Newsletter 2.03

Bully Intervention: The Early Years

Recent research shows that bullying has increased in recent years and become more vicious and cruel. The actions of bullies can result in violence and have disastrous effects. These actions have become even more alarming when we recognize the young age of some of our worst bullies.

Surveys by the National Education Association and research by Dan Olweus, Leonard Eron and Rowell Huesmann indicate the following:

  • Approximately 160,000 children in the United States alone miss school each day out of fear of other students.

  • About 7% of eighth-graders stay home at least once a month because they fear bullies.

  • There are approximately 2.1 million bullies and 2.7 million victims in schools every day.

  • Bullies have a 24% chance of having a criminal record by age 30.

  • Bullies grow up to have more arrests for drunk driving, spousal abuse and child abuse.

Children as young as two or three may show bullying types of behavior. This behavior increases during elementary school and peaks during middle school. The message to educators is obvious: intervene early.

The first task is to identify the bully

Bullies may tease, harass, threaten, and/or abuse others both sexually and physically. Both boys and girls can become bullies. Boys usually use more direct forms of abuse and usually bully when they're alone.

Girls, on the other hand, tend to bully when they're in groups. They tend to use more indirect forms of bullying. Girls may spread false rumors, make degrading remarks, and sabotage, harass and isolate their victims.

Research shows that bullies:

  • Lack empathy for others
  • Think highly of themselves
  • Often break rules by acting aggressively
  • Get satisfaction from causing injury and suffering
  • Need to feel powerful and in control
  • Are impulsive
  • Defy or oppose adults

But don't these descriptors apply to many immature behaviors? How can one tell the difference between simple teasing and cruel bullying?

Suellen Fried and Paula Fried, in their book Bullies and Victims identify the following six points that can be used to tell the difference:

  1. Intent to Harm. Bullies enjoy bullying. They will continue to bully even when their victims are down.

  2. Intensity and Duration. Bullying continues over a long period of time and becomes worse as time goes on.

  3. Power of the Abuser. The bully picks on certain children because of their age, strength, size or gender.

  4. Vulnerability of the Victim. Bullies target children who can't or won't defend themselves.

  5. Lack of Support. The victim is often alone and is an easy target for the bully.

  6. Consequences. Bullying action has long term emotional effects.

Educators must intervene with bullies immediately. One important consideration is that both the victim and the bully need help.

Some ideas that work

Dan Olweus, a professor of psychology at the University of Bergen in Norway, details an approach that involves interventions at the school, class and individual levels. It includes the following components:

  1. An initial questionnaire
  2. A parental awareness campaign
  3. Teachers work with students to develop class rules against bullying
  4. Individualized interventions with the bullies and victims
  5. Cooperative learning activities to reduce social isolation

Read more about Olweus' ideas

To address the issue of teasing and bullying, teachers should keep the following simple ideas in mind:

  1. Intercede when an incident happens, do not ignore it;
  2. Have discussions about teasing and bullying;
  3. Provide opportunities for boys and girls to interact in positive ways; and
  4. Show they care.

Read more about ideas for teachers

Preliminary results from the three-year Peaceful Schools research project, conducted by the Menninger Child and Family Center, show that while bullying has, in the past, been an accepted part of any student's school experience, it does not have to be tolerated. Students and school staff can learn alternatives to dealing with difference and conflict.

Read more about the Menninger Peaceful Schools Project

The National Education Association has published, in conjunction with Wellesley College in Massachusetts, a series of curriculums that deal with students who bully or harass other students. Each curriculum also provides lessons for students who are the targets of bullying and for those students who are bystanders and often feel helpless when observing bullying or harassment. Each of the three curriculums addresses lesson plans, background information and integration activities to provide teachers with the materials in ready form to use in the classroom immediately.

The curriculums available are:

  1. Quit It! For grades K-3
  2. Bullyproof. For grades 4-6
  3. Flirting Or Hurting? For grades 6-9

Read more about the work at Wellesley College

While some teasing and name calling are a normal part of childhood, no child should be subjected to bullying. All children deserve courtesy and respect.

The Advantage Press offers specific learning packets for students who have been identified as bullies. These packets help students reflect on their wrongdoing, evaluate the impact of their behavior on themselves and others and set goals that will help them learn from their mistakes. In other words, these packets help the educator TEACH the bully.

The Advantage Press, Inc. publishes a number of behavior packets that can help students assess their own social and emotional problems. You are welcome to try our free samples.
This newsletter is freely distributable.

The Advantage Press