1. Promoting Dignity for All Students 
through Prevention and Intervention
Amanda Nickerson, Ph.D.
Alberti Center for Bullying Abuse Prevention | University at Buffalo
alberticenter@buffalo.edu
gse.buffalo.edu/alberticenter
East Aurora School District
September 4, 2012

2. Overview
 Dignity Act for All Students Act
 Recognizing and understanding bullying and harassment
 Best practices in preventing bullying and harassment

3. Dignity Act Overview
 Intent: “No student shall be subjected to harassment,
discrimination, or bullying by employees or students”
 Took effect July 1, 2012 (signed into law 9/13/11)
 Cyberbullying amendment takes effect July 1, 2013
 Applies to all public schools, BOCES, and charter schools

4. Definition of Harassment in Dignity Act
 “the creation of a hostile environment by conduct or
by verbal threats, intimidation or abuse
 that has or would have the effect of unreasonably and
substantially interfering with a student’s educational
performance, opportunities or benefits, or mental,
emotional or physical well-being;
 or conduct, verbal threats, intimidation or abuse that
reasonably causes or would reasonably be expected to
cause a student to fear for his or her safety.”

5. Protected Classes
 Race  Religious practice
 Color  Disability
 Weight  Sexual orientation
 National origin  Gender identity
 Ethnic group  Sex
 Religion  …Obligation extends to
harassment not related to
protected class

6. Dignity Act Requirements for Schools
 Policy (Code of Conduct) intended to create an environment free
from discrimination and harassment
 Designated Dignity Act Coordinator within each school to handle
reporting and responding
 Instruction for students (K-12; excludes charter)
 Civility, citizenship, and character education to address prohibition of
harassment, bullying or intimidation of protected classes
 School employee training
 Annual reporting

7. Reflection and Planning
 Is our policy communicated in understandable terms to employees,
parents, and students?
 How do we involve students in creating a climate free of harassment?
 How do we teach students about harassment and protected classes?
 How do we identify and report incidents?
 What are our intervention options?
 Do we work with both the perpetrator and the target (separately)?
 How and when do we communicate with parents?

8. Suggested Resources
 www.p12.nysed.gov/dignityact/
 Regulations, guidance policy document, voluntary
implementation self-assessment checklist, webinar, Power Point,
informational brochure, fact sheet, sample lesson plan
 www.stopbullying.gov
 Information about bullying, preventing, responding; Kids’ section
with videos
 www.gse.buffalo.edu/alberticenter
 Resources for educators, parents, kids and teens (book lists, links
to videos, bullying prevention programs)

9. What is Bullying?
 Acts of aggression (verbal,
physical, relational, or cyber)
intended to cause harm
 By a peer (or group of peers)
operating from a position of
strength or power
 Usually repeated Olweus (1978);
Stopbullyingnow.gov

10. How is Bullying Different from
Conflict and Playing?
Conflict: A struggle, dispute, or
misunderstanding between two
equal forces
Playing: Mutually desirable
interaction (positive affect, give-and-
take) – rough and tumble and playing
the dozens often mistaken for
aggression and bullying

11. Quick Bullying Facts
 Estimates vary WIDELY, but about 1 in 3 children and adolescents are
involved in as bully, target, or both
 Bullying peaks in grades 4-7
 Bullying is more likely to occur in less closely supervised areas (bathrooms,
hallways, playground, lunch, bus, online)
 Both boys and girls bully, but there are some differences
 Boys more likely to be direct/physical with younger, vulnerable target
 Girls may engage in more subtle, indirect forms with same-age girls
Cowie (2000); Nansel et al. (2001); Perry, Kusel, & Perry (1988); Skiba & Fontanini (2000)

12. Students who Bully: Common Characteristics
 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
 Myth: Most are loners with low self-esteem
 Fact: Most report average to high self-esteem and are popular
Batsche & Knoff (1994); Beaver, Perron, & Howard, (2010); Olweus (1993);
Swearer et al. (in press); Vaughn, Bender, DeLisi, (in press)

13. Students who are Bullied: Common Characteristics
 Most are perceived as weak or vulnerable
 Different in some way (appearance, age, disability, race/ethnicity,
sexual orientation or gender expression)
 passive and lack assertiveness; do not invite the bullying
 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)

14. Signs that Child May be Bullying Others
 Refer to others negatively (wimp, fag)
 Lack empathy
 Strong need to get his or her own way
 Hostile or defiant attitude
 Easy to anger
 Deny or blame others when behavior
addressed

15. Signs that Child May be Bullied by Others
 Change in behavior
 Withdrawn, lack of interest
 Not wanting to go to school or be in
social situations
 Physical complaints (headaches,
stomachaches)
 Unexplained cuts, bruises

16. Effects of Bullying
 Those 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
 Those who are bullied
 Emotional distress (anxiety, depression, low self-esteem, suicidal thoughts)
 Loneliness, peer rejection
 Desire to avoid school
 In some cases, may respond with extreme violence
Andershed, Kerr, & Stattin (2001); Crick & Bigbee (1998); Farrington (2009) ;
Farrington, & Ttofi (2009, 2011); Hinduja, & Patchin, (2009); Nickerson &
Sltater (2009); Oliver, Hoover, & Hazler (1994); Olweus (1993);
Ttofi & Farrington (2008)

17. Peers and Bullying
 Peers see 85% of bullying incidents, most do not try to stop it
(and many join in), because:
 “It’s none of my business”
 Fear of retaliation (by bully or other peers)
 Target must have done something to deserve it
 Actions will not be effective
Charach et al. (1995); Hawkins, Pepler, & Craig (2001); Rigby & Johnson (2005)

18. School Staff and Bullying
 School staff are often not involved because:
 Most students do not report it to adults
 May not see it or notice it
 Beliefs that this is a common part of childhood
 May not know what to do
 In some cases, fear of bully
Banks (1997); Chang (2003); Cohn & Canter (2002); Hughes, Cavell, & Willson (2001); Limber
(2002); Mullin-Rindler (2003); Skiba & Fonanini (2000); White, Sherman, & Jones (1996)

19. Summary of Key Points
 Alberti Center Slide Show

20. Best Practices in Bullying Prevention in Schools
Increase
Skill
Awareness &
Development
Supervision
Whole-School Respond
Anti-Bullying Along
Policy Continuum
Bullying
Include
Collect Data Prevention Parents
in Schools
Hazler & Carney (2012); Rigby (2000); Ttofi & Farrington (2011); Swearer, Espelage, & Napolitano (2009)

21. What Schools and Educators Can Do
 Collect data to better understand extent of problem and
to monitor effects of interventions
 Have high expectations for behavior
 Acknowledge and reward desired behavior
 Use teachable moments and apply meaningful
consequences for unacceptable behavior
 Arrange for active supervision in “hot spots” (hallway,
lunch, recess, before school)
 Everyone should know intervention and reporting procedures

22. Visit
gse.buffalo.edu/albertic
enter

23. Respond to Bullying
 Intervene to stop the bullying
 Describe the behavior and why it is not acceptable
 Apply consequences consistent with policy; emphasize
progressive discipline and teaching rather than only punishment
 Be aware of humiliation or retaliation if confronted publicly
 Document and report the incident
 May need investigation where parties interviewed individually
 Work with colleagues and support staff to assess issues involved and
plan accordingly (increased individual supervision, parent
communication, targeted intervention based on needs)

24. Respond to Target
 Listen and empathize
 “Tell me what happened,” “That must have been upsetting”
 Ask what would be helpful to support the person
 Indicate what is being done to address the bullying (protect confidentiality)
 Suggest possible coping responses (avoid blame or “silver bullet” approach)
 Do not show you are upset (OK to feel upset, but showing it may fuel more bullying)
 Assert self using a calm, strong voice if safe (“Stop,” “Give it a rest”)
 Say something to deflect it or make a joke of it
 Tell a trusted adult
 Surround self with supportive people
 Check-in regularly

25. Empower the Bystanders to be
“Upstanders”
 Don’t join in… speak up if it is safe to do so
 Band together as a group against bullies
 Tell an adult about the bullying
 Tattling/ratting
 To get someone into trouble
 Telling/reporting
 To get someone out of trouble (unsafe or
hurtful behavior)
 Reach out to isolated peers, offer support

26. Communicate with Parents
 Communicate in proactive and preventive manner
 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

27. Targeted and Intensive Interventions
 Students who bully  Targets
 Identify areas of need and
 Identify function of behavior intervene accordingly
 Need for power and control?  Teach social and coping skills
 Bullied by others and lashing  Enhance social support from
out? peers and significant adults
 Develop plan and intervention  Encourage involvement in an
activity to experience success
for change
 Develop safety plan (follow-up)
 Assess for other problems (e.g.,
drugs, suicidality)  Assess for depression or other
mental health problem

28. Provide Students with Resources
in and Out of School
 1-800-273-TALK (Suicide Lifeline)
 1-866-4-U-Trevor (LGBTQ Youth Suicide Hotline)
 716-834-1144 or 1-877-KIDS-400 (Buffalo Crisis
Services Hotline) – has over-the-phone language
interpreters 24/7
 For Spanish speakers
 Suicide Lifeline 1-888-628-9454
 1-800-SUICIDA

29. Conclusion
 "They may forget what you said but they will never
forget how you made them feel.”
- Carol Buchner
Visit us at gse.buffalo.edu/alberticenter