Bullying

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(Amber) we have until the last week for this right? I'm sorry my links are all listed funny, whenever I posted on this silly thing it moves everything around. =( I just have the preventive section to go.======

Kit is writing this. Here is what I've come up with so far for the bullying handout, any suggestions will be taken into account before the printing tomorrow. What else would you guys like me to bring?
Creating a Bully Free Classroom Guide


 * 1) Have a class discussion about bullying. What are different types of bullying? Ask “What kind of classroom do you want to have? What can everyone do to make this happen?
 * 2) Have students set their own rules so they learn to manage their own behaviors.
 * 3) Write the rules on a poster headed “Our Class Rules” and have everyone sign their name.
 * 4) Post the rules in your classroom where everyone can see them.
 * 5) Make a poster announcing “This is a Bully Free Classroom” and display it in the hall outside the classroom.
 * 6) Have students visit other classrooms and encourage them to become bully free. They can also meet with the principal and ask him or her to announce that your whole school is committed to being bully free.

An example of a classroom bullying free poster


 * 1) Bullying is not allowed in our classroom.
 * 2) We don't tease, call names, or put people down.
 * 3) We don't hit, shove, kick, or punch.
 * 4) If we see someone being bullied, we speak up and stop it (if we can) or go for help right away.
 * 5) When we do things as a group, we make sure that everyone is included and no one is left out.
 * 6) We make new students feel welcome.
 * 7) We listen to each others opinions.
 * 8) We treat each other with kindness and respect.
 * 9) We respect each others property and the school's too.
 * 10) We look for the good in others and value differences.

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Here are the additional links (resources) for part of my section. I thought you might want to see what I have... [] (lesson plan) [|http://www.oregoned.org/site/apps/nlnet/content.aspx?c=9dKKKYMDH&b=1217275&ct=7061473](lesson based on disability based bullying)[| http://www.oregoned.org/site/apps/nlnet/content.aspx?c=9dKKKYMDH&b=1217275&ct=7061473][] (lesson based on faith-based bullying) [|http://www.bullying.org/htm/main.cfm?content=1084][] [|http://www.pta.org/bullying.asp?gclid=CLCSpb-v2qECFQ1ZbAodCnQ0vg]Amber 5/22======

= Kit-Making the Classroom Bully Free =

**Amber- Survey/ Additional Resources (websites, local agencies, etc.)/ Preventing (just thoughts but I do have the survey done)**

 * Title Of Workshop:** Bullying: Preventives, Changing Behavior, and More!

Amber: Survey your classroom, additional resources, and preventives Carolynn: Zoryn: Kit: Making the Classroom Bully Free Icebreaker: (How about a skit?) Sections (thats for each of us)- some activities perhaps one for each section? (break between section 1 and section 2) Closing statement Resources: (resources you used plus additional by amber?)**
 * Workshop Sections:**
 * Introduction: (Should we simply state what bullying is and the biggest misconceptions?)

-I just had another idea--- we don't even have to actually conduct the survey, just create it and say that it would be valuable for the presentation. I'm working on a survey now. (see link) Click here to take survey Amber Great idea about asking students. Maybe one of us our solo job for the project can create a survey from survey monkey, and then combine the results from the four of us. What do you think? I'd do it if you all agree. Secondly, I'm open to searching resources. In my opinion everyone can sight their sources and in addition one person can research websites and local programs for assistance. I'm open to suggestions...these are merely ideas! Amber media type="file" key="Bullying.wmv" width="300" height="300"NEW NOTE: I spoke with my CT and she says that she would like to see students speaking about personal experiences, or quotes from students about bullying experiences. She thinks this is very beneficial to have in a workshop.

Proposed Outline for Bullying Workshop: (I think we should make some important sections. Each section will have take home information. The workshop can be exactly that, discussing what is in the packets. Perhaps we could actually do some of the activities we find, but since this is imaginationland workshop, I think that organized information and resources will be great.)

What is bullying? What kinds of bullying are there? The bully The victim The bystander Preventing bullying Classroom ideas/surveys Resources used

Kit is writing this...

I talked to Zoryn and we agreed that we'd do 1 section each making a total of 4 sections. My section will be "Making the classroom bully free" which I will be teaching over the next couple of weeks with two sections of seventh grade health students I student teach for. I will contribute quotes from students about bullying as well as survey info.

Here is Kit again...

I will do my part, but probably won't get to it until later in the week. This format does not work for me and I can't tell who wrote what and when. Please email me if you need anything from me. marckit@yahoo.com

Carolynne- I am including a definition of bullying and myths about bullying...

What Is Bullying?
Bullying is aggressive behavior that is intentional (not accidental or done in fun) and that involves an imbalance of power or strength. Often, bullying is repeated over time. Bullying can take many forms, such as: hitting or punching, teasing or name-calling, intimidation through gestures, social exclusion, and sending insulting messages or pictures by mobile phone or using the Internet (also known as [|cyberbullying] ).

How Common Is it?
Bullying is more common than many adults realize. Most studies show that between 15-25% of American students are bullied with some frequency (i.e., "sometimes" or more often).

Why Is Bullying Sometimes Hard for Adults to Detect?
Unfortunately, although bullying can be very harmful to children, adults are often unaware of bullying problems. Often, bullying takes place in areas of schools, homes, or communities that are not well supervised by adults. Even if bullying happens near adults, sometimes we miss it because bullying can be subtle or hard to detect (e.g., social exclusion, note-passing, threatening looks). Adults also are often unaware of bullying because many children and youth don't report it. They may fear retaliation by children doing the bullying. They also may fear that adults won't take their concerns seriously or will act inappropriate to deal with the bullying.

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1. Bullying is the same thing as conflict.
Wrong. **Bullying** is aggressive behavior that involves an imbalance of power or strength. Often, bullying is repeated over time. What does work? Research suggests that the best way to deal with bullying is through comprehensive programs that focus on changing the climate of a school and the social norms of the group.
 * Conflict** involves antagonism among two or more people. Whereas any two people can have conflicts (or a disagreement or a fight), bullying only occurs where there is a power imbalance—where one child has a hard time defending himself or herself. Why is the difference between bullying and conflict important? Conflict resolution or mediation strategies are sometimes misused to solve bullying problems. These strategies can send the message that both children are “partly right and partly wrong,” or that, “We need to work out the conflict between you.” These messages are not appropriate messages in cases of bullying (or in any situation where someone is being victimized). The appropriate message to the child who is bullied should be, “Bullying is wrong and no one deserves to be bullied. We are going to do everything we can to stop it.”

2. Most bullying is physical (involves hitting, shoving, kicking).
Physical bullying may be what first comes to mind when adults think about bullying. However, the most common form of bullying—both for boys and girls—is verbal bullying (e.g., name-calling, rumor spreading). It is also common for youth to bully each other through social isolation (e.g., shunning or leaving a child out on purpose).

3. Bullying isn’t serious. It’s just a matter of “kids being kids.”
Bullying can be extremely serious. Bullying can affect the mental well being, academic work, and physical health of children who are targeted. Children who are bullied are more likely than other children to have lower self-esteem; and higher rates of depression, loneliness, anxiety, and suicidal thoughts. They also are more likely to want to avoid attending school and have higher school absenteeism rates. Recent research on the health related effects of bullying indicates that victims of frequent bullying are more likely to experience headaches, sleeping problems, and stomach ailments. Some emotional scars can be long-lasting. Research suggests that adults who were bullied as children are more likely than their non-bullied peers to be depressed and have low self-esteem as adults. Children who bully are more likely than other children to be engaged in other antisocial, violent, or troubling behaviors. Bullying can negatively affect children who observe bullying going on around them–even if they aren't targeted themselves.

4. Bullying doesn’t happen at my child’s school.
Bullying is more common at some schools than others, however it can happen anywhere children and youth gather. Studies show that between 15- 25% of U.S. students are bullied with some frequency ("sometimes or more often") while 15- 20% admit that they bully others with some frequency within a school term. The best way to find out about bullying at your child’s school is to ask children and youth, themselves. One good way to do this is by administering an anonymous survey about where bullying occurs, when it occurs, and how often it occurs.

5. Bullying is mostly a problem in urban schools.
Bullying occurs in rural, suburban, and urban communities, and among children of every income level, race, and geographic region.

6. Bullying is more likely to happen on the bus than at school.
Although bullying does happen on the bus, most surveys indicate that bullying is more likely to occur on school grounds. Common locations for bullying include playgrounds, the classroom, the cafeteria, bathrooms, and hallways. A student survey can help determine where the hotspots are in any particular school.

7. Children and youth who are bullied will almost always tell an adult.
Adults are often unaware of bullying—in part because many children and youth don't report it. Most studies find that only 25%-50% of bullied children talk to an adult about the bullying. Boys and older children are less likely than girls and younger children to tell adults about bullying. Why are children reluctant to report bullying? They may fear retaliation by children doing the bullying. They also may fear that adults won't take their concerns seriously or will deal inappropriately with the bullying situation.

8. Children and youth who bully are mostly loners with few social skills.
Children who bully usually do not lack friends. In fact, some research finds that they have larger friendship networks than other children. Importantly, they usually have at least a small group of friends who support and encourage their bullying behavior. Bullies also generally have more leadership skills than victims of bullying or children not involved in bullying.

9. Bullied kids need to learn how to deal with bullying on their own.
Some children have the confidence and skills to stop bullying when it happens, but many do not. Moreover, children shouldn’t be expected to deal with bullying on their own. Bullying is a form of victimization or peer abuse. Just as society does not expect victims of other types of abuse (e.g., child maltreatment or domestic abuse) to “deal with it on their own”, we should not expect this from victims of bullying. Adults have critical roles to play in helping to stop bullying, as do other children who witness or observe bullying.

10. Most children and youth who observe bullying don’t want to get involved.
The good news is that most children and youth think that bullying is “not cool” and feel that they should do something if they see it happen. In a recent study of tweens, (Brown, Birch, & Kancherla, 2005), 56% said that they usually either say or do something to try to stop bullying that they observe or tell someone who could help. These children and youth play a critical role in helping stop bullying in schools and communities. []

Carolynne:


 * Tips for the Bystander : Strategies for Kids Who Witness Bullying**

1. Stop! You’re Bullying! Most bullies will stop bullying within 10 seconds when someone tells them to stop.
===· Witnesses to bullying can make a difference by saying, “What you’re doing is bullying and it isn’t fair!” or “If you don’t stop I am going to report you!” === ===· It is important, however, that the witness keeps his/her own safety in mind too. If the student feels unsafe approaching the bully, find a friend or two to confront the bully with. === ===· Be assertive but not aggressive when confronting a bully. If the student acts aggressively, it may make matters worse. ===

2. Support the Victim
If the witness feels uncomfortable saying something to the bully, then they may choose to focus on supporting the victim instead.
 * Having good friends can help protect children from being bullied at school.
 * A witness could say something like “Come and play basketball with us over there” to the child who is being bullied. This may help to get the victim out of the immediate bullying situation, and help them make friends.
 * Encourage witnesses to comfort the child who was victimized and make it known that the bullying was not fair or deserved.

3. Reduce Attention to the Bully
Research shows that bullies need an audience, and that passively watching, which may seem harmless, actually encourages the bullying to continue. If the witness feels uncomfortable intervening in a bullying episode, then they can help by just walking away.
 * Research conducted within school playgrounds has shown that bullying episodes tend to last longer when there are more students watching.
 * Tell children that they can be part of the solution by walking away and refusing to give bullies the audience they desire.

4. Report the Bully
Tell witnesses that they should report any bullying they see to a responsible adult such as a teacher, principal, playground supervisor, or bus driver. Bullying is a relationship problem in which one person, who has more power than another person, is using their power aggressively to cause distress.

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 * Because the victim lacks power, it is often necessary to involve someone with greater power (e.g., an adult) to help balance the power and stop the bullying.
 * If children don’t feel comfortable speaking directly with an adult, then they can try writing a letter. If kids don’t want the principal or teacher to know who wrote the letter, they don’t have to sign their name. Just letting someone know what’s going on can make a big difference.