TCDSB Safe Schools

Bullying Awareness, Prevention, Intervention and Support

OAPCE Jan. 26, 2015

Bullying• defined as aggressive behaviour in a relationship where there is an imbalance of power

• is often repeated, but repetition is no longer considered a defining feature

• is often subtle and difficult to detect

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Ontario Ministry of EducationBill 13, Accepting Schools Act, 2012

Subsection 1 (1) of the Education Act is amended by adding the following definition:

“bullying” means aggressive and typically repeated behaviour by a pupil where,(a)  the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of,        (i)  causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual’s reputation or harm to the individual’s property, or (ii)  creating a negative environment at a school for another individual, and

(b)  the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education;   

Section 1 of the Act is amended by adding the following subsections:

Bullying

(1.0.0.1)  For the purposes of the definition of “bullying” in subsection (1), behaviour includes the use of any physical, verbal, electronic, written or other means.

Cyber-bullying

(1.0.0.2)  For the purposes of the definition of “bullying” in subsection (1), bullying includes bullying by electronic means (commonly known as cyber-bullying), including,

(a)  creating a web page or a blog in which the creator assumes the identity of another person;

(b)  impersonating another person as the author of content or messages posted on the internet; and

(c)  communicating material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals.

Re-framing:

Bullying is a relationship problem.

Relationship problems require relationship solutions.

Relationship Solutions for Bullying

The Person Bullying The Person Victimized

• needs to learn how to relate to others in a respectful way

• needs to be included in respectful relationships

• needs to learn how to use his/her power positively

• must be guaranteed the right to be safe from destructive relationships (UNCRC)

Children who bully

• no ‘typical bully’ profile

• children who learn to use power and aggression to control or distress others have all kinds of characteristics and do so for many different reasons.

• children who bully repeatedly are establishing patterns of using power and aggression in relating to others.

Bullying and Dominance

Children and youth can have power in relationships because of advantages in:

• social status or popularity• size & strength• number of friends• age• skill• intelligence• appearance

Research indicates that children and youth who bully are chronically at risk for:

• significant mental health and social problems

• depression, suicide• alcohol and substance abuse• delinquency,• involvement in abusive relationships

Children who are victimized

• no ‘typical victim’ profile

• become increasingly powerless to defend themselves and find themselves trapped in relationships in which they are being abused

Bullying and OppressionChildren and youth can lack power in relationships because of socially-defined or culturally-defined identities:

• gender• race/ethnicity• religion• wealth/class• gender identity • sexual orientation• health• ability• appearance

• sometimes victimization occurs for no apparent reason – wrong place, wrong time

• some children project a social image of shyness and helplessness and peers

may feel they can get away with directing

abusive behaviour their way

• some children may be perceived as different

• children who have no friends and who are excluded from the peer group are at higher risk than children who have at least one peer friendship

• children/youth with exceptionalities and those who have difficulty managing their emotions and behaviour are at heightened risk for victimization

non-verbal communication is a critical part of the communicative process.

research shows that our actual words carry far less meaning than nonverbal cues.

social cues, especially non-verbal social cues, are extremely critical to interpersonal communication, e.g., facial cues include muscle tension or relaxation around the eyes and mouth, and tilting, leaning or nodding one’s head.

successful expressive communication and receptive communication are the keys to intimacy, trust and relationships.

as a result of their identification or diagnosis, children may miss many nonverbal facial, tonal or body language cues.

this results in difficulty in learning and communication, as well as with social interactions or relationships

LD, ADD/ADHD, ASD, and Giftedness have been referenced regarding misinterpretation of nonverbal social cues.

each of these areas potentially stigmatizes individuals and increases their vulnerability to low-self-esteem and bullying.

children who have trouble interpreting social cues may also not present social cues in the same manner as others.

it is not surprising that people may interpret the nonverbal social cues of children with special needs as aloof, defiant or disrespectful.

classmates, frustrated or offended by a child’s failure to understand and respond appropriately, may label him/her ‘rude’, ’mean’ or ‘weird’.

teachers often need to teach children specific compensations for LD: e.g., auditory challenges with visual compensations, visual difficulties through auditory strengths, etc.

Bullying behaviour

• not unusual to have at least one experience of being bullied

• mental and physical health concern is greatest for those who have:

- been bullied for a long time

- been bullied severely

- had multiple relationships in which

they are bullied

Forms of Bullying Behaviour

• physical

• verbal / non-verbal

• social bullying

• electronic / cyber bullying

Physical bullying

•pushing, kicking, hitting, spitting

• stealing or defacing property

•demeaning or humiliating acts

•use of weapons to threaten or harm

Verbal and Non-Verbal Aggression

•mocking, taunting, name-calling

• teasing about appearance, clothing, size, race, gender, family, academic ability, etc.

• insulting remarks or gestures of a sexual nature

• threats of aggression or violence

Social/Relational Aggression

gossiping, spreading rumours

setting someone up to take the blame

social rejection or exclusion

manipulating the social order

We all have the need to be included.

The experience of being socially excluded is physiologically the same

as experiencing physical pain.

Electronic / cyber bullying

The perception of invisibility removes concerns of detection, social disapproval and punishment.

Bullying can be contagious

Many children join in bullying when their friends are doing it.

Peers are the Audience

peers present in 88% of bullying episodes

the more peers present, the longer and the more severe the bullying episode

Watching victimized child 25%

Joining in the bullying 21%

Watching the child who is bullying 54%

Peers can intervene to stop bullying and, in the majority of episodes (57%) bullying stopped

within 10 seconds.

Peers can be part of the solution

Peers: The Relationship Solutions

Message to children / youth:• You want to hear about bullying

reporting - trying to get help for yourself or someone else

tattling - trying to get someone into trouble

Peers take action:

Walk away and then report it.

Respectfully and assertively tell the

person who is bullying to stop.

Reach out to help the victimized

person.

Remember:

it may not matter “who started it’

some children who are bullied maybe

seen as annoying or provoking, but

this does not excuse the bullying

behaviour

Avoid these mistakes: never tell the child to ignore the bullying

do not blame the victim; even if

he/she provoked the bullying, no one

deserves to be bullied

parents should resist the urge to

contact the other parents involved.

It may make matters worse. Let the

school mediate between the parents.

The responsibility for a safe school culture and the education

of appropriate social behaviour

founded on gospel values

rests with everyone.