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Authors: Lian McGuire & Professor Mona OMoore, ABC, Dublin City UniversityCo Author: Ifigeneia Sotiropoulou, HOUUNIVERSAL MODULE 1Module ContentsWhat is Bullying?Types of BullyingEffects of Bullying Warning SignsWhere does Bullying Occur?Why do people Bully? Student roles Misconceptions Normalisation of BehaviourThe importance of supporting/how to support victims

2Learning Outcomes The user will in studying this module: Be able to give a definition of bullying Be able to list and recognize the different types of bullying Understand the varying types of bullying behavior Understand the effects of bullying Be able to name the prime areas where bullying occurs Understand why people bully others Be able to describe all the roles a student might take in a bullying incident Be able to discuss the most common misconceptions about bullying Understand the importance of supporting victimsBest practices in supporting victims 33What is Bullying? 4There is no universal or agreed definition of school bullying, however it is generally agreed that it is a form of aggression that is intentional and unprovoked as well as being repeated over time. Some form of imbalance of power, whether physical or psychological between the bully and the victim tends also to be involved. Isolated incidents: While there is an emphasis on repeated negative behaviour, cleverly perpetrated one off acts (e.g. threats of future repercussions) that carry long term psychological and emotional effects on the victim, may also be considered bullying. Abuse of Power: An imbalance of power is strongly associated with bullying. This imbalance of power may be rooted in age or physical and mental strength, social skills (e.g. verbal acuity) or in social groups (e.g. gangs). See from report O1 prg: 2.1.1., 2.2.1, 2.3.1, 2.4.1 (Definitions from country partners) 4Existing Definitions5What is not a bullying:Distinctive elements:Random negative behaviourAssertive behaviour Teasing in games context Disagreement Personality Clashes Imbalance of power Intention Threatening behavior Repetition

While there is no over arcing definition, having one is crucial to the understanding of bullying and the development of a whole school policy to prevent and counter bullying behavior. Some notable definitions of traditional and cyber-bullying include:

Bullying is the phenomenon in which a student is repeatedly victimized by other student(s) who acts with the intention of causing pain (Olweus, 1991)

Cyber-bullying is the form of bullying which is carried out using the internet, mobile phone or other technological devices. Cyberbullying generally takes a psychological rather than physical form but is often part of a wider pattern of traditional bullying. (Irish Office of Internet safety, 2008)Suggested Further Reading & LinksUnderstanding School Bullying (2010) OMoore, M. Veritas. Dublin

Pupils Definitions of Bullying, Guerin, S & Hennessy, E. (2002) European Journal of Psychology of Education. 17. pp.249-261.

Bullying: Considerations for defining and intervening in school settings. Mahri J. Elinoff,M.J., Chafouleas, S.M.& Sassu.K. Volume 41 (8) Volume pp 887897,November 2004

Bully/victim problems among schoolchildren: Basic facts and effects of a school based intervention program. (1991). Olweus, D. In D. Pepler & K. Rubin (Eds.), The development and treatment of childhood aggression. Hillsdale, N.J.: Erlbaum.

Get With It A Guide to Cyberbullying. (2008) Office for Internet Safety. Dublin http://www.hotline.ie/documents/Cyberbullying.pdf

6Types of BullyingThere are many types of bullying, which are categorised into distinct forms:

Direct Bullying:The most common forms of direct bullying that children and adolescents engage in are verbal attacks, physical aggression or assaults, gestures and extortion and cyber-bullying.

Indirect Bullying:More covert and anonymous, harder for the victim to identify the bully, forms of indirect bullying include the passing of nasty notes, offensive graffiti, defacing and damaging of personal property.

Relational and Social Bullying:Relational bullying which can be indirect in nature, can be damaging to peer relationships. It manifests as the manipulation of social connections or relationships by ignoring, excluding, isolating, or spreading false information and malicious rumours. This form is more common among girls than boys.

* Cyberbullying due to its removed nature and yet focused methods of application, has aspects of both the direct and indirect associated with it.

7The following are the most commonly reported types of bullying

Verbal Bullying: Studies have shown that verbal bullying is by far the most common form of bullying among both boys and girls. Verbal attacks can be of a highly personal and sexual nature. They can be directed at the child's family, culture, race or religion. Malicious rumours are particularly insidious forms of verbal bullying. An abusive verbal label or campaign can stick and has the potential to destroy the victims sense of well being and follow the victim into adulthood.

Physical Aggression:Direct physical aggression is the most obvious form of bullying but is often written off as "horseplay", "pretend" or "just a game" when challenged.While children can and do play roughly, in the case of bullying be aware that these 'games' can be a precursor to vicious physical assaults. Both boys and girls indulge in physical bullying, boys perhaps more so as they have a greater tendency towards physical aggression. Forms are numerous and can include pushing, shoving, poking, hair pulling, spitting, biting, scratching, punching, head butting amongst many others.

8Gesture BullyingThis form consists of many forms of non-verbal aggressive and threatening gestures, which can convey very intimidating and frightening messages. Various methods include the dirty/evil look, the cold stare, the throat slitting gesture, and pulling the trigger. In addition, where there is a physical or intellectual imbalance a gesture intending to humiliate (e.g. indicating the person is a cripple or retarded) can be applied.

Exclusion BullyingExclusion is particularly prevalent among girls, and is particularly hurtful as it isolates the child from his/her peer group. This form of bullying can be the most difficult to combat, and the post painful for the victim as it directly impacts on the pupils self confidence and self worth, making them feel as f they are not worth knowing. 910Extortion BullyingYoung children are particularly vulnerable to extortion bullying.Demands for money, possessions or equipment, lunch vouchers or food may be made, often accompanied by threats if the victim does not give what is demanded.Children may also be dared or forced to steal from the school or join in some anti-social act, leaving them (at the mercy of the bully) open to furtherintimidation. Exhorting bad behaviour, which must be carried out in class also puts the victim at risk of punishment from the school as well as fear of reprisals if they confess the truth to their teachers.

CyberbullyingCyberbullying involves the use of electronic devices to carry the abusive and destructive verbal and visual messages. As mentioned, unlike other types of bullying, cyberbullying can be considered both a direct and indirect form of bullying, in addition, cyberbullying may also be considered to be possibly the most pervasive form of bullying, as unlike other forms of school bullying, thanks to computers and phones, it can follow the victim into the home.

The most commonly used methods of cyberbullying are:

Text Messaging:Can also include sexting if texts are of a sexual nature.

Instant Messages: Utilising real-time communication software to send inflammatory or intimidating messages to those on a contact list.

Camera or Video ClipsIncludes the sending of humiliating, compromising or degrading photos or movies.

Social NetworksThe use of existing social networks (e.g. You Tube, Facebook, Tumblr, AskFM) to post messages or images or create detailed profiles of victims.

1112Email Mass emails can be utilised to humiliate, and individual emails to intimidate, and while traceable there is no guarantee that the account holder is the person who sent it.

WebsitesThe creation or devotion of websites given over to the purpose of denigrating or humiliating a person, often by providing personal information, posting or altering photographs, or portraying the individual in a compromising or sexual manner.

Online Chat RoomsChat rooms provide the opportunity for people to hide their true identity with the express purpose of humiliating or insulting other members.

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* Note - Homophobic & Racist bullying behaviour may occur under any of these types of bullying (e.g. verbal, gesture, cyber) but are not types of bullying in themselves.

Suggested Further Reading & LinksThe Essential Guide to Tackling Bullying (2011) Elliot, M. Prentice Hall.

Understanding School Bullying (2010) OMoore, M. Veritas. Dublin

Understanding Girls Friendships, Fights & Feuds: A Practical Approach to Girls Bullying. (2006) Besag, V.E. London. Open University Press.

. (2000). , ., , . & , . 1,97110.

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

Get With It A Guide to Cyberbullying. (2008) Office for Internet Safety. Dublin http://www.hotline.ie/documents/Cyberbullying.pdf

Video : Bully For You (2008) Triplevision Productions Ltd. BBC (Northern Ireland). https://vimeo.com/36968349

Video: Silent Witness (2010) Anti Bullying Centre. Dublin. Ireland. https://www.youtube.com/watch?v=YQvzbiPz4s8

13The Effects of Bullying Some of the common effects of bullying on the victim include:StressReduced Ability to ConcentrateLack of Motivation Or EnergyPoor Or Deteriorating School WorkAnxiety About Going To SchoolLoss of Confidence & Self EsteemLack Of Appetite / Comfort EatingAlcohol, Drug Or Substance AbuseAggressive BehaviourDepressionProblems with Sleeping: Nightmares, Bedwetting, SweatsStomach & Bowel DisordersPanic AttacksNervous BreakdownAttempted Suicide(OMoore, 2010)14

14Effects on Physical HealthStudies have found that victims are more likely to miss school through illness, experience subjective health complaints and lower levels of life satisfaction than those not involved in bullying. (WHO, 2002)

Effects on Mental Well BeingAnger, upset and fear are the most obvious emotional effects of both traditional and cyberbullying (OMoore & Minton, 2009) Victims have found to suffer changes in personality, experience mood swings, and been found to have great feelings of inadequacy when it comes to self-esteem, while depression, thoughts of suicide and suicide itself are increasingly recognised as being associated with bullying in childhood and adolescence.

Effects on Educational Well Being Unhappiness in school would naturally lead to an unwillingness to attend, and absenteeism/truancy can often be a pointer towards a possibly bullying issue. For those who do attend, children who are being bullied are often unable to draw maximum benefit from the classroom because much of their energy is directed towards fear of the next incident of bullying. (Gastic, 2008; Boulton et al, 2008)15Long Term/Chronic Effects of Being BulliedThe poor self esteem that can develop from being bullied in childhood can have long term consequences for those who suffer it, with their adulthood similarly affected by poor ideas of self worth and depression. Studies have shown that a wide range of psychological problems can develop, and trust issues can become a notable factor. It should be noted that should the school/authorities fail to act in a timely or constructive manner this can compound the bullying for the victim, and affect trust levels for the victim in regards to both organisations and individuals. (Sourander, et al 2007; Phillips, H., 2004 )

16Effects of Bullying Others

Bullying does not just have consequences for the victims, those who bully are also found to have personal repercussions for their actions.

General Health The World Health Organisations study (2008) on school children reported that bullies general health was in fact poorer than those they bullied, with more girls than boys affected.

Mental HealthBullies also show heightened levels of suicidal thoughts and depression. And it has been claimed that the greatest risk of suicidal was detected among the youngers who bullied. (Kaltialo-Heino,R. 1999). Research has also found that when depressive symptoms increased in bullies so too did the aggression directed at the victim. (Roland, 2002)

Long Term Consequences Bullying others in school is associated with an increased risk of developing an anti-social personality in later life. It heightens the likelihood of drug abuse and lawbreaking behaviour in adulthood, while educational attainment has also been found to suffer. In addition it as been found to lead to violence in later relationships, with evidence also to suggest that girls who bully in childhood will develop an aggressive parenting style. (Huesman et al, 2009; Connolly et al, 2000)

17Effects on Bully-VictimsIt is only recently that those who are both bullied and bully others (bully-victims) have come to be regarded as a distinct group. However, there is evidence that points to them having greater psychological problems than either victims or bullies.

While victims tend to suffer from anxiety disorders and bullies from conduct disorders, bully victims are affected by both. As their behaviours cause them to be more isolated from their peers than either victims or bullies they have a higher rate of absenteeism than either. They also suffer from depression to a greater extent than pure bullies or victims.

In addition studies have found that bully-victims have a high rate of developing a psychiatric disorder in later life in comparison to bullies or victims, and five times the rate of those who have never been bullied.

Effects on BystandersAnother often overlooked group are the bystanders, who by stepping in can often risk losing their peer groups esteem and becoming isolated themselves. Alternatively by not stepping in they can carry the guilt of not acting forward with them into adulthood. 18Suggested Further Reading & LinksYoung Peoples Health in context: Health Behaviour in School-aged children (HBSC). Study, Intermediate Report from 2001/2001 Survey. Heal Policy for Children and Adolescents. No 4. 2004.

Cyberbullying : The Irish Experience. (2009) OMoore, A.M. & Minton, S.J. in Quin, C. & Tawse, S. Handbook of Aggressive Behaviour Research, Hauppage, N.Y. Nova Science Publishers, U.S.

Associations between Peer Victimisation, Fear of Victimisation and Disrupted Concentration on Class Work Among Junior School Pupils. (2008) Boulton, M.J., Trueman, M. & Murray, L. British Journal of Educational Psychology, 78 (3) pp.473 489.

What is the early adulthood outcome of boys who bully or are bullied in Childhood? Finnish From a Boy to a Man study. (2007) Sourander et al, in Paediatrics, 120, pp 397-404.

Effects of Bullying worse for Teens. (2004) Phillips, H. New Scientist, 29.

Bullying, Depression & Suicidal Ideation in Finnish Adolescents : School Survey. (1999) Kalitialo-Heino, K. et al. British Medical Journal. 319. pp.348-351

Aggression, Depression & Bullying Others (2002) Roland, E. Aggressive Behaviour, 28, pp 198-206.

School Truancy and the disciplinary problems of bullying victims. (2008) Gastic, B. Educational Review. 60 (4) pp 391 404.

Beatbullying Bullying & Truancy Report (2006) http://bullyingsurvey.co.uk/Resources/BullyingAndTruancy2006.pdf

Video: Silent Witness (2010) Anti Bullying Centre. Dublin. Ireland. https://www.youtube.com/watch?v=YQvzbiPz4s8

Video Sticks & Stones - https://www.youtube.com/watch?v=Ntq4IV38FRs

Video Bullying and its effects on a child - https://www.youtube.com/watch?v=ylgCnXgH_bc

19Warning Signs of Bullying Keeping in mind that many victims and bystanders do not tell it is vital for parents and schools to spot the warning signs: Unexplained bruising, cuts or damaged clothesVisible signs of anxiety or distress - refusal to say what is wrongUnexplained mood swings or behaviour- becoming withdrawn- becoming clinging- attention seeking- aggressive behaviourOut of character behaviour in classDeterioration in educational attainmentsLoss of concentrationLoss of interest in schoolErratic attendanceMitchingLingering behind in school after classes are overIncreased requests for pocket money or stealing moneyLoss of or damage to personal possessions or equipmentArtwork expressing inner turmoil

20Warning Signs for CyberbullyingWhile the signs for effects of cyberbullying are often indistinguishable from those of traditional bullying, there are some specific to cyber-bullying:

Appears upset when online or coming offline Appears upset when viewing a text messageWithdraws from social interaction with peersPossible drop in academic performance

A significant proportion of cyber-victims also remove themselves from the online venue in which the in which the cyber-bullying occurred, with as many as one in five feeling forced to stay offline for a period of time. ____________________

In addition to these signs and symptoms there is the likelihood of there being psychosomatic symptoms, such as headaches, stomach aches and general insomnia, is also great. Bed-wetting and sleepwalking can also be indicative of the psychological stress associated with bullying. 21Suggested Further Reading & LinksCyberbullying: Bullying in the Digital Age. (2008) Kowalski,R.M., Limber,S.P, and Agatston,P.W. Blackwell Publishing, 2008.

Understanding Cyberbullying (2014) OMoore, M. Veritas. Dublin

Bullying: A Handbook for Educators and Parents (2009) Rivers,I., Duncan,N. & Besag,V.E. Rowan & Littlefield. Philadelphia.

Bullying: A Parents Guide (2005) Need 2 Know. Peterborough.

Tell Tale Signs Bully 4 U - http://bully4u.ie/bullying-in-schools/communicating/warning-signs-of-bullying/

Understanding School Bullying (2010) OMoore, M. Veritas. Dublin

22Where does Bullying occur?23Bullying can occur almost anywhere, but particularly where there is either inadequate or no adult supervision.

Within School Playground - Bullying in schools frequently takes place in the playground, especially at Primary School level. School playgrounds with hidden or obscured parts away from adult supervision can provide an environment conducive to bullying, and noise levels can mask much of what is going on.

Classroom the classroom is often reported as being the most prevalent place for bullying among Secondary Students, though it is highly reported at Primary level also. Despite the presence of teachers, the more subtle forms of bullying (e.g. gesture, note passing) can often occur during class. During class breaks, with the teachers out of the room, other forms can be applied.

Between Classes - Toilets, corridors, cloakrooms, locker areas, changing rooms, showers and dormitories in boarding schools if not properly monitored/supervised are also reported by students as being places where they have experienced bullying. 23To & From School Students at both primary and secondary level also report that they were bullied going to or from school. This bullying can occur as they were walking to or from home but students have also reported that travelling on the bus (either school or public) was a prime location for being harassed.

Home While the home has always been considered a safe haven, in recent years the growth of and incursion of cyber-bullying has invaded that safe space. But bullying behaviour can often begin within the home. With children learning that behaviour from parents or siblings, or indeed suffering bullying at the hands of a family member themselves.

Other Public PlacesThe wider community as a public place is often witness to bullying behaviours, with shop keepers, managers, and workers in the community often reporting seeing acts of physical and verbal bullying among others, by students from schools they are familiar with in the local area, while local wifi hotspots can also be utilised in facilitating cyber-bullying.

24Domain SubcategoriesSupervisors Strategies School Classroom, Corridors, Schoolyard,Toilets, Sporting areas Teaching and non-teaching staff, Managers etc.

School policy, Curricular activities, The No-Blame approach, restructuring the playground, peer mediators, anonymous recording boxes, team captains.Anti-bullying awareness weekTo & From School Local school buses , Key junction areas near schools Bus drivers, Traffic wardens, Parents -volunteers Volunteer/Parent Supervision , School bus bullying policy,Traffic Wardens / Lollipop People Home Cyberbullying threatParents Parents Education, Parents Association Group, Other Public PlacesMall, local wifi hotspots, open areas, sport clubs, Owners/Managers of local shops, public, police, Local authorities intervention, Legal authorities intervention, Local shopping areas ethos 25Strategies for preventing and combatting bullying in these specific areas are discussed in their own module25Suggested Further Reading & LinksWhere does bullying take place Anti Bullying Net http://www.antibullying.net/knowledge/questiononemmore1to4.htm

Guidelines on Countering & Preventing Bullying - http://www.education.ie/en/Parents/Information/Complaints-Bullying-Child-Protection-Discrimination/Guidelines-on-countering-bullying-behaviour-in-primary-and-post-primary-schools.pdf

Where Does Bullying Take Place Among Adolescents When They Are at School? (2009) Annual Meeting APHA, Philadelphia, PA, November 7-11, 2009 http://www.youthhealthsafety.org/WhereBullyingAPHA09Handouts.pdf

26Why Do People Bully?While constitutional factors play a part in aggressive behaviour, it isrecognised that factors within the home, school and wider society influence the development of aggressive behaviour. It is therefore more likely that bullies are not born but made.

From birth, children learn from those around them, at home, and later at school for both good and ill. If aggressive behaviour is not challenged in childhood, there is a danger that it may become habitual.

Factors which contribute to aggressive behaviour in the home are:Lack of love and careToo much freedomInconsistent disciplinePermissive management of aggressive behaviourViolent emotional outbursts on part of adultsExcessive physical punishmentCruelty

2728Factors which contribute to aggression in school are:Inconsistent and inflexible rulesPoor staff moraleInadequate supervisionPunishment that is too harsh, abusive or humiliatingFew incentives and rewards for non-aggressive behaviourCurriculum that affords few feelings of success and achievement

Other factors in wider society include violence portrayed on cinema screens and on television.Research suggests that children who constantly view violence on TV and video develop more aggressive tendencies and less empathy with victims of aggression.This is especially true of children who experience violence in their home and their neighbourhood as part and parcel of their daily lives.

Characteristics of a Bully

Contrary to often popular portrayal, children who bully do not all share the same traits. Bullies can be identified by how they act, not how they look, and do not vary in appearance from their non bullying peers. (OMoore & Kirkham, 2001) However they do tend to have one or more of the following characteristics:

A strong need to dominate socially/feel powerful/be in controlLow level of frustration and are easily angeredLow self-control and are impulsive and reactive Not anxiousDo not take responsibility for their behaviour but instead blame the victimThey have a tough attitudeSee aggression as a favourable qualityThey are oppositional, defiant and aggressiveThey are insensitive and derive pleasure in hurting others, including animalsLack emotional empathyEngage in other forms of anti-social, rule-breaking behaviourLoud and attention seekingMay have been bullied themselves 29Motivation

Bullying can be motivated by:Envy or jealousyBoredomCompeting for attention/social status satisfying need to dominateAvoid victimisation getting retaliation in first

Bullying can also be symptomatic of a conduct disorder, which is more likely to be anti-social than neurotic30Pure Bullies & Bully-Victims

Research points to only two types of bullies. Pure bullies, and those who both bully and are themselves bullied (bully-victims).

Pure BulliesPure bullies tend to be the more common type of bully, and tend to be domineering, fearless and show little empathy for others. They have a positive attitude to aggression and tend to target their victims in a predatory or a proactively aggressive manner. They also: Tend to hang together to reinforce their behaviour or have hangers on Will deny their behaviour if challenged and try to blame the victimAre prone to moral disengagement and will rationalise harmful acts against others.Expect positive outcomes from their negative behaviours (e.g. increase in self esteem, or status, peer admiration) Have lower self esteem than those who did not bully

31Bully-VictimsBully-Victims tend to be similar in type to what are known as proactive or aggressive victims. These tend to be perceived as being socially inept, confrontational with an impulsive nature, and poor self control, with a tendency to speak without thinking. Bully Victims tend to: Have fewer friends than pure bulliesHave a higher proportion of Aspergers / ADHD sufferersWhile as tough minded, they appear more neurotic than pure bullies Resemble victims by being rejected and isolated by their peers, and bullies by being negatively influenced by their peers they interact with.

Some research (Unnever, 2005) suggests that that bully victims have been more harshly treated within their home environment, coming from a more chaotic background with less parental involvement than their peers. 32Suggested Further Reading & LinksUnderstanding School Bullying (2010) OMoore, M. Veritas. Dublin

Bullies & Victims at School : Are they the same people? (2007) Solberg, M.E. British Journal of Educational Psychology. 77. pp 441-464

Bullies, Aggressive Victims & Victims: Are they Distinct Groups (2005) Aggressive Behaviour, 31. pp153-171

Bye-Bye, Bully: A Kid's Guide for Dealing with Bullies (2003) Jackson, J.S. Abbey Press.

The Relationship between Bullying & Self Esteem (2001) OMoore, M. & Kirkham, C. Aggressive Behaviour, 27, pp 269-283.

Boulton, M.J. & Smith, P.K. (1994). Bully/ victim problems among middle school children: Stability, self-perceived competence, and peer acceptance. British Journal of Developmental Psychology.

33Other Student RolesVictimsFor most people, when you talk about a child who gets bullied there is a clear mental image in their head of the class school victim. The small, perhaps chubby, bespectacled individual. The truth is less clear cut.

Any pupil, through no fault of their own may be bullied. Anything, no matter how small, that sets the victim apart from the bully or bullies may be sufficient justification in their eyes. For example they may claim they:

Have a different accent Wear different clothesHave a different religion Come for a different countryHave a different social or economic backgroundHave a learning disability Are gifted

In reality sometimes all it takes is for the child to be in the wrong place at the wrong time. Indeed reasons may be invented and labels given, slut, retard etc. Therefore it is not unusual to find that there are many children victimised through bullying who are popular and socially well adjusted.3435However while not all children who are bullied start out being different in any significant way, it is recognised that there are children and teens who are more likely to be targeted than others. They tend to have:An anxious, sensitive, shy, insecure and cautious temperamentFewer good friendsLow self esteemA passive, non aggressive or non-assertive mannerAn emotionally reactive mannerClumsy entry behaviour when they try to join a peer group

The characteristics that have been found to increase the likelihood of being bullied fall into two categories:Submissive/Passive ProvocativeThe majority fall into the passive category and tend to be fearful, withdrawn, anxious, cautious and tend to show emotion when upset. They are also less inclined to physical activity/sports than other students. However, as mentioned jealousy can be a factor in bullying and high sporting achievement can also make a student a target.

36Provocative/Aggressive-VictimsAs mentioned in the section on Who Bullies? there are some children who unwittingly invite attacks by behaving in ways that cause tension and irritation in their immediate vicinity. Such children, often referred to as provocative victims may have inadequate social skills or learning difficulties.

These make up the minority group of victims, and are found to tease and taunt yet are quick to complain of victimisation if they are retaliated against. Much like their more passive counterparts they are found to be anxious, insecure, unhappy and distressed. However, when insulted or attacked they would react in a hot tempered manner and fight back albeit ineffectively. They can also bully those weaker than themselves, and in doing so they share characteristics with those who bully, leading to them now being referred to as bully-victims or aggressive victims.

Aggressive victims also have fewer friends than pure victims and because of their diminished peer group they have a tendency to bully more physically than verbally, as verbal bullying has been shown to be more dependent on a support group than physical bullying.

Assistants, Re-inforcers, Defenders & Outsiders

Often operating alongside the bully and the bully victims there are what are known as assistants and re-inforcers. (Salmivalli, Karhune and Lagerspetz, 1996)Assistants actively assist the person who takes the lead and initiates the bullying. Re-inforcers act in ways which reinforces or incites the bullying behaviour, for example, by laughing .

Then there are Defenders who tend to be supportive and make active efforts to have the bullying stopped.

The Outsiders stay out of the bullying situation altogether.

Reasons why young people do not act more readily as a Defender can be many, ranging from the situational context to personal factors. The factors which have been identified (Thornberg, 2007) are: Lack of empathy Selfish motives (the risk to themselves from intervening) Conflicting attitudes, social norms or moral ideas( loyalty to individual or group) Group processes and social influence(authority influence, group pressure and the bystander effect, i.e. presence of other people serves to inhibit or stop the desire to help) Lack of skills and competence (not knowing how to intervene)

37Suggested Further Reading & LinksUnderstanding School Bullying (2010) OMoore, M. Veritas. Dublin

Being Different: Correlates of the Experience of Teasing & Bullying. (2001) Research Papers in Education, 16. pp,225-246.

A classmate in distress: schoolchildren as bystanders and their reasons for how they act. (2007). Thornberg, R. Social Psychology of Education, 10, 5-28.

How do victims respond to bullying? (1996). Samivalli, C., Karhune, J. & Lagerspetz, K.M.J. Aggressive Behaviour, 22, 99-109.

The Four Pillars Of Action : The Role of Guidance Counsellors in developing and implementing the Whole School Community Approach in Tackling Bullying, both Traditional and Cyber. OMoore, M. http://schoolguidancehandbook.ncge.ie/docs/000028/The%20Four%20Pillars%20of%20Action.pdf

38MisconceptionsThere are a great many myths surrounding bullying which provide an obstacle to the development of a whole school community approach (involving staff, students, parents and the wider community) to preventing and countering bullying. Some of the most widely heard and challenging can come from adults, including school staff, and are: There is no bullying in our schoolBullying is a normal part of growing upI was bullied at school and it didnt do me any harmBullying is character buildingIt will make a man of himSticks & Stones will break your bones but words will never hurt youDont tell or youre a snitch

Children hearing these comments are either denied the validity of their experience (no bullying in our school) or hear adults normalising the bullying process. 39Rationale for these Misconceptions It would not be unreasonable to suggest that those adults who make these comments have either never been bullied, or bullied others themselves when young, and as per the characteristics of a bully, have still not developed the empathy for others they lacked, and rationalised their own behaviour as positive.

It may also be the case that in trying to normalise bullying behaviour as something that happens to everyone, adults are mistakenly trying to comfort the victim that this is a rite of passage they must pass through. In reality this simply puts more pressure on the victim to deal with it themselves, including trying to retaliate which may lead them into further trouble. In addition, if they cannot deal with it, it leads to feelings of inadequacy and diminished self worth.

The fallacy that bullying does not exist in our school is one of wishful thinking, or a misguided attempt to protect the reputation of the school, as highlighted in such studies as the Nationwide Survey of Bullying (O'Moore,Kirkham and Smith,1997) of all Irish schools, where not one school was proven to be bullying free. A schools reputation is better served as being known as a school that actively prevents and combats bullying rather than denying it. 40Telling TalesOne of the most insidious of myths, perpetrated often by both peers and adults is that of it being wrong to tell, with those who do being threatened with the label of rat or snitch. It is the greatest challenge to educators trying to prevent and combat bullying as openness about/reporting bullying is key.

No child should be encouraged not to tellNo child should feel ashamed of tellingNo child should be left to deal with a problem themselves

To do so leaves children, among other things: Feeling IsolatedFearing reprisalsFeeling as if bullying is socially acceptable With no confidence in an adults ability to help Feeling as if this is the way they or others should be treatedWith low self esteem or guilt, if they cannot help themselves or someone else

41Suggested Further Reading & Links4210 Common Myths and Misconceptions about Bullying - http://bullying.about.com/od/Basics/a/10-Common-Myths-And-Misconceptions-About-Bullying.htm

Myths About Bullying - http://www.stopbullying.gov/resources-files/myths-about-bullying-tipsheet.pdf

Myths and misperceptions about school bullying - http://www.bullyonline.org/schoolbully/myths.htm

Understanding School Bullying (2010) OMoore, M. Veritas. Dublin

M.O'Moore, C.Kirkham & M.Smith, Bullying in Schools in Ireland : A Nationwide Study, Irish Educational Studies, 17, 1998, p255 - 271

How to Support Victims

The School - Implement a Whole School Community Approach to Bullying

Bullying, and by extension supporting victims is best addressed as a collective approach, not as a problem for individuals or individual groupings within the school community. As such a Whole School Community Approach is the best route to supporting victims and achieving safer schools.

A successful Whole School Community Approach not only addresses bullying behaviour it also implements multiple intervention and preventative strategies, improves the climate and ethos of the school, improves relationships among staff, children and young people and parents, supporting the emotional health and well-being and learning potential of children and young people, and allowing children to feel heard and supported across all levels of the school community making it easer for them come forward.

The Whole School Community Approach advocates the inclusion of students/young people, student participation and student voice as being crucial to the process allowing them to work with the adults at all levels in the school community and building confidence and trust in the process, so that should they experience difficulties they will be more likely to come forward and report the problem.

43Taken from O2-A143Importance of Supporting the VictimBullying thrives on secrecy and openly supporting victims is crucial, not just for the crucial well being of the students themselves but for the message it sends and the culture it helps to foster. By supporting victims you encourage others to come forward, and discourage bullies to continue in their practice, and help create an anti bullying culture and ethos which every school should strive for.

Indeed schools that do not properly support victims, leave themselves open to a failure of duty of care, and may find themselves facing legal challenges. Conversely, the support of victims and creation of a anti bullying ethos can help teachers by removing disruptive elements in their classroom and improving the learning environment. 44How Teachers Should Support Victims

Every member of the school community, especially teachers should look firstly to their own behaviour and manner in the classroom. How a teacher carries themselves and deals with students in their classroom impacts on the students own behaviour, setting the tone for how they themselves can behave to one another.

Teachers should Create an ethos that is positive and friendly and fosters a culture of respect.Openly discourage bullying behaviourChallenge all Single Acts of Inappropriate AggressionPromote a culture of disclosure to break the code of silenceDevelop and maintain a classroom environment that is co-operative and rewardingImplement preventative and intervention strategies within their classroom including practical, curricular, awareness raising, sociometric and specific, e.g. No Blame Approach. (For more details see Strategy Module)

45When a Teacher is Approached by a Victim-Listen - Coming forward takes courage. Find a private place to talk. Allow time for them to talk. Be attentive and patient. Prompt gently. Take Notes The nature of the incident, names of those involved, names of witnesses, time and place.Allay Fears / Provide Reassurance It is critical to praise them for coming forward. Reassure that bullying is unacceptable. Assure that action will be taken to stop any bullying. Ensure The Students Safety Contact the parents to inform them of the situation. Inform pastoral teachers/counsellors if possible to help watch over student. Negotiate Confidentiality Deal with students concerns about being labelled a tell-tale, in addition different types of bullying require different levels of confidentiality (e.g. where sexist, homophobic/transphobic bullying may be involved)Arrange to Keep in Contact make arrangements to meet again, reassuring them they will not be left alone after the meeting, and will be kept informed about progress. Not knowing what is going on can increase a victims sense of unease and worry.Make the Intervention follow the schools anti-bullying policy if it exists, and set as quick a time frame as possible to do so, keeping school, parents and victim in the loop.Make a Record For the good of the teacher, the student and the school a record of the incident should be made and kept on file, including the details of meetings, actions taken and the resolution of the matter. This can be useful for the schools data on both individual students actions as well as bullying incidents across the school.

46How Parents Should Support Victims

Exactly like teachers, parents should look firstly to their own behaviour and manner in the home. How they speak about others, and deal with their children gives the guide for what their child thinks is the norm for dealing with others, at home, among their peers and in school. They should also empower schools to act, and if possible be involved in the school community.

Parents should in order to help prevent bullying: Become informed about bullying, different types, signs and symptoms allowing them to make an early intervention.Talk to their children about bullying and cyberbullyingAssure them its okay to tell Talk to them about Peer Pressure Build Empathy for others - to ensure they dont get drawn into bullying othersBuild Self-Esteem to help them better combat/cope with aggression and bullyingBuild Resilience Independence, Interpersonal Skills, Effort rather than Results, Self Control, Use a Restorative rather than Punitive Approach at home. Impart Pride in how they are. Encourage Friendships increasing self esteem Encourage Sport Participation building team skills, learning fair play, taking care of team mates.

47Steps for Parents Supporting a Victim-Listen - Allow time for them to talk about whats going on. Be attentive and patient. Prompt gently. Take Notes What kind of bullying, names of those involved, names of witnesses, how long has it been happening, time and place it happens.Provide Reassurance Reassure them it is not about them, but about the bully. Involve the School Parents may need to reassure children about involving the school in the fear it will make things worse. Assure them they will be told everything, and that the most successful interventions are those involving both school and parents. Work with the School Take a proactive, positive approach with the school. Keep calm in meetings, and bring notes to help in discussions. Keep notes and logs of all meetings, and copies of all letters. Keep the victim appraised of all developments. Talk with the Child Throughout bullying may have undermined their self image and self worth, they may be suffering from anxiety and even have PTSD, and parents will almost certainly need to help rebuild their self esteem, with love and praise, listening to them and working carefully to change the way they may think of themselves and others.

48Suggested Further Reading & Links49Violence Reduction in Schools : How to Make a Difference. (2006) Council of Europe Publishing.

Dealing with Bullying in Schools (2004) OMoore, M. & Minton. S.J. Paul Chapman Publishing.

101 Ways to Deal with Bullying : A Guide For Parents (1997) Kidscape. UK.

Understanding School Bullying (2010) OMoore, M. Veritas. Dublin

Resolving Bullying (ages 6 -12) (2010) McAuslan, F. & Nicholson, P. Veritas. Dublin.

Bye-Bye, Bully: A Kid's Guide for Dealing with Bullies (2003) Jackson, J.S. Abbey Press. Indiana.

Dont Pick On Me (1993) Stones, R. Piccadilly Press.

Video: Talking to your children about bullying - NSW Public Schools - https://www.youtube.com/watch?v=4BOh8Arcrek