This document discusses strategies for preventing bullying through character formation. It begins by stating that true education involves both intelligence and character. It then discusses the negative effects of bullying and lists various types of bullying behavior. It provides facts about bullying and how to spot a bully or target. The document outlines physical, intellectual, social, and psychological effects of bullying. It discusses building empathy through classroom discipline. Finally, it proposes using nourishing language and banning toxic words to improve school climate.
This document discusses strategies for character formation in students. It begins by quoting sources that emphasize the importance of character development through lifelong personal and community effort. It then discusses research finding that people who rescued Jews during the Holocaust did so because of how they were raised. Several psychiatrists are quoted emphasizing how character, rather than passion, enables people to endure hardships and keeps marriages together. The document then outlines issues currently facing society like rising suicide rates and substance abuse among youth. It argues that enhancing moral intelligence through character formation is the best approach to addressing these issues. A variety of classroom strategies are proposed, including implementing an economic system, developing moral intelligence, and focusing on character strengths like trustworthiness, respect, and citizenship.
This document discusses the psychology of bullying. It defines bullying as a pattern of deliberately harming and humiliating others. Bullies engage in this behavior to feel powerful by putting others down due to their own insecurities and inadequacies. There are different types of bullying, including physical, verbal, relational, and cyberbullying. Bullies target those they perceive as vulnerable in order to project their own flaws onto others. Both bullies and their victims can experience long-lasting negative consequences from bullying behaviors. It is important to tell others about bullying and take active steps to make it stop.
Think2xTwice.org offers free anti bullying workshops for parents, students and teachers. Visit the website www.think2xtwice.org for more info or contact Traci Fant CEO Think2xTwice.org directly at stopteenviolence@live.com
Sex and Character: Building Moral IntelligenceMann Rentoy
This document provides information on building character in students. It discusses the importance of character education given societal changes that have made parenting and teaching more challenging. It outlines three institutions historically responsible for shaping character - the home, school, and religion. Specific challenges to developing good character in today's world are explored such as a lack of empathy, increase in peer cruelty, and mental health issues among youth. Strategies are presented for teaching key virtues like empathy, conscience, and self-control. This includes modeling good behavior, reinforcing virtues, and using moral discipline consistently.
The Psychology of Bullying. Statistics & Societal Response Ireland. By There...Theresa Lowry-Lehnen
This document discusses the psychology of bullying in Ireland. It provides statistics on bullying in Irish schools, with over 200,000 children estimated to be at risk. Common forms of bullying are described as physical, verbal, social, and cyber. The document examines reasons why children bully, noting bullies often have low self-esteem or act out due to abuse. Victims are often socially isolated with long-term psychological impacts. Ireland launched an Action Plan in 2013 to address bullying through teacher training, anti-bullying programs and policy revisions.
Presentation on understanding and preventing bullying by stephen carrick davi...Stephen Carrick-Davies
A series of slides designed for parents on understanding and preventing bullying - both online and offline. The focus on this presentation is how we build empathy and resilience in YP. Please note that these slides act as a backdrop to more intensive training, group work and discussion.
This document discusses strategies for character formation in students. It begins by quoting sources that emphasize the importance of character development through lifelong personal and community effort. It then discusses research finding that people who rescued Jews during the Holocaust did so because of how they were raised. Several psychiatrists are quoted emphasizing how character, rather than passion, enables people to endure hardships and keeps marriages together. The document then outlines issues currently facing society like rising suicide rates and substance abuse among youth. It argues that enhancing moral intelligence through character formation is the best approach to addressing these issues. A variety of classroom strategies are proposed, including implementing an economic system, developing moral intelligence, and focusing on character strengths like trustworthiness, respect, and citizenship.
This document discusses the psychology of bullying. It defines bullying as a pattern of deliberately harming and humiliating others. Bullies engage in this behavior to feel powerful by putting others down due to their own insecurities and inadequacies. There are different types of bullying, including physical, verbal, relational, and cyberbullying. Bullies target those they perceive as vulnerable in order to project their own flaws onto others. Both bullies and their victims can experience long-lasting negative consequences from bullying behaviors. It is important to tell others about bullying and take active steps to make it stop.
Think2xTwice.org offers free anti bullying workshops for parents, students and teachers. Visit the website www.think2xtwice.org for more info or contact Traci Fant CEO Think2xTwice.org directly at stopteenviolence@live.com
Sex and Character: Building Moral IntelligenceMann Rentoy
This document provides information on building character in students. It discusses the importance of character education given societal changes that have made parenting and teaching more challenging. It outlines three institutions historically responsible for shaping character - the home, school, and religion. Specific challenges to developing good character in today's world are explored such as a lack of empathy, increase in peer cruelty, and mental health issues among youth. Strategies are presented for teaching key virtues like empathy, conscience, and self-control. This includes modeling good behavior, reinforcing virtues, and using moral discipline consistently.
The Psychology of Bullying. Statistics & Societal Response Ireland. By There...Theresa Lowry-Lehnen
This document discusses the psychology of bullying in Ireland. It provides statistics on bullying in Irish schools, with over 200,000 children estimated to be at risk. Common forms of bullying are described as physical, verbal, social, and cyber. The document examines reasons why children bully, noting bullies often have low self-esteem or act out due to abuse. Victims are often socially isolated with long-term psychological impacts. Ireland launched an Action Plan in 2013 to address bullying through teacher training, anti-bullying programs and policy revisions.
Presentation on understanding and preventing bullying by stephen carrick davi...Stephen Carrick-Davies
A series of slides designed for parents on understanding and preventing bullying - both online and offline. The focus on this presentation is how we build empathy and resilience in YP. Please note that these slides act as a backdrop to more intensive training, group work and discussion.
This document provides guidance for parents on bullying for children aged 6 to 12. It defines bullying as repeated behavior that hurts or intimidates another person. The document discusses why children bully others and why some children are targeted. It outlines different forms bullying can take and how bullying affects both the victim and the bully. The document advises parents to look out for signs their child may be bullied and provides steps to take if a child discloses being bullied, including remaining calm, taking it seriously, not blaming the child, discussing plans with the child, and contacting the school. It also offers suggestions for helping a bullied child build confidence and strategies for parents to support both bullied children and children engaging in bullying behavior.
Bullying is a widespread problem, affecting nearly 30% of youth in the US. While school violence has declined slightly, bullying remains a serious issue that can have physical and psychological effects. Cyberbullying is an increasing concern, as the internet allows bullying to continue outside of school. To address bullying, schools implement policies, workshops, and programs to promote positive behaviors, build student confidence, and establish consequences for bullying. Teachers can help by creating a supportive classroom environment and directly confronting bullying when they observe it.
The document discusses bullying, including definitions, types, how victims and bullies feel, and where it occurs. It defines bullying as repeated harmful behavior involving a power imbalance. Types include verbal, physical, social, and psychological bullying. Victims feel weak, suspicious, and have low self-esteem, while bullies abuse power to control others and may not feel empathy. Bullying can happen anywhere but is common in schools. Statistics on bullying in Spain show around 24% of children experience it, decreasing with age, and over half of bullied children also bully others at times. Solutions include family and school support and preventing unpunished attacks.
This document summarizes research on peer socialization and bullying. It defines socialization and peers, explaining that peers become increasingly important agents of socialization as children age. It outlines stages of friendship development and how peer groups form. Peers influence behaviors, teach pretend play, and provide social support. Bullying, including physical, verbal, and cyber forms, negatively impacts victims and is common in middle school. Statistics illustrate the widespread impacts of bullying, and ways to prevent and address it are discussed.
Bullying is unwanted aggressive behavior among school-aged children involving a power imbalance that can cause physical and psychological harm. It includes verbal threats, spreading rumors, attacks, and social exclusion. Bullying occurs in different forms like verbal, social, physical, and cyberbullying. Children who are bullied, bully others, or witness bullying are at risk for issues like depression, poor school performance, substance abuse, and in rare cases, suicide or violence. Recognizing the warning signs of bullying is important to address the problem and support victims.
Bullying interferes with learning and takes many forms such as teasing, assault, and harassment. It negatively impacts victims, bystanders, and bullies. Victims experience fear, loss of self-esteem, depression, and lower academic performance. Bystanders also feel fear and guilt. Bullies are more likely to drop out of school and engage in criminal behavior. Teachers should establish zero tolerance for bullying, closely supervise areas where it often occurs, and act immediately to address reported incidents.
This document provides information about bullying, including definitions, types of bullying behaviors, characteristics of bullies and victims, the scope of the bullying problem, warning signs, and strategies for children, parents, teachers, and schools to address and prevent bullying. It defines bullying as repeated harassment or attacks involving an imbalance of power. Bullying can be physical, verbal, relational, or occur through technology. The document discusses demographic and personal characteristics associated with bullies and victims. It notes that around 20% of students report bullying others or being bullied. Strategies outlined for different groups include telling an adult, helping victims, befriending them, confronting bullies, increasing supervision, and implementing comprehensive prevention programs.
New Zealand has passed new laws to address bullying and cyberbullying. The laws make it illegal to post grossly offensive, indecent or obscene online messages, with fines up to $2,000 or 3 months in prison. A new offense of incitement of suicide was also created, even if no attempt is made, carrying a maximum sentence of 3 years in prison. The document also discusses different types of bullying, including verbal, social, physical, and cyberbullying.
This document provides information on building character virtues like empathy, conscience, self-control, respect, and kindness. It discusses the importance of modeling virtues, teaching virtue concepts, and using moral discipline. Some key points:
- Character is developed through lifelong personal and community effort, not naturally.
- Three steps to build stronger conscience are creating a moral context, teaching virtues, and using moral discipline.
- Self-control can be nurtured by modeling it, encouraging self-motivation, and teaching impulse control.
- Respect is conveyed by modeling, enhancing respect for authority, and emphasizing manners.
- Kindness is taught by defining it, establishing zero tolerance for unkind acts, and
SOC 463/663 (Social Psych of Education) - Waiting For SupermanMelanie Tannenbaum
This document summarizes and discusses key points from two sources: "How Schools Really Matter" by Downey and Gibbs (2010), and "The Stupidity Epidemic" by Joel Best (2011). The main ideas are:
1) Downey and Gibbs argue that schools have less influence on student outcomes than family background factors like socioeconomic status. The best predictor of academic skills is parents' SES, not school characteristics.
2) Best examines the widespread perception that standards of knowledge are declining. However, evidence shows educational attainment and test scores are generally staying the same or improving over time.
3) Both sources discuss how blaming schools is an oversimplification, and that student learning
Child abuse can take many forms and often occurs in schools. Physical abuse of students by teachers includes behaviors like hitting, slapping, hair pulling, and physical restraint. Sexual abuse involves any unwanted sexual contact or exposure. Two reported cases in Indonesian schools involved inappropriate health questionnaires about private parts and a student being raped. Neglect and abandonment involve not providing for a child's basic needs. Emotional abuse damages a child's self-worth through behaviors like belittling, threatening, or constant criticism. While most teachers care for students, some are unfit and mistreat children physically or emotionally. Schools must provide safe, nurturing environments for all children.
Bullying has negative effects on children's development, causing issues like depression, anxiety, poor academic performance, and increased risk of suicide. Verbal, physical, emotional, and cyber bullying can all negatively impact victims. Preventing bullying through programs and policies aims to support children's healthy social and emotional growth.
This document from Mesquite ISD provides information about bullying prevention. It states that everyone in the school community, including administrators, teachers, staff, parents, and students, has a role to play in stopping bullying. It defines bullying and notes its harmful effects. The document outlines signs that a student may be bullying or being bullied, and stresses the importance of all staff members taking immediate action when bullying is observed and reporting incidents to administrators. It provides guidance on setting clear expectations against bullying for students and bystanders.
This document provides recommendations for schools to address bullying. It emphasizes the importance of increasing student engagement, modeling caring behavior, offering mentoring programs, and providing service learning opportunities to improve school connectedness. It also recommends addressing the transition to middle school, starting prevention programs early, and tailoring programs to local conditions rather than using prefabricated curriculums. The document discusses recognizing and responding to bullying by stopping harmful behaviors, protecting targets, and applying consequences while also helping those exhibiting bullying behaviors change through understanding themselves and receiving empathy.
School Bullying: toward Better Mitigation and ResponseJason Atherton
Presentation on school bullying as part of the Strategies to Mitigate and Respond to Bullying seminar at Intertel Academy on November 11 2016. https://www.intertel.co.za
Schools and parents should work together to address bullying, which can have serious negative impacts on children's development. While schools are where most bullying occurs, parents play an important role since children spend much of their time at home. Both schools and parents need programs to prevent and handle physical, verbal, covert, and cyberbullying. Long term, those who experienced bullying as children are more likely to develop mental health issues. A coordinated effort between all parts of society is needed to confront bullying.
This document contains questions from a teacher about different aspects of bullying, including the types of bullying, whether it was a problem at the person's school, whether bullying of children or adults is worse, why people bully each other, if bullying should be a crime or part of growing up, if cyberbullying is worse than in-person bullying, personal experiences with bullying, how common bullying is in the person's country, the characteristics of bullies, if bullies need help and what kind, what bullied people can do to stop it, if violence should involve police, the effects of bullying, and making a bully's name public.
This document summarizes several theories and techniques used in school counseling. It discusses Adlerian counseling which focuses on social needs and striving for superiority. Birth order influences are explored. Behaviorism emphasizes observable behaviors and operant conditioning using rewards and punishments. Person-centered counseling as developed by Rogers focuses on congruence and unconditional positive regard to help students reach their potential. Specific counseling methods discussed for each approach include play therapy, role-playing, behavior modification, reflective listening, and open-ended questions. The goal overall is to help students develop skills, make positive decisions, and adjust effectively in their lives.
This document provides an overview of a parent workshop on bullying. It defines bullying as intentional aggressive behavior that involves an imbalance of power. There are different types of bullying, including direct physical bullying as well as indirect bullying like social exclusion. Studies find that around 20% of students report being bullied. Boys generally bully more but girls experience bullying from both boys and girls. Bullying often occurs in common school areas and children who bully are more likely to engage in other problem behaviors. The document outlines warning signs that a child may be bullied and recommends parents talk to their child, teachers, and school staff if they suspect bullying. It provides sample questions and advises taking action to address bullying.
The document defines bullying and outlines its types, causes, signs, effects, and prevention. It notes that bullying involves repeated verbal, physical, or social behavior intended to harm others. There are three main types: physical, verbal, and social bullying. Causes can include seeking power, attention, or acting out of unhappiness. Signs may be emotional, behavioral, physical, or related to school performance. Effects on victims can include depression, anxiety, poor school performance, and long-term mental health issues. Prevention strategies include open communication, empowering children, and reporting bullying to trusted adults.
The document discusses bullying from multiple perspectives. It describes two cases of bullying where James is threatened by Leroy and Edgar is verbally abused by Thomas. It then defines bullying, discusses different types of bullying (physical, emotional, social, cyber), and characteristics of bullies and those who are bullied. It notes that witnesses who do nothing can encourage bullying. It provides advice such as not being a bystander, stepping in to help those being bullied, telling an adult, and reporting cyberbullying.
This document discusses different types of bullying including verbal, physical, psychological, and cyberbullying. It provides examples of each type and signs that someone may be a victim. The document then lists 10 ways for victims to face bullying, such as putting on a brave face, avoiding the bully when possible, reporting the bullying to authorities, improving self-esteem, and standing up for yourself without engaging in bullying behavior. The overall message is that bullying comes in many forms and has negative impacts, so it is important for victims to utilize strategies to stop the abuse and for communities to work towards preventing bullying.
This document provides guidance for parents on bullying for children aged 6 to 12. It defines bullying as repeated behavior that hurts or intimidates another person. The document discusses why children bully others and why some children are targeted. It outlines different forms bullying can take and how bullying affects both the victim and the bully. The document advises parents to look out for signs their child may be bullied and provides steps to take if a child discloses being bullied, including remaining calm, taking it seriously, not blaming the child, discussing plans with the child, and contacting the school. It also offers suggestions for helping a bullied child build confidence and strategies for parents to support both bullied children and children engaging in bullying behavior.
Bullying is a widespread problem, affecting nearly 30% of youth in the US. While school violence has declined slightly, bullying remains a serious issue that can have physical and psychological effects. Cyberbullying is an increasing concern, as the internet allows bullying to continue outside of school. To address bullying, schools implement policies, workshops, and programs to promote positive behaviors, build student confidence, and establish consequences for bullying. Teachers can help by creating a supportive classroom environment and directly confronting bullying when they observe it.
The document discusses bullying, including definitions, types, how victims and bullies feel, and where it occurs. It defines bullying as repeated harmful behavior involving a power imbalance. Types include verbal, physical, social, and psychological bullying. Victims feel weak, suspicious, and have low self-esteem, while bullies abuse power to control others and may not feel empathy. Bullying can happen anywhere but is common in schools. Statistics on bullying in Spain show around 24% of children experience it, decreasing with age, and over half of bullied children also bully others at times. Solutions include family and school support and preventing unpunished attacks.
This document summarizes research on peer socialization and bullying. It defines socialization and peers, explaining that peers become increasingly important agents of socialization as children age. It outlines stages of friendship development and how peer groups form. Peers influence behaviors, teach pretend play, and provide social support. Bullying, including physical, verbal, and cyber forms, negatively impacts victims and is common in middle school. Statistics illustrate the widespread impacts of bullying, and ways to prevent and address it are discussed.
Bullying is unwanted aggressive behavior among school-aged children involving a power imbalance that can cause physical and psychological harm. It includes verbal threats, spreading rumors, attacks, and social exclusion. Bullying occurs in different forms like verbal, social, physical, and cyberbullying. Children who are bullied, bully others, or witness bullying are at risk for issues like depression, poor school performance, substance abuse, and in rare cases, suicide or violence. Recognizing the warning signs of bullying is important to address the problem and support victims.
Bullying interferes with learning and takes many forms such as teasing, assault, and harassment. It negatively impacts victims, bystanders, and bullies. Victims experience fear, loss of self-esteem, depression, and lower academic performance. Bystanders also feel fear and guilt. Bullies are more likely to drop out of school and engage in criminal behavior. Teachers should establish zero tolerance for bullying, closely supervise areas where it often occurs, and act immediately to address reported incidents.
This document provides information about bullying, including definitions, types of bullying behaviors, characteristics of bullies and victims, the scope of the bullying problem, warning signs, and strategies for children, parents, teachers, and schools to address and prevent bullying. It defines bullying as repeated harassment or attacks involving an imbalance of power. Bullying can be physical, verbal, relational, or occur through technology. The document discusses demographic and personal characteristics associated with bullies and victims. It notes that around 20% of students report bullying others or being bullied. Strategies outlined for different groups include telling an adult, helping victims, befriending them, confronting bullies, increasing supervision, and implementing comprehensive prevention programs.
New Zealand has passed new laws to address bullying and cyberbullying. The laws make it illegal to post grossly offensive, indecent or obscene online messages, with fines up to $2,000 or 3 months in prison. A new offense of incitement of suicide was also created, even if no attempt is made, carrying a maximum sentence of 3 years in prison. The document also discusses different types of bullying, including verbal, social, physical, and cyberbullying.
This document provides information on building character virtues like empathy, conscience, self-control, respect, and kindness. It discusses the importance of modeling virtues, teaching virtue concepts, and using moral discipline. Some key points:
- Character is developed through lifelong personal and community effort, not naturally.
- Three steps to build stronger conscience are creating a moral context, teaching virtues, and using moral discipline.
- Self-control can be nurtured by modeling it, encouraging self-motivation, and teaching impulse control.
- Respect is conveyed by modeling, enhancing respect for authority, and emphasizing manners.
- Kindness is taught by defining it, establishing zero tolerance for unkind acts, and
SOC 463/663 (Social Psych of Education) - Waiting For SupermanMelanie Tannenbaum
This document summarizes and discusses key points from two sources: "How Schools Really Matter" by Downey and Gibbs (2010), and "The Stupidity Epidemic" by Joel Best (2011). The main ideas are:
1) Downey and Gibbs argue that schools have less influence on student outcomes than family background factors like socioeconomic status. The best predictor of academic skills is parents' SES, not school characteristics.
2) Best examines the widespread perception that standards of knowledge are declining. However, evidence shows educational attainment and test scores are generally staying the same or improving over time.
3) Both sources discuss how blaming schools is an oversimplification, and that student learning
Child abuse can take many forms and often occurs in schools. Physical abuse of students by teachers includes behaviors like hitting, slapping, hair pulling, and physical restraint. Sexual abuse involves any unwanted sexual contact or exposure. Two reported cases in Indonesian schools involved inappropriate health questionnaires about private parts and a student being raped. Neglect and abandonment involve not providing for a child's basic needs. Emotional abuse damages a child's self-worth through behaviors like belittling, threatening, or constant criticism. While most teachers care for students, some are unfit and mistreat children physically or emotionally. Schools must provide safe, nurturing environments for all children.
Bullying has negative effects on children's development, causing issues like depression, anxiety, poor academic performance, and increased risk of suicide. Verbal, physical, emotional, and cyber bullying can all negatively impact victims. Preventing bullying through programs and policies aims to support children's healthy social and emotional growth.
This document from Mesquite ISD provides information about bullying prevention. It states that everyone in the school community, including administrators, teachers, staff, parents, and students, has a role to play in stopping bullying. It defines bullying and notes its harmful effects. The document outlines signs that a student may be bullying or being bullied, and stresses the importance of all staff members taking immediate action when bullying is observed and reporting incidents to administrators. It provides guidance on setting clear expectations against bullying for students and bystanders.
This document provides recommendations for schools to address bullying. It emphasizes the importance of increasing student engagement, modeling caring behavior, offering mentoring programs, and providing service learning opportunities to improve school connectedness. It also recommends addressing the transition to middle school, starting prevention programs early, and tailoring programs to local conditions rather than using prefabricated curriculums. The document discusses recognizing and responding to bullying by stopping harmful behaviors, protecting targets, and applying consequences while also helping those exhibiting bullying behaviors change through understanding themselves and receiving empathy.
School Bullying: toward Better Mitigation and ResponseJason Atherton
Presentation on school bullying as part of the Strategies to Mitigate and Respond to Bullying seminar at Intertel Academy on November 11 2016. https://www.intertel.co.za
Schools and parents should work together to address bullying, which can have serious negative impacts on children's development. While schools are where most bullying occurs, parents play an important role since children spend much of their time at home. Both schools and parents need programs to prevent and handle physical, verbal, covert, and cyberbullying. Long term, those who experienced bullying as children are more likely to develop mental health issues. A coordinated effort between all parts of society is needed to confront bullying.
This document contains questions from a teacher about different aspects of bullying, including the types of bullying, whether it was a problem at the person's school, whether bullying of children or adults is worse, why people bully each other, if bullying should be a crime or part of growing up, if cyberbullying is worse than in-person bullying, personal experiences with bullying, how common bullying is in the person's country, the characteristics of bullies, if bullies need help and what kind, what bullied people can do to stop it, if violence should involve police, the effects of bullying, and making a bully's name public.
This document summarizes several theories and techniques used in school counseling. It discusses Adlerian counseling which focuses on social needs and striving for superiority. Birth order influences are explored. Behaviorism emphasizes observable behaviors and operant conditioning using rewards and punishments. Person-centered counseling as developed by Rogers focuses on congruence and unconditional positive regard to help students reach their potential. Specific counseling methods discussed for each approach include play therapy, role-playing, behavior modification, reflective listening, and open-ended questions. The goal overall is to help students develop skills, make positive decisions, and adjust effectively in their lives.
This document provides an overview of a parent workshop on bullying. It defines bullying as intentional aggressive behavior that involves an imbalance of power. There are different types of bullying, including direct physical bullying as well as indirect bullying like social exclusion. Studies find that around 20% of students report being bullied. Boys generally bully more but girls experience bullying from both boys and girls. Bullying often occurs in common school areas and children who bully are more likely to engage in other problem behaviors. The document outlines warning signs that a child may be bullied and recommends parents talk to their child, teachers, and school staff if they suspect bullying. It provides sample questions and advises taking action to address bullying.
The document defines bullying and outlines its types, causes, signs, effects, and prevention. It notes that bullying involves repeated verbal, physical, or social behavior intended to harm others. There are three main types: physical, verbal, and social bullying. Causes can include seeking power, attention, or acting out of unhappiness. Signs may be emotional, behavioral, physical, or related to school performance. Effects on victims can include depression, anxiety, poor school performance, and long-term mental health issues. Prevention strategies include open communication, empowering children, and reporting bullying to trusted adults.
The document discusses bullying from multiple perspectives. It describes two cases of bullying where James is threatened by Leroy and Edgar is verbally abused by Thomas. It then defines bullying, discusses different types of bullying (physical, emotional, social, cyber), and characteristics of bullies and those who are bullied. It notes that witnesses who do nothing can encourage bullying. It provides advice such as not being a bystander, stepping in to help those being bullied, telling an adult, and reporting cyberbullying.
This document discusses different types of bullying including verbal, physical, psychological, and cyberbullying. It provides examples of each type and signs that someone may be a victim. The document then lists 10 ways for victims to face bullying, such as putting on a brave face, avoiding the bully when possible, reporting the bullying to authorities, improving self-esteem, and standing up for yourself without engaging in bullying behavior. The overall message is that bullying comes in many forms and has negative impacts, so it is important for victims to utilize strategies to stop the abuse and for communities to work towards preventing bullying.
Seminar on bullying for teachers by bien lugoBien Lugo
The document discusses bullying statistics and issues in schools. Some key points:
- Bullying affects millions of students every year, with many missing school due to fear of bullying. Cyberbullying is also increasing.
- Most students witness bullying, but teachers only intervene in a small percentage of cases. Bullying often goes unnoticed by adults.
- Bullying has serious negative impacts on both victims and bullies, including lower grades, depression, anxiety, and even suicide. It can continue into adulthood if left unaddressed.
- Schools need comprehensive anti-bullying programs and policies to protect students, including clear rules, adult supervision, and teaching students how to report issues safely.
Bullying undermines victims' physical and emotional well-being, and can teach them to react to conflict with violence. Bullying takes many forms, from physical attacks to social isolation and manipulation. To combat bullying, it is important to encourage open communication, help children understand what bullying is and how to respond safely, and ensure they know to report any incidents to a trusted adult for support. Bullying profoundly harms victims, so preventing and addressing it effectively is crucial to protecting children's welfare.
Bullying and Cyber Bullying – from the classroom to the chatroom
Bullying is a difficult problem that far too many kids, and their parents, face. This has been with us for a long time. Nearly every child knows someone, or knows of someone, who has been bullied. With advances in communications, technology, smartphones and digital cameras, the problem has grown to be 24x7, and follows kids home. With events like Facebook’s anti-bullying campaign and well-publicized teen suicides resulting from bullying on Ask.fm, this issue has been prominent in the mainstream media. Join us for this unique discussion as we look at the psychological and technological issues surrounding modern bullying.
Erikson, Horney, Jung Stages of Psychosocial Devt with exampleLouie Lumactud
Erik Erikson's stages of psychosocial development include trust vs mistrust in infancy, autonomy vs shame and doubt in early childhood, initiative vs guilt in preschool years, industry vs inferiority in school-aged children, identity vs role confusion in adolescence, intimacy vs isolation in young adulthood, generativity vs stagnation in middle adulthood, and ego integrity vs despair in late adulthood. Karen Horney proposed that neurotic needs like need for affection, approval, control, and perfection drive unhealthy personality patterns like moving toward, against, or away from people. Carl Jung described introverted personalities as more inwardly focused while extroverted personalities are more outwardly focused and energized by social interaction.
Bullying takes many forms, from physical and verbal abuse to psychological harm. It often occurs among children entering adolescence and has serious negative consequences for victims. Victims typically have low self-esteem and can experience depression, anxiety, poor school performance, and even suicidal thoughts. Bullies target those they see as different and exercise power over them. There are many factors that can lead someone to bully, such as lack of discipline at home, being a past victim of bullying, or experiencing domestic violence. When bullying happens, it is important for victims to tell parents and teachers so they can get help to stop the abuse.
Bullying takes many forms including physical, verbal, social, and cyber bullying. Bullies may act that way to gain power, because of their own experiences with rejection, or copying their parents' behaviors. Victims of bullying may show warning signs like not acting like themselves or having unexplained injuries. Both bullies and victims are at risk for problems like poor grades, depression, and substance abuse. Bystanders can also be negatively impacted by witnessing bullying. The document encourages students to avoid and report bullying, and to not bully back as it only makes the situation worse.
This document outlines a presentation on bullying that defines bullying, discusses its various forms and causes, the effects on victims, and how to deal with it. The objectives are for students to understand reasons for bullying, how to face it, learn about its forms, and define it. Bullying is defined as intentional harmful actions by one or more students against another, repeatedly, through words, physical contact, or gestures to isolate or refuse the victim. Forms include physical, verbal, emotional, social, property, ethnic, and internet bullying. Causes may include family circumstances, movies/games, and revenge. Effects on victims can include lost confidence, focus, and mental health issues. Ways to deal with bullying include not giving bull
This document outlines a presentation on bullying that defines bullying, discusses its various forms and causes, the effects on victims, and how to deal with it. The objectives are for students to understand reasons for bullying, how to face it, learn about its forms, and define it. Bullying is defined as intentional harmful actions by one or more students against another, repeatedly, through words, physical contact, or gestures to isolate or refuse the victim. Forms include physical, verbal, emotional, social, property, ethnic, and internet bullying. Causes may include family issues and exposure to violence. Effects on victims can include loss of self-confidence and focus, as well as potential mental health issues. Ways to deal with bullying include
The document discusses peer influence on children's development from a young age. It notes that peer groups play a big role in how children socialize and learn behaviors. Children begin interacting with peers as young as 6 months old. As they grow older, peer groups become more influential and help children develop social skills through cooperating with others and learning group norms. Peer groups can influence children's values and behaviors. The relationships and interactions children have with peers are important for their social-emotional development.
1. The document discusses healthy relationships and defines key aspects like rapport, respect, trust, common interests, commitment, and compromise that build strong relationships.
2. It describes different types of relationships like family, friendships, casual, and romantic relationships.
3. The document also discusses bullying, defining it as when someone is repeatedly picked on by someone more powerful. It outlines different types of bullying like physical, verbal, social/emotional, and cyberbullying.
1. The document discusses healthy relationships and defines key aspects like rapport, respect, trust, common interests, commitment, and compromise that build strong relationships.
2. It also outlines different types of relationships like family, friendships, casual, and romantic relationships.
3. Bullying is discussed where it is defined as being repeatedly picked on through physical, verbal, social/emotional, or cyber means by someone with more power. The effects of bullying on victims and tips to help stop bullying are provided.
Bullying is repeated harmful behavior intended to hurt someone physically or emotionally. It can take many forms, including hitting, teasing, social exclusion, and spreading rumors. While anyone can experience bullying, those who bully often do so to feel powerful or in control. The document defines different types of bullying such as physical, verbal, relational, sexual, and cyberbullying. It provides examples of each type and explains why anti-bullying efforts are needed, as bullying can have long-lasting negative impacts. Advice is given on how to deal with bullying by walking away, reporting it, talking to the bully, collecting evidence, being an ally, and surrounding oneself with supportive friends.
Bullying takes many forms, including physical and emotional harm. It is common for girls to experience emotional bullying through exclusion or gossip, while boys frequently use both emotional and physical bullying like pushing or giving nicknames. Bullying occurs in schools, workplaces, and online. It is an aggressive behavior that is intentional and occurs regularly between people with unequal power. Stopping bullying is important because it can make children afraid to go to school or not want to go. Children who bully often do so because they enjoy feeling powerful and may not consider how their actions affect others. Ways to stop bullying include intervening when seeing it happen, getting help from an adult, and not forwarding cyberbullying messages.
Bullying takes many forms, including physical and emotional harm. Boys are more likely to bully physically while girls tend to bully emotionally. Children who bully often come from homes with domestic violence and lack empathy. They seek power and control. Children who are bullied may be shy or different in appearance. Bullying has serious negative impacts and preventing it requires open communication, building self-esteem, monitoring children, and enforcing zero tolerance policies in schools. Both bullies and victims would benefit from counseling to develop empathy and healthy relationships.
Bullying takes many forms, including physical and emotional harm. Boys are more likely to bully physically while girls tend to bully emotionally. Children who bully often come from homes with domestic violence and lack empathy. They seek power and control. Children who are bullied may be shy or different in appearance. Both children who bully and are bullied are at risk for long term negative consequences. Schools and parents must work together to stop bullying through zero tolerance policies, counseling, and teaching empathy and conflict resolution skills.
Semelhante a Preventing Bullying Through Character Formation (20)
MOLDING MINDS, SHAPING HEARTS Role of Character Formation in School SuccessMann Rentoy
MOLDING MINDS, SHAPING HEARTS: The Crucial Role of Character Formation in School Success
by Emmanuel Mann Rentoy
Presented by FilPass and CATALYST PDS
Key Highlights:
Insights for Success: Learn why character formation is the linchpin of academic triumph and personal growth.
Teacher Training Revolution: Discover innovative strategies to empower your educators in fostering character development within the classroom.
Real-world Impact: Understand how schools can become incubators for future leaders, instilling values that extend far beyond textbooks.
Don't miss this opportunity to revolutionize your school's approach to education. Elevate your institution, empower your teachers, and shape a future generation of leaders through the power of character-driven teaching.
This document discusses the importance of character and professionalism in the workplace. It identifies several challenges to developing empathy like parental unavailability, gadget addiction, and narcissism. It also outlines tips for maintaining integrity like respecting others, effective communication, having a positive attitude, and being truthful. The document encourages developing good character through diligent work, focusing on self-improvement, and setting a good example for others.
CLASSROOM MANAGEMENT 100+ STRATEGIES by Emmanuel Mann Rentoy
Email us at catalystpds@gmail.com
www.characterconferences.com
View the Recorded Presentations here: https://www.youtube.com/@characterformation
https://www.youtube.com/c/TEACHERTRAINING
This document defines and provides examples of common Latin terms used in writing. It discusses terms such as:
- Sic - Used in brackets to indicate a direct quotation contains a spelling or grammatical error.
- Id est and i.e. - Mean "that is" and are used to provide an example or explanation of a statement.
- Deus ex machina - Refers to an artificial or improbable plot resolution, originally referring to ancient plays resolving plots via a machine lowering in God.
- Exempli gratia and e.g. - Mean "for the sake of example" and introduce examples that follow.
Session 2 of Mann Rentoy's live show from New York begins at 8PM Manila time. The document includes prayers, pronunciations of Latin letters and letter combinations, numbers in Latin, common Latin phrases, Latin declensions including the second declension of nouns and examples of Latin sentences. It concludes with the prayer Ave Maria.
The document summarizes Session 1 of a Latin course, covering 3 main lessons - pronunciation, vocabulary building, and Roman history. It provides an overview of Ecclesiastical pronunciation rules and examples. Vocabulary lists in Latin include numbers, verbs, nouns, and religious terms. Excerpts from the Latin Bible and information about Roman architecture, columns, games, and daily life are also presented. The course details include 20 live sessions, learning resources, tutorials, and an opportunity to connect with other Latin scholars internationally. Early enrollment discounts are provided.
The Bureau of Jail Management and Penology (BJMP) celebrated the Values Restoration
Week and Anniversary of the Chaplaincy Service Office on September 26-29, 2023. During
the week-long celebration, the Chaplaincy Service Office (CSO) conducted various talks
and seminars for the integration of values to the Jail Bureau. This was the talk for the 2nd day of the week-long celebration on September 27, 2023 at 800am via zoom platform.
The target theme for the 2nd day is “Buidling Values – Character Community.” The
participants were Officers of the Jail Bureau composed of Uniformed personnel.
RAISING MEN OF CHARACTER IN A WIRED WORLDMann Rentoy
This document discusses the challenges of raising children of character in today's wired world. It notes the insatiable craving for constant online connection and validation, and the "fast food" thinking this can promote. However, it also outlines some positive uses of technology and provides tips for parents on monitoring children's technology use, enforcing consequences, and leading by example in developing balance and wisdom around screens. The overall message is that conscious parenting and guidance are needed now more than ever to help children navigate the digital landscape.
This document provides information about classroom jobs and roles that students can take on in a classroom. It describes various jobs like banker, janitor, grader, messenger, police officer, video monitor, recycler, attendance monitor, clerk, and librarian. It assigns a monetary payment level to each job ranging from $475 to $1,000. It also discusses procedures for seat rentals, ways students can earn bonus money, and fines for misbehaviors. The overall purpose is to outline an elaborate system of classroom roles, payments, and incentives/penalties to engage students and manage classroom operations.
DEVELOPING GRIT, RESILIENCE & EMPATHY: 3 Essential Virtues for the Digital Generation
by Emmanuel Mann Rentoy
2022 International Champion for Character of Character.Org
Presented in Colombo, Sri Lanka on November 26, 2022
KIND AND CARING CLASSROOM
Presented by Emmanuel Mann Rentoy in Colombo, Sri Lanka on November 19, 2022
Educational and Social Initiatives
www.characterconferences.com
mannrentoy@gmail.com
PRESENTED BY Emmanuel Mann Rentoy in Colombo, Sri Lanka on November 19, 2022
Educational and Social Initiatives
mannrentoy@gmail.com
www.characterconferences.com
TEACHERS AS AGENTS OF CHARACTER FORMATION Mann Rentoy
The document welcomes attendees to an event starting at 9:30am. It then provides biographies of the speaker, Emmanuel Mann Rentoy, highlighting his educational background and experience founding schools and character education programs. The bulk of the document consists of the speaker's presentation, covering topics like the role of teachers in character formation, focusing on serving students through a sense of mission rather than just a job. It provides quotes on the importance and impact of teaching, and frames teaching as progressing through stages from fantasy to survival to mastery to impact. The presentation aims to inspire teachers and emphasize their role in shaping students' futures.
WOODROSE: My Role in Making Woodrose a School of Character.pptxMann Rentoy
This document discusses the Character Education Partnership's (CEP) National Schools of Character program, which offers Philippine K-12 schools a path to improvement through high-quality character education. The program helps schools: 1) bring stakeholders together around shared values and purpose, 2) undergo self-assessment to identify strengths and growth areas, and 3) receive feedback and suggestions to strengthen their character education initiatives. It outlines CEP's 11 Principles for effective character education and the scoring rubric used to evaluate schools' implementation of the principles.
JULY 19 Teaching Catholic Students Etiquette and Social RefinementsMann Rentoy
The document discusses etiquette and social refinements for Catholic students. It addresses proper behavior in church, including arriving on time, dressing appropriately, silencing phones, participating respectfully in prayers and songs, and leaving quietly. It emphasizes showing respect for others and the sacred space of the church. Good etiquette is presented as a way to foster kindness, charity and bring peace. Students are encouraged to fight self-centeredness and cultivate humility through their conduct and refinement.
WESTBRIDGE Seminar for Teachers: May 19 & 22Mann Rentoy
This document discusses the importance of character formation for students, especially in the digital age. It begins by noting that students are increasingly exposed to highly sexualized culture through various media. The document then outlines some principles for teaching character, including that every teacher is a character formator and that the best way to teach character is through personal example. It provides tips for building character in students, such as establishing classroom rules and expectations, insisting on respect, building community, and emphasizing volunteerism. The document argues that character formation must continue, even in online schooling. It closes by emphasizing the nobility of the teaching profession and calling teachers to model excellent character.
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
SELF MASTERY: How to Help Our Kids Keep It Together by Dr. Michele BorbaMann Rentoy
SELF MASTERY: How to Help Our Kids Keep It Together by Dr. Michele Borba
An International Conference organized by PAREF WOODROSE SCHOOL and CATALYST for Professional Development Services
JANUARY 29, 2022
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Beauty of Art as a Powerful Tool to Teach the Catholic FaithMann Rentoy
Presented by Emmanuel Rentoy
January 28, 2022
Series of Seminars for Teachers of Catholic Schools
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
6. The Essential 6
Rs of Bullying
Prevention
How to Create Safe, Caring, Moral Learning Climates
and Reduce Bullying on Our School Campuses
by Michele Borba, Ed. D.
7.
8. 1. Set clear rules.
2. Teach how to recognize bullying.
3. Teach how to report bullying.
4. Teach how to respond to bullying.
5. Teach how to refuse bullying.
6. Replace current beliefs or
behavior.
The Essential 6
Rs
10. “Any failure to treat bullying,
abuse and violence seriously,
because it occurs between
students, within schools, is a
violation of a child’s human
rights.”
18. Social banter
Hurtful teasing
Mean, subtle body language
Aggressive physical behaviors, e.g. pushing, shoving,
kicking
Malicious gossip, e.g. online bullying, chat rooms
Sexual, gender, racist, religious harassment
Social exclusion – in person, electronic
Mobbing
Hazing
Extortion/bribery
Phone, cyber abuse
Damage to property
Physical violence
Use of weapons
Criminal act
Murder
19.
20. “Any failure to treat bullying,
abuse and violence seriously,
because it occurs between
students, within schools, is a
violation of a child’s human
rights.”
21.
22. Here are a few facts
about bullying:
It involves psychological,
emotional, social or physical
abuse
23. Here are a few facts
about bullying:
The crucial feature is perception:
the target feels powerless.
24. Here are a few facts
about bullying:
The critical issue is the extent of
the damage done to the target.
25. Here are a few facts
about bullying:
About one in five students is
bullied regularly, and around
one in five bully regularly.
26. Here are a few facts
about bullying:
A bully may or may not intend to
hurt.
29. * name-calling
* harassing, yelling, insulting
or nagging
* verbal demands or threats
* making a noise as the target
walks past, and
* phone abuse, nasty notes,
Internet, email, SMS texting and
other electronic forms.
31. Types of bullying
Social. Spreading rumors,
intentionally leaving others
out of activities on purpose,
breaking up friendships are
all examples of social
bullying.
32. * pretending to be friendly to the target and
then sporadically turning against him
* as the target approaches, the group giving
him ‘the silent treatment’ and turning their
backs
* the bully saying something to the target and
walking off before he can reply
* pointing, staring, sniggering, laughing,
making faces, mimicking, or whispering with
others while looking at the target
33. · threatening poses, menacing gestures, ‘the
look’
· excluding the child from the peer group,
conversation, planned activities or games
· not sharing a seat while pretending to save it
for someone else.
34. · malicious gossip and rumours designed to make
other children denigrate the target, e.g. exposing his
secrets to others, and
· extortion and threats, e.g. ‘I won’t be your friend if
you don’t buy me a snack’, ‘You won’t come to my
party if you don’t give me your project to copy’.
35. Types of bullying
Physical. This traditional
form of bullying involves
hitting, punching, shoving
and other acts of intention
physical harm.
36. · pushing, shoving, kicking, pinching,
punching, bumping, knocking, hair-pulling,
physical restraint, tripping up, and the use
of weapons
· stealing books, lunch or other
possessions from a desk or locker
· throwing someone’s belongings around
the classroom
37. · interfering with or damaging a child’s clothes,
belongings in his desk, locker or elsewhere, e.g.
pushed over, broken or hidden
· taking away the chair as a child is about to sit on
it
· locking him in a room or cupboard, putting his
head in a toilet
· flicking water at the child from the tap, flicking
bits of paper or rubber bands, and
· sabotaging homework or computer studies.
38. Types of bullying
Cyberbullying. This
method of bullying involves
using the Internet, texting,
email and other digital
technologies to harm
others.
39. How to spot a bully
* Aims to dominate, command
and control others
* Has minimal empathy
* Bullies siblings and parents
* Has an inflated self-opinion
40. How to spot a bully
* Schoolwork and school
behavior deteriorate
* Associates with mean friends
he doesn’t invite home
* Denies responsibility for his
behavior and blames others
41. How to spot a bully
* May boast about his bullying
exploits
* ‘sucks up’ to teachers and
parents – is superficially nice
* Shows limited remorse
42. How to spot a bully
* is secretive about after-school
activities
* has unaccounted extra money
or gifts, e.g. from extortion or
stealing
* offers devious and dishonest
43. How to spot a bully
* resists compliance and
cooperation with parents and
teachers.
44. Bullying Behavior
to Watch Out For
bully’s eyes: cold and aggressive,
not kind and friendly
facial muscles: fixed and tense, not
relaxed
mouth: snarls or mean, not
pleasant
45. Bullying Behavior
to Watch Out For
body language: dominating and
threatening, not calm
voice and words: demeaning,
hurtful, aggressive, not friendly
manipulates target and cronies into
a state of regular fear
46. Bullying Behavior
to Watch Out For
blackmails target with words or
gestures, e.g. ‘Say nothing or else!’
plans his attack
uses aggression to release
negative feelings and resolve
conflict
47. Bullying Behavior
to Watch Out For
enjoys abusing his power to
dominate, manipulate and hurt,
and
reacts angrily if caught, not sad
about hurting someone.
48. Refer to the Handout
How to Spot a Bully
Bullying Behavior
Types of Bullies: Saltwater
Crocodiles; Fowls that Play Foul;
How to Spot a Target
How One Becomes a Target
50. PHYSICAL EFFECTS
* cuts, scratches, bruises or other wounds
* headaches, backaches, stomach aches
* bedwetting, soiling
* loss of hair, skin disorders
* sleep difficulties, nightmares
51. PHYSICAL EFFECTS
* menstruation difficulties
* loss of appetite or over-eating to
compensate
* pale, taut and tense appearance
* poor posture, stooped, and
stress hormones reduce the immune
system’s ability to combat viruses and
other infections, so children are more
53. INTELLECTUAL
EFFECTS
Attends class irregularly and misses out
on schoolwork.
Moves to a new school to avoid bullying
but takes time to settle in and adjust to a
new curriculum.
Unless very diligent or intelligent, his
emotions handicap his studies.
54. INTELLECTUAL
EFFECTS
Most children want to be like everybody
else.
They might do their work but keep a low
profile.
Targets don’t question, contribute or
complain to avoid attracting attention.
Their schoolwork suffers.
55. INTELLECTUAL
EFFECTS
The child with learning difficulties hides
his disabilities for fear of being called
‘stupid’, so is denied extra assistance.
Gifted, intelligent, sensitive children fear
exposing their knowledge. They dread
being ridiculed by jealous students.
56. INTELLECTUAL
EFFECTS
They don’t develop their potential; they
disguise their unique talents and restrict
their achievements. Everyone misses out.
Although cooperative learning in a group
is an excellent way to learn, some children
fear group work where they are expected
to do all the difficult work, and thus risk
criticism or mockery.
57. INTELLECTUAL
EFFECTS
Sensitive children fear all feedback, even
if it’s constructive. They sabotage their
learning by hiding their thoughts in order
to reduce further feedback.
Teachers assume that the bright, bored,
quiet or shy target is content. They under-
or overestimate the target’s abilities,
instead of providing extra help or
58. Social Effects
Bullying handicaps social skills, and
children with poor social skills are more
likely to be bullied.
The average child feels uncomfortable
around tense, uptight children and
rejects them; perhaps he doesn’t trust or
respect them.
59. Social Effects
Some targets remain padlocked to one
friend, whom they obey in order to
prolong the friendship. They are too
scared to express their opinions,
possibly lose this friend and be alone.
Some kids trail after a trendy group,
believing it’s better to be bullied by the
popular kids than to be associated with
nice ‘nerds’.
60. Social Effects
When targets inadvertently set
themselves up to be bullied repeatedly,
they get sucked into a destructive
downward spiral. As the bullying
escalates, the target becomes more
vulnerable and powerless, thus his peer
group rejects him.
61. Social Effects
Many targets socialise with children who
have poor social skills and who
congregate at the bottom of the social
ladder. Unlike most normal friendships,
where children support and protect one
another, these students can’t support
the target.
62. Social Effects
They are the last to be chosen to join a
group project, join a game, or share a
cabin at camp.
Their social life on the weekend or
holidays is poor. They are not invited to
parties or sleepovers.
Targets may feel safe at home or with
special friends, but fear bullying
elsewhere.
63. Social Effects
Some targets are scared of being hurt
again and stop socialising, becoming
shy dropouts or socially isolated.
Targets may have difficulty establishing
normal friendships because they forget
how to socialise.
Some targets are so traumatised that
they can’t establish friendships once the
bullying stops.
64. Self Esteem
Many children are teased because
something about them is different. If
they don’t accept this difference, their
sensitivity invites further teasing,
especially when peers harass and
exaggerate it. This lowers their self-
esteem.
65. Self Esteem
While their internal bully constantly
harasses and reminds them of their
personal inadequacies, the school bully
identifies their sensitive points and
targets them mercilessly.
66. Self Esteem
Children with poor self-esteem display a
sign saying, ‘I don’t like myself’. Other
children think, ‘If you don’t like yourself,
why should I like you? So I’ll treat you
as you treat yourself.’
67. Self Esteem
Targets blame themselves for not
blocking the bullying like other children
seem to. This reinforces their feeling of
being different, and their self-esteem
falls further.
They become extremely sensitive to
criticism and reject even constructive
feedback that would improve their social
survival skills.
68. Self Esteem
Their self-esteem deteriorates as they
become embarrassed, lose confidence
and give up. They find it hard to be open
and sharing or trust others.
They become self-centred, extremely
sensitive or critical of everything they
do.
They despise their personality, rejecting
themselves as well as others. They
become lonely.
69. Classroom Discipline that
Builds Empathy
C – Call attention to insensitive,
uncaring behavior
A – Ask: “How would you feel?”
R – Recognize the consequences of
the behavior
E – Express and explain your
disapproval of the insensitive action
70. Emotional/Psychological
Effects
The target moves into survival mode
when bullied or threatened. His body is
regulated by its ‘fight or flight’ instinct to
protect itself. Thus, other bodily
functions close down: he can’t breathe
deeply, his shallow breathing reduces
his oxygen intake, so he has insufficient
breath to neutralise stress hormones.
71. Emotional/Psychological
Effects
His painfully high level of fear and
anxiety sabotages a state of calm. He
can’t be relaxed or easy-going, which is
essential for socialising.
He can become very frustrated or angry
at being manipulated by the bully and
others (e.g. their school).
72. Emotional/Psychological
Effects
Some react and retaliate, exacerbating the
situation by becoming aggressive or
provocative.
Others bottle their tension up at school,
then release it at home by being rude,
hostile and angry.
He feels confused, stuck, powerless and
doesn’t know what to do, so he does
nothing..
73. Emotional/Psychological
Effects
He cannot express or release his pain and
discomfort. He speaks very quietly,
quickly and muffles his words. No-one can
validate his feelings.
His emotional burnout leads to denial and
disassociation.
Some internalise their anger and become
sad, miserable, mildly depressed and
teary.
74. Long-Term Psychological
Damage
1. School refusal and school phobia
2. Shyness and social phobia
3. Post-Traumatic Stress Disorder
4. Learned Helplessness
5. Depression, suicidal tendencies,
suicide and murder
75. “The first step in
teaching moral
intelligence is by being a
moral example”
-Michelle Borba
87. Poorly chosen words can stifle
enthusiasm, dampen spirits,
and be both offensive and
hurtful. In short, they can
poison the atmosphere.
- Prof. Erwin Hall
127. Research Showed:
1. Good schools ensure a clean and secure
physical environment.
2. Good schools promote and model
fairness, equity, caring and respect.
3. In good schools, students contribute in
meaningful ways.
4. Good schools promote a caring
community and positive social relationships.
147. 4 R’s of Moral Discipline
RESPOND calmly
and assess the
child’s intention
148. 4 R’s of Moral Discipline
REVIEW why the
behavior is
wrong
149. 4 R’s of Moral Discipline
REFLECT on the
behavior’s effect
150. 4 R’s of Moral Discipline
RIGHT The wrong
by encouraging
the child to make
a reparation
151. 4 R’s of Moral Discipline
RESPOND calmly and assess the
child’s intention
REVIEW why the behavior is wrong
REFLECT on the behavior’s effect
RIGHT The wrong by encouraging
the child to make a reparation