Bullies and the Bullied: The Nature of Bullying in

Schools

Lisa DeSouzaAcademic and Professional Tutor, University of Nottingham

AndJoint Acting Principal Educational Psychologist, Nottingham City

February 2007

Learning Outcomes

Definitions of bullying in schools Prevalence of bullying in schools Effects of bullying Characteristics of those who bully and those who are

bullied Influence of bystander behaviour Homophobic and racist bullying Interventions used in schools to tackle bullying The role of parents The role of educational psychologists

What is bullying?

No universal definition

Direct physical aggression

Direct verbal aggression

Indirect aggression/relational bullying

What is bullying?

“We say a child or young person is being bullied, or picked on when another child or young person, or a group of children or young people, say nasty and unpleasant things to him/her. It is also bullying when a child or a young person is hit, kicked threatened, locked inside a room, sent nasty notes, when no-one ever talks to them and things like that. These things can happen frequently and it is difficult for the child or the young person being bullied to defend himself/herself. It is also bullying when a child or young person is teased repeatedly in a nasty way. But it is not bullying when two children or young people of about the same strength have the odd fight or quarrel.”

(From Whitney & Smith, 1993; and Olweus, 1989, 1993, 1999)

Prevalence of Bullying in Schools

Rates of bullying vary depending on type of approach used to measure its extent

Main measures used: Children’s self report Teacher reports Observational studies Parental reports Peer nominations

Prevalence of Bullying in Schools

Physical and verbal bullying in primary schools – estimates range from 8% to 46% (based on self-reports)

Lower proportions of pupils reported bullying in secondary schools

Reporting less likely in schools perceived as being tolerant of bullying

Inaccurate figures due varying definitions of bullying

Why Children are Bullied – Potential Risk Factors

Difficulties with social skills/social competence and self-esteem

Lack of social support systems

Children with special educational needs

Effects of Bullying on Victims

Academic achievement

Mental Health

Physical Health

Adverse effects in adulthood

Characteristics of Those who Bully

Being victimised/bullied

Two groups: socially skilled vs. socially unskilled

More aggressive, lack of empathy

Home backgrounds-less affection, more violence

Effects of Bullying on Bullies

Increased risk of depression

Higher risk of criminal activity

Responses to Bullying

Aggressive response

Passive unconstructive response

Passive constructive response

Assertive response(From Sharp & Cowie, 1994)

Bystander Behaviour

Bullying occurs in groups

Bystanders key in either sustaining or preventing bullying

Bystanders often afraid of becoming involved

Bystander Behaviour

“Perhaps the most important factor in combating bullying is the social pressure brought to bear by the peer group rather than the condemnation of individual bullies by someone in authority” (Herbert, 1989; pp79-80)

Role of Bystanders

Assistants

Reinforcers

Outsiders

Defenders(Salmivalli, 1996, 1999)

Bystander Behaviour

9% - bystanders supported victim 6% - bystanders attempted a resolution 55% - bystanders made no response to help 7% - bystanders smiled/laughed 24% - bystanders supported bully

(Tapper & Boulton, 2005)

Homophobic and Racist Bullying

Little research in this area

Higher risk of being bullied if from an ethnic minority

Clear relationship between individualised racial bullying and institutional racial bullying

Homophobic and Racist Bullying

Homophobia has increased rather than decreased over last 20 years

30%-50% of young people attracted to others of same sex have experienced homophobic bullying in secondary schools (Warwick et al 2004)

Bullying long term, systematic and carried out by groups of peers as opposed to individuals

Strategies to tackle Homophobic and Racist Bullying

Support by school staff to victims of racist/homophobic bullying

Schools open to discuss matters of sexual orientation

Staff aware of issues re psychosexual development in childhood and adolescents

Training/awareness raising for staff Clear procedures in place to challenge racism

and homophobia

The Involvement of Parents/Carers

Assisting their children to develop social competence

Parental alertness to possibility of bullying

Awareness of school’s anti-bullying policy

Training workshops for parents/carers

Anti-Bullying Interventions

Peer support approaches Co-operative group work Circle Time Befriending/Buddy Schemes Circles of Friends Conflict resolution/mediation Peer Tutoring Peer Counselling Peer mentoring

Anti-Bullying Interventions

Pikas Method of Shared Concern Stage 1 – Meeting with group members Stage 2 – Meeting with person who has been

bullied Stage 3 – Further Meetings with group

members Stage 4 – Further meeting with all the group

members(Pikas, 1987)

Anti-Bullying Interventions

The No-Blame Approach Interview bullied pupil Arrange a meeting for all pupils who are

involved Explain the problem Share responsibility Identify solutions Let pupils take action themselves Meet them again

(Maines & Robinson, 1992)

Anti-bullying Interventions

Assertiveness Training for bullied pupils Body Language and eye contact Assertive Statements Resisting manipulation and threats Responding to name calling Enlisting support

(From Sharp et al, 1994)

Assertiveness training for bystanders

Anti-Bullying Interventions

Developing a whole-school anti-bullying policy

Government initiatives used in schools: “Don’t Suffer in Silence” (DfEE, 1994) Promoting Emotional Health and Wellbeing

(Healthy Schools, 2004) SEAL Materials– Social and Emotional

Aspects of Learning

Role of the Educational Psychologist

Supporting the implementation of anti-bullying interventions

Supporting schools in designing appropriate anti-bullying policies

Providing training and awareness raising programmes on bullying to staff, pupils and parents

Key References

DECP (2006) ‘British Psychological Society Submission to the Education and Skills Select Committee Inquiry into Bullying’ www.bps.org.uk

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

Reid, P., Monsen, J. & Rivers, I. (2004) ‘Psychology’s Contribution to Understanding and Managing Bullying within Schools’ Educational Psychology in Practice Vol 20, No 3 pp 241-268

Key References

Rigby, K. (2002) New Perspectives on Bullying Jessica Kingsley Publishers

Smith, P.K. & Sharp, S. (Eds) (1994) School Bullying: Insights and Perspectives London: Routledge