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Ani Tejada, MD

Bullying - a specific type of aggression

(1) The behavior is intended to harm or disturb (2) The behavior occurs repeatedly over time, and (3) There is an imbalance of power, with a person or group perceived as more powerful attacking one perceived as less powerful.

Filippos Analitis (2009)

Externalizing: behaviors Internalizing: depression, anxiety Prosocial: altruism, sharing, volunteerism. Cyberbullying: bully behavior through electronic media (cell phone, computers)

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Verbal Psychological Physical (younger children)

Analitis (2009)

Involving:

Bullies (perpetrators) 24% Victims 13% Bullies/victims 22%

Forero (1999)

Findings from community survey:

Bullies appear psychologically strongest with high social standing Victims - emotionally distressed and socially marginalized Bully-victims - most troubled with problems in
Conduct School Peer relationships

Junoven,2003

Region All Europe Sweden Lithuania

Boys 23% 9% 45%

Girls 16% 5% 36%

Highest Victimization: Lithuania, Latvia, Greece, Greenland, Romania, Turkey, and Ukraine. Highest Bullying: Latvia, Estonia, Greece, Lithuania, Romania, Greenland, Ukraine, Russia, and Austria. Lowest Bullying: Hungary, Norway, Ireland, Finland, Sweden, Iceland, Czech Republic, and Wales

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Younger adolescents (<15 years) Males Loneliness Depression Anxiety Poverty, minority, non-primarily English Hopelessness Smoking cigarettes Alcohol consumption Truancy Lower academic achievement Poor parental support

Compared

reported:

to bystanders, victims

Lower achievement Feeling unsafe Feeling as if one does not belong at school (4 times as often) Feeling sad (nearly twice as often)

Having close friends Parental supervision High academic achievement.

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Correlate of youth violence Victims have rates of: Physical illness Mental illness- depression, anxiety Violence Subsequent mental health symptoms Social problems Aggression Externalizing behavioral problems

Bully-victims: Most troubled Highest level of conduct, school, and relationship problems. Bullies: Increased conduct problems, Psychologically strongest Enjoyed high social standing among their classmates. degree of empathy and cooperativeness

Victims: Emotionally distressed Socially marginalized among their classmates. Bully groups: School problems Difficulties getting along with classmates.

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All groups:

Equally Increased depression Increase severe suicidal ideation

Depression

Most common among bully- victim

Suicidal ideation

Most often among bullies.

Bullies and victims:

Increased psychological and psychosomatic symptoms.

Bully-victims, victims, and bullies

Increased risk for psychosomatic problems compared with uninvolved peers.

All bullying-involved groups: Bullies:

lower than the scores of bystanders.

unhappy with school

Victims:

like school, feel alone

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Victims

Emotionally distressed Socially marginalized among their classmates.

If during the first years of schooling If Girls

contributes to maladjustment in young children

More internalizing and externalizing problems

Highest conduct, school, and relationship problems. More internalizing problems More externalizing problems Fewer prosocial behaviors Less happy at school

Children involved in bullying:

Endorse carrying guns to school Beating up someone who started a fight Smoking cigarettes.

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Primary: before problem Secondary: early stage of problem Tertiary: consequence of problem

Methods most used in the world: Dan Olweus Dr. Ken Birgy

1980s in Norway bullying by 50%. ( 30% to 70% others) System-wide program, parents involved. Based on: constant reminder of rules close supervision meetings, committees Levels School Individual Classroom Community

First worldwide prestigious program

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Rules and consequences Restorative Justice procedures Mediation the No-Blame or Social Group Method Method of Shared Concern

Non-punitive problem-solving: There is no individual bully Information by bystanders: Not from victimsavoided Moderate severity, not for trivial or criminal Series of discussions
With all groups involved Refer to hypothetical bullies who can assist in resolving the problem.

Improving Parent Involvement Training Students:

Bystander Intervention Programs Student Mediated Conflict Resolution Programs

Role of Media/Newspaper Reporters

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School-Wide Intervention Programs

Playground Interventions Interventions With High-Risk Students Helping Children Who Bully Helping Victimized by Bullying Addressing Gang Problems

Training Teacher on how to

Intervene Improve Classroom Management Recognize and Reinforce Students Behaviors Ways to Defuse Angry Students

http://teachsafeschools.org/bullyingprevention.html http://parentsagainstbullying.com/ http://bullycide.org/ http://www.overcomebullying.org/bullycide.html http://www.bartowparentsagainstbullying.org

www.thereadings.net/wanda http://www.jaredstory.com/brandon.html http://www.bullyonline.org/schoolbully/case s.htm http://www.bullycide.org/WandaProject.html

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Depression Anxiety Psychosomatic complaints Poor adult supervision or support Low academic grades Lower family income Absence of friends Truancy

Referral and treatment with behavioral health professionals Treatment tailored to specific needs
Pharmacological Therapy, individual, group, family

CB1

A moderate and statistically significant relationship exists between low self-esteem and experiences with cyberbullying.

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Slide 31 CB1 add definition of cyberbullying before this slide

Caroline Bonham, 4/14/2011

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Bullying behaviours are reinforced when a bully does not experience negative consequences Huesmann and Eron (1984) Teachers and other school staff model bullying behaviours Song and Swearer, 2002 Discrepancy between reports of intervention
85% teachers reported intervening always or often to stop bullying 35% students reported that teachers intervened in bullying.

Pepler et al. (1994),

www.BullyPolice.org/NewMexico Kathleen Keelan. Prevention Consultants, LLC http://preventionconsultantsllc.com Olweus Bullying Prevention Program, www.olweus.org

NEW MEXICO B+ A. This section applies to local school boards, local school districts, and charter schools and governs policies to be adopted and implemented by local school districts with regards to addressing bullying. B. Each school district and charter school shall develop and implement a policy that addresses bullying, (Point 6) no later than April 1, 2007. (Point 7) C. Any such anti-bullying policy shall at least include, (Point 4) but shall not be limited to: (1) definitions; (2) absolute prohibition; (3) annual dissemination of the anti-bullying policy to all students, parents, teachers, administrators and all other school or district employees; (4) procedures for reporting incidents of bullying- confidentiality /protection from reprisal, retaliation or false accusation (5) consequences (6) consequences for knowingly making false reports pursuant to the anti-bullying policy; (7) procedures for investigation by administration of incidents (8) a requirement that teachers and other school staff report any incidents of bullying; and (9) a requirement that anti-bullying is included as part of the health education curriculum

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Research articles from PUB MED Mentioned Web Links

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