Bullying

//Created by Nikki Stump and Ellen Gaines for anyone searching for information on bullying (parents, educators, teens, adolescents, children)//

"Choose rather to be strong of soul than strong of body."- Pythagoras **~Bullying~** "He who passively accepts evil is as much involved in it as he who helps to perpetrate it.”-Martin Luther King

Each day an estimated 160,000 students in the USA refuse to go to school because they dread thephysical and verbal aggression of their peers. (ASPCC)

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=**// Bullying //**** is... **=
 * "unprovoked aggressive behavior repeatedly carried out against victims who are unable to defend themselves" (Good, McIntosh, & Gietz,2011).
 * "any aggressive behavior with the intent to harm that involves a real or perceived power imbalance" (Olweus, 1993).
 * "physical and verbal attacks and harassment directed at a victim by one person or a group over an extensive period of time" (Espelage & Swearer, 2003).
 * "noisily domineering; tending to browbeat others; the act of intimidating another person to get them to do what you want them to do" (dictionary.com, 2012).
 * "a conscious, willful, and deliberate hostile activity intended to harm and induce fear through the threat of further aggression" (Colorosa, 2003).

= = = =

=** History of bullying... **= ====** Bullying has been around since the beginning of time. In the past it has been seen as a rite of passage or chalked up to the old adage of "boys will be boys." Due to the impact that it is having on society today, it has finally been brought to the forefront as one of the major reasons for childhood, adolescent, and adult problems and trauma's. Bullies have been around forever and appear in numerous books (The Outsiders, The Lord of the Flies, Oliver Twist), television shows, movies, and every day life. **====

====** Before the 1970's, bullying was not mentioned very much nor seen as a major problem like it is today. Dan Olweus, a Swedish researcher and professor, was the first person to study bully/victim problems in children and adolescents and his research revealed that bullying is very prevelant in educational settings. Olweus developed a bullying prevention program and in the 1980's performed a study using his program. His groundbreaking research and the success of his prevention program have launched him into the spotlight as one of the world's leading authorities on bullying. **====

====** Bullying has an impact on everyone. There is not one person, group, gender, race, sex, culture, creed, nationality, etc. that is exempt from being bullied. ****Bullying is a global concern, regardless of cultural differences and has been studied extensively in internationally and culturally different settings** **(Moon, Hwang, & McCluskey, 2008). Individuals all over the world are at risk for being bullied by someone, somewhere and have most likely witnessed bullying in one form or another at some point in their life.**====

**“It gets better. It seems hard, you know, I think being different is always gonna be a tough climb. There's always gonna be people that are scared of it. But at the end of the day you give those bullies, those people, that are so ignorant, if you give them the power to affect you, you're letting them win. And they don't deserve that. What you're doing by being yourself is you're keeping it real, and you're being really brave.”****Adam Lambert**

**There are MANY different types and forms of bullying...**

 * Physical**
 * Any physical contact that would hurt or injure a person like hitting, kicking, punching, etc. Taking something that belongs to someone else and destroying it would also be considered a type of physical bullying. For example, if someone was walking down the street and someone came up to them and shoved them to the ground, that would be physical bullying. In elementary and middle __schools__, 30.5% of all bullying is physical.
 * (taken from [] )


 * Verbal**
 * is name-calling, making offensive remarks, or joking about a person's religion, gender, ethnicity, socioeconomic status, or the way they look. For example, if there was a group of kids who made fun of another kid because he couldn't run as fast as everyone else, it would be an example of verbal bullying. 46.5% of all bullying in __schools__ is the verbal type. Verbal aggression is when a bully teases someone. It can also include a bully making verbal threats of violence or aggression against someone's personal property.
 * (taken from [] )


 * Sexual**
 * __singles__ out a person because of gender and demonstrates unwarranted or unwelcome sexual behavior. Examples include: sexual comments, abusive comments, unwanted physical contact.
 * (taken from [|http://www.hartdistrict.org/ranchopico/Counseling/Rancho%20Pico%20Website_files/page0024.htm)]


 * Racial**
 * rejection or isolation of a person because of ethnicity. Examples include: gestures, racial slurs or taunts, name calling, making fun of customs/skin color/accent/food choices. Also includes behaviors such as: treating people badly because of their racial or ethic background, saying bad things about a cultural background, calling someone racist names, or telling racist jokes.
 * (taken from [] )


 * Cyber**
 * is done by sending messages, pictures, or information using electronic media, __computers__ (email & __instant__ messages), or __cell phones__ (text messaging & voice mail). For instance, if you sent a picture of a snake in an email to a person because you know that they are afraid of snakes, that would be an example of cyber-bullying. According to a __survey__ done in 2003 only 4% of bullying is listed as "other types" and this would include cyber-bullying. Even though this number seems small, the growth of this type of bullying is going up fast because of the spread of __technology__ around the world.
 * (taken from [] )


 * Indirect**
 * spreading rumors or stories about someone, telling others about something that was told to you in private, and excluding others from groups. An example would be if you started a rumor that a boy in your class likes playing with dolls, and if the reason that you made up the story was because you thought it was funny. This would be indirect bullying. Indirect bullying accounts for 18.5% of all bullying.
 * (taken from [] )


 * Social/Isolation/Alienation**
 * When a bully excludes someone from a group on purpose, spreading rumors, and making fun of someone by pointing out their differences.
 * (taken from [] )


 * Psychological/Mental**
 * when someone is stalked or intimidated; ostracizing or ignoring peers, not inviting them to join groups or activities, spreading lies or rumors, name calling, and teasing hurtfully.
 * (taken from [] )


 * Disability**
 * Behaviors such as: leaving someone out or treating them badly because of a disability, making someone feel uncomfortable because of a disability, or making comments or jokes to hurt someone with a disability.
 * (taken from [] )


 * Religious**
 * Treating people badly because of their religious background or beliefs
 * (taken from [] )

The Players

 * The BULLY
 * The VICTIM
 * The BYSTANDER

Click [|HERE] to see my chart on the characteristics of the bully, the victim, and the bystander

Bullying includes...

 * Punching, shoving, and other ways of physically hurting people
 * Spreading bad rumors about people
 * Keeping certain people out of a “group”
 * Teasing people in a mean way
 * Sending insulting e-mails to people or about people

Causes...Why do bullies bully?

 * Ways to be seen as popular, in charge or ‘tough’
 * Attention getting
 * Obtain things
 * May be bullied themselves at home
 * They may be jealous of those they bully

==Closed Doors (Jane Kirby) ==

I cry myself to sleep at nightJust wishing it would stopMaybe tomorrow it will ceaseThen again, maybe not You push me and you poke meYou call me hurtful namesTo me it's like a prisonTo you it's fun and games Your heart is made of iceBut it doesn't even deserve thatMine was once a rainbowBut you have molded it to darkest black I hate you, I hate everyoneThere is no one I can trustAre you proud of what you've done?You've turned my soul into dust If there was a door I could openA simple path I could treadI don't want to be stuck here foreverIn this endless spiral of dread.

Signs of Bullying
(taken from [|www.stopbullying.gov] )

= = = = = = = =
 * ====Unexplained injuries====
 * ====Torn clothing or other possessions are damaged====
 * ====Constantly losing items:electronics, books, shoes, other valuables====
 * ====Often “sick” to avoid going to school====
 * ====Begins to have health problems such as: cutting, self-harm, eating disorders====
 * ====Moody, anxious, depressed or withdrawn====
 * ====Feels helpless====
 * ====Exhibits low self-esteem====

Preventing Bullying
//Stopbullying.gov suggests the following...//

__Do__

 * Intervene immediately. It is ok to get another adult to help.
 * Separate the kids involved.
 * Make sure everyone is safe.
 * <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Meet any immediate medical or __[|mental health]__ needs.
 * <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Stay calm. Reassure the kids involved, including bystanders.
 * <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Model respectful behavior when you intervene.

<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif; text-align: left;">__Avoid these common mistakes...__

 * <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Don’t ignore it. Don’t think kids can work it out without adult help.
 * <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Don’t immediately try to sort out the facts.
 * <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Don’t force other kids to say publicly what they saw.
 * <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Don’t question the children involved in front of other kids.
 * <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Don’t talk to the kids involved together, only separately.
 * <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Don’t make the kids involved apologize or patch up relations on the spot.

== <span style="color: #000080; font-family: Verdana,Geneva,sans-serif;">[|Get police help or medical attention] <span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">immediately if... ==
 * <span style="font-family: Verdana,Geneva,sans-serif;">A weapon is involved.
 * <span style="font-family: Verdana,Geneva,sans-serif;">There are threats of serious physical injury.
 * <span style="font-family: Verdana,Geneva,sans-serif;">There are threats of hate-motivated violence, such as racism or homophobia.
 * <span style="font-family: Verdana,Geneva,sans-serif;">There is serious bodily harm.
 * <span style="font-family: Verdana,Geneva,sans-serif;">There is sexual abuse.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Anyone is accused of an illegal act, such as robbery or extortion—using force to __[|get money]__, property, or services.

What can be done?
(taken from [|Eyes on Bullying])

// Prevention //

 * No one is born a bully and those who are victimized are not born victims. It is important to intervene when children are young. Adults need to stop aggressive behavior patterns as soon as they emerge and encourage cooperative behaviors such as sharing, helping, and problem-solving, and by preventing aggressive responses such as hostility, hurting, and rejection.
 * Every child can benefit from learning how to distinguish acceptable behaviors from unacceptable behaviors, how to turn to an adult for help, and how to stand up for themselves. Teach bullying prevention strategies to ALL children.
 * Be an effective role model and teach by example. If children see you acting aggressively, they are more likely to act that way themselves.
 * Encourage empathy because children who are empathetic are more likely to help others who may be bullied.
 * Help children, adolescents, and teens effectively evaluate media violence and intervene if they begin role playing aggressive and violent behaviors.
 * Provide opportunities for learning and practicing the skills and qualities needed to protect themselves from bullying.
 * Encourage talking about and reporting incidents of bullying immediately.
 * Develop strong connections with the children, adolescents, and teens in your care.

// Intervention //
When you see or hear bullying...
 * Intervene immediately, even if you're not sure it is bullying
 * Stand between or near the victim and the bully, separating them if necessary, so as to stop the bullying behaviors
 * Stay calm and respond firmly but appropriately while you describe the behavior you saw and how it is inappropriate.
 * Stand in between the bully and the victim (little kids should NOT do this)
 * Do not respond aggressively or in a loud manner
 * Do not lecture the bully in front of other people
 * Get help immediately
 * Be sure to think about consequences before imposing them on the bully
 * Don't ask the bully and the victim to work things out themselves
 * People who try to help the victim or stop the bully should be praised
 * Stay there until help has arrived and/or you are sure the bullying has stopped

// Follow-Up //

 * ===== Talk with each person involved to make sure you have the facts straight and to discuss what happened =====
 * Impose immediate consequences for the bully that are age and developmentally appropriate
 * Help the bully apologize or make amends with the victim in some way
 * Listen to the victim and let them know that you are willing to help them and they are not alone
 * Talk with the bystander(s) so they understand how important their role is/was in the situation
 * Make sure to report the altercation to the appropriate people
 * Check in regularly with all involved to make sure things are going okay
 * Record what happened by writing the entire incident down so there is a record

// Talking //

 * == With the Bully... ==
 * Stop the bullying immediately.
 * Bullying behaviors will //not// be tolerated.
 * Bullying hurts your victim //and// you.
 * Bullying sets a bad example for other children.
 * Bullying may cause you to lose friends.
 * Every child deserves to be treated with respect.
 * There are other ways to solve conflicts.
 * Ask adults for help if you feel angry or upset, or don’t know how to stop bullying.
 * == Tell the Victim... ==
 * You are not responsible for a bully’s behavior. It’s not your fault.
 * Don’t respond to bullies by giving in, getting upset, or fighting back—this will encourage them. Instead, stay calm and be assertive.
 * Sometimes the best response is //no// response—just walk away.
 * Get help from a trusted adult. Adults can help you figure out new ways to respond the next time a bully bothers you.
 * Providing children who are bullied with specific options for responding and an action plan will help them feel less anxious and fearful, and more confident to take action to stop the bullying.
 * == Tell the Bystander(s)... ==
 * Your involvement makes a difference. Don’t just stand by and watch quietly.
 * Stand up for the person being bullied. If you feel safe, tell the bully to stop. Use phrases such as “Stop teasing!” “Don’t fight!” “Leave him alone!” and “It’s not funny!”
 * Don’t join in. Don’t laugh at the victim or participate in the teasing, harassing, or fighting. This encourages the bully to continue and can make the situation worse.
 * Help the victim walk away. A victim may be too afraid to leave on his or her own, but will do so with the help of a friend.
 * Encourage other bystanders to help the victim. Tell them not to join in the bullying.
 * Get help from a trusted adult. Report the bullying.
 * Afterward, tell the victim you feel bad about what happened. Encourage victims to talk to an adult, and offer to go with them.
 * Include the victim in activities. Be a good friend.

<span style="color: #000080; font-family: Verdana,Geneva,sans-serif; text-align: center;">Statistics
More than one-third (36%) of teenagers and more than one-sixth (17%) of children (ages 6 to 11) have mean, threatening, or embarrassing things said about them online. Teenage girls are more likely (44%) to experience this form of online bullying than teenage boys (28%).
 * Over 56% of all school children have witnessed bullying take place at school. || Over 15% of students do not report to school each day because they are bullied. || 71% state the bullying is ongoing. ||
 * 4th through 8th grade report the most frequent bullying. || 1 in 7 children in grades K-12 report being a bully or being bullied. || 54% witness violence in the home which leads to bullying in school. ||
 * Suicide is leading cause of death in children under the age of 14. || 1 out of 10 students drop out of school due to repeated bullying. || 5% or 1 out of 20 students have been seen at school with a gun. ||
 * Murderers were found to be twice as likely as murder victims to have been bullied. || Almost 300,000 students report attacks in __schools__ EACH MONTH! || [] ||

Cyberbullying

 * statistics taken from []
 * 43% of kids have been bullied while online.
 * 1 in 4 have had it happen more than once.
 * 97% of middle schoolers are bullied while onine.
 * 47% of of older youth 18-24 are cyberbullied.
 * 35% of kids have been threatened online. Nearly 1 in 5 have had it happen more than once.
 * 21% of kids have received mean or threatening e-mail or other messages.
 * 58% of kids admit someone has said mean or hurtful things to them online. More than 4 out of 10 say it has happened more than once.
 * 53% of kids admit having said something mean or hurtful to another person online. More than 1 in 3 have done it more than once.
 * 58% have not told their parents or an adult about something mean or hurtful that happened to them online.

**...to the bully:** tend to abuse power, never learn alternative ways for aggression, often convicted of criminal offenses by the time they reach adulthood.
====**...to schools:** thousands of hours spent on trying to find a solution to a problem that leads to truancy, low teacher morale, negative perceptions of the school by the public, negative perceptions of the school, and reduced student retention. Bullying causes an unsafe feeling at the school, academic performance declines, and co one feels safe. Schools frequently are being sued for failing to provide a safe learning environment, harassment, violence and suicides caused by bullying. Since 1999, the Office on Violence against Women (OVW) has spent $98 million in assistance to address campus sexual violence. (taken from the ASPCC)====

====**...to society:** Hate groups at highest levels ever, Society is becoming more intolerant of diversity. Creating a society of aggressive and self satisfying generation where kindness and cooperation and tolerance are being pushed out of lifestyles. According to the National Institute of Occupational Safety Health (NIOSH), there is a loss of employment amounting to $19 billion and a drop in productivity of $3 billion due to workplace bullying.====

<span style="color: #800080; font-family: Verdana,Geneva,sans-serif; text-align: center;">Take Ten, a program that works...


The South Bend Community __Schools__ have employed the Take Ten prevention program to teach __students__ how to __//**recognize**//__ bullying and what to do when they are bullied. The University of Notre Dame provides training, materials and curriculum for the Take Ten program for this area. The following information is taken directly from the Notre Dame blog and further information is available at: []

Take Ten is a skills-based, violence prevention program that provides students with positive alternatives to violence. It teaches students basic conflict resolution skills and encourages them to think before they act, building their capacity to make more informed choices when faced with a conflict. Rather than respond violently to conflict, students are encouraged to “Talk it Out, Walk it Out, or Wait it Out!” To: “Take Ten deep breaths …” rather than say something that hurts. Or “Take Ten __[|steps]__ back …” instead of getting involved in a fight. Or “Take Ten seconds to think …” about what you are doing so that you don’t use something as a weapon.

Bullying can be the “old-fashioned” physical bullying where a big boy intimidates other students into giving him their lunch __[|money]__, doing his homework, giving him their possessions and the like by **physically harming/fighting** with the victims. Other types of bullies never touch their victims. They bully by **words, gestures, exclusion, gossip, rumors** and similar behaviors. __[|Cliques]__ or groups of girls tend to use this type of bullying to achieve social status and stay on top (maintain their place at the peak of the social hierarchy). Their targets are cast out of the group and can easily become social pariahs. The technological age has brought us the latest type of bullying—**cyber bullying**. The ease of communication allows bullying by word, gossip, rumors and photos to harm larger groups of victims in a shorter amount of time. Now bullied students can have rumors or inappropriate remarks about them spread to their entire school in a matter of moments.

[|Take Ten] is a violence and __[|bullying prevention]__, conflict resolution program with a school-based curriculum focused on teaching students the necessary skills to be able to handle conflicts appropriately and make peaceful choices. It is a key component of the Robinson Community Learning Center, an outreach initiative of the University of Notre Dame. Take Ten provides youth with the ability to “Talk it Out, Walk it Out or Wait it Out” as alternatives to physical and non-physical violence. The Take Ten program builds students’ capacity to choose better, more positive pathways. And, according to research analysis, Take Ten’s flexible curriculum is making steady gains in influencing the reactions of young people who are faced with physical and emotional violence on a daily basis. Every chapter of the Take Ten curriculum addresses bullying. The approach we take is one that helps students understand the implications of their own actions, the role they can play in making situations better and reducing violence and bullying. The tools that Take Ten teaches to students stay with them so that if they are facing a bully they can use these skills to __[|improve]__ the situation, stay strong, and get help from peers or adults if necessary.

Take Ten uses a comprehensive approach that teaches a lesson to __students__ every week. Research shows that the one-time approach simply does not work. In the local community, Take Ten is implemented by teams of college student volunteers who are primarily from the University of Notre Dame, but also include others from Holy Cross College, Saint Mary’s College,Bethel College and Indiana University South Bend. The volunteers are trained in all central concepts in the curriculum such as defining conflict and violence, anger management, handling bullying, trading perspectives, behavior types and the related appropriate responses in real-life situations. In areas beyond Michiana, Take Ten is implemented by trained teachers at all grade levels. In Indiana as well as Illinois and Iowa, Take Ten is now reaching students from Kindergarten through high school. Schools can choose to use the program through an entire district, at a particular grade or school level, or in individual school buildings.



Take Ten Principles:

 * Every person has the right to safe, violence-free places.
 * School should be a violence-free zone.
 * Disagreements and arguments are normal and to be expected.
 * Every person has the right to feel however they feel.
 * No one has the right to hurt someone or destroy something because of the way they feel.
 * Weapons have no place in solving conflicts in school.
 * Every person has the right to choose how they will solve problems and express themselves.
 * TALK IT OUT, WALK IT OUT, WAIT IT OUT and knowing when to get help can work in a violence-free zone.
 * People have the power to decide if a place shall be a violence-free zone, a TAKE TEN area.
 * There is a connection between respect, personal power, and self-esteem.

**Take Ten Testimonials...**

 * **Darryl Boykins, Former Chief of Police for the South Bend Police Department:** "Take Ten has the capacity to teach young people in theSouth Bend area the necessary skills to resolve conflict peacefully, to make non-violent choices in their lives and to handle bullying well. Thousands of local youth have participated in the program and have gained skills to be better able to handle conflict and bullying. I am very supportive of Take Ten’s work."
 * **Byron Sanders, Principal at Jefferson Intermediate Traditional School:** "The curriculum of Take Ten teaches our young people the necessary skills to resolve conflict peacefully, to make non-violent choices in their lives and to handle bullying. Take Ten’s impact in this area has been significant . . . and it has been utilized at Jefferson Intermediate Traditional School in several capacities. Initially the program was implemented as an after school program and saw great success . . . Take Ten naturally aligned with our anti-bullying campaign and we believe strongly reinforced our behavioral expectations and necessary life skills to be successful outside school."
 * **Jill Hassell, Former Principal at Battell Elementary School:** "Take Ten helps children with anger management and conflict resolution. It gives our students strategies to use in their everyday life when they are having difficulty with friends or family or just within themselves. We see children try to talk with each other in more productive ways and breathing before they respond."
 * **Jillian Hirsch, Notre Dame Student, Class of 2012, Take Ten volunteer:** "I consider Take Ten one of my key experiences at Notre Dame. I have continued to be a part of this program because I truly believe it makes a difference in the students. I have witnessed great changes in the way students treat each other. I know that continued use of Take Ten will allow students to benefit from its lessons."
 * **Monica Aguirre, School-aged Children’s Services Coach at The Center for the Homeless:** "Take Ten offers children something different, something more, something better than they thought they could have. Take Ten is currently __the only mandatory__ programming for children; staff feels that the program offers essential tools to help children cope with homelessness, living in a community setting, and helps develop self-awareness.”


 * Students who have participated in Take Ten have had this to say about the program...**
 * I like it because it teaches us about respect, the activities are fun and I learn about how to not fight with my friends and my brothers and sisters.
 * I like that you get together in a group and you can discuss your feelings and no one judges you.
 * Take Ten helps me get a handle on myself.
 * It makes me not so mad.
 * It helps me a lot when I am really mad at someone and want to go off on them.
 * It gives me a reason to calm down.
 * I talk it out a lot now.

(Information taken from [])



= **What Kids Should Know**  =

When you are bullied...

 * Try to avoid, ignore, or walk away from a bully.
 * Stay calm and do not fight back.
 * Forcefully say to the bully, “Leave me alone.”
 * Use humor, if possible, to react to a bully.
 * DON’T go places alone;always stay with a group.
 * Don’t blame yourself. YOU DO NOT DESERVE THIS!

When you see someone bullied...

 * Report bullying to a trusted adult.
 * Calmly tell the bully to stop.
 * Support the person being bullied.

When you are the bully...

 * Think about how you why you bully.
 * Identify your feelings when you bully.
 * Find other ways to make yourself feel good.
 * Realize bullying leads to more serious problems.
 * Ask an adult you trust or a friend for help.

= Questions =
 * 1) ====How many suicides are actually related to bullying?====
 * 2) ====Are schools REALLY doing enough to combat bullying?====
 * 3) ====Are their statistics available to show the effects of bullying at my school and/or my child's school?====
 * 4) ====What is my child's school doing about bullying?====
 * 5) ====What are the triggers that cause bullying to start?====

= Resources =

Trade Books
Colorosa, Barbara (@003). The bully, the bullied, and the bystander. New York, NY: Harper Collins Publishers.
 * Written by one of the best parent educators, this book takes a look at bullying and how to help children and adolescents break the cycle of violence.


 * Lines, D. (2008). The bullies: Understanding bullies and bullying. Philadelphia, PA: Jessica Kingsley Publishers.**
 * This book examines the effect bullying has on the bully and the victim in childhood, adolescence, and adulthood in varying environments (school, home, work, etc,).


 * McPherson, A. & Macfarlane, A. (2004). Bullying: The truth (teenage health freak). Oxford, England: Oxford University Press.**
 * This book is a compilation of questions and answers about bullying. The Health Freak series is extremely popular and all answers given are by doctors specializing in teen health problems.


 * Olweus, D. (1993). Bullying at school: What we know and what we can do. Malden, MA: Blackwell Publishing.**
 * The best book on bullying and victims in the school setting and how to counteract bullying.


 * Slavens, E. & Kerrigan, B. (2003). Bullying: Deal with it before push comes to shove. Ontario, Canada: James Lorimer & Company Ltd**.
 * This book is a resource for teachers to use in helping students understand bullying and the roles of those involved.
 * Written by a former consultant and Conflict Resolution Advisor for the Toronto District School Board.
 * The format and interactive nature makes this book a good one for adults and children to share together. However, the cartoon-like illustrations might seem too 'young' for the intended audience of grades five and up. Regardless, this book is recommended for classrooms and school libraries.
 * The beginning of this book states, "Almost everyone's been bullied at one time or another--even the bullies themselves. There are probably people at your school who are going through the exact same thing you are, maybe even because of the same person. The only reason why you don't know about it is because they aren't telling you. Bullying is not something people like to talk about because they're afraid they'll be seen as wimps or losers--which is totally untrue. The reason it's not true is because it's not your fault. That's important. You are not doing the bullying, someone else is. You did not do or say anything to deserve it. You have a right to feel safe, secure, and protected at school and in your neighborhood. If you don't feel safe, reading this book can be the first step towards changing that" (p. 3).
 * This illustrated guide book about bullying is geared towards children who experience bullying, either directly or indirectly, in their lives. This book will help children deal with bullying, whether they are a victim, a witness, or a bully. The book is set up with different sections: Bullying 101 explains the many forms bullying can take (e.g. name calling, physical fights, verbal insults); letters to the "Bully Counselor" use real life examples of bullying to help children understand they are not alone; quizzes are an interactive way for children to test their anti-bullying skills; a bibliography at the end of the book lists organizations, books, and __ [|websites] __ for children (and adults) to consult for more information.

Articles
Adams, F., & Lawrence, G. (2011). Bullying victims: The effects last into college. //American Secondary// //Education,// //40//(1), 4-13.
 * A study to determine if those bullied in schools continue to show effects of being bullied in college and the data suggests that they do.

Banks, Ron. (1997). [|Bullying in Schools]. //ERIC Digest.// ED407154.
 * This article discusses the problems, characteristics, perceptions, and consequences of bullying.

Bowlan, N. (2011). Implementation and evaluation of a comprehensive, school-wide bullying prevention program in an urban/suburban middle school. //Journal of School Health, 81//(4), 167-173.
 * A study on the effectiveness of the Olweus Bullying Prevention Program and its impact in an urban/suburban middle school.

Brown, E., Low, S., Smith, B., & Haggerty, K. (2011). Outcomes from a school-randomized controlled trial of steps to respect: A bullying prevention program. //School Psychology Review, 40//(2), 423-443.
 * The largest study that has been done to date of a school based prevention program for bullying that shows significant reduction in aggression and acts of bullying.

(2009). Bullying prevention program shows positive effects. //Curriculum Review, 49//(3), 4-5.
 * The bullying prevention programs used in Pennsylvania are having a positive effect with fewer reports of bullying.

D. Esposito, S., Blake, J., & Riccio, C. (2011). Adolescents' vulnerability to peer victimization: Interpersonal and intrapersonal predictors. //Professional School Counseling, 14//(5), 299-309.
 * This article explores a study that examined the personality traits, social status, and behaviors of middle school/junior high students to see if there is a correlation between these things and their being victimized. The article also discusses intervention and prevention of bullying.

Findlay, S. (2011). [|Taking schools to court]. //Maclean's, 124//(36), 24-25.
 * This article discusses the lawsuit that Canadian families have brought against their children's school due to their failure to protect students from bullies.

Good, C., McIntosh, K., & Gietz, C. (2011)[| Integrating bullying prevention into school-wide positive behavior support].//Teaching Exceptional Children, 44//(1), 48-56.
 * This article looks at the effectiveness of using a schoolwide positive behavior support plan to combat bullying.

Karna,A., Little, T., Voeten, M., Poskiparta, E., Alanen, E., & Salmivalli, C. (2011). Going to scale: A non-randomized nationwide trial of the KiVa ant-ibullying program for grades 1-9. //Journal of// //Consulting and Clinical Psychology, 79//(6), 796-805.
 * This article looks at the effectiveness of the KiVa antibullying program used nationwide in Finland.

Moon, B., Hwang, H., McCluskey, J. (2008). Causes of school bullying: Empirical test of a general theory of crime, differential association theory, and general strain theory. //Crime & Delinquency,////57//(6)//,// 849-877. doi: 10.1177/0011128708315740
 * A study involving 655 Korean youth that shows the effects of school generated strains on bullying.

Poteat, V., Mereish, E., DiGiovanni, C., & Koenig, B. (2011). The effects of general and homophobic victimization on adolescents� psychosocial and educational concerns: The importance of intersecting identities and parent support. //Journal of Counseling Psychology, 58//(4), 597-609. doi: 10.1037/a0025095
 * A study that examined "the effects of general and homophobic victimization on several educational outcomes through suicidality and school belonging among 15,923 adolescents in Grades 7 through 12 on account of their sexual orientation and race/ethnicity."

Raskauskas, J., & Modell, S. (2011). Modifying anti-bullying programs to include students with disabilities. //Teaching// //Exceptional Children, 44//(1), 60-67.
 * This article looks at effective ways to modify existing bullying prevention programs to include students with disabilities, who are often excluded but effected greatly by bullying.

Sbarbaro, V., & Enyeart Smith, T. (2011). An exploratory study of bullying and cyberbullying behaviors among economically/educationally disadvantaged middle school students. //American Journal of// //Health Studies, 26//(3), 139-152.
 * This article examines bullying and the various types of cyberbullying among middle school students who are disadvantaged economically and educationally.

Schneider, K., O. Donnell, L., Stueve, A., & Coulter, R. Cyberbullying, school bullying, and psychological distress: a regional census of high school students. //American// //Journal of Public Health, 102//(1),171-177.
 * This article examines the "prevalence of cyberbullying and school bullying victimization and their associations with psychological distress."

Websites
[|Eyes on Bullying] [|Indiana Anti-Bullying Laws]
 * This is a multimedia website full of TONS of information on bullying. The site provides resources, books that can be downloaded, toolkits, activities, and teleseminars. Great website!!!
 * Everything you need to know about Indiana's anti-bullying laws

[|PACER's National Bullying Prevention Center]
 * "Founded in 2006, PACER’s National Bullying Prevention Center unites, engages and educates communities nationwide to address bullying through creative, relevant and interactive resources. PACER’s bullying prevention resources are designed to benefit all students, including students with disabilities.PACER offers digital-based resources for parents, schools, teens and youth." There are links to their sites for teens and children that contain a lot of helpful information.

[|Bully Beware Productions]
 * Bully Beware Productions is operated by Cindi Seddon, a former teacher turned principal who lectures on bullying. The site offers information about bullying and products that can be purchased for use in schools.

[|Make a Difference for Kids Inc.]
 * Make a Difference for Kids is a non-profit organization dedicated to promoting awareness and prevention of cyberbullying and suicide. Their mission involves educating people about cyberbullying, cyberstalking and suicide and how to use the internet safely.

[|Teaching Tolerance]
 * Teaching Tolerance was founded by the Southern Poverty Law Center and "is dedicated to reducing prejudice, improving inter-group relations and supporting equitable school experiences for our nation's children." They offer free educational materials and resources to schools and have materials for bullying.

[|U.S. Department of Justice]
 * A bulletin put out by the U.S. Department of Justice about bullying in schools that contains helpful information on dealing with bullying in schools.

[|Bullying Facts for Schools and Parents]
 * The National Association of School Psychologists website provides bullying facts for schools and parents.

[|Stop Bullying]
 * Stopbullying.gov is a GREAT website!!! The site is the one stop shop for information on bullying. There is even a link to search for each states's anti-bullying laws.

[|The International Bullying Website]
 * "The mission of the International Bullying Prevention Association is to support and enhance quality research based bullying prevention principles and best practices in order to achieve a safe school climate, healthy work environment, good citizenship and civic responsibility."

[|Reach Out: Bullying and Intolerance]
 * Reach Out originally started in Australia and ahs since come to the USA. Their goal is to provide information to adolescents, teens, and young adults that they need and want in a non-threatening and non-judgmental way. The site contains a lot of information, including videos and fact sheet about all kinds of topics related to this age group.

[|Not in Our Town]
 * Not in Our Town is about communities that are working together to combat hate. Their site is all about everyday people that are taking a stand in creative ways to deal with hate. Their site contains vidoes, blogs, and resources, plus a lot of other helpful information on combatting hate.

[|Lisa's NO Pizza]
 * This is an animated site about a girl named Lisa who is being bullied. Students go through the site and make choices at different stages that all lead to varying outcomes. The site also contains a range of educational support materials for teachers.

[|American Society for the Prevention of Cruelty to Children (ASPCC)]
 * This organization was founded to prevent cruelty to children on a national level. The site contains information about bullying and other topics.

[|Stomp Out Bullying]
 * Stomp Out Bullying, a part of Love Our Children USA, is one of the leading national anti-bullying and cyber bullying program for children and teens. The site is packed full of resources.

[|Surviving Bullies Charity]
 * The Surviving Bullies Charity's mission is to find and help targets of bullying deal with what is happening and provide them with the tools to empower themselves. This site contains and interavtice multimedia book with 59 videos of adolescents and teenagers that have been bullied, along with suggestions on how to deal with bullying.

[|Gay, Lesbian, and Straight Education Network (GLSEN)]
 * The GLSEN "strives to assure that each member of every school community is valued and respected regardless of sexual orientation or gender identity/expression." This organization "seeks to develop school climates where difference is valued for the positive contribution it makes in creating a more vibrant and diverse community." This website is a great resource for bullying information.

[|Think B4 You Speak] [|Education.com]
 * Think B4 You Speak is a campaign by the GLSEN "to raise awareness about the prevalence and consequences of anti-LGBT bias and behavior in America’s schools. Ultimately, the goal is to reduce and prevent the use of homophobic language in an effort to create a more positive environment for LGBT teens. The campaign also aims to reach adults, including school personnel and parents; their support of this message is crucial to the success of efforts to change behavior."
 * A great site to find information about any topic related to education. Simply type "bullying" in the search box and lots of links to information on their site appears for you to search.

Webisodes
Watch these [|webisodes] to learn how to __deal with__ kids who bully. After watching each webisode, you can take a quiz to see how much you know about bullying.

[|Bullied to Death in America's Schools, ABC 20/20]
 * Videos**

[|Bullying: Do Schools Need a New Approach?]

[|The Bully Project Trailer] media type="youtube" key="XwZIGnaSuJY" height="315" width="560" align="center"

[|Schools Warned: Better Battle Bullying]

media type="youtube" key="DlSkJ-LOK7A" height="315" width="420" align="center"

[|Bullying Prevention] media type="youtube" key="9T9i1tat3pQ" height="315" width="420" align="center"

[|Walk In My Shoes-A film by young people] media type="youtube" key="B9-VVB8SFwg" height="315" width="420" align="center"

[|Words Hurt PSA] media type="youtube" key="gqs4hjwPH4k" height="315" width="420" align="center"

[|Bully Prevention Video] media type="youtube" key="VIMY8jo08N4" height="315" width="420" align="center"

[|Conference on Bullying with the President]

media type="youtube" key="yre-bA8zwqA" height="315" width="560" align="center"

Jonah Mowry's [|Interview on Good Morning America]about his YouTube video that went viral with over 9 million videos

[|A victim's story about how she was bullied] media type="youtube" key="04eWltMszDM" height="315" width="560" align="center"

[|She Was Bullied to Death]

media type="youtube" key="2vAMxKvZqwU" height="315" width="560" align="center"

**Agencies**
[|Michiana Behavioral Health Center] 1800 North Oak Drive Plymouth, Indiana 46563 (574) 936.3784

Local police departments will also visit schools and classrooms to talk about bullying.

Books for Adolescents to Read
Living With Peer Pressure and Bullying (Teen's Guides) by Thomas Paul Tarshis [|(Buy it!)]

Bani's Dilemma by Kevin Carey-Infante [|(Buy it!)]

Stick Up for Yourself: Every Kid's Guide to Personal Power & Positive Self-Esteem by Gershen Kaufman, Lev Raphael, and Pamela Espeland [|(Buy it!)]

Confessions of a Former Bully by Trudy Ludwig [|(Buy it!)]

Don't Feed the Bully by Brad Tassell [|(Buy it!)]