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Lean about Bullying PowerPoint Presentation

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On : Aug 07, 2014

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  • Slide 1 - Kevin Jennings CEO, Be the Change Former Assistant Deputy Secretary U.S. Department of Education Bullying 101 Kentucky Anti-Bullying Conference March 19, 2012
  • Slide 2 - Understanding Bullying Pervasiveness Roles Influencing Factors Interventions The “Washington Agenda”
  • Slide 3 - Pervasiveness and Impact of Bullying
  • Slide 4 - Many Students Experience Bullying Percentage of students ages 12-18 who reported being bullied at school and being cyber-bullied anywhere during the school year: 2007 Source: Indicators of Crime and School Safety, 2008
  • Slide 5 - Rivers, I., Poteat, V.P., Noret, N., Ashurt, N. (2009). Observing Bullying at School: The Mental Health Implication of Witness Status. School Psychology Quarterly. 24:4, 211-223.
  • Slide 6 - Higher Rates of Criminal Conviction (Ages 15-50) Bullies are 1.69 times more likely to be convicted of a crime between the ages of 15 and 50. Farrington, Ttofi & Lösel; Criminal Behaviour and Mental Health (2011)
  • Slide 7 - Higher Rates of Violent Conviction (Ages 15-50) Bullies are 1.96 times more likely to be convicted of a violent crime between the ages of 15 and 50. Farrington, Ttofi & Lösel; Criminal Behaviour and Mental Health (2011)
  • Slide 8 - Less Successful Lives (Age 32) Bullies are 1.72 times more likely than non-bullies to lead an unsuccessful life at age 32. Farrington, Ttofi & Lösel; Criminal Behaviour and Mental Health (2011)
  • Slide 9 - Less Successful Lives (Age 48) Bullies are 2.57 times more likely than non-bullies to lead an unsuccessful life at age 48. Farrington, Ttofi & Lösel; Criminal Behaviour and Mental Health (2011)
  • Slide 10 - More Employment Problems (Age 32) Bullies are 1.84 times more likely than non-bullies to have employment problems at age 32. Farrington, Ttofi & Lösel; Criminal Behaviour and Mental Health (2011)
  • Slide 11 - Who Bullies, Who Gets Bullied, Who Enables: Understanding Roles in Bullying
  • Slide 12 - Assistants Reinforcers Outsiders Defenders Rivers, I., Poteat, V.P., Noret, N., Ashurt, N. (2009). Observing Bullying at School: The Mental Health Implication of Witness Status. School Psychology Quarterly. 24:4, 211-223. Witnesses Role of Bystanders in Instances of Bullying
  • Slide 13 - Rivers, I., Poteat, V.P., Noret, N., Ashurt, N. (2009). Observing Bullying at School: The Mental Health Implication of Witness Status. School Psychology Quarterly. 24:4, 211-223.
  • Slide 14 - ppt slide no 14 content not found
  • Slide 15 - What Characterizes a Bully? Boys High rates of “externalizing behavior” Having behaviors consistent with ADD, ADHD, Oppositional/Defiant Disorder, or Conduct Disorder Being Highly Aggressive Having negative perceptions of “others”: people unlike themselves Cook, C. R., Williams, K.R., Guerra, N.G., Kim, T.E.m & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65-83.
  • Slide 16 - What Characterizes a Victim? Boys Low Social Competence Lack basic social skills - Unable to easily make friends Peer Rejection Cook, C. R., Williams, K.R., Guerra, N.G., Kim, T.E.m & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65-83.
  • Slide 17 - What Characterizes a Bully? Girls Often Highly Popular Use Bullying to establish/confirm social power Cook, C. R., Williams, K.R., Guerra, N.G., Kim, T.E.m & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65-83.
  • Slide 18 - What Characterizes a Victim? Girls two types: 1. Other Popular Girls “Loners” Low Social Competence Lack basic social skills - Unable to easily make friends Peer Rejection Cook, C. R., Williams, K.R., Guerra, N.G., Kim, T.E.m & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65-83.
  • Slide 19 - What Characterizes a Bully-Victim? A bully-victim is someone who is both the perpetrator and the target of bullying behavior Bully-victims show similarly low-levels of social competency as only-victims. Bully-victims are more easily influenced by their peers than only-victims. Cook, C. R., Williams, K.R., Guerra, N.G., Kim, T.E.m & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65-83.
  • Slide 20 - Where, When and How
  • Slide 21 - Middle School is the Worst Period 42.9 Source: Indicators of School Crime and Safety, 2008
  • Slide 22 - Prevalence of Bullying Behaviors and the Roles of Gender Source: Wang, 2009
  • Slide 23 - Some Groups are Singled Out for Harassment Question: “At your school, how often are students bullied, called names or harassed for the following reasons?” Source: From Teasing to Torment: School Climate in America 2005
  • Slide 24 - Why the Problem Persists… and What We Can do
  • Slide 25 - President Obama “ If there’s one goal of this conference, it is to dispel the myth that bullying is just a harmless rite of passage or an inevitable part of growing up.  It’s not.  Bullying can have destructive consequences for our young people.  And it’s not something we have to accept.  As parents and students, as teachers and members of the community, we can take steps -- all of us -- to help prevent bullying and create a climate in our schools in which all of our children can feel safe; a climate in which they all can feel like they belong.”
  • Slide 26 - Teachers and Students Make a Difference In classrooms where both students and teachers had strong attitudes and actions against bullying and aggression rates of aggression were 1/3 to ½ of classes where peers alone (and not teachers) had strong attitudes against aggression Henry, D., Guerra, N., Huessmann, R., Tolan, P., VanAcker, R., & Eron, L. (2000). Normative influences on aggression in urban elementary school classrooms. Amerian Journal of Community Psychology, 28(1), 59-81.
  • Slide 27 - There is Profound Disagreement among Students, Teachers and Administrators about Teachers’ Ability to Deter Bullying (Grades 6-8, % agreeing with idea that teachers can effectively deter bullying) Perkins, Brian. (2007). Figure 1D and 1.1D [Tables]. Where We Teach: The CUBE Survey of Urban School Climate. Alexandria, VA: National School Boards Association
  • Slide 28 - There is Profound Disagreement among Students, Teachers and Administrators about Teachers’ Ability to Deter Bullying (Grades 9-12, % agreeing with idea that teachers can effectively deter bullying) Perkins, Brian. (2007). Figure 1D and 1.1D [Tables]. Where We Teach: The CUBE Survey of Urban School Climate. Alexandria, VA: National School Boards Association
  • Slide 29 - Peer Intervention Works, but Isn’t Common Of bullying episodes in which peers intervened, 57% of the interventions were effective (i.e., the bullying stopped within 10 seconds). Peers intervene in only 11-19% of all bullying incidents. Source: Hawkins, Pepler and Craig 2001
  • Slide 30 - Petrosino, A., Guckenburg, S., DeVoe, J. and Hanson, T. (2010). What characteristics of bullying, bullying victims, and schools are associated with increased reporting of bullying to school officials? (Issues & Answers Report, REL 2010- No.092). Washington, DC: US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Education Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs.
  • Slide 31 - Petrosino, A., Guckenburg, S., DeVoe, J. and Hanson, T. (2010). What characteristics of bullying, bullying victims, and schools are associated with increased reporting of bullying to school officials? (Issues & Answers Report, REL 2010- No.092). Washington, DC: US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Education Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs.
  • Slide 32 - Petrosino, A., Guckenburg, S., DeVoe, J. and Hanson, T. (2010). What characteristics of bullying, bullying victims, and schools are associated with increased reporting of bullying to school officials? (Issues & Answers Report, REL 2010- No.092). Washington, DC: US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Education Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs.
  • Slide 33 - Secretary Duncan “No school can be a great school unless it is first a safe school.”
  • Slide 34 - Every School Should…
  • Slide 35 - Every Teacher Should…
  • Slide 36 - Every Student Should… Source: HRSA Stop Bullying Now!
  • Slide 37 - Every Parent Should… Source: HRSA Stop Bullying Now!
  • Slide 38 - Carl Joseph Walker Hoover 1998-2009
  • Slide 39 - Keep in Touch! KJennings@bethechangeinc.org
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Tags : Bullying | bullying crime | bullying abuse | bullying child abuse

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