Responding to bullying behavior Made by: Verónica Vera y Karina Zambrano

1. SECTION 4:
Responding to bullying behaviour
GROUP NO. 4
VERONICA VERA
KARINA ZAMBRANO
Bullying prevention and response:
A GUIDE FOR SCHOOLS

2. RESPONDING TO DIFFERENT
LEVELS OF BULLYING BEHAVIOUR
 Bullying incidents vary
widely in their severity,
impact on the target, and
frequency.
 Most bullying behavior is
hidden from adults’ view,
 It is necessary
implementing the school’s
bullying policies and
processes, these are
critical,
 Serious instances of bullying
behaviour will require a
proportionately greater
response.

3.  There are tools like a bullying assessment matrix and a
quick reference guide – which have been developed to
support schools’ decision-making processes when
bullying happens.
 The tools should be adapted to take account of the
circumstances of the individuals concerned and of the
incident.
Tools for assessing and
responding to bullying incidents.

4. Bullying Assessment Matrix

5.  In some instances of bullying, schools
may need to seek input from agencies
such as Child, Youth and Family
organizations, Police, or other
authorities.
 There are two key considerations
involved when deciding whether to
involve Authorities. The first is to
consider the impact on the child. The
second is to consider the parents’
ability to provide support. Schools
should notify if they believe a child or
young person may be:
- unsafe or in danger of harm
- suffering from ill-treatment, abuse or
neglect.
Involving other agencies and
organizations

6.  “We will get the best traction when
we involve the community and
parents.”

7.  Parents, family, and community
need to be part of developing a
range of supports for their child if
their child is initiating bullying
behavior.
 Students who experience stand-
downs, suspensions, exclusions and
expulsion from school are more
likely to experience negative
longer-term educational and health
outcomes. Therefore it is important
to use these options carefully to
develop the skills needed to have
healthy social relationships.
Stand – downs, suspensions,
exclusions and expulsions

8.  It is also critical to respect the
educational and health (including mental
health) outcomes of both the targets and
initiators of bullying behaviour when
considering imposing stand-downs,
suspensions, exclusion and expulsions.

9. Interacting with the media
 Schools must commission a
prolocutor, this person should:
• Be truthful
• Repeat the key message
• Express reasons for things
people cannot know
• Maintain the privacy
• Pose that questions can only be
answered by e-mail
 Organized the interviews in all
needed steps.

10.  Schools prepare and test
the answers of questions
before responding them.
 Sum up the problem and
what is been done about
it.
 Schools establish a
process when the media
is contacted.
 Schools maintain school
community informed.
 Training for principals or
chairs of Boards of
trustees.

11. Cyber bullying incidents: to avoid
incidents schools and teachers should
 Policies and procedures to
cyberbullying should set out
specific points of preventing
and response strategy.
 Online and offline bullying
are closely linked, so
information about both can
be found in the same
media.
 Cultivate a positive culture
od digital technology use.

12.  Provide contacts to find
specialist help and advices.
 Teachers can promote:
• Students use technology
responsibly
• Talk about this as a part of
the curriculum.
• Commitment students with
appropriate behavior.
• Give advices to students
about things they shouldn't
do.
• Ensure parents know about
cyberbullying and be pendant
of their children

13. CYBERBULLYING-FREQUENTLY
ASK QUESTIONS
 How can parents help keep their
children safe on the internet?
Support their young people to manage
problems and be confident, advice them and
monitoring them.
 How can students protect themselves
for cyberbullying?
Build resilience and be knowledgeable user
of internet.
 What is the best way to create a safety
culture in a school including around
cyberbullying?
Inculcate positive social values and teach
rights and responsibilities.

14.  Are policies available for schools to
use?
Policies need to cover specifics
necessities of a school.
 How can a school block a website?
Programs are available to block certain
websites.
 What is a reasonable amount of time
for schools to spend on
cyberbullying education?
It depends on the needs of school and
the capabilities of students and staff.

15.  How can we stop students
from wasting time on social
network sites?
Have policies about the use of
mobile devices.
 How can students cooperate
to deal with interschool
bullying?
Work and agreements between
schools.
 Can a principal informed
parents of websites that
students should avoid?
This is up to each school,
sometimes it has the contrary
effect.