OPV 322 Week 5 Bullying Class Presentation PDF

OPV 322 WEEK 5: Bullying Class Presentation Creating Safe Classrooms: BULLYING Week 5 This PowerPoint presentation was created using material from the book: Joubert, R., & Prinsloo, S. (2013). Creating safe and effective classrooms. Pretoria: Van...

OPV 322 WEEK 5: Bullying Class Presentation Creating Safe Classrooms: BULLYING Week 5 This PowerPoint presentation was created using material from the book: Joubert, R., & Prinsloo, S. (2013). Creating safe and effective classrooms. Pretoria: Van Schaik. 2  Nature of Bullying: A safe classroom is where learners can learn, and educators can teach in a warm and welcoming environment free of intimidation and violence. It should be a healthy environment that is physically and psychologically safe. Definition: Bullying is a subdivision of aggressive behaviour that is expressed in a direct way (hitting, verbal threatening, taking belongings) and/or in an indirect way (isolating someone from the group, gossiping). This includes cyberbullying (sending threatening emails or WhatsApp, Facebook, Instagram etc.) 3  Bullying: a serious problem: Bullying is one of the most underestimated problems in schools worldwide. People prefer to ignore it, however, it is a serious problem. Bullying was viewed as relatively harmless; it was perceived as a phase some children go through as a normal part of growing up. The problem is also that educators and parents do not notice it! This is made worse by the fact that the victims don’t speak about it! In severe cases, it can even lead to suicide! 4  Characteristics of bullying: Harm is intended. Imbalance of power (bully is older or bigger). Is often organised (crime) and happens in groups. Not a single attack, a pattern of repeated aggression. Victim: vulnerable, easy to upset, low self-esteem etc. Lack of support for the victim (leave him exposed). The victim experiences physical and emotional damage. The threat of more aggression and the creation of fear in the victim. 5 Social dynamics of bullying: ¨ Unofficial hierarchies that stratify learners into groups: ¤ Determined by sex/gender ¤ Special needs ¤ Race ¤ Culture ¤ Religious beliefs ¤ Sexual orientation ¤ Socio-economic status 6  The behaviour of the bully: ¨ Bullies have a hot-tempered, impulsive and domineering temperament. ¨ They grew up in a family that tolerates aggression and the use of power-assertive discipline. ¨ Bullies can spot which of their peers are suitable candidates for victimisation and can predict who will join in the bullying and they can justify their bullying. ¨ Identified bullies in school are most likely to be convicted for crime in early adulthood ¨ Bully status: associated with depression, suicide, risk-taking behaviour, substance abuse and poor academic achievement. ¨ They are often underachievers and show antisocial behaviour. 7  The behaviour of the victim: Like the bully, the victim is also attributed to family characteristics, e.g. passive victims, anxious, submissive, insecure, quiet, low self-esteem and having few friends. Victims often violate social norms: interfere in conversations, become impatient, have hyperactivity disorder, irritate those around them and elicit negative responses from their peers. Victims are vulnerable to depression, anxiety-related disorders, poor problem-solving ability, truancy and academic difficulties, substance abuse and suicide. Victims internalise bullying (assume it is normal) in an environment where aggressive behaviour is accepted. Show vulnerable traits e.g: overweight, small or handicapped. 8 Understanding bullies and victims: Bullies are not necessarily social, academic or sports failures. Boys often follow the lead of a dominant boy – bystanders in the bullying process Boys who bully are socially confident, socially competent, assertive, with good communication skills, and positive self-image QUESTION: if they have social skills why do they bully? 9  Why do boys bully others? Advantage themselves. Build a hierarchy based on physical strength Competitive spirit. Play fighting to get out of hand. Need to demonstrate their dominance over others. Show their strength – often using rituals. 10  Role of the male bully: The Bully is positioned centrally in the group. He may not be the one who is leading the physical assault, remains on the side giving instructions to his followers. Provide fun and entertainment to the group Public humiliation of their victim adds spice to their attacks. Bystanders hesitate to help the victim (scared to change/challenge the dominance of the leader). Dominant males are considered the heroes. 11  Boys who are victims: Less physical, less dominant, less confident, not socially skilled, cannot communicate well. Does not fit in anywhere socially, a loner. Targets of jokes. Automatically assume the role of “servants”. 12  Girl bullies and victims: ¨ More subtle - social exclusion, name-calling, gossip, abusive notes, SMSs. ¨ Girls refer to family issues and socio-economic status. ¨ Bully within their friendships and acquaintanceships – ‘best friend’ concepts. ¨ Fluctuation of favour. ¨ The Bully has information about the victim due to a past relationship and has the telephone number, email, and address. ¨ Use strategies to exclude, ostracise, ridicule (mocking)or demoralise other girls. ¨ Issues such as body shape, weight and fashion (clothes girls wear). 13  Categories of bullies: Victims turn into bullies. Feelings of failure – attack more successful learners. Use the language of command – give instructions. Provocative (make angry/stir) bullies. Lack of understanding of the feelings of others. Think they are only having fun. Wish to receive punishment (attention). Aim to get victims to fight so that they can retaliate. 14  Different forms of bullying: Physical bullying: punching, poking, violent assault. Verbal bullying: name-calling, threats, racist remarks. Relational bullying: the victim is deliberately excluded from activities or groups. Emotional (psychological) bullying: terrorising (creating fear and distress/filling with terror), extorting (getting something through threats), humiliating. Sexual & gender-related bullying: sexual harassment and abuse Cyberbullying: electronic or cellphone bullying/social media 15  Sexual bullying: Inappropriate touching and crude remarks. Reputation: name-calling and sexual orientation. Hypermasculinity- ultimate male: social power, “who’s the boss? I am/Cowboys don’t cry” Users of girls. Girls: labels given to other girls: morality, name- calling. Boys: fight about power, strength and “who is the best?” Girls fight about boys. 16  Homophobic bullying: Physical and emotional bullying based on actual or perceived sexual orientation (LGBTQ). Name-calling: race, ethnicity, gender. Physical attacks: race, ethnicity, gender. Learners who do not conform to the typical gender (heterosexual) behaviour. 17  Types of cyber/digital bullies: Definition: any type of bullying carried out by an electronic medium. The vengeful (revenge) angel: takes justice into their own hands, and harms someone in return for a perceived injury. The power hungry: “revenge of the nerds”, feel the power from cyberbullying, brag about their actions. The mean girls: planned in a group, done for entertainment, need an audience, show their power. The inadvertent (without planning) bully: I do it because I can, do not lash out intentionally, respond without thinking, and do it for fun. 18  Cell phone bullying: Abuse of cell phones. Sending derogatory (disrespectful) messages. Threatening SMSs. Sending derogatory pictures. Record and distribute a video of someone conducting violent actions and then threatening him. 25% of girls and 11% of boys are involved. Bullying is not a once-off action. 19 Emotional effects of bullying: Powerlessness Hopelessness Uncertainty Trapped Guilt Shame Fear Anxiety Loss of identity 20  Combating Bullying: keep causal factors in mind: Family factors: parent behaviour towards the child (warm/cold), behaviour of the parent (aggression: children model the behaviour of the parents /aggression between parents), lack of supervision. Individual factors: emotions of the child, temperamental, lack of sensitivity towards others, no regard for others, more inclined to bullying. School factors: supervision, school climate and culture, enforcement of school rules etc. 21  Combating Bullying: Awareness programmes (info and ways to deal with it): learners and adults involved in these programmes. Every school must have a bullying policy: include all information and procedures, names of contact persons. Victim empowerment is of utmost importance: encourage them to disclose this behaviour to be able to assist the bullies and inform them of their wrong behaviour. Annual survey to be conducted: estimate the prevalence of bullying. 22  Combatting bullying: ’No-blame approach: Interview with the victim (and parents). Arrange meetings for all the learners involved. Explain the problem: concentrate on the victims’ feelings. Share responsibility: focus on resolving the problem. Identify solutions: ask for suggestions from learners. Meet again and follow up on progression. 23  School’s role in combating bullying: ¨ What schools value: socio-cultural perspective – covert (secret/hidden) signals and attitudes, norms, standards the school values. ¨ Ethos of the school (morals, values and beliefs) ¤ Attitude of the teachers ¤ Reaction to unacceptable behaviours ¤ Insensitivity to victims ¤ Demonstration hierarchy ¤ Power relations in the school ¤ How competitiveness is demonstrated (I must always win) 24  Possible advice: Emphasise peer relationships: families Construction of identity. Self-esteem and social esteem. Group membership. Gender and sexuality: use of language, model behaviour. Do not use words that discriminate, are offensive, or create social categories. Remember sexuality is at the very forefront of young people’s minds: competition for status /dominance in the social structure. 25  Legal duty to prevent bullying: Duty of care. Protection of learners’ rights (e.g. equality, human dignity, freedom and security of person, children’s rights and right to education). Managing learners’ right to freedom of expression (false statements, hate speech and pornography). School policy – identify unacceptable behaviour. Develop strategies to manage physical, emotional and verbal bullying – discuss different strategies. Support both bullies and victims. 26