Western New York Educational Service Council Presentation
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Transcript of Western New York Educational Service Council Presentation
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Research and Practice Highlights: preventing Bullying Abuse and School Violence
Amanda Nickerson, PhDAssociate Professor and DirectorAlberti Center for Bullying Abuse
PreventionUniversity at Buffalo
[email protected]/alberticenter
WNYESCFebruary 15, 2012
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Overview
Introduction and needs assessment Alberti Center slideshow Facts and figures about bullying Prevention and intervention: The best of
our knowledge Vision for and highlights from Alberti
Center
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Facts and Figures
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Bullying
Intentional, usually repeated acts of verbal, physical, or written aggression by a peer (or group of peers) operating from a position of strength or power with the goal of hurting the victim physically or damaging status and/or social reputation
Olweus (1978); United States Department of Education (1998)
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Types of Bullying
Physical bullying punching, shoving, acts that hurt people
Verbal bullying name calling, making offensive remarks
Indirect bullying spreading rumors, excluding, ganging up
Cyber bullying willful and repeated harm inflicted through the
use of computers, cell phones, and other electronic devices
Hinduja & Patchin (2009)
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Bullying vs. Teasing vs. Conflict
Teasing: Fun, good-natured, “give-and-take” between friends designed to get both parties to laugh
Bullying: Based on a power imbalance; taunting another with the intent of harming; continues when the other is distressed
Conflict: A struggle, dispute, and/or misunderstanding between two opposing forces
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Prevalence
Estimates vary WIDELY, but according to student self-report... 20-25% have bullied at least once
5-20% bully consistently
15-40% are targets of bullying20-25% are bullied regularly~ 18-20% are cyber-bullied1-2% are extreme victims who
experience severe traumatization or distress
Carylyle & Steinman (2007); Cowie (2000); Nansel et al. (2001); Perry, Kusel, & Perry (1988); Skiba & Fontanini (2000)
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When and Where Does Bullying Occur?
Pre-K through late high school (and beyond); peaks in middle school Physical bullying declines as children get older Social, verbal, and cyberbullying continue
through high school
Anywhere; most likely in less closely supervised areas Bus, locker room, playground,
lunch, hallways, and everywhere(for cyberbullying)
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Gender Differences
Boys More direct, physical bullying Bully more frequently than girls Bully both boys and girls
Girls More indirect More subtle, hard to detect, and often occurs
in groups Tend to target other girls of the same age Cyberbullying slightly more common than for
males
Banks (2000); Cook, Williams, Guerra, Kim, & Sadek, (2010); Crick & Grotpeter, (1995); Hinduja & Patchin, (2009); Hoover & Oliver, (1996); Nansel et al., (2001);
Olweus, (2002); Underwood, (2003)
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Common Characteristics of Students who Bully
Desire for power and control Get satisfaction from others’ suffering Justify their behavior (“he deserved it”) More exposed to physical punishment More likely to be depressed Engage in other risky and delinquent
behaviors Alcohol and drug use Fighting
Batsche & Knoff (1994); Beaver, Perron, & Howard, (2010); Olweus (1993); Swearer et al. (in press); Vaughn, Bender, DeLisi, (in press)
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Students who Bully: Complex Picture
Often popular, high social status
Report average self-esteem and believe they are superior Most do NOT lack self-
esteem However, also report
being less engaged in school, less supported by others, more depressed
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Characteristics of Children who are Bullied
Have a position of relative weakness Age, ethnic background, financial status,
disability, sexual orientation
Most are passive and lack assertiveness Do nothing to invite aggression Do not fight back when attacked May relate better to adults than peers
Fewer provoke others (provocative victims or bully-victims) Offend, irritate, tease others Reactive; fight back when attacked
Boivin, Poulin, & Vitaro (1994); Hodges & Perry (1999); Olweus (1978, 1993, 2001);
Schwartz (2000); Snyder et al. (2003)
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Consequences for Youth who Bully
More likely to experience legal or criminal troubles as adults (even after controlling for other risk factors)
Poor ability to develop and maintain positive relationships in later life
Andershed, Kerr, & Stattin (2001); Farrington (2009); Farrington, & Ttofi (2009, 2011); Oliver, Hoover, & Hazler (1994); Olweus (1993); Ttofi & Farrington
(2008)
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Consequences for Targets of Bullying
Emotional distress Loneliness, peer rejection Desire to avoid school Increased anxiety, depression, suicidal
ideation; low self-esteem In some cases, may respond with extreme
violence (two-thirds of school shooters were victims of bullying)
Boivin, Hymel, & Bukowski (1995); Boulton & Underwood (1992);Crick & Bigbee (1998); Egan & Perry (1998); Hinduja, & Patchin, (2009);Kochenderfer & Ladd (1996);Nickerson & Sltater (2009);Olweus (1993); Perry et al. (1988)
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Social Context of Bullying
Culture & Community
School (Staff/Peers) Family Bully, Target, and
Bystander
Adapted from Swearer & Espelage (2004)
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Bullying and Bystanders
Peers see 85% of bullying (most join in, some ignore, small number intervene)
Peers are influential in early adolescence, when they are more supportive of bullying and less likely to intervene Bullying = higher social status in a group Adolescents seek out peers who display more
independent, aggressive as opposed to more adult-like, conforming behaviors
“Culture of silence”
Charach et al. (1995); Hawkins, Pepler, & Craig
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Bullying and School Environment
Bullying is more likely to thrive in: Unsupportive or unhealthy school climates Environments lacking in sense of belonging for
students and strong relationships among and between students, teachers, and families
Schools where adults ignore or dismiss bullying behaviors
Schools who serve students who are not academically engaged
LEADERSHIP IS CRITICAL!!!
Doll, Song, Champion, & Jones, (2011); Holt, Keyes, & Koenig, (2011); Kasen, Johnson, Chen, Crawford, & Cohen, (2011); Swearer (in press)
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Bullying and Families
For children who bully, there may be… Less warmth, involvement, supervision Lack of clear, consistent rules Harsh/corporal punishment Parental discord Domestic violence/child abuse
Bowers et al. (1994); Finnegan et al. (1998); Ladd & Ladd (1998); Nickerson, Mele, & Princiotta (2008); Olweus, Limber, & Mihalic (1999)
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Bullying and Families (cont.)
For children who are bullied, there may be… More intense, positive, and overprotective
parenting (for boys) More threats of rejection and lack of assertion (for
girls) Inconsistent discipline practices (overprotective and
neglectful) without warmth for bully-victims
For children who intervene, there may be… More open, trusting relationships with mothers
Bowers et al. (1994); Finnegan et al. (1998); Ladd & Ladd (1998); Nickerson, Mele, & Princiotta (2008); Olweus, Limber, & Mihalic (1999)
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Bullying and School Staff
Often not involved in bullying problem or resolution Intervene less than 10% of the time Not told about problem (victims fear
reprisal)
Powerful influence on peer acceptance of others Warmth, positive feedback leads to greater
peer acceptance
Banks (1997); Chang (2003); Cohn & Canter (2002); Hughes, Cavell, & Willson (2001); Limber (2002);
Mullin-Rindler (2003); Skiba & Fonanini (2000); White, Sherman, & Jones (1996)
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Bullying and Culture/Community
Exposure to violent TV/video games predicts greater risk of bullying actions
Characteristics of neighborhoods have significant effects on bullying behavior Unsafe Violent Disorganized
Increased risk of bullying behaviors
Cook et al, (2010); Gentile (2003); Olson et al. (2009); Swearer et al. (in press)
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Prevention and Intervention: The Best of our Knowledge
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What can Schools do?
Have a clear and sensible definition of bullying Collect data about its occurrence in your school Ensure that behavioral and social-emotional
skills are developed to prevent bullying Develop and implement anti-bullying policy Actively involve students in efforts Provide training to staff and parents about
bullying and effective responses
Farrington & Ttofi, (2009); Gregory, Cornell, Fan, Sheras, & Shih (2010); Koth, Bradshaw, & Leaf, (2008); Olweus (1993); Olweus, Limber, & Mihalic (1999);
Rigby (n.d.)
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Anti-Bullying Policies
Definitions Statement about expected behaviors and
prohibitions Reporting procedure Investigation and disciplinary actions
Continuum of consequences and interventions
Training and prevention procedures Assistance for target
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Working with Parents
Proactively communicate the importance of a safe and respectful environment Workshops, newsletters, open house
Be clear about school’s policies
Communicate about incidents
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Immediate Response to Bullying
Stop the bullying Name the bullying behavior and refer to school
rules against it
Engage other students (bystanders) in why this is not OK
Apply consequences to student bullying Be aware of possible humiliation or
retaliation against target so use caution in what is done in front of others
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Follow-up with Student who is Bullying
Remove from situation
Expect denial
Focus on the behavior (not on the person)
Inform student about consequences Apologize to victim and make plan for preventing problem
in future Discuss incident with teacher, administrator, or parent Pay for damaged belongings Spend time in office or another classroom Lose privilege (e.g., unable to play in sports game)
Communicate with parents
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Communicating with Parents
Be timely with communication!
Focus on the behavior (not the person)
Avoid blaming or judging (expect denial)
Emphasize how this type of behavior can be a problem for their child, the other person, and the school environment
Inform parent about school response
Work together to help child behave in other ways
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Follow-up with Student who is Bullied
Listen and empathize – allow to tell story
Ask how you can work together to support and stop
Assure that action will be taken
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Ongoing Work with Students who are Bullied
Identify qualities that may make them vulnerable and intervene accordingly
Enhance social support (peers and adults) Encourage involvement in an activity in
which he or she can experience success “Check in” regularly about bullying Monitor for signs of depression, suicide, or
violence and refer to mental health professional 1-800-273-TALK (Suicide Lifeline) 1-866-4-U-Trevor (Hotline for LGTQ youth) www.crisischat.org (text) 1-800-KIDS-400 (Buffalo Crisis Services
Hotline)
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Ongoing Work with Students who Bully
Teach problem-solving to manage emotions
Cognitive restructuring for problematic attributions (e.g., “He deserved it;” “Now they know who is in charge”)
Assess for other problems (e.g., drugs, suicidality)
Increase empathy and perspective taking
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Anti-Bullying Programs
Some evidence to support effectiveness of school bullying interventions in enhancing… Teacher knowledge Efficacy in intervention skills Behavior in responding to incidences of
bullying To a lesser extent, reduction of
participation of students in bully and victim roles
(Merrell, Gueldner, Ross, & Isava, 2008 meta-analysis)
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Anti-Bullying Programs
On average, bullying decreased by 20-30% and victimization 17-20% through the use of school-based interventions
Best results for programs that are: intensive and long-lasting carefully monitored for fidelity of
implementation assessed regularly (2x monthly) evidence-based inclusive of parent training activities
(Ttofi & Farrington, 2011 meta-analysis)
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What DOESN’T Work?
Brief assemblies or one-day awareness raising events
Zero-tolerance policies May result in under-reporting bullying Limited evidence in curbing bullying behavior
Peer mediation, peer-led conflict resolution Many programs that used this approach actually
saw an increase in victimization Grouping children who bully together may actually
reinforce this behavior
Dodge, Dishion, & Lansford, (2006); Farrington & Ttofi, (2009); Nansel et al., (2001)
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Vision for and Highlights from Alberti Center
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Alberti Center Mission
To further our understanding and to reduce bullying
abuse in schools by providing research-
based tools to actively change the language, attitudes,
and behaviors of educators, parents, students, and wider
society. Dr. Jean M. Alberti
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Current Research Projects
Bullying, anxiety, self-care, and wellness study (grades 5-8)
Bullying and victimization within context of school climate Before and after Dignity Act implementation
Evaluation of PREPaRE School Crisis Prevention and Intervention Training Curriculum
Gender, empathy, and peer relationships/norms and student roles in bullying
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Proposed Research Projects (grant proposals)
Changes in students’ attitudes and bullying behaviors in middle school in relation to schools’ school climate and bullying prevention efforts
Development, implementation, and evaluation of interventions to change peer norms and bystander behavior in high school
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Translating Research to Practice
Website gse.buffalo.edu/alberticenter Resources, presentations, and events! In progress: Bullying Prevention Program Guide
Presentations
Media interviews and appearances
Quarterly e-newsletters (sign up!)
Colloquia and annual conference
Education.com special issue on bullying – good for parents!hoobullying-teasing/
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Closing (and Opening)
"It is the long history of humankind (and animal
kind, too) those who learned to collaborate and improvise most
effectively have prevailed.“
- Charles DarwinQuestions? Ideas?
Please provide input on needs assessment!!