MCGILLBULLYING

stopping
the cycle
exploring
high school
bullying
prepared by
Diana Ashrafhosseseini
Ashley Daniel Foot
Petra Hicks EDPC 505
Cari Li Crisis/Trauma Intervention
Maya Volpato
Patricia Ann Wallace
Sunday, November 21, 2010

stopping
the cycle
defining
bullying
exploring
prepared by
Petra Hicks
high school
bullying

stopping
the cycle
“A person is being
bullied when he or
she is exposed,
repeatedly and over
time, to negative
actions on the part of
one or more other
persons”.
Olweus,1991,1993 (as cited in Kaiser & Rasminsky, 2009, p, 280
w h a t i s
bullying
stopping
the cycle
t e e n a g e r s t a l k
high school bullying
stopping
the cycle
•Physical
•Verbal
•Relational
•Cyberbullying
•Sexual harassment
Kaiser & Rasminsky (2009)
t y p e s o f
bullying
stopping
the cycle
•About 6% of students aged

12-19 report bullying on a
weekly basis
• About 8% report that they
are victims of bullying
weekly
•About 1% report that they
are both victimized and bully
others on a weekly basis
Public Safet Canada (2008)
C a n a d i a n
Statistics
stopping
the cycle
•Bullying is about establishing

status, power and control
•More boys are involved in physical
Bulling
• in the form of physical attacks
and aggressive behavior
•Boys use verbal aggression
•More boys sexually harass others
•More boys are bully-victims
Kaiser & Rasminsky (2009)
Public Safety Canada (2008)
O’Neil (n.d)
BOYS
stopping
the cycle
•Bullying is about establishing

status, power and control
•More boys are involved in physical
Bulling
• in the form of physical attacks
and aggressive behavior
•Boys use verbal aggression
•More boys sexually harass others
•More boys are bully-victims
Gruber & Fineran (2007)
Fineran & Bennett 1999 ( as cited in Gruber & Fineran 2007)
Dake, Price & Telljohanna (2003)
O’Neil (n.d.)
GIRLS
stopping
the cycle
•Absenteeism
•Suffer from psychiatric problems
•Suffer symptoms of depression
•Experience suicidal ideation or
even committing suicide
•Suffer from eating disorders
•Suffer feelings of loneliness
•Have problems with school
adjustment
Dake, Price & Telljohanna (2003, p.3)
O’Niel (n.d)
EFFECTS
R E F E R E N C E S
Anonymous bullying (2007) Retrieved from http://www.montrealfamilies.ca/articles/sept_feature1.htm
Dake, J. A., Price, J. H., & Telljohann, S. K. (2003). The Nature and Extent of Bullying at School: Journal of
School Health, 73(5), 173-180.
doi : 10.1111/j.1746-1561.2003.tb03599x
Gruber, J. E, & Fineran, S., (2007). The Impact of Bullying and Sexual Harassment on Middle and High School
Girls. Violence Against Women, 13 (6), 627-623
doi: 10.1177/1077801207301557
Kaiser, B., & Rasminsky, J. S. (2009). Challenging Behavior in Elementary and Middle School, NJ: Pearson.
O’Neil, S. (n.d). Bullying by Tweens and Teens Girls: A literature, Policy and Resource Review
Kookaburra Consulting inc
Public Safety Canda (2008). Retrieved from http://www.publicsafety.gc.ca/res/cp/res/_fl/2008-BP-01-eng.pdf
Teen ask for help to deal with bullies (2010) Retrieved from http://www.gazettenet.com/2010/04/05/teens-ask-
help-deal-bullies

D I S C U S S I O N
•As teachers what strategies have

you used to curb bullying?
•What are the names of the coping
strategies that adolescents use ?

stopping
the cycle
CYBERBULLYING
exploring
prepared by
Diana Ashrafhosseini
high school
bullying

Cyberbullying
“Cyberbullying is any behavior performed through electronic
or digital media by individuals or groups that repeatedly
communicates hostile or aggressive messages intended
to inflict harm or discomfort on others.” Tokunaga (2010)
• One of the most recent types of bullying
• Usually starts at the schools and continues at home
• 3 conditions: Behavior is repeated, involves psychological

harm & carried out with intent

– Cassidy, Jackson & Brown (2009)

Why is cyberbullying becoming
an increasing problem?
• More than 97% of youth in Canada and US
have access to Internet in some way
• A communicating tool where identities and

personalities are altered.
• Students have their own cellphones

Tokunaga (2010)
Cassidy, Jackson & Brown (2009)

Cyberbullying versus Traditional
Bullying
• Both have similar core motives
• Both have similar outcomes
• Main difference: Cyberbullying extends

beyond school grounds and follows the
targets into their homes.
Tokunaga (2010)

The difference between
Cyberbullying and Traditional
• 1.Students who would not otherwise engage in traditional
bullying behaviors do so online due to the anonymity
offered through electronic media.
• 2. The lack of supervision in electronic media from

teachers, school administrators or parents.
• 3. The accessibility to the target – victims can be reached

through their cellular phones, e-mail, and instant
messaging at any given time of the day whereas traditional
bullying usually occurs during school hours.
Tokunaga (2010)

Who is more likely to be a victim
of cyberbullying?
• Grades 7-8: more likely to be bullies and be bullied
• Girls / boys: mixed results when looking at different

studies but in general boys are just as likely as girls to be
a victim of cyberbullying
• Minorities: based on race, culture, religion, sexual

orientation, etc.
• Students who show low self-esteem
Tokunaga (2010)

Outcomes of Cyberbullying
• Depends on the frequency, length and severity of acts
• Related to:
– mental health problems
– social problems
– drop in academic
– quality of family relationships
• Also apparent are psychosocial problems and negative

moods (depression, social anxiety, lowering levels of
self-esteem, emotional distress, anger, sadness)
– Tokunaga (2010)

Strategies for dealing with
Cyberbullying
• Active versus passive strategies
• Technological coping strategies
• Approx. 15-35% of youths confront cyberbulliers by telling

them to stop
• Why do they rarely report to adults?

– Necessary skills
– Perceived as childish
– May limit own freedom
Tokunaga (2010)

To Witness Cyberbullying
• Reporting an incident to the police
• More likely to report to school officials when

they witness cyberbullying
• In both cases, students are more likely to tell

friends than adults (70% vs 18%)

Solutions to cyberbullying
1. develop programs to teach students about cyberbullying and its effects;
( 19%)
2. set up an anonymous phone-in line where students can report
cyberbullying; (18%)
3. make it known that the school does not tolerate cyberbullying;
4. punish students who participate in cyberbullying;
5. have a zero tolerance policy towards cyberbullying;
6. involve the police in cases of cyberbullying;
7. get parents, students and school staff together to talk about solutions;
8. develop a positive school culture where students learn to be kind to each other;
9. offer lots of extra-curricular activities so students won’t have time to cyberbully;
10. work on creating positive self-esteem in students.
• The Kid’s Help Phone


stopping
the cycle
racial
bullying
exploring
prepared by
Cary Li
high school
bullying

“ I walk by, some teens call me
“Filipino” and stuff.
“During gym class, some teens want to

take off my yarmulke.”
“ They think that all Chinese is good at

Maths, so they always ask me to copy
my homework . . . they will be nice to me
only if they want something …”
“Yeah. They want to bully us cause they

think we are not strong. But our
tradition value just . . .don’t want us to
quarrel…”
What kind of bullying being
involved ?
Ethno culturally-‐based / racial bullying

Who are marginalized in our society may be at high risk for
vic8miza8on?
Minority groups :
Racial
 Ethnic
Religious

Canadian Sta)s)cs
•20% of the Canadian popula7on was born in
another country
• 19% of children under the age of 15

•Almost 70% of the children had no knowledge of
English when they came.
((Sta7s7cs Canada, 2006))

The prevalence of racial bullying
• 8 to 19% of middle school students

reported being bullied because of their
ethnicity.
• 21% of high school students from minority

groups reported being bullied because of
their ethnicity.
(Craig, W., 2004)
** 40% in USA

Which group is most at risk for racial
vic8miza8on?
• African Canadian?
• Asian Canadian?
– East Asian-‐Canadian (e.g. Chinese, Japanese)

– South Asian-‐Canadian (e.g. Filipino)
– South East Asian-‐Canadian (e.g. Indian)
• European Canadian?
• Na7ve-‐Canadian ?

A Canadian Study
• By Anne-‐Claire LarocheKe and her colleges, 2009
• Examined the rela8onships among race, immigrant status,

and different types of bullying

The samples :
Elementary & High school students
• European-‐Canadian -‐-‐90.1 %
• The rest are different Racial minori7es 9.9%:
–African-‐Canadian-‐-‐1.6 %
– East Asian-‐Canadian (e.g. Chinese, Japanese)-‐-‐2.7%
–South Asian-‐Canadian (e.g. Filipino) -‐-‐1.8 %
– South East Asian-‐Canadian (e.g. Indian)-‐-‐1.8%
–Na7ve-‐Canadian -‐-‐2 %

High school students
• 366 high school students
• from grades 10 to 12
• Completed a bullying ques7onnaire
• one year apart

Which is the most at risk group for
racial vic8miza8on
• African Canadian?
• Asian Canadian?
• European Canadian?
• Na7ve-‐Canadian ?

Types of Racial bullying
Harassment
• Physical violence
– Involving throwing things, hiUng, outnumbering…
Physical bullying : Boys ≥ girls
• Verbal abuse
– Menacing forms, including racial slurs or name-‐calling
Related to language or ethnicity,
Such as, imita8ng Chinese speech ; calling a par8cipant
“nigger.”

Stereotypes
• Girls Academic ability
• Boys  A^tude, Physical weakness

E.g. Chinese males are “less masculine” or “weaker”;
Black are rough and outraged.
(Pierson, 2004)

Meaning-‐making
Includes 3 different levels:

1. the micro level(individual )
2. the meso level(communi8es and
organiza8ons)
3. the macro level (social structures, ideologies,
and policies )
(Belle Liang, et al 2010)

Social exclusion
• Aggravated when an immigrant youth is a
visible minority and is trying to adjust to a
new cultural environment.
(Anne-‐Claire LarocheKe,
2010)
Double-‐bind
(Belle Liang et al., 2007)

Other individual factors
• School size
• School climate
• Teacher & Parents’ racial aUtudes
• Racial mixing and racial fairness
• Others?

hool s uppor t
r div e r s it y & s c
Teache
Racial Bullying

Consequences
Those Racial bullying experiences nega7vely affect youths’
mental health and well-‐being in long term.
(Belle Liang et al., 2007)
–Shame of their race

–Lack of ethnic iden7ty development
–Depressive symptoms
–Commit suicides
–Commit outrages on innocent one

Annie’s story—Part 1
When I was 15, I had moved to Montreal, where the diversity
was high and my hopes were high on making some new friends…I bit
off a liKle more than I could chew. Since the language barrier, I was
enrolled in a middle school; I had been placed with two-‐more-‐grade
younger students. I felt embarrassed and incompetent. Moreover,
lack of proficiency of English and French made me feeling I was slow,
alienated and rejected. No maKer how hard I tried to aKract others
to me, few had wanted anything to do with me. .Some8mes, I walked
on the hallway and someone imitated " the Chinese dull girl". From
then on, I didn’t feel like ea8ng, talking, even doing much of anything.

At the same 8me, I was overwhelmed by the loss of friends,
family members and community. Honestly, it is hard for me to
communicate my losses while being expected to learn a new
language, adopt new customs and do well in school. And I was fear to
talk to my parents about what happened, since I didn't want to
disappoint them.


Annie’s story—Part 2
The worst is now, I am in high school. I feel that the white
and black teens have all the control and they can do whatever
they want. They treat me as an outsider and so they will always
discriminate against me. The only thing that I can gain a liKle of
respect if they forgot to do their work and ask me to copy my
work. I can only say yes, if not, they will look at me with a very
special or mean glare . . . I feel like I just made an enemy. I always
heard some messages they are sending to me, “We don’t want
you here. Why don’t you go and kill yourself? No one will miss
you. “

Every day, as I sit at home, I consider using any of the
household products to end my life. Like hanging myself by the
ceiling lamp, or cuUng myself with one of the kitchen knives, or
raiding my mother’s medicine cabinet swallowing every pill I can
find with a swig of alcohol. But…no, that was the coward’s way
out, and I couldn’t bear giving my parents or family the scenario
of finding my corpse on the floor…

Case Analysis Exercise
• Team 1: By using Triage Assessment Model
(TAF) to assess Annie’s crisis reac8ons in the
affec8ve, behavioural and cogni8ve domain.
• Team 2: By using American Academy of Crisis

Interveners Lethality Scale to iden8fy Annie’s
current concerns and triggers to the crisis. E.g
the persistence of suicidal thoughts ,the ability
to control

References
• Anne-Claire Larochette, Ashley Nicole Murphy and Wendy M. Craig, (2010).
Racial Bullying and Victimization in Canadian School-Aged Children
Individual and School Level Effects: School Psychology International
Copyright © 2010 SAGE Publications (Los Angeles, London, New Delhi,
Singapore and Washington DC), Vol. 31(4): 389–408.
• Craig, W. (2004). Bullying and Fighting. In William Boyce (Ed.) Young people
in Canada: their health and well-being. Health Canada, HBSC: Health
Behaviours in School-Aged Children, a World Health Organization Cross-
National Study, pp. 87-96.
• Killen, M. and Stangor, C. (2001). Children’s social reasoning about inclusion
and exclusion in gender and race peer group contexts. Child Development 72,
174–86.
• Liang, Belle , Grossman, Jennifer M. and Deguchi, Makiko(2007) 'Chinese
American Middle School Youths' Experiences of Discrimination and
Stereotyping', Qualitative Research in Psychology, 4: 1, 187 — 205
• Rose Merrell-James (2006). Intra-racial bullying: An issue of multicultural
counselling. Persistently Safe Schools 2006: Collaborating with Students,
Families, and Communities

stopping
the cycle
LG BT T T I Q
bullying
exploring
prepared by
Ashley Daniel Foot
high school
bullying

LGBTTTIQ
Lesbian/Gay, Bisexual, Transsexual ?

Transgender, Two-Spirited, Intersex, and Queer
full definition is @
http://bit.ly/lgbtttiq
F A C T
Since we started this class on September 7, nine

young men have committed suicide due to anti-
gay, homophobic bullying.
reference

F A C T
Just three Fridays ago, Brandon Bittner threw

himself in front of a truck on busy highway in
Middleburg, PA.
reference

stopping
the cycle
Seth Walsh
Asher Brown
Billy Lucas
lgbtttiq bullying
stopping
the cycle
EPIDEMIC
STAT S
stopping
the cycle
STAT S
stopping
the cycle
89%
heard the word “gay” in a
negative way
84%
verbally harrased due to
sexual orientation
STAT S
stopping
the cycle
52.9%
victim of cyberbullying
due to sexual orientation
58.1%
PHYSICALLY harassed
and assaulted because of
sexual orientation
STAT S
stopping
the cycle
23.2%
chance that someone who
has been attacked or
harassed because of
sexual orientation or
perceived sexual
orientation will attempt
suicide.
STAT S
stopping
the cycle
97%
of US teachers fail to
respond when they hear
anti-gay comments.
http://www.metrock.gov/HEALTHdatawatch/bullying.pdf
STAT S
stopping
the cycle
So what happens to bullied

LGBTTTIQ students at
school?
❖ Truancy (skipping class)

❖ Fights at school
❖ 1.5 times more likely to have
carried a weapon at school.
❖ Suicide attempts
❖Suicide
http://www.metrock.gov/HEALTHdatawatch/bullying.pdf
CONSEQUENCES
stopping
the cycle
AGENCY
INTERVENTIONS
stopping
the cycle
Resisting
Challenging
Interrogating
questioning
INTERVENTIONS
stopping
the cycle
Safer schools
legal mandates
supportive climate
queer youth
developme n
INTERVENTIONS
stopping
the cycle
No tokenism
curriculum
integration
Separate programs
Gay- straight
alliances
INTERVENTIONS
stopping
the cycle
INTERVENTIONS
stopping
the cycle
INTERVENTIONS
stopping
the cycle
It Gets Better Project
P r o j e c t 10 M o n t r e a l
Yo u t h L i n e M o n t r e a l
RESOURCES
stopping
the cycle
THE ANSWER?
stopping
the cycle
nomorebul
lying.tumb
lr.com
web links
videos
articles
pdf of the presentation
resources
raw data and more....
MINI SITE
stopping
the cycle
bullying
workshop
exploring
prepared by
Patricia Ann Wallace
high school
bullying

Dr. Gordon Neufeld Workshop
Bullies: Their Making and Unmaking
“We need to make sure we can send

them back out there safely, before
we before we create a safe place for
them to be in.” Patricia

Where does it come from?
• NOT Gene7c
• NOT Behavioral
• Bullying is a developmental issue that involves
“wayward” or “aberrant” ins7ncts. It is not a
learnt behavior so it cannot be unlearnt.

A Working defini8on
• Bullies assert dominance by exploi7ng
vulnerability of others. This is accomplished
through put downs and through in7mida7on.
• Not all aggressive and mean behavior is
considered bullying.

Projec8on of Purpose
• This has led psychologists off on the wrong track.
Essen7ally the projec7on of purpose is to come
up with some idea as to why a bully does what s/
he does (bullying) then to project that purpose
unto the bully. Psychologists formulate
interven7ons based on what we think the reason
is, dealing with the situa7on as if the purpose
were valid. This could lead to making situa7ons
worse.

AKachment Theory
• John Bowlby (1988)

• Aiachment theory is a theory (or group of
theories) about the psychological tendency to
seek closeness to another person, to feel secure
when that person is present, and to feel anxious
when that person is absent.

AKachment Theory
Characteris*cs of A/achment
• Safe Haven: When the child feel threatened or afraid, he
or she can return to the caregiver for comfort and
soothing.
• Secure Base: The caregiver provides a secure and
dependable base for the child to explore the world.
• Proximity Maintenance: The child strives to stay near
the caregiver, thus keeping the child safe.
• Separa*on Distress: When separated from the caregiver,
the child will become upset and distressed.

Neufeld’s Theory
• Entrenched in the Aiachment Theory and
Hierarchy
• Two essen7al components contribu7ng to the
Bully Syndrome: Aiachment -‐ alpha ins7ncts
(compelled to dominate) and Defended against
vulnerability (devoid of caring and responsibility).
Each alone does not make a bully but the two
together are necessary

Traits of a bully
• Schools have become bully factories. It use to be
that you would know who the bullies were.
However, there are so many bullies in schools
that our children are now “walking amongst the
bullies” which is very different that what we
encountered as children.
• A bully has to get his/her own way, demands
deference, is sensi7ve to slight, full of foul
frustra7on and backs into aiachment.

Interven8ons
• It is difficulty to outline the interven8ons without
discussing the theories behind what makes a bully.
• There are models that work but we may not
understand why they are working. It is important
to look at the theories or philosophies involved.
• One of the key components is the establishing of a
caring dominances. This involves many steps but it
is essen8al to “collect the alpha child” and provide
a “touch of proximity”

Children aren’t responsible for each
other
• Adults are responsible to work with the bullies
and work with the vic7ms. It is not the
responsibility of the vic7ms to change bullies
• In order to keep children safe, both the bullies
and the vic7ms need to be shielded by safe and
caring rela7onships

Resource (to be added to group list)
• PREVNet (www.prevnet.ca)
The Promo*ng Rela*onships and Elimina*ng Violence

Network is a coali8on of Canadians concerned about bullying.
The mission of PREVNet is to develop a na8onal strategy to
reduce problems of bullying and vic8miza8on throughout
Canada. Recognizing that bullying is a community problem
evident across the lifespan, and not just a problem in schools,
PREVNet u8lizes a collabora8ve model that establishes
partnerships with researchers from universi8es across Canada,
na8onal nongovernmental organiza8ons (NGOs), and
governments in order to create safe, healthy environments for
all Canadian children and youth

stopping
the cycle
live
interventions
exploring
prepared by
Maya Volpato
high school
bullying

Student Code of Conduct
• “We do not tolerate inappropriate language or
tone, insults, harassment, bullying, or other
hurtful acts.”
• Applies on school property, school buses or
at school authorized events or activities
• Section 242 of the Education Act gives the

Board the power to expel students for “just
and sufficient cause”;
–“this Board believes…, acts of intimidation,
violence, or threat of violence are deemed
“just and sufficient cause.”
Centennial Regional High School Governing Board, 2005.

Disciplinary Repercussions
1) Student’s parents/guardians are informed
2) Referral to support centre for consultation
3) Possible suspension and or expulsion

depending on severity

Behavioral Technicians report…
• Cyber bullying
* (threats, harassment, name calling)
–Facebook
–Text messaging
–MSN
–You Tube
–Teacher as victims
* Major grey area dilemmas

-when is it a school problem?
Public Safety Canada (2008)

Behavioral Technicians report…
• Social bullying prevalent in grade 8-9 girls
–Rejection
–Social isolation
–Spreading rumours
–Possessiveness with friends
• Importance in breaking trends carried over

from elementary school to high school
bullying

Prevention
• Administration, teachers and behavioural techs
meet middle school staff annually to discuss
concerns;
–teens at risk for bullying
–current bullies
–intimidating cliques
–providing professional development
• Sensitization
–inappropriate jokes & remarks
• Student Leadership committee
–empowering students to create change
Helping Victims
• Support center counseling
• Empowerment tools
• After school sports, clubs, activities
• Self defense tools
• Self-esteem activities
• Buddy system with positive role model
• Taking leadership stance in coming forth

Dealing with Bullies
• Support center counseling
• Often a bully is a victim of bullying
• Teaching mediation techniques
• Safe confrontational discussions between
victim and bully
• Disciplinary action
• Importance of parental involvement in
creating change

What's the message?
• Importance of a collaborative approach
–Teachers
–Behavioural Technicians
–Guidance Counsellors
–Administration
–Coaches
–Students
–Staff from feeder school
–Parental involvement
–Community
stopping
the cycle
e x p l o r i n g
high school bullying

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stopping

Sunday, November 21, 2010

Sunday, November 21, 2010

Kaiser & Rasminsky (2009)

•About 6% of students aged

Public Safet Canada (2008)

•Bullying is about establishing

•Bullying is about establishing

Anonymous bullying (2007) Retrieved from http://www.montrealfamilies.ca/articles/sept_feature1.htm

Public Safety Canda (2008). Retrieved from http://www.publicsafety.gc.ca/res/cp/res/_fl/2008-BP-01-eng.pdf

Sunday, November 21, 2010

•As teachers what strategies have

Sunday, November 21, 2010

Sunday, November 21, 2010

• One of the most recent types of bullying

• Usually starts at the schools and continues at home

• 3 conditions: Behavior is repeated, involves psychological

– Cassidy, Jackson & Brown (2009)

Sunday, November 21, 2010

• A communicating tool where identities and

• Students have their own cellphones

Sunday, November 21, 2010

• Both have similar outcomes

• Main difference: Cyberbullying extends

Sunday, November 21, 2010

• 2. The lack of supervision in electronic media from

• 3. The accessibility to the target – victims can be reached

Sunday, November 21, 2010

• Girls / boys: mixed results when looking at different

• Minorities: based on race, culture, religion, sexual

• Students who show low self-esteem

Sunday, November 21, 2010

• Also apparent are psychosocial problems and negative

Sunday, November 21, 2010

• Technological coping strategies

• Approx. 15-35% of youths confront cyberbulliers by telling

• Why do they rarely report to adults?

Sunday, November 21, 2010

• More likely to report to school officials when

• In both cases, students are more likely to tell

Sunday, November 21, 2010

• The Kid’s Help Phone

Sunday, November 21, 2010

Sunday, November 21, 2010

“During gym class, some teens want to

“ They think that all Chinese is good at

“Yeah. They want to bully us cause they

Ethno culturally-­‐based / racial bullying

Sunday, November 21, 2010

Sunday, November 21, 2010

• 19% of children under the age of 15

((Sta7s7cs Canada, 2006))

Sunday, November 21, 2010

• 8 to 19% of middle school students

• 21% of high school students from minority

Sunday, November 21, 2010

– East Asian-­‐Canadian (e.g. Chinese, Japanese)

Sunday, November 21, 2010

• By Anne-­‐Claire LarocheKe and her colleges, 2009

• Examined the rela8onships among race, immigrant status,

Sunday, November 21, 2010

Sunday, November 21, 2010

• from grades 10 to 12

Ethno culturally-‐based / racial bullying

– East Asian-‐Canadian (e.g. Chinese, Japanese)

• By Anne-‐Claire LarocheKe and her colleges, 2009

The Promong Relaonships and Elimina*ng Violence