NCRI Bullying PP

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Bullying
by Roxanna Chavez

Introductions
THE NAOMI RUTH COHEN INSTITUTE
HELPED CREATE THIS PRESENTATION.
THEIR GOAL IS TO:
Address mental health issues in
the community.
Offer mental health education,
training, and presentations in an
effort to decrease stigma.
Stigma is a label that is put on
somebody in order to justify
discrimination.
AND I AM…
AND YOU ARE?

Ground Rules
Confidentiality: what is said here, stays here
Consent: participation is highly encouraged, but because some of what we will
discuss is sensitive, you don’t have to share or do anything you don’t want to.
Mutual Respect.
What would you like to add to this list?

Agenda
1. Introductions
2. Discussion – what is bullying?
3. 'Bystander' Activity
4. Discussion - the Cycle of Bullying and how to be
an "upstander"
5. 'Practice Makes Perfect' Activity
6. Closing Discussion

Did You Know?
About 20% of high school students reported being bullied on school
property in the 12 months before the survey; about 16% of ALL males
and about 24% of ALL females.
The prevalence of having been threatened or injured with a weapon on
school property was about 8% for ALL male students and about ALL 6%
female students.
About 30% of ALL high school males have been in a physical fight and
about 6% of ALL high school females.
Nationwide, about 15% among students have been electronically
bullied; about 8.5% among ALL males and about 21% among ALL
females.
2013 Youth Risk Behavior Survey

Critical Thinking
What does bullying look like?
Who could be the bully?
Who could be bullied?
Have you experienced bullying before?
Have you seen someone else being bullied?
http://www.richardpaul.com/blog/wp-content/uploads/2015/09/bully-1.jpg
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thly_m.jpg

What Is Bullying?
Bullying is defined as mean, hurtful behavior that occurs
repeatedly in a relationship with an imbalance of power
or strength. It takes many forms -- verbal, physical,
relational, and cyberbullying (Parents.com).
1. It includes aggressive behaviors;
2. It is often repetitive;
3. And it often involves a power imbalance.
http://www.drdebraines.com/wp-content/uploads/2012/10/Bullying.gif
Olweus, 1993; 1994

Forms of Bullying
DIRECT
Aggressive behavior(s) that
occur in the presence of the
targeted youth.
Examples of direct aggression
include but are not limited to
face-to-face interaction, such
as pushing the targeted youth or
directing harmful
INDIRECT
Aggressive behavior(s) that are
not directly communicated to the
targeted youth.
Examples of indirect aggression
spreading false and/or
harmful rumors or
communicating harmful rumors
electronically
Gladden, Vivolo-Kantor, Hamburger, & Lumpkin,2014, p. 7

Types of Bullying
1. Verbal
2. Physical
3. Relational
4. Damage to Property
5. Cyber

Verbal
Oral or written communication
by the perpetrator against the
targeted youth that causes him
or her harm.
Examples include but are not
limited to mean taunting,
calling the youth names,
threatening or offensive
written notes or hand
gestures, inappropriate
sexual comments, or
threatening the youth verbally.
(Gladden, Vivolo-Kantor, Hamburger, &
Lumpkin,2014, p. 7)
http://nobullying.com/wp-content/uploads/2014/05/racism-in-schools.jpg

Physical
The use of physical force by
the perpetrator against the
targeted youth.
Examples include but are not
limited to behaviors such as
hitting, kicking,
punching, spitting,
tripping, and pushing.
Lumpkin,2014, p. 7)
http://www.hero911.org/wp-content/uploads/2015/04/iStock_000037121892_Small.jpg

Relational
Behaviors by a
perpetrator designed to
harm the reputation
and relationships of
the targeted youth.
Lumpkin,2014, p. 7)
http://tourette.org/imaganw/bullying_Spr2010nws_pg1image.jpg

Types of Relational Bullying
DIRECT RELATIONAL BULLYING
Direct relational bullying includes
but is not limited to efforts to
isolate the targeted youth by
keeping him or her from interacting
with their peers or ignoring them.
INDIRECT RELATIONAL BULLYING
Indirect relational bullying includes
but is not limited to spreading false
and/or harmful rumors, publicly
writing derogatory comments,
or posting embarrassing
images in a physical or electronic
space without the target youth’s
permission or knowledge.
Gladden, Vivolo-Kantor, Hamburger, & Lumpkin,2014, p. 7

Damage to
Property
Theft, alteration or
damaging of the target youth’s
property by the perpetrator to
cause harm. These behaviors can
taking a youth’s personal
property and refusing to give it
back, destroying a youth’s
property in their presence, or
deleting personal electronic
information
Lumpkin,2014, p. 8)
http://farm3.static.flickr.com/2414/2321493465_c1e4cf923a_o.jpg

Cyber
Using electronic means to
harm intentionally an intended
target (victim) (Smith et al.
2013). Perpetrators of cyber
bullying enjoy a degree of
anonymity and invisibility, and
are able to victimize a peer
within the sanctity of one’s own
home, at any time of the day
or night...which also can make
them less aware of the impact of
their behavior on victims
(Bonanno, & Hymel, 2013, p. 686).
http://270c81.medialib.glogster.com/rococ/media/93/9322c96a7a9f6911bc5ba33fe8f2f2ae2df79
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https://dzone.com/articles/bystander-effect-why-companies

http://www.slideshare.net/TWaremybabies/bullying-prevention-presentationto6thgrade-1
Social Culture

What is Mental
Health?
Langille, J. (2012, December 05). What's expected in the new DSM-5. Retrieved May 20, 2016, from http://janelangille.com/whats-expected-in-the-new-dsm-5/

Mental Health Is
an essential part of adolescents' overall health — has a complex
interactive relationship with their physical health and their
ability to succeed in school, at work and in society. Both
physical and mental health affect how we think, feel and act on
the inside and outside.
Children's Mental Health. (n.d.)

https://galesmind.files.wordpress.com/2015/03/bullying-and-mental-issues.png

Experience of the Bully
Youth who bully others are at increased risk for substance use, academic
problems, and violence later in adolescence and adulthood (Farrington, Baldry,
2010).
Poor academic performance (Cook et al., 2010).
Poor social problem-solving skills (Cook et al., 2010).
Bullies get into frequent fights, steal and vandalize property, drink alcohol and
smoke, poor grades, perceive a negative climate at school, and carry a weapon
(How Bullying Affects Children | Violence Prevention Works).

Experience of the Victim
Nationwide, about 7% of students had not gone to school because they felt they
would be unsafe at school or on their way to school or from school (2013 Youth Risk
Behavior Survey, p. 9).
About 7% of students missed one day of school out of the month because they did
not feel safe going to and from school or at school (2013 Youth Risk Behavior Survey,
p. 9).
Negative attitudes and beliefs about one’s self (Cook et al., 2010).
Poor social problem-solving skills (Cook et al., 2010).
Victimized youth are at increased risk for depression, low self-esteem, health
problems, poor grades, and suicidal thoughts (How Bullying Affects Children | Violence
Prevention Works).
Self-esteem Safety Concerns

Experience of the Bystanders
Fearful
Powerless to act
Guilty for not acting
Tempted to participate
How Bullying Affects Children | Violence Prevention Works

Experience of the Upstander
Why stand by when you could STAND UP?
Shows courage
Empowered to act
Proud of own behavior
Break the cycle

Practice Makes Perfect
(Scenario 1)
Dan and Joe are really good mates and hang out together all the time.
Dan is always messing around and likes to play tricks on people.
Sometimes his jokes are a bit near the mark and Joe doesn’t know how he
gets away with it. His latest prank involves videoing people’s reactions to
his jokes to and anonymously posts the footage online. Most people just
laugh it off and don’t take it too seriously. However, just now Joe goes
online and a video of one of the girls from his class fills the screen. It’s a
video of the girl naked and she clearly has no idea that she is being filmed.
She gets a hard time in school as it is without everyone seeing this. In no
time at all, mean comments start pouring in. Joe thinks Dan has gone too
far this time but before he can text his friend to tell him, a message pops
up naming Joe as the culprit. He quickly types in that it wasn’t him but the
response clearly displays that no one believes him. One person even says
that they can hear his voice on the film.
What could you do to show you are a good online friend to Joe?
http://dwn5wtkv5mp2x.cloudfront.net/ufiles/Secondary-Drama-Activity-SID15.pdf

(Scenario 2)
Kieran is really tech savvy and up to speed with anything new that comes out on
the market. He’s always first to get hold of a new game or the latest mobile
phone. His parents don’t really monitor what he’s up to online and have
complete trust in him. Some people think he’s really cool because he has all this
stuff whilst others think he’s a bit of a show off. One person who holds him in
high regard is his cousin Paul. He really looks up to Kieran. So, following in his
older cousins’ footsteps, Paul finally convinces his reluctant parents to buy him
the same model phone. The problem is, he can’t figure out how to use it. So he
calls on Kieran’s help. Willingly he agrees and Paul hands over his phone. As a
joke, Kieran decides to reset Paul’s profile on all his social media accounts. He
also creates fake updates which will, unknowingly to him, cause serious
embarrassment to his younger cousin. He hands back the phone and gives Paul
a quick demo on how to use it. Later that day, Paul starts to receive weird
messages from people, many of whom he doesn’t even know. Some messages
are threatening, whilst others are just plain creepy. He soon realises that his
accounts have been messed with and asks his cousin for help as he’s too
ashamed to tell his parents or ask for their help. Kieran realises his mistake but
makes out he hasn’t got a clue, convincing Paul that he must have been hacked.
Paul believes him.
How could you help Paul with his dilemma?

(Scenario 3)
Michelle and Sam really don’t get on. They are in different classes at school and
have different groups of friends. That is, apart from Jen. She’s friends with both
girls and finds it really difficult to remain neutral. When Jen hears the news that
Sam is dating Michelle’s ex-boyfriend, she knows that it’s all about to kick off
between the two. Sure enough, later that evening it starts. Jen gets a phone call
from another friend confiding in her that Michelle is fuming and is plotting her
revenge. Although her friend doesn’t want to divulge any more information “I
don’t want to get involved” she says, she slips up that everyone will know about
it and that Sam’s reputation will be ruined. It didn’t take a genius to work out
what was going to happen, and sure enough when Jen goes online, there it
is...an anonymous hate campaign against Sam. Really awful pictures. The
pictures have been photoshopped. Pictures of Sam with lots of different boys, in
all sorts of poses. Each one accompanied with really nasty text. Within no time
at all, the comments start to pour in. Jen’s phone rings and Sam’s name pops up
on the screen. She can’t bring herself to answer the call but does listen to the
voicemail message. Her friend is distraught and asking for help. Sam wants to
know whether she knew anything about it and wants confirmation that
Michelle is behind it all. Jen really doesn’t know what to do as she too doesn’t
really want to get involved.
What good digital deeds could you do to support Jen?

Questions?
Do you have any questions?
Did we miss anything?
Is there anything else you'd like to talk about?
What did you learn?
What do you think about the activities we did?

References
• Centers for Disease Control and Prevention. Youth risk behavior surveillance—United States, 2013. MMWR, Surveillance Summaries
2014;63(SS4). Available from http://www.cdc.gov/mmwr/pdf/ss/ss6304.pdf
• Children's Mental Health. (n.d.). Retrieved May 20, 2016, from http://www.apa.org/pi/families/children-mental-health.aspx
• Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Supplemental Material for Predictors of Bullying and Victimization
in Childhood and Adolescence: A Meta-analytic Investigation. School Psychology Quarterly, 25(2), 65-83. doi:10.1037/a0020149.supp
• Bonanno, R. A., & Hymel, S. (2013). Cyber Bullying and Internalizing Difficulties: Above and Beyond the Impact of Traditional Forms of
Bullying. J Youth Adolescence Journal of Youth and Adolescence, 42(5), 685-697. doi:10.1007/s10964-013-9937-1
• Bullying Definition. (n.d.). Retrieved March 24, 2016, from https://www.stopbullying.gov/what-is-bullying/definition/index.html
• Farrington D, Baldry A. Individual risk factors for school bullying. Journal of Aggression, Conflict and Peace Research. 2010; 2(1):4-16.
• Gladden, R. M., Vivolo-Kantor, A. M., Hamburger, M. E., & Lumpkin, C. D. (2014). Bullying surveillance among youths: Uniform definitions
for public health and recommended data elements, Version 1.0. Atlanta, GA: National Center for Injury Prevention and Control, Centers
for Disease Control and Prevention and US Department of Education.
• Goffman, Erving. (1963) Stigma: Notes on the management of spoiled identity. Englewood Cliffs, N.J., Prentice-Hall
• Google. (n.d.). Retrieved March 24, 2016, from https://www.google.com/webhp?sourceid=chrome-instant

References
• How Bullying Affects Children | Violence Prevention Works. (n.d.). Retrieved April 28, 2016, from
http://www.violencepreventionworks.org/public/bullying_effects.page
• Langille, J. (2012, December 05). What's expected in the new DSM-5. Retrieved May 20, 2016, from
http://janelangille.com/whats-expected-in-the-new-dsm-5/
• Olweus, D. (2001). Peer Harassment: A Critical Analysis and Some Important Issues. Peer Harassment
in School (Ed.), J. Juvonen and S. Graham (pp. 3-20). New York, NY: Guilford Publications.
• Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, UK: Blackwell.
• Olweus, D. (1994). Bully at school: Long-term outcomes for the victims and an effective school-based
intervention program. In L. Huesmann (Ed.), Aggressive behavior: Current perspectives (pp. 97-129).
New York, NY: Plenum Press.
• Peck, S. (n.d.). The 4 Common Types of Bullying. Retrieved March 24, 2016, from
http://www.parents.com/kids/problems/bullying/common-types-of-bullying/
• Smith, P. K., del Barrio, C., & Tokunaga, R. S. (2013). Definitions of bullying and cyberbullying: How
useful are the terms? In S. Bauman, D. Cross, & J. Walker (Eds.), Principles of cyberbullying research:
Definitions, measures and methodology (pp.26-45). New York: Routledge/Taylor & Francis.

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