Creating a Bully Free Alberta - RTC# 124 SARA Project Reg# 3460 Cst.CUNNINGHAM North East Division, Squad

RTC# 124 SARA Project
    Creating a Bully Free Alberta
           Reg# 3460 Cst.CUNNINGHAM
           North East Division, Squad 1

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Prevention of Bullying Initiative

       Education and awareness, as well as
        supporting communities in their bullying
        prevention efforts, is the priority of this SARA
        Project.

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So What is Bullying?
         "Bullying" means repeated and hostile or demeaning
         behaviour by a student where the behaviour is
         intended by the student to cause harm, fear or distress
         to another individual in the school community,
         including psychological harm or harm to the
         individual's reputation. - Alberta Education, 2012

     Three critical components:

         Intentionality
         Repetition
         Power Differential

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When does it happen?

   Bullying is a problem that is not limited to a specific
    time and date, however, bullying seem to be
    prevailing among Grade 5 to 10 students. Bullying
    used to be mostly happening during school hours
    and on school grounds. Social media and cell
    phones allow bullying to continue now into our
    homes and away from school settings.

Four most common types of bullying:

                      Verbal
                      Social
                      Physical
                      Cyberbullying

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How Common is Bullying?

       Bullying occurs on average every 7 minutes
       Each bullying episode lasts about 37 seconds
       One in 7 boys between 4 and 11 years of age
        bullies others. One in 10 are bullied.
       One in 11 girls between 4 and 11 years of age
        bullies others. One in 14 are bullied.

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The Makeup of a Bully

       Bullying is a learned behavior.
       Bullies have an air of superiority that often
        masks deep hurt and feelings of inadequacy.

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Who Gets Bullied?

    Child or youth who is:

       different
       successful
       in the wrong place, at the wrong time
       finds the victim role reinforcing

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Why Some Kids Do Not Bully

       capable, confident, connected
       empathy for others
       socially competent
       loved and cared for by at least one adult
       capable of learning from positive adult models

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Why Don’t Kids Tell?

        Ashamed or afraid
        Unsure of adults’ abilities to help
        Experienced with the ill effects of telling

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What Are the Effects of Bullying?

        Negative effect on learning
        Can lead to more serious concerns

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The Bystander

        Bystanders are
         present 85% of the
         time when bullying
         occurs.

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Bystanders Will be the Agents for
     Social Change
     It’s okay to report bullying to school authorities.        70% yes
     It is my responsibility to do something
     when I see bullying.                                       45% yes
     If you tell on a bully, people will think
     you are a “tattle tale” or loser.                          58% yes

     Kids who tell on bullies are often the next victims.       76% yes

     Across schools….
     Agree that it is “better to get involved.”                    64%
     Believe that there is “something I can do to stop it”.        62%
     Do not feel that they are “too frightened to intervene.”      67%
     Agree that they are “just glad it’s not me”.                  67%
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Implications
     Awareness /Behaviour Change

        Bullying is a social problem that requires an
         understanding of human relationships.
        We need to purposefully promote positive social
         development in our youth.
        All children involved in bullying incidents --
         perpetrators, victims and bystanders - must be
         included and considered in bullying interventions.
         We will effect the most change with the largest
         group – bystanders.
        We need to intervene at multiple levels if we are to
14       effect real changes in bullying in our society.

Strategies- Children

      Tell Children to:
       Have a friend and be a friend.
       Ask a friend to help you.
       Make sure you are part of a group.
       Ask adults for help, and keep asking until you get it.
        Keep them informed of the situation.
       Use a calm voice to explain what happened.

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What Can Adults do About
     Cyberbullying?

        Learn about technology
        Be available
        Teach responsible internet use
        Put the computer in a visible, high traffic
         place
        Install and use blocks
        Encourage children and youth to speak up

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Strategies (schools and communities)

     When you see or hear bullying:
        Immediately stop the           Include the bystanders in
         bullying                        the conversation
        Refer to the relevant          Do not require the children
         rules against bullying          to meet and “work things
                                         out”
        Support the bullied child
                                        Provide follow-up
        If appropriate, impose          interventions, as needed
         immediate consequences

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www.bullyfreealberta.ca

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Bullying Helpline

                    1-888-456-2323

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Web Resources
        www.bullyfreealberta.ca   www.bewebaware.ca
        www.B-Free.ca             http://csefel.uiuc.edu
        www.teamheroes.ca
                                   www.research4children.org
        www.bullying.org
        www.cyberbullying.org     www.cipb.ca
        www.education.gov.ab.ca/safeschools
        www.crimeprevention.gov.ab.ca

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Acknowledgements
     Dr. Shelley Hymel                    Dr. Tanya Beran, Professor, Division of Applied
     Professor, Department Head           Psychology – Education, University of Calgary
     University of British Columbia,
     Faculty of Education                 Dr. Barbara Coloroso, Educational Consultant

     Audrey Cole, National Coordinator,   Dr. Marliss Meyer, Alberta Education
     Canadian Initiative for the
     Prevention of Bullying               Sandra Woitas, Alberta Education
     Dr. Wendy Craig, Associate
     Professor, Department of             Karen Bain, Behavioural Programming
     Psychology, Queen’s University       Specialist, Edmonton Public Schools

     Dr. Shelley Pepler, Professor of     Dr. Tony McLellan, Alberta Education
     Psychology, York University

     Dr. Tracy Vaillencourt, Assistant
     Professor, Associate Chair,
     Department of Psychology,
     Neuroscience and Behaviour,
     McMaster University

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