Time to get involved.

Time to let someone know.

No bullying allowed.

Wichita Public Schools

Bullying Prevention Initiative

Forms of Bullying
Physical: Physical bullying involves harmful actions against another
persons body. Examples include: biting, kicking, pushing, pinching,
hitting, tripping, and pulling hair, any form of violence or intimidation.
Physical bullying also involves the interference with another persons
property. Examples include: damaging or stealing.
Verbal: Verbal bullying involves speaking to a person or about a person in an unkind
or hurtful way. Examples include: sarcasm, teasing, put-downs, name calling, phone
calls, spreading rumors or hurtful gossip.
Sexual: Sexual bullying singles out a person because of gender and demonstrates
unwarranted or unwelcome sexual behavior. Examples include: sexual comments,
abusive comments, unwanted physical contact.
Racial: Racial bullying involves rejection or isolation of a person because of ethnicity.
Examples include: gestures, racial slurs or taunts, name calling, making fun of
customs/skin color/accent/food choices.
Cyber-using technologies to embarrass, threaten, and/or humiliate
individuals. Many times this is done through the use of blogging on sites
such as My Space and Facebook, as well as through instant messaging on AOL IM and
Yahoo IM. Another common form is for one individual to pretend to be another while
online.
Emotional: Emotional bullying involves behaviors that upset, exclude, or embarrass a
person. Examples include: tormenting threatening, humiliation or social
embarrassment.
Relational (Aggression) - also known as covert bullying, social aggression or female
bullying, is a psychological and emotional form of abuse. Relational
aggression uses relationships to inflict injury upon another. It is characterized
by gossip, teasing, slander and exclusion. Relational bullying has been
described as an "attempt to inflict pain in such a manner that he or she makes it
seem as though there has been no intention to hurt at all.

A bully may use any of

these forms, in
combination or
separately.

P1464 PUPIL BEHAVIOR REGULATIONS

BOARD POLICY:
Each pupil is held responsible for his/her personal actions. The right to attend a Wichita
Public School carries with it the obligation to maintain acceptable behavior.
Administrative Implemental Procedures:
1. Behaviors other than those described in this policy may constitute unlawful or
prohibited acts. The common standard against which behavior is measured is that
which is conducive to learning and a contributor to the general purpose and welfare
of the school.
2.

Bullying occurs in all forms including, but not limited to, appearance, status with a
peer group (social power), intellectual, socio-economic, gender, race, sexual
orientation, ethnicity, etc. Bullying in any form is prohibited on school property, in a
school vehicle, or at a school-sponsored activity or event. In addition, bullying is
prohibited while utilizing school property. Bullying includes Cyberbullying. In
compliance with K.S.A. 72-8256 and amendments thereto, the Board heretofore
developed and adopted a plan that addresses bullying. In addition to disciplinary
action described in BOE Policy P5113 - Suspension and/or Expulsion of Students,
students who violate the bullying prohibition may be reported to local law
enforcement, if appropriate. This AIP 2 of this policy and the Bullying Plan shall be
reviewed by the Board on a yearly basis.

3.

Fighting will not be permitted at school, on school buses, or at school sponsored

activities.

4.

Possession and/or use of tobacco or tobacco paraphernalia are not permitted in

school buildings or on school campuses. The prohibition against smoking and the
use of tobacco should be supported by programs emphasizing the hazards of
smoking and tobacco use.

5.

Any show of disrespect by word or action toward any staff member is prohibited.

6.

Profanity and vulgarity are prohibited.

7.

Defiance that may threaten the general discipline of the school or classroom is
prohibited.

It is within the discretion of the administration and the site council at each school to
determine what type of dress code is most suitable to implement. Furthermore, the
administration at each school will include in any dress code policy the underlying purpose
of enacting the stricter dress code. Such dress code may include, but is not limited to, a
standard uniform, restrictions relating to jewelry, and restrictions on colorful hair and
extreme hairstyles. Reasonable criteria for determining appropriate appearance are based on
health, safety, and public decency considerations. The relationship of dress and appearance
to the safety of the individual pupil varies depending upon the nature of the activity or
class. Any wearing apparel which, in the opinion of the principal, is associated with gangs
and/or drugs and/or becomes disruptive to the educational process may be banned. The
wearer of such apparel shall be subject to administrative disciplinary action. Refer to BOE
policy P1473 - Standardized Dress Code - Regulations.

8.

9.

A pupil who steals, maliciously destroys, or defaces school property will be expected to
make restitution as part of the penalty for such action. Malicious destruction cases may also
be referred to the police under the Kansas School Law.

10.

Loitering in school buildings or upon school grounds is prohibited. Any person loitering is
subject to administrative and legal action. Wichita Police Department policy provides for the
arrest and removal of violators. School district personnel are to report violations of the
loitering ordinance to the police only when such personnel intend to assist in the
prosecution of the violator.

11.

The use of Personal Electronic Devices (PEDs) by pupils during the school day is prohibited.
These devices must be kept out of sight and powered off during the school day. The school
day is defined by each school site. PEDs include, but are not limited to, pagers, cellular
phones, MP3 players, and other personal communication devices that have the potential to
be disruptive to the educational process. Items intended to look like or simulate such
devices are also prohibited during the school day.

12.

Students who violate this policy and the associated regulations shall be deemed to have
created a disruption to the instructional environment and are subject to appropriate
disciplinary actions.

13.

Students shall be personally and solely responsible for the security of their cellular
telephones and other PEDs. The Wichita Board of Education shall not assume responsibility
or liability for the theft, loss, or damage to a cellular phone or other PED, nor does it assume
responsibility for the unauthorized use of any device.

14.

The use of explosive devices, starting fires, causing a false fire alarm, or causing a false
bomb threat is considered conduct which substantially disrupts the operation of school and
is subject to administrative and/or legal action.

15.

The act of extortion is defined as obtaining something of value from an unwilling person by
either physical force or intimidation. This act substantially invades the rights of others and
is subject to both administrative and legal action.

16.

Rules and regulations concerning school-sponsored activities apply to all pupils attending
school functions held on school grounds, in school buildings, or at other facilities.

17.

Pupils may not hold membership or participate in an unauthorized organization on school

property or at school sponsored activities.

18.

Pupil walkouts, boycotts, and any other unauthorized holidays will not be permitted or
recognized. Once a pupil arrives at school, it is the pupil's responsibility to remain so long
as he/she has classes scheduled or is required to do so. Any violations of this nature will be
dealt with promptly and firmly.

19.

Plagiarism, cheating, and lying are prohibited.

Pupils shall be informed of the provisions of this policy through the Student Rights and
Responsibility Handbook.
a. 5.48.030 Schools, school buildings, libraries - Prohibited conduct; violation
declared loitering. It is unlawful for any person to disrupt the normal activity,
disturb the peace, or to remain, to idle, or to loiter at any time on or about the
premises or grounds of any public library, of any public or private school or school
buildings, and/or assembly of students for any school activities or athletic events
conducted by such public or private schools. Any student or any person who is not
enrolled in said public or private school, or who has been suspended or dismissed
from said public or private school, or who persists in staying or remaining on or
about said premises or grounds without any lawful purpose shall be guilty of the
offense of loitering. (Ord. No. 32-930, (part).)

Board counsel has approved this policy as to legal form and content.
Administrative Responsibility: Assistant Superintendents of High, Middle and
Elementary Schools
Latest Revision Date: May 2008
Previous Revision Date: June 2007 P1464

The McGrath Criterion Illegal Harassment and Bullying

Illegal Harassment
1. Is the behavior related to one of the following protected classifications? (Intent is not
an issue impact is the issue)
sexual in nature
gender
age
race
religion
national origin
disability
sexual orientation (in some locales)
2. Is it unwelcome or unwanted?
3. Is it severe or persistent or pervasive?
4. Does the behavior substantially interfere with work or
study?
5. Does the behavior meet the subjective/objective tests
or standards related to its level of interference with
work or study?
Bullying
1. Is there intent to harm?
2. Is it unwelcome or unwanted?
3. Is it severe or persistent or pervasive?
4. Does the behavior substantially interfere with work or study?
5. Does the behavior meet the subjective/objective tests or standards related to its level
of interference with work or study?

The key distinction between bullying and illegal harassment is the intent to
harm. The intent to harm is not a requirement of illegal harassment. It is the
defining characteristic of bullying.

Student Name:

Grade:

Date:

School:

Administrator:

BULLYING BEHAVIOR ASSESSMENT

Bullying is:
Purposeful behavior that intends to cause harm or distress
Is usually repeated over time
Occurs in a relationship where there is an imbalance of power
For examples of bullying behaviors see page 3
STEP 1:

ASSESS THE INCIDENT

1. Was there a real or perceived imbalance of power?

Consider:

Physical size or strength

Appearance
Status within peer group (social power)
Intellectual
Socio-economic
Gender, race, sexual orientation, ethnicity
Other:

2. Is the problem ongoing or has it been repeated?

Yes

No

Unknown

If Yes, how do you know it is ongoing?

3. Do you consider this incident severe/serious?

Yes

No
If so, it is based on:

Victims perception

Bystanders perception

Witnesss perception (i.e. teacher, bus driver, custodian, etc.)

Did any person involved encounter emotional distress such as:

Fear

Humiliation

Embarrassment

Intimidation

Other
__________________________

STEP 2:

DETERMINE IF THE INCIDENT IS BULLYING

(check one after reviewing the Step 1 checklist)

This does not meet the definition of a bullying incident. Follow general school guidelines for
intervention and/or consequences. Maintain documentation in students regular discipline file.
This meets the definition of a bullying incident. See intervention guidelines listed in Step 3 and
Step 4. (documentation must be placed in students red folder).
Additional information and observation needs to be conducted to determine if this meets the definition
of a bullying incident. This information can include:

Other:

Teachers and administrators will monitor the students behavior.

School counselor/social worker/administrator will discuss bullying with the student.
More background information will be collected.
Parents will be contacted.
_________________________________________________________________________
_________________________________________________________________________

If sexual harassment is a component of this behavior a copy of this form and the written complaint
need to be forwarded to Keith Reynolds, Director of Title IX, 201 North Water (AMAC), Wichita,
KS 67202

Consequences: (the charts in steps 3 and 4 can be used for guidance in determining appropriate
consequences)

Step 3: Identify the level of the bullying behavior. This chart provides just a few examples; it is not
all inclusive.

TYPES OF BULLYING BEHAVIOR

Physical Bullying

Emotional Bullying

Harm to someones body or

property
Verbal
Nonverbal

Harm to someones self-esteem

or feeling of safety
Verbal
Nonverbal
MINOR

Expressing
physical
superiority in
an effort to
intimidate
Blaming the
victim for
starting the
conflict

Making
threatening
gestures
Defacing
property

Pushing/shoving
Taking items
from others

Insulting
remarks
Calling names

Giving dirty
looks

Social Bullying
Harm to someones group
acceptance
Verbal
Nonverbal

Insulting
gestures

Teasing about
possessions,
clothes,
physical
appearance

Gossiping

Starting or
spreading
rumors

Ignoring
someone and
excluding
them from a
group.

Teasing publicly
about clothes,
looks,
relationships
with boys/girls,
etc.

SERIOUS (Some of these behaviors are against the law)

Threatening
physical harm

Damaging
property

Stealing

Starting fights

Scratching or
biting

Pushing,
tripping, or
causing a fall
Assaulting

Insulting
family

Harassing
with phone
calls

Defacing
school work or
other personal
property, such
as clothing,
locker, or
books

Insulting your
size,
intelligence,
athletic
ability, race,
color,
religion,
ethnicity,
gender,
disability, or
sexual
orientation.

Ostracizing
using notes,
Instant
Messaging, email, etc.

Playing mean
tricks to
embarrass
someone

Posting
slander in
public places
(such as
writing
derogatory
comments
about
someone in
the school
bathroom)

SEVERE (Most of these behaviors are against the law)

Making
repeated
and/or graphic
threats
(harassing)
Practicing
extortion
(such as
taking lunch
money)
Threatening to
keep someone
silent: if you
tell, it will be
a lot worse!

Destroying
property

Setting fires

Physical cruelty

Repeatedly
acting in a
violent,
threatening
manner
Assaulting with
a weapon

Ongoing
harassment
because of
bias against
your race,
color,
religion,
ethnicity,
gender,
disability, or
sexual
orientation.

Destroying
personal
property, such
as clothing,
books and
jewelry.
Continued
writing of
graffiti with
bias against
your race,
color, religion,
ethnicity,
gender,
disability, or
sexual
orientation.

Enforcing
total group
exclusion
against
someone by
threatening
others if they
dont comply

Arranging
public
humiliation

STEP 4: DISCIPLINE INTERVENTION

Guidelines for Bullying Incident Disciplinethese are guidelines, individual situations will
need to be considered.
SEVERE

SERIOUS
Number Incident

MINOR

1st Violation

2nd Violation

3rdViolation

4th Violation

5th Violation

Parent Notification (must

make contact)
One privilege removal/
natural consequence
Student Reflection Form
Review
Bullying/Harassment
Brochure with student
Parent Notification (must
make contact)
Multiple privilege
removals/ Natural
consequences
Student Reflection Form
Review
Bullying/Harassment
Brochure with student
Parent Conference (in
person) prior to student
returning to regular
classes
In School Suspension
Student Reflection Form
Review
Bullying/Harassment
Brochure with student
Parent Conference (in
person) prior to student
returning to regular
classes
In or Out of School
Suspension
Student Reflection Form
Review
Bullying/Harassment
Brochure with student
Parent Notification
Expulsion Hearing

Security Incident Report and a WPD

report may need to be made. Contact
Security Communications at 973-2100.

Parent Conference (in person)

prior to student returning to
regular classes
In School Suspension
Student Reflection Form
Review Bullying/Harassment
Brochure with student
Parent Conference prior to
student returning to regular
classes-(in person)
In or Out of School Suspension
Student Reflection Form
Review Bullying/Harassment
Brochure with student

Parent Notification
Expulsion Hearing

Security Incident Report and a

WPD report will need to be
made. Contact Security
Communications at 973-2100.

Parent Notification
Expulsion Hearing

GUIDELINES FOR INTERVIEWING STUDENTS IN A

BULLYING SITUATION
Target (Victim) of Bullying Behavior:

1. Talk with the student who has been the target of the bullying behavior. Let
him/her know:
You are concerned about their welfare and safety.
He/she will be protected from harmful aggression.
His/her need for safety and security will be provided for.
2. Place the youth at ease while collecting information and encourage the
expression of emotions. Gage his/her distress level and refer for additional
services if needed.
3. Provide support and encouragement while you inform them of general steps
and/or plans to address the problem.
4. Communicate with parents and follow-up as needed.
Suspect:

1. Talk separately to the suspect. (Do not interview the victim and suspect
together).
2. Keep reporting information confidential. (Do not tell the suspect who reported
incident information).
3. Focus on rules and consequences and notify them that they will be monitored.
4. Keep complete documentation of incident reports and alert appropriate staff
concerning incident facts.
5. Notify parent and follow-up as needed.
Witness/Bystander:

1. Make provisions for confidential reporting.

2. Express appreciation for their willingness to report.
3. Listen to what the witness has to say. They provide a perspective that may be
very helpful in getting a complete picture of the incident.
4. Encourage them to be as objective in their reporting as possible without letting
personal relationships to either party compromise the facts of reporting.

Understanding the Difference

TEASING

BULLYING/TAUNTING

Allows the teaser and teased to swap roles with

Is based on an imbalance of power and is one-

ease.
Is innocent in motive; NOT intended to hurt the
other person.
Maintains the basic dignity of everyone
involved.
Pokes fun in a lighthearted, cleaver and benign
way.
Is meant to get both parties to laugh.
Is a small part of the activities shared by kids
who have something in common.
Is discontinued when the teased becomes upset
or objects to the teasing.

sided.

Is sinister in motive intended to harm.

Involves humiliating, cruel, demeaning or
bigoted comments thinly disguised as jokes.

Includes laughter directed at the target, not

FLIRTING
Allows and invites both persons to swap roles

with ease.
Is NOT intended to hurt the person it is an
expression of desire.
Maintains the basic dignity of both persons.
Is meant to be flattering and complimentary.
Is an invitation to have fun together and enjoy
each others company.
Invites sexual attention.
Is intended to make the other person feel
wanted, attractive and in control.
Is discontinued when the person becomes
upset, objects to the flirting or is not interested.

with the target.

Is meant to diminish the sense of self-worth of
the target.
Induces fear of further taunting or can be a
prelude to physical bullying.
Continues especially when target becomes
distressed or objects to the taunting.

SEXUAL BULLYING
Is based on an imbalance of power and is one

sided.
Is intended to harm and exploit.
Is invasive and intended to assert the status of
the bully.
Is intended to be degrading or demeaning.
Is intended to express control and domination.
Is intended to violate the boundaries of the
target.
Is intended to make the other person feel
rejected, ugly, degraded, powerless or
uncomfortable.
Continues especially when target becomes
distressed or objects to the sexual comment.

PEER CONFLICT
Normal peer conflicts involve the following
factors:

Freedom of expression Peers do not insist on

getting their own way.

Willingness to communicate Peers give

reasons when they disagree.

The relationship is valued Peers apologize or
try to find win-win situations.
Negotiation is an option Peers will bargain
and negotiate to get their need met.
Disengagement is an option Peers can change
the topic or walk away.

BULLYING
Characteristics of bullying behavior:

Intent to harm bully finds pleasure in trying

to dominate.

Intensity and duration continues over a long

period of time and is damaging to the victims
self-esteem.
Power of the bully age, strength or size used
to overpower the target.
Effects on victim:

Vulnerability of the victim cannot

adequately defend
Lack of support target feels isolated, fears
retaliation.
Long-term consequences damage to selfesteem is often long lasting.

Adapted from Coloroso, Barbara, The Bully, the Bullied and the Bystander (2004) and
The ABCs of Bullying, http://pathwayscourses.samhsa.gov/bully/bully_intro_pg1.htm

Interventions for the Target(s) of Bullying

Adults need to immediately stop the bullying from happening
Gauge level of distress
Assess what school has done to address the problem
Notify parent(s)
Place child at ease Give choices/change classes
Offer genuine support
Discuss importance of reporting
Teach positive self-talk
Skill development social and personal
Mentoring
Work with victim and allow him or her to assess what he/she has
already done to resolve the problem. (Focus on the fact that bullying
is not his or her fault and asking for outside assistance is appropriate
and necessary)
Discuss how to avoid bullying situations
Recruit peers to be friends
Educate the student about bullying
Encourage victim to isolate behaviors that he/she is willing to
tolerate

SUGGESTED TALKING POINTS

FOR ADMINISTRATORS TO USE WITH PARENTS/GUARDIANS OF
STUDENTS WHO ARE THE TARGETS OF BULLYING

Explain incident

Note safety in schools is #1 priority

Note consequences were given to the bully, but details may not be
discussed as each student has the right to confidentiality.

Mention seriousness of bullying

o State law (KSA 72-8256)
o District policy (BOE Policy 1464, Code of Conduct)

Note that the school staff recognizes the seriousness of the situation
and will do what it can to provide support to the student (target)

Provide ideas for interventions for the parent/guardian to use with

his/her child
o Review information on reporting and documenting any further
incidents

Encourage parent/guardian to discuss incident with child to offer

support and reinforce good choices his/her child made.

SUGGESTED TALKING POINTS

FOR ADMINISTRATORS TO USE WITH PARENTS/GUARDIANS OF
STUDENTS WHO EXHIBIT BULLYING BEHAVIOR

Explain incident

Note safety in schools is # priority

Explain role that persons child played in the incident

Note consequences given for the bullying behavior

Mention serious of bullying

o State law (KSA 72-8256)
o District policy (BOE Policy 1464, Code of Conduct)

Note that the school staff recognizes the seriousness of the situation
and cannot tolerate this or any form of bullying behavior

Provide ideas for interventions for the parent/guardian to use with

their child

Encourage parent/guardian to discuss incident with child to

reinforce making better choices in the future

Provide a Bullying/Sexual Harassment Brochure to the

parent/guardian to discuss with his/her child to be signed and
returned

Identifying Bullying
There is not a consistent profile for identifying bullies.

No child is
predestined to be
a bully, nor is any
child predestined
to be a victim.

Some researchers suggest that bullies can be

identified by their exaggerated air of selfconfidence and feelings of power. Bullies often
report feeling powerful and justified in their actions.

Others suggest that bullies can be recognized by their emotional immaturity.

Researchers have found that bullying results when emotionally immature
individuals are consumed with feelings of depression, inferiority, inadequacy,
insecurity, loneliness, fear, jealousy, and rejection. The bully's typically immature
emotional stature often results in an inability to empathize with others.

Still others suggest that bullies might be popular students who perversely use
their social skills to promote violence. Such children often act as leaders of
groups that bully.

Bullying can be continuum of complex behaviors, with shifting fluidity,

whereby bullies and victims exchange roles. For example, a child bullying others
on the playground may himself be bullied by his victim, who excels more
academically.

Many people believe that everybody

dislikes the class bully. But in truth, the
research shows that many bullies have
high status in the classroom and lots of
friends. Particularly during the middle
school years, some bullies are actually
quite popular among their classmates who
perceive them as especially cool .

Source: Debra Piotrowski and James Hoot

Childhood Education
Dec 31, 2007

Recognizing Bullying Behavior

There are many types of bullies.

Practiced Liar Bully: A child exhibiting this genre of bullying can produce a
convincing account at any moment that hides his violent acts. Such bullies excel
at deception, and their ability to deceive should never be underestimated.

Jekyll and Hyde Bully: This bully is ruthless and vindictive in private, but is
innocent and helpful in front of witnesses. A common attribute, and a warning
sign, is displaying excessive charm in front of those in authority.

Shallow, Superficial Bully: The Shallow, Superficial Bully has exceptional verbal
ability, but no substance to support his/her often illogical arguments, which are
designed to hurt others. This bully generally talks a "big game," but does not
follow up on commitments and cannot be trusted or relied upon. The Shallow,
Superficial Bully tends to create conflict to undermine and destroy anyone
he/she perceives to be an adversary or a potential threat capable of unmasking
this bully.

Highly Critical Bully: This bullying type often uses covert tactics to humiliate,
embarrass, degrade, or put down others. Such bullies rely on mimicry, taunting,
teasing, embarrassing questioning, and refusals to value others.

Lobbying Bully: Lobbying bullies use their persuasive powers to repeatedly

convince others to accept their views and perceptions. These bullies employ
rumor and innuendo with great skill to destroy others' reputations. They exhibit
arrogance, along with a superior sense of entitlement and audacity, while
believing they are invulnerable and untouchable.

Evasive Bully: These bullies seldom give a straight answer and flit from topic to
topic to avoid accountability for their transgressions against others. They are
quick to discredit others and neutralize anyone who has incriminating
information about them.

Bully Saboteur: Saboteur Bullies have an exaggerated belief that they are not
receiving their fair share of praise or rewards, and they display highly
manipulative tendencies. This bully often demonstrates prejudice and contempt
for others and gains gratification when denying other people that to which
he/she believes he/she is entitled.
Source: Debra Piotrowski and James Hoot
Childhood Education
Dec 31, 2007

Changing Bullying Behavior

Establish clear rules on behaviors and

consequences.

When bullies do not follow such rules

address infractions in private, since privacy
deprives bullies of the audience they often
seek.

Adults must consistently employ the

appropriate, well-established consequences
for the bullying behaviors.

The bully needs to be counseled separately,

both during and after the incident.

The bully must be provided with alternative

behavior suggestions and with aversive
consequences if bullying behaviors continue.

The bully needs to be provided with better

choices for behavior and instructed on how
to improve his or her social interactions.

The bully needs to be given concrete words

and actions as substitutes for the bullying
behavior.

Similar to victims,
bullies can also benefit
from social skills
training. Bullies may not
know how to behave in
ways that elicit positive
reactions from other
students. Essentially,
bullies often lack the
social skills to get what
they want in acceptable
ways. Helping bullies
develop friendshipmaking skills may serve
to eliminate their
aggressive behavior
toward others.
Macklem, 2003

Source: Debra Piotrowski and James Hoot

Childhood Education
Dec 31, 2007

A variety of skills are recommended for bullies to help them learn new
ways of interacting with others.

Teaching bullies awareness of the other persons perspective. Specifically helping

bullies learn to label emotions in themselves and others and to become more aware
of others' points of view.

Promoting self-control is another important component. Skills in self- regulation,

anger management, and conflict resolution have been identified as important in
helping bullies learn both to think before they act and to change their behaviors.
o Ideally, students must learn to calm themselves down to generate alternatives
to their gut reaction to hit or insult another student. Behavioral rehearsal (e.g.,
role-play) can provide students opportunities for practice and feedback.

Bullies can also benefit from social skills training. Bullies may not know how to
behave in ways that elicit positive reactions from other students.

Helping bullies develop friendship-making skills may serve to eliminate their

aggressive behavior toward others.

Bullies can also benefit from adult support.

o School personnel should talk with students who exhibit bullying behavior to
explore their reasons for acting as they did, explaining what is and is not
acceptable at school, and providing alternatives.
o School personnel can approach intervention from a developmental
perspective by
providing education.
U.S. researchers who have studied bullying say
part of the problem is that such behavior is often
accepted, even encouraged by adults...adult
approval and the influence of television, video
games, and movies teach [kids] that being mean
is not only acceptable, but good. (The
Washington Post ,August 23, 2005)

Working with Targets

Children should have frequent opportunities to engage in discussions with their

teachers about their social relationships in school.
o Using the insights they glean from these discussions, teachers should offer
specific guidelines relating to bullying.

The target may need counseling in methods to cope with bullying and to avoid
becoming a target again.
o The target must be provided with explicit words
and actions to reverse the bullying.
o An individual who has been bullied for a period of
time may have a more difficult time deterring the
bully's behavior. The target in this situation will
need more support and encouragement from the
teachers and adults in his or her life to be
successful at stopping the bullying cycle.
o Ups and downs are likely to occur before the
bullying stops, as both the bully and target tend to fall easily back into
their previous roles.
o Learning to defend one from bullying is an ongoing process. Adult
guidance and understanding during this process is critical.

If children feel they are in any danger, they need to be reminded that their first
recourse should be to seek help from an adult.

School personnel and other adults must clearly communicate to victims of

bullying that they are not at fault and do not deserve the bullying they
experience.
o Adults should guide children to understand that targets of bullying have
more than likely done nothing to encourage such negative behavior.
o Targets of bullying should be helped to realize that they are probably not
the first target of the bully and that they were probably targeted because
the bully sensed some type of vulnerability.

Mediation in a bullying situation is not recommended because of the

imbalance of power between the bully and his target. It is believed that
such mediation might inflict further emotional pain upon the target. The
appropriate
message
the child
who is bullied
should
be, "No
oneselfTargets
can often
benefittofrom
interventions
designed
to increase
their
deserves to be bullied, and we are going to do everything we can to stop it."
esteem.
The
for children
whocan
bully
be,identify
"Your behavior
o message
Interventions
in this area
helpshould
students
personalis
strengths
inappropriate
and
must
stop."
and accomplishments, thereby instilling feelings of pride and confidence.

Targets of bullying who developed assertiveness skills experienced reductions in

bullying.
o When targets respond assertively, bullies will be more likely to stop
bullying or find another, less assertive victim.
o Targets can practice assertiveness skills through role-play activities to
develop confidence in their abilities to respond assertively to a variety of
situations.
o Targets can also benefit from these types of role-play activities because
they provide opportunities for generating a variety of reactions or
responses for potential future encounters with bullies.

Bullying has an impact on other students at school who are bystanders

to bullying. Bullying creates a climate of fear and disrespect in schools
and has a negative impact on student learning.
NEA, 2003
Source: Debra Piotrowski and James Hoot
Childhood Education
Dec 31, 2007

Relational AggressionWhat's the Big Deal?

Relational Aggression is defined as behavior that is intended to
hurt someone by harming their relationships with others. These acts
can include rumor spreading, secret-divulging, alliance-building,
backstabbing, ignoring, excluding from social groups and activities,
verbally insulting, and using hostile body language (i.e., eye-rolling and smirking).
Other behaviors include making fun of someone's clothes or appearance and bumping
into someone on purpose. Many of these behaviors are quite common in girls'
friendships, but when they occur repeatedly to one particular victim, they constitute
bullying.

Relational Aggression is a form of emotional violence. It takes aim at social

relationships and hurts by damaging others opinions of (and relationship to) its
victims. It relies on social skills, which create networks of negativity around a
particular target / victim.

Relational Aggression manipulates how others view a particular individual by

isolating them, spreading (or posting) vicious rumors and lies about their private lives,
exposing secrets, and creating situations of public humiliation which involve them.
This psychological cruelty usually leaves its victims in a no-win
situation: there is no forum in which s/he can challenge or refute the
accusations, nor is s/he allowed to be upset by, or complain to any
authority-figure about the on-going situation (not being able to take
it only escalates the torment).

http://www.relationalaggression.com/faq.html

Relational Aggression at School

Tips for Teachers:

Document incidents of relational aggression. Intervene immediately by:

o Verbally interrupting the behavior with compassionate but very firm
authority.
o Firmly repeating the "respect/responsibility" requirement for being in
"our" classroom.

Meet with the student who is bullying and his/her parents

o Determine the student's willingness to recognize and change behavior.
o Develop an agreed-upon plan of action for the student to begin to
following immediately.
o Monitor the student's behavior in the classroom with written notations
when necessary.

How Can a School Address Relational Aggression?

Find out what is happening below your radar screen. Ask students and parents

what they see happening. Gather as much information as possible. Know how
your students bully, where it happens, and who is doing it.
Teach students the language of relational aggression. Tell them there is a name
for how girls are mean to each other. Teach them that RA is every bit as harmful
as physical aggression. Girls have rarely been told that their behavior is actually
"aggression" and that relational aggression is just as much "bullying" as physical
aggression.

Use role-plays to empower the students in the middle to take positive action
against relational aggression. Find older students who can come into your
classroom to do role-plays. Take the information you have gathered from your
students; create a scene to show the aggressor, victim, and girls in the middle.

General Classroom/School wide Suggestions

Teachers who show warmth and kindness to all children in a class make an
impact on reducing bullying by providing a positive role model.
Assigning buddies to all students as a preventive step toward reducing bullying
in the classroom.
Increasing the number of adults monitoring unstructured school activities, such
as lunch, hallways, restroom breaks and recess.

How Can Parents Help?

Adult support is typically needed to address
relational aggression. Adults can help prevent
victimization by encouraging activities that counteract
the impact of an opportunity for bullying.

Researchers have found that

girls who focus on academic
achievement, athletics, or other
extracurricular activities may
be more resistant to relational
aggression because their selfesteem is not limited to
worries about social standing.

Encourage friendships and social groups.

Encourage your children to form and maintain
friendships based on mutual interests rather
than social status. Young girls in particular
need to understand that the definition of a friend is someone who is positive and
supportive. They may even need to be cautioned explicitly to choose friends
who are nice to you rather than mean to you. Although this is obvious to most
adults, young girls who are caught up in a cycle of wanting to be popular may
lose sight of such common sense ideas.

Seek counseling. Victims may find support in group counseling settings, along
with opportunities to make friends with others who are facing the same kinds of
issues. Victims also need to know that bullying will end eventually, that they are
not the only ones experiencing this, and that they can get help. If your child is a
victim discuss your concerns with the school counselor, psychologist or social
workerthere might be counseling available at school. They can also help
identify appropriate resources in your community.

Journaling. Victims of relational aggression might be encouraged to keep a

journal or diary to help them express their feelings in a safe way.

Seek support from school. Because schools are the site of most acts of relational
aggression, it is important that school faculty and staff take a stand against this
harassment. This can happen in several ways. If a school does not have a
committee or task force in place to address bullying, starting such an effort is a
good first step.

Parent support. Parents should also talk about bullying even before it happens.
Ask your child if they see students being mean to each other in school and what
behaviors they have observed. Ask if they think that teachers are aware of these
behaviors. Be supportive and let him/her know that he/she can always come to
you with any problems. Brainstorm together about what can be done in various
real and potential situations.
Source: Debra Piotrowski and James Hoot
Childhood Education, Dec 31, 2007