1	Understanding Youth Aggression: Tools for Educators A Look at Aggression from a Developmental Perspective, with Experiential Tools to Help Reduce Aggression and Conflict in Schools
2	Bullying/Aggression: Myth or Reality? Bullies are social outcasts…nobody likes them Aggression between children/youth is rare; only happens to a few select students Victims almost always tell when they’ve been bullied or harmed Bullying is mostly a “guy” thing Boys and girls show aggression similarly (e.g., bully in the same way) Bullying is a normal part of growing up – it happens to everybody sooner or later
3	Bullying / Aggression: What Is It? Most “definitions” of bullying or targeted childhood aggression include 3 components: (1) must be a victim (2) must be an aggressor/perpetrator (3) the exchange between them must include a purposeful imbalance of power between bully and victim that is sustained over time, and is not just the transient “tease”, comment, shove, etc. – in other words, the behavior has to occur sufficiently both in number of times and in its seriousness, and involve physical aggression or the withholding of rights, privileges, or the same opportunities available to all children/youth.
4	Why Worry About It? National Center for School Safety, among many other studies (Olweus, 1993; USDOE, 1998) note that 30% of American children are involved in bullying at least once per month (either as victims, or as the bully, or as a bystander) 11-16% are victims of chronic/persistent bullying or aggression, and 8% are “severely traumatized” by aggression at least once per week – a recent RAND study noted that 1 in 5 12 year-old students reported being bullied between once per week and once per month Each day in America, some 160,000 school aged children stay home from school because they do not feel safe attending (Fried & Fried, 1996) While the numbers of weapons charges, violent crimes, etc. involving children or adolescents have dropped across the country since 1993, the number of students reporting being physically threatened, assaulted or intimidated by other students has risen over the same time period (CDC, 2004)
5	Overall Frequency of Bullying (slide from Tonja Nansel, Ph.D., NICHHD)
6	Why Worry About It ? (2) Consequences to the victim Social isolation, depression, fear, feelings of inadequacy, worry, sleeplessness, poor grades, academic decline/dropout (10% of all dropouts report that they left because they felt unsafe and were victims of chronic aggression / bullying) Consequences to the aggressor More likely to be convicted of a crime in later adolescence/young adulthood (1 in 4 are arrested by age 24); socialize w/negative peers, engage in other risky or unhealthy behaviors (drugs, gangs, violence, etc.) Consequences to the school environment Creates norms of adults tolerating aggression with lack of support and caring by teachers/administrators (e.g., that they are either unwilling or unable to do something about it), creates pervasive feelings of unsafe environment, lowers school achievement outcomes, can indirectly reinforce out-of-control or pervasively aggressive behavior in children and adolescents, can engender gathering places for other aggressive youth (encouraging groups of anti-social behavior), bystanders may harbor guilt, fear, feelings of inadequacy and lack of safety
7	What Does Aggression / Bullying Look Like? In earlier years (preschool, K, elementary), aggression is more likely characterized by physical forms (pushing, shoving, but can include teasing, social isolation, and intimidation) – the younger the child, the more likely the physical component is the obvious method In middle and high school, aggression becomes more complex & often involves social/emotional as well as physical components: physical intimidation and fighting, rumor-spreading, social ostracism/isolation, scapegoating, threats, public humiliation, sexual embarrassment, racial harassment, etc. – Research tells us that verbal aggression is the most common form of aggression and bullying.
8	Some Potential Tell Tale Signs of Being a Victim of Aggression - Unexcused absences with no explanation or understanding from parents as to causes Unexplained physical symptoms (stomachaches, headaches, etc. as reasons to stay home from school) Sadness, social withdrawal, sitting away from others (“out of the crowd”) Academic decline – not getting work done Torn or wrinkled clothing (appears as if been in a tussle or fight); damaged books or other articles Bruises, redness, etc. Show lack of assertiveness May try to stay close to a teacher or administrator, or close to the office
9	What Goes Through the Mind of A Potential Aggressor / Bully? Social Cognition model teaches us that: Aggressive children often misperceive input or cues from others (“hostility bias”) – i.e., misperceive threats They attribute negative motives to a person who may be acting toward them, and respond with hostility or defensiveness or both They misperceive interpersonal interactions as attacks on their own competencies and sense of self They tend to harbor aggressive fantasies and internal aggressive cognitive “maps” They tend to rely on negative interpersonal negotiation strategies when dealing with other children/youth Many bullies are socially popular, and over-estimate their self-worth and popularity (false sense of self-esteem and competence) Most aggressors do not contemplate the longer term consequences of their behaviors – the thinking is geared toward (1) self-preservation, and/or (2) oppression for the sake of secondary gain
10	Developmental Trajectories Research teaches us that aggression can be measured early (pre-K)…and that there are predictable pathways for childhood aggression: Early starters-gradual acceleration (“nondesisters”) Late starters-late acceleration (“moderate desisters”) Gradual deceleration (“high desisters”) Normal or nonaggressive patterns
11	Scenario 1 Antonio, a 10 year old 5^th grader at Main Elementary… Lately, is late to class – has been seen with a torn jacket on, seems overly self-conscious, anxious and appears to be having trouble making friends …what might be the problem?
12	Antonio, continued… What should we do to help Antonio? Individually? Classmates/peers? (this may include bystanders, other potential victims) Teachers/administrators? Student support team or personnel? Parents? What about for a 14 year old? How would our interventions be different? What about for a female student?
13	Can Aggression & Bullying Be Reduced? Evidence-based programs (Olweus’ work in Norway, other studies in the U.S., England, Germany, etc.) tell us that, yes, aggression can be significantly reduced by: School and classroom climate changes; clear rules and social norms against bullying Teacher training, involvement, and supervision Parental involvement Support and protection for those bullied Disciplinary actions for bullying
14	Specifically…for the students or victims Increase student social awareness of aggression/bullying – and that it is absolutely not tolerated in school (or on the bus, playground, to and from, etc.) Set norms for appropriate social behavior in both supervised and unsupervised areas Increase opportunities for children to have safe “reporting” locations and times with teachers/adults Provide skill-building opportunities for children (anger management, conflict resolution, negotiation, positive communication) Help students “re-map” or strengthen their social cognitive response patterns:
15	Crick and Dodge Reformulated Social Information Processing (SIP) Model Relative to Aggressive/Conduct Disturbed Children, (Graphic by J. Kupersmidt, 2000)
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17	And Then There Are…(additional strategies) Managing anger: (physical, behavioral, emotional, cognitive) Negotiating conflict (dispute resolution/mediation, positive-effective communication skills, assertiveness training, self-esteem building) At the larger group level…consider mixing age groups – research informs us that most bullying occurs in peer-to-peer levels. By creating mixed-aged groups (with proper supervision), many of the same-age social threats and problems will not be there – also, look for the “payoff” and try to redirect or change the reinforcing agents/events that aggression is earning for the perpetraor Also, consider pairing more positively behaving youth with others who may be more verbally aggressive on projects or group activities, to model prosocial behaviors and reinforce positive social interactions
18	Some Web Based Resources: www.stopbullyingnow.net www.antibullying.net www.interventioncentral.org www.fightcrime.org http://www.colorado.edu/cspv/safeschools/bullying/overview.html http://www.colorado.edu/cspv/safeschools/bullying/resources.html (parent fact sheets, etc.)
19	For Future Reference: www.cccommunicare.org (click on the training presentations tab in the left margin) rjenkins@cccommunicare.org (Robin) bpeaceful@aol.com (Tina) THANK YOU!