Erasmus+ KA229 Learning Teaching Training Activities about

“Bullying Prevention - Developing Coping Skills for Aggressive Behavior”

for an Erasmus Partnership Project

“Constructivist Methods in Developing Key Skills of Primary School Students”

PEER BULLYING
What is it? When does it occur?
Who Does It Affect?
What should we do to prevent it?
 The bullying I've been through

Bullying is a pervasive school problem that can

have serious consequences for students.
Bullying occurs when someone who is stronger or acting
stronger hurts, intimidates, or makes the other person feel
weak. It can happen more than once and get worse. ( ICAP "
Bullying Prevention Program " )
"When a person is repeatedly and for a long time exposed to
negative actions from one or more people, they are bullied
and have difficulty defending themselves"( Olweus , 1993 )
1-Bullying is aggressive behavior that includes unwanted,
negative actions.
2-Bullying involves a pattern of behavior that is repeated over
time.
3-Bullying involves power or imbalance of power.
Bullying can take many
forms.
• VERBAL BULLYING includes things that are defamation , insulting or hurtful .

• PHYSICAL VIOLENCE includes hitting, pushing, tipping, punching, kicking.

• EMOTIONAL BULLYING (bullying with social exclusion or isolation), threats,

exclusion, humiliation, having to do something)
•
• BULLYING WITH LIES AND FALSE Rumors

• TAKE OR DAMAGED MONEY OR OTHER THINGS

• RACIST VIOLENCE means making offensive and derogatory words and comments
about race and a person's ethnicity. It also includes different offensive and hurtful
actions and movements.

• SEXUAL VIOLENCE includes inappropriate , derogatory comments or acts of a

sexual nature , unwanted physical contact that causes hurt and unpleasant feelings
, rape .

• TEASING AND MOCKING may or may not be hurtful. It depends on the person and
how the person feels. Teasing and mocking are also included in the scope of
violence.
• It is vital that adults recognize and support the
following myths.

• Bullying is part of childhood.

• Bullying is peer abuse that should not be

tolerated under any circumstances.
• Dan Olweus, the world renowned Swedish psychology professor an
d one of the world's leading experts on bullies and their victims, def
ines bullying as an accumulation of negative actions, occurring repe
atedly and over time, directed toward one student by another stud
ent or students. Those negative actions, which can include threats,
physical attacks, words, gestures, or social exclusion, occur in a cont
ext always characterized by an imbalance in strength between the b
ully and the victim. According to Olweus, who has been studying th
ose characteristics for 30 years, much of what we have always belie
ved about bullying is wrong. Consequently many of our techniques
for dealing with bullies and their victims have simply made the prob
lem worse. Research indicates that bullies are not cowardly misfits
with low self-esteem.

• Their victims are rarely chosen because of the colour of their hair o
r skin or the shape of their glasses. Most importantly, perhaps, Olw
eus contends bullying is not a problem that will go away without ad
ult intervention. Following are ten myths about bullying that Olweu
s has identified through his research:
1.MYTH: Bullies suffer from insecurity and low self-
esteem. They pick on others to make themselves feel more important.
RESEARCH: Most bullies have average or above-average self-
steem. They "suffer" from aggressive temperaments, a lack of empathy, and poor parenting.

2. MYTH: Bullies are looking for attention. Ignore them and the bullying will stop.
RESEARCH: Bullies are looking for control, and they rarely stop if their behaviour is ignored. The level of
bullying usually increases if the bullying is not addressed by adults.

3. MYTH: Boys will be boys.

RESEARCH: Bullying is seldom outgrown; it's simply redirected. About 60 percent of boys identified as
bullies in middle school commit at least one crime by the time they are 24.

MYTH: Kids can be cruel about differences.

RESEARCH: Physical differences play only a very small role in bullying situations. Most victims are
chosen because they are sensitive, anxious, and unable to retaliate.

MYTH: Victims of bullies need to learn to stand up for themselves and deal with the situation.
RESEARCH: Victims of bullies are usually younger or physically weaker than their attackers. They also
lack the social skills to develop supportive friendships. They cannot deal with the situation themselves.
6. MYTH: Large schools or classes are conducive to bullying.
RESEARCH: No correlation has been established between class or school size and bullying. In fact, there is some
evidence that bullying may be less prevalent in larger schools where potential victims have increased opportunities for
finding supportive friends.

7. MYTH: Most bullying occurs off school grounds.

RESEARCH: Although some bullying occurs outside of school or on the way to and from school, most occurs on school
grounds: in classrooms, in hallways, and on playgrounds.

8. MYTH: Bullying affects only a small number of students.

RESEARCH: At any given time, about 25 percent of U.S. students are the victims of bullies and about 20 percent are
engaged in bullying behaviour. The National Association of School Psychologists estimates that 160,000 children stay
home from school every day because they are afraid of being bullied. Dr. Mona O’Moore’s Irish research estimates that
some 31% of Primary Students and 16% of Secondary Students have been bullied at some time. In simple terms, if 900,
000c. students make up the Irish school going population, approx 23% or 207,000 children are at risk of suffering the ill
effects of bullying.

9. MYTH: Teachers know if bullying is a problem in their classes.

RESEARCH: Bullying behaviour usually takes place out of sight of teachers. Most victims are reluctant to report the
bullying for fear of embarrassment or retaliation, and most bullies deny or justify their behaviour.

10. MYTH: Victims of bullying need to follow the adage "Sticks and stones will break your bones, but names can never
hurt you."
RESEARCH: Victims of bullying often suffer lifelong problems with low self-esteem.
• They are prone to depression, suicide, and other
mental health problems throughout their lives.
TEACHERS ARE A DECIDING FACTOR Bullies,
Olweus notes, are produced in the home, shaped
by a combination of factors, including lack of
parental warmth and attention, poor supervision,
parental modelling of aggressive behaviour, and
an active and impulsive temperament on the
part of the child. The victims of bullies, however,
are most often created at school. "Teachers'
attitudes, behaviours, and routines," Olweus said,
"play a large role in the prevalence of bullying
behaviour." Bullying is a problem that schools can
help control.
 Losers %9

Bullies Observers
%6 %85
• Bullies, are produced in the home, shaped by a
combination of factors, including lack of parental
warmth and attention, poor supervision, parental
modelling of aggressive behaviour, and an active
and impulsive temperament on the part of the
child.

• The victims of bullies, however, are most often

created at school. "Teachers' attitudes,
behaviours, and routines, "Olweus said ", play a
large role in the prevalence of bullying behaviour.
Bullying is a problem that schools can help
control.
 Bullies

There are three interrelated

reasons that lead students to
bullying:
• Students who bully have strong needs for
power and (negative) domination.
• Students who bully find satisfaction in causing
injury and inflicting pain on other students .
• Children who bully are often children who
have received little love and attention from
their parents. In addition, children who grow
up too freely are among the bullies.
May have a positive attitude towards violence and using
violent tools
They may try to dominate other students
Has impulsive behavior, can be aggressive or easily angry
They lack empathy for students who are victims of
bullying
Has defiance and aggression towards adults, including
teachers and parents
They have more physical strength than others in general
and especially the students they bullied (especially boys)
• fear of retaliation
• guilt, self-blame
• feeling of rejection

As a result of a survey, students:

• They won't believe me.
• They won't do anything.
• The job will only get worse.
• They stated that they could not explain their
experiences for reasons such as:
These students:
His clothes are torn and damaged, his books or other belongings are missing
or torn
Having unexplained cuts and fight scratches
Having few friends who spend time with him
Fear of going to school, walking to school, taking the bus to school, or
participating in organized activities (such as clubs or sports) with peers
They take a long "irrational" route to or from school
Uninterested in schoolwork or suddenly their performance at school begins to
deteriorate
When he returns home he is sad, grumpy, tired or under pressure
They often complain of headaches, nausea, or other physical problems
Frequent bad dreams or trouble sleeping
There is loss of appetite
They appear anxious and suffer from low self-esteem.
• They are indirectly a victim of bullying.

• They support bullying.

• They have the power to change things.

ICAP " Bullying Prevention Program "

400

350

300

250
Staf
200
Parents
150 Students
100

50

0
Hallways Cafeteria Classroom Bus Gym
 School Policy
• Research indicates that when schools
implement a comprehensive program of
bullying prevention, they can significantly
reduce the problem of bullying.
https://www.educationworld.com/a_issues/issu
es/issues103.shtml
In fact, studies by Professor Dan Olweus, a
Norwegian psychologist considered the world's
foremost authority on bullying, show that bullying
incidents can be cut in half by implementing a
school-wide anti-bullying program. Bullying
prevention programs, moreover, also hold the
promise of doing more than preventing bullying.
Schools that implement those programs also might
see a decrease in other anti-social behavior,
including vandalism, fighting, theft and truancy.

https://www.educationworld.com/a_curr/shore/shore067.shtml
• For a bullying prevention program to be
effective, it must be comprehensive in the
true sense of the word. All adult members of
the school community, including
administrators, teachers, counselors,
psychologists, nurses, coaches,
paraprofessionals, secretaries, bus drivers,
custodians and after-school staff, should
participate in the program, because all are in a
position to witness acts of bullying.
• A bullying prevention program must, of
course, deal with individual students, but it
also must address the school culture. Toward
that end, it is important to take steps to
promote a climate of cooperation and caring.
Schools can help deter bullying by reinforcing
acts of kindness and communicating values of
tolerance, respect and responsibility.
• Schools that are committed to implementing
comprehensive bullying prevention programs
should take the following steps:
• Establish a committee to develop a school
bullying policy and coordinate bullying
prevention activities. The committee might
be an already existing group, such as the
school safety committee, or it might be a one
established for just this purpose.
• Survey students about bullying. An important
part of a bullying prevention program is to
understand the dimensions of the problem in
your school. A useful way of obtaining that
information is to conduct an anonymous
survey of students.
• Establish a clear policy prohibiting bullying
and then communicate that policy to
students, staff and parents. The policy might
be incorporated into the school's written code
of conduct; it should -- at minimum -- include
a definition of bullying, a clear statement that
bullying of any kind is prohibited, a
description of the possible consequences for
bullying, and instructions for students who
witness bullying.
• Provide close and adequate supervision of
areas where bullying is likely to
occur. Bullying often takes place outside the
classroom -- in the hallway, at the bus stop, on
the playground, in the locker room, cafeteria,
and bathroom, for example.
• Provide training on bullying for teachers and
other school staff School personnel need
training on recognizing the signs of bullying,
knowing what to do when incidents happen,
and learning how to prevent bullying.
• Through school-wide activities, raise student
and staff awareness about bullying. School-
wide anti-bullying activities help remind
students about school policy regarding
bullying and the importance of supporting
their classmates. In addition, they help
generate energy for the program.
• Integrate bullying lessons and activities into
the classroom curriculum. That might include
conducting a lesson about bullying, asking
students to read a book about bullying and
following up with a classroom discussion, or
having a classroom meeting focused on the
issue of bullying.
• Empower bystanders to support the victims
of bullying. Although school staff members
often are unaware that bullying is taking
place, typically other students are not only
aware of the incidents, but are present when
the incidents occur. Those bystanders to
bullying can play a crucial role in helping to
address the problem.
• Involve parents in the program. Parents need
to be informed of school policies regarding
bullying, and they need to be encouraged to
reinforce that policy with their children.
Schools also might survey parents to elicit
their views and knowledge of bullying in
school. Parents also need to be informed if
their child has bullied, or has been bullied by,
another child.
• Pay special attention to students who are at
risk for being bullied. Students are more likely
to be bullied if they're isolated from their
classmates, in special education programs,
speak English as a second language, have a
physical characteristic that makes them stand
out from their peers, or are new to the school.
• Take reports of bullying seriously and act
quickly. Encourage staff to respond to all
reports of bullying that come to their
attention. An incident that might appear
minor to a teacher can loom large in the life of
a student.
• Respond to bullying incidents with a
combination of disciplinary and guidance
strategies. If a bullying incident happens, it's
essential that school staff work with all the
students involved, providing the bully with
appropriate discipline and guidance, and
providing the victim with emotional support
and help with developing coping skills to deal
with future incidents.
How is bullying handled at school? Tips
for school administrators
• Focus on the school's social environment.
• Evaluate bullying at your school.
• Bring together staff and parent support to prevent
bullying.
• Create a group to coordinate the school's anti-
bullying activities.
• Train your staff on bullying prevention.
• Establish and enforce school rules and policies
regarding bullying .
How is bullying handled at school? Tips
for school administrators
• Increase adult supervision where bullying is most likely
to occur.
• Respond consistently and appropriately in situations of
bullying.
• Take some time and focus in class on bullying
prevention
• Continue these efforts (bullying prevention should be
woven into the entire school environment) over time.

http : //www.violenceprevention works.org/public/bullying tips for

administrators.page
Creating a safe classroom environment
for teachers
• Develop, publish and discuss rules and sanctions for
bullying
• Treat your students and each other with warmth and
respect . Show a positive interest and participation in
your students .
• Establish yourself as a clear and visible authority
charged with making the school experience safe and
positive
• Reward students for positive and inclusive behavior.
• Take immediate action when bullying is observed and
consistently use non-physical, non-hostile negative
consequences when rules are broken
Creating a safe classroom environment
for teachers
• Listen to parents and students reporting bullying in your classroom.
Resolve the issue quickly and effectively to prevent bullying behavior from
continuing
• Notify parents of all students involved in a bullying incident and resolve
the issue quickly, according to the school's disciplinary plans.
• Refer students affected by bullying to a school psychologist if necessary.
• Protect bullied students with a safety plan.
• Hold class meetings where students can talk about bullying and peer
relationships.
• Inform parents about bullying behavior and encourage their involvement
and support in dealing with bullying issues .

http://www.violencepreventionworks.org/public/bullying tips for teachers.page

 Adult Intervention
on-site intervention
stop the bullying
Name the behavior
See school rules
Support the victim
Apply the results
Empower the witnesses

ICAP " Bullying Prevention Program "

 Problem solving steps
1. Identify the problem .
2. Make absolutely sure you understand what
the problem is.
3. Find out what's been done so far.
4. Discuss the options. Involve the child in
developing these options.
5. Decide on the best option.
• Prejudice / Diversity Awareness (Accepting
Differences, Tolerance)
• Empathy
• social skills
Students should be supported in such matters.
 Lace Up Against Bullying

https://www.educationworld.com/a_curr/readi
ng/ReadersTheater/ReadersTheater025.shtml