NCPC Bullying: Understanding the Problem, Defining Solutions
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The National Crime Prevention Council's 2012 webinar addresses the bullying issue, its impact on the school environment, and strategies for prevention. Key points covered include understanding the types of bullying, recognizing signs in victims, the importance of comprehensive policies, and effective data collection methods for assessing the issue. The document emphasizes the need for school programs to address bullying and the role of community involvement in prevention efforts.
NCPC Bullying: Understanding the Problem, Defining Solutions
- 1. National Crime Prevention Council 2012 This webinar was held on May 30, 2012 with School Improvement Network. Watch the recording of this webinar at: http://www.schoolimprovement.com/resources/webinars/b ullying-understanding-the-problem-defining-solutions/
- 2. To be the nation’s leader in helping people keep themselves, their families, and their communities safe from crime National Crime Prevention Council 2
- 3. Protecting Children and Youth Partnering with government and law enforcement Promoting crime prevention basics Responding to emerging trends National Crime Prevention Council 3
- 4. Participants will: Review bulling issue and its impact on school environment Outline the importance of assessment in prevention planning and program implementation Identify strategies that schools can use to address bullying 4 National Crime Prevention Council
- 5. © 2012 National Crime Prevention Council, Inc. www.ncpc.org 5
- 6. Bullying is: • An imbalance of power • Repeated and systematic harassment and attacks on others • Perpetrated by individuals or groups National Crime Prevention Council 6
- 7. Bullying behaviors include: Physical violence Verbal taunts, name-calling, and put- downs Threats and intimidation Stealing of money and possessions Spreading rumors Exclusion from the peer group Using technology to bully 7 National Crime Prevention Council
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- 9. Someone who: Is often in late elementary or middle school Can come from any economic, cultural, religious background Wants power, social status Perceives “rewards” (prestige, etc.) from their behavior National Crime Prevention Council 9
- 10. Is concerned with his or her own desires Lacks empathy Has a positive attitude toward violence Has a quick temper and difficulty conforming to rules 10 National Crime Prevention Council
- 11. Extrovert bullies: Are outgoing, aggressive, and active Use force to get their way Are angry and mean on the surface Rebel to achieve a feeling of superiority and security Reject rules 11 National Crime Prevention Council
- 12. Introvert bullies: Are reluctant to rebel Conform to society Control by deception, saying the “right” thing, lying, cunning May be “teacher’s pet” 12 National Crime Prevention Council
- 13. National Crime Prevention Council 13
- 14. Often, children perceived as different due to: Appearance (weight, clothes, disability, etc.) Sexual orientation (actual or perceived) Intellect Socio-economic background Cultural or religious background 14 National Crime Prevention Council
- 15. Bullying is a long-term issue with many consequences for both the victim and bully including: ◦ Mental Health ◦ Crime ◦ Academic Performance ◦ Employment National Crime Prevention Council 15
- 16. © 2012 National Crime Prevention Council, Inc. www.ncpc.org 16
- 17. We need to understand the effect of bullying on victims so we can spot the signs Physical Emotional Social/ behavioral Academic 17 National Crime Prevention Council
- 18. Children may: Feel ill in the mornings, have headaches Have unexplained bruises, scratches, or cuts Need more money than usual/losing money regularly Have possessions go “missing” Come home with clothes or other items destroyed 18 National Crime Prevention Council
- 19. Withdrawal or shyness Depression Moody Irritable Anxiety Aggressive behavior Suicide ideation Loss of self-esteem © 2011 National Crime Prevention Council www.ncpc.org
- 20. Begin to bully other children, siblings, or the family pet Stop participating in activities they once enjoyed Suddenly stops using computer Upset after using computer or cell phone Changes in eating or sleeping habits (e.g., nightmares) Hurting self, attempting or threatening suicide Suddenly changing or avoiding friends 20 National Crime Prevention Council
- 21. Children may: Not want to go to school Begin to do poorly in school Be afraid of walking to or from school; not want to go on the school bus Change their usual route, ask you to drive them to school National Crime Prevention Council 21
- 22. Bystanders may feel: Fear (they could be next target) Guilt (they should help but don’t know how) Helplessness (they are powerless to stop the bullying) Desensitized (bullying is just a part of life) 22 National Crime Prevention Council
- 23. © 2012 National Crime Prevention Council, Inc. www.ncpc.org 23
- 24. National Crime Prevention Council 24
- 25. Ready-to-use tools ◦ Planning checklists ◦ Social climate surveys ◦ Basic security assessment ◦ Sample media tools ◦ Sample letters for businesses and elected officials National Crime Prevention Council 25
- 26. Collect data ◦ Existing data (disruptive incidents, fights, injuries, etc, participation in activities) ◦ Safety and security surveys (insight into social climate) ◦ Safety and security assessments (physical deterrents or promoters of bullying behavior) National Crime Prevention Council 26
- 27. Safety and security surveys Indicate specific areas where students or staff feel unsafe Identify types of threats that students, parents, and staff feel are most serious at the school Monitor feelings, not just physical activities National Crime Prevention Council 27
- 28. Safety and security assessments Identify locations that may be conducive to bullying behavior or criminal activity Reveal gaps in security procedures Identify ineffective security equipment National Crime Prevention Council 28
- 29. National Crime Prevention Council 29
- 30. National Crime Prevention Council 30
- 31. National Crime Prevention Council 31
- 32. National Crime Prevention Council 32
- 33. The three types of data all point to the same problem Two data sets indicate a pattern that the third data set doesn’t fit The three kinds of data all conflict with each other
- 34. Standards See the Big Allocate of Picture Funds Excellence National Crime Prevention Council 34
- 35. National Crime Prevention Council 35
- 36. Diverse action team Imagination Theatre- address social issues through workshops Challenge Leadership- 50 students trained National Crime Prevention Council 36
- 37. Over 400 students and parents attended forum Student involvement- PSA’s and mentorship Installation of visitor tracking system National Crime Prevention Council 37
- 38. Concerns surrounding unsafe areas, respect and bullying/intimidation Video surveillance- suspensions dropped from 62 to 22. 3 level school training for students and staff National Crime Prevention Council 38
- 40. Develop appropriate policies: Statewide bullying legislation exists in about 50% of states Policies vary. Some: mandate that schools have bullying policy require implementation of bullying prevention programming require teacher, staff training 40 National Crime Prevention Council
- 41. Policies vary. Some: The Problems: Inconsistency in require implementation messaging of prevention programming Unclear vision and standards for school require teacher, staff safety and security training National Crime Prevention Council 41
- 42. Comprehensive policy would include: Definition of bullying (behaviors) Consequences of bullying Education of students Training of teachers, staff Focus on whole-school/center approach Address involvement in cyberbullying 42 National Crime Prevention Council
- 43. © 2012 National Crime Prevention Council, Inc. www.ncpc.org 43
- 44. Ready-to-use tools ◦ Planning checklists ◦ Social climate surveys ◦ Basic security assessment ◦ Sample media tools ◦ Sample letters for businesses and elected officials National Crime Prevention Council 44
- 45. Reaches children in grades 1-4 Includes 16 lessons for each grade (two units of 8 lessons each) Can be implemented in 30 minutes a week National Crime Prevention Council 45
- 46. Curriculum/Education Volume One contains the required sessions These session build on each other and should be taught consecutively Volume Two has 20 additional sessions divided into five units National Crime Prevention Council 46
- 47. School Safety and Security Toolkit Caregivers Guide to School Safety and Security Parents and Children Talking Together Helping Kids Handle Conflict Get the Message Keeping Kids Safe Community Works McGruff Club National Crime Prevention Council 47
- 48. Websites: National Crime Prevention Council www.ncpc.org www.mcgruff.org Stop Bullying Now! www.stopbullyingnow.org Wired Safety, Inc. www.wiredsafety.org Center for Safe and Responsible Internet Use www.cyberbully.org 48 National Crime Prevention Council
- 49. Robin Young Program Manager National Crime Prevention Council 2001 Jefferson Davis Highway Suite 901 Arlington, VA 22202 202-466-6272 www.ncpc.org www.mcgruff.org 49 National Crime Prevention Council
- 50. School Improvement Network Call us: 1-800-572-1153 Visit us on the web: www.schoolimprovement.com Visit http://www.schoolimprovement.com/resources/webinars/ to see past recordings and register for future webinars. YouTube: http://www.youtube.com/user/SchoolImprovementNet Blog: http://schoolimprovementnetwork.blogspot.com Facebook http://www.facebook.com/SchoolImprovementNetwork Twitter: @sinetpd360 LinkedIn: http://www.linkedin.com/company/school-improvement- network Click here to request more information about PD 360, or one of our other innovative products. © 2012 School Improvement Network
Editor's Notes
- #2: Welcome all participants to the presentation. Introduce yourself and share your background working with child safety issues. Explain that the presentation that you are going to give will provide an overview of the issue of bullying and cyberbullying and offer some suggestions for managing bullying in their school or community.
- #3: Review NCPC’s Mission.
- #4: Review NCPC’s four key areas. Emphasize the first goal to protect children and youth and use this as a segue into the issue affecting many youth today, bullying.
- #5: Review the objectives of the presentation.
- #6: When changing topics in your presentation, try to do a title page to introduce your new topic.
- #7: The presenter may wish to propose the question “What is bullying?” to participants and record their responses on a flipchart. Bullying has taken on many different forms than the traditional schoolyard fight and is important to gather what bullying looks like in the participants’ communities. Emphasize that the element of bullying that makes it different from other forms of conflict is the imbalance of power. In a conflict between two individuals of equal power, each has the ability to offer solutions and compromise to resolve the conflict. Adults can tell children in this case to try to resolve the conflict on their own, or to use peer mediation programs to address the issues. In bullying situations, the imbalance of power between the bully and the victim prevents these individuals from resolving the conflict on their own. Children who are bullied need adults to step in to address the situation.
- #8: Review bullying behaviors. Highlight those behaviors that capture relational aggression (exclusion, silent treatment, etc.) that is becoming more prominent, but that is often more difficult to notice. However, these relational forms of bullying are just as detrimental and can have long lasting affects akin to those of physical bullying.
- #10: Highlight that sometimes boys and girls bully in different ways. Boys are more likely to bully physically: intimidation, extortion, physical or verbal attacks. Girls are more likely to bully socially: exclusion, spreading rumors, manipulation, embarrassment.
- #15: Highlight the characteristics common among children and youth who are bullied. The often stand out as different in some way.
- #17: When changing topics in your presentation, try to do a title page to introduce your new topic.
- #18: Participants will discuss how to spot signs in each of these four areas. Share that when children are bullied, they don’t often tell an adult right away. They may be embarrassed to be a victim of bullying, they may think that an adult cannot help them, they may fear retaliation from the bully(ies). However, even if a child does not verbally alert an adult to a bullying problem, there are signs that a child is being bullied
- #23: Witnessing bullying has a negative impact on children and youth. Children and youth may be fearful that they will be the next target of bullying. Youth also see a link between bullying and deadly school violence.
- #24: When changing topics in your presentation, try to do a title page to introduce your new topic.
- #27: The first task the action team will undertake is to identify safety and security problems at the school. Formal research will help the action team confirm safety and security problems, as well as point towards other issues you may not be aware of. There are three types of information your action team should obtain (review points). Existing data Violations of state and federal laws on school propertyDisruptive incidents such as fightsAccidents or injuries involving students or staffLevels of student participation in extracurricular activitiesExisting information is readily available through the school, policedepartment, or community groups. Your action team can obtain informationabout(review points). In reviewing incident-related data you’ll want to categorize the data and look forpatterns. Do incidents all seem to happen in one part of the building? At a specific timeof day? On the same day of the week? Are the perpetrators students or nonstudents?The diverse members of your action team will have valuable insights into differentfacets of the school’s environment.
- #44: When changing topics in your presentation, try to do a title page to introduce your new topic.