• Coach yourself to decide between a hot and a cool response.
• Develop friendships to support and protect you to shift the balance of power
• Get involved in assertiveness and social skills building classes (i.e. martial arts)
• Involved yourself in community service
Bullying prevention programs may be anecessity for schools given their
loco parentis legal responsibilities
Persuasive
Most of us realize bullying is happening in our classes, but it is not against school policy or code of conduct unless it is physical or a threat of physical violence. We do not have a way to address bullying. The Olweus model is a way we as adults can take charge and address bullying by establishing no bullying as a policy at our school.
Call Call home home
1 1 recessrecess
A possible discipline rubric: A possible discipline rubric: elementaryelementary
TeaseTease
(define(define))
Push Push ShoveShove
Harass Harass Punch Punch KickKick
WarninWarningg
Call Call home home 3 recess3 recess
Call Call homehome
5 recess5 recess
Call Call home home 3 recess3 recess
Call Call home home
1 1 recessrecess
Call Call homehome
3 recess3 recess
In school In school suspensiosuspensio
nn
Call Call home home 5 recess5 recess
BehaviorBehavior 1st time1st time 2nd time2nd time 3rd time3rd time
Stan Davis http://stopbullyingnow.com © 2001
A possible bullying rubric: A possible bullying rubric: middle/highmiddle/high
Non-Non-
PhysicaPhysicall
PhysicaPhysicall
Verbal warningVerbal warning
Teacher records itTeacher records it
Refection letterRefection letter
Victim logs behaviorVictim logs behavior
Consequences-Consequences-
Natural Logical Natural Logical
ProsocialProsocial
Referred to admReferred to adm
Parent conferenceParent conference
Referred to SST/SAPReferred to SST/SAP
SuspensionSuspension
Referred to admReferred to adm
Parent conferenceParent conference
Referred to SST/SAPReferred to SST/SAP
Ongoing contact B/VOngoing contact B/V
SuspensionSuspension
Same as aboveSame as above
Parent is calledParent is called
Reported to admReported to adm
Safety planSafety plan
B/V refer counselingB/V refer counseling
BehaviorBehavior 1st time1st time 2nd time2nd time 3rd time3rd timeParent is calledParent is called
More consequencesMore consequences
Safety planSafety plan
Contact with B/VContact with B/V
B/V refer counselingB/V refer counseling
It is the principal’s response to conflicts that reflect his/her ability to provide ethical leadership and create a school culture in which students feel safe. If principals do not provide this leadership, the school becomes an unsafe environment in which the people in the school who have power and privilege can do what they want without consequence.
Principals create either an environment of safety and accountability in which all students struggle through adolescence while having the opportunity for realizing their full potential or a place where students learn that members of the school community who have power and privilege get to do what they want to without consequences.
Take a hard look at yourself
Do you bully in the classroom?
Is your tone of voice unnecessarily harsh?
Do you teach and model the art ofnegotiation?
• Talking behind his/her back
• Interrupting others when they are speaking/working
• Flaunting status/authority, acting in a condescending manner
• Belittling someone’s opinion to others
• Failing to return phone calls/respond to memos
• Giving others the silent treatment
• Insults, yelling and shouting
• Verbal forms of sexual harassment
• Starring, dirty looks or other negative eye contact
• Intentionally damning with faint praise
Omaha World Herald
CHECKLIST FOR READINESSAdministrative support
Open to change
Positive school climate
Staff cohesiveness & teaming focus
Active wellness team
Violence prevention curriculum in all grades
Conflict resolution curriculum in all grades
Peer mediation
Character Education
Cooperative learning modeled
Weekly classroom meetings
Small school population
Pilot elementary school first
Community & parent support
Support from school counselor, psychologist
& social worker
At least 85% of staff support the program
Respect & Protect trained staff
Student Assistance Program core team
Educational support groups
Active parent teacher organization
Involved in cluster meetings/feederpatterns
On-going training of staff, students &parent education
Committed to the program from 3 – 5years
Committed to facilitating weeklyinstruction for 15-30 minutes
Part of a larger comprehensiveprevention/intervention plan
Detailed discipline plan
Feasibility study
For questions, call P/I Center at 678.842.5820