As a result of serving on the National Emergency Assistance Team of the National Association of School Psychologists I became acutely aware of the negative impact of bullying on children. For example, the U. S. Secret Service has estimated that more than 70 % of targeted school shooters had been bullied during school. Members of our team have responded to more than a dozen killings in schools and have seen the emotional toll that bullying takes on school-age youth and communities.

 

I have presented a number of workshops across the country on bully prevention and have had the opportunity to serve as the violence consultant for VIRTUS and National Catholic Risk Retention Group, Inc and helped developed their bully prevention training for Catholic schools. In this article, Dr. Bill Pfohl and I provide information for educators on bullying prevention and intervention. This article is in press and the citation is listed below.

 

Lazarus, P.  J. & Pfohl, W. (2010, in press). Bullying. In A Canter, L.Z. Paige, & S. Shaw

           (Eds.), Helping children at home and school III. Bethesda, MD. National   

           Association of School Psychologists Press.

 

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Ricky’s comments illustrate the dilemma faced by so many of our students who wish to stop school bullying but do not have the skills, power, or social permission to intervene. They often understand the emotional impact that bullying can have on their fellow students but realize it is risky to confront bullies single-handedly.

 

Due to wide spread reporting on the issue, society is beginning to understand the profound social, academic, and emotional impact that bullying has on youth. This has been underscored by findings of the U. S. Secret Service that as many as 70% of the targeted school shooters had been bullied while at school (Vossekuil, Fein, Reddy, Borum & Modzeleski, 2002). In addition, media coverage has shown that the consequences of bullying can be so severe that targets have taken their own lives as a result of the humiliation they experienced. Consequently, schools have begun to take a more proactive approach in intervening with bullies and creating safe school climates. Moreover, many states have passed legislation mandating that bullying prevention programs and policies be instituted in all school districts. Fortunately there are now school-wide bullying prevention strategies and programs that have been designed to combat this problem. Most effective strategies and programs are universal in nature, that is, they focus on the entire school population and give the message that “Bullying is not tolerated in our school.”

 

According to current research, a surprisingly large number of children in schools are involved in bullying. In a large-scale national survey (Nasel, Overpeck, Pilla, Ruan, Simons-Morton, & Scheidt, 2001), 30% of all children admitted being involved in bullying -- 13% as bullies, 11% as targets, and 6% as both. Nearly 10% of students said that they were involved in bullying once a week or more and 70% experienced bullying at some point in their schooling. In addition, as many as 7% of eight-graders stayed home at least once a month because of fear of being bullied, and 14% of students believed that exposure to bullying has had a negative impact on their lives.

 

Bullying occurs when a person is exposed repeatedly and over time to negative actions on the part of one or more persons. In the most accepted definition, bullying has four elements: (a) there is an imbalance of power (physical, intellectual or emotional), (b) the action is repeated over time, (c) the action is intentional, that is the bully will try to hurt or intimidate the target, and (d) there is an unequal display of emotion, that is, the bully will experience a positive emotion whereas the target will experience emotional distress (Olweus, 1993).

 

Students engage in bullying for a number of reasons. These include (a) gaining power over others, (b) experiencing excitement (c) getting attention and popularity, (d) acting out problems coming from the home, (e) obtaining material possessions, (f) joining with the “in crowd,” (g) or copying someone who is perceived as “cool.” Engaging in bullying demonstrates contempt for others. Because bullying is so emotionally rewarding , that is the bully gets to act like the “top dog,” and most often occurs away from the eyes and ears of educators, it is hard to stop.

 

Because teachers are unable to be everywhere in school, and because bullying often occurs underneath their radar, teachers may grossly underestimate the amount of bullying that goes on in their schools. This is especially true for cyberbullying (using email and websites) and relational bullying--behaviors that are intended to significantly damage another child’s friendships or feelings of inclusion by the peer group. In addition, 25% of teachers do not consider that it is their job to prevent bullying and students do not view teachers as effective interveners (Craig, Henderson, & Murphy, 2000). However, it is critical to change this mindset given the long-term consequences of bullying for both bully and target.

 

Bullies come in all sizes, shapes, and abilities. They do not need to be larger to dominate their targets. However, bullies are typically stronger and more physically and verbally aggressive than their targets. They have a strong need to dominate others and often have a positive and unrealistic self-concept. Bullies enjoy controlling others and feel justified in their actions. They frequently lack guilt and remorse and get a thrill out of their behavior. The long-term outcomes for some bullies are poor. Children identified as a bully at age 8 were six times more likely to be convicted of a crime by age 24 and five times more likely to end up with a criminal record by age 30 (Olweus, 1993).

 

Often targets of bullying have been characterized as anxious and insecure. They often are not connected to a strong social network and have less effective social skills. They tend to be more submissive, quiet and cautious, and may lack the skills necessary to defend themselves effectively. Other students may avoid the target so that they do not suffer the same fate. This makes the social world of the victimized student increasingly smaller.

 

Chronic targets suffer severe and profound consequences. Academically, they are much more likely to avoid school and they participate less in class. Due to the humiliation and fear that targets experience, they often have concentration difficulties which lower their scholastic achievement. Emotionally, they suffer from low self-esteem, depression, and anxiety. They may experience somatic illnesses such as headaches, nausea, sleep disturbances, and lack of appetite. They are more likely than their peers to feel lonely and rejected by peers.

 

Sadly, victimization during the middle school years has long-term consequences and predicts depression and lower-self esteem even 10 years after bullying has ended. Also, due to chronic victimization, targets are more likely to drop out of school which affects their career opportunities and long-term earning ability. In the most extreme cases, targets may take their own life rather than endure the constant pain associated with bullying.

 

Unless schools develop comprehensive policies and procedures to create safe and supportive schools, and ensure that all students are accepted and included, then bullying will continue to occur and their targets will suffer unnecessary emotional pain. Strategies to prevent bullying and to intervene where bullying occurs have been studied and developed by the Norwegian researcher Dan Olweus, the U.S Department of Health and Human Services, and other leading scholars and educators.

 

The most substantive body of research on bully prevention comes from the work of Dan Olweus (1993), who has emphasized changing the school climate to reduce the impact of bullying. His program has shown positive results in several countries.

Olweus’ program follows these steps:

·        First, create both a school and home environment characterized by warmth, positive regard and involvement with adults.

·        Second, establish firm limits against unacceptable behavior.

·        Third, apply non-physical, non-hostile negative sanctions if a student breaks a rule.

·        Fourth, expect that all adults in the school have a responsibility for maintaining a safe and supportive school climate. 

The following strategies are based on best practices recommended by the U. S Department of Health and Human Services through their website, Stop Bullying Now; the seminal principles of Dan Olweus (1993) and his Bullying Prevention Program; and critical components of such anti-bullying programs such as Bully Proofing Your School, Bully Busters, Steps to Respect, and PATHS (Providing Alternative THinking Strategies) (see Recommended Resources).

·        Increase awareness and knowledge of bullying and dispel myths among all school personnel, parents and community stakeholders.

·        Survey all students using an anonymous questionnaire to determine the bullying problem in each school. Include questions related to: What types of bullying occur on campus? Where bullying takes place? How safe students feel from bullying and harassment? How many students are involved?

·        Develop a bullying coordinating committee consisting of a school administrator, a school psychologist or counselor, teachers, parents, and students.

·        Develop an effective anti-bullying school policy and establish clear and enforceable rules and sanctions. In doing so, make sure that school policies are consistent with board of education rules and state statutes. School rules should be posted and discussed with all students so that they have a clear understanding of expectations.

·        Consider having students sign a pledge that can include: (a) We will not bully other students. (b) We will help others who are being bullied by speaking out and by getting adult help. (c) We will use extra effort to include all students in activities at our school.

·        Provide comprehensive training to all teachers and school staff about bullying prevention and intervention.

·        Use survey results to make necessary changes to the school environment to create a safer and more supportive school climate.

·        Develop a number of different ways that students can report bullying to adults. Investigate every report, provide follow up and take administrative actions as necessary.

·        Increase adult supervision in areas found to be problematic on the survey. Bullying often occurs in school hallways, cafeteria, playground, locker rooms and restrooms.

·        Intervene consistently when bullying occurs—never ignore it. Empower teachers with effective strategies to confront bullying on the spot.

·        Hold separate follow up meetings with bullies and targets. Provide support and protection to a victimized student. Conflict resolution or peer mediation strategies are not appropriate in this process because the target is being abused by the bully and there is an unequal balance of power. During this process, the teacher can help the vulnerable child learn to assert himself more effectively. Also, the educator can teach the bully how to get her needs met in alternative ways. If possible, involve parents in the process.

·        Have class meetings where students can discuss peer relations as well as any problems with bullying.

·        Help foster nurturing relationships and friendship patterns within the school and classroom. This is especially important as the number and quality of friends protects children from being victimized. That is, youngsters who have a number of friends, especially those who are strong or popular, are less likely to become targets (Pelligrini & Long, 2004).

·         Consider adopting a structured bully prevention program such as Bully Proof Your School, Bully Busters, or Steps to Respect that teaches students, especially witnesses and targets, how to intervene when bullying occurs. Effective program focus on knowledge, attitude change, and skill development taught through modeling, role play and practice.

·         Continue these efforts over time. Patience is required as it may take up to three years to make a difference.

In adopting the above strategies, the necessary attitude is required. The two most important considerations in preventing bullying are building relationships and establishing clear limits. Embolden the witnesses, who are neither bullies nor victims, to make sure that bullying is not permitted on campus. Once a sense of community and caring is established, students such as Ricky will feel empowered and have the support and skills necessary to keep it that way.

Craig, W. M., Henderson, K., & Murphy, J. G. (2000). Prospective teacher’s attitudes

            toward bullying and victimization. School Psychology International, 21, 5–21.

Nasel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., Scheidt, P.

            (2001). Bullying behaviors among U. S. youth: Prevalence and association with

            psychosocial adjustment. Journal of the American Medical Association, 285,

            2094–2100.

Olweus, D. (1993). Bullying at school. What we know and what we can do. Oxford:

            Blackwell.

Pelligrini, A. D., & Long, J. D. (2004). Part of the solution and part of the problem: The

            role of peers in bullying, dominance, and victimization during the transition from

            primary school to secondary school. In D. L. Espelage & S. M. Swearer (Eds.),

            Bullying in American schools: A social-ecological perspective on prevention and

            intervention (pp. 107 – 117). Mahwah, NJ: Lawrence Erlbaum.

Vosekuill, B., Fein, R. Reddy, M., Borum, R. & Modzeleski, W. (2002). The final report

            school attacks in the United States. U. S. Department of Education, Office of

            Elementary and Secondary Education, Safe and Drug Free Schools Program and

            U. S. Secret Service, National Threat Assessment Center, Washington, DC.

 

Davidson, L. M., & Demaray, M. K. (2007). Social support as a moderator between

            victimization and internalizing-externalizing distress from bullying. School

            Psychology Review, 36, 383–405.

            Available: http://www.nasponline.org/publications/SPR/sprmain.aspx

Espelage, D. & Swearer, S. M. (2003). Research on school bullying and victimization:

             Review, 3, 365–383.

Feinberg, T. (2003, September). Bullying prevention and intervention. Principal

             Leadership, (4, 1).

Felix, E., & Furlong, M. (2008). Best practices in bullying prevention. In A. Thomas &

            A. Grimes (Eds.), Best practices in school psychology V (pp. 1279 -1289).

            Bethesda, MD: National Association of School Psychologists.

Merrell, K. W., Gueldner, B. A., Ross, S. W., & Isava, D. M. (2008). How effective are

            school bullying intervention programs? A meta-analysis of intervention

            research. School Psychology Quarterly, 1, 26–42.

 

American Medical Association (2002). Proceedings, educational forum on adolescent health –

          youth bullying. Available: http://www.amaassn.org/ama1/pub/upload/mm/39/youthbullying.pdf

Cumberland County (NJ) AVA Center, Websites on bullying, vandalism and school violence:

          http://www.cumbavac.org/Bullying_Violence_Vandalism.htm

Fox, J. A., Elliott, D. S., Kerlikowske, R. G., Newman, & S. A., Christenson, W. (2003).

           Bullying prevention is crime prevention. Available:

           http://clearinghouse.adhl.org/resources/BullyingPrevention.pdf

Surviving Bullies Project, Resources: http://survivingbullies.org/index.php/resources/

U.S.Health Resources and Services Administration, Stop Bullying Now:

            http://stopbullyingnow.hrsa.gov

 

Bully Proofing Your School: http://store.cambiumlearning.com

Bully Busters: http://www.stopbullyingnow.net

Providing Alternative Thinking Strategies (PATHS) (Prevention Research Center):

            http://www.cfchildren.org/programs/str/overview/

Steps to Respect (Committee for Children): http://www.cfchildren.org/programs/str/overview/