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Bullying Starts Before School Years Begin: Study

noreply@blogger.com (www.standuptobullying.net) — Wed, 27 Aug 2014 21:07:00 +0000

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Bullying Starts Before School Years Begin: Study

And obese boys more likely to be both bully and bullied than slimmer peers, researchers report

By Tara Haelle

HealthDay Reporter

(HealthDay News) -- In a finding that illustrates the complexity of bullying, Dutch researchers report that obese boys are more likely to bully and be bullied than their thinner peers and the vicious cycle begins before these children ever step foot inside a school.

Past research has shown an association between bullying and weight, but most of those studies focused on older children or teens. The average age of the children in this new study was 6.

"I was very surprised by how young these kids are," said Rachel Annuziato, an assistant professor for clinical psychology at Fordham University in New York City. "I think our understanding of bullying is that it's something that starts a little later cognitively and developmentally, but this suggests that isn't the case. From the day kids walk into school, this is a concern."

She said researchers have typically thought of bullying as a school-based phenomenon in which students learn bullying behavior from other kids. But these findings imply that kids are learning this behavior outside of school.

Annuziato said she also found it interesting that obesity increased the risk of being both a perpetrator and a victim for boys.

"Kids who are being picked on might start to think this is the way to fit in, to pick on other kids," she suggested. "That becomes their way to assert themselves after they've experienced bullying."

The link between being a bully and a victim of bullying may also offer clues to the link between bullying and obesity, said Susan Tortolero, a professor of public health at the University of Texas School of Public Health in Houston.

"A lot of these risk behaviors may have to do with self-regulation, self-discipline and decision-making, which gets into the executive functioning of the brain," Tortolero said. "It could be that poor coping is going on here, too. They could be expressing aggression because they're being bullied and they don't know how to cope with it or express it."

This possibility was also raised by the researchers, whose earlier work showed that being overweight or obese can lead to social problems among children. Having difficulty managing their emotions might be contributing to both the peer problems and to abnormal eating behaviors, the researchers suggested.

In the new study, more than 1,300 Dutch children and their teachers were surveyed to learn which children were bullies or victims, how often bullying occurred and what form it took: physical (hitting, kicking); verbal (teasing, name-calling); relational (being excluded or shunned); or material (personal items hidden or broken). The children were classified as having a normal weight or being overweight or obese based on their body-mass index, a measurement used to assess a person's healthy weight for their height.

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Can you define bullying?
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What is the difference between playful teasing versus hurtful taunting?
How do I teach students to forgive themselves?
What is verbal bullying?
What is physical bullying?
Who are the bystanders?
What are bystander responsibilities?
What are the ways to stop bullying?
How should students respond to verbal bullying?

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When The Teacher Is The School Bully

noreply@blogger.com (www.standuptobullying.net) — Wed, 27 Aug 2014 19:44:00 +0000

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When The Teacher Is The School Bully

Susan Scott

Anti-bullying laws may now have a significant impact on what is considered to be “emotional abuse” in schools. Recently, the Connecticut Supreme Court concluded that a teacher’s bullying behavior toward a student met the legal definition of emotional abuse.Nicholas Frank v. Department of Children and Families, SC 18980, July 8, 2014. In this case, a sixth grade teacher, Nicholas Frank, had been placed on the central registry of abuse and neglect after the Department of Children and Families [“DCF”] found that he had emotionally abused one of his students. The abuse came in the form of targeting an overweight boy in his class by repeatedly calling him demeaning and embarrassing names — such as “pregnant,” “birthing mother,” “cheeks,” “fish out of water,” — painfully pinching the student’s cheeks, and effectively encouraging other students in the class to join in. As a result, the student began to suffer from anxiety, bedwetting, fear of school and reduced academic performance. The teacher’s primary defense was that his comments were jokes, said in an effort to keep a light atmosphere in the classroom and could not be considered to be abuse as that term was too vague to apply to his situation.

This case had started as an appeal of a DCF hearing officer’s decision to keep the teacher’s name on the registry of abuse and neglect. The Court concluded that the hearing officer’s decision was based upon substantial evidence, and thus worthy of deference by the Court, and that the abuse and neglect law as applied to this teacher was not unconstitutionally vague. In other words, the teacher had fair notice that his behavior fell within the statutory definition of abuse. Such notice came mostly from DCF policy, but also, quite notably, from the anti-bullying and safe school climate law.

In Connecticut, bullying policies and safe school climate plans do not apply to teacher conduct toward students. Acknowledging this, the Court stated that “[a]lthough the statute is expressly directed at student conduct intended to cause harm, it directs teachers to take an active role in preventing and responding to bullying.” The Court went on to note that teachers play a vital role in minimizing, if not eliminating bullying among students. Therefore, the anti-bullying law is further proof that this teacher should have known that his behavior was abusive.

What does this case mean for schools and for teachers?

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8 types of bullies and how to handle them

noreply@blogger.com (www.standuptobullying.net) — Wed, 27 Aug 2014 19:35:00 +0000

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8 types of bullies and how to handle them

Compiled by Herb Scribner

Bullying has been a common issue for kids throughout their lives in high school.

But with the rise of social media, cyberbullying and heightened pressures of a new age, bullying has been at the center of much discussion and debate. A survey by the Olewus Bullying Prevention Program found that 1 in 6 American kids have been bullied, and it’s something they’re worrying about. Kids actually worry about getting bullied more than they fear ghosts, another survey revealed.

And another recent study by the American Journal of Psychiatry found that the after effects of being bullied can last well into adulthood.

With kids readying to return to school across the nation, here’s a look at some of the different bullies you or your children may encounter this year:

See the list...

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Can you define bullying?
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What is verbal bullying?
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Ask a Grown Man: Stephen Colbert

noreply@blogger.com (www.standuptobullying.net) — Wed, 27 Aug 2014 19:23:00 +0000

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Ask a Grown Man: Stephen Colbert

Once upon a time, Stephen Colbert, the lovely and hilarious host of our favorite political talk show, The Colbert Report, graciously invited our bosstone to be on his show. During their interview, he asked Tavi if we might maybe think about considering having him do an Ask a Grown sometime. Our answer, of course, was, “Hell yes, you wonderful man!!”

Now, we’ve cashed in on that generous offer to bring you this video containing SC’s wise advice about misogynist jokes, boyfriend-based dilemmas, and how to tell if someone thinks you’re cool. And, Stephen, we’ll make that last one easy for you: WE THINK YOU’RE *EXTRAORDINARILY* COOL.

See the video!

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Bullying Starts Before School Years Begin: Study

noreply@blogger.com (www.standuptobullying.net) — Wed, 27 Aug 2014 19:20:00 +0000

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Bullying Starts Before School Years Begin: Study

And obese boys more likely to be both bully and bullied than slimmer peers, researchers report

By Tara Haelle

HealthDay Reporter

Past research has shown an association between bullying and weight, but most of those studies focused on older children or teens. The average age of the children in this new study was 6.

Annuziato said she also found it interesting that obesity increased the risk of being both a perpetrator and a victim for boys.

"Kids who are being picked on might start to think this is the way to fit in, to pick on other kids," she suggested. "That becomes their way to assert themselves after they've experienced bullying."

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Can you define bullying?How can teachers stop bullying?

What are the different types of bullying?
What is the difference between playful teasing versus hurtful taunting?
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What is verbal bullying?What is physical bullying?Who are the bystanders?What are bystander responsibilities?What are the ways to stop bullying?How should students respond to verbal bullying?

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There's a gender gap in bullying - watch it widen as kids grow up

noreply@blogger.com (www.standuptobullying.net) — Wed, 30 Jul 2014 17:48:00 +0000

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There’s a gender gap in bullying — watch it widen as kids grow up

By Steven Rich July 29 Follow @dataeditor

Every other year, the U.S. Department of Education’s Office for Civil Rights is required to collect data on “key education and civil rights issues in our nation’s public schools.” A few years ago, the survey grew to include reports of bullying and harassment.

An analysis of the 2011-2012 school year data show that disparities between bullying and harassment on the basis of sex increase between boys and girls as they progress through school. While girls at every level are harassed on the basis of their sex at a higher rate than boys, the disparities increase with age.

“Harassment or bullying on the basis of sex is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature,” according to a Department of Education definition. “Harassment or bullying on the basis of sex also includes gender-based, nonsexual harassing conduct, such as harassment based on gender stereotyping. This conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of sexual harassment, and the harasser and the victim can be of the same sex.”

As you can see by the graphic above, middle school is where the most reports of bullying or harassment are made for both genders. However, in a traditional high school (grades 9-12), reports of harassment are as much as 56 percent higher for girls than their male counterparts, up from 34 percent in middle school (grades 6-8) and 20 percent in elementary school (grades 1-5).

The data is self-reported and likely understates the problem. Since the bullying and harassment question is new to the survey, the Office for Civil Rights reports that it’s hard for some schools to provide accurate data.

For example, of the nearly 3,900 public schools in Florida, there were only 606 incidents in the data. Vermont, which has 295 public schools, reported 709 incidents over the same year.

There’s also the issue of under-reporting among students. Many students never come forward to report being bullied for fear that it may make things worse.

The next collection, which took place this last school year, will likely be out in two years and will hopefully refine results as schools get used to the reporting requirements.

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What are the different types of bullying?
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What is verbal bullying?What is physical bullying?Who are the bystanders?What are bystander responsibilities?What are the ways to stop bullying?How should students respond to verbal bullying?

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Who are more likely to be bullies - poor kids or rich kids?

noreply@blogger.com (www.standuptobullying.net) — Wed, 30 Jul 2014 17:15:00 +0000

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Who are more likely to be bullies – poor kids or rich kids?

It doesn’t matter how much your parents earn. Bullying picture via stefanolunardi/Shutterstock

Neil Tippett Dieter Wolke

Bullying is the repeated and systematic abuse of power with the aim of causing intentional harm. Examples of bullying have been found in all societies, including among modern hunter-gatherers and in ancient civilisations. But new research has shown that in the modern age, we can draw few strong conclusions about whether bullies are more likely to come from richer or poorer families. In hierarchical social settings, anybody can be at risk of bullying.

Some researchers consider bullying to be an evolutionary adaptation, designed to gain access to resources, secure survival, and allow for more mating opportunities. Bullying can also reduce stress upon bullies: by enabling them to develop a culture of fear and respect it deters others from attacking them and means they have to spend less of their time fighting.

While children diagnosed with conduct disorder or delinquency are more often found in socially disadvantaged groups, such as among families with low socioeconomic status, it is less clear whether bullies are also more likely to come from these backgrounds.

If bullies are motivated by the desire to obtain greater status and dominance, and use strategic behaviour as a means of gaining social success and romantic partners, then it is likely they will be found in similar numbers among all socioeconomic groups.

Richer or poorer?

To explore this, we investigated whether being a victim, bully, or bully/victim (someone who is victim but also fights back) was associated with socioeconomic status. Our research synthesised findings from 28 studies published since 1970 covering 342,611 children and adolescents in North America, Europe and Australia.

We found a weak association between socioeconomic status and being a bully: bullies were only slightly more likely to come from middle or lower-socioeconomic backgrounds. In contrast, victims and bully/victims were more likely to live in poorer families. Fewer victims came from richer households.

The results suggest that bullies exist across all socioeconomic groups: they are as likely to be found in deprived inner city areas as they are in leafy, suburban schools in well-to-do neighbourhoods. In contrast, those who become victims, particularly victims who retaliate unsuccessfully (bully/victims), are more likely to be raised in less well-off families. Overall, it seems that socioeconomic status is not the most accurate indicator for identifying those involved in school bullying.

A social strategy

These findings for bullies support an evolutionary interpretation of bullying situations. Unlike other forms of child aggression, such as conduct disorder or delinquency, which can result from psychiatric problems within the child, bullying appears to be a social strategy, which is used to gain access to resources and achieve greater social status.

Emerging evidence shows that bullies are more prevalent in social settings characterised by hierarchical social structures, and more financial or social inequality. Greater financial inequality in nations, as well as more hierarchical classroomand household structures all increase the risk of children bullying others. The more unequal a social setting, the more likely it is that using any means of getting ahead is endorsed.

Contrary to views held by some teachers, parents and even psychiatrists that bullies are poorly adjusted, there is also increasing evidence that bullies excel at reading other people’s emotions, and are often skilled manipulators who use a variety of social strategies. These may range from classical bullying (verbal, physical, black mailing or social exclusion) to more “pro-social strategies” such as publicly offering favours that make the victim feel uncomfortable and cannot be repaid.

The benefits to bullies have recently been shown in a range of longitudinal studies, which found bullying others had few psychological, health or economic downsides in early adulthood. It has actually been shown that being a bully may be protective for health: bullies were found to have less “chronic inflammation” – caused when the body tries to fight an infectious agent – and therefore might be at a decreased risk for developing cardiovascular or metabolic illness.

Reasons for being picked on

In contrast, low socioeconomic status does somewhat increase the risk of being victimised at school. Standing out from the rest of the peer group such as being unable to afford lifestyle items may single out children for victimisation.

Alternatively, characteristics which differ by socioeconomic level, such as parenting strategies, may explain this association. Harsh parenting practices and greater rates of domestic violenceincrease the risk of being victims or bully/victims, but are also more often found in low socioeconomic households. Overprotective, or so-called “helicopter parenting”, in particular, increases the risk of becoming a victim of bullying.

Overall, bullies are found in all socioeconomic groups while victims or bully/victims are slightly more likely to come from lower socioeconomic backgrounds. To predict who might become a victim or bully/victim, a combination of background, family factors, such as parenting or sibling relationships, and individual characteristics need to be considered.

As bullies are found in all social strata, social conditions can mean that anyone is at risk of becoming a victim, particularly those in hierarchical school settings who are new or different, and have few friends to support them.

This article is part of a series on bullying. Read the other articles in the series here.

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A Bully's Impact 35 Years Later

noreply@blogger.com (www.standuptobullying.net) — Wed, 16 Jul 2014 16:12:00 +0000

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A Bully's Impact 35 Years Later

By Marie Larsen

I can't stand bullies, name-calling, dragging people down and hurting people with words; a bully's impact can linger even 35 years later.
Today's bullies are bigger cowards than the ones I faced in junior high. At least my bully bullied me face-to-face.
We didn't have the internet, social media and cellphones with digital cameras.
The closest thing to a digital camera we had was a Polaroid that shot out a developing photo you had to wave around to dry.
I knew who my bully and her cronies were, and I could avoid them. I didn't have to worry about the ways in which kids are bullied today; cowards - the lot of them.
But, once again, I digress...
You may be asking, "What prompted this subject? You've never talked about bullying before."
What prompted this post was memories. I recently discovered that one of the people that tormented me in 6th grade died from cancer.
I feel badly for her husband, children, friends and other family members for the hole in their lives her dying has left. She was too young.
And, although I've walked in forgiveness for decades, I realized upon hearing the news that I felt no sense of loss for her.
I feel sadness for her family and friends who obviously loved her, but I felt no sadness in my spirit for her personally.
That's what bullying does, even 35 years later.
This girl and her little clutch of friends called me names, ruined my clothes, intentionally embarrassed me in front of people and dumped my books out of my hands in the hallway.
I never knew why she did these things; we hadn't known each other before that year (our feeder elementary schools were different), and we rarely had classes together.
She made my 6th grade year miserable, but then our class tracks took us in different directions, so 7th and 8th grade were marginally better.
We lived in totally different neighborhoods, so we fed into different high schools.
The fact is, I hadn't seen her at all since 1981, until I found out she had died.
At first, when I saw her picture on Facebook, my gut reaction was a sense of revulsion, and I couldn't figure out why. Then it all started to "click" and the memories fell into place.
It was HER. Wow. That was a whopper to process.
I started thinking about the things she said and did. Although I don't believe bullying is the way to handle anything, her bullying made me aware of some things I was clueless about.
I paid more attention to my personal grooming (it really was needed) amongst other things, and by 8th grade, had made up my mind that I was going to use high school as a new beginning.
I was leaving these people behind and moving on with my life.
I was going to do all the things I had wanted to do in junior high and didn't. I was going to get involved in all the activities I was interested in.
I graduated from 8th grade with the Citizenship Award, reading my graduation speech in front of my peers, and with other honors for my band and choir participation.
I took that momentum into high school and flourished. Although I was never considered part of the "popular" kids, I had lots of friends. I excelled. I thrived in my new environment.
That bully did some harm to my psyche, but God has always made me stronger than any bully. He's always given me the ability to face adversity and grow in strength and courage from it.
Little did I know that I'd need that strength and courage in spades just 4 years later when my mom was diagnosed with terminal cancer.
The most amazing aspect of this story is the example of how great God is. He took a bad situation (the bullying), and made it work for the good in me (strength and courage).
Now, I can see the truth in a bully's impact 35 years later.
My greatest hope from all of this is that she knew Jesus before taking her last breath. I'd like to see her in heaven some day.

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Anxious Parents Can Learn How To Reduce Anxiety In Their Kids

noreply@blogger.com (www.standuptobullying.net) — Wed, 16 Jul 2014 16:10:00 +0000

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Anxious Parents Can Learn How To Reduce Anxiety In Their Kids

by Patti Neighmond

Noah Cummings, 13, starts the morning with his mom, Heather Cummings, at home in Epsom, N.H. Ellen Webber for NPR

Children are increasingly anxious, stressed out and overly worried. Part of that has to do with increased pressures to excel in school, sports and extracurricular activities. But part of it has a lot to do with parents.

Like other mental and physical health problems, anxiety can be inherited. And some children are more vulnerable because of the way their anxious parents "parent."

Children whose parents struggle with anxiety are 2- to 7-times more likely to develop an anxiety disorder themselves, according to Golda Ginsburg, a psychologist at the Johns Hopkins University School of Medicine who studies childhood anxiety.

That's partly a result of how parents view the world. If they see it as a scary place, their children often do as well. Parents are a child's role model for many behaviors, including anxiety, says Ginsburg. "So if a parent is showing anxiety, jumping up on a table when they see a mouse versus reacting calmly, we know children are more likely to develop fears similar to what their parents are showing."

Take the example of Heather Cummings and her son Noah. It was difficult for Noah to go to elementary school. He was constantly worried that he would get sick and throw up, particularly at school.

Noah and friend Chandler Bean, 14, left, gear up for school.

It turns out that Heather suffered similar worries when she was a child. "In science I'd read about a condition and think I had it, cancer or diabetes, for example," she says. "If I bumped my head I'd think I'd get a concussion. If I got hit in the temple I'd watch the clock because I thought I was going to die."

Anxiety is a normal human emotion in the face of challenges, such as taking a test or performing in public. But in more severe forms it can be debilitating. Anxiety that interferes with normal life activities like school, work or social relationships can be an indication of a severe anxiety disorder.

Noah's parents had to learn to let him deal with his worries on his own.

When Noah was a toddler, if he disappeared behind a tree Heather worried that he had been kidnapped. "I was panic-stricken." As Noah got older Heather's anxiety shifted, and she worried more about his anxiety. Both Heather and her husband, Dave, who live in Epsom, N.H., found themselves constantly reassuring Noah that he was fine, that he wouldn't throw up and that everything would be OK.

They got the school to agree to allow Noah to call home when he got worried. He did, five or six times a day. Dave even once spent an entire day in the classroom. He says, "I just went there to be sitting in the classroom with him; my entire focus was on Noah, on how he was doing. I'd give him a reassuring smile, rub his back, anything in my power to reassure him that things are going to be OK."

But all this reassurance and effort turned out to be exhausting for everyone.
By the time Noah was 11, the family was so overwhelmed that they knew they had to do something. They had heard an expert in anxiety speak at a parent meeting and they decided to go see her. By the time they arrived at the office of psychotherapist Lynn Lyons in nearby Concord, Noah's anxiety was severe, Lyons says.

Chandler and Noah shoot hoops. Noah recently went on a school trip to Washington, D.C., without worrying or needing to call back home.

The first step for Noah was to help him understand how anxiety made his stomach ache. Lyons often draws cartoons to show children how their bodies react to anxiety, with an increase in stress hormones accompanied by a racing heart, faster breathing, tense muscles and a churning stomach. Noah got the message.

The biggest surprise, though, was for Heather and Dave. Lyons told them that all their efforts to help Noah avoid his anxiety were actually fueling it.

"The way you learn how to manage life is by making mistakes or by stepping into things that feel uncertain, uncomfortable, or overwhelming and then proving to yourself through experience that you can manage it," Lyons says. The Cummingses were inadvertently suggesting to Noah that he couldn't handle it.

Noah had to learn how to face his fears, and his parents had to help him. This meant no more reassurance. It wasn't easy, but both Heather and Dave were committed to change. So was Noah.

Lyons used a technique called cognitive behavioral therapy that helps people learn how to change negative thoughts about specific experiences. This therapy has been shown effective in treating anxiety disorders, but can be useful as well for anyone dealing with stressful life situations.

Noah had to limit phoning or texting home from school to twice a week, then once a week, then every other week and so on, until he stopped altogether.

As for throwing up in school, Noah had to accept that he might. "So rather than avoiding it, he had to start saying, 'Hey, if I get sick, I get sick. I won't like it, but I'll survive,' " Lyons says.

When Lyons told Noah to think about the worst that could happen, he realized that going to the nurse's office and being sent home just wasn't all that bad. He never did throw up in school. And today, two years after therapy started, he no longer worries about it.

His parents now know what to say when he does get worried. That includes labeling the worry as worry, and asking, "What's the worst that could happen?"
In short, the therapy worked, for parents and child.

About a month ago Noah, now 13, went on a five-day school trip to Washington, D.C.

"As it got closer and closer, I got more and more excited rather than worried," Noah says. "When I got onto the bus to go I was not worried at all! I didn't have one worry about going on the trip."

And rather than being inundated with calls or texts, Noah's parents didn't hear a thing. "On this trip we would have liked a couple more calls," Dave Cummings says. "It's ironic that he didn't call at all; it's the greatest victory possible."

Lyons says it really doesn't matter what's provoking a child's anxiety — it could be school, or getting up at bat, performing in a play or singing a song in public. The key, she says, is helping children expect it and have a plan on how to deal with it. Then they can move on, stronger and more capable of coping with life's uncertainties. (Lyons recently co-authored a book entitled Anxious Kids Anxious Parents: 7 Ways to Stop the Worry Cycle and Raise Courageous & Independent Children.)

Cognitive behavioral therapy may also help prevent anxiety from developing in the first place, Ginsburg says. She has studied vulnerable children who had at least one anxious parent. In her study, half of the children ages 7 to 12 and their parents received cognitive behavioral therapy. Half did not.

It turned out that one-third of those who did not receive therapy developed an anxiety disorder within a year. None of those who received therapy developed anxiety.

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Autism and Bullying in the United States

noreply@blogger.com (www.standuptobullying.net) — Wed, 16 Jul 2014 16:07:00 +0000

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Autism and Bullying in the United States

by Laurel Joss

Editor’s Note: One of the mini themes in this month’s ASDigest is the subject of bullying. Here is an article from that edition.

Bullying has always been an issue in American schools, but for students on the autism spectrum, it is especially problematic. Multiple studies consistently show that students with autism are more likely to be victims of bullying than their neurotypical peers. A 2012 study published in Archives of Pediatrics and Adolescent Medicine reported that 46.3% of young people with autism were victims of bullying. These findings were based on interviews with over 900 parents of children with ASDs, along with feedback from students’ teachers and principals.

Another study done by the Interactive Autism Network (IAN) at the Kennedy Kreiger Institute raised that number to 63%. The 2012 study surveyed 1, 167 families of children with autism. This survey also found that 12% of the 695 unaffected siblings of children with autism were also victims of bullying, showing that the students with autism were more than three times as likely to be victims of bullying than their typically-developing peers.

Anyone who is familiar with autism is certainly aware of the unique characteristics of the condition, which can leave individuals vulnerable to bullies and manipulators. Difficulties with communication and understanding social nuances contribute to the problem, especially during the middle school years, when the social rules become less clear-cut. The unspoken guidelines that define the social pecking-order can be difficult for neurotypical children to navigate, and for those on the autism spectrum, it can seem impossible.

The IAN report found that bullying behaviors peaked between fifth and eighth grade, and were most intense during fifth and eighth grade, which tend to be the years prior to a transition to middle or high school. The survey also showed that student attending regular public schools were more likely to be bullied(43%) than those attending private (28%) or special-education (30%) schools.

Both studies also found that students with autism were also at risk for turning into bullies themselves. According to the Archives of Pediatrics and Adolescent Medicine report, 14.8% of students with ASDs engaged in bullying behaviors towards others, while 8.9% reported being both victims and perpetrators simultaneously. The IAN report found that 20% of respondents had children who had engaged in bullying behaviors towards other students.

The IAN report found that bullying perpetrated by students on the spectrum was not motivated by the same factors that fueled typical bullying behaviors, which are generally intended to maintain or increase social status within the peer group. Bullying behaviors from students with autism were more often attributed to a lack of social understanding, or a misperception of another’s intentions or motives.

These statistics are surely upsetting, and for parents struggling to help their children with autism, they can seem insurmountable. The good news is that schools are more aware of the problem, and are making efforts to curb bullying all-around. There are also resources available to parents to help their children navigate the social world of school, and to deal with bullying when it becomes an issue.

Autism Speaks has partnered with the National Center for Learning Disabilities, the PACER Center, and Ability Path to create and anti-bullying kit to help parents help their children. For more information, visit their website at http://specialneeds.thebullyproject.com/splash?splash=1.

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Bullying: What are the Differences between Boys and Girls?

noreply@blogger.com (www.standuptobullying.net) — Wed, 25 Jun 2014 14:05:00 +0000

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Bullying: What are the Differences between Boys and Girls?

For over 50 years, researchers have been studying how boys and girls interact. Not surprisingly, they have found some differences. For the most part, boys and girls are more similar than they are different. A lot of girls enjoy playing computer games, and a lot of boys enjoy more friendship-centered activities. Researchers have found, however, that as a general group, boys spend more time with boys in physical activities such as sports and games; whereas girls tend to spend more of their time socializing with other girls in more friendship-based activities (for example, talking with other girls) (1, 2, 3). So it is not surprising that boys and girls tend to bully and be bullied differently. One of the most consistent research findings is that boys are more likely to both bully and be bullied than are girls (3, 4, 5, 6, 7, 8, 9). Also, boys and girls experience different types of bullying behaviors.

Bullying is defined as a form of aggression that is repetitively exerted against an individual who feels unable to defend him/herself (10). This aggression may occur directly against someone in a physical (for example, slapping, pushing) or verbal (for example, swearing, name calling) manner. Bullying can also be indirect whereby the targeted person experiences the aggression through others (for example, gossiped about, excluded from a social activity).

How are Girls Involved in Bullying?

Through Peer Group

Girls tend to bully other girls indirectly through the peer group. Rather than bully a targeted child directly, girls more often share with other girls (and boys) hurtful information about the targeted child (4). For example, a girl may tell a group of girls an embarrassing story about another girl. They may create mean names, gossip, and come up with ways of letting the girl know that she is rejected from the peer group (for example, saying mean things about her on social networking sites such as Facebook or MySpace, using her email address to send harassing messages to everyone on her email list, texting her a death threat). These are called “relational” bullying because they attack relationships and friendships.

Sexual

Another example of bullying experienced more often by girls than boys is sexual (for example, touched in private body parts or received sexual messages) (4, 11). Sexual types of bullying may occur at school, in the general community, and on-line. In recent Canadian and U.S. surveys, a significant number of girls report receiving unwanted sexual messages. Fewer boys reported being targeted in this way. This form of bullying combined with messages about rejection from friendships can be devastating to a girl’s sense of enthusiasm for school and learning, self-esteem, and hopes for the future. These forms of bullying can be particularly time-consuming and difficult to resolve given that they involve many people over a period of time and are most often done covertly. It may even involve adults who react aggressively in defence of their children. In addition, parents and school authorities do not always detect gossiping or other covert bullying behaviors because they are generally hidden from adults (12, 13). Thus, they may not be disciplined and “caught”, which may increase the severity and duration of these behaviours. It may even occur among “friends”, making it seem that it’s just typical peer conflict. However, when one girl feels powerless in how she is being treated, then bullying is occurring, and adults need to intervene.

How are Boys Involved in Bullying?

Physical

In contrast to girls, boys of any age and ethnic group tend to be physically aggressive (e.g., hit, kick, slap, push, or punch) (1, 2, 9, 11, 14, 20). Also, research shows that physical abuse tends to occur more often among boys than girls at all educational levels (e.g., elementary, high school, college) (13, 15, 16). In addition, male college students tend to bully and be bullied through physical and verbal forms of bullying (e.g., name-calling) more often than college girls (15).

Also boys may be more accepting of bullying, than are girls (17). That is, boys may like a girl even if she bullies others and like other boys who bully. Girls may still befriend boys who bully, but tend to dislike girls who bully. At the core of these differences are children’s and, indeed, societal beliefs about acceptable behaviors for boys and girls. Many people may see bullying among boys as “just boys being boys”. So, girls may accept this attitude and tolerate boys’ bullying. However, girls may be less accepting of girls who bully if it is seen as overly aggressive.

Effects of Bullying: Signs That A Child Is Being Bullied

All types of bullying may have a tremendous impact on targeted children. They may feel depressed, anxious, eat or sleep less or more, have difficulty concentrating on school work, have trouble making friends with others, lie, steal, run away from home, avoid school or even consider suicide (1, 3, 13, 18). Children may not want to tell anyone if they feel they deserve this type of treatment, caused it, or that telling would make it worse (which the bully may have threatened). There may also be long-term effects of bullying on bullies themselves (13). Some children who bully at a young age may continue to use aggression and control in other relationships as they grow older (13). For example, boys may start dating earlier than other boys and be aggressive in these relationships. Also, as adults they may be aggressive towards colleagues, use aggression with their own children, and engage in criminal acts including sexual assault. Girls involved in significant bullying in the early grade school years may experience depression over a long term, attempt suicide, or develop an eating disorder (19).

Again, individual men and women, and boys and girls experience bullying in unique ways. Research has documented some of the differences mentioned in this article. It is important to keep in mind, however, that boys may also experience indirect forms of bullying, and girls may experience direct forms. In addition, children involved in bullying may both be targeted and exert aggression themselves.

The Importance for Parents: What Parents Can Do To Prevent Bullying

For parents, it’s important to recognize signs in their sons and daughters that they may be involved in some or many forms of bullying and to address these experiences as soon as they arise. For example, checking in with children at the end of the day can include conversation about academic subjects as well as peer relationships. Questions such as the following, may encourage children to discuss their friendship experiences with their parents:

‘What did you do at recess today?”, or
“How is your friend (name) doing these days?”

When children express negative emotions about their peers it is helpful to acknowledge these feelings, encourage them that it’s normal to feel this way, and to discuss practical strategies together, especially those that the child considers most helpful.

References

Besag, V. E. (2006). Understanding girls’ friendships, fights and feuds: A practical approach to girls’ bullying. Buckingham, England: Open University Press.
Craig, W. M., & Pepler, D. J. (2003). Identifying and targeting risk for involvement in bullying and victimization. Canadian Journal of Psychiatry, 48, 577 – 582.
Yang, S., Kim, J., Kim, S., Shin, I, & Yoon, J. (2006). Bullying and victimization behaviors in boys and girls at South Korean primary schools. Journal of American Academy of Child and Adolescent Psychiatry, 35, 69-77.
Garandeau, C. F. & Cillessen, A. H. N. (2006). From indirect aggression to invisible aggression: A conceptual view on bully and peer group manipulation. Aggression and Violent Behaviour, 11, 612-625.
Farrington, A. C. & David, P. (2000). Bullies and delinquents: Personal characteristics And parental styles. Journal of Community & Applied Social Psychology, 10, 17-31.
Liang H. Flisher AJ. & Lombard CJ. (2007). Bullying, violence, and risk behavior in South African school students. Child Abuse & Neglect, 31, 161-71.
Nansel, T. R., Overpeck, M. Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Research Support, Non U.S. Government, 285, 2094-2100.
Pepler, D. J., Craig, W. M., Connolly, J. A., Yuile, A., McMaster, L., & Jiang, D. (2006). A developmental perspective on bullying. Aggressive Behaviour, 32, 376 – 384.
Siann, G., Gerda, C. M., Glissov, P., & Lockhart, Ruth. (1994). Who gets bullied? The Effect of school, gender and ethnic group. Educational Research, 36, 123-134.
Olweus, D. (1993). “Bullying at school? What we know and what we can do”. Cambridge, MA: Blackwell Publishers.
Craig, W. M. (1998). The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children. Personality and Individual Differences, 24, 123-130.
Mishna, F., Scarcello, I., Pepler, D., & Wiener, J. (2005). Teacher’s understanding of bullying. Canadian Journal of Education, 28, 718-738.
Smith, J. D., Cousins, J. B., & Stewart, R. (2005). Antibullying interventions in schools: Ingredients of effective programs. Canadian Journal of Education, 28, 739-762.
Clubb, P. A., Browne, D. C, Humphrey, A. D., Schoenbach, V., Meyer, B., Jackson, M. et al. (2001). Violent behaviors in early adolescent minority youth: Results from a "Middle School Youth Risk Behavior Survey." Maternal and Child Health Journal, 5, 225-235.
Chapell, M. S., Hasselman, S. L., Kitchin, T., Lomon, S. N., MacIver, K. W. & Sarullo, P. L. (2006). Bullying in elementary school, high school, and college. Adolescence, 41, 633 – 648.
Espelage, D. L. & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32, 365-383.
Dijkstra, J.K., Lindenberg, S., & Veenstra R. (2007). Same-gender and cross-gender peer acceptance and peer rejection and their relation to bullying and helping among preadolescents: Comparing predictions from Gender-Homophily and Goal-Framing approaches. Developmental Psychology, 43, 1377-1389.
Brunstein, K. A., Marrocco, F., Kleinman, M., Schonfeld, I. S. & Gould, M. S. (2007). Bullying, depression, and suicidality in adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 46, 40-49.
Fosse, G. K. & Holen, A. Childhood maltreatment in adult female psychiatric outpatientswith eating disorders. Eating Behaviours, 7, 404-409. 20) Pellegrini & Roseth, 2006.

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How Not to Raise a Mean Girl

noreply@blogger.com (www.standuptobullying.net) — Fri, 20 Jun 2014 16:15:00 +0000

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How Not to Raise a Mean Girl

By Kelly Wallace, CNN

Editor's note: Kelly Wallace is CNN's digital correspondent and editor-at-large covering family, career and life. She is a mom of two girls. Read her other columns and follow her reports at CNN Parents and on Twitter.

(CNN) -- I am one of the lucky ones. I didn't meet my first "mean girl" until freshman year of college.

Before I met her -- let's call her "Z" -- I lived life assuming that people would for the most part treat me the way I treated them. Oh, how wrong I was.

Z was close to my freshman roommate, who was the opposite of a mean girl, but whenever Z was around, it was clear that a) she had no time for me and b) I was not welcome in anything she was doing.

To this day, whenever I think of mean girls, I think back to Z and wonder what led her to be so miserable to me and probably other girls, too.

I find myself thinking about that question a lot lately as I watch my daughters, now 6 and 8, negotiate female friendships. Sadly, I have already seen mean girl qualities in some girls in their peer group, and my kids are still years away from middle school!

Educational psychologist Lori Day says the problem is growing worse with the increasing power of the Internet and today's hyperfeminine girl culture, so we're seeing more mean girls today and at younger ages.

Here's where we as parents need to slam on the brakes. If the problem is getting worse and it's starting with girls as young as elementary school, what can we do about it? How can we avoid raising mean girls?

Day, who is out with the powerful new book "Her Next Chapter: How Mother-Daughter Book Clubs Can Help Girls Navigate Malicious Media, Risky Relationships, Girl Gossip and So Much More," says mothers really have to "model being allies to other women."

"When girls see their mother gossiping with a female friend about another female friend, putting down someone because of how they look or their weight ... it's modeling the wrong thing for girls," she said.

She recommends being explicit with young girls about this philosophy. "You can say, 'I really try not to tear other women down. I try to build them up,' " said Day, who wrote the book along with her recent college graduate daughter and devoted an entire chapter to dealing with mean girls.

Louise Sattler, a school psychologist, sign language educator and mom of two grown children in Los Angeles, knows all too well about mean girls. When she was in high school, one girl, we'll call her "C," seemed to have it out for her.

Thirty years later, at her high school reunion, C continued to be a bully, even requesting that Sattler not sit at her table. (Sattler, you'll be happy to know, did not back down. She planted her purse and her body down at that table, and C stormed off.)

"I always felt kind of sorry for her, frankly, because I knew she didn't come from a very happy household," she said.

Girls like C are always looking for something better and for recognition and validation, she added. "And so I think the way to combat mean girls is to first just validate your daughter. They may not be the cheerleader. They may not grow up to be the smartest. They may be a little chunky, but that's OK."

Mean girls often have a low self-esteem and "a feeling of mistrust and negative competition with other girls," said Anea Bogue, an author, educator and self-esteem expert who focuses her energies on helping girls.

People who truly feel good about themselves don't expend a ton of energy trying to knock others down, said Bogue, author of "9 Ways We're Screwing Up Our Girls and How We Can Stop."

"The most important thing we can do as parents to avoid raising a mean girl is instill self-value and challenge status quo messages of female inferiority and mistrust between women, a norm girls learn about from the time they are little from a variety of sources, including fairy tales," said the mom of two girls, who recently launched an anti-bullying program in the U.S. and Hong Kong called Be a REALgirl, not a MEANgirl.

Annette Lanteri, a mom of two girls in Bayport, New York, switched schools for her elder daughter in part because of the way she was being treated by some mean girls.

The key in stopping this behavior, she says is teaching children the concept of empathy. "Having the ability to step into someone's shoes and use that information when you interact with people is an amazing tool," Lanteri said. "A girl with that empathizes with others, especially her peers, (and) will never become a mean girl."

What I also heard from the many parents I spoke with is that the golden rule that we all grew up with -- treat others as you would want them to treat you -- is perhaps even more important today.

Michelle Staruiala has been passing that philosophy down to her three kids, including her 13-year-old daughter, their entire lives.

It works, she said. Her daughter hasn't had issues with mean girls, has been known to stand up for friends who are being bullied and feels guilty if she ever treats someone the wrong way.

"To this day, my daughter will say, 'Mom, I shouldn't have said that. I feel bad I said this about my friend,' " said Staruiala, of Saskatchewan.

Then again, maybe we're going about this mean girl policing all wrong.

Amy MacClain, lead facilitator and program developer for Soul Shoppe, an interactive program focusing on helping schools and students combat bullying, says we should banish the term entirely.

Saddling a kid with the mean girl tag means judging her in the same way she may be judging others, said MacClain, who is also the founder of a program that helps parents bully-proof their kids.

"If you turn and go, 'She's a mean girl. You better go and play with someone else,' you're teaching your child not to deal with the problem, not to see what might be the cause and not to take care of themselves."

Truly stopping mean girl behavior demands a lot of parental introspection. After all, what parent would want to admit their daughter is one?

"Part of it is we're just so blamed as parents ... for the normal things that kids can do. That's why we don't want to take any responsibility," said MacClain, who has an 11-year-son.

But denial isn't going to help anyone, parents and parenting experts say, so the best thing any mom of a mean girl can do is start validating her daughter and connecting with her, even on the playground.

"When there are girls and they're being mean to one another, get involved," MacClain said. "Go to the park where they play and jump into that play and lead it for a little while so that all the girls feel safer and they're having fun so you're not directing it. You're just jumping in and leading fun."

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Bullying Statistics

noreply@blogger.com (www.standuptobullying.net) — Wed, 18 Jun 2014 16:32:00 +0000

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Bullying Statistics

General Statistics

Nearly 1 in 3 students (27.8%) report being bullied during the school year (National Center for Educational Statistics, 2013).
64 percent of children who were bullied did not report it; only 36 percent reported the bullying(Petrosina, Guckenburg, DeVoe, and Hanson, 2010).
More than half of bullying situations (57 percent) stop when a peer intervenes on behalf of the student being bullied (Hawkins, Pepler, and Craig, 2001).
School-based bullying prevention programs decrease bullying by up to 25% (McCallion and Feder, 2013).
The reasons for being bullied reported most often by students were looks (55%), body shape (37%), and race (16%) (Davis and Nixon, 2010).

Effects of Bullying

Students who experience bullying are at increased risk for depression, anxiety, sleep difficulties, and poor school adjustment (Center for Disease Control, 2012).
Students who bully others are at increased risk for substance use, academic problems, and violence later in adolescence and adulthood (Center for Disease Control, 2012).
Compared to students who only bully, or who are only victims, students who do both suffer the most serious consequences and are at greater risk for both mental health and behavior problems (Center for Disease Control, 2012).
Students who experience bullying are twice as likely as non-bullied peers to experience negative health effects such as headaches and stomachaches (Gini and Pozzoli, 2013)

Statistics about bullying of students with disabilities

Only 10 U.S. studies have been conducted on the connection between bullying and developmental disabilities, but all of these studies found that children with disabilities were two to three times more likely to be bullied than their nondisabled peers. (Marshall, Kendall, Banks & Gover (Eds.), 2009).
Researchers discovered that students with disabilities were more worried about school safety and being injured or harassed by other peers compared to students without a disability (Saylor & Leach, 2009).
The National Autistic Society reports that 40 percent of children with autism and 60 percent of children with Asperger’s syndrome have experienced bullying.
When reporting bullying youth in special education were told not to tattle almost twice as often as youth not in special education (Davis and Nixon, 2010).

Statistics about bullying of students of color

More than one third of adolescents reporting bullying report bias-based school bullying (Russell, Sinclair, Poteat, and Koenig, 2012).
Bias-based bullying is more strongly associated with compromised health than general bullying (Russell, Sinclair, Poteat, and Koenig, 2012).
Race-related bullying is significantly associated with negative emotional and physical health effects (Rosenthal et al, 2013)

Statistics about bullying of students who identify or are perceived as LGBTQ

81.9% of students who identify as LGBTQ were bullied in the last year based on their sexual orientation (National School Climate Survey, 2011).
Peer victimization of all youth was less likely to occur in schools with bullying policies that are inclusive of LGBTQ students (Hatzenbuehler and Keyes, 2012).
63.5% of students feel unsafe because of their sexual orientation, and 43.9% because of their gender expression (National School Climate Survey, 2011).
31.8% of LGBTQ students missed at least one entire day of school in the past month because they felt unsafe or uncomfortable (National School Climate Survey, 2011).

Weight-Based Bullying

64% of students enrolled in weight-loss programs reported experiencing weight-based victimization (Puhl, Peterson, and Luedicke, 2012).
One third of girls and one fourth of boys report weight-based teasing from peers, but prevalence rates increase to approximately 60% among the heaviest students (Puhl, Luedicke, and Heuer, 2011).
84% of students observed students perceived as overweight being called names or getting teased during physical activities (Puhl, Luedicke, and Heuer, 2011).

Bullying and Suicide

There is a strong association between bullying and suicide-related behaviors, but this relationships is often mediated by other factors, including depression and delinquency (Hertz, Donato, and Wright, 2013).
Youth victimized by their peers were 2.4 times more likely to report suicidal ideation and 3.3 times more likely to report a suicide attempt than youth who reported not being bullied (Espelage and Holt, 2013).
Students who are both bullied and engage in bullying behavior are the highest risk group for adverse outcomes (Espelage and Holt, 2013).

Interventions

Bullied youth were most likely to report that actions that accessed support from others made a positive difference (Davis and Nixon, 2010).
Actions aimed at changing the behavior of the bullying youth (fighting, getting back at them, telling them to stop, etc.) were rated as more likely to make things worse (Davis and Nixon, 2010).
Students reported that the most helpful things teachers can do are: listen to the student, check in with them afterwards to see if the bullying stopped, and give the student advice (Davis and Nixon, 2010).
Students reported that the most harmful things teachers can do are: tell the student to solve the problem themselves, tell the student that the bullying wouldn’t happen if they acted differently, ignored what was going on, or tell the student to stop tattling (Davis and Nixon, 2010).
As reported by students who have been bullied, the self-actions that had some of the most negative impacts (telling the person to stop/how I feel, walking away, pretending it doesn’t bother me) are often used by youth and often recommended to youth (Davis and Nixon, 2010).

Bystanders

Bystanders’ beliefs in their social self-efficacy were positively associated with defending behavior and negatively associated with passive behavior from bystanders – i.e. if students believe they can make a difference, they’re more likely to act (Thornberg et al, 2012)
Students who experience bullying report that allying and supportive actions from their peers (such as spending time with the student, talking to him/her, helping him/her get away, or giving advice) were the most helpful actions from bystanders (Davis and Nixon, 2010).
Students who experience bullying are more likely to find peer actions helpful than educator or self-actions (Davis and Nixon, 2010).

References:

Bullying: A guide for parents. (National Autistic Society). Retrieved from http://www.autism.org.uk/Living-with-autism/Education-and-transition/Primary-and-secondary-school/Your-child-at-school/Bullying-a-guide-for-parents.aspx

Center for Disease Control, National Center for Injury Prevention and Control (2012). Understanding bullying.

Davis, S., & Nixon, C. (2010). The youth voice research project: Victimization and strategies.

Espelage, D. L., & Holt, M. K. (2013). Suicidal ideation and school bullying experiences after controlling for depression and delinquency. Journal of Adolescent Health, 53.

Gini, G., & Pozzoli, T. (2013). Bullied children and psychosomatic problems: A meta-analysis. Pediatrics.

Hatzenbuehler, M. L., & Keyes, K. M. (2012). Inclusive anti-bullying policies and reduced risk of suicide attempts in lesbian and gay youth. Journal of Adolescent Health, 53, 21-26.

Hawkins, D. L., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social Development, 10(4), 512-527.

Hertz, M. F., Donato, I., & Wright, J. (2013). Bullying and suicide: A public health approach. Journal of Adolescent Health, 53.

Kosciw, J. G., Greytak, E. A., Bartkiewicz, M. J., Boesen, M. J., & Palmer, N. A. GLSEN, (2011). The 2011 national school climate survey. Retrieved from website: http://glsen.org/sites/default/files/2011 National School Climate Survey Full Report.pdf.

(2009). C. Marshall, E. Kendall, M. Banks & R. Gover (Eds.), Disabilities: Insights from across fields and around the world (Vol. 1-3). Westport, CT: Praeger Perspectives.

McCallion, G., & Feder, J. (2013). Student bullying: Overview of research, federal initiatives, and legal issues. Congressional Research Service.

Petrosino, A., Guckenburg, S., DeVoe, J., & Hanson, T. Institute of Education Sciences, (2010). What characteristics of bullying, bullying victims, and schools are associated with increased reporting of bullying to school officials? Washington, D.C.: National Center for Education Evaluation and Regional Assistance.

Puhl, R. M., Luedicke, J., & Heuer, C. (2011). Weight-based victimization toward overweight adolescents: Observations and reactions of peers. Journal of School Health, 81(11), 696-703.

Puhl, R. M., Peterson, J. L., & Luedicke, J. (2012). Strategies to address weight-based victimization: Youths' preferred support interventions from classmates, teachers, and parents. Journal of Youth and Adolescence, 42(3), 315-327.

Rosenthal, L., Earnshaw, V. A., Carroll-Scott, A., Henderson, K. E., Peters, S. M., McCaslin, C., & Ickovics, J. R. (2013). Weight- and race-based bulling: Health associations among urban adolescents. Journal of Health Psychology.

Russell, S. T., Sinclair, K., Poteat, P., & Koenig, B. (2012). Adolescent health and harassment based on discriminatory bias. American Journal of Public Health, 102(3), 493-495.

Saylor, C.F. & Leach, J.B. (2009) Perceived bullying and social support students accessing special inclusion programming. Journal of Developmental and Physical Disabilities. 21, 69-80.

Thornberg, T., Tenenbaum, L., Varjas, K., Meyers, J., Jungert, T., & Vanegas, G. (2012). Bystander motivation in bullying incidents: To intervene or not to intervene? Western Journal of Emergency Medicine , 8(3), 247-252.

U.S. Department of Education , National Center for Educational Statistics (2013). Student reports of bullying and cyber-bullying: Results from the 2011 school crime supplement to the national crime victimization survey.

Wright, T., & Smith, N. (2013). Bullying of LGBT youth and school climate for LGBT educators. GEMS (Gender, Education, Music, & Society, 6(1).

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noreply@blogger.com (www.standuptobullying.net) — Tue, 10 Jun 2014 19:15:00 +0000

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Understanding the Roles of Mental Health Professionals in Community-Wide Bullying Prevention Efforts

What is known about bullying and its consequences?

Bullying may seriously affect the mental health, physical health, and academic well-being of children and youth who are bullied. Research confirms that:

• Children and youth who are bullied are more likely than those not bullied to have symptoms of depression, harm themselves, high levels of suicidal thoughts, and lower academic achievement; they also are more likely to be lonely and want to avoid school (Cook, Williams, Guerra, Kim, & Sadek, 2010; Klomek, Marrocco, Kleinman, Schoenfeld, & Gould, 2008; Reijntjes, Kamphuis, Prinzie, & Telch, 2010)
.

• Children and youth who bully others are more likely to exhibit delinquent behaviors, dislike school, drop out of school, bring weapons to school, think of suicide and attempt suicide, drink alcohol and smoke, and hold beliefs that support violence (Cook et al., 2010; Klomek et al., 2008; Nansel, Overpeck, Pilla, Ruan, Simons-Morton, & Scheidt, 2001).

• Children and youth who are involved in bullying (are bullied, bully others, or both) are more likely than others to report health problems such as headaches, backaches, stomach pain, sleep problems, poor appetites, and bed-wetting (Gini & Pozzoli, 2009).

Mental Heath Professional's Unique Roles in Addressing Bullying

How can mental health professionals help to prevent bullying?
Whether community- or school-based, mental health professionals know the effects that bullying can have on those directly involved as well as those who witness it, and they play important roles in preventing and responding to bullying. Psychologists, counselors, and social workers who are based in schools bring critical expertise to the task of planning and implementing school- and community-wide approaches to bullying prevention. This includes:

• Collecting and using data to inform prevention efforts (Bauman, 2008). They can lead efforts to conduct needs assessments within schools, identify evidence-based practices to address bullying, establish systems to monitor progress in reducing bullying, evaluate and interpret data, and use data to inform future bullying prevention and intervention efforts (Rossen & Cowan, 2012).

• Training and advising educators, families, and students. Practitioners can inform others about the nature and prevalence of bullying, its effects, and effective prevention and intervention strategies (Bauman, 2008; Jacobsen & Bauman, 2007).

• Collaborating with educators. They can work with educators and others to develop policies about bullying and implement evidence-based efforts to reduce bullying and improve school climate and safety (American Counseling Association [ACA], 2008; Jacobsen & Bauman, 2007). These rules and policies should provide students, families, and staff clear guidance about appropriate student behavior. Harsh, inflexible discipline strategies, such as zero tolerance policies, should be avoided. Such policies have been found to harm student-adult relationships, dampen school climate, and contribute to poor student achievement (APA Zero Tolerance Task Force, 2008). Instead, graduated sanctions should be used for rule violations, which are appropriate for the developmental level of the child and the nature and severity of the bullying. Removal from the school-setting should be a measure of last resort.

• Teaching, counseling, and consulting. Practitioners can help teach students social skills (ACA, 2008), counsel students how to manage aggressive tendencies, offer support and coping strategies for those who are bullied, counsel family members of affected students, and consult with educators to encourage appropriate behavior of students (Bauman, 2008).

Mental health professionals who work in settings outside of schools also play critical roles in the prevention of bullying by providing counseling to clients who are involved in bullying or have been affected by it; providing training and consultation in bullying and bullying prevention within schools and/or at community gatherings; and evaluating the effectiveness of school-based or community-based prevention efforts. Whether they are based in schools or in other settings within the community, mental health professionals can work together and with educators, health professionals, and community stakeholders, to support effective bullying prevention and response efforts.

Challenges & Opportunities for Mental Health Professionals

Mental health professionals experience a number of challenges and opportunities in efforts to prevent bullying in schools and communities:

• Ongoing professional development and continued education related to school bullying. School-based psychologists, counselors, and social workers are often on the front lines in prevention and response efforts and have expressed an interest in ongoing professional development and training opportunities. In a national survey, a majority (87%) had obtained some training through professional conferences and school in-service workshops, yet indicated a need for more extensive and formal education. Fewer than half reported receiving relevant training during graduate school (Lund, Blake, Ewing, & Banks, 2012).

• Multiple demands. School counselors, school psychologists, and other school-based mental health professionals have many roles and, like educators, experience multiple demands on their time. Therefore, it is critical to work with others to prioritize ongoing, sustainable and school-wide bullying prevention efforts.

• Communication between school-based and community mental health professionals. Some students and their families may use the services of both school- based and community mental health professionals. To most effectively meet the needs of these individuals, mental health professionals in both settings must communicate effectively with each other. Doing so requires a commitment to collaborate and careful planning to ensure that necessary consents are obtained.

• Opportunities for partnership and collaboration. With the passage of anti-bullying laws in nearly every state, most school districts are required to develop policies to address bullying at school. Mental health professionals can bring: unique expertise, a collaborative approach, and leadership to the development and refinement of these policies; the selection and implementation of evidence-based prevention and intervention approaches that avoid common misdirections such as zero tolerance policies; and the evaluation of these efforts over time.

• Leaders in translation of social science research. They also play important roles in translating social science research on issues such as the effects of bullying on students and effective (and ineffective) interventions. For example, recent media publicity around suicides by youth who were bullied by their peers has led many to incorrectly assume that bullying often leads directly to suicide. Mental health professionals can lend their expertise in explaining and reinforcing that suicide is a complex issue and that there are many factors that may contribute to a youth’s risk of suicide.

• Reimbursement for bullying-related services. Mental health professionals in the community are likely to be reimbursed for services to children and families that are related to bullying, which may help to promote effective prevention and treatment services.

How Can Mental Health Professionals Engage and Include Others in Community Bullying Prevention Strategies

Because of their training, collaborative approach, and focus on the social and emotional well-being of children, youth, and families, mental health professionals can assist in leading school- and community-based bullying prevention and response efforts. Since bullying does not stop at the doors of the school, community-wide attention to bullying is important. Given their daily experiences and their role as leaders in translating the latest in social science research, school- and community-based mental health professionals can work with children and youth, families, school personnel, and other stakeholders to promote community-wide efforts to address bullying.

Ideas for Next Steps

• Learn more about bullying prevention through StopBullying.gov or the resources listed below. Review the research presented in the modules and how it is best communicated to motivated audiences.

• Review any existing data within your school or community regarding bullying. Consult the Community Action Toolkit, which provides helpful tools to perform a landscape assessment that will help you identify relevant data, as well as the broader needs and opportunities within the community.

• Plan a bullying prevention event that will inform a broader network of school- and community-based mental health practitioners, as well as parents, youth and other members of the community to help dispel common myths and misdirections. This will also shed light on the importance of a holistic, community-based effort with a public-health approach.

• Develop professional networks to support bullying prevention efforts and advocate for high-quality training opportunities (within graduate training programs and in continuing education) to increase mental health professionals’ knowledge about bullying and effective prevention and response.

Resources and References

Resources

American Psychological Association’s “Resolution on Bullying Among Children and Youth” – This statement “encourages the implementation and dissemination of bullying prevention programs and interventions that have demonstrated effectiveness in schools and communities.” For more information, visit www.apa.org.

Centers for Disease Control and Prevention provides an in-depth “compendium of assessment tools” for measuring “bullying victimization, perpetration and bystander experiences.” For more information, visit www.cdc.gov.
Federal Partners in Bullying Prevention’s Webinar on Bullying and Suicide – This webinar provides current research and science on the relationship between bullying and suicide and outlines some of the shared risk and protective factors. For more information, visit www.sprc.org.

Mental Health America, Bullying: What to do about it – This resource provides information on how to address bullying and includes tip sheets on bullying and LGBT youth. For more information, visit www.mentalhealthamerica.net.

National Association of School Psychologists’ Bullying Prevention Resources – This website provides a variety of resources on bullying and bullying prevention, including “A framework for school-wide bullying prevention and safety” which guides education agencies and school administrators in implementing effective, sustainable, school-wide bullying prevention and safety efforts. For more information, visit www.nasponline.org.

References
American Counseling Association (2008). Effectiveness of school counseling. Retrieved fromhttp://www. ctschoolcounselor.org/news/effectiveness-school-counseling

APA Zero Tolerance Task Force (2008). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist, 63, 852-862.

Bauman, S. (2008). The role of elementary school counselors in reducing school bullying. The Elementary School Journal, 108, 362-375.

Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25, 65-83.

Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic problems: A meta-analysis. Pediatrics, 123, 1059-1065.

Jacobsen, K. E., & Bauman, S. (2007). Bullying in schools: School counselors’ responses to three types of bullying incidents. Professional School Counseling, 11, 1-9.

Klomek, A. B., Marrocco, F., Kleinman, M., Schonfeld, I. S., & Gould, M. S. (2008). Peer victimization, depression, and suicidiality in adolescents. Suicide and Life-Threatening Behavior, 28, 166-180.

Lund, E. M., Blake, J. J., Ewing, H. K., & Banks, C. S. (2012). School counselors’ and school psychologists’ bullying prevention and intervention strategies: A look into real-world practices. Journal of School Violence, 11, 246-265.

Nansel, T. R., Overpeck, M. D., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P.(2001). Bullying behavior among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094-2100.

Reijntjes, A., Kamphuis, J. H., Prinzie, P., & Telch, M. J. (2010). Peer victimization and internalizing problems in children: A meta-analysis of longitudinal studies. Child Abuse & Neglect, 34, 244-252.

Robers, S., Kemp, J., Truman, J., & Snyder, T. D. (2013). Indicators of School Crime and Safety: 2012. Retrieved from: http://nces.ed.gov/pubs2013/2013036.pdf

Rossen, E., & Cowan, K. C. (2012). A framework for schoolwide bullying prevention and safety [Brief]. Bethesda, MD: National Association of School Psychologists. Available athttp://www.nasponline.org/resources/bullying/Bullying_Brief_12.pdf

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noreply@blogger.com (www.standuptobullying.net) — Thu, 05 Jun 2014 12:16:00 +0000

Are You Setting Your School District up for a Lawsuit?: Why Job Titles Matter More than You May Think

June 4, 2014 by Chett Daniel Leave a Comment

(This article was co-authored by Adam Taylor, Senior Consultant and Director of Labor Relations at k12hrsolutions)

How important are job titles in your school district? Unclear or inaccurate job titles may be a lawsuit waiting to happen in your school district.

I usually do not spend a lot of time here on k12hrsolutions talking about how to prevent lawsuits through HR practices. That has been the traditional role of HR, defensive in nature. Most of the topics on k12hrsolutions focus on how HR can be used in an offensive and proactive manner. We devote most of our time on articles discussing how districts can become more effective in reaching their organizational goals through the use of strategic HR tools and practices. A couple of recent events have persuaded me to focus a couple posts on helping districts ensure they are legally compliant and not setting themselves up for costly and embarrassing lawsuits.

Thou Shalt Not Misuse Job Titles

This past week I read a news story about school district job titles in the Cincinnati Catholic Schools. According to the article, new contracts issued to teachers within the Archdiocese of Cincinnati prohibit educators, regardless of personal or religious beliefs, from sharing living arrangements with partners out of wedlock or having sex outside of marriage. The new contracts also forbid teachers from using in-vitro fertilization or engaging in, or supporting a homosexual lifestyle. The article went on to say the new contracts for the 2014-2015 school year added the job title “ministers” to all district teachers. The addition of this new job title is seen by many as a legal maneuver to protect the archdiocese from being sued by teachers for infringing upon their civil rights. Ministerial exceptions have been used in past court cases where the church could demonstrate the larger part of that person’s role was ministerial in nature. (This is where this case is going to get sticky).

Under the Fair Labor and Standards Act (FLSA), Section 541.2 specifically states “A job title alone is insufficient to establish the exempt status of an employee. The exempt or nonexempt status of any particular employee must be determined on the basis of whether the employee’s salary and duties meet the requirements of the regulations.” The duties test boil down to what primary duties/ work is the employee actually performing. In short, the district employees’ actual job tasks must be evaluated, along with how the particular job tasks “fit” into the employer’s overall operations. Simply changing the job title of an employee to fit an organizational need will likely lose any court challenges. While the Cincinnati Archdiocese situation does not fall under FLSA rules, it will likely be challenged based on EEOC, First Amendment rights, or other Civil Rights issues. Judges and attorneys will look closely at the same factors under FLSA such as duties teachers perform, not their job titles to determine if, in fact, educators can be classified as ministers.

In mentioning the recent events in Cincinnati I am not attempting to incite a debate over whether the archdiocese choice is right or wrong. Rather, I wanted to highlight a very public example of how simply trying to change a job title to fit operational objectives can potentially backfire. Let me discuss another example that does not have as many hot button issues.

Job Titles Are Not a Tool to Manage Payroll

Approximately three months ago a very large school district contacted us through email. We spoke with them over the phone the next day to see how we could help them. The district wanted help in updating the job descriptions for nearly 200 different positions in their school district. As I spoke with them and learned more about their needs and situation they told me the district was in the process of settling a costly lawsuit regarding overtime pay. The district representative said the previous central office administrative team decided they could save the district money by cutting overtime pay. The solution was to provide new job titles for many of the districts clerical type jobs. As many of you are aware, under the FLSA unless exempt, employees are to be paid at an hourly rate and must be paid at one and one-half of their regular hourly rate for any overtime worked. The former leadership team at the central office thought if they gave some employees (who were performing clerical type work) exempt-like job titles of “manager” or “director” they could make them “exempt” employees and have them work overtime without the expense of overtime since exempt employees are paid salary and are not entitled to overtime pay. (Disclaimer: While it is not true in the situation I am discussing here, in situations salaried employees can be classified as non-exempt).

Several of the district’s employees were not impressed by their new classification of an exempt employee with a glorified job title and small raise when they realized their monthly salary was actually less than it had been under their old job titles and FLSA classification when factoring in the overtime they would have normally been paid for performing. As a result, employees filed a lawsuit under the Fair Labor Standards Act claiming they were still performing predominantly non-exempt tasks at work, therefore they should have been paid overtime for all occasions when they worked more than 40 hours in a week. The judge found in favor of the employees and the district paid substantial fees in court costs, fines, and past due wages, not to mention the damage to employee trust and community public relations.

School Districts that Misuse Job Titles Are Becoming Targets

Lawsuits filed under FLSA against school districts are on the rise. An article from the American Bar Association suggests the increase may be due to attempts to shift wage costs (as discussed in the example above) or in many cases, due to aggressive marketing by law offices that are trying to increase their business by educating employees through newspapers and commercials giving them indicators to see if their employers are in violation of FLSA and are possibly owed past wages. It’s a new era of ambulance chasers, but now they are school bus chasers.

Job Titles Matter When Dealing with Unions

Finally school districts must ensure job titles and the classifications to which they place employees do not interfere with employee rights under the National Labor Relations Act (NLRA). Under the NLRA an employer may not:

interfere with or restrain employees who are exercising their rights to organize, bargain collectively, and engage in other concerted activities for their own protection
interfere with the formation of any labor organization—or contribute financial or other support to it
encourage or discourage membership in a labor organization by discriminating in hiring, tenure, or employment conditions
discharge or discriminate against employees who have filed charges or testified under the NLRA, or
refuse to bargain collectively with the employees’ majority representative.

So what does any of this have to do with job titles?

Managers are not protected by the NLRA, and cannot join unions or be part of the bargaining unit. These employees are considered to be part of an organization’s management rather than its labor force. If school district employees are given job titles such as manager or director, but the nature of their work is not managerial or supervisory in nature, school districts may find themselves appearing in court or before the National Labor Relations Board explaining why they are preventing district employees from exercising their right to join a labor union. Cases likeNLRB vs. Kentucky River Community Care Inc. have also held that some supervisors can be represented by the union. State and local laws may vary and provide collective bargaining rights to supervisors.

Concluding Thoughts About School District Job Titles

Job titles for school district employees are important for reasons beyond legal ramifications, however school district leaders must ensure they adhere to federally mandated labor laws. Do not assume you are compliant. It may be worth your time to review and update your job descriptions and job titles to ensure your school district doesn’t end up with a dunce cap on in court. If Wal-Mart, the world’s largest retailer and largest employer, has found itself before federal courts numerous times over the past decade due to inaccurate or misrepresented job titles and employee classifications, chances are school districts are in danger of this HR faux pas as well. Take some time this summer to review your district’s job titles and ensure job titles accurately reflect school district employee duties.

As always, if you need additional help or advice, please contact us and a member of our team will be happy to assist your district in any way we can. If you found the information here useful, please consider sharing this article through your favorite social media platforms.

(Understand this article will be read by individuals all across the U.S. and in many other countries and we cannot write in generalized legal terms, nor is this article intended to be legal advice. We bring up these points to ensure school districts are, at the very least, mindful of the considerations that must be made when creating or reassigning job titles).

noreply@blogger.com (www.standuptobullying.net) — Tue, 03 Jun 2014 21:03:00 +0000

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There's No Such Thing as a Sl*t

A new longitudinal study examined how college students sl*t-shame—and found that the practice is as illogical as it is damaging.

OLGA KHAZAN Lara/Flickr

In 2004, two women who were long past college age settled into a dorm room at a large public university in the Midwest. Elizabeth Armstrong, a sociology professor at the University of Michigan, and Laura Hamilton, then a graduate assistant and now a sociology professor at the University of California at Merced, were there to examine the daily lives and attitudes of college students. Like two Jane Goodalls in the jungle of American young adulthood, they did their observing in the students’ natural habitat.

The researchers interviewed the 53 women on their floor every year for five years—from the time they were freshmen through their first year out of college.

Their findings about the students’ academic success later formed the basis forPaying for the Party, their recent book about how the college experience bolsters inequality. They found that the women’s “trajectories were shaped not only by income ... but also by how much debt they carried, how much financial assistance they could expect from their parents, their social networks, and their financial prospects.”

But in the process, they began to notice that the women’s attitudes about s*x were also influenced by their families’ incomes. On top of asking the students about GPAs and friend groups, the researchers also dug into their beliefs about morality—sometimes through direct questions, but often, simply by being present for a late-night squabble or a bashful confession.

“We were there on the floor when these dramas would emerge about sl*t-bashing,” Armstrong told me. “We saw working class girls walk out of their dorms to visit boys, and the privileged girls would say, ‘why are you wearing that?’"

As Armstrong and Hamilton write in a new study published in Social Psychology Quarterly, economic inequality drove many of the differences in the ways the women talked about appropriate s*xual behavior.

All but five or six of the women practiced “sl*t-shaming,” or denigrating the other women for their loose s*xual mores. But they conflated their accusations of “sl*ttiness” with other, unrelated personality traits, like meanness or unattractiveness. It seems there was no better way to smear a dorm-mate than to suggest she was s*xually impure.

“If you want to make a young woman feel bad, pulling out the term ‘sl*t’ is a sure fire way to do it,” Armstrong said. “It’s ‘she isn’t one of us, we don't like her and she's different.’”

Because most of the sl*t-shaming occurred in private, women were both targets and producers of it, and it was rare for the term “sl*t” to stick to any one woman. Instead, the other women were simply foils for each others’ supposed s*xual virtue. One woman described her best friend like so:

“She just keeps going over there because she wants his attention because she likes him. That’s disgusting. That to me, if you want to talk about sl*tty, that to me is wh*ring yourself out.” “I think when people have s*x with a lot of guys that aren’t their boyfriends, that’s really a sl*t."

For her analysis, Armstrong divided the cohort in two, with wealthier women in one group and the working-class ones in the other. Each group tended to band together, with the poorer half feeling excluded from Greek life and other high-status social activities. Several of the low-income students, for example, balked at the cost of the $50 "rush" t-shirt, Armstrong said.

The rich women tended to view casual s*x as problematic only when it was done outside of steady relationships, and even then, only when it included v*ginal intercourse. Meanwhile, frequent “hooking up,” which to them included kissing and oral s*x, did not a sl*t make. “I think when people have s*x with a lot of guys that aren’t their boyfriends, that’s really a sl*t,” as one put it.

The poorer women, by contrast, were unaware that “hooking up,” in the parlance of the rich women, excluded v*ginal intercourse. They also tended to think all s*x and hook-ups should occur primarily within a relationship.

The two classes of women also defined “sl*ttiness” differently, but neither definition had much to do with s*xual behavior. The rich ones saw it as “trashiness,” or anything that implied an inability to dress and behave like an upper-middle-class person.

One woman, for example, “noted that it was acceptable for women to ‘have a short skirt on’ if ‘they’re being cool’ but ‘if they’re dancing really gross with a short skirt on, then like, oh sl*t.’”

The poorer women, meanwhile, would regard the richer ones as “sl*tty” for their seeming rudeness and proclivity for traveling in tight-knit herds. As one woman said, “Sorority girls are kind of wh*rish and unfriendly and very cliquey.”

Armstrong notes that midway through their college experience, none of the women had made any friendships across the income divide.

To Armstrong, it seemed like even though the wealthy and poor women were sl*t-shamed roughly equally in private, it was mostly only the poor women who faced public sl*t-shaming. And it only seemed to happen when the poorer women tried to make inroads with the richer ones.

“There was one instance where one of the [working class] women, Stacey, was watching the show The OC and made some comment about the s*xual behavior of one of the characters of the show,” Armstrong told me. “And a rich woman, Chelsea, said something like, ‘Oh, you're such a sl*t yourself, you shouldn't be calling her out.’ It was supposed to be a joke, but it misfired and [Stacey] ran crying from the room.”

A series of emissaries were sent up and down the hall in an attempt to make amends, but the damage had been done. “None of the other women in the room chimed in to defend Stacey’s virtue,” Armstrong notes.

By Armstrong’s tally, more rich women than poor women took part in hook-ups throughout college. The poorer women seemed to notice that their wealthier dorm-mates were more s*xual, but felt they couldn’t get away with being similarly libertine. The wealthier women, meanwhile, seemed unfazed by accusations of sl*ttiness if they came from their lower-status peers. (Think of Paris Hilton or Kim Kardashian, for whom public displays of s*xuality were the rocket fuel on which they jetted to fame.)

“The high-status women would literally snub or look through the poorer women,”

Armstrong said. “They would blow them off entirely. We spent a lot of time asking who would say hi to who; who would let the door slam in someone's face.”

According to Armstrong, one sorority member said, “I only see people who are Greek; I don't know who the other students are. They are like extras.”

The rampant sl*t-shaming, Armstrong found, was only a symptom of the women’s entrenched classism. But more importantly, the allegations of sl*ttiness had little to do with real-life behavior. The woman with the most s*xual partners in the study, a rich girl named Rory, also had the most sterling reputation—largely because she was an expert at concealing her s*xual history.

“Rory was going to lie till the day she died. She would only have s*x with guys who didn't know each other." “Rory was going to lie till the day she died,” Armstrong said. “She would only have s*x with guys who didn't know each other. She constantly misrepresented what she was doing and didn't tell people where she was going.”

One of the most striking things Armstrong learned was that, despite the pervasiveness of sl*t-shaming, there was no cogent definition of sl*ttiness, or of girls who were sl*tty, or even evidence that the supposedly sl*tty behavior had transpired. In the study, she notes that though “women were convinced that sl*ts exist” and worked to avoid the label, some of their descriptions of sl*ttiness were so imprecise (‘‘had s*x with a guy in front of everybody”) that they seemed to be referring to some sort of apocrypha—“a mythical sl*t.”

“The term is so vague and slippery that no one knows what a sl*t was or no one knows what you have to do to be that,” she told me. “It circulated around, though, so everyone could worry about it being attached to them.”

Perhaps no recent example of sl*t-shaming is as horrifying as the shooting in Santa Barbara last week. Before killing seven people in his rampage, Elliot Rodger vowed to “slaughter every single spoiled, stuck-up blonde sl*t”— all while complaining that those very same “sl*ts” refused to sleep with him.

To Armstrong, the shooting highlighted that “sl*t” is simply a misogynistic catch-all, a verbal utility knife that young people use to control women and create hierarchies. There may be no real sl*ts, in other words, but there are real and devastating consequences to sl*t-shaming.

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Bullying Victims More Likely to Carry Weapons

noreply@blogger.com (www.standuptobullying.net) — Mon, 05 May 2014 18:36:00 +0000

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Kids who have been bullied are nearly 1/3 more likely to bring a weapon to school than their peers who haven’t been bullied, according to research being presented today at the Pediatric Academic Societies annual meeting.

That means that about 200,000 high school bully victims are bringing weapons to school, according to the research that analyzed data from a 2011 nationally representative survey of more than 15,000 U.S. high school students conducted by the Centers for Disease Control and Prevention.

“Tragedies like the Columbine High School massacre have alerted educators and the public to the grave potential for premeditated violence not just by bullies, but by their victims as well,” said researcher Dr. Andrew Adesman.

The researchers looked at four risk factors to determine if any combination made bringing weapons to school more likely: not going to school due to feeling unsafe in school or on the way to school; having property stolen or damaged; being threatened or injured with a weapon; and being in a physical fight.

They found that of the 20 percent of high school students who said they’d been bullied, 8.6 percent carried a weapon to school (compared to 4.6 percent of those who said they hadn’t been bullied). And when all four risk factors were present, kids were 31 times more likely to bring a weapon to school.

“More effective prevention efforts and intervention strategies need to be identified,” said Dr. Lana Schapiro, one of the researchers. “The greatest focus should not just be on bullies, but on the victims of bullies most likely to carry a weapon and potentially use deadly force if threatened.”

Photo: iStock

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Yik Yak causing bullying concerns at some schools

noreply@blogger.com (www.standuptobullying.net) — Thu, 01 May 2014 19:12:00 +0000

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Messaging app Yik Yak causing bullying concerns at some schools

Yik Yak was launched in December by 23-year-old entrepreneurs Brooks Buffington and Tyler Droll, two recent college graduates who designed the app to work like a “virtual bulletin board” for any 1.5-mile radius. (Courtesy: Yik Yak)
By Joshua Rhett Miller FoxNews.com

A new social media app that works like a localized, anonymous version of Twitter is rapidly gaining popularity on college campuses nationwide, but some educators fear it's being used by high school students to issue threats and to bully classmates.

Yik Yak was launched in December by Atlanta-area entrepreneurs Brooks Buffington and Tyler Droll, two recent college graduates who designed the app using geo-fencing technology to create countless small communities. The app works like a “virtual bulletin board” for any 1.5-mile radius, Droll told FoxNews.com.

“With Yik Yak, we allow anyone to have that power, that audience, and you’re not limited by who’s following who,” he said. “And this app isn’t a one-to-one messenger. Anyone within 1.5 miles can see it. We equate it to a virtual bulletin board.”

Currently available for iOS and Android, Yik Yak allows users to vote on or reply to any so-called “Yak” posted anonymously using 200-character messages instead of Twitter’s 140-character limit. Although Yik Yak, which was designed with college campuses in my mind, restricts access on some 130,000 primary and secondary schools across the country, some parents and educators have raised concerns that younger kids are active on the service.

Most recently, in Connecticut, parents received a message from Fairfield Public Schools warning them that Yik Yak was “creating opportunities for mean-spirited, bullying behavior” at some of its schools.

"The issues range from bullying behavior, racial harassment, sexual harassment, to bomb threats and threats of physical violence."- Fairfield Public Schools

“Upon researching this we have learned that Yik Yak has been causing many issues at middle schools, high schools, and colleges around the country,” the message read. “The issues range from bullying behavior, racial harassment, sexual harassment, to bomb threats and threats of physical violence.”

As a result, district officials asked Yik Yak to utilize its GPS technology to block access to the app within all of its campuses. A company spokeswoman confirmed to FoxNews.com that Yik Yak has been blocked to three middle schools and two high schools within the district.

“We’re proactively trying to keep high schoolers off the app,” Droll said. “It’s being used very well at colleges. We think psychologically high schoolers aren’t ready to use our app.”

In California, a 17-year-old high school student was charged with three felony counts of making a terrorist threat earlier this month after he allegedly posted on Yik Yak that a shooting would occur at two local high schools. The student thought the threat would be “funny” and untraceable, according to a news release from the Reedley Police Department.

Elsewhere, in Mobile, Ala., a 16-year-old and 14-year-old from the area were reportedly charged with making terroristic threats after allegedly using Yik Yak to announce forthcoming shootings at local high schools.

But Buffington said those “growing pains” are not unique to Yik Yak, and he recalled a story of the app being used by students at Vanderbilt University to raise money for a fellow classmate diagnosed with cancer. Other users might not have personally known the student, but the immediate forum and increased awareness created by the app worked wonders, he said.

“It allowed him to easily connect with his whole campus,” Buffington said. “Within one day, more than 1,100 people showed up to see if they were a blood match. Awesome things like that happen all the time with our app on college campuses.”

Company officials announced on Monday that it had secured $1.5 million in funding, aimed at enhancing current features and expanding its user base. Both Kroll and Buffington declined to indicate how many people are currently using Yik Yak, but some estimates are as high as 250,000. They did say, however, that it’s been used on more than 100 college campuses, primarily in the South.

Buffington said he expects the app, which was originally launched a meager side project, to eventually rival social media behemoths like Facebook and Twitter because users are not anchored to any one particular profile, photo or circle of users.

“The trend we saw in all other forms of social media was, you have a profile, something that weighs you down,” he said. ‘You’re expected to act a certain way. Another big thing is they’re closed networks that lack diversity and differentiating content.”

Parry Aftab, an attorney specializing in Internet privacy and security law, told FoxNews.com that Yik Yak is quickly becoming “very popular” in places like Chicago, California and large swaths of the South. She said the anonymity apps like Yik Yak provides does indeed tend to make its users more daring.

“If people know what they’re doing is being monitored, they tend to think twice,” Aftab told FoxNews.com. “But I have no problem with schools blocking access to anything that isn’t related to education during school hours – period. Parents can deal with it when they get home.”

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Do your teachers know the difference between...

noreply@blogger.com (www.standuptobullying.net) — Wed, 23 Apr 2014 18:42:00 +0000

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Difference Between Teasing & Taunting

By Carola Finch, eHow Contributor

In recent years, the deaths of young people in highly publicized school shootings and teenage suicides have been blamed in part on the taunts and verbal abuse of bullies. Adults also can be verbally abusive with each other in areas like the workplace. Anti-bullying educator Mike Dreiblatt says that when schools try to deal with bullying, they tend to define teasing as being the same as taunting, although these behaviors are different in numerous ways
Different Motives

A person who teases and a bully who taunt others have very different reasons for their behavior. When a person playfully teases another individual, the teasing person may intend to lighten a mood in a clever, lighthearted and funny way. The teasing is not meant to hurt the targeted individual and the teasing person respects his dignity by not embarrassing or humiliating him. A bully, on the other hand, deliberately uses taunting to upset another individual. The bully's words are meant to be humiliating, demeaning and cruel to his victim.

Tone: Teasing vs. Taunting

When a person teases, she speaks in an affectionate tone of voice, using repetition, rhyming and exaggeration to signal that she does not really mean what she is saying. The teasing person may mimic the high-pitched voice of whiny person and add non-verbal gestures, for example. A bully, however, will taunt an individual in an angry or sarcastic tone of voice. When a bully mimics a whiny person, he deliberately attacks the self-esteem of his target, adding aggressive body language like smirking, rolling his eyes or shaking his head.

Two-Sided vs. One-Sided

When someone teases another person, both share laughter that brings them into a closer and stronger relationship. Both parties may tease each other back and forth and stop teasing if someone objects to the comments or becomes upset. A bully, on the other hand, has a one-sided relationship with her victim by trying to dominate and control the victim. A bully feels she can say what she wants, but her victim is not allowed to speak. She won't stop taunting, even if her target becomes upset and objects to the taunting. Bystanders may laugh at the taunting, but not the victim.

Relationship vs. Control

The person who teases and the target are often good friends who get along with each other. Teasing is only a small part of their relationship. A bully does not have a personal relationship with the victim and uses taunting to ridicule, dominate and demean his victim. The taunting is intended to make the victim fearful of future bullying.

Learn more: https://www.youtube.com/watch?v=-yk9cq4vI9g

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Bus Bully Learns the Hard Way That You Can Only Push Someone So Far Before They Snap

noreply@blogger.com (www.standuptobullying.net) — Fri, 11 Apr 2014 14:55:00 +0000

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Bus Bully Learns the Hard Way That You Can Only Push Someone So Far Before They Snap

Image credit: YouTube

A bully was in for a major surprise after she decided to violently attack a boy on her school bus. While the victim initially sat helplessly as she punched him in the face, pulled his hair and slapped him, she soon learned a lesson she’ll likely never forget.

In video of the attack that was captured on a cell phone and subsequently uploaded to YouTube, the vicious assault unfolds as another boy begs off-camera for the girl to stop.

But she doesn’t listen.

As the berating and beating continues, the victim desperately tries to shield and protect himself, but to no avail.

But then something changes. When the bully starts kicking the boy in the head, he springs to his feet and starts fighting back.

The tables instantaneously turn, as he grabs the her hair and puts her in a headlock, at one point seemingly dragging her over one of the seats; choking sounds can be heard.

“Get his hand off my eye please,” the girl says in the midst of the brawl, a hint of desperation replacing her once-aggressive tone.

Another boy — presumably the girl’s brother — becomes dismayed by what’s unfolding and he steps in to try and stop the bullying victim from getting his revenge.

“Oh hell! Get the — get the — f***! Holy s***! Get the f*** off of my f***ing sister!,” he says, as he tries to physically intervene.

Eventually, the brawl ends and the girl who seemingly started it all looks completely stunned by her victim’s response. Amazingly, the boy who was initially bullied promptly asks if she is “ok.”

Watch it all unfold below (caution: strong language and violence):

https://www.youtube.com/watch?feature=player_embedded&v=SBjkxS85OAA

A natural question one might ask is: Where the bus driver was during the attack?

While it’s unclear, a female’s voice can be heard in the background saying, “I can’t stop a thing.”

“There’s nothing I can do. That’s why I tell ya’ll don’t fight,” the woman added. “Nothing to do but call the police…callin’ 911 now.”

It is unclear whether this was the bus driver or another student, but one thing is for certain: no adults intervened to stop the argument, as far as the footage shows.

It’s also unclear when and where this video was captured or whether the boy did anything to anger the girl before the fight ensued, but the scene is certainly unforgettable.

This story is reminiscent of another we covered back in 2011 about a bully in Australia who also got a piece of his own medicine. And in 2012, a bullied bus monitor turned a horrific verbal attack into something entirely positive.

(H/T: WPIX-TV)

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noreply@blogger.com (www.standuptobullying.net) — Tue, 08 Apr 2014 15:53:00 +0000

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Study: Sexual Harassment Frequent Among Middle School Students

At least 1 in 4 middle school students say they’ve experienced unwanted verbal or physical sexual harassment on school grounds, often in the hallway or even in the classroom, according to new research published Sunday.

Researchers from the University of Illinois at Urbana-Champaign surveyed nearly 1,400 students from four Midwestern middle schools on whether they had experienced unwanted sexual harassment. Overall, 27 percent of girls and 25 percent of boys reported they had experienced verbal or physical sexual harassment or violence.

The most commonly reported form of harassment was unwanted physical touching, which was reported by 21.6 percent of the students who said they had experienced harassment. Rumor-spreading, verbal sexual commentary and homophobic name-calling were the next most frequently reported at 18.9 percent, 18.2 percent and 17.9 percent, respectively.

One surprising finding to the researchers was where the incidents of harassment took place. The majority – 22.7 percent – took place in school hallways, closely followed by classrooms (21.4 percent), school gyms (13 percent) and near school lockers (9.7 percent).

“Hallways made sense. Even the gym made sense,” says Dorothy Espelage, principal investigator of the study and a professor of educational psychology. “The classroom was very surprising to our team.”

Espelage says although the number of students who reported unwanted sexual harassment is alarming and “very, very concerning,” it was also interesting to see that many students were dismissive of the incidents.

“We didn’t ask them to talk about how normal sexual harassment was,” Espelage says. “We asked them the most upsetting event … and they would almost undo it as if to say, ‘But that’s just joking.’”

Overall, nearly 9 percent of the responses from students who said they had been sexually harassed included some form of “normalizing,” the study found.

“It is a cause of concern that these youth are at such a young age dismissive of behaviors that are clearly distressing,” the study says.

Still, that dismissiveness is perhaps unsurprising, Espelage says, given what the researchers know about the same schools’ teacher and staff perspectives on sexual harassment. In a study published last June, Espelage and her colleagues foundmany school staff members did not understand what constitutes sexual harassment and couldn’t clearly distinguish it from bullying. It also found school staff members were unclear about their roles in “controlling student hypersexuality as opposed to intervening when they observed sexual harassment as the law requires.”

“We are not talking to kids about what sexual harassment is. We are not talking to kids about boundaries,” Espelage says. “So when these things happen, they don’t know what to call it. They may know they feel uncomfortable and they can tell us it was upsetting to them, but the adults around them aren’t necessarily talking to them about their rights.”

Espelage says in her previous study, some teachers’ attitudes toward sexual harassment also were somewhat dismissive – claiming students should expect it based on how they behave or dress – and that attitude could at least partially explain the prevalence of sexual harassment that takes place in the classroom. On the other hand, Espelage says people can forget that teachers often don’t see or hear everything that goes on in the classroom, which doesn’t always equate to being negligent or dismissive.

According to a 1999 Supreme Court ruling, educators at any school receiving federal funding are required to stop students from sexually harassing each other or the school could lose that funding. In 2010, the Department of Education sent a “Dear Colleague” letter to school officials nationwide reminding them that it’s important to distinguish between bullying and different types of discriminatory harassment, including sexual harassment.

“As discussed in more detail below, by limiting its response to a specific application of its anti-bullying disciplinary policy, a school may fail to properly consider whether the student misconduct also results in discriminatory harassment,” the letter said.

That’s why it is important for schools to make sure their teachers and staff are properly educated about sexual harassment and trained to address such incidents, Espelage says.

“Schools need to go beyond just putting a sexual harassment policy in a handbook and having parents and students sign off on it,” she says. “It’s a shame the Department of Education has to threaten them in some ways. A school could have public funds pulled and be put under investigation. It’s a shame you have to pull that card.”

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noreply@blogger.com (www.standuptobullying.net) — Tue, 01 Apr 2014 19:10:00 +0000

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As popularity rises,
so does risk of being bullied

Michelle Healy, USA TODAY12:04 a.m. EDT April 1, 2014

(Photo: Don Campbell, AP)

Adolescents are often targeted for bullying because of their appearance, sexual orientation or loner status. But not all bullying victims fit that profile.

New research suggests that as students become more popular and climb the social hierarchy of middle and high school, they are at increased risk for gossip, harassment and even physical attacks from rivals competing for status.

And the adverse consequences of that bullying — including increased depression, anxiety and anger, and decreased school attachment — are magnified the more popular the victim, according to the paper published in April's American Sociological Review.

It argues that high-status students "may have more to lose than someone who already occupies a position of relative social isolation, or perhaps (they) are more unsuspecting victims than those on the periphery, and therefore react particularly strongly."

This type of victimization is "a distinct pattern of bullying that's often not thought of as bullying" and consequently goes unaddressed, says Robert Faris, an associate professor of sociology at the University of California-Davis and study co-author.

Students not only don't think of this interaction as bullying, they also don't call it that, opting instead for "drama, talking s--- or beef," Faris says.

The new study is "a sequel" to research published in 2011 by Faris and co-author Diane Felmlee, a professor of sociology at Pennsylvania State University, which found the more popular middle and high school students became, the more likely they were to be aggressive and exhibit bullying behavior. In the follow-up, the co-authors focus on who the aggressive students are targeting and with what consequence.

Both studies rely on a longitudinal survey of 4,200 students in eighth, ninth and 10th grades, conducted at 19 public schools in three counties in North Carolina.

In interviews, students were asked to name their five best friends in the school and that information was used to create complex social maps that identified students' popularity and the social network of the schools. To create similar maps focused on victimization and aggression, students were asked to name up to five schoolmates who picked on them or were unkind to them and up to five peers whom they picked on or were mean to.

An analysis showed that among both boys and girls, if a student was is in the middle of the school social hierarchy — the 50th percentile — and moved up the social ladder to the 95th percentile, the likelihood that he or she would be victimized by his or her peers increased by more than 25%.

However, once students reached the pinnacle of the school hierarchy — the top 5% of popularity — the likelihood of being victimized plummeted. "While the climb to the top of the social ladder can be painful, the very top rung offers a safe perch above the fray," Faris says.

"We don't want to suggest that this is the only way that kids become more or less popular," he adds, "but this is one way that some kids seem to climb the (social) ladder."

The findings are in line with "what we've always suspected about bullying and known from some prior research, that bullies are in part motivated to gain social status and power over other people," says Laura Bogart, a social psychologist at Boston Children's Hospital who was not involved in the study.

Schools, educators and parents may not notice the "covert victimization" of students who seemingly "have it all," whether it's the captain of a high profile sports team or a highly involved student with lots of friends, says Susan Swearer, professor of school psychology at the University of Nebraska — Lincoln and co-director of the Bullying Research Network. She was not involved in the new study.

"But these kids, within their pairs of friendships, can be targeted as well" with significant mental health consequences, Swearer says.

Given the study's suggestion that bullying is about a wide range of students and not just limited to certain stigmatized individuals, "anti-bullying interventions that focus on the entire school are warranted more than ever," Bogart says.

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What Made Me | Charles Renfro BY POPPY DE VILLENEUVE March 28th, 2014 The architect on childhood bullies, Houston skyscrapers and his design philosophy.

noreply@blogger.com (www.standuptobullying.net) — Mon, 31 Mar 2014 17:42:00 +0000

What Made Me | Charles Renfro

BY POPPY DE VILLENEUVEMarch 28th, 2014

The architect on childhood bullies, Houston skyscrapers and his design philosophy.

http://www.nytimes.com/video/multimedia/100000002794697/what-made-me-charles-renfro.html?emc=edit_th_20140331&nl=todaysheadlines&nlid=67303443

Why Women Are The Worst Kind of Bullies

noreply@blogger.com (www.standuptobullying.net) — Mon, 24 Mar 2014 20:54:00 +0000

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Bystanders Choice #4: Should Bystanders Tell an Adult?

Why Women Are The Worst Kind of Bullies

Ruchika Tulshyan, Contributor

Women can be nastier bullies than men, at the workplace. What’s the best way to deal?

A Bully Free Zone sign - School in Berea, Ohio (Photo credit: Wikipedia)

When Lady Gaga declared her hero was Emily-Anne, the 18-year-old pioneer of WeStopHate.org against teen bullying, I could completely identify. I had a flashback to my traumatic adolescent years. The memories alone made me feel like Emily-Anne could be my hero too.

However, I didn’t expect bullying to be so prevalent at the workplace. Adults are facing it pretty tough, with woman-on-woman harassment on the rise. Thirty-five percent of Americans reported being bullied at work, according to a 2010 survey by the Workplace Bullying Institute. Women make much nastier office bullies than men, says psychologist Dr. Gary Namie, co-founder of the Institute.

Workplace bullying is four times more common than sexual harassment and racial discrimination, found the same study. Girls are taught to be critical about each other from adolescence, and it’s particularly vicious among working women; from playing favourites to badmouthing colleagues. Common careers where women face bullying? Law, finance or any other job where “women feel the need to be hyper-aggressive to get ahead in a male-dominated environment,” says Dr. Namie.

Debra Falzoi, a communications coordinator who was terrorized by a female boss at a Boston University, says:

“My female bully lied and gossiped about me and others. She used all indirect tactics. I have seen men also use indirect bullying tactics, but they’re much less frequent, and they have seemed solely to protect their ego rather than proactive moves to sabotage.

Falzoi eventually quit her job after reporting the harassment. Her boss did nothing, despite multiple complaints against the same woman.

Samantha Brick, a British journalist, wrote a story titled: ‘There are downsides to looking this pretty’: Why women hate me for being beautiful. ‘ It went viral, supplemented by comments questioning her beauty. Some readers even called her “ugly as a troll.” I’m not going to debate her story, but I thought the Financial Times Weekend published the best response to the media maelstrom. The controversy showed how women sabotage the careers of other women by being unsupportive, it said. The columnist highlighted “rope ladders,” where women climb to senior positions, then promptly haul up the ladder right behind them. While some tactically avoid helping other women in their careers, others can resort to passive-agressive behavior to protect their interests.

“Women bullies will often befriend you and then air all your secrets later, in boardrooms or at office gatherings. I’ve had patients that just can’t trust again after being humiliated like that at work,” says Dr. Namie. The problem persists, as there are no anti-bullying ethics or law in practice, unlike legal protection against sexual harassment or racial discrimination. Less than one percent of co-workers will stand up when they see their colleagues tormented, fearing their own jobs.

There’s only one truly effective way to report workplace bullying: treat it like a business problem. Dr. Namie says:

“Report to your superiors and make it a business case on how the bully is affecting your productivity and driving up absenteeism. The minute you talk about how emotionally traumatized you are, you’re unlikely to get any help.”

Your managers could brush it off by saying it’s a cultural difference or clash of ideas, he says. Follow your instincts if you think you’re in a hostile work environment, and report it the right way. The only time when you should leave your job without making a case is if you work in a small family-run business, according to him.

Have you ever been bullied at work? Is there a difference between male and female bullies, in your experience?

802-362-5448

Now Scheduling for Fall 2014

Student, Staff, Parent Workshops

Staff Professional Development

Workplace Bullying and Harassment

Bullying Prevention PSAs!!!

Mike In Ac tion - Youtube Clips!!!

Definition of Bullying

Verbal Bullying

Physical Bullying

Types of Bullying

Forgive Yourself

Bystanders -- The Crowd

Bystanders Responsibilities

Ways to Stop Bullying

How to Respond to a Verbal Bullying

Teasing vs. Taunting

How Teachers Can Stop Bullying

802-362-5448

BULLYING PREVENTION

BOOKS, DVDS, AND POSTERS

These bullying prevention resources will help students, parents, teachers and staff

Stand Up, Stand Strong and Stand Together against bullying.

Shipping and handling is included on all orders.


DVD	Books	Poster

He who passively accepts evil is as much involved in it as he who helps to perpetrate it. — Martin Luther King, Jr.

Bystanders Choice #4:
Should Bystanders Tell an Adult?

Sometimes a bystander will witness or know about bullying but not feel safe or think it wise to get directly involved. That's why, like any responsible adult, a bystander has to go to a greater authority for assistance. It's a variation of "If you see something, say something" advertised in many mass transit hubs. In this case, it's the local community. "But is that tattling?" Nope. It's helping!

PLEASE SHARE AND DISCUSS WITH KIDS.

AND POST TO FACEBOOK, TWITTER, ETC.
Thanks for supporting PAVE by sharing the videos

PAVE and Steve’s Bully Prevention Strategy Videos:

1.     Bullying Defined (1) How to Stop Bullying and Social Aggression with Steve Breakstone http://www.youtube.com/watch?v=_OkJAuL-24o&list=PLHIRJnXJQ8i0f0A3Ya5m7sY-1PtYp8ox1&index=1

2.   Ignoring the Bully (2) How to Stop Bullying and Social Aggression with Steve Breakstone http://www.youtube.com/watch?v=W6FoF1jSPnA&list=PLHIRJnXJQ8i0f0A3Ya5m7sY-1PtYp8ox1&index=2

3.   Walking Away from the Bully (3) How to Stop Bullying and Social Aggression with Steve Breakstone http://www.youtube.com/watch?v=ImIINtR0nuU&list=PLHIRJnXJQ8i0f0A3Ya5m7sY-1PtYp8ox1&index=3

4.     Telling the Bully to "Stop" (4) How to Stop Bullying and Social Aggression with Steve Breakstonehttp://www.youtube.com/watch?v=Rlrcds88x5g&list=PLHIRJnXJQ8i0f0A3Ya5m7sY-1PtYp8ox1&index=4

5. Talk to a Trusted Adult (5) How to Stop Bullying and Social Aggression with Steve Breakstone  http://www.youtube.com/watch?v=AVK_v9CD5h8&list=PLHIRJnXJQ8i0f0A3Ya5m7sY-1PtYp8ox1&index=5

6. Teasing vs. Taunting (6) How to Stop Bullying and Social Aggression with Steve Breakstonehttp://www.youtube.com/watch?v=_8oYrlNijVc&list=PLHIRJnXJQ8i0f0A3Ya5m7sY-1PtYp8ox1&index=6

7. Making Friends (7) How to Stop Bullying and Social Aggression with Steve Breakstone https://www.youtube.com/watch?v=nkqmGXaC-Jc

8. Bystanders: Tell the Bully to Stop (8) How to Stop Bullying and Social Aggression with Breakstone http://www.youtube.com/watch?v=9zQ_VMOMMHI

9. Bystanders: Separate the Bully from the Person being Bullied (9) How to Stop Bullying w/ Breakstonehttp://www.youtube.com/watch?v=BnJ842nNstE

10.Bystander: Separate the Person Being Bullied Away From the Bully (10) How to Stop Bullying https://www.youtube.com/watch?v=NM5ja-eSS4E

11. Bystanders: Report to a Trusted Adult (11) How to Stop Bullying and Social Aggression w/ Breakstonehttp://www.youtube.com/watch?v=WIZiR69wcH4

802-362-5448 -- 136 Clover Lane Manchester Center Vermont 05255

Apps don’t bully people, people bully people

noreply@blogger.com (www.standuptobullying.net) — Mon, 24 Mar 2014 20:46:00 +0000

www.StandUpToBullying.net

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Scroll Down for information regarding:
Tattling vs. Telling:

Helping Bystanders of Bullying Determine When to Get Help

Apps don’t bully people, people bully people

Cyberbullying is bad enough when you know who is doing the bullying - but now new apps are concealing the source

Secret, a six-week-old social app, connects people anonymously, but there are fears that it could lead to cyberbullying. Photograph: Mike Segar/Reuters

Mon, Mar 24, 2014, 13:33

First published:Mon, Mar 24, 2014, 12:38

Silicon Valley sometimes feels like high school. It has its alpha types and its outcasts, its bullies and its bullied. That, anyway, is one takeaway from the recent flap over Secret, a six-week-old social app that connects people anonymously. Secret has apparently put the Valley in touch with its inner 10th-grader and become an online schoolyard for all manner of gossips and trolls inside the technology industry. The blowback has been swift.

Veronica Belmont, a video host and technology writer, promptly hung up on the app. “Deleted the app Secret,” Belmont wrote in early February. Aaron Durand, a photographer, soon followed. “It’s not me, it’s you,” Durand tweeted a few days later. Many others followed suit. “I don’t need that kind of hate in my life,” one entrepreneur told me. “It’s like high school all over again.” If this is what happens in the temples of American technology, think what will happen when Secret and similar apps hit real high schools and middle schools. Parents, you have been warned.

The founders of Secret, Chrys Bader-Wechseler and David Byttow, told me they saw the potential pitfalls and were trying to find ways to prevent cyberbullying over their app before it reached youngsters. They said Secret was supposed to help people, not hurt them. And yet the dangers of these types of apps are clear. Cyberbullying is bad enough when you know who is doing the bullying. It can be even worse when the source is cloaked by design. Last year, nine teenagers’ suicides were linked to bullying onAsk.fm, a website that lets people ask questions and leave comments anonymously. The issue became so severe that Ask.fm hired Mishcon de Reya, a law firm based in London, to conduct an independent review of the site. That, in turn, prompted Ask.fm, which is based in Latvia, to create tools that give users the ability to turn off questions from anonymous users, block unwanted users and report offensive content. Ilja Terebin, chief executive of Ask.fm, said the company was aware of the challenges but that young people needed places to express their views privately.

“On one hand, we have to deliver a value for our users, which includes free speech and uninhibited communication,” Terebin said. “On the other hand, we must ensure that the most vulnerable groups of our users receive sound support and protection.” But how can we offer people - adults and teenagers alike - anonymity without encouraging bad behavior?

A lot of experiments are underway. A new social app called Facefeed lets people share photos, but it only allows people to discuss the photos in a private message. Shots, a social app for selfies, has left out a comment system altogether. “With comments, kids can be humiliated in front of a large audience,” said John Shahidi, a founder of Shots.

Yik Yak, which is similar to Secret and lets people post anonymously to their friends, said last week that it was banning middle and high school students and that it would disable the service around schools. Yik Yak has reportedly been used to taunt students and make bomb threats, raising concern among school authorities.

Susan Opferman, the principal of Webb Bridge Middle School in Alpharetta., Ga., recently warned parents in a letter: “Yik Yak posts can be especially vicious and hurtful, since there is no way to trace their source.” To reduce negative comments, Secret has said that it is adding features that detect when people’s names are typed into messages and warn those who would include them to “think before they post.”

Users also have the ability to ban those who trash-talk others. “The majority of the content on the app is positive and friendly,” said Bader-Wechseler, who oversees product design at Secret. “We have to be realistic. We’re living in a world that is not a utopia, and we need to make sure we’re taking all the right steps to make sure that the good outweighs the evil.”

For now, Bader-Wechseler said, the company is learning what not to do when the app does fall into the hands of children. But it’s unclear if the app has already been infused with the DNA of bullies and those bullied. And, if so, if it’s possible to change that. I asked Terebin at Ask.fm if he had any advice for Secret and other apps that allow anonymous posts. He said these services should build moderating systems and empower users to report bad behavior. “This means that companies must invest in their safety protocols from the very beginning,” Terebin said.

Is this happening in your school?

802-362-5448

Now Scheduling for Fall 2014

Student, Staff, Parent Workshops

Staff Professional Development

Workplace Bullying and Harassment

Bullying Prevention PSAs!!!

Mike In Ac tion - Youtube Clips!!!

Definition of Bullying

Verbal Bullying

Physical Bullying

Types of Bullying

Forgive Yourself

Bystanders -- The Crowd

Bystanders Responsibilities

Ways to Stop Bullying

How to Respond to a Verbal Bullying

Teasing vs. Taunting

How Teachers Can Stop Bullying

802-362-5448

BULLYING PREVENTION

BOOKS, DVDS, AND POSTERS

These bullying prevention resources will help students, parents, teachers and staff

Stand Up, Stand Strong and Stand Together against bullying.

Shipping and handling is included on all orders.


DVD	Books	Poster

He who passively accepts evil is as much involved in it as he who helps to perpetrate it. — Martin Luther King, Jr.

Tattling vs. Telling:
Helping Bystanders of Bullying Determine When to Get Help

If a target or a bystander of bullying chooses to talk to a trusted adult about bullying or dangerous behavior they know about, she/he might consider that tattling. This video shares ideas and scenarios on how a person can determine if talking to an adult is the responsible thing to do to be helpful or just tattling to get someone in trouble.

Tattling vs Telling (12)
How to Stop Bullying and Social Aggression
http://www.youtube.com/watch?v=DUXDRBxY3Gs

This video is also posted at the PAVE site:
http://pavebennington.org/resources/pave-videos-prevent-violence/tattling-vs-telling-12/

PLEASE SHARE AND DISCUSS WITH KIDS.

AND POST TO FACEBOOK, TWITTER, ETC.
Thanks for supporting PAVE by sharing the videos

PAVE and Steve’s Bully Prevention Strategy Videos:

1.     Bullying Defined (1) How to Stop Bullying and Social Aggression with Steve Breakstone http://www.youtube.com/watch?v=_OkJAuL-24o&list=PLHIRJnXJQ8i0f0A3Ya5m7sY-1PtYp8ox1&index=1

2.   Ignoring the Bully (2) How to Stop Bullying and Social Aggression with Steve Breakstone http://www.youtube.com/watch?v=W6FoF1jSPnA&list=PLHIRJnXJQ8i0f0A3Ya5m7sY-1PtYp8ox1&index=2

3.   Walking Away from the Bully (3) How to Stop Bullying and Social Aggression with Steve Breakstone http://www.youtube.com/watch?v=ImIINtR0nuU&list=PLHIRJnXJQ8i0f0A3Ya5m7sY-1PtYp8ox1&index=3

4.     Telling the Bully to "Stop" (4) How to Stop Bullying and Social Aggression with Steve Breakstone http://www.youtube.com/watch?v=Rlrcds88x5g&list=PLHIRJnXJQ8i0f0A3Ya5m7sY-1PtYp8ox1&index=4

5. Talk to a Trusted Adult (5) How to Stop Bullying and Social Aggression with Steve Breakstone   http://www.youtube.com/watch?v=AVK_v9CD5h8&list=PLHIRJnXJQ8i0f0A3Ya5m7sY-1PtYp8ox1&index=5

6. Teasing vs. Taunting (6) How to Stop Bullying and Social Aggression with Steve Breakstone http://www.youtube.com/watch?v=_8oYrlNijVc&list=PLHIRJnXJQ8i0f0A3Ya5m7sY-1PtYp8ox1&index=6

7. Making Friends (7) How to Stop Bullying and Social Aggression with Steve Breakstone https://www.youtube.com/watch?v=nkqmGXaC-Jc

8. Bystanders: Tell the Bully to Stop (8) How to Stop Bullying and Social Aggression with Breakstone http://www.youtube.com/watch?v=9zQ_VMOMMHI

9. Bystanders: Separate the Bully from the Person being Bullied (9) How to Stop Bullying w/ Breakstone http://www.youtube.com/watch?v=BnJ842nNstE

10.Bystander: Separate the Person Being Bullied Away From the Bully (10) How to Stop Bullying https://www.youtube.com/watch?v=NM5ja-eSS4E

11. Bystanders: Report to a Trusted Adult (11) How to Stop Bullying and Social Aggression w/ Breakstone http://www.youtube.com/watch?v=WIZiR69wcH4

12. Tattling vs Telling (12) How to Stop Bullying and Social Aggression with Steve Breakstone
http://www.youtube.com/watch?v=DUXDRBxY3Gs

802-362-5448 -- 136 Clover Lane Manchester Center Vermont 05255