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Bullying: A Growing Problem in Ontario Schools

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Bullying: A Growing Problem in Ontario Schools By Ashley Imgrund, Jen Kroetsch, Kim Herbert, and Haily Buettner. Ontario Unveils Plan to Fight Bullying in Schools ... – PowerPoint PPT presentation

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Title: Bullying: A Growing Problem in Ontario Schools


1
Bullying A Growing Problem in Ontario Schools
  • By Ashley Imgrund, Jen Kroetsch, Kim Herbert, and
    Haily Buettner.

2
Ontario Unveils Plan to Fight Bullying in
Schools
  • In an article in the Globe and Mail on November
    17th, 2005, the provincial government made an
    announcement regarding mandatory anti-bullying
    programs in every Ontario School.
  • The Ontario government has outlined a three-year,
    23-million initiative. Each school will receive
    as much as 2,000 for staff training and
    resources to create an approved
    bullying-prevention program. All Ontario schools
    will also be required to create safe-school teams
    and anonymous reporting mechanisms, such as drop
    boxes and peer group interventions.
  • This is a serious problem that should not be
    left unchecked, says Gerard Kennedy, Ontarios
    Education Minister.

Gerard Kennedy (Education Minister)
3
Relation to the Safe Schools Act
  • (Bill 8, 2000)
  • All members of a school community have the right
    to expect that schools are safe and free of
    violence.
  • Zero-tolerance policy for bullying and violence
  • (Ontario Schools Code of Conduct)
  • Sets out clear standards of a behaviour in
    schools
  • Specifies mandatory consequences for student
    actions that do not comply with these standards
  • All members of a community are treated with
    respect
  • Members of the school are expected to use
    non-violent means to resolve conflict

4
Presentation Outline
  • In order for us, as future teachers, to
    understand and prevent bullying, it is crucial
    that we examine the following aspects
  • Statistics of Bullying
  • What is Bullying? Why do children bully?
  • Types of Bullying
  • Confrontation Types in Children
  • Group Activity
  • What schools can do? Considerations.
  • Examples of Programs Kelso, SNAP, Peacemakers,
    2nd Step Prevention Curriculum.
  • Wrap Up/Conclusion Questions

5
Statistics
  • Survey results from St. Annes Catholic School in
    Richmond Hill, Ontario (281 students- Grades
    2-7)
  • 68 of children feel safe in school
  • 88 believed bullying was a major problem in
    their school
  • 62 said they have been bullied at some point or
    another
  • 40 said they have been bullies at some point in
    their school life.
  • 78 said they have seen someone being bullied
  • 51 have reported bullying when they have
    witnessed it in the school yard
  • 12 are afraid to report because of the fear of
    being made fun of by the bully.
  • In looking at these statistics, it is quite clear
    that bullying is a major problem in Ontario
    schools and MUST be dealt with accordingly.

6
What is Bullying?
  • Bullying is harmful, deliberate behaviour
    intended to hurt the victim physically,
    emotionally and/or psychologically. Bullying is
    ABUSE and as such needs to be taken very
    seriously.

7
Why do children bully?
  • Children who bully enjoy having power and control
    over other children. They often get positive
    attention from their peers for bullying. Victims
    of bullies may learn to become bullies
    themselves.
  • (Victim Services Brant)
  • The intention of bullying is to put the victim in
    distress in some way

8
Types of Bullying
  • Physical This type of bullying involves hitting
    or kicking the victim, or taking and/or damaging
    the victims property. As these types of bullies
    get older, their attacks usually become more
    aggressive.
  • Verbal This type of bullying involves using
    words to hurt or humiliate another person. It
    includes name-calling, insulting, making racist
    comments and constant teasing.

9
Types of Bullying
  • Relational This is where bullies try to convince
    their peers to exclude or reject a certain person
    or people and cut the victims off from their
    social connections. This is most often seen in
    girls who spread and create nasty rumours about
    others or exclude an ex-friend from the peer
    group.

10
Confrontation Types in Children
  • The Terrible-Tempered Atoms Regard anger as a
    way of life, and trust no one. They give out
    insults where none was intended, at times.
  • The Hipshooters Are quick to express anger and
    quick to forget it. They are impulsive, volatile,
    and often surprised at the negative reaction they
    evoke.
  • The Counterattackers Hide their hurt over
    criticism by criticizing in return. What they are
    really saying is, When you hurt me, Ill hurt
    you right back!
  • The Displacers Handle anger they dare not
    direct at a powerful figure, such as a parent, by
    blowing up at someone elseoften another child.
    This rage is out of proportion to the incident
    that provoked it.
  • The Handlers Have a repertoire of responses to
    employ in different situations. They know how to
    take time to cool off, ventilate, and understand
    the source of their anger. They attack the
    problem, not the person!
  • (From Managing Conflict A Guide to Conflict
    Resolution for Educators)

11
Group Activity
  • Your group has formed a school committee for
    anti-bullying. What aspects should and do you
    think you need to consider when creating a school
    behaviour management plan?
  • Brainstorm some points you should consider and
    include in your plan. (5 minutes)

12
What Schools Can doSix Recommended Components
in a Conflict Resolution Program
  • Curriculum
  • All students learn how to deal with and resolve
    problems and conflicts peacefully.
  • Students gain tools and skills to solve common
    problems in the classroom and playground.

13
Recommendations continued...
  • Peer Mediation
  • Students are trained in conflict-resolution and
    mediation and can handle common
    student-to-student problems, such as rumours,
    friendship arguments, misunderstandings, etc.
  • Teaches students how to solve disagreements,
    without consulting with adults.
  • Peer Mediators are expected to communicate
    effectively, ensure confidentiality, remain
    neutral, find the underlying cause of conflict,
    know the steps for resolving conflicts and
    maintain self-control.

14
Recommendations continued...
  • 3. Professional Development
  • Need to train staff on the conflict-resolution
    curriculums and for certain roles, such as policy
    makers, counselors, and administrators.
  • Teaching staff about programs, how to implement
    them, and how to model them.
  • As well, on an ongoing basis, to refresh,
    develop, and possibly adapt the program.

15
Recommendations continued...
  • 4. Parent/Community Initiatives
  • Provide training and materials for families to
    reinforce conflict-resolution strategies at home.
  • Encourages parents to help at school, as
    negotiators or facilitators of peer mediation-
    parents can help facilitate these programs.
  • Other people in the community can also be
    involved, like police, business, churches, local
    government agencies, and community and public
    services.
  • With these community agents, schools can create
    partnerships.

16
Recommendations continued...
  • School-wide Reinforcement and Behaviour
    Management Systems
  • Conflict-resolution programs
  • The program should be integrated into school
    policies and procedures and be outlined in the
    student/school handbook.
  • Behavioural issues should be disciplined and
    resolved with cooperation.
  • Teachers classroom management plans should also
    reflect the school conflict-resolution
    program/system.

17
Recommendations continued...
  • Evaluation
  • Have to evaluate the needs of the school before
    establishing a program (as each school and
    neighbourhood experiences different issues and
    problems).
  • Need to look at ways to improve issues and
    maintain areas that are good or working well.
  • Also need to continue to evaluate the
    effectiveness of the program and continuously
    improve various aspects (as schools needs do
    change over time).

18
Four Examples of Conflict-Resolution Programs in
Ontario Schools
  • Kelsos Choices (Conflict Management Program for
    Children)
  • Mascot is a green frog named Kelso, as the
    program is geared towards primary/junior
    students.
  • Child can resolve conflict and is capable of
    being a peacemaker.
  • Knowing what to do will help students reduce the
    stress and number of conflicts in the school
    playground and classroom.

19
Kelsos Choices
  • If a child has a problem in the school yard, he
    or she can try 2 of Kelsos choices
  • Wait and cool off
  • Go to another game
  • Share and take turns
  • Talk it out until the issue is resolved and there
    are no hard feelings
  • Walk away
  • Ignore it
  • Tell him or her to stop and how you feel.
  • Apologize
  • Make a deal or compromise
  • (www.shentel.net/school/ales/kelso/kelso.html)

20
Four Examples of Conflict-Resolution Programs in
Ontario Schools
  • 2. SNAP Program (Stop, Now And Plan)
  • Helps students think before they act
  • Can reduce impulsiveness or reactive responses to
    conflicts with peers
  • Encourages students to describe how they feel and
    think about a situation
  • Helps students recognize physical and emotional
    signs before they react to a problem (understand
    the problem trigger)

21
SNAP PROGRAM
  • STOP- Snap fingers, take deep breaths, put hands
    in pockets, count to ten, and tell him or herself
    to stop.
  • NOW- Calm down and make the right choices.
  • AND.
  • PLAN- pick a plan that will work for him or her
    in the situation. Example use words to solve the
    problem, ignore the issue, and/or ask for help
    from a friend and teacher.

22
Four Examples of Conflict-Resolution Programs in
Ontario Schools
  • Peacemakers Program
  • Curriculum-based violence prevention program for
    upper elementary school students.
  • 18-lesson psychoeducational curriculum delivered
    by teachers.
  • Teaches students positive attitudes and values
    related to violence, and trains youth in
    conflict-related psychosocial skills such as
    anger management, and problem solving.
  • The program includes a variety of classroom
    activities, including instruction, role-plays,
    hand outs, and experiential exercises.

23
Peacemakers Program
  • After this program is completed by each student
    in grades 7 and 8, students who score 75 or over
    in the program are selected to become
    peacemakers or peer-mediators in their school
    playground at recesses and lunches.
  • The students, much like lunch monitors, walk
    around the playground and mediate or assist
    students who need help in solving conflicts or
    communicating to say NO to bullies.
  • At an elementary school in Toronto, the school
    reports indicated that the intervention was
    associated with a 41 decrease in disciplinary
    incidents and 67 fewer suspensions.

24
Four Examples of Conflict-Resolution Programs in
Ontario Schools
  • Second Step A Violence Prevention Curriculum
  • Classroom-based social skills program for 4-14
    years old children.
  • Aim is to reduce impulsive, aggressive behaviour
    and to increase social-emotional competence.
  • The program was created by the Committee for
    Children, which is a non-profit organization.

25
Second-Step A Violence Prevention Curriculum
  • The program is organized into 3 skill-building
    units
  • Empathy Teach students to identify and
    understand their own emotions and others.
  • Impulse control and Problem Solving Choose
    positive goals, evaluate consequences, understand
    safety, fairness, and the impact on others.
  • Anger Management Manage emotional reactions and
    engage in decision making.

26
Conclusion
  • Bullying is a very serious problem that is
    affecting elementary schools in Ontario today.
  • Whether it is calling others names or physically
    or emotionally harassing others, these are forms
    of bullying that affect students. They are
    damaging to childrens lives, grades, and they
    impact schools by creating a climate of fear and
    disrespect.
  • If we, as future teachers, target this problem at
    an early age in children then we can prevent more
    aggressive incidents from taking place. Incidents
    such as the Columbine School shooting or the most
    recent incident in Hamilton, on November 22nd
    2005, at Glendale Secondary School where 15 boys
    burst into the school with machetes to avenge the
    bullying on one of their younger brothers.
  • If the problem of bullying is tackled early
    enough with proper education on bullying
    techniques given to teachers, parents and
    students, it will hopefully become a PROBLEM OF
    THE PAST!

27
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