© Rik Ludlow 2010, licensed to Access Training. Slide no: 1 Bully Aware! This course is particularly suitable for new teaching assistants, welfare assistants.

© Rik Ludlow 2010, licensed to Access Training. Slide no: 1

Bully Aware! Bully Aware!

• This course is particularly suitable for new teaching assistants, welfare assistants and members of mid-day supervisory teams.

• • Participants will look at a definition of bullying and the effects it can have on the children involved. We will

look at both preventative and reactive interventions, including strategies for managing single incidents of bullying, developing behaviour plans for individuals and group strategies.

• • By the end of the session, participants will• • * be able to define the nature of bullying and a ‘no-blame’ approach• • * have an understanding of the bully as well as the victim• • * have a working knowledge of how to respond to different types of bullying, e.g. listening to all parties

involved, encouraging co-operative behaviour, withdrawing privileges, setting individual goals, using strategies consistently and setting up ‘special friend’ schemes

• • * have a working knowledge of electronic/cyber bullying, and an awareness of the latest DFCS

anti-bullying guidelines, and the relationship between equality legislation and some forms of bullying.

• • * Explore the links between the course materials, the Five Outcomes and safeguarding children• • * have a working knowledge of preventative interventions, e.g. whole school and family commitment and

involvement, awareness days/weeks, group activities, classroom approaches, boosting emotional intelligence and self-esteem, parental involvement

Course Introduction:


Bully Aware!Bully Aware!Bully Aware!Bully Aware!

Introductions....Introductions....Your trainerYour trainer

Do you know each other?Do you know each other?


Skills Active Skills Active Overview:Overview:

Access Training is accredited by SkillsActive and has signed up to its national Code of Practice

SkillsActive “quality assure” the training.

This training may be useful, or even count towards, other qualifications, such as NVQs.


Bullying Awareness: Bullying Awareness: What we are discussing What we are discussing

today:today:• The national picture

• What we can do as the Mid-Day Team

• What is “bullying”? What effects it can have on children and adults? On Bully, and on Victim

• The value of the “No Blame” and other approaches

• How can we reduce/prevent /react to bullying

• How might we react to single incidents

• How bullying is a “whole school issue”


• The Five Outcomes: – be healthy– stay safe– enjoy and achieve– make a positive contribution– achieve economic well-being.

• Safeguarding Children• The National Anti-Bullying Charter & National

Guidance

How does this course supportHow does this course supportThe National PictureThe National Picture


Definitions of BullyingDefinitions of Bullying• being called names – face to face or behind one’s back• being teased• being pushed or pulled about• being hit or attacked• having your bag & other possessions taken & thrown

around • having rumours spread about you• being ignored and left out• being forced to hand over money or possessions• being attacked because of your religion, colour, culture• being ridiculed• Sexual bullying• Cyber bullying by email, text, chat room, “Facebook” &

similar


Definitions of BullyingDefinitions of Bullying“Bullying is the intentional, unprovoked abuse of

power by one or more children to inflict pain or cause distress to another child on repeated occasions. It is particularly likely to occur in social groups with clear power relationships and low supervision. It occurs to some extent in all schools and often without apparent provocation.”

Salmon et al. (2000) Bullying a Review. Clinical Child Psychology and Psychiatry 5:4


Definitions of BullyingDefinitions of Bullying“Bullying is when someone uses their

power to hurt or scare others. It can be done by an individual or a group. It can be carried out physically, emotionally or verbally. People bully because they feel bad about themselves or to gain popularity or sometimes for pleasure”

Elmsleigh School, Derbyshire


Anti-Bullying “Stop-StartAnti-Bullying “Stop-Start””“Several Times On Purpose STOPStart Telling And Report Trouble START

• Support for the individual– Playground Pals, individual support & programs

• Support for groups:– SEAL (Social & Emotional Aspects of Learning)– Nurture Groups– Playground Pals (Yr 2) / Friendship Stop– Circle time– November “Anti-Bullying Week”– Half-term topics (feeling, relationships, self-awareness)

• Support for Staff:– Training

• Environment & Organisational Changes:– e.g. Play Training, lunchtime activities, “Healthy Schools”– “Time Out Zone”. Derbyshire ABC Anti-Bullying accreditation


National GuidanceNational Guidance

• Bullying related to race, religion and culture (2006)

• Safe to Learn: Embedding anti-bullying work in schools (Sept 2007)

• Let’s fight it together (April 2008)• Preventing and responding to sexist,

sexual and transphobic bullying (10 Dec 2009)


National Support Organisations National Support Organisations and resourcesand resources

• Teachernet• Parentline Plus• Bullying UK• Kidscape• Childnet International / Kidsmart• Beat Bullying


Bullying – possible Bullying – possible signssigns

• withdrawn and isolated in playgroundwithdrawn and isolated in playground• tearful and clingytearful and clingy• continually complaining of feeling unwellcontinually complaining of feeling unwell• looking miserable or worriedlooking miserable or worried• not wanting to stay in schoolnot wanting to stay in school• doing poorly in their schoolworkdoing poorly in their schoolwork• continually ‘losing’ thingscontinually ‘losing’ things


Parents may report:Parents may report:• complaints of feeling ill complaints of feeling ill

– eg tummy upsets & headacheeg tummy upsets & headache• nightmaresnightmares• tearful/ withdrawn at hometearful/ withdrawn at home• loss of appetiteloss of appetite• more aggressive behaviour towards more aggressive behaviour towards

siblings/other childrensiblings/other children• bed-wettingbed-wetting• temper tantrumstemper tantrums• uncharacteristic disobedienceuncharacteristic disobedience


Bullies: What are we dealing with?Bullies: What are we dealing with?

Adult or Child? At school or “outside”?Adult or Child? At school or “outside”?

TemporaryTemporary IndividualIndividual

ChronicChronic GroupGroup

Face to faceFace to face Distance/ElectronicDistance/Electronic

Repeated Bullying? Or “nil action intimidation”?Repeated Bullying? Or “nil action intimidation”?What changes are needed? What changes are needed? Bully/Victim/School?Bully/Victim/School?


Bullies: Temporary or chronic?Bullies: Temporary or chronic?

Temporary: a traumatic event such as:Temporary: a traumatic event such as:– divorce,divorce,– the birth of a new sibling, the birth of a new sibling, – a death,a death,

frustration e.g. their ‘best’ friend has frustration e.g. their ‘best’ friend has started playing with another childstarted playing with another child

– boredom.boredom.


Bullies: Temporary or chronic? Bullies: Temporary or chronic? Chronic because they:Chronic because they:

• like the feeling of powerlike the feeling of power• are encouraged to by parents and/or wider networkare encouraged to by parents and/or wider network• feel insecure, inadequate, humiliatedfeel insecure, inadequate, humiliated• have been abused in some wayhave been abused in some way• are scapegoats or bullied at homeare scapegoats or bullied at home• are under pressure to succeed/perform wellare under pressure to succeed/perform well• are emotionally immature/don’t understand how are emotionally immature/don’t understand how

others feelothers feel• have poor self-esteem/low sense of accomplishmenthave poor self-esteem/low sense of accomplishment• don’t have other ways to be populardon’t have other ways to be popular• have poor assertiveness skillshave poor assertiveness skills


Long-term effects of bullying:Long-term effects of bullying:

Victim:Victim:– depressiondepression– suicidal thoughts (see press cuttings)suicidal thoughts (see press cuttings)– loss of confidenceloss of confidence

• Unwillingness to try new thingsUnwillingness to try new things• Loss of learning potentialLoss of learning potential• Increased stress/reduced immune systemIncreased stress/reduced immune system• Elective mute / compensating behavioursElective mute / compensating behaviours

– social isolationsocial isolation


Can “one size fit all”?Can “one size fit all”?

• Variety of bullies• Variety of approaches• If one approach does not work, try

another


Long-term effects of bullyingLong-term effects of bullying

Bully:Bully:• having a criminal recordhaving a criminal record• abusing partners and childrenabusing partners and children• having children who are bullieshaving children who are bullies


Schools without an effective Schools without an effective strategy:strategy:

Schools that gain a reputation for bullying Schools that gain a reputation for bullying may suffer:may suffer:

• Reduced regard in communityReduced regard in community• Reduced educational standardsReduced educational standards• Reduced quality of behavioursReduced quality of behaviours• Reduced job satisfactionReduced job satisfaction• Reduced staff retentionReduced staff retention• Potential for media adverse publicity• Potential for increased vandalism & arson


What can schools do about What can schools do about bullying?bullying?

• Victims need to be supported, and feel that action has been taken– Why are some children “targeted” more than

others?

• Bullies need to be stopped:– achieve success to make them feel good about

themselves– Alternative ways of feeling secure / in control /

successful

• Parents have needs– Information, involvement, ideas, support


What can schools do about What can schools do about bullying?bullying?

• anti-bullying policy – everyone has a role• encourage children to talk about bullying assemblies • children’s ideas/solutions• help bullies become part of the group• set up programmes and goals for individual children• discuss/rehearse ways of expressing emotions more

constructively• build self-esteem through achievement• teach assertiveness/problem-solving skills• encourage bully and families to change behaviour

– through insight re: effects of and reasons for bullying, – through new skills e.g. anger-management, positive praise


Decide upon appropriate Decide upon appropriate actionaction

For example:• obtain apologies from bully/ies to victim• impose sanctions upon bully• insist on return of stolen items• discuss with bully and victim together how they might

resolve the problems• discuss with the bullies the consequences of their actions

in some detail, encourage responsibility for actions• provide a safe haven in playtimes• create a buddy system matching older/more confident

children to bullied children• provide a named support teacher


Changing BehavioursChanging Behaviours

• Consider: We need to change behaviours.– Stick?– Carrot?

Which works best for us? For children?Which is more likely to work without

alienating the child?


The No-Blame Approach:The No-Blame Approach:• The Five Outcomes:

– be healthy– stay safe– enjoy and achieve– make a positive contribution– achieve economic well-being.

• ActivityActivity


Playgrounds – what else to doPlaygrounds – what else to do

• Keep your eyes openKeep your eyes open• Look out for sad, upset childrenLook out for sad, upset children• Use your personal knowledge of childrenUse your personal knowledge of children• Watch out for groups of children huddled Watch out for groups of children huddled

togethertogether• Listen to each child directly involved Listen to each child directly involved

individuallyindividually• Use time-out as temporary way of Use time-out as temporary way of

calming children down – ask them to calming children down – ask them to seek you out seek you out onlyonly when they feel calm when they feel calm


Reducing the RisksReducing the Risks

• Good training/education Good training/education – children, parents and staffchildren, parents and staff– Assemblies, PSHE, Nurture Groups, TopicsAssemblies, PSHE, Nurture Groups, Topics– Emotional Literacy lessons, friendship circlesEmotional Literacy lessons, friendship circles

• Observational skillsObservational skills• Lots of activitiesLots of activities • Consistent approaches to behaviours and

bullying: A “whole school approach”• Meeting “Special Educational Needs”• Environment


Preventing Bullying in the Preventing Bullying in the PlaygroundPlayground

• Stagger the times children play if possibleStagger the times children play if possible• Have playground rules – make sure they are Have playground rules – make sure they are

alive!!alive!!• Make sure playground supervisors understand Make sure playground supervisors understand

that they have a role in monitoring children’s that they have a role in monitoring children’s behaviour/let children know you’re watching behaviour/let children know you’re watching themthem

• Deal with bullying and intimidation assertively Deal with bullying and intimidation assertively and immediately (sorting it out is the and immediately (sorting it out is the responsibility of the playground supervisors)responsibility of the playground supervisors)

• Make sure the playground supervisors have clear Make sure the playground supervisors have clear procedures to followprocedures to follow

• Shadow children and break up groupsShadow children and break up groups


• The Five Outcomes: – be healthy– stay safe– enjoy and achieve– make a positive contribution– achieve economic well-being.

• Safeguarding Children• The National Anti-Bullying Charter

How did this course supportHow did this course supportThe National PictureThe National Picture


Headings for Action PlanHeadings for Action Plan

• Name of school Date

• Priorities for change

• What might you want to experiment with in order to improve effectiveness?

• Agreement about any common approaches you are ready to adopt

• Agreements re:– commitments to any further explorations/piloting of change

– identify any support you need

• How will you track your progress and share experience?

• Date of review


Questions & Further Questions & Further HelpHelp

• Access Training: www.trainyourschool.co.uk– 229 Scraptoft Lane, Leicester LE5 2HT– 0116 241 5801

• Tear-off slip at bottom of evaluation form• Resources: Handouts- & ideas for further

reading


Further Reading (Books ):Further Reading (Books ):• Solutions to Bullying, Sue Young, published

2002, NASEN (tel no 01827 311500), ISBN 1 901 485 358

• DfES: "Bullying - Don't Suffer in Silence", ISBN 0 11 270879X (tel 01902 267000 about £15)

• Bullying – A Practical Guide to Coping for Schools – Elliott (Longman Pubs, ISBN 0582 08024X )

• Crying for Help – Robinson & Maines – Lucky Duck Publishing ISBN 1 873 942 869, tel. 0117 9732881

• Bully in Sight – Tim Field- ISBN 0952912104


Further Reading (Websites):Further Reading (Websites):• Teachernet has a large section on bullying, aimed at teachers and TA staff, but equally useful for all

mid-day staff: http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/• Parentline Plus: Section on bullying: http://www.besomeonetotell.org.uk/index.php?id=94• This site has several very useful “Be Someone to Tell” series of booklets free for downloading. These

are posted on Rik’s trainer website• Bullying UK also has a huge range of resources, mostly free on internet.• Http://www.bullying.co.uk/• Kidscape is an anti-bullying resource and helpline for parents • Ask delegates – Does the school have a list of resources to help parents of children who are bullied?• http://www.kidscape.org.uk/• A useful link for parents of teenagers, with a significant section on bullying, is:• http://www.gotateenager.org.uk • Childnet International aims to keep children safe with modern technology• http://www.kidsmart.org.uk/• Beat Bullying is a “trendy” anti-bullying website which might appeal most to older primary/secondary

children• http://www.bbclic.com/


Conclusion

• ACTION to improve our management of bullying incidents, and reduce their frequency

• Evaluation Sheets• Certificates• Notes, Bibliography, Web Site• Action Plans


Bullying Awareness Bullying Awareness What we discussed What we discussed

today:today:• The national picture

• What we can do as the Mid-Day Team

• What is “bullying”? What effects it can have on children and adults? On Bully, and on Victim

• The value of the “No Blame” and other approaches

• How can we reduce/prevent /react to bullying

• How might we react to single incidents

• How bullying is a “whole school issue”


© Rik Ludlow 2010, licensed to Access Training. Slide no: 1 Bully Aware! This course is particularly suitable for new teaching assistants, welfare assistants.

Documents

bullying awareness

sexual bullying cyber

forms of bullying

definition of bullying

definitions of bullying

nature of bullying

access training

single incidents of