Guidance Channel - The Definitive Online Source for Guidance Professionals Grades K-12

Bullying: What Schools and Parents Can Do

By Cohn and Canter for National Association Of School Psychologists

Bullying is a widespread problem in our schools and communities. This behavior encompasses physical aggression, threats, teasing, and harassment. Although it can lead to violence, bullying typically is not categorized with more serious forms of school violence involving weapons, vandalism, or physical harm. It is, however, an unacceptable anti-social behavior that is learned through influences in the environment, e.g., home, school, peer groups, even the media. As such, it also can be unlearned or, better yet, prevented.

A bully is someone who directs physical, verbal, or psychological aggression or harassment toward others, with the goal of gaining power over or dominating another individual. Research indicates that bullying is more prevalent in boys than girls, though this difference decreases when considering indirect aggression (such as verbal threats).

A victim is someone who is repeatedly exposed to aggression from peers in the form of physical attacks, verbal assaults, or psychological abuse. Victims are more likely to be boys and to be physically weaker than peers. They generally do not have many, if any, good friends and may display poor social skills and academic difficulties in school.

Facts about Bullying

• Bullying is the most common form of violence in our society; between 15% and 30% of students are bullies or victims.
• A recent report from the American Medical Association on a study of over 15,000 6th-10th graders estimates that approximately 3.7 million youths engage in, and more than 3.2 million are victims of, moderate or serious bullying each year.
• Since 1992, there have been 250 violent deaths in schools that involved multiple victims. In virtually every school shooting, bullying has been a factor.
• Membership in either bully or victim groups is associated with school drop-out, poor psychosocial adjustment, criminal activity and other negative long-term consequences.
• Direct, physical bullying increases in elementary school, peaks in middle school, and declines in high school. Verbal abuse, on the other hand, remains constant. The U.S. Department of Justice reports that younger students are more likely to be bullied than older students.
• Over two-thirds of students believe that schools respond poorly to bullying, with a high percentage of students believing that adult help is infrequent and ineffective.
• 25% of teachers see nothing wrong with bullying or putdowns and consequently intervene in only 4% of bullying incidents.

Why Do Some Children and Adolescents Become Bullies?

Most bullying behavior develops in response to multiple factors in the environment -- at home, school and within the peer group. There is no one cause of bullying. Common contributing factors include:

• Family factors: The frequency and severity of bullying is related to the amount of adult supervision that children receive -- bullying behavior is reinforced when it has no or inconsistent consequences. Additionally, children who observe parents and siblings exhibiting bullying behavior, or who are themselves victims, are likely to develop bullying behaviors. When children receive negative messages or physical punishment at home, they tend to develop negative self concepts and expectations, and may therefore attack before they are attacked; bullying others gives them a sense of power and importance.
• School factors: Because school personnel often ignore bullying, children can be reinforced for intimidating others. Bullying also thrives in an environment where students are more likely to receive negative feedback and negative attention than in a positive school climate that fosters respect and sets high standards for interpersonal behavior.
• Peer group factors: Children may interact in a school or neighborhood peer group that advocates, supports, or promotes bullying behavior. Some children may bully peers in an effort to "fit in," even though they may be uncomfortable with the behavior.

Why Do Some Children and Adolescents Become Victims?

• Victims signal to others that they are insecure, primarily passive and will not retaliate if they are attacked. Consequently, bullies often target children who complain, appear physically or emotionally weak, and seek attention from peers.
• Studies show that victims have a higher prevalence of overprotective parents or school personnel; as a result, they often fail to develop their own coping skills.
• Many victims long for approval; even after being rejected, some continue to make ineffective attempts to interact with the victimizer.

How Can Bullying Lead to Violence?

• Bullies have a lack of respect for others` basic human rights; they are more likely to resort to violence to solve problems without worry of the potential implications.
• Both bullies and victims show higher rates of fighting than their peers.
• Recent school shootings show how victims` frustration with bullying can turn into vengeful violence.

What Can Schools Do?

Today, schools typically respond to bullying, or other school violence, with reactive measures. However, installing metal detectors or surveillance cameras or hiring police to patrol the halls have no tangible positive results. Policies of "Zero Tolerance" (severe consequence for any behavior defined as dangerous such as bullying or carrying a weapon) rely on exclusionary measures (suspension, expulsion) that have long-term negative effects.

Instead, researchers advocate school-wide prevention programs that promote a positive school and community climate. Existing programs can effectively reduce the occurrence of bullying; in fact, one program decreased peer victimization by 50%. Such programs require the participation and commitment of students, parents, educators and members of the community. Effective school programs include:

• Early intervention. Researchers advocate intervening in elementary or middle school, or as early as preschool. Group and building-wide social skills training is highly recommended, as well as counseling and systematic aggression interventions for students exhibiting bullying and victim behaviors.
• Parent training. Parents must learn to reinforce their children`s positive behavior patterns and model appropriate interpersonal interactions.
• Teacher training. Training can help teachers identify and respond to potentially damaging victimization as well as to implement positive feedback and modeling to address appropriate social interactions.
• Attitude change. Researchers maintain that society must cease defending bullying behavior as part of growing up or with the attitude of "kids will be kids." Bullying can be stopped! School personnel should never ignore bullying behaviors.
• Positive school environment. Schools with easily understood rules of conduct, smaller class sizes, and fair discipline practices report less violence. A positive school climate will reduce bullying and victimization.

What Can Parents Do?

• Contact the school`s psychologist, counselor or social worker and ask for help around bullying or victimization concerns. Become involved in school programs to counteract bullying.
• Provide positive feedback to children for appropriate social behaviors and model interactions that do not include bullying or aggression.
• Use alternatives to physical punishment, such as the removal of privileges, as a consequence for bullying behavior.
• Stop bullying behavior as it is happening and begin working on appropriate social skills early.

RESOURCES

Batsche, G. (1997). Bullying. In Bear, Minke & Thomas (Eds.), Children`s Needs: Development, Problems and Alternatives (pp. 171-180). Bethesda, MD: National Association of School Psychologists.

Bonds, M & Stoker, S. (2000). Bully-proof Your School. Longmont, CO: Sopris West.

Webster-Stratton, C. (1999). How to Promote Children`s Social and Emotional Competence. Sage.

Online Resources

National Mental Health and Education Center for Children and Families
www.naspcenter.org

Safe and Responsive Schools Project
www.indiana.edu/~safeschl/

Safe Schools/Healthy Students Action Center
www.sshsac.org/

National Resource Center for Safe Schools
www.nwrel.org/safe

This article was developed from a number of resources including the chapter by George Batsche.

Bullying Behavior: Mobilizing the Silent Majority

By Dr. Ted Feinberg for National Association Of School Psychologists

Over the past few years school districts, communities, law enforcement agencies and concerned groups and associations have made a concerted effort to raise the level of public awareness about the problem of bullying in our school age population. National campaigns, public service announcements, and a proliferation of programs and products have been marketed as ways to effectively reduce bullying from the landscape inhabited by our children and teens.

We have examined with a fair degree of intensity the constellation of behaviors that create a bully, as well as those patterns that seem to contribute to or result in a youngster who is targeted to be victimized by a bully. We are able to differentiate the passive victim from the provocative victim and some of the gender differences in the ways in which bullying behaviors are manifested.

The time has come for us to focus on a component that is frequently a part of many bullying situations, namely the bystanders. This group of individuals is often on-site when the bullying takes place and can, by virtue of their presence, add increased levels of direct or indirect encouragement to the bully.

Olweus( 2001 ) outlines the Bullying Circle where he diagrams the different roles that students can assume in an acute bullying situation. In addition to the bully, there can be the “follower/henchmen who take an active part in the situation, but do not start the bullying." We also have the supporter bullies who support the bully, but do not take an active part in the bullying behavior. In addition, there are the passive supporter bullies who like the bullying, but do not display open support. We also have the disengaged onlooker who may watch the bullying interaction but take the position that the event is none of their business and therefore do not take a stand to help. There can also be the possible defender who dislikes the bullying and thinks that they should help the victim, but falls short of any direct intervention. Finally, we may have the defender of the victim who not only dislikes the bullying, but also actively tries to help or assist the person being bullied or victimized.

Bystanders may comprise about 85% of the students in a school. They tend to remain inactive and silent, and, while aware of the bullying, often do not know how or what to do or they choose to avoid taking a stand in support of the victim. We find that bystanders often claim that they are not sure what actions to take when they observe a bullying event. Many will confess that they are afraid of retaliation or being ostracized by their social group of friends. Some are worried that they will make the situation worse by interceding. Many bystanders are quite critical and concerned that appropriate adults do not or will not step in to interrupt the bullying behavior. Bystanders may run the risk of becoming desensitized to repeated acts of bullying. Their silence may be viewed by the bully as tacit approval or support for his/her actions. Many bystanders may become despondent, guilty or depressed as they review their lack of response to what they know to be offensive, hurtful behavior. Loss of self-respect and self-confidence may be a secondary effect of the bystander’s reluctance to get involved.

Bystanders have a variety of choices that they are confronted with when they encounter a bullying situation. They can avoid any involvement at all, they can overtly or covertly encourage the behavior, or they can offer direct or indirect support to the victim. They can also work collaboratively with others to help change the prevailing culture of the school or community in order to reduce or eliminate bullying as an accepted pattern amongst children and adolescents.

Since we know that many bullying episodes are accompanied by an associated group of bystanders, the critical questions might be finding ways to draw this group in to taking a positive role to reduce the occurrence of these episodes. Olweus’s research makes a compelling case that “bullying poisons the educational environment and affects the learning of every child.” Children cannot effectively learn if they do not feel safe. We have learned from many of the tragic school shootings that those who are tormented repeatedly through bullying may resort to lethal extremes to remedy their pain and suffering. All children are entitled to a safe and healthy school and community environment and all children need to embrace the message that bullying is not fair, safe or acceptable.

We need to teach our children to take a stand for what is right and to encourage creative, peaceful problem resolution. We need to help those who bully to viscerally understand that their victims are not faceless, meaningless non-entities, deserving of maltreatment and abuse. Victims are real people with real human emotions and the right to live their lives in peace and safety. Bullies need assistance and guidance to increase their functional levels of compassion and empathy. Bystanders need to appreciate that they have enormous power by virtue of their numbers and their capacity to assist the victim of bullying.

Bullying situations often take place away from the watchful eyes of adults and bystanders may be the critical resources in alerting concerned adults before these events take place. They may very well make a significant difference in the prevention or interruption of these negative events. Students need a clear understanding of the difference between tattling and disclosing important information that can serve to shield a potential victim from a bullying assault. Our children can be very effective agents in helping to keep the potential victim as well as the school or community safe and secure.

TheStop Bullying Now! Take A Stand, Lend A Hand HRSA Campaign suggests the following strategies for bystanders:

• Report indications of bullying to any responsible adult.
• Support students who are being bullied-- show them that you care and are concerned about them.
• Stand up to the bully! Let the bully know that his/her behavior is not appreciated and will not be tolerated. The behavior is not cool or funny, but it is really offensive!

Bullying behavior has been around for a very long time and the good news is we are finally taking active steps to identify its component parts and the ways that children and teens can assist adults in combating the destructive effects of this behavior on the intended victims. Like many problem patterns of behavior, it will take well-meaning individuals and a consistent repeated message to alter the negative behavior of youth who bully. Many schools and communities have already seized the moment and are doing great things to change the complexion of their settings. Using evidence-based tested programs they are seeing important changes. The silent majority no longer needs to be silent. We all win when the silent majority speaks out against bullying!

Cyberbullying: Challenges and Solutions

By Nancy Willard for The Center for Safe and Responsible Internet Use

• Middle school students created a website denigrating Raymond. They posted stories, jokes, and cartoons ridiculing his size and questioning his sexuality.
• Tyler reported to the principal that students were bullying another student. When Tyler got home, he had 35 angry messages in his email box. The anonymous cruel messages kept coming -- some from total strangers.

• Sitting around the computer with her friends, Judy asked, “Who can we mess with?” Judy started IM-ing with Sara, asking her many personal questions. The next day, the girls were passing around Sara’s IM at school.

• Brad’s blog is filled with racist profanity. Frequently, he targets black and Latino student leaders, as well as minority teachers, in his angry verbal assaults.

• Greg, an obese high school student, was changing in the locker room after gym class. Matt took a covert picture of him with his cell phone camera. Within seconds, the picture was flying around the cell phones at school.
• Sue was really angry at Kelsey, who she thought stole her boyfriend. Sue convinced Marilyn to post anonymous comments on a discussion board slamming Kelsey. Marilyn was eager to win Sue’s approval and fit into her group of friends, so she did as Sue requested.
• A group of girls at his school had been taunting Alan through instant messaging, teasing him about his small size, daring him to do things he couldn’t do, suggesting the world would be a better place if he committed suicide. One day, he shot himself. His last online message was, “Sometimes the only way to get the respect you deserve is to die.”

Young people have clearly embraced the Internet as a tool for socializing. Unfortunately, there are increasing reports of teens, and sometimes younger children, using the Internet to engage in cyberbullying -- being cruel to others by sending or posting harmful material or engaging in other forms of social cruelty.

Cyberbullying can take different forms, including:

• Flaming -- online “fights” using electronic messages with angry and vulgar language;
• Harassment -- repeatedly sending offensive, rude, and/or insulting messages;
• Denigration -- sending or posting cruel gossip or rumors about a person to damage his or her reputation or friendships;
• Impersonation -- breaking into someone’s account, posing as that person and sending messages to make the person look bad, get that person in trouble or danger, or damage that person’s reputation or friendships;
• Outing and trickery -- sharing someone’s secrets or embarrassing information or images online and/or tricking someone into revealing secrets or embarrassing information, which is then shared online;
• Exclusion -- intentionally excluding someone from an online group, like a buddy list;
• Cyberstalking -- repeatedly sending messages that include threats of harm or are highly intimidating: and
• Engaging in other online activities that make a person afraid for her or her safety.

It is widely known that face-to-face bullying can result in long-term psychological harm to targets. This harm includes low self-esteem, depression, anger, school failure, school avoidance, and, in some cases, school violence or suicide. It is possible that the harm caused by cyberbullying may be even greater. Online communications can be extremely vicious. There is no escape for those who are being cyberbullied -- victimization is ongoing, 24/7. Cyberbullying material can be distributed worldwide and is often irretrievable. Cyberbullies can be anonymous and can solicit the involvement of unknown “friends.”

Cyberbullying may be related to in-school bullying. Sometimes, the student who is victimized at school is also being bullied online. But other times, the person who is victimized at school becomes a cyberbully and retaliates online. Other times, the student who is victimized will share his or her anger or depression online as distressing material.

Frequently, cyberbullying appears to be occurring between members of the “in-crowd” and “wannabes.” Cyberbullying may involve relationships, including angry breakups or fights about relationships. It may also be based on hate or bias -- bullying others because of race, religion, obesity, or sexual orientation. Unfortunately, it also appears that many teens simply think that cyberbullying is entertaining.

Cyberbullying generally is occurring off-campus, although students may be able to engage in cyberbullying through the district Internet system or by using cell phones at school. It is more difficult for schools to respond with formal discipline if the cyberbullying is occurring off-campus due to free-speech protections. Any time there is a report of cyberbullying between students, even if it appears that the activity is occurring off-campus, an individualized search should be conducted of the Internet use activities of the involved students through the district’s Internet system. This may reveal evidence of on-campus activity that can justify a wider range of responses.

Even if the activity is totally off-campus, there is much that can be done to seek to resolve the situation. It is exceptionally important to sort out the overall relationships between the students involved and to stop any related on-campus bullying.

Schools can contact the parents of the students involved in cyberbullying, provide them with evidence of their child’s online activities, and offer to provide assistance in helping them gain better control over their children’s Internet use. In such cases, it is strongly recommended that the parents install monitoring software on their home computers. If parents know that their children causing harm to others and fail to intervene to stop the harm, they can be held financially liable in a civil court proceeding.

There are also actions that the target or target’s parents can take to seek to stop the cyberbullying and remove the material. This includes contacting the website, Internet service provider, and/or cell phone company to file a complaint. In some cases, filing a civil lawsuit may be justified or contacting the police if the actions are in violation of criminal law.

Counselors can assist the target in dealing with these situations by either helping the target disengage from the online community in which he or she is being bullied or finding a way to stop the cyberbullying while remaining in the online community. Online communications provide interesting capabilities to help “bully-proof” a student. The communications are recorded. This can allow the student and counselor review the communications to determine whether actions of the student might be precipitating the cruel behavior. Bullies are reinforced when the target loses his or her “cool.” But online communications are invisible and can be delayed. Targets can learn the importance of not responding when upset and can take the time to craft a strong and assertive response. This provides targets with the opportunity to more effectively stand up to the bully and, in so doing, hopefully get the bullying to stop.

These new technologies are clearly an important part of youth life. There is simply no way to block or prevent their use. Increased adult supervision is clearly essential. But most importantly, these new technologies present a challenge: How can we impart to young people the knowledge, skills, and values to ensure that they make good choices that demonstrate respect for others and are empowered to respond effectively if others are not demonstrating respect for them?