EDU 366_001_Session #2.Bullying Prevention.pptx

DASA & Bullying Prevention Ja Youn Kwon [email protected] The New York State Dignity For All Students Act The Dignity for All Students Act (Dignity Act) is a New York State law that aims to provide all public elementary and secondary school students with a safe and supportive environment free...

DASA & Bullying Prevention Ja Youn Kwon [email protected] The New York State Dignity For All Students Act The Dignity for All Students Act (Dignity Act) is a New York State law that aims to provide all public elementary and secondary school students with a safe and supportive environment free from discrimination, harassment, bullying, taunting, or intimidation. It prohibits harassment and bullying by employees or students on school property or at school functions based on a person's actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, or sex. The Act took effect on July 1, 2012 and was later amended to include cyberbullying. Syracuse University 2 Key Provisions of the Dignity Act Prohibition of Discrimination and Harassment – The Act explicitly prohibits discrimination and harassment of students by employees or other students on school property or at school functions. Inclusion in Code of Conduct – Schools must include an age-appropriate version of the state policy in their Code of Conduct. Reporting Requirements – The Act establishes reporting requirements for incidents of discrimination and harassment. Dignity Act Coordinator – Each school must designate at least one staff member as the Dignity Act Coordinator to handle human relations issues. Syracuse University 3 Creating an Inclusive School Climate Assess Current Climate Evaluate the existing school environment, including student and staff perceptions, incident data, and policies. Develop Action Plan Create a comprehensive plan to address areas of concern and promote a positive school culture. Implement Strategies Put the plan into action through training, curriculum changes, and new policies and procedures. Monitor and Adjust Continuously evaluate progress and make adjustments as needed to ensure ongoing improvement. Syracuse University 4 Role of School Administrators Set the Tone – Superintendents and principals must establish a culture of respect and responsibility for the entire school community. Develop Policies – Create and implement comprehensive policies and procedures to prevent and address harassment and bullying. Ensure Compliance – Oversee proper implementation of the Dignity Act, including training, reporting, and investigation of incidents. Foster Collaboration – Work with staff, students, families, and community partners to create a positive school climate. Syracuse University 5 The Dignity Act Coordinator (DAC) Appointment Each school must designate at least one staff member as the DAC, approved by the board of education. Training DACs must receive thorough training in human relations, harassment prevention, and intervention strategies. Responsibilities DACs handle human relations issues, coordinate responses to incidents, and promote a positive school climate. Accessibility Contact information for DACs must be widely shared with the school community to ensure easy access. Syracuse University 6 What is bullying? Bullying is any unwanted aggressive behavior by another youth or group of youths that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying may inflect harm or distress on the targeted youth including physical, psychological, social, or educational harm. From stopbullying.org Syracuse University 7 Is the behavior unwanted aggression or is it rough play? 'Unwanted’ means that the targeted youth wants the aggressive behaviors to stop. – Two children may enjoy taunting each other in a playful manner. This should not be considered bullying. Cues for adults: – The relationship between the children – Expressions, body language, atmosphere From stopbullying.org Syracuse University 8 The question of repeated behavior The child must either – Experience multiple incidents of aggression (there is a pattern of aggression) OR – There is a strong concern that a single aggressive behavior has a high likelihood of being followed by more incidents of aggression From stopbullying.org Syracuse University 9 What constitutes a power imbalance? Physical Characteristics – Age, size, strength Popularity or association with popular peers Background/demographic characteristics – Member of majority/minority group, socio-economic status Abilities and skills – Academic, physical, artistic Access to money, recourses, information Being outnumbered Presence of weapons From stopbullying.org Syracuse University 10 Modes and Types of Bullying Modes of bullying – Direct bullying  Aggressive behaviors occur in the presence of the targeted youth  Face-to-face interactions (pushing, hitting), direct harmful written or verbal communications (taunting, mean notes) – Indirect bullying  Aggressive behavior(s) are not directly communicated to the youth  Spreading rumors, telling others to exclude From stopbullying.org Syracuse University 11 Modes and Types of Bullying Types of bullying – Physical  Hitting, kicking, punching, pushing, etc. – Verbal  Taunting, name-calling, threatening words, notes or gestures, sextual comments, etc. – Relational: Design to harm reputation and relationships  Social isolation, spreading rumors, posting embarrassing images, etc. From stopbullying.org Syracuse University 12 What We Know About Bullying Research shows that bullying can be a sign of other serious antisocial or violent behavior. Children and youth who frequently bully their peers are more likely than others to get into frequent fights, be injured in a fight, vandalize or steal property, drink alcohol, smoke, be truant from school, drop out of school, and carry a weapon. Bullying also has an impact on other students at school who are bystanders to bullying. Bullying creates a climate of fear and disrespect in schools and has a negative impact on student learning. Syracuse University 13 Many children are involved in bullying 22% of students ages 12-18 were bullied at school during the 2012-2013 school year. (U.S department of Education, 2015) 20% of high school students were bullied on school property at least once in the past 12 months. (Kenn et al., 2014) From stopbullying.org Syracuse University 14 How are children and youth bullied? 14% made fun of, called names, or insulted 13% subject of rumors 6% pushed, shoved, tripped, spit on 5% excluded from activities on purpose 4% threatened with harm 2% forced to do things they didn’t want to do 2% had property destroyed 7% had been cyberbullied anywhere (U.S department of Education, 2015) From stopbullying.org Syracuse University 15 Boys’ and Girls Experiences of being bullied and bullying others Boys and girls experiences relatively similar rates of bullying. From stopbullying.org Syracuse University 16 Cyber Bullying Cyber bullying is the use of technology to harass, threaten, embarrass or target another person. Anonymity, the identity of perpetrator is often hidden from the victim. Typically by sending messages of an intimating or threatening nature. – Text message bullying – Picture/video-clip bullying via mobile phone cameras – Email bullying – Chat room bullying – Bullying via websites Syracuse University 17 Effects of Cyber Bullying Teens report that in 38% of the cases the cyberbully is someone they don`t know. Unique effects over and above “real world bullying.” Causes significant emotional and psychological distress. Feel Vulnerable and powerless. Feel dissatisfied with who they are. Syracuse University 18 Effects of Traditional Bullying Psychological implication. Develop problems with depression, anxiety, and low self- esteem. Bullying may affect the academic work of bullied children. Anxiety, depression, and other serious stress and emotional related disorders. Syracuse University 19 Some signs that a student may be a victim of Traditional Bullying Having damaged clothing, books, or possessions Trying to take a weapon to school. Complaining of frequently not feeling well. Often “losing” things that they take to school. Difficulty sleeping or frequent nightmares Talking about suicide or violence against others. Syracuse University 20 Some signs that a student may be a victim of Cyber Bullying Appears nervous when receiving a text, instant message, or email. Unwillingness to share information about online activity. Abruptly shutting off or walking away from the computer mid-use. Unexplained anger or depression, especially after going online. Unexplained weight loss or gain. Deleting accounts, avoidance etc. Syracuse University 21 Resemblances… TRADITIONAL & CYBER BULLYING Aggressiveness Power imbalance Repetitiveness Syracuse University 22 Differences… TRADITIONAL BULLYING CYBER BULLYING Face to Face Anonymous Schoolyard Occurs off school property During the school day All day, every day Can find a safer place to escape No safe place-hard to escape Larger, possibly global audience Smaller audience Syracuse University 23 What we need to teach? Do`s Don`t Talk to an adult Think it is your fault Stand up to the bully Keep it to yourself Stand calm and walk away Fight back Join a group or club Hurt yourself Syracuse University 24 Here are some reports/survey about bullying Syracuse University 25 Syracuse University 26 And more… Nearly 43% of kids have been bullied online. 1 in 4 has had it happen more than once. 70% of students report seeing frequent bullying online. Over 80% of teens use a cell phone regularly, making it the most common medium for cyber bullying. 68% of teens agree that cyber bullying is a serious problem. 81% of young people think bullying online is easier to get away with than bullying in person. 90% of teens who have seen social-media bullying say they have ignored it. 84% have seen others tell cyber bullies to stop. Only 1 in 10 victims will inform a parent or trusted adult of their abuse. Girls are about twice as likely as boys to be victims and perpetrators of cyber bullying. About 58% of kids admit someone has said mean or hurtful things to them online. More than 4 out 10 say it has happened more than once. About 75% have visited a website bashing another student. Bullying victims are 2 to 9 times more likely to consider committing suicide. Syracuse University 27 Is Cyber Bullying more harmful than Traditional Bullying??? Syracuse University 28 Internet Safety and Cyberbullying Prevention Education – Provide comprehensive internet safety education to students, including responsible online behavior and cyberbullying prevention. Policies – Develop and enforce clear policies on acceptable use of technology and consequences for cyberbullying. Monitoring – Implement appropriate measures to monitor online activity on school networks and devices. Syracuse University 29 How to deal with cyberbullying? Syracuse University 30 Age trends in the frequency of being bullied Children are most likely to be bullied in elementary grades The likelihood decrease through middle school and high school From stopbullying.org Syracuse University 31 Children and you at higher risk for being bullied Those who – Have learning disabilities – Have attention-deficit/hyperactivity disorder (ADHD) – Have autism spectrum disorder – Have special health care needs or chronic disease – Are overweight or underweight – Are LGBTQ – Speak another language at home From stopbullying.org Syracuse University 32 Addressing Specific Student Populations Research shows students with disabilities are at increased Students with risk of being bullied. Schools must be especially attentive to Disabilities their welfare and safety, providing appropriate accommodations and support. LGBTQ youth face higher rates of harassment and bullying. Schools should create a supportive environment through LGBTQ Students inclusive policies, safe spaces, and education on LGBTQ issues. Immigrant and These students may face cultural misunderstandings and language barriers. Schools should provide cultural Refugee competency training and language support to promote Students inclusion. Syracuse University 33 Effects on bullied children and youth Being bullied is associated with later: – Internalizing problems  Depression, anxiety, panic disorder, self-harm, suicidal thoughts and attempts – Psychosomatic problems  Headaches, stomach pain, sleeping problem, poor appetite – Academic problems – Biological changes  Being bullied affects the body’s stress response system From stopbullying.org Syracuse University 34 Concern for children who bully Children and youth who bully others are more likely than their peers to: – Exhibit antisocial or delinquent behaviors – Dislike school and drop out of school – Drink alcohol and smoke cigarettes… and more Bullying others is related to: – Later criminal and antisocial behavior – Later sextual harassment perpetration among middle school students From stopbullying.org Syracuse University 35 Likelihood of reporting 50~75% of children and youth do not tell school personnel, but are a bit more likely to tell parents – Varies by age and gender: older youth and boys are most reluctant to report bullying Why are children and youth reluctant to report being bullied? – Negative messages about ‘tattling’ and ‘snitching’ – Concerns about retaliation – Gender stereotypes – Lack of confidence in adults’ actions From stopbullying.org Syracuse University 36 How to deal with bullying? Zero tolerance for bullying? Conflict resolution and peer mediation? Group therapeutic treatment? Simple, short-term solutions? From stopbullying.org Syracuse University 37 Zero tolerance for bullying? Also referred to as ”student exclusion” policies – They potentially affect a large number students. – Threat of severe punishments may actually discourage children and adults from reporting. – Bullying can be an early marker of other problem behaviors. Children who bully need positive, prosocial role models, including adults and students in their school. School safety may occasionally demand that a student be removed from a school environment but these situations should be rare.. From stopbullying.org Syracuse University 38 Conflict resolution and peer mediation? Are often used to address conflicts among students. Concerns are – Bullying is a form of victimization, not conflict. – Mediating a bullying incident may send inappropriate message to the students who are involved. – Mediation may further victimize or traumatize a child who has been bullied. From stopbullying.org Syracuse University 39 Group therapeutic treatment? Group treatment with children who bully – May involve anger management, skill-building, empathy- building, self-esteem enhancement. Well-intentioned but often counter-productive. Why? – Group members can serve as poor role models and reinforce each others’ antisocial and bullying behaviors. From stopbullying.org Syracuse University 40 Simple, short-term solutions? Often administrators and staff adopt a short-term, piecemeal approach. – Bullying may be the topic of a staff in-service training, PTO meeting, school-wide assembly, lessons taught by individual teachers – These efforts may be good first steps but are unlikely to reduce bullying on their own. Why? From stopbullying.org Syracuse University 41 Best Practices to prevent bullying? Syracuse University 42 Focus on the social climate Bullying prevention requires changes in social climates of schools and organizations. Students feel connected to schools where they know, care about, and support one another, and have common goals. Changing social norms around bullying requires commitments, time, and effort but can have a positive effect on behavior. Increasing adult supervision is also important. From stopbullying.org Syracuse University 43 Conduct community-wide assessments of bullying Collect local data on bullying, social climates, and the extent of youth violence. Resources to get started: – Landscape assessment, community action toolkit ( www.stopbullying.gov) – https://vetoviolence.cdc.gov/apps/violence-prevention-practice/ resources#!/ – School climate survey compendium ( https://safesupportivelearning.ed.gov/topic-research/school-cli mate-measurement/school-climate-survey-compendium ) From stopbullying.org Syracuse University 44 Seek out support for bullying prevention Early and enthusiastic support is critical from leaders of schools and youth programs. Commitment from a majority of the youth-serving adults is also important. – Adults much be willing to address bullying wherever it happens if bullying prevention strategies are to be fully implemented. From stopbullying.org Syracuse University 45 Coordinate and integrate prevention efforts Bullying prevention should be coordinated and integrated with other related efforts. A coordinating group or committee will inform decisions on ways to combine, coordinate, or adopt strategies. – School-based teams should represent staff, parents, and youth leaders. – Forming a community group of representatives from many disciplines and partnering agencies will avoid costly duplications and ensure greater success. From stopbullying.org Syracuse University 46 Coordinate and integrate prevention efforts There are many stakeholders you will want to consider engaging in your coordinating group or committee: – Elected officials/Community leaders – Health and safety professionals – Law enforcement officials – Child care/after-school and out of school professionals – Faith leaders – Corporate and business professionals – Mental health and social service professionals – Educators – Parents and caregivers – Youth leaders organization members – City/county recreation professionals From stopbullying.org Syracuse University 47 Provide training in bullying prevention and resources Many state laws encourage or require training of school staff on bullying prevention. Adults must understand… – The nature of bullying – Its effects – How to prevent bulling (e.g., the importance of adult supervision) – Appropriate responses if bullying is known or suspected From stopbullying.org Syracuse University 48 Organize a community event to catalyze efforts Successful bullying prevention and awareness efforts require support from many community stakeholders. This is why organizing a community event/town hall will be critical next step in an initiative. An event should provide a time to gather all of the stakeholders together to develop a call-to-action that mobilizes the community. From stopbullying.org Syracuse University 49 Organize a community event to catalyze efforts A call-to-action that responds to bullying is multi-faceted. It will include roles and responsibilities for stakeholders from across the community to contribute resources and expertise toward a common goal, Effectively preventing and responding to bullying. From stopbullying.org Syracuse University 50 Set Policies and Rules about bullying All state laws require public schools to develop anti- bullying policies. As part of theses policies, school personnel should – Establish and communicate clear rules about bullying behavior and expectations if bullying is witnessed. – Apply developmentally appropriate and proportional consequences for bullying others. From stopbullying.org Syracuse University 51 Respond consistently and appropriately when bullying happens Do’s Don’ts Separate the children involved. Ignore it. Don’t think children can work it out without adult help. Make sure everyone is safe. Immediately try to sort of the facts. Meet any immediate medical or Force other children to say publicly mental health needs. what they saw. Stay calm. Reassure the children Question the children involved in front involved, including bystanders. of other children. Talk to the children involved together. Model respectful behavior when you intervene. Make the children involved apologize or patch up relations on the spot. From stopbullying.org Syracuse University 52 Respond consistently and appropriately when bullying happens Follow-up responses are often needed with involved students and parents – Provide protection plans and support to children who are bullied. – Plan intervention strategies for children who bully and supporters of bullying to learn alternative behaviors. Adopt a trauma-informed approach – Recognize that children who have been bullied may have experienced trauma and need special care to address this trauma and avoid practices that may re-traumatize them. From stopbullying.org Syracuse University 53 Spend time talking with children and youth about bullying Talk about bullying and how to prevent it. Hold class meetings for students and staff. Incorporate lessons about bullying, positive behaviors, and social-emotional into your school’s curriculum. From stopbullying.org Syracuse University 54 Continue efforts over time and renew community interests Bullying prevention should have no ‘end date’ Communities should continually – assess prevention needs and outcomes – revise strategies – champion the benefits in children’s lives and to the community From stopbullying.org Syracuse University 55 Risk factors for bullying Individual factors – Individual temperament – Social competence – Alcohol and drug use – Socially isolated From stopbullying.org Syracuse University 56 Risk factors for bullying Peer factors – Exposure to aggressive, violent, delinquent peers – Having at least one close friend – Peer support From stopbullying.org Syracuse University 57 Risk factors for bullying Family factors – Parental warmth and engagement – Parental conflict – Parental use of drugs & alcohol – Domestic violence – Child maltreatment From stopbullying.org Syracuse University 58 Risk factors for bullying School factors – School climate  Students’ sense of belonging to the school  Degree of respect and fair treatment – Good adult supervision – Awareness and responsiveness of staff From stopbullying.org Syracuse University 59 Risk factors for bullying Community factors – Neighborhood safety – Connection to adults in neighborhood From stopbullying.org Syracuse University 60 Protective factors for bullying Individual and family factors – Secure, caring and self-confident children – Supportive parenting and the modeling of positive relationships – Consistent and affectionate parent-child interactions Peer and school factors – Close, positive friendship with peers – Engaged and responsive teachers and school staff – Inclusive, nurturing and safe schools From stopbullying.org Syracuse University 61 Protective factors for bullying Community factors – Cultural norms and belief that are pro-social and non-violent – Positive adult-child connections – Safe neighborhoods From stopbullying.org Syracuse University 62 Family and Parent Engagement Open Communication – Establish multiple channels for ongoing dialogue with families about school climate and safety. Parent Education – Provide workshops and resources to help parents understand and support the Dignity Act's goals. Collaborative Problem-Solving – Involve parents in developing and implementing strategies to address harassment and bullying. Inclusive Outreach – Ensure communication and engagement efforts are accessible to all families, regardless of language or cultural background. Syracuse University 63 Training for School Personnel Initial Training – Provide comprehensive training on the Dignity Act for all school personnel. Ongoing Professional Development – Offer regular updates and advanced training on topics related to school climate and student safety. Specialized Roles – Provide additional training for staff with specific responsibilities, such as Dignity Act Coordinators. Evaluation – Assess the effectiveness of training programs and adjust based on emerging needs and best practices. Syracuse University 64 Collaboration with Community Partners Local Organizations – Partner with community organizations to provide additional resources and support for students. Mental Health Providers – Collaborate with mental health professionals to support students' social and emotional well-being. Law Enforcement – Establish relationships with local law enforcement to address serious incidents and ensure school safety. Cultural Organizations – Work with cultural groups to promote understanding and respect for diversity within the school community. Syracuse University 65 Next Class After this class Before the next class Take quiz#2 (Bullying) Teaching resource discussion Syracuse University 66