Recommandé
Contenu connexe
Tendances
Tendances (20)
Similaire à Bullying among the gifted
Similaire à Bullying among the gifted (20)
Bullying among the gifted
- 1. DETECTING AND DETERRING BULLYING AMONG STUDENTS WHO ARE GIFTED Jesse Lunsford November 2015
- 2. Objectives: • Identify students who are gifted • Effects of bullying on students who are gifted • Myths of bullying among students who are gifted • Solutions
- 3. Defining giftedness While many states have differing definitions of what it means to be gifted, the federal definition is often adopted. [S]tudents, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.(U.S.D.O.E. Title IX (20 U.S.C. 7801 et seq.) Additionally, many states are expanding their definitions to include high achievement, giftedness in performing and visual arts, leadership ability, and motivation.
- 4. Who makes up this category? Across the country, the statistics show a close but higher number of females identified as gifted. Students that are gifted may be of any race or ethnicity however when broken down into those categories there is a much more significant discrepancy than by gender, as noted below: • Asian/Pacific Islander 13.1 % • White 8 % • American Indian/Alaska Native 5.2 % • Hispanic 4.2 % • Black 3.6 % When identifying students that are gifted, it is necessary to remember that they may be twice exceptional meaning they have an unrelated disability that can cause complications in defining their educational needs.
- 5. Defining bullying According to StopBullying.gov, a federal government website managed by the U.S. Department of Health and Human Services, bullying is defined as: “…unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems.” The behavior is also aggressive, repeated, and involves an imbalance of power between those involved.
- 6. Myths regarding students who are gifted • They can deal with it on their own. • He can’t be gifted if he is making bad grades. • All gifted students are happy. • They are not gifted if they have a disability.
- 7. Myths regarding students who are gifted (cont.) • They make everyone else smarter. • Their families always value their giftedness. • Their talents guarantee their success in life so they should be happy. • They want to be socially isolated.
- 8. Should we worry? The good news: • Bullying is reportedly on the decline. • Awareness is on the rise. The bad news: • Bullying still exists and doesn’t stop at the end of the school day. • Suicides related to bullying occur among students of all ages.
- 9. Effects of bullying on students who are gifted “All children are affected by bullying, but gifted children differ from other children in significant ways” – Jean Sunde, Professor of Educational Studies, Purdue’s College of Education Certain tendencies and characteristics of gifted students lead them to deal with bullying in specific ways as the source of the bullying was likely related to their intelligence or gifts.
- 10. Signs of bullying A student who is gifted and being bullied may: • Exhibit less interest in school • Hide their giftedness • Attempt to solve the issue themselves
- 11. Signs of bullying (cont.) Students who are gifted may : • Be increasingly perfectionistic • Try to determine the cause • Internalize the issue
- 12. Sings of bullying (cont.) Unfortunately, students who are gifted may also: • Lash out violently • Become the bully • Resort to suicide
- 13. What can be done Create a safe place: • Be vigilant when watching areas such as classrooms, lunchrooms, hallways, bus lines. • Train teachers, administrators, bus drivers, and all other staff to spot bullying.
- 14. What can be done (cont.) Become a “trusted adult” • Respond immediately • Inform the child of your actions • Follow through with your promise
- 15. What can be done (cont.) Know your responsibility: • Federal law • State laws • District policy (Zero Tolerance?)
- 16. What can be done (cont.) Involve parents and students school wide. • Parent Teacher Association meetings • Informational Bullying Presentations • School safety Committees
- 17. References • Price, P. (2015). Gifted, Bullied, Resilient: A Brief Guide for Smart Families. Olympia, WA: GHF Press • Turnbull, Ann P., (2015) Exceptional Lives: special education in today’s schools. • Title IX - General Provisions. (n.d.). Retrieved November 29, 2015, from http://www2.ed.gov/policy/elsec/leg/esea02/pg107.html • Jason, P. (2015, November 23). Fort Collins mourns deaths of two PSD students. The Coloradan. • Myths about Gifted Students. (n.d.). Retrieved November 29, 2015, from http://www.nagc.org/resources-publications/resources/myths-about- gifted-students • Study: Gifted children especially vulnerable to effects of bullying. (n.d.). Retrieved November 29, 2015, from http://www.purdue.edu/uns/html4ever/2006/060406.Peterson.bullies.h tml
Notes de l'éditeur
- This template can be used as a starter file for presenting training materials in a group setting. Sections Sections can help to organize your slides or facilitate collaboration between multiple authors. On the Home tab under Slides, click Section, and then click Add Section. Notes Use the Notes pane for delivery notes or to provide additional details for the audience. You can see these notes in Presenter View during your presentation. Keep in mind the font size (important for accessibility, visibility, videotaping, and online production) Coordinated colors Pay particular attention to the graphs, charts, and text boxes. Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale. Graphics, tables, and graphs Keep it simple: If possible, use consistent, non-distracting styles and colors. Label all graphs and tables.
- Give a brief overview of the presentation. Describe the major focus of the presentation and why it is important. Introduce each of the major topics. To provide a road map for the audience, you can repeat this Overview slide throughout the presentation, highlighting the particular topic you will discuss next.
- Second box is from textbook – needs citation. USDOE definition http://www2.ed.gov/policy/elsec/leg/esea02/pg107.html Textbook p 343 for last part
- Percentages from the text book page 343 Notes: Twice exceptional students are referenced in purchased book.
- Define bullying and cyberbullying Mention that there are school rules and state laws that differ
- Myth 1 – “They can deal with it on their own.” While it is common for students who are gifted to be more mature and converse equal to those on a much higher grade level that is not indicative of their ability to deal with social challenges. Students who are gifted need to be given strategies to deal with bullying and social situations just as would be delivered to any of their same-aged peers. Intellectually advanced does not mean socially advanced. Myth 2 – “He can’t be gifted if he is making bad grades.” Students who are gifted may intentionally or unintentionally underperform in contrast to their potential. They may attempt to play down their ability or may truly be struggling. A student gifted on one area may struggle greatly in another area. Myth 3 – “All gifted students are happy.” It is true that some students who are gifted are very happy and well adjusted as witnessed in many anecdotal cases in all of our schools. However, students who are gifted belong to a mixed group and as such they represent a smaller sample of all students. Not all students are happy and well adjusted and neither are those within this smaller group. Myth 4 – “They are not gifted if they have a disability.” We know from the limited amount of information on twice exceptional students that this is simply not true. Students who are gifted mayalso have physical , intellectual, and emotional disabilities. This presents additioanl difficulties for educators but does not eliminate them from being labeled as gifted.
- Myth 1 – “They make everyone smarter.” Students who are still learning who they are often do not want to stand out. Other students often grow to resent students who are gifted for the same reasons that teachers end up calling on them in class. These same students may be used unfairly as role models for other students when they have no distinct social advantage. Myth 2 – “Their families always value their giftedness.” Many students who are gifted come from gifted parents and those parents may value their gifts and talents. However there is no absolute link between gifted, or even involved, parents and students who are gifted. They can, and do, come from all social, racial, and economic backgrounds. Myth 3 – “Their talents guarantee their success in life so they should be happy.” Despite being accelerated or exceptional in one or mare aspects of intelligence or knowledge, there is no sure way tpo predict success and they are still required to put in time to study and learn skills like every other student. Myth 4 – “They want to be socially isolated.” This is patently false and is based on stereotypes that are unfair to the students. One of the categories of giftedness concernsleadership ability which inherently involves interactions with other students.
- Indicators of School Crime and Safety: 2013 http://www.bjs.gov/content/pub/pdf/iscs13.pdf The good news: According to the report on School Crime and Safety: 2013 conducted by the Bureau of Justice Statistics, incidences of bullying have decreased from 32% in 2007 to 28% in 2011. Through government and school initiatives, parents, students, and educators have an increasing pool of resources to draw from for materials and strategies related to bullying prevention. (mentioned now and cited at end of presentation) National Bullying Prevention Center http://www.pacer.org/bullying/ Stop Bullying website http://www.StopBullying.gov Violence Prevention Works http://www.violencepreventionworks.org/public/bullying.page Teachers First http://www.teachersfirst.com/spectopics/bullyingandcyberbullyingprevention.cfm The bad news: Bullying in the past was both physical and verbal but usually ended when the school day ended. Students now are spending increasing amounts of time online. This is being used by bullies to harass students long after they leave school grounds. While there are numerous instances of student suicides being associated with bullying that can be cited, there were two in my neighboring school district that occurred during the time I prepared this presentation. These two unrelated suicides involved students that were 11 years old. One male and one female. At least one of the parents are looking to bullying as a possible contributing factor. This is not representative of every case but any students this young that possibly resort to suicide as a result of bullying are too many. News article in the Coloradan: http://www.coloradoan.com/story/news/2015/11/23/deaths-two-11-year-olds-shake-fort-collins/76178140/
- Students who are gifted vary inside their group just as any students do however they can develop a negative attitude about their own intelligence since it can be the source of the bully’s taunts. Students who are gifted often have much more intense reactions when it comes to social situations but can still show some of the normal warning signs such as a change in behavior, sleeping or eating habits, withdrawal from normal activities, and unexplained injuries.
- Exhibit less interest in school – while there is variation from week to week even in the interest level of students, especially among the gifted, a marked decrease in school related activities or studies can be indicative of something more serious Hide their giftedness – this can seem odd to those not directly involved with students who are gifted but is actually a logical reaction to bullying when they are being targeted because of their intelligence, children often feel that if they can blend in the bully will simply lose interest and move on to another student who stands out more, long term this can lead to a decline in true performance for the student Attempt to solve the issue themselves – solving their own problems is what we want for all students. This is not the case when a student has not been given the tools to deal with a situation yet this is what many gifted students will do as feel as if they should be able to solve any problem on their own.
- Be increasingly perfectionistic – gifted students often tend to be perfectionists which when kept within reasonable limits can be a good thing. When they are the target of a bully this behavior can increase to an unhealthy level and they may view nothing they do as good enough Try to determine the cause – students who are gifted often feel that they should be able to solve any problem therefore feel analyzing the problem should reveal the answer. If they can not determine why they are the target of the bullying, they can see it as their fault. Internalize the issue – students who are gifted often experience strong reactions to aggression and become increasingly self critical. Their self imposed expectations cause them to be harder on themselves for what they view as their own failure.
- Students who are gifted are often experience emotions at a much greater intensity than their same-aged peers. This can lead to seemingly disproportionate reactions to their circumstances. Lash out violently – In some situations students who are gifted will lash out when it seems the provocation didn’t justify the reaction. What actually occurred is that the student has been bullied repeatedly and has reached the limit of their coping ability. This may be combined with a strong sense of social justice and result in an unfortunate and violent reaction. While the Columbine incident in 1999 was the exception and not the rule, it did lead to more attention being focused on the issue of bullying among the gifted. “Twice exceptional students with sensory issues can be prone to physical reactions (hitting, punching, slapping).” Price, P. (2015) Gifted, Bullied, Resilient: A brief guide for smart families, Olympia, WA GHF Press. Become the bully – This happens as a reaction among all students but can lead to a much worse situation with a student who is gifted and become obsessed with righting the wrongs perpetrated upon them. This is developed as a defense mechanism and can unfortunately lead to dire consequences for all involved. Resort to suicide – Too many students who are gifted have turned to suicide as their answer to unrelenting bullying from their classmates. Many studies have been and are being conducted to determine a link between the increased self-imposed pressure and the ultimate result of suicide due to bullying. At this point there is little data to suggest a higher incidence of bullying related suicide among the gifted but the effects of depression, self-criticism, and perfectionism are obvious.
- Many areas such as classrooms, the playground or recess area, and hallways during class exchange times can be environments that can either be rich hunting grounds for bullies or safe places for all students. Students are very aware whether adults are watching during their “off times” and this can go a long way toward creating a feeling of a safe environment. Its not just enough to be present, the adults must be aware of what they are watching for. They need to know the signs of bullying behaviors. This includes school medical staff as students being bullied will often have real or imagined stomach issues as a result of the increased anxiety and stress.
- Respond immediately - To become a “trusted adult”, the educator or staff must step in immediately upon detecting bullying behavior. The students on both side of the issue need to know that the behavior was observed and is unacceptable. Inform the child of your actions – It is important to know how to handle situations so the children involved can be informed of what the process will be to address the situation. This is an emotional issue for the child and it is good to give them answers instead of creating more turmoil and confusion for them. Follow through with your promise – This may be one of the most important parts of the process. Students, especially those who are gifted, are very reluctant to trust adults to handle a bullying situation. Once you insert yourself into such a situation, one of the worst things that can happen is that you do not hold true to what is told to the child. A failure at this time will confirm the child’s fear that they have to handle every situation on their own.
- Before getting involved in a situation it is important to know to what you are obligated to intercede. Federal law - “A school that fails to respond appropriately to harassment of students based on a protected class may be violating one or more civil rights laws enforced by the Department of Education and the Department of Justice, including: Title IV and Title VI of the Civil Rights Act of 196, 4Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Titles II and III of the Americans with Disabilities Act, or Individuals with Disabilities Education Act (IDEA). Stop Bullying Website http://www.stopbullying.gov/laws/federal/index.html State Law – State laws differ and some address bullying while all have laws against harassment and physical violence. District policy – Does your district have a zero tolerance policy when it comes to bullying? If so, what are the disciplinary penalties and responsibilities associated? What level requires you to become involved?
- Involving parents can have great benefits including opening a dialogue between parents and children/teachers. Parents can feel more assured of their student’s safety while at school. Students will feel more comfortable and be more likely to report bullying if they know the adults have a plan to address the problem. PTA meetings can be a great location to discuss the topic of bullying among adults, staff and parents. Information presentation held after normal school and business hours can be a good vehicle to address questions of parents who need more than email can address. School safety committees can be established to open dialogue among all members of the school community. These committees ensure students that people are actively addressing the issue and going beyond hanging posters in the hallway.