Bullying and Cyberbullying -Lee

Bullying and Cyberbullying -Lee

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  Bullying and CyberBullying in America’s Middle Schools: The Perspectives of Teachers and Intervention Processes Monica Lee CI 583
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  INTRODUCTION
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  INTRODUCTION Observations showan average of more than two bullying episodes occurring every hour within classrooms (Craig, Pepler, & Atlas, 2000). It has been proven that bullying can effect class participation and academics along with social and psychological issues of students and middle-school aged children.
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  STATEMENT OF PROBLEMThis research project was conducted to determine and examine the current state of bullying in schools and on the internet, the psychological effects, and intervention programs and this study classifies students and focuses on middle-school grade levels.
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  RESEARCH GOALS Thegoal of this research is to: Determine how often bullying occur in the classroom on a daily basis Determine how teachers react to the bullying to prevent it Discover intervention programs that are currently in place and their effectiveness Understand the short- and long-term effects of bullying in sixth, seventh, and eighth grade Social and psychological
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  RESEARCH DATA CONSISTSOF… Foundational Research Bullies and Targets Intervention and Prevention Effects of Bullying Click here to view a CBS video on Cyberbullying
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  Foundational Research Whatis bullying? A widespread problem Alters opportunities to learn Disrupts collective connections among students Eliminates constructive value in the classroom Definition Intentional aggressive process that involves using unequal power to cause harm The need to gain control over another, (Milsom, A., & Gallo, L., 2006). 
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  Foundational Research Whatis bullying? Cont’d Bullying can begin in many different places with many different resources Internet, classroom, social settings outside of school Bullies develop and emerge within groups of students Starts with teasing and issues many see as “harmless”
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  Foundational Research Typesof Bullying
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  Bullies and TargetsPerception of bullies from students and staff members (Bradshaw, Sawyer, and O’Brennan, 2007). Popular with other students Feared by other students Disliked by other students
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  Bullies and TargetsCont’d Why are some students targeted? Race, grades, gifted students, and quieter students tend to be more vulnerable (Milsom & Gallo, 2006).
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  Bullies and Targets
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  Intervention Processes Whatare school districts doing to eliminate bullying? Environmental Intervention: bullying policies and procedures set up by the school to protect students Prepare instruction to develop strategies to deal with bullying Professional development on bullying intervention for all staff members Click here to read an article regarding the parent's support in preventing bullying!
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  Intervention Processes Cont’dFocus on bystanders (Davis & Davis, 2007) Awareness, empathy, action Supporters for the bully and the bullied Implications for bystanders Change requires action from teachers, school officials, and bystanders (Hazler, et. al., 2000).
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  Effects of BullyingPsychological Effects Long-term effects Social Effects Misunderstanding of social environments Lack of knowledge of how to interact with others Sensitivity Perceptions of safety in school, ( Physical Effects Body dismorphia
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  Effects of BullyingCont’d Psychological Distress Feelings that can occur from bullying: Isolation from poor peer relationships and detachment from family Bullies isolate victims in order to keep bystanders from intervening Dehumanization Slanderous, impersonal nicknames to enemies Creates lower self-esteem Exclusion is like isolation Exclusion is caused by others, where as isolation is a reaction of the victim
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  Effects of BullyingCont’d Social Effects Isolation Exclusion Lack of social skills Paranoia
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  Effects of BullyingCont’d Physical Effects Weight gain Weight loss Damage to one’s self Suicide Cyberbullying effects Invasion of privacy Reputation damage
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  BULLY STATISTICS
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  CONCLUSION Bullying isa major problem. Bullying must be addressed. There are short- and long-term negative effects of bullying. Teacher training must be done to create intervention processes within schools.
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  BIBLIOGRAPHY Bradshaw, C.P.,Sawyer, A.L., & O’Brenna, L.M., (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361-382. Craig, W.M., Pepler, D.J., & Atlas, R. (2000). Observations of bullying on the playground and in the classroom. School Psychology International, 21, 22-36. Davis, S. & Davis, J. (2007). Empowering bystanders in bullying prevention. Illinios: Research Press Frey, K.S., Hirschstein, M.K, Edstrom, L.V., & Snell, J.L. (2009). Observed reductions in school bullying, nonbullying aggression, and destructive bystander behavior: A longitudinal evaluation. Journal of Educational Psychology, 101(2), 446-481. Hazler, R.J., & Carney, J.V., (2000). When victims turn aggressors: Factors in the development of deadly school violence. Professional School Counseling, 4(2), 105-112 Milsom, A., & Gallo, L. (2006).  Bullying in middle schools: prevention and intervention. Middle School Journal . Retrieved from www.nmsa.org/publications/middleschooljournal/articles/january2006/article2/tabid/693 Swearer, S.M., & Espelage D.L. (2004). A social-ecological framework of bullying among youth. In D.L. Espelage & S.M. Swearer (Eds.), Bullying in American schools: A social-ecological perspective on prevention and intervention, 1-12. New Jersey: Erlbaum. Willard, N. (2007). Cyberbullying and cyberthreats: Responding to the challenge of online social aggression, threats, and distress. Illinois: Research Press. White, N., & Loeber, R. (n.d.). Bullying and special education as predictors of serious delinquency. Journal of Research in Crime and Delinquency . Retrieved from http://jrc.sagepub.com/content/45/4/380.full.pdf+html