The School Bully

Staff
Development
2009
Session One

Have you
witnessed
BULLYING
behavior?

There are several
types of
BULLYING
Relationships

BB
The National
Youth Violence
Prevention
Resource Center
Reports

5.7 million students
are involved as a
BULLY
or target of
BULLYING

In a recent
national
survey of
students
grade 6-10

13%
reported being a
target of
BULLYING

YY
BULLYING
is most likely to
occur

In schools that
lack adult
supervision
during breaks

YY
Where rules against
BULLYING are not
consistently enforced

INGING
And where teachers and
students are indifferent
to BULLYING behavior

The 3rd
highest rate of school
BULLYING in the U.S.

The American Justice
Department reports
this month

YY
Will be abused by
another student

YY
Deal with their
fear of
BULLIES

INGING
By missing
1 day of class
per month

An integrated effort by
SCHOOL
and
COMMUNITY
is required for results

BULLYING
is a worldwide
problem

We can learn from the
WORLD Community
but our
LOCAL Community
must work with us

44
Let’s work
TOGETHER
to UNDERSTAND and
ELIMINATE this problem
in our school district

Professional DevelopmentProfessional Development
PlanningPlanning
Bullying in our SchoolBullying in our School

Group WorkGroup Work
See the handout in your binder

ResearchResearch
Student to StudentStudent to Student
Bullying is not confined to country, religion,Bullying is not confined to country, religion,
ethno-cultural groupsethno-cultural groups
It is a world-wide predicamentIt is a world-wide predicament
(Levinson & Levinson, 2005)(Levinson & Levinson, 2005)

ResearchResearch
Some general statsSome general stats::
• 1 in 4 are bullied monthly by peers1 in 4 are bullied monthly by peers
• 160,000 students skipped school for fear of160,000 students skipped school for fear of
being bulliedbeing bullied
• Teasing, being bullied, and rejection tops theTeasing, being bullied, and rejection tops the
list of triggers in childhood attemps at suicidelist of triggers in childhood attemps at suicide

ResearchResearch
General descriptions:General descriptions:
• The Bully- Individual who commits the actThe Bully- Individual who commits the act
• The Bullied- The person on the receiving endThe Bullied- The person on the receiving end
of the bullyingof the bullying
• The Bystander- The person who sees the actThe Bystander- The person who sees the act
and decides to act or notand decides to act or not

ResearchResearch
Why do they do what they do?Why do they do what they do?
• Research shows that they do what they doResearch shows that they do what they do
because of how they were treatedbecause of how they were treated

ResearchResearch
What are the three types?What are the three types?
1.1.Verbal (Precursor)Verbal (Precursor)
-Accounts for 70%-Accounts for 70%
-Acts: name calling, taunting, teasing,-Acts: name calling, taunting, teasing,
belittling, racist slurs, sexually abusivebelittling, racist slurs, sexually abusive
remarksremarks

ResearchResearch
2. Physical bullying (Most visible)2. Physical bullying (Most visible)
-Accounts for less than 30%-Accounts for less than 30%
-Acts: punching, biting, kicking, choking,-Acts: punching, biting, kicking, choking,
scratching, spittingscratching, spitting
This type of bullying is the most troublesome ofThis type of bullying is the most troublesome of
them all because it may lead to the bullythem all because it may lead to the bully
becoming an adult criminalbecoming an adult criminal

ResearchResearch
3. Relational Aggression3. Relational Aggression
–Objective is to destroy the self-esteem ofObjective is to destroy the self-esteem of
the bulliedthe bullied
–Ignore, isolate, exclude, taunt, gossip,Ignore, isolate, exclude, taunt, gossip,
writing notes, rumorswriting notes, rumors

ResearchResearch
Studies have shown that anyone can be aStudies have shown that anyone can be a
target and that over time thosetarget and that over time those
targeted change:targeted change:
EmotionallyEmotionally
PhysicallyPhysically
--Will become frail and insecure or bulliesWill become frail and insecure or bullies

ResearchResearch
BullycideBullycide
ColumbineColumbine

ResearchResearch
The BystanderThe Bystander
Ommission and commisionOmmission and commision
These individuals have abandonded ethicalThese individuals have abandonded ethical
and moral resposiblityand moral resposiblity

Best PracticesBest Practices
Olweus ModelOlweus Model
Four Step ApproachFour Step Approach
Our Professional Development Plan uses thisOur Professional Development Plan uses this
frameworkframework

Step One:Step One:
Create an environment in which childrenCreate an environment in which children
and adults feel secure to help both theand adults feel secure to help both the
bullied and bully by tellingbullied and bully by telling

Step Two:Step Two:
Replace the age old mentality of fight them orReplace the age old mentality of fight them or
ignore them with new dialogue that engagesignore them with new dialogue that engages
the bully and forces the individual to deal withthe bully and forces the individual to deal with
his interpersonal behaviors and skills in ahis interpersonal behaviors and skills in a
meaningful waymeaningful way

Step Three:Step Three:
Teach effective self managing/ angerTeach effective self managing/ anger
management techniques to children and adultsmanagement techniques to children and adults

Step Four:Step Four:
Provide empathy training for children andProvide empathy training for children and
adultsadults

Positive Behavior Intervention SupportsPositive Behavior Intervention Supports
Respect EducationRespect Education
Respect EnvironmentRespect Environment
Respect EveryoneRespect Everyone
Creating cool toolsCreating cool tools
(PBIS, 2008)(PBIS, 2008)

Character CountsCharacter Counts
1.1.TrustworthinessTrustworthiness
2.2.RespectRespect
3.3.ResponsibilityResponsibility
4.4.FairnessFairness
5.5.CaringCaring
6.6.CitizenshipCitizenship
(charactercounts.org/sixpillars.html, 2008)(charactercounts.org/sixpillars.html, 2008)

THE FACULTY BULLYTHE FACULTY BULLY
ResearchResearch
Teacher to StudentTeacher to Student

• WhatWhat
• WhyWhy
• Cost to StudentCost to Student
ResearchResearch

• WhatWhat
• WhyWhy
• Cost to StudentCost to Student
• Climate AssessmentClimate Assessment
• Solution FindingSolution Finding
ResearchResearch

TARGET?TARGET?
(2005 Atlanta National Bullying Prevention(2005 Atlanta National Bullying Prevention
Conference)Conference)
• ½ student reported teacher½ student reported teacher
bullied whole classbullied whole class
• ½ students reported teacher½ students reported teacher
bullied 1-2 studentsbullied 1-2 students
Whole class= crazy teacherWhole class= crazy teacher
Sole Target= something wrong w/ meSole Target= something wrong w/ me
ResearchResearch

Negative Pedagogy . . .Negative Pedagogy . . .
Areas: Coercive misuse of powerAreas: Coercive misuse of power
1. discipline and student relationships1. discipline and student relationships
2. evaluation2. evaluation
3. student grouping3. student grouping
4. classroom/school procedures & rules4. classroom/school procedures & rules
5. instructional practices5. instructional practices
6. physical plant/resources6. physical plant/resources
PAUL & SMITH (2002)PAUL & SMITH (2002)
ResearchResearch

Devine, (1996), has pointed out that some teachers use the
“code of the streets” (tough language, four letter words,
intimidation, tough demeanor, and tough posturing), as a
way to exert power and authority.
Often children and even other teachers and principals
praise such teachers as being effective. They are
respected because they are people not to be messed with.
FEAR IMPAIRS THE CAPACITY TO LEARN
ResearchResearch

SOLUTION?SOLUTION?
• CODE OF CONDUCT FORCODE OF CONDUCT FOR
STAFFSTAFF
• REPORTING SYSTEM NOREPORTING SYSTEM NO
REPRISALSREPRISALS
• PEER GUIDANCE CODEPEER GUIDANCE CODE
PHRASEPHRASE
• PERIODIC CLIMATEPERIODIC CLIMATE
SURVEYSSURVEYS
ResearchResearch

http://www.endbullyingnow.blogspot.comhttp://www.endbullyingnow.blogspot.com
• Open source solution finding:Open source solution finding:
WORLDWIDEWORLDWIDE
• Platform for Local DiscussionPlatform for Local Discussion
• Reference ListReference List
• WeblinksWeblinks
• SurveysSurveys
• Local Research ResultsLocal Research Results
ResearchResearch

THE STUDENT TOTHE STUDENT TO
TEACHERTEACHER
BULLYBULLY
ResearchResearch
Student to TeacherStudent to Teacher

Research and Best PracticeResearch and Best Practice
Student to Teacher BullyingStudent to Teacher Bullying
•Under reported with little research baseUnder reported with little research base
•Often misrepresented as threatening behaviorOften misrepresented as threatening behavior
or other student discipline issuesor other student discipline issues
•Teacher victims are mostly inexperienced andTeacher victims are mostly inexperienced and
femalefemale

Usually results from the following:Usually results from the following:
• Uncomfortable in the teacherUncomfortable in the teacher
leadership roleleadership role
• Unprepared for the challenges ofUnprepared for the challenges of
student disciplinestudent discipline
• Unreported because it isUnreported because it is
professionally threateningprofessionally threatening
• Sometimes linked to a culture ofSometimes linked to a culture of
school violenceschool violence

• 36% of teachers reported being bullied36% of teachers reported being bullied
by studentsby students
(Ontario Secondary Teachers)(Ontario Secondary Teachers)
• Blogging, posting, tweeting,Blogging, posting, tweeting,
cyberbullyingcyberbullying
• Video recording and Internet postingVideo recording and Internet posting

• Establish support systems for new,Establish support systems for new,
inexperienced teachers.inexperienced teachers.
• Mentors, frequent classroom visits, openMentors, frequent classroom visits, open
culture can help young teachersculture can help young teachers
• Student discipline training must be a priorityStudent discipline training must be a priority
• Help young teachers grow and establishHelp young teachers grow and establish
themselves as classroom leadersthemselves as classroom leaders

Sid Citrus, Bully-Asshole Boss
http://www.sidcitrus.com/Site/Episode_1.html
ResearchResearch
Workplace BullyingWorkplace Bullying

ResearchResearch
• 75% of all employees had been affected by75% of all employees had been affected by
workplace bullying (Blando,2008)workplace bullying (Blando,2008)
• 13% of U.S. emplyees currently being bullied,13% of U.S. emplyees currently being bullied,
24% have been bullied in the past (WBI-Zogby)24% have been bullied in the past (WBI-Zogby)

•Women appear to be at a greater risk 57%Women appear to be at a greater risk 57%
•Men are more likely to be bullies- 60%Men are more likely to be bullies- 60%
•Women bullies target other women- 71%Women bullies target other women- 71%
(Workplace Bullying Institute, 2007)(Workplace Bullying Institute, 2007)
ResearchResearch

•Race plays a roleRace plays a role
•Hispanics (52.1%)Hispanics (52.1%)
•African-Americans (46%)African-Americans (46%)
•Whites (33.5%)Whites (33.5%)
•Asian-Americans (30.6%)Asian-Americans (30.6%)
•Workplace Bullying Institute (2007)Workplace Bullying Institute (2007)
ResearchResearch

•Health EffectsHealth Effects
•StressStress
•Poor Mental HealthPoor Mental Health
•Poor Physical HealthPoor Physical Health
•Increase of use of sick daysIncrease of use of sick days
The Project for Wellness and Work-LifeThe Project for Wellness and Work-Life
Arizona State UniversityArizona State University
ResearchResearch

Witnesses of bullying suffer from:Witnesses of bullying suffer from:
• FearFear
• StressStress
• Emotional exhaustionEmotional exhaustion
The Project for Wellness and Work-LifeThe Project for Wellness and Work-Life
Arizona State UniversityArizona State University
ResearchResearch

Financial impact:Financial impact:
•$19 Billion loss of employment due to mental$19 Billion loss of employment due to mental
illness, $3 Billion drop in productivity (Nationalillness, $3 Billion drop in productivity (National
Institute of Occupational Safety Health)Institute of Occupational Safety Health)
•$1.2 Million per every 1,000 employees to$1.2 Million per every 1,000 employees to
replace those bullied or witnesses to bullyingreplace those bullied or witnesses to bullying
(Rayner and Keashly, 2004)(Rayner and Keashly, 2004)
ResearchResearch

•False accusationsFalse accusations
•Nonverbal intimidationNonverbal intimidation
•Presumably uncontrollable mood swingsPresumably uncontrollable mood swings
•Making up own rules then not following themMaking up own rules then not following them
•Harsh and constant criticismHarsh and constant criticism
•Rumors or gossipRumors or gossip
•Singling out one personSingling out one person
•Public displays of gross, undignified behaviorPublic displays of gross, undignified behavior
•Yelling, screaming, throwing tantrumsYelling, screaming, throwing tantrums
•Lying about performancesLying about performances
Workplace Bullying Institute (2007)Workplace Bullying Institute (2007)
ResearchResearch

Components of the Plan - Phase 1Components of the Plan - Phase 1
Professional Development PlanningProfessional Development Planning
(Friend and Cook, 2007)(Friend and Cook, 2007)
• You are the plan!You are the plan!
o Staff experience and expertiseStaff experience and expertise
o We all benefit from the solutionWe all benefit from the solution
o Implementation, application, andImplementation, application, and
monitoringmonitoring
oYour data pointed to the problemYour data pointed to the problem
and will help guide our solutionand will help guide our solution
oSMART GoalsSMART Goals

• However...."best practice" is importantHowever...."best practice" is important
• Content expertise brings additionalContent expertise brings additional
knowledge and experienceknowledge and experience
• Use of research to determine whatUse of research to determine what
worksworks
• Learn from others who haveLearn from others who have
experienced similar issuesexperienced similar issues

• Post speaker small group workPost speaker small group work
oApplication in the school andApplication in the school and
classroomclassroom
oSupport teachers as colleaguesSupport teachers as colleagues
oMonitor our workMonitor our work
oRachet up accountabilityRachet up accountability
oBegin to change the cultureBegin to change the culture

• Guiding taskforce with representativesGuiding taskforce with representatives
from small groupsfrom small groups
o Review data, report small groupReview data, report small group
work, identify ongoing issues,work, identify ongoing issues,
monitor progressmonitor progress
o Continue to communicate vision,Continue to communicate vision,
encourage new culturalencourage new cultural
expectationsexpectations

• Evaluate our workEvaluate our work
• Revise and review goals and strategiesRevise and review goals and strategies
• Lead the effort to establish new cultureLead the effort to establish new culture
• Establish new prioritiesEstablish new priorities

Additional ResourcesAdditional Resources
The following information is included in the binder:The following information is included in the binder:
ReferencesReferences
Copies of ArticlesCopies of Articles
Internet ResourcesInternet Resources
Bob's BlogBob's Blog

The School Bully

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