Power Point Presentation from October 2011

nBullies, Victims and Bystanders

David A. Levine

Leland Domann

nOur goals for today
are to… 

nfacilitate the conversation about bullying

nexplore the role emotions play on aggressive behaviors

nreview the research on risk and resilience

nexplore empathy as a primary pro-social skill

npresent high-level facilitative responses

nWhat would you like to get out of today?

nIn terms of:

nKnowledge

nSkills

nPersonal growth

nKnowledge

nA working definition of bullying

nThe blueprint for emotional safety

nCreating a bully-free culture

nRisk and resilience

nBest practices for prevention and intervention

nCyber-bullying

nSkills

nHigh-level facilitative responses

nDecoding behaviors

nCounseling a bully and victim

nMeeting a child’s needs

nTeaching pro-social skills

nAs you were listening to my song,

nWhat thoughts, memories of feelings came up for you?

nPrevention defined

  Prevention programs and activities are intentionally designed to help young people manage predictably difficult life situations.

            Pro-active  vs  Reactive

            Prevention  vs  Intervention

nBullying defined

  A person is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more persons

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Bullying information
  CDC Youth Risk Survey, 2010

nOver 75 % of students are subjected to some form of bullying or cyber bullying and experience some form of physical and/or emotional abuse

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n5% of high school students did not go to school because they felt unsafe at school or on the way to school

        

n16.2 % of students report being bullied on school property (NY State)

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nBullying information

nBoys are more likely than girls to bully others

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nThe most frequent bullying of boys is physical while girls are bullied more often verbally (exclusion, rumors, sexual harassment)

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nThe top five states in regards to reported incidents of bullying and cyber bullying are California, New York, Illinois, Pennsylvania, and Washington

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nEmotional imprints

nForever impact the way you interface with the world.

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nEmotional intelligence is the ability to manage your emotions (imprints) when under pressure.

nProtective factors

nExternal buffers and supports

nMicro-interactions

nBe clear with your expectations

nCreate the conditions (in your groups, classes, sports teams, homes)

nInfuse social skills into all you do

nAsk questions (dialogue-listen)

nProtective factors

nInternal-skill building

nPro-social skills

nTeach listening and make it a cultural practice

nThe listening wheel

nCommunity meeting

nFishbowl

nCooperative group training (name emotional intelligence)

nEmpathy consciousness 

Building a cultural norm of empathy

  teach it as a skill

    model it as a practice

  infuse it as a perspective marker

    use it as a guiding principle

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 Protective Factors

nSocial skills

nPositive peer relationships

nProblem solving skills

nA sense of independence

nA sense of purpose

nParticipation and involvement

nSchool success

nA caring “non-judgmental” adult

nExposure to models and mentors

 

n           Successful bully prevention/intervention approaches

nMindfulness/self-regulation

nPeer leadership

nAdvisory

nMicro-interactions

nClearly defined norms

nDialogue in meetings

nMoral dilemmas

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nHigh-level facilitative responses

1. Ask open-ended questions

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2. Clarify and summarize

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3.  Reflect feelings…

nTo tolerate is to enable

nThe conflict cycle

Private logic

Stressful event

Feeling

Behavior

Response

nFeedback 

To help the person learn and grow

Observational

 

  what I heard

  what I saw

  What I need or feel

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