PACER’s National Center for Bullying Prevention has once again marked October as Bullying Prevention Awareness Month in an effort to raise awareness of the physical, mental and emotional effects of bullying that millions of adolescents experience. Various American Counseling Association members recently shared their thoughts on common bullying trends and how they believe schools can confront this rising problem.

Melissa Luke, an assistant professor and coordinator of school counseling at Syracuse University, says that by recently passing the Dignity for All law, her state of New York has made positive strides in the battle against bullying. The law states that “all children have the right to attend school in a safe, welcoming and caring environment” and prohibits the harassment and discrimination of students.

“As such,” Luke says, “many local school districts are more proactively addressing issues of bullying. Thus, this is a topic that is covered in our school counseling courses, and one that almost always arises within the school field experiences.”

She suggests that schools utilize Comprehensive, Developmental School Counseling (CDSC) programs, which are considered best practice when it comes to combating bullying. These programs include both preventative and responsive interventions designed to reduce bullying. The interventions are delivered individually, in groups and through schoolwide programming.

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“Although there are many prepared psychoeducational lessons that focus on bullying prevention, I believe that it is extremely important to distinguish between the often fluid role of perpetrator, target, and bystander,” she says. “Because the vast majority of students fall into the latter category, it is important that they are able to recognize their part in the perpetuation, as well as the prevention, of bullying. In my observation, offering students a range of skills that they can practice and then use when observing bullying behavior is very helpful.”

Luke always encourages her school counseling students to use data to determine the specific areas of need related to bullying prevention, as well as to assess the effectiveness of the implemented programs.

“Not only can this quantitative and qualitative data inform revision to one’s CDSC program, but it can also be used to raise awareness,” she says.

Luke also suggests raising awareness of the need for anti-bullying programming through promotions such as newsletters and national campaigns. Video dragon ball z full episode subtitle indonesia indonime. “Overall, I think school counselors have an obligation to address bullying directly,” she says, “but they also can be quite effective in combatting the [issue] indirectly through improving school connectedness, student belonging and school climate.”

On the basis of reports from her internship and practicum students, Luke says the issues for which students are bullied have remained much the same over the years.

“[Bullies are] targeting those that are different in some way,” she says. This usually includes some element of racial, ethnic, religious or sexual-affective and gender identity, level of ability, size or relational factor, she says.

Keba Richmond-Green, an ACA member and counseling student who works with gay, lesbian and bisexual youths and their families, says the trend she is noticing is an increase in the bullying of GLBT American Indians and Alaskan Natives.

According to statistics from the School Bullying Prevention Task Force, Richmond-Green says half of all American Indians and Alaskan Natives report being bullied and physically assaulted.

“It has been my experience when working with youth and parents that the problem lies mostly with the staff and administration,” she says. “There are a few incidents of peers who are bullying, and the staff does not have the proper tools or resources to intervene properly. For the most part, staff and administration continue to ignore the problems and deny that there is a problem within their school system. If a problem is found, there is [often] retaliation against the victim as well as the aggressor.”

Richmond-Green has found that administration officials are often too busy or unaware of bullying problems within their school districts to properly address the issue.

“Bullying prevention programs and policies are often put into place as a last resort in order to avoid legal ramifications,” she says. “Many times the policies are on paper only and not followed through with by the staff or student body throughout the school year. Oftentimes these policies leave out the most fundamental problems when addressing bullying. Therefore, the underlying problems still are never addressed. Many times incidents are not being documented correctly or at all and then not carried over into the new school year.”

Richmond-Green believes one of the keys to reducing bullying in schools is through teaching students what she calls a “no discrimination zone and attitude.”

“We must learn to embrace diversity and differences in others and ourselves,” she says. “[Students] must be shown and taught that ‘different’ is not wrong.”

But for this to occur, adults have to facilitate this behavior and occasionally change their own mindsets, she says.

“We have to be honest with ourselves and others and acknowledge our biases and prejudices,” Richmond-Green says. “We also must acknowledge that we are often uncomfortable when things are outside of our comfort zone. Once it is acknowledged, then we must practice a place of safe, healthy, and respectable boundaries for all people. … Young people are resilient and tolerant of change. It is the adults who have to work to change their thinking and behavior in order to produce effective change within the system.”

She says the first step in addressing bullying and discrimination is acknowledging that a problem exists.

“Many times we are so busy trying to dispute that there is no problem, we [instead] often make more problems,” Richmond-Green says. “Second, we must get back to involving the parents, community, law enforcement, religious affiliations and students in the planning. We have to get schools back involved in the community. Unless we include all of these entities in the initial planning processes, nothing will ever change. Everyone has to be involved to support each other and to develop necessary guidelines and procedures that are realistic – appropriate for the times and problems in the 21st century – and measureable.”

Sheri Bauman, professor and director of the school counseling master’s degree program at the University of Arizona, echoes calls for a holistic approach regarding who should be involved in bullying prevention programs.

“The research is pretty clear that it takes a whole-school program – not just curriculum, not just a slogan or assembly – with a strong commitment from educators to make anti-bullying a priority,” she says. “At a minimum, there needs to be a clear policy that is widely publicized, developed with input from educators, parents, students and the community.”

Bauman, author of Cyberbullying: What Counselors Need to Know, published by ACA, also believes in the importance of adults modeling to youths how to treat others respectfully.

“Currently, some excellent research focuses on the impact of bystanders,” Bauman says, “so programs that provide strategies for bystanders to use when they witness bullying can be very helpful. The intent is to provide knowledge and skills so bystanders do not support the bullying or just observe, but actively intervene. For this to happen, there needs to be a school ethos that promotes anti-bullying as a collective goal and responsibility. Educators and all adults in the school should be trained to recognize bullying, to understand the harmful effects, and to respond effectively when it occurs.”

It is equally critical, she adds, that punishment not be the only option in response to bullying.

“There are a number of nonpunitive, counseling-based approaches that have had encouraging results in other countries that are not well-known in the U.S.,” Bauman says.

She believes students probably already have a high awareness of bullying. However, she does not think they are necessarily cognizant of the serious and long-term harm that results from it.

“Students need to realize that the impact of victimization is neither trivial nor short term, and for chronic victims, the negative effects may last into adulthood,” Bauman says. “They also need to realize that bullies can learn to change their behavior, and that other students – bystanders – are extremely powerful in helping them do so.”

For more information on Bullying Prevention Awareness Month, visit pacer.org/bullying/nbpm

Heather Rudow is a staff writer for Counseling Today. Contact her at hrudow@counseling.org.

WHY SCHOOLS NEED A BULLYING PREVENTION PROGRAM

• • Bullying can seriously affect the emotional, physical, and academic well-being of children who are bullied.
  • Dealing with discipline problems related to bullying incidents can take a good deal of administrator and educator time during a regular school day.
  • Bullying can contribute to a negative climate in schools.
  • Bullying is more prevalent than many adults suspect.

Everyone in the school environment will benefit from implementation of an effective
bullying prevention program. Before implementing any efforts to address bullying or
other violence at school, keep in mind that:

• • Effective programs require strong administrative leadership and ongoing commitment on the part of the adults in the school system.
  • Those programs that show the most promise are comprehensive in approach. They involve the entire school community and include school-wide interventions, classroom activities, and individual interventions.
  • Bullying prevention efforts should begin early – as children transition into kindergarten – and continue throughout a child’s education.
  • Effective bullying prevention programs should have no “end date,” but should become part of the life of your school. Ongoing staff development is important to sustain bullying prevention programs.

INITIAL STEPS FOR SCHOOL ADMINISTRATORS
1. ASSESS BULLYING AT YOUR SCHOOL

• • Why is it important to assess bullying at your school?
    • Adults often are not very accurate in predicting the types and amount of bullying among children and youth in school. It is important to ask students about their experiences.
    • Getting an accurate picture of the prevalence of bullying at your school may motivate your teachers, other staff members, parents, and students to take action. If, for example, your teachers perceive that bullying is a rare event at school, it may be difficult to motivate them to implement a bullying prevention program. If, on the other hand, teachers see that bullying affects many students at your school, they may be more inclined to focus on bullying prevention.
    • Understanding bullying at your school can help you to plan strategies to address the problem. For example, it is important to know where bullying occurs at your school so that you can increase adult supervision in those “hot spots.” Assessing bullying at different points in timecan help you to evaluate your school’s progress in dealing with bullying.
  • What are good ways to assess bullying?
    • It is a good idea to have students who are able to (grade 3 and higher) complete a written, anonymous questionnaire about their experiences of bullying, being bullied, and observing bullying. Students are likely to feel more comfortable reporting their bullying experiences if they don’t have to include their name or other identifying information on the questionnaire.
    • In addition to surveying students, consider inviting teachers, other school staff, and parents to complete questionnaires about bullying at school. Not only may it be helpful to assess adults’ perceptions of bullying and ideas for bullying prevention in your school, but it also may be instructive to compare adults’ perceptions of bullying with those of your students.
    • Be sure to share summaries of data with students, parents, and school personnel.
    • Form a bullying prevention coordinating committee (a small group of energetic teachers, administrators, counselors, nonteaching staff, and parents) to help you explore the problem of bullying and possible solutions at your school.
    • Talk with your staff members about their perceptions of bullying at your school, their current efforts to address bullying, and their time and motivation to implement a bullying prevention program.
    • Hold an open house or a PTA meeting to solicit parent feedback about bullying and bullying prevention needs at your school.

2. TRACK BULLYING INCIDENTS AT YOUR SCHOOL
In addition to assessing the nature and prevalence of bullying at your school, it also is important
to document bullying by tracking suspected and confirmed incidents of bullying. This will help to
ensure that children who are bullied receive protection and support and that children who bully are held accountable for their actions.

• • In order to effectively track bullying incidents, adults must be vigilant about bullying among students. Offer training for all staff at school that will help them to be more aware of signs of bullying.
  • Develop a logical and timely reporting system that will inform school personnel and parents of suspected and confirmed bullying incidents. No single system will work for all schools. Some schools have developed a triplicate incident report form for bullying and other problem behaviors. (One copy goes to the student’s teacher, the second copy is filed in the office, and the third copy is sent to the student’s parents). Other schools keep a log of bullying incidents in the main office.
  • Make sure that teachers and all school personnel (e.g., bus drivers, cafeteria workers, custodial staff) are familiar with the school’s reporting procedures and understand their obligation to report suspected or confirmed bullying.
  • In addition to filing written reports, encourage school personnel to share their concerns verbally and in a timely way with colleagues (e.g., in grade-level team meetings, or one-on one with other staff). If, for example, the 3rd period math teacher has observed bullying among two students, he or she should make a written report and discuss the issue quickly with the 4th period social studies teacher to make sure that the bullying doesn’t continue.
  • Consider tracking bullying through the use of computer software programs.
  • Many larger school districts already have software programs to document critical behavior incidents. New upgrades of these programs and customized data fields can be used to track bullying incidents. Some schools may find the cost of such computer programs prohibitive. Free computer programs are available that may help you to analyze and map bullying and other problem behaviors that occur in and around your school. (See, e.g., www.schoolcopsoftware.com).

3. LEARN ABOUT GOOD BULLYING PREVENTION PROGRAMS

• • With the help of your coordinating committee, research existing bullying prevention programs that your school might adopt.
  • Talk with colleagues in other schools who have implemented bullying prevention programs. Often program developers can put you in touch with educators who can share their experiences with implementing bullying prevention programs.
  • Assess your school’s current prevention and intervention programs.
  • Determine whether they would be compatible with bullying prevention programs that you are considering.
  • Share information about programs with committee members and staff. Most programs have fact sheets or other summary information available. Some have trainers who are available to provide brief “overviews” of the program to you and your staff.
  • Consider which program best fits the financial constraints of your school’s budget.
  • Carefully select a program that best fits the needs of your school, with attention to the proven effectiveness of the model.

OTHER WAYS TO ADDRESS BULLYING

• • Provide in-services to your staff so that they can learn more about the issue of bullying. Include non-teaching staff who interact with students (such as bus drivers and cafeteria workers).
  • Develop clear rules and sanctions related to bullying. Post and distribute the school rules and discuss them with staff, students, and parents.
  • Develop strategies to reward students for positive, inclusive behavior.
  • Using information gleaned from your student survey, increase supervision in areas that are “hot spots” for bullying and violence at the school.
  • Establish a confidential reporting system that allows children to report victimization and that records the details of bullying incidents.
  • Ensure that your school has all legally required policies and grievance procedures in place for bullying or harassment. Make these procedures known to parents, students and staff members.
  • Receive and listen receptively to parents who report bullying. Establish procedures whereby such reports are investigated and resolved quickly and effectively at the school level in order to avoid perpetuating bullying.
  • Ensure that all staff members take immediate action when bullying is observed. All teachers and school staff must let children know that they care and will not allow anyone to be mistreated. By taking immediate action and dealing directly with students who bully, adults support children who are bullied and those who are bystanders to bullying.
  • Notify the parents of all involved students when a bullying incident occurs, and seek to resolve the problem expeditiously at school.
  • Make referrals to your counseling and/or mental health staff, when appropriate, for further work with children who are bullied and with children who bully.
  • Ensure protection for children who are bullied. Such protection may include creating a buddy system whereby students have a particular friend or older buddy on whom they can depend and with whom they can spend time.
  • Encourage teachers to hold class meetings during which students can talk about issues related to bullying and peer relations. Encourage teachers to integrate bullying themes throughout the curriculum.

This fact sheet was adapted from Take a Stand, Lend a Hand, Stop Bullying Now, a project of
the Health, Resources and Services Administration of the U.S. Department of Health and Human
Services at www.stopbullyingnow.org and reprinted with permission.