Escolar Documentos
Profissional Documentos
Cultura Documentos
Thursday, September 27
Bullying . . .
A student is being bullied when he or she is exposed repeatedly and over time, to negative actions on the part of one or more students.
Discuss:
What are some examples of power or strength imbalances that children might experience?
In Summary...
Intentional harm-doing Repeated over time
Direct Bullying
Physical Verbal
Hitting, kicking, shoving, spitting
Taunting, teasing, racial slurs, verbal sexual harassment Threatening, obscene gestures
Non-verbal
Indirect Bullying
Physical
Getting another person to assault someone Spreading rumors Deliberate exclusion from a group or activity Using technology
Rough Play
Usually friends; often repeated (same players) Balance of power
Real Fighting
Often not friends, but sometimes they are; typically not repeated Power relatively equal
Bullying
Typically not friends; generally repeated Unequal power
No intent to harm Intentional harm- Intentional harmdoing doing Affect is friendly; Affect negative; Affect negative; positive, mutual aggressive, tense, aggressive & hostile affect differs for target and aggressor
9%
85%
Assistant
Defender
Reinforcer
Outsider
Bystander
Role Play
Think of some times in your life when you played these different roles in the bullying process. If time, share these with the person sitting next to you.
Assistant
Defender
Reinforcer
Outsider
Bystander
Targets of Bullying
True or False?
The vast majority of children who are bullied tell a teacher or other member of the school staff.
Lasting Effects
Lower self-esteem
Higher rates of depression
Bullying Behavior
Often becomes a behavior pattern
Parents modeling bullying behaviours Minimal or no limits regarding aggressive behavior Harsh discipline/physical punishment with emotional outbursts Inconsistent discipline.
Effects on Bystanders
Feel afraid Feel powerless to change things
Feel guilty
Feel diminished empathy for Targets
Reach out in friendship - Teach how to support in the target - Encourage inclusion - Recognize those who reach out
What can you do if you realize that your child is a provocative target?
Enforce consequences if they broke a rule or for the bullying behavior they did. Teach them problem solving skills. Help them get insight into their role in the situation.
If the bullying occurs at school or on the bus Contact the childs Teacher/ VP for Student Welfare/School Counsellor immediately and share your concerns - we can only act on what we know Give the school time to investigate fully and act accordingly Trust the school to deal with the situation Tell us again if things are not resolved.
Spend more time with your child and keep close track of his/her activities. Build on your childs talents by encouraging them to get involved in positive activities
Share your concerns with school personnel and work together to send a clear message. Seek professional assistance, if necessary
Parent Resources
Information and a card game that they can print out to help them talk to their children about bullying. http://mentalhealth.samhsa.gov/15plus/a boutbullying.asp
Parent Resources
http://www.stopbullying.gov/ http://www.stopbullying.gov/kids/ http://www.mentalhealthamerica.net/go/bullying http://www.pta.org/What_You_Should_Know.pdf http://www.pta.org/What_You_Can_Do.pdf http://www.pta.org/How_To_Make_Sure.pdf http://mentalhealth.samhsa.gov/15plus/aboutbullying.asp http://education.qld.gov.au/studentservices/behaviour/qsaa v/docs/toolkit-parents.pdf http://www.violencepreventionworks.org/public/bullying_tip s_for_parents.page
Questions?