Reflection Cover Sheet

Standard IV Title: Positive Learning Environment Name of Artifact: Bullying Research Paper Course: Health and Safety Needs of School-Aged Children Rationale Statement: or this assignment ! "as allo"ed to pic# from any num$er of topics to "rite a research paper% ! chose the topic of $ullying in schools% ! chose to focus my thesis on "hat different methods of prevention are there that help prevent $ullying& and also ho" schools can deal "ith $ullying situations so that $oth the $ully and the victim can gro" from the situation to $ecome $etter people% 'his assignment taught me a lot a$out ho" the safety of #ids at school really has a strong affect on ho" "ell they "ill learn% (hen #ids feel safe at school& they have a positive learning environment that allo"s them to focus "holly on their academics& in turn& producing $etter grades% (hen #ids are $ullying or $eing $ullied in school& their attention slips a"ay from their studies and their academic achievement is directly affected% !n order to create a positive learning environment for all of all our students& teachers and all other faculty mem$ers must play an active role in the prevention of $ullying& and also the healing process after a $ullying situation has $een resolved%

Craig )oses *+,*+-. Health and Safety Needs of School-Aged Children /r% 'heresa Souchet Research Paper: Bullying

0nfortunately& $ullying is an unavoida$le part of life for children& $ut "hat is the $est "ay to deal "ith $ullying so that $oth the $ully and the victim can gro" from the e1perience and $ecome $etter people2 Before this 3uestion can $e ans"ered& it is important to e1plore every aspect involved "ith $ullying% Specifically& "e need to loo# at everything that $ullies do& the "ay it affects $oth the victim and the $ully& and e1actly ho" much $ullying currently occurs in schools% Bullying is very fre3uent and since the $eginning of time it has plagued schools all over the "orld% !t is a ma4or issue in today5s "orld and is "ell-"orthy of discussion% )ost of the time "hen people thin# of $ullying going on in schools& one generic picture comes to mind6 a $ig& scary $oy coming along to a younger& punier child and saying& 78ive me your lunch money dor#9: then the $ully proceeds to turn the victim upside do"n to empty his poc#ets for lunch money% Ho"ever& $ullying is not al"ays that simple& and there does not necessarily need to $e physical violence involved in order for something to $e considered $ullying% 'here are three different types of $ullies that are common in schools today6 physical $ullies& ver$al $ullies& and relational $ullies ;)ilsom < 8allo& =-->?% Physical $ullies are 4ust "hat they sound li#e& physical% 'hese types of $ullies tend to hit& #ic#& punch& shove& or use any other type of physical e1ertion of energy

to"ards other #ids ;)ilsom < 8allo& =-->?% @er$al $ullies are the types of $ullies that use harsh "ords such as name-calling& insults& racial comments& or comments a$out another student5s physical appearance in order to degrade their victim ;)ilsom < 8allo& =-->?% @er$al $ullying is the most commonly reported type of $ullying ;)ilsom < 8allo& =-->?% inally& relational $ullies "ill act $y singling

out their victim from their peer group% 'his is mostly done $y the $ully using ver$al threats or spreading undesira$le rumors a$out their victims ;)ilsom < 8allo& =-->?% (hile these types of $ullying are not necessarily the stereotypical pictures that come to mind "hen thin#ing a$out $ullies& they are all very serious and can possi$ly have some serious detrimental affects on $oth parties involved% 'here are a num$er of statistics to #eep in mind "hen thin#ing a$out $ullying as "ell% 'ypically& more $oys are involved "ith $ullying than girls& and more $oys tend to use physical $ullying than girls as "ell ;)ilsom < 8allo& =-->?% Research also sho"s that children "ho have special needs are more vulnera$le to $ullying in schools than the typical school child ;Slee < )ohyla& =--A?% Research from Australia also indicates that , out of every > primary school children "ill $e $ullied once a "ee# or more ;Slee < )ohyla& =--A?% 'his is an alarming statistic% As "ell as children may $e getting along in school& it is highly dou$tful that any one student "ill go through their lives "ithout ever $eing $ullied% !t is also important to $e mindful of the fact that that if one out of si1 children are $ullied once a "ee#& than there also must $e at least one $ully for each $ully victim& may$e even more9 !t is something that according to statistics is almost inevita$le

for any school-child to avoid% (hether they are $ullies& victims& or $ystanders& every student "ill encounter $ullying at some point during their school years% 'here are three different categories that students may fit into "hen tal#ing a$out $ullying% Students may either $e a $ully& a $ully victim& or a $ystander ;Sol$erg& Bl"eus& < Endresen& =--A?% 'here are a num$er of serious emotional issues that can $e attri$uted to $ullying for $oth $ullies and their victims% Research sho"s that $oth $ullies and victims have proven to $e more depressed than students "ho are not involved "ith $ullying ;)ilsom < 8allo& =-->?% /epression is an e1tremely serious mental disorder that can lead to any num$er of other issues such as eating disorders and even suicide% Bther pro$lems associated "ith $ullying are a decrease in academic performance& and even dropping out of school altogether ;)ilsom < 8allo& =-->?% (ith all of the steps $eing ta#en to increase the performance of every single student in schools all over the 0nited States& it is a mystery as to "hy programs such as 7No Child Left Behind: don5t focus their attention even more on effective "ays to prevent $ullying from occurring% )ore specifically& pro$lems such as delin3uency and alcohol and drug a$use have $een associated "ith people "ho "ere $ullies "hen they "ere children ;)ilsom < 8allo& =-->?% @ictims of $ullying tend to $e more at ris# to issues li#e a$senteeism& loneliness& and a loss of friends ;)ilsom < 8allo& =-->?% 'hese ris#s increase even further if help and emotional support for these students is not provided ;)ilsom < 8allo& =-->?% 'his means that offering support to victims of $ullying is 4ust as important as the prevention of $ullying itself% 'he last category is the $ystanders& "hile they are not necessarily at as high of a ris# as the $ullies

and victims may $e for future pro$lems& they are still faced "ith a moral dilemma "henever "itnessing $ullying% Should they themselves intervene& should they go get help& or should they 4ust do nothing and stay out of it2 (hile adults may encourage #ids to tell an authoritative figure& that isn5t al"ays the response that the $ystanders choose to ma#e% 'hese $ystanders "ill al"ays feel uncomforta$le at the sight of $ullying& ho"ever& they may not al"ays necessarily ma#e the correct decision a$out "hat to do in the situation% Bullying can oftentimes $e prevented $y telling an adult and it is vital for students "ho "itness $ullying to $ring the situation to a responsi$le adult% Bthers can potentially $e very hurt $y $ullying& ma#ing it essential to come for"ard "ith information% (ith all of these issues at sta#e& it is crucial for schools to crac# do"n on $ullying $y using $oth different methods of prevention as "ell as increased support for children "ho have $een $ullied% A ma4or 3uestion that arises from all of this& ho" can the issue of $ullying $e attac#ed in order to get the $est results for $oth the victim and the $ully2 'here are so many different methods $eing used internationally that are "orthy of discussion% Bne "ay of dealing "ith $ullying is $y using pro$lem-$ased learning% @ictims of $ullying need to $e presented "ith $etter methods of effectively dealing "ith $ullies& and $y implementing the use of pro$lem-$ased learning& school counselors can use pro$lem-solving in literature-$ased lessons ;Hall& =-->?% By using this strategy effectively& it is possi$le to increase a"areness and #no"ledge of $ullying as "ell as teacher+parent involvement and the child5s assertiveness s#ills ;Hall& =-->?% Bullying is oftentimes re"arded $y victims "ho

act passively and nonassertively% 'his $asically means students "ho give in to demands of the $ully& cry easily& and fail to defend themselves ;Hall& =-->?% Pro$lem-$ased learning helps teach students that $ullies "ant their victims to concede to them and that in order to stop it from happening& they must $e assertive% 'here is one specific pro$lem-$ased learning program called 7Steps to Respect: "hich includes lessons $ased on literature that meet $oth language arts and social and emotional learning o$4ectives ;Hall& =-->?% 'his program not only teaches things related to the academic curriculum& $ut it also reinforces the strategies for responding to $ullying as "ell ;Hall& =-->?% An e1ample of this "ould $e children reading a $oo# in class "here one of the characters gets pic#ed on $y a $ully and the character responds $y $eing assertive and defending himself% 'hen& "hen the pro$lem persists& the character see#s assistance from a responsi$le adult "ho is a$le to diffuse the situation and #eep it from occurring% 'his type of activity "ould not only "or# on a child5s reading s#ills& $ut "hen analyCing the story& students "ill $e taught from a young age the proper "ay of dealing "ith a $ully% )easures li#e these "ill surely help to decrease the num$er of $ullying occurrences if it is taught from a young age% Results indicate that students that have undergone pro$lem-$ased learning have had less stress and more encouragement in their learning environment than students "ho e1perienced a more traditional type of learning ;Hall& =-->?% (hile this method can $e very successful& there are different stipulations that must $e met% Not only must the literature $e reada$le and grade-appropriate& it must also $e relevant to the students5 lives ;Hills$erg < Spa#& =-->?% !f students can relate to "hat it is they

are reading& there "ill $e a much higher success rate in $oth teaching victims to defend themselves as "ell as teaching $ullies that "hat they are doing is "rong and detrimental to themselves and to others% 'his method "or#s $etter for victims than it does for $ullies simply $ecause it teaches them to $e assertive and "hile $ullies may $enefit from pro$lem-$ased leaning as "ell& there are other methods that are $etter-suited for $ullies% !n order to understand $ullies and $e a$le to help them $etter& "e can loo# at some of the causes for $ully-li#e $ehavior% Sometimes& $ullies have uni3ue home-lives "here their parents have either a physically or ver$ally a$usive relationship& therefore leading the child to $elieve that that type of $ehavior is accepta$le ;La#e& =--*?% Also& violence on television and in video games can $e a large contri$utor to violent $ehavior of the child ;La#e& =--*?% 'his $rings up the first important point for preventing #ids from $ecoming $ullies% All #ids are very easily s"ayed $y their parents and $y the media& "hich ultimately means& the prevention starts at home ;La#e& =--*?% Parents need to monitor not only "hat their children are "atching on television& $ut also the "ay they act as "ell% !f these steps are ta#en $y parents& the num$er of #ids that $ecome $ullies "ill surely dramatically decrease% Ho"ever& if a child still acts violently in school even after parents ta#e these preventative measures& there are certain classroom management techni3ues that can $e used to help the child as "ell% An important "ay teachers can use to change the $ehavior of a violent child is rather than pointing out the $ehaviors the teacher "ants the child to stop& he+she must point out the $ehaviors that they actually "ant the child to display ;La#e& =--*?% By doing this& teachers

are using positive reinforcement to get their point across and help students& rather than negative reinforcement% Another step that can $e ta#en to reduce violent $ehavior in a child that is considered a $ully is $y increasing the amount of colla$oration $et"een parents and the school ;)cAdams < Schmidt& =--A?% 'his colla$oration should focus mainly on "ays of developing a sense of empathy for their $ully victims ;)cAdams < Schmidt& =--A?% (hile this empathy ta#es time to develop and "ill not sho" up completely right a"ay& it is still a very crucial step in ma#ing an individual more compassionate to"ards others& in turn& decreasing violent $ehavior and $ully-li#e actions% 'here is also another& slightly more high-tech "ay of preventing $ullying from occurring in schools and also stopping any e1isting $ullying from continuing% A ne" virtual simulation called @itec is a computer program that is designed to help #ids gain a $etter understanding of "hy $ullies& victims& and $ystanders all act the "ay that they do ;(agner& =--D?% 'his is a game "here the students can play the role of a $ully& a victim& and a $ystander in order to learn ho" they should act in certain situations% 'he game is unscripted& so the results change depending on ho" the students choose to act ;(agner& =--D?% 'his ma#es this method e1tremely uni3ue and effective in dealing "ith $ully situations $ecause it truly gives the students a deeper understanding for "hy people act the "ay that they do& and also lets them find out for themselves "hat the $est "ay of dealing "ith a $ully situation may $e no matter "hat role the student may $e playing% !n case it is still unclear 4ust ho" $ig of a deal $ullying is in the "orld& here is some evidence that may ma#e it more o$vious% !n ,E.> at )anchester5s

Burnage High School& physical $ullying "as ta#en to the e1treme% A ,F-year old "hite male sta$$ed a ,F-year old Asian male% 'his incident ended fatally% !t "as later determined that the school5s anti-racist policy had failed to classify 7racial a$use: as $ullying& and "as therefore narro"ly conceived ;B5Brien& =--A?% !f this school had simply $een more active in $ully prevention& this young $oy might still $e alive today% !f this doesn5t prove that $ullying is a very real issue& then nothing does% After all this tal# of different methods that can $e used in order to handle $ullying& "hat actually is the $est "ay2 (ell& in order to ans"er this 3uestion& "hy not as# the #ids themselves2 After administering a survey to F,, children "ith an average age of ,, years old& this is "hat they concludedG the outcome of the study sho"ed that the ma4ority of the students said that $est strategy for intervention is assertiveness ;Camodeca < 8oossens& =--D?% 'his means that most children& "hen as#ed ho" to deal "ith a $ully "ould respond $y saying that they "ould $e assertive rather than giving in to "hat the $ully "ants% 'he simple fact alone that the ma4ority of the #ids ans"ered this "ay is a good sign for the future% Ho"ever& 4ust $ecause they #no" this is the "ay they should act& does not mean that they in the heat of the moment that is "hat they "ill do% !t is still necessary to ta#e other steps to"ard prevention& $efore intervention is ever even necessary% 'he most important thing that could ever possi$ly happen in preventing $ullying in schools happens in the child5s home at a very young age% !t is the parents5 4o$ to monitor "hat their child is "atching on '%@% and playing on the computer% By #eeping a proper image in the child5s head that aggressive $ehavior

is not accepta$le& the children "ill learn from a young age that $ullying and violent $ehavior is "rong and there is no e1cuse for it% !t is also crucial that children are taught $oth $y parents and teachers ho" to deal "ith the situation in case they are ever actually $ullied% 'hen& if these preventative measures ta#en still do not "or#& a com$ination of the pro$lem-$ased learning method and games li#e @itec seem to have the $est results in not only putting $ullying to an end& "hile also allo"ing $oth the $ully and the victim to gro" into $etter people "hen all is said and done% Bullying has had a personal toll on my life 4ust as it has on so many others% )y most memora$le of my e1periences "ith $ullying happened in third grade% 'his "as the year ! finally stood up to Anthony& the $oy "ho had $ullied me and a num$er of my friends everyday at recess% Bne day& Anthony came up to me and pushed off of the s"ing that ! "as on% ! told him& 7!f you push me li#e that again& !5m going to fight $ac#%: He did not heed my "ord and he "ent to push me again& $ut $efore he had the chance& ! #ic#ed him in the head as s"iftly and po"erfully as my third-grade $ody possi$ly could% He didn5t cry& $ut he "as shoc#ed and "ithout a "ord& he ran a"ay% rom that day for"ard& ! "as never $othered $y

Anthony ever again% ! had stood up for myself 4ust enough to handle the situation "ithout having to get into a full-fledged fight% 'herefore& ! am living proof that asserting yourself against a $ully really does "or#% Although there "ere other $oys "ho "ould try to $ully me as ! got older and "ent into )iddle School& ! "ould al"ays #no" that ! had the po"er to handle any situation that came my "ay%

Bullying "ill forever plague schools all over the "orld and it is vital to #no" "ays in "hich teachers and parents can "or# together in order to lessen the $lo" $ullying has on society& and #eep our children safe and happy% A higher 3uality of life for students "here they can focus on their academics at school rather than on $ullies "ill provide them "ith less stressful lives and prevent many of the pro$lems& such as depression and suicide& "hich can oftentimes $e lin#ed to childhood violence%

Craig )oses ,+F,+-. Health and Safety Needs of School-Aged Children /r% 'heresa Souchet Research Paper Bi liography Camodeca& )%& < 8oossens& % ;=--D& )arch ,?% ChildrenHs Bpinions on Effective Strategies to Cope "ith BullyingG 'he !mportance of Bullying Role and Perspective% Educational Research& 47;,?& EF% ;ER!C /ocument Reproduction Service No% EI>E,>>E? Retrieved Ianuary F,& =--.& from ER!C data$ase% Hall& J% ;=-->& e$ruary ,?% 0sing Pro$lem-Based Learning "ith @ictims of Bullying Behavior% Professional School Counseling& 9;F?& =F,% ;ER!C /ocument Reproduction Service No% EIA*FFF>? Retrieved Ianuary F,& =--.& from ER!C data$ase% Hills$erg& C%& < Spa#& H% ;=-->& Novem$er ,?% Koung Adult Literature as the Centerpiece of an Anti-Bullying Program in )iddle School% Middle School Journal& 38;=ov?& =F% ;ER!C /ocument Reproduction Service No% EIAD=..=? Retrieved Ianuary F,& =--.& from ER!C data$ase% La#e& @% ;=--*& August ,?% Profile of an AggressorG Childhood Bullies Evolve into @iolent Kouths% Early Child Develo !ent and Care& "74;>?& D=A% ;ER!C /ocument Reproduction Service No% EI>.,D-,? Retrieved Ianuary F,& =--.& from ER!C data$ase% )cAdams& Charles R%& !!!& and Christopher /% Schmidt% LHo" to help a $ullyG recommendations for counseling the proactive aggressor%;Report?%L Professional School Counseling ,,%= ;/ec =--A?G ,=-;E?% 8eneral Bne ile% 8ale% !thaca College Li$rary% =E Ian% =--. MhttpG++find%galegroup%com+it1+start%do2prod!dN !'B O% )ilsom& A%& < 8allo& L% ;=-->& Ianuary ,?% Bullying in )iddle SchoolsG Prevention and !ntervention% Middle School Journal& 37;F?& ,=% ;ER!C /ocument Reproduction Service No% EIAD=.DA? Retrieved Ianuary F,& =--.& from ER!C data$ase% BHBrien& C% ;=--A& Septem$er ,?% Peer /evaluation in British Secondary SchoolsG Koung PeopleHs Comparisons of 8roup-Based and !ndividual-Based Bullying% Educational Research& 49;F?& =EA% ;ER!C /ocument Reproduction Service No% EIAAFFD>? Retrieved Ianuary F,& =--.& from ER!C data$ase%

Slee& P%& < )ohyla& I% ;=--A& Iune ,?% 'he Peace Pac#G An Evaluation of !nterventions to Reduce Bullying in our Australian Primary Schools% Educational Research& 49;=?& ,-F% ;ER!C /ocument Reproduction Service No% EIA>F*F=? Retrieved Ianuary F,& =--.& from ER!C data$ase% Sol$erg& )%& Bl"eus& /%& < Endresen& !% ;=--A& Iune ,?% Bullies and @ictims at SchoolG Are 'hey the Same Pupils2% #ritish Journal of Educational Psychology& 77;=?& **,% ;ER!C /ocument Reproduction Service No% EIA>>.-.? Retrieved Ianuary F,& =--.& from ER!C data$ase% (agner& Cynthia 8% L8ames to help #ids deal "ith $ullies%L 'he uturist FE%D ;Sept-Bct =--D?G ,>;=?% 8eneral Bne ile% 8ale% !thaca College Li$rary% =E Ian% =--. MhttpG++find%galegroup%com+it1+start%do2prod!dN!'B O%