help

Bullying Cassie Gates Ayana Young Christina Cox LaTisha Green

Lamar University

Abstract/Overview of Presentation

Bullying in American schools is a significant problem, occurring approximately every seven minutes, with one in three students facing bullying on a weekly basis. This behavior has long-term effects on both the victims and bystanders, as well as the overall school environment. While bullying was once considered a normal part of growing up, experts now recognize it as a power imbalance with serious negative effects on mental health. The repercussions of bullying can be extensive, leading to anxiety, depression, and other psychological issues, as well as decreased life satisfaction. Factors such as age, gender, race, socioeconomic status, sexual orientation, and disabilities can influence the severity and motivations behind bullying. Bullying prevention programs have been created to tackle this issue, and schools are increasingly adopting these programs. However, it's essential to understand the nature of bullying, the characteristics of those involved, and other influential factors before implementing a bullying prevention program in a school, as per national organizations' recommendations.

Objectives/Plan of Action

Objectives • Is there a difference in bullying behavior (bullying and victimization) between male and female children?

• What are the long-term effects of bullying among children

• What effective preventative steps are in place for bullying among children

Plan of Action • Develop an action plan with parents/caregivers and school officials. • Create strategies that will effectively assure safety in the present situation and future

situations. • Acknowledge parent/guardian concerns or frustrations over the bullying situation. • Discuss communication strategies with parents/guardians via email, phone, or in person

meeting. • Remain focused on possible solutions moving forward

Outlined approach to Advocacy/ Group project

Understanding the impact of bullying:

• Long-term effects on victims and bystanders

• Understanding the role that each gender plays in bullying

Factors influencing bullying:

• Age, gender, race, appearance, sexuality and disabilities

• Environmental and influential behaviors

Advocacy strategies:

• Collaborating with schools, teachers, and parents

• Forming progress assessments

• Workshops and trainings

SMART goals / assessment tools

Smart goal: • To assess the effectiveness of a school-based bullying prevention program in reducing the prevalence

of bullying incidents among students aged 10-14 over a one-year period. This allows for evaluations to be made on said programs measuring the effectiveness along with identifying the long-term effects it has on the children in this age group.

Assessment tools:

• Pre- and Post-Implementation Surveys: Surveys administered to students, teachers, and parents to gather data on bullying incidents, perceptions of school safety, and the effectiveness of the prevention program.

• Behavior Incident Reports: School records of reported bullying incidents, including details such as type of bullying behavior, frequency, and individuals involved, to track changes in bullying incidents over time.

• Mental Health Assessments: Pre- and post-assessment of students' mental health using standardized measures to understand the impact of bullying on their psychological well-being.

Evaluation Process / data / Referrals

• Present programs and resources for mental health support for parents and children to community centers, school districts, and boys and girls clubs.

• Utilize counselors, teachers, parents, and medical providers to refer students to support programs and mental health resources.

• Utilize teachers to provide feedback on bullying and improved behavior.

• After school programs for social skills building.

Gaps/ Limitations/ Importance need/population/supportive research

• Need for more diverse and inclusive research that considers the intersectionality of factors such as race, gender, sexual orientation, and socioeconomic status in relation to bullying experiences. Understanding how these intersecting factors influence the dynamics of bullying and its impact on mental health is crucial for developing targeted interventions.

• The role of digital and online platforms in facilitating bullying behaviors among children aged 10-14 is an area that requires further investigation. With the increasing prevalence of cyberbullying, there is a need for research that explores the unique challenges and impacts of online bullying on this specific age group.

• Mental health issues often go unnoticed until they become severe.

• There is often a shortage of counselors, psychologists, or psychiatrists available to adolescents ages 10-14

• Students may feel embarrassed or ashamed to seek help due to stigma.

• Students often lack basic knowledge about mental health and coping strategies.

• Parents might not be adequately informed or involved in their children's mental health care.

• Mental health services may not be culturally sensitive or accessible to all students.

• Schools may lack effective systems for handling mental health crises.

• There is often a lack of follow-up care after initial mental health interventions.

References/Appendix About bullying. (2024, March 12). Youth Violence Prevention. https://www.cdc.gov/youth-violence/about/about-bullying.html

Anderson, M., & Anderson, M. (2024, April 14). Teens, Social Media and Technology 2018. Pew Research Center. https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/

Assistant Secretary for Public Affairs (ASPA). (2022, December 13). Get help now. StopBullying.gov. https://www.stopbullying.gov/resources/get-help-now

Bullying & Cyberbullying Statistics | American SPCC - Risk Factors of Bullying. (2022, July 5). American SPCC. https://americanspcc.org/bullying-statistics- information/

Lembo, V. M. R., dos Santos, M. A., Feijó, M. C. B., Andrade, A. L. M., Zequinão, M. A., & de Oliveira, W. A. (2023). Review of the Characteristics of Boys and Girls Involved in School Bullying. Psicologia: Teoria e Prática, 25(3), 1-19.

Monks, C. P., Smith, P. K., & Kucaba, K. (2021). Peer victimisation in early childhood; observations of participant roles and sex differences. International journal of environmental research and public health, 18(2), 415.

Monopoli, W. J., Margherio, S. M., Evans, S. W., Xiang, J., Brickner, M. A., & Langberg, J. M. (2020). Risk and Protective Factors for Peer Victimization in Adolescents with ADHD. Journal of School Violence, 19(2), 234-247. https://doi.org/10.1080/15388220.2019.1660181

Ms, E. L. (2024, January 19). Why does bullying happen? Healthline. https://www.healthline.com/health/mental-health/what-is-a-risk-factor-for- bullying#understanding-the-risk-factors%E2%80%8B

National Education Association. (n.d.). How to identify bullying | NEA. http://www.nea.org/home/53359.htm

NCES Blog | Measuring Student Safety: New data on bullying rates at school. (n.d.). https://nces.ed.gov/blogs/nces/post/measuring-student-safety-new-data-on- bullying-rates-at-school#:~:text=More%20specifically%2C%20bullying%20was%20reported,percent%20of%20high%20school%20students.

Rubino, M. (2024, January 2). The bullying kids face in 2024. Pleasant Hill, CA Patch. https://patch.com/california/pleasanthill/bullying-kids-face-2024

Simmons, J. A., & Antshel, K. M. (2021/06//). Bullying and Depression in Youth with ADHD: A Systematic Review. Child & Youth Care Forum, 50(3), 379- 414. https://doi.org/10.1007/s10566-020-09586-x

Valera-Pozo, M., Flexas, A., Servera, M., Aguilar-Mediavilla, E., & Adrover-Roig, D. (2021). Long-term profiles of bullying victims and aggressors: a retrospective study. Frontiers in psychology, 12, 631276.

Bullying Cassie Gates Ayana Young Christina Cox LaTisha Green

Lamar University

Abstract/Overview of Presentation

Bullying in American schools is a significant problem, occurring approximately every seven minutes, with one in three students facing bullying on a weekly basis. This behavior has long-term effects on both the victims and bystanders, as well as the overall school environment. While bullying was once considered a normal part of growing up, experts now recognize it as a power imbalance with serious negative effects on mental health. The repercussions of bullying can be extensive, leading to anxiety, depression, and other psychological issues, as well as decreased life satisfaction. Factors such as age, gender, race, socioeconomic status, sexual orientation, and disabilities can influence the severity and motivations behind bullying. Bullying prevention programs have been created to tackle this issue, and schools are increasingly adopting these programs. However, it's essential to understand the nature of bullying, the characteristics of those involved, and other influential factors before implementing a bullying prevention program in a school, as per national organizations' recommendations.

Objectives/Plan of Action

Objectives • Is there a difference in bullying behavior (bullying and victimization) between male and female children?

• What are the long-term effects of bullying among children

• What effective preventative steps are in place for bullying among children

Plan of Action • Develop an action plan with parents/caregivers and school officials. • Create strategies that will effectively assure safety in the present situation and future

situations. • Acknowledge parent/guardian concerns or frustrations over the bullying situation. • Discuss communication strategies with parents/guardians via email, phone, or in person

meeting. • Remain focused on possible solutions moving forward

Outlined approach to Advocacy/ Group project

Understanding the impact of bullying:

• Long-term effects on victims and bystanders

• Understanding the role that each gender plays in bullying

Factors influencing bullying:

• Age, gender, race, appearance, sexuality and disabilities

• Environmental and influential behaviors

Advocacy strategies:

• Collaborating with schools, teachers, and parents

• Forming progress assessments

• Workshops and trainings

SMART goals / assessment tools

Smart goal: • To assess the effectiveness of a school-based bullying prevention program in reducing the prevalence

of bullying incidents among students aged 10-14 over a one-year period. This allows for evaluations to be made on said programs measuring the effectiveness along with identifying the long-term effects it has on the children in this age group.

Assessment tools:

• Pre- and Post-Implementation Surveys: Surveys administered to students, teachers, and parents to gather data on bullying incidents, perceptions of school safety, and the effectiveness of the prevention program.

• Behavior Incident Reports: School records of reported bullying incidents, including details such as type of bullying behavior, frequency, and individuals involved, to track changes in bullying incidents over time.

• Mental Health Assessments: Pre- and post-assessment of students' mental health using standardized measures to understand the impact of bullying on their psychological well-being.

Evaluation Process / data / Referrals

• Present programs and resources for mental health support for parents and children to community centers, school districts, and boys and girls clubs.

• Utilize counselors, teachers, parents, and medical providers to refer students to support programs and mental health resources.

• Utilize teachers to provide feedback on bullying and improved behavior.

• After school programs for social skills building.

Gaps/ Limitations/ Importance need/population/supportive research

• Need for more diverse and inclusive research that considers the intersectionality of factors such as race, gender, sexual orientation, and socioeconomic status in relation to bullying experiences. Understanding how these intersecting factors influence the dynamics of bullying and its impact on mental health is crucial for developing targeted interventions.

• The role of digital and online platforms in facilitating bullying behaviors among children aged 10-14 is an area that requires further investigation. With the increasing prevalence of cyberbullying, there is a need for research that explores the unique challenges and impacts of online bullying on this specific age group.

• Mental health issues often go unnoticed until they become severe.

• There is often a shortage of counselors, psychologists, or psychiatrists available to adolescents ages 10-14

• Students may feel embarrassed or ashamed to seek help due to stigma.

• Students often lack basic knowledge about mental health and coping strategies.

• Parents might not be adequately informed or involved in their children's mental health care.

• Mental health services may not be culturally sensitive or accessible to all students.

• Schools may lack effective systems for handling mental health crises.

• There is often a lack of follow-up care after initial mental health interventions.

References/Appendix About bullying. (2024, March 12). Youth Violence Prevention. https://www.cdc.gov/youth-violence/about/about-bullying.html

Anderson, M., & Anderson, M. (2024, April 14). Teens, Social Media and Technology 2018. Pew Research Center. https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/

Assistant Secretary for Public Affairs (ASPA). (2022, December 13). Get help now. StopBullying.gov. https://www.stopbullying.gov/resources/get-help-now

Bullying & Cyberbullying Statistics | American SPCC - Risk Factors of Bullying. (2022, July 5). American SPCC. https://americanspcc.org/bullying-statistics- information/

Lembo, V. M. R., dos Santos, M. A., Feijó, M. C. B., Andrade, A. L. M., Zequinão, M. A., & de Oliveira, W. A. (2023). Review of the Characteristics of Boys and Girls Involved in School Bullying. Psicologia: Teoria e Prática, 25(3), 1-19.

Monks, C. P., Smith, P. K., & Kucaba, K. (2021). Peer victimisation in early childhood; observations of participant roles and sex differences. International journal of environmental research and public health, 18(2), 415.

Monopoli, W. J., Margherio, S. M., Evans, S. W., Xiang, J., Brickner, M. A., & Langberg, J. M. (2020). Risk and Protective Factors for Peer Victimization in Adolescents with ADHD. Journal of School Violence, 19(2), 234-247. https://doi.org/10.1080/15388220.2019.1660181

Ms, E. L. (2024, January 19). Why does bullying happen? Healthline. https://www.healthline.com/health/mental-health/what-is-a-risk-factor-for- bullying#understanding-the-risk-factors%E2%80%8B

National Education Association. (n.d.). How to identify bullying | NEA. http://www.nea.org/home/53359.htm

NCES Blog | Measuring Student Safety: New data on bullying rates at school. (n.d.). https://nces.ed.gov/blogs/nces/post/measuring-student-safety-new-data-on- bullying-rates-at-school#:~:text=More%20specifically%2C%20bullying%20was%20reported,percent%20of%20high%20school%20students.

Rubino, M. (2024, January 2). The bullying kids face in 2024. Pleasant Hill, CA Patch. https://patch.com/california/pleasanthill/bullying-kids-face-2024

Simmons, J. A., & Antshel, K. M. (2021/06//). Bullying and Depression in Youth with ADHD: A Systematic Review. Child & Youth Care Forum, 50(3), 379- 414. https://doi.org/10.1007/s10566-020-09586-x

Valera-Pozo, M., Flexas, A., Servera, M., Aguilar-Mediavilla, E., & Adrover-Roig, D. (2021). Long-term profiles of bullying victims and aggressors: a retrospective study. Frontiers in psychology, 12, 631276.