Guide to Bullying Prevention



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Direct From the Field:

A Guide to Bullying Prevention









By Laura Parker-Roerden, David Rudewick,

and Donald Gorton

A Joint Project of

The Governor’s Task Force on Hate Crimes,

The Massachusetts Commission on

Gay, Lesbian, Bisexual and Transgender Youth,

and the Massachusetts Department of Public Health

Deval L. Patrick

Massachusetts Governor
Timothy P. Murray

Lieutenant Governor

Commonwealth of Massachusetts


Acknowledgements
The publishers gratefully acknowledge everyone who participated in making this Guide possible. The primary author of the initial draft was Laura Parker Roerden. Her project director, principal collaborator, and co-author was David Rudewick, the Student Civil Rights Director of the Governor’s Task Force on Hate Crimes. Editing, supplementation, and other pre-publication work were done by Donald Gorton, Co-Chair of the Massachusetts Governor’s Task Force on Hate Crimes. Sarah Farmer, consultant to the Massachusetts Department of Public Health revised, proofread, and reformatted the Guide for publication in 2007. Sarah Farmer also developed the section on “Helping Kids with Disabilities.” Legal information was contributed by Donald Gorton, who is a lawyer in Massachusetts. Graphic design work was done by David Rudewick, Donald Gorton, and Sarah Farmer.
After a long delay following initial completion, Commissioner John Auerbach of the Massachusetts Department of Public Health brought the Guide to publication in 2007. Assisting in the lengthy process of completing this project were Kathleen Henry, Chair of the former Massachusetts Governor’s Commission on Gay and Lesbian Youth; Carlene Pavlos, Director of Violence Prevention of the Massachusetts Department of Public Health; Paula Tessier of the Safe Spaces for GLBT Youth program of DPH; Susan Prosnitz, Co-Chair of the Governor’s Task Force on Hate Crimes; Assistant Commissioner John Bynoe of the Department of Education; and Jim Brinning of the Governor’s Task Force on Hate Crimes. Principal funders were the Governor’s Task Force on Hate Crimes and the Department of Public Health. Support was also provided by the Massachusetts Gay and Lesbian Anti-Violence Project and the Boston Gay Rights Fund. Assisting with review and proofreading were Ron Donaghe, Carlene Pavlos, Paula Tessier, David Gallagher, Larry Dean Hamilton, Richard Scramstad, Mark Roeder, Ken Clark, Bryan Fithian, and Mary Tittman. Finally, cooperating schools throughout the Commonwealth of Massachusetts provided the source information from which the content for this endeavor was derived.
This document is published in 2007 in Boston, but is not copyrighted. Users should feel free to borrow from this Guide without further permission, but with attribution.





Direct From the Field:

A Guide to Bullying Prevention
Table of Contents

Introduction 6

Chapter-by-Chapter Overview 10

The Importance of Language 11

A Word Before You Get Started 11

Chapter 1: Understanding Bullying 13

Common Myths About Bullying 13

Reflection 13

Reflection 14

Reflection 17

Olweus, Daniel (1993) Bullying at School: What We Know and What We Can Do (Understanding Children's Worlds). Blackwell Publishers: Oxford. 137

Olweus, Daniel. (1993) Bullying at School: What We Know and What We Can Do (Understanding Children's Worlds) Blackwell Publishers: Oxford. 137

Olweus, Dan (1993) Bullying at School: What We Know and What We Can Do (Understanding Children's Worlds) Blackwell Publishers: Oxford. 137



Reflection 18

Reflection 19

Is it a Hate Crime? 22

Gender Oppression and Adolescent Girls 28

Cyberbullying 33

School Spotlight: North Brookfield 36

North Brookfield Middle–High School has as part of its hazing policy the complete text of G.L. c. 269, §§ 17-19. 36

(See www.nbschools.org/hs/handbook/stu_handbook8.html#code.) 36

Reflection 37

Chapter 2: Bullying Prevention Practice 38

Tip: Start Early! 39

What is Social Learning Theory? 42

According to social learning theory, understanding behavior requires consideration of both the individual (his or her life history of learning and experiences) and their environment (the stimuli the person is responding to). Social learning theory and associated research hold that if one changes the way a person thinks, or changes the environment s/he is responding to, behavior will change. 42

Reflection 42

Reflection 46

Reflection 47

58



School Spotlight: Springfield 60

School Spotlight: Holyoke 61

Research from the National Resource Center for Safe Schools showed the incidence of aggression and bullying is reduced in mixed-aged groupings. 61

Home Connections 66

Tip: Create Cross-Age Peer Partnerships 66

Reflection 71

The Three “I”s 80

Involved: “I am part of the process. My opinion counts. My ideas are included.” 80

Invested: “I care what happens. I can commit to change. I have a stake in the outcome.” 80

Inspired: “I have a unique vision to contribute. I have the energy for the long-haul. I will bring my heart, soul, and mind to the solution. I can make a difference.” 80

Leadership Steps in Summary 83

Get on the balcony 83

Tools for Community-Building and Bully-Proofing Schools 83

Five Steps for Sending Assertive Messages 106

Delve Deeper: Are They Bullies? 120

STP: A Problem-Solving Process 132



Delve Deeper 133
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