The purpose of this article is to equip principals with an introductory level knowledge of bullying, the rationale for preventing and stopping it, and the components of an effective anti-bullying program. Understanding bullying is an important step in helping a student. It is also important to not only know how to respond to bullying, but to also know how to establish a prevention program. After reading this article, principals will be more knowledgeable about bullying and be able to provide leadership in initiating an anti-bullying program in their schools.
What is bullying?
Bullying is a form of overt and aggressive behavior that is intentional, hurtful and persistent (repeated). Bullied students are teased, harassed, socially rejected and assaulted/attacked (verbally, physically, and/or psychologically) by one or more individuals. There is often an imbalance of strength (power and dominance). This imbalance of power can be physical, psychological or a student may be outnumbered. Even though there is often intent to hurt and to have power and control over individuals, some bullying occurs "just for the fun of it" and there is not much concern about power imbalance when rumors and lies can be spread anonymously.
What does bullying look like?
Bullying behaviors come in a variety of forms: physical, verbal, social and relational. Students also use technology to bully others. In fact, it would be very difficult to list every possible behavior that makes up a bullying situation. Some of the bullying behaviors that are more physical in nature are:
Bullying can also be verbal. Verbal bullying can sometimes be more hurtful than physical bullying. Some examples of verbal bullying behaviors are:
Bullying can also be social or relational. Examples of this form of bullying are:
These kinds of behaviors are especially prevalent among girls. One principal discover that there were two girls who were excluding others. The principal said she had several girls who went home crying and their mothers called her because their daughters were upset. After investigating the problem, she discovered that these two girls declared themselves so special, that if any other girl wanted to have lunch with them in the cafeteria, they had to sign up and be selected by these two girls.
Students are creative in their mistreatment and are using technology. Using technology to mistreat others is often called cyberbullying. They use text messages on cell phones, instant messaging, cruel e-mail messages, voice-mail messages, hurtful comments, lies and pictures on websites, etc. Cyberbashing has also become popular. This involves staging beatings/fights, video recording them, and placing them on the Internet.
How are girls and boys different in their bullying behavior?
Both boys and girls bully and they can both be physical, verbal and social. Since the behavior of boys has been more observable, we have thought boys bully more than girls, but now most experts aren’t sure that is true. Since girls can be sneaky and their bullying behavior is more social and relational, they may bully others just as much, if not more. So, we often underestimate girl bullying.
Typically, boys use more physically aggressive than girls. It is probably becoming less true everywhere. It appears that girls are becoming more physical. Perhaps they are watching more television shows with aggressive women stars who teach them it is okay to be physically violent and to attack males. They following are some well known accepted facts about girl bullies:
Since bullying occurs most often in secret, away from the eyes of adults, parents and school personnel often underestimate bullying. It is estimated that 20% - 25% of every school is mistreated/bullied. In some schools the percentage is lower, while in other schools it may be a higher percentage. When and where does bullying occur?
Bullying starts in the preschool years and occurs at all grade levels. It increases in frequency toward the end of the elementary years and becomes more physical during that time. But it peaks during the middle school years and appears in its cruelest form. Bullying decreases in high school but can be hurtful and destructive. The physical severity of bully may decrease with age.
At the first of each school year, bullies go "shopping." They look for easy targets (their victims), individuals they can hurt and have power and control over. The high-risk areas are places where there is no adult supervision, or not enough supervision, or poor supervision, and areas and times that are unstructured. Some examples of such areas and times are: bathrooms, locker rooms, hallways, between buildings, cafeterias, waiting for the bus, on the bus, stairwells, waiting on school property for school to start, and even in classrooms. Why must bullying be prevented and stopped?
For victims, each day is a social minefield with several unknown events that could hurt them. This possibility can cause fear, stress and excessive anxiety that may cause them to miss or skip school. According to the American Medical Association, 160,000 students a day stay home because of bullying. This constant state of fear, anxiety, and stress can also lead to a sense of helplessness and depression – even Post Traumatic Stress.
The toxic mix of emotions created by bullying may create toxic shame. This is poisonous shame that impacts a student’s self-confidence, confidence in others to help them, and his view of life. Unfortunately, this toxic shame can cause a student to harm himself (self-mutilate) and/or to commit suicide.
Bullying also encourages a student to join gangs, cults, hate groups and drug groups. The need to belong and to be accepted by peers screams to be met – it must be met even if it means belonging with an inappropriate group.
Bullying can also have a negative impact on learning. As mentioned earlier, some victims of bullying avoid school. Even when they attend school, they can’t concentrate or think clearly. The anxiety and stress also impacts their memory.
Bullying is also a common theme in the majority of the school shootings. After years of mistreatment some victims of bullying take the path from deep hurt, to fear, to anxiety, to anger, to hate, to rage, and then some decide to get revenge.What are the major components of an effective anti-bullying program?
Effective anti-bullying programs include the following major components. For a full discussion of these and other components, visit www.bullyfree.com.
Acceptable definition of bullying
Acceptable philosophy based on research regarding effective programs
Anti-bullying policies, procedures and rules
Response Plans
Discipline Plans/Grids
Comprehensive bank of research-based and proven prevention and intervention strategies and age-appropriate curriculum that recognizes the uniqueness of the school and community and promotes the Golden Rule – treat others the way you want to be treated
Bully Free training and program implementation training for school personnel
Bully Free awareness presentations for school personnel, students, parents and community representatives
Strategies for the Involvement and Empowerment Plans for students, parents and community representatives
Strategies for identifying high-risk areas and a Supervision Plans for potential victims, victims and bullies
Intervention Plan
Strategies for creating a "telling environment"
On-going review/monitoring of program implementation and an Evaluation Plan
with progressive negative/reductive consequences to allow for immediate, consistent intervention by all adults
Conclusion
Perhaps we can never rid our schools of all bullying, but research indicates that when school personnel fully understand the nature of bullying and implement an effective anti-bullying program, it can be significantly reduced. Also, school discipline problems can be reduced, fights can be reduced, school attendance can be improved, academic performance improved, suicides prevented, and school shootings prevented.
References
Beane, Allan L. (1999). The Bully Free Classroom. Free Spirit Publishing, Minneapolis, MN.
Beane, Allan L. (2003). What is the Nature of Bullying? Bully Free Systems, LLC, Murray, KY.
Beane, Allan L. (2003) Why Must Bullying Be Prevented and Stopped? Bully Free Systems, LLC, Murray, KY.
Beane, Allan L. (2003). Why are Some Victims of Bullying Retaliating? Bully Free Systems, LLC, Murray, KY.
Beane, Allan L. 2003. Steps to Implementing a Bully Free Program. Bully Free Systems, LLC, Murray, KY.
Allan Beane
is Founder and CEO of Bully Free Systems, LLC. He is an internationally recognized expert, a dynamic and highly sought-after speaker, and author on bullying. He has over 30 years experience in education that includes teaching special education, teaching regular education, teaching high education, serving as Director of a School Safety Center, and serving as provost and vice president of a university. He has served as an expert witness in criminal cases and lawsuits involving bullying and has been an expert guest for Fox News in Chicago. His son’s life inspired him to write his first book, The Bully Free Classroom, which is in seven languages. Schools and districts throughout the United States have adopted his Bully Free Program. For more information, visit www.bullyfree.com.