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in
Schools
National
Association
of
School
Psychologists
(http://www.nasponline.org/resources/factsheets/bullying_fs.aspx)
• Most
common
form
of
violence:
Between
15%
and
30%
of
students
are
bullies
or
victims.
• A
recent
report
from
the
AMA
on
a
study
of
over
15,000
6th-‐10th
graders
estimates
that
approximately
3.7
million
youths
engage
in,
and
more
than
3.2
million
are
victims
of,
moderate
or
serious
bullying
each
year.
• Between
1994
and
1999,
there
were
253
violent
deaths
in
school,
51
casualties
were
the
result
of
multiple
death
events.
Bullying
is
often
a
factor
in
school
related
deaths.
• Direct,
physical
bullying
increases
in
elementary
school,
peaks
in
middle
school
and
declines
in
high
school.
Verbal
abuse,
on
the
other
hand,
remains
constant.
The
U.S.
Department
of
Justice
reports
that
younger
students
are
more
likely
to
be
bullied
than
older
students.
• Over
two-‐thirds
of
students
believe
that
schools
respond
poorly
to
bullying,
with
a
high
percentage
of
students
believing
that
adult
help
is
infrequent
and
ineffective.
• 25%
of
teachers
see
nothing
wrong
with
bullying
or
putdowns
and
consequently
intervene
in
only
4%
of
bullying
incidents.
According
to
the
CDC:
Approximately
30%
of
students
in
grades
6-‐10
report
moderate
or
frequent
involvement
in
bullying,
as
a
victim
(11%),
perpetrator
(13%),
or
both
(6%).
Bullying
victimization
is
associated
with
depression,(9)
suicidal
ideation,(9)
increased
odds
of
repeated
common
health
problems,
school
absenteeism,
psychological
distress,
and
feeling
unsafe
at
school
According
to
the
U.S.
Department
of
Justice
(www.cops.usdoj.gov/pdf/e12011405.pdf)
&
Olweus
(http://www.olweus.org/public/bullying.page)
The
definition
for
bullying
includes
three
important
components:
1.
Bullying
is
aggressive
behavior
that
involves
unwanted,
negative
actions.
2.
Bullying
involves
a
pattern
of
behavior
repeated
over
time.
3.
Bullying
involves
an
imbalance
of
power
or
strength.
Different
types/forms
include:
verbal,
physical,
racial,
sexual
harassment,
ostracism,
cyber,
social
exclusion/isolation,
lies/false
rumors,
taking
and/or
destroying
another’s
property,
coercion,
hazing.
Why
students
bully
suggests
three
interrelated
reasons:
1.
Students
who
bully
have
strong
needs
for
power
and
(negative)
dominance.
2.
Students
who
bully
find
satisfaction
in
causing
injury
and
suffering
to
other
students.
3.
Students
who
bully
are
often
rewarded
in
some
way
for
their
behavior
with
material
or
psychological
rewards.
http://pathwayscourses.samhsa.gov/bully/bully_toc.htm
Research
indicates
schools
that
emphasize
enforcement
and
punishment
measures
to
respond
to
aggression
and
violence
are
ineffective.
More
than
10
years
ago,
Harvard
University
convened
international
experts
on
school
violence
and
bullying
to
study
prevention
strategies.
Sponsored
by
the
National
School
Safety
Center
and
the
Federal
Office
of
Juvenile
Justice,
Delinquency
and
Prevention,
the
practicum
included
prominent
researchers,
mental
health
professionals,
and
school
and
law
enforcement
personnel.
This
effort
resulted
in
the
development
of
a
list
of
services,
strategies,
and
suggested
training
classes
for
addressing
bullying.
It
also
led
to
the
recommendation
that
schools
provide:
• Rules
against
bullying
that
are
publicized,
posted
school-‐wide,
and
accompanied
by
consistent
sanctions
• Student
and
adult
mentors
who
assist
victims
to
build
self-‐esteem
and
to
foster
mutual
understanding
of
and
appreciation
for
differences
in
others
• A
"buddy
system"
that
pairs
students
with
a
particular
friend
or
an
older
student
who
is
aware
of
the
buddy's
class
schedule
and
is
available
if
help
is
needed
Bullying
in
Schools
• An
on-‐campus
parents'
center
to
recruit
parents
to
participate
in
the
educational
process,
volunteer,
and
assist
in
school
projects
and
activities
• Parenting
and
anger
management
classes
for
adults
• Behavior
contracts
signed
by
students
and
parents,
and
written
behavior
codes
for
students,
teachers,
and
staff
members
• Discipline
policies
that
emphasize
positive
behaviors
rather
than
punishments
for
wrong
behaviors
• Training
for
all
adult
supervisors
in
cafeterias,
playgrounds,
or
other
"hot
spots"
where
bullying
is
known
to
occur
• Classroom
and
school-‐wide
activities
designed
to
build
self-‐esteem
(for
those
who
are
bullied)
by
spotlighting
special
talents,
hobbies,
interests,
and
abilities
of
all
students
Prevention
Programs
that
work
The
Olweus
Bullying
Prevention
Program
Dan
Olweus,
considered
by
most
to
be
the
pioneer
in
bullying
research,
developed
the
first
research
study
in
Norway
in
1970,
which
served
as
the
basis
for
this
prevention
program.
He
has
continued
to
refine
and
expand
his
contribution
to
research
on
bullying.
In
the
1990s,
he
began
working
with
two
professors
at
Clemson
University
who
conducted
the
first
evaluation
study
of
his
prevention
program
in
the
United
States.
The
Bullying
Prevention
Program
has
been
identified
as
a
Model
Program
by
SAMHSA
and
by
the
U.S.
Department
of
Justice's
Office
of
Juvenile
Justice
Delinquency
Prevention
and
by
the
Center
for
the
Study
and
Prevention
of
Violence
(CSPV),
University
of
Colorado.
Details
of
this
program
can
also
be
found
at
SAMHSA's
Model
Programs
Web
site.
Bully
Proofing
Your
School
The
Bully
Proofing
Your
School
Program
was
developed
in
Colorado
in
1996.
It
is
designed
to
work
in
elementary
and
middle
school
settings.
The
program
is
a
comprehensive
school
climate
program
designed
to
create
a
safe
and
caring
school
community
by
shifting
the
power
away
from
bullies
and
into
the
hands
of
the
caring
majority
of
students.
BullySafe
USA
BullySafe
USA
is
a
comprehensive
program
that
offers
common
terminology,
concepts,
and
strategies
for
bullying
prevention
and
intervention
for
students,
educators,
parents,
and
community
leaders.
The
Don't
Laugh
at
Me
Program
(DLAM)
DLAM
is
a
program
out
of
Operation
Respect,
Inc.,
that
is
working
to
transform
schools
into
more
compassionate,
safe,
and
respectful
places.
The
program
was
founded
by
Peter
Yarrow
of
the
music
group
Peter,
Paul
and
Mary
in
collaboration
with
Educators
for
a
Social
Responsibility.
It
is
designed
to
reduce
the
emotional
and
physical
cruelty
children
can
inflict
on
one
another,
often
in
the
form
of
ridicule,
bullying,
and
sometimes
violence.
Peaceful
Schools
Project/Menninger
Clinic
The
Peaceful
Schools
Project,
created
and
run
by
the
Menninger
Foundation's
Child
and
Family
Center
in
Houston,
Texas,
focuses
only
on
the
elementary
level
grades
(K-‐5).
The
program
also
includes
a
research
component
that
is
examining
the
results
of
antibullying
efforts.
Promoting
Alternative
Thinking
Strategies
(PATHS)
This
curriculum
is
a
comprehensive
program
for
promoting
emotional
and
social
competencies
and
reducing
aggression
in
elementary
school-‐age
children.
The
program
is
designed
to
be
used
in
a
multiyear
format
by
teachers
and
counselors.
Safe
Culture
Project
This
bullying
prevention
program
is
originally
from
Iowa,
but
has
been
implemented
in
States
from
Maine
to
California.
Steps
To
Respect
Program
The
Steps
To
Respect
Program
is
a
bullying
prevention
curriculum
designed
to
decrease
bullying
at
a
school
and
help
students
build
more
supportive
relationships
with
one
another.
The
program's
dual
focus
is
based
on
the
research
showing
that
friendships
help
protect
children
from
the
harm
of
bullying.