Bullying Growing Strong Families Impact Team In-Service April 7, 2010 Debbie Richardson, Ph.D., Parenting Asst. Extension Specialist Human Development.

Bullying

Growing Strong Families Impact Team In-Service

April 7, 2010

Debbie Richardson, Ph.D., Parenting Asst. Extension Specialist

Human Development & Family Science, Oklahoma State University

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In-Service ObjectivesEducators will learn: To identify the meaning and types of bullying

and the extent of the problem To recognize the 3 main roles students may

have with respect to bullying and the signs and consequences associated with each role

To understand evidence-based prevention and intervention strategies to reduce bullying and victimization

Key messages and appropriate resources to inform students, schools, parents, and the community regarding bullying prevention

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Stand up If…

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What is Bullying?

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Bullying DefinedAny intentional, repeated, hurtful acts, words, or behavior committed by one or more children against another.

(U.S. Dept. of Education)

A conscious, willful, and deliberate hostile activity intended to harm, induce fear through the threat of further aggression, and create terror.

(Coloroso, 2008)

A form of emotional or physical abuse with 3 characteristics:

Deliberate - intention is to hurt someoneRepeated - often targets same victim again and againPower Imbalanced - chooses victims perceived as

vulnerable  (www.eyesonbullying.org)

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Bullying: Abuse of Power

Children who bully abuse their power to hurt others,

deliberately and repeatedly

www.eyesonbullying.org

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Teasing Occasional peer conflict

Often unintentional

Kids who tease are willing to work together to resolve the conflict

Usually playful and friendly

Kids involved usually of the same social status

No imbalance of power

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Teasing or

Bullying?

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Forms of BullyingOccurs in many forms, with varying severity:

Physical - poking, pushing, tripping, hitting, punching, kicking, beating up, assaulting with a weapon, taking or destroying property, etc.

Verbal - yelling, teasing, name-calling, insulting, threaten to harm, etc.

Emotional (indirect or relational) - gestures, ignoring, excluding, spreading rumors, telling lies, getting others to hurt someone, harm to another’s group acceptance, humiliation, coercion, etc.

Sexual – unwanted sexual comments and behaviors, sexual assault, dating violence, etc.

Cyberbullying

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Why Stop Bullying? Interferes with learning

in school and may lead to increased absenteeism and dropout rates

Students feel less safe and less satisfied in school

Bullying children may become bullying adults and are more likely to become abusive of their partners and children

The longer bullying lasts, the harder to change

Bullies identified by age 8 are 6 times more likely to have a criminal conviction by age 24

May be linked to other delinquent, criminal and gang activities, such as shoplifting, drug abuse, and vandalism

Bullying targets grow socially insecure and anxious with decreased self-esteem and increased depression rates, even into adulthood

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Bullying

The U.S. and Oklahoma

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Bullying in the U.S.

Nearly 1/3 of students surveyed reported experiencing moderate or frequent bullying, either as a bully (13%), a victim (11%), or both (6%).

More than 16% had been bullied at least occasionally during the current school year; 8% reported bullying or being bullied at least once a week.

Frequency of bullying was higher among 6th-8th graders than among 9th-10th grade students.

(JAMA, 2001; U.S. Dept. of Education, 2008)

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Bullying in the U.S.

55% of 8-11 year olds and 68% of 12-15 year olds identified bullying and teasing as a

“big problem”– more than drugs or alcohol, sex, violence,

discrimination, or other problems

(Kaiser Family Foundation, 2001)

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Oklahoma Bullying Study 2005 OK State Dept. of Health study of students’ bullying

perceptions 16% (85 of 540) school districts in 45 counties

participated 7,848 students in 3rd, 5th, & 7th grades completed survey

Findings:

33% reported occasional, often, or daily involvement in bullying

12% as bully, 14% as victim, 7% both as bully & victim

14% physically bullied by being pushed, hit, or had things taken away often or daily

23% socially bullied by name-calling, hurtful teasing, purposely left out of group often or daily

8% of 5th & 7th graders sexually bullied frequently or daily by words, touches, or gestures

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Oklahoma Bullying StudyGrade & Location

Students reported bullying was a weekly or daily occurrence at school: 54% overall 69% of 7th graders 54% of 5th graders 40% of 3rd graders

Most frequent places: 70% playground 42% bus 36% halls 28% bathrooms 23% classrooms 23% cafeteria

1 in 5 students worried often or daily about being bullied

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OK School Bullying Prevention Act

Passed & enacted in 2002 To provide a comprehensive approach for the public schools

to create an environment free of unnecessary disruption which is conducive to the learning process

Requires each district school board to adopt a policy: methods of control and discipline of students define standards of conduct specifically prohibit harassment, intimidation, and bullying by

students at school address prevention and education about such behavior make an effort to involve teachers, parents, and students

Safe school committees shall study and make recommendations

Use research-based program listed by State Dept. of Ed

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OK School Bullying Prevention Act

Defines school harassment, intimidation, and bullying:

Any gesture, written, or verbal expression, electronic communication, or physical act that a

reasonable person should know will harm another student, damage another student’s property,

place another student in reasonable fear of harm to the student’s person or damage to the

student’s property, or insult or demean any student or group of students in such a way as to disrupt or interfere with a school’s educational

mission or the education of any student.

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Statewide School Safety Hotline

OK State Dept. of Education

Anonymous reporting of suspicious or potentially dangerous activity in OK

schools

1-877-SAFE-CALL, ext. OK-1(1-877-723-3225, ext. 651)

www.okssafecall.com

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Other Oklahoma Policy Efforts

OSDH Injury Prevention Service Injury Free Oklahoma 2010: Strategic Plan for Injury

and Violence Prevention Goals and objectives to provide training, build capacity

and partner with organizations on healthy relationships, dating and sexual violence prevention, and bullying prevention in schools

A bill to develop a model dating violence policy to assist school districts for dating violence reporting and response was introduced in 2009, however it became dormant.

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The Bullies, the Bullied, and the

BystandersAll Have a Role

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Bullies Quiz

*******What are some other myths about bullying?

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Multiple Players

The Bully

The Bullied

The Bystanders

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The Bullies Select and systematically train their

victims to comply to their demands

Seek active encouragement, passive acceptance, or silence from bystanders

Can be stopped when victims and bystanders learn and apply new ways to stand up against bullying.

Can learn how to make friends and get what they want by helping, rather than hurting, others

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Group Effect Sometimes children bully in groups

Children may join in because they look up to the bully and want to impress him or her, or because they are afraid and do not want to be attacked themselves

In one study, 18% of the children said they would join in if their friends were bullying someone.Atlas, R., & Pepler, D. (1998). Observations of bullying in the classroom. Journal of Educational Research, 92, 1–86.

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The Bullied Girls and boys of all ages, sizes, and backgrounds

Some children are more likely than others to be victimized because they appear small, weak, insecure, sensitive, or “different” from their peers. 

Reward the bully by yielding control and showing signs of intimidation

Often fail to gain support from bystanders and avoid reporting the bullying

Can learn to defeat the bully by responding assertively, rallying support from bystanders, or reporting the bullying to adults

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The Bystanders Play an important, pivotal role in promoting or

preventing bullying - rarely completely neutral

Depending on how bystanders respond, they can either contribute to the problem or the solution.

Without realizing it, they may exacerbate a situation by providing an audience, maintaining silence, actively encouraging, or joining in

Can neutralize or stop bullying by aiding the victim, drawing support from other bystanders, or obtaining help from adults

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BystandersHurtful Bystanders Helpful Bystanders

Instigate by prodding the bully to begin

Encourage by laughing, cheering, or making comments that further stimulate the bully

Join in once bullying has begun

Passively accept by watching and doing nothing - provide the audience a bully craves and silent acceptance that allows continuation of hurtful behavior

Have power to play a key role in preventing or stopping bullying

Directly intervene by discouraging the bully, defending the victim, or redirecting the situation away from bullying

Get help by rallying support from peers to stand up against bullying or by reporting the bullying to adults

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Bullying Development

Preschool years often rely on direct verbal bullying and physical power to

control material objects or territory May lack skills to interact in more socially appropriate

ways Elementary school years

more likely to use threats and physical force combined with direct verbal bullying to make victims do things against their will

Some children begin to use indirect bullying to exclude peers from their social circle

Middle & high school years Rely on direct verbal bullying (i.e., name-calling and

making threatening remarks) as well as physical bullying

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Gender & Bullying

Both boys and girls engage in physical bullying

Bullying is more prevalent in boys than girls, yet this difference decreases when considering indirect aggression

Girls are more likely to participate in indirect, relational bullying, such as rumor-spreading and social exclusion

While boys tend to rely on bullying to enhance their physical dominance, girls tend to use it to enhance their social status

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Complex Interplay

Multiple factors contribute to a selection of a bullying victim including:

The bully’s motivation

The victim’s characteristics

Specific circumstances of the situation

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Children Who BullyCharacteristics Myths

Impulsive, hot-headed, easily frustrated

Lack empathy Attribute hostility to

others Difficulty following rules Defiant toward authority View violence in a

positive way Boys tend to be

physically stronger than other children

Need to be center of attention

Need for power & dominance

Socially isolated, loners Easily make friends Usually have at least a

small group of friends who support & encourage

Have low self-esteem Most have average or

above-average self-esteem

Difficulty accepting criticism

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Types of Bullies Aggressive – most common type

Have an aggressive personality and are motivated by power and the desire to dominate others

Confident, popular Passive

Tend to be more insecure and less popular Difficulties concentrating and managing violent outbursts Rather than initiating, tend to hang back until bullying is

underway, then become enthusiastic participants Quick to align and be loyal to more powerful aggressive bullies

Bully-victims – small % Possess some of the same characteristics as provocative victims Easily aroused & sometimes provoke others weaker than they

are Generally unpopular with peers

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Family Risk Factors

Lack of warmth and involvement on the part of parents

Overly permissive parenting (including a lack of limits or consequences for children's behavior)

Lack of supervision by parents

Harsh, physical discipline

Model bullying or abuse at home

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Peer Risk Factors

Children and youth who bully are more likely to have friends who bully

and have positive attitudes toward violence

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School Risk Factors

The school environment plays a major role in determining the extent

that bullying problems will manifest in the classroom or school

Faculty attitudes

Faculty behaviors

School routines

(Olweus, Limber, Mihalic, 1999)

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Reasons for Bullying Learned at home

Regain some of the control they have lost at home

Negative concepts and expectations

Cover up insecurity – attack before being attacked

Need to control and exert power over others

To gain attention and be popular

Put on tough exterior to deal with problems or emotions

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Warning Signs of Bullying Unexplained damage or

loss of clothing & other personal items

Evidence of physical abuse, such as bruises and scratches

Afraid of going to school, walking to and from school, riding the school bus

Loss of or changes in friends

Reluctance to participate in activities with peers

Loss of interest in activities

Frightened to say what’s wrong

Unusually sad, moody, anxious, lonely, or depressed

Problems with eating, sleeping, bed-wetting

Headaches, stomachaches, or other physical complaints

Need for extra lunch money

Decline in school achievement

Becomes aggressive toward others

Thoughts of suicide

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The BulliedCharacteristics

Insecure; low self-confidence

Anxious Fearfulness Submissiveness Depression or sad

appearance Limited sense of humor Below-average size,

strength, or coordination Disabilities Cries easily Feelings of helplessness

Self-blame for problems Control perceived as

external vs. internal Social withdrawal &

isolation Poor social skills Low popularity Trouble making friends;

few or no friends High dependence on

adults Poor ability to defend self;

gives up when bullied

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Types of Bullied Victims

Passive – most common inadvertently reward the bully by crying, giving

over their possessions, avoiding or running away in fear

Provocative negative responses from others by behaving in

socially inappropriate ways (e.g., annoys) may trigger conflict or ridicule and then overreact

with anger and exasperation May display characteristics of pure bullies as well

as passive victims

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2 Kinds of Distress

Immediate physical and physiological distress that results from the actual bullying incident

Anticipatory fear that often occurs from the spoken or

implied threat of future attacks

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Impacts of Bullying on Children

Chronic victimization is associated with:

Lowered academic performance

Increased health problems headaches abdominal pain poor appetite skin problems tension bedwetting sleeping difficulty tiredness

Increased adjustment difficulties

anxiety depression suicidal ideation

Problems can continue into adulthood

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Effects on The Bully Each time bullies hurt other children, they

become more removed emotionally from the suffering of their victims

Learn to justify their actions by believing their victims deserve to be bullied

Learn the way to get what they want from others is through force

Often fail to develop social skills of sharing, reciprocating, empathizing, and negotiating that form basis for lasting friendships

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Bullying and other Violent or Anti-Social BehaviorsChildren who

frequently bully their peers are more likely than others to:

Into adulthood, children who have bullied often show higher rates of:

Get into frequent fights Vandalize or steal property Drink alcohol Smoke Be truant from school Drop out of school Carry weapons to school

(Olweus, 1993; http://stopbullyingnow.hrsa.gov)

AggressionAntisocial behaviorCarry weaponsConvictions for crimeDifficulty controlling emotions

Traffic violations Convictions for drunk driving

DepressionSuicides

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Severe Consequences Some children may withdraw, while others may get

angry and seek revenge

60% of pre-teens characterized as bullies in grades 6-9 had at least one criminal conviction by age 24 (4 x as likely as non-bullying peers)

71% of school shooters (1974-2000) felt bullied, threatened, attacked or persecuted

20% of student perpetrators in school-related homicide incidents were victims of bullying

Vossekuil B., Fein, R., Reddy, M., Borum, R., & Modzeleski, W. (2002). The final report and findings of the Safe School Initiative: Implications for the prevention of school attacks in the United States. Washington, DC: U.S. Department of education, Office of Elementary and Secondary Education, Safe and Drug-Free School Program and U.S. Secret Service, National Threat Assessment Center.

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Intervening & Reporting

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Culture of

Silence

Many children who are bullied

never tell anyone

Most bullying is not reported because children . . . Don’t recognize it as bullying Are embarrassed Don’t want to appear weak Believe they deserve it Want to belong Fear retaliation Don’t know how to talk about it Don’t have a trusted adult to confide in Think adults won’t understand Think nothing can be done about it  www.eyesonbullying.org

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Why don’t Bystanders Intervene? 

Think “It’s none of my business” Fear getting hurt or becoming another victim Feel powerless to stop the bully Don’t like the victim or believe the victim

“deserves” it Don’t want to draw attention to themselves Fear retribution Think telling adults won’t help or may make

things worse Don’t know what to do

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Oklahoma Bullying StudyReporting Bullying

When witnessed bullying: 34% helped the student

being bullied 22% told an adult at school 9% told a parent

When bullied: 48% told an adult at school 41% told a parent 7th graders reported to a

parent/adult less frequently than 3rd or 5th graders

Nearly 2/3 of students who were frequently bullied and ½ of students not bullied indicated they would feel safer at school if there was better adult supervision.

Frequently bullied children wanted teachers to take action making rules, enforcing them, and teaching lessons about how to get along better.

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Bystander ConsequencesBystanders who don’t intervene or don’t report bullying often suffer negative consequences such as:

Pressure to participate in the bullying Anxiety about speaking to anyone about the

bullying Powerlessness to stop bullying Vulnerability to becoming victimized Fear of associating with the victim, the bully, or

the bully’s pals  Guilt for not having defended the victim

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Parent & Teacher Awareness

Parents and teachers are rarely aware of the extent and impact of bullying

at school

Don’t assume the problem will go away

on its own

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Bullying Prevention

PUT DOWNS

INSULTS

BULLYING

TRASH TALKTHREATS

PUSHING

FIGHTING

SEXUAL HARASSMENT

STEALING

DRINKING & DRUGS

WEAPONS

VANDALISM

HATE CRIMES

GANGS

HOSTAGES

RAPE

MURDER

SUICIDE

To Reduce & Prevent Violence

BEGIN HERE

VIOLENCE CONTINUUM

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Stop Bullying Now Video - Educators

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Bullying Prevention in SchoolsBest Practices

1. Focus on the school’s social environment (climate)

2. Assess extent of bullying at the school

3. Obtain parent & staff support for bullying prevention

4. Form a group to coordinate school’s bullying prevention activities

5. Train all school staff in bullying prevention

6. Establish and enforce school rules and policies

7. Increase adult supervision in bullying hot spots

8. Intervene consistently and appropriately in bullying situations

9. Focus some class time on bullying prevention

10.Continue efforts over time

www.stopbullyingnow.hrsa.gov

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4 Simple Rules

1. We will not bully others.

2. We will try to help students who are bullied.

3. We will include students who are easily left out.

4. When we know somebody is being bullied, we will tell an adult at school and an adult at home.

(Olweus Bullying Prevention Program)

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Not Effective with Bullying

Conflict Resolution

Peer Mediation

Bullying is a form of victimization, not typical conflict

These assume negotiation by students that have equal power and are seeking resolution

Bullies have unequal power & do not seek resolution Can re-victimize targets Adult intervention is crucial

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Not Effective with Bullying

Zero Tolerance Policies

Simple, Short-term Solutions

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Bully-Free Environment Create an inclusive environment

All children and adults feel safe and included Encourage appreciation of diversity and differences

Clear bully prevention policies & procedures Rules, responsibilities, code of conduct, appropriate

consequences Involve children to ensure understanding & commitment Address all involved - bullies, victims, and bystanders,

adults Communicate key concepts to everyone

Post rules in public places and common areas Regularly review/discuss rules and consequences Incorporate in the common language Encourage adults/children to talk about bullying

issues/concerns

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Bully-Free Environment

Supervise children responsibly Adequate supervision Prepared to act to stop bullying and ensure children’s

safety Respond promptly, consistently, and appropriately Attention to situations where children may be at highest

risk

Encourage children and staff to speak out as soon as they witness or experience bullying Assure reporting is not tattling & won’t get in trouble for

telling Opportunities for children to speak privately with staff

www.eyesonbullying.org

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Bullying Prevention & Intervention

Bullying is primarily learned and can also be “unlearned”, or conditions can be changed so it is not learned in the first place

Most effective when applied early with young children - usually much more difficult to change in later years

Beginning in the preschool years, social skills that form an important foundation include:

Solving social problems Sharing voluntarily Interacting assertively Showing empathy toward others

www.eyesonbullying.org

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Prevention Intervene when children are young Teach bullying prevention strategies to all children

Don’t assume only “challenging” children become bullies or that only “weak” children become victims

Most children are likely to be victimized at some point All children can benefit from learning to distinguish

between acceptable and unacceptable behaviors, how to stand up for themselves, and others, and when to turn to an adult for help

Take bullying seriously Careful attention to warning signs and to children most

at risk Make sure children know that bullying will not be

tolerated and that adults will work with them to make bullying stop

www.eyesonbullying.org

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Prevention Encourage empathy

Children who can empathize and understand that bullying hurts are less likely to bully and more likely to help children who are bullied

Teach by example Be an effective role model - Children learn how to behave by

watching and emulating the adults in their lives Consider how the adults solve problems, discipline, control anger

and disappointment, and stand up for self and others without fighting

If children observe adults acting aggressively, they are more likely to show aggression toward others

Help children critically evaluate media violence Understand that media portrayals of violence are unrealistic and

inappropriate Intervene when children imitate media violence in their play or

in their social interactions

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Prevention Provide opportunities for children to learn

and practice the qualities and skills that can protect them from bullying Children who are confident are less likely to tolerate

bullying and more likely to have the courage and inner-strength to respond effectively.

Children who are assertive know how to react to a bully in effective, non-aggressive ways, and they are less likely to be targeted by bullies in the first place

Children who know how to make and keep friends can rely on them for protection from bullying.

Children who know how to solve problems constructively avoid responding aggressively to conflict. 

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Prevention Encourage children to talk about & report

bullying Listen carefully, and be patient: Talking about it can be

difficult; children may feel embarrassed or afraid to share concerns

Develop strong connections with the children Less likely to bully if children know it will displease an

adult whom they respect and trust More likely to confide in an adult with whom child has a

caring and trusting relationship Reexamine your own beliefs about bulling

Misconceptions may prevent you (or another adult) from “seeing” a potential bullying incident or intervening as quickly as you should

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Intervention in a Bullying Incident Intervene immediately

Doing nothing sends the message that bullying is acceptable

If ignored or minimized, victims will not believe that adults understand or care, or that they can help

If adults don’t intervene, children won’t either

Intervene even if you’re not sure it’s bullying Observe children’s actions, words, body language,

facial expressions Even if it’s not, aggressive behaviors need to be

stopped

Stop the bullying behaviors Stand between/near the victim and bully, separate

them if necessary For young children, consider removing to a “time-out”

area or room

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Intervention Respond firmly but appropriately

Remain calm, but convey seriousness Announce the bullying must stop Describe the behavior you observed and why it is

unacceptable

Get help if needed If the bully is using physical force, or there is more than one

bully, find another adult to help keep children safe and protect yourself

Do not respond aggressively Using aggressive behavior sends the wrong message May prompt bully or bystander to escalate behavior

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Intervention Avoid lecturing the bully in front of his or her peers Goal is to end the behavior, not humiliate or shame the bully Often provides attention that the bully finds rewarding

Don’t impose immediate consequences Allow time to consider the incident and clarify information, then

decide the best course of action

Don’t ask children to “work things out” for themselves Bullying is different from an argument or conflict; it involves a

power imbalance that requires adult intervention

Give praise and appreciation to helpful bystanders 

Remain until it is certain the behavior has stopped

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Follow-Up After a Bullying Incident

Follow up with each “player” separately Rely on relationships and connections with the children Talk openly and productively about the incident, its effects

& consequences Bullies

Must understand bullying is not acceptable and will not be tolerated

Impose immediate consequences appropriate for the offense and developmental level, and that are consistent with policies

It is important for children who bully to take responsibility: understand what they did, why their behavior is wrong, how it affects their victims, how it affects others around them, and “make amends”

Help the bully apologize or make amends by doing something positive for the target

Consider supervised activities that both the bully and the target can learn to interact in more positive ways (if safe)

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Follow-Up The Bullied

Must know adults care and support them Listen carefully to their description of what happened and

offer sympathy and support Help them develop strategies for addressing future

problems Let them know they do not deserve to be bullied and they

are not alone - adults and peers can help

Bystanders Must understand the effects of their actions or non-actions Explain that they have the power to cool down the

situation by asking the bully to stop, helping the victim walk away, getting support from other bystanders, asking an adult for help, and/or reporting the bullying incident

Talk about what they did or did not do to help

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Talking with Children & Youth

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What to TellChildren who Bully

Stop the bullying immediately. Bullying behaviors will not be tolerated. Bullying hurts your victim and you. Bullying sets a bad example for other children. Bullying may cause you to lose friends. Every child deserves to be treated with respect. There are other ways to solve conflicts. Ask adults for help if you feel angry or upset, or

don’t know how to stop bullying.

www.eyesonbullying.org

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What to Tellthe Bullied

You are not responsible for a bully’s behavior.  It’s not your fault.

Don’t respond to bullies by giving in, getting upset, or fighting back as this will encourage them.  Stay calm and be assertive. 

Sometimes the best response is no response. Just walk away. 

Get help from a trusted adult.  Adults can help you figure out new ways to respond the next time a bully bothers you. 

Providing specific options for responding and an action plan will help them feel less anxious and fearful, and more confident to take action to stop the bullying.

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Potential targets can reduce their risk of being bullied by learning how to: 

Exhibit self-confidence

Avoid the bully’s tactics

Respond with assertiveness

Obtain support from others

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What to TellBystanders

Your involvement makes a difference.  Don’t just stand by & watch.

Stand up for the person being bullied.  If you feel safe, tell the bully to stop. Use phrases such as “Stop teasing!”, “Don’t fight!”,  “Leave him alone!”, “It’s not funny!”

Don’t join in, laugh or participate in teasing, harassing, fighting. This encourages the bully to continue and can worsen the situation.

Help the victim walk away. They may be too afraid to leave on their own, but will do so with the help of a friend.

Encourage other bystanders to help & not join in the bullying.

Get help from a trusted adult.  Report the bullying.

Tell the victim you feel bad about what happened. Encourage them to talk to an adult and offer to go with them.

Include the victim in activities.  Be a good friend.

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Bystanders Rules

Do not laugh

Turn

Walk away

Go get help

Speak up when you can safely do so

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Preparing Children to Become Helpful Bystanders

Discuss different ways bystanders can make a difference

Let them know that adults will support them if and when they step forward

Provide examples of how helpful bystanders have shown courage and made a difference in real-life situations and in their own experiences

More than 1/2 the time, bullying stops within 10 seconds of a bystander stepping in to help.Craig, W. M. & Pepler, D. (1997). Observations of bullying and victimization in the school yard. Canadian Journal of School Psychology, 13(2), 41–60.

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What to Tell ALL Children Bullying is not acceptable and will not be tolerated.

If a bully bothers you, it’s O.K. to stand up for yourself, walk away, or ask a friend or adult for help.

Responding to bullying by fighting back doesn’t usually work and may make matters worse. Violence encourages more violence and fails to solve problems.

It is important to report bullying when you see it and when you hear about it. Telling is not the same as tattling.

Help a targeted child.

Working together with adults and peers, there are specific things you can do to prevent and stop bullying.

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Telling vs. Tattling

Telling Reporting if someone is doing something

harmful or on purpose When you are someone else needs help, or

when you are scared

Tattling (Snitching, etc.) Trying to get someone in trouble Trying to get attention for yourself

(Frosch, Sprung, & Mullin-Rindler, 1998)

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Stop Bullying Now Video –

Youth Programs

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Parents

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Parent Tips Learn & look for

symptoms Ask questions that

facilitate responses Be approachable Listen and understand;

stay calm and patient Be supportive Don’t…

Blame say to ignore it suggest fighting

back

Teach how to be assertive & avoid bullying situations

Encourage speaking out Advocate for the child Work to increase school

safety Communicate with child

about taking actions Watch for signs of stress

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Bullying Scenarios

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Curricula & Resource Materials

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Stop Bullying Now

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Other ReferencesOklahoma State Department of Health (2009). Injury free

Oklahoma 2010: Strategic plan for injury and violence prevention.

Centers for Disease Control and Prevention (2010). Understanding School Violence fact sheet http://www.cdc.gov/violenceprevention/pdf/SchoolViolence_FactSheet-a.pdf

“Bullying Behavior Among US Youth: Prevalence and Association with Psychological Judgment” Journal of American Medical Association, 2001

Oklahoma State Department of Health (2008). Injury Update: Bullying perceptions of third, fifth and seventh grade students in Oklahoma public schools, 2005.

U.S. Dept. of Education. Indicators of school crime and safety: 2008. (NCES 2009-022)