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BULLYING & MENTAL HEALTH CUMBRIA COUNTY COUNCIL AIMS • • • You will be able to define and identify bullying and how it impacts on the mental health of children and young people You will be able to describe the characteristics of an anti-bullying culture and a range of interventions that can support the development of such a culture You will be able to consider how bullying can increase the risk of mental health problems, how the stigma surrounding mental health problems can increase the risk of bullying and how an equalities imagination can help to support children and young people dealing with bullying KEY STATISTICS • • • • • 25% of children (age 10-15) said they worried about bullying and 46% said they had been bullied at some point (TellUs4 2010) 16,000 young people age 11-15 are absent from school at any one time due to bullying (NCSR 2011) Nearly half of all children with a learning disability report being bullied for over a year (Mencap 2007) In a DCSF survey in 2006 virtually every single pupil of minority ethnic heritage had been verbally abused on the ground of their ethnicity Almost two thirds of lesbian, gay or bisexual children experienced homophobic bullying at school (Stonewall 2007) BULLYING The Anti-Bullying Alliance define bullying as: the repetitive, intentional hurting of one person by another, where the relationship involves an imbalance of power. Bullying can be carried out physically, verbally, emotionally or through cyberspace. WHAT? Bullying is unwanted, aggressive behavior that involves a real or perceived power imbalance. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose. In order to be considered bullying, the behaviour must be aggressive and include: • An imbalance of power: children and young people who use their power – such as physical strength, access to embarrassing information, or popularity – to control or harm others. Power imbalances can change over time and in different situations – even if they involve the same people. • Repetition: bullying behaviours happen more than once or have the potential to happen more than once. PHYSICAL AND EMOTIONAL BULLYING Physical Bullying takes the form of physical abuse, such as pushing, shoving, hitting, fighting, spitting, and tripping. Threats of physical harm and attempts to force people to act in ways they would prefer not to are also included. Emotional bullying involves factors other than physical interaction, such as insults, derogatory remarks, name calling, and teasing. Also included are attempts to ostracize the victim, such as being left out or ignored, which is sometimes referred to as social bullying. Emotional bullying could also take the form of purposely misplacing or hiding someone's belongings. Emotional bullying can be done in person or through cyberspace. WHO? Children and young people can bully others, they can be bullied, or they may witness bullying. When children and young people are involved in bullying, they often play more than one role. Sometimes children and young people may both be bullied and bully others or they may witness other children and young people being bullied. It is important to understand the multiple roles children play in order to effectively prevent and respond to bullying WHO? Generally, children who are bullied have one or more of the following risk factors: • • • • • Are perceived as different from their peers, such as being overweight or underweight, wearing glasses or different clothing, being new to a school, or being unable to afford what kids consider “cool” Are perceived as weak or unable to defend themselves Are depressed, anxious, or have low self esteem Are less popular than others and have few friends Do not get along well with others, seen as annoying or provoking, or antagonize others for attention However, even if a child has these risk factors, it doesn’t mean that they will be bullied SPECIFIC TARGETS • Homophobic bullying • Bullying of students with disabilities • Racist bullying • Religious bullying • Socially isolated children and young people CHILDREN WHO BULLY OTHERS There are two types of children who are more likely to bully others: • Some are well-connected to their peers, have social power, are overly concerned about their popularity, and like to dominate or be in charge of others. • Others are more isolated from their peers and may be depressed or anxious, have low self esteem, be less involved in school, be easily pressured by peers, or not identify with the emotions or feelings of others. COMMON CHARACTERISTICS Children who have these factors are also more likely to bully others; • • • • • • Are aggressive or easily frustrated Have less parental involvement or are having issues at home Think badly of others Have difficulty following rules View violence in a positive way Have friends who bully others Remember, those who bully others do not need to be stronger or bigger than those they bully. The power imbalance can come from a number of sources—popularity, strength, cognitive ability—and children who bully may have more than one of these characteristics. CHILDREN INVOLVED IN BULLYING Roles are not limited to those who bully or the bullied – researchers raise the issue of “the circle of bullying” to define those directly involved in bullying and those who are actively or passively assist the behaviour or defend against it . • Children and young people who bully generally require support to change their behaviour and address any other challenges that may be influencing their behaviour • Children and young people who are bullied may need more help learning how to respond to bullying AVOIDING LABELING When referring to a bullying situation, it is easy to call the kids who bully others "bullies" and those who are targeted "victims," but this may have unintended consequences. When children are labeled as "bullies" or "victims" it may: • • • Send the message that the child's behavior cannot change Fail to recognize the multiple roles children might play in different bullying situations Disregard other factors contributing to the behavior such as peer influence or school climate Instead of labeling the children involved, focus on the behavior. For instance: • • • Instead of calling a child a "bully," refer to them as "the child who bullied" Instead of calling a child a "victim," refer to them as "the child who was bullied" Instead of calling a child a "bully/victim," refer to them as "the child who was both bullied and bullied others." WHERE AND WHEN? • Bullying can happen before, during and after school hours • While most reported bullying happens in the school building, a significant percentage also happens in the playground or on the bus. • It can also happen travelling to or from school and in the young person’s neighbourhood • It can happen on the internet – which means it can happen anywhere and anytime PCS ANALYSIS (THOMPSON 2003) • • • Personal: thoughts feelings or actions where individuals feel less powerful or more vulnerable Cultural: norms, values, stereotypes and assumptions that are part of every culture. Usually historically rooted and socially ingrained but subject to change over time and across cultures Structural: organizations and institutions (for example health, education, social care, police) that may function in ways that exclude or disadvantage certain groups AN EXAMPLE BULLYING PERSONAL CULTURAL SOCIAL RISK • Internalized behaviours • Traumatization • Negative self image • Isolation • Lack of identification or acknowledgement of bullying • Ineffective interventions RESILIENCE • Communication • Emotional literacy • Empowerment • Positive policy and practice • Action to challenge stigma and discrimination PHYSICAL SYMPTOMS Children and young people who have been bullied are more than twice as likely to report feeling sick even when there are no obvious symptoms. Among the most common complaints are: Headaches, stomach aches, back aches, neck / shoulder pains, dizziness, trouble breathing, tense muscles, nausea, diarrhoea and bedwetting SHAME • Bullying results in fear, shame, embarrassment and guilt which increase whilst the bullying continues. • Shame is a powerful and painful emotion caused by a strong sense of guilt, embarrassment or disgrace. • Shame is a normal, healthy feeling originating from our sense of right and wrong . There is often an accompanying belief, often largely unfounded, that one is somehow deserving of disapproval, censure, condemnation and punishment. • We are more likely to feel undue shame in proportion to how low our self-esteem and self-confidence are. Bullying can destroy self-confidence and self-esteem. The person who bullies heaps on the guilt, thus increasing the belief in the person being bullied that they (the target of this abuse) are deserving of all the bad things that are now happening to them. DEPRESSION • Researchers have discovered a strong link between bullying and depression • Both those who bully and those who are bullied are more likely to suffer from depression than young people who are not involved in bullying • This connection can be long-lasting; people who are bullied as children are more likely to suffer from depression as an adult than children not involved in bullying • • • • The link between bullying and depression can also extend to other problems, like: Low self esteem Anxiety High rates of school absence Physical illness Teens who commit suicide often suffer from depression SIGNS OF DEPRESSION • • • • • • • Long lasting sadness or irritability, including unexplained outbursts of crying or anger Sudden loss of interest in activities the person usually enjoys Withdrawal from others Changes in sleep patterns, either sleeping a lot or not being able to sleep Sudden changes in appetite or eating habits Always feeling tired or slow Being restless, anxious, or worried • • • • • Not being able to concentrate or think clearly Feeling worthless, guilty, helpless, or hopeless Aches and pains with no obvious physical cause Thinking or talking about death or suicide, such as saying that the world would be better without them or that they wish that they were dead Giving away prized possessions or saying good-bye to people can be signs of suicidal thoughts or intentions ANXIETY • • • • GAD Generalised Anxiety Disorder Panic Attacks Social Anxiety Disorder Post Traumatic Stress Disorder GENERALIZED ANXIETY DISORDER (GAD) • • • • Plagued with worries and fears distracting them from everyday activities Persistent feeling or worry that something bad is going to happen Often perceived as chronic worriers who feel anxious most of the time Physical symptoms of GAD include: insomnia, stomach aches, restlessness and fear PANIC ATTACKS • • • • Often unexpected and repeated during an attack, they experience feelings of terror that strike suddenly and repeatedly with no warning. Other symptoms of panic may include sweating, chest pain, irregular heartbeats and a choking sensation. People may also struggle with fear of experiencing another episode Panic attacks can lead to other phobias such as a fear of being in places where escape would be difficult. POST TRAUMATIC STRESS DISORDER • Experiencing flashbacks, nightmares, startling easy, withdrawing from others and being hyper-vigilant • People surviving PTSD tend to avoid any aspect of the situation which reminds them of the event • May be re-experiencing the trauma rather than remembering it SOCIAL ANXIETY • • • • When someone has a debilitating fear of being seen negatively by others or humiliated by others. Often they are overwhelmed with worry and self – consciousness about every day social situations. Their fear is that others will judge them, They are also concerned that they way they look or act will lead to embarrassment or ridicule. In severe situations, people with social anxiety disorder avoid social situations altogether especially if they have experienced feeling judged or humiliated Due to a belief it has happened before it can happen again. EATING PROBLEMS • Beat research – http://www.b-eat.co.uk/ with 600 young people aged 16-25 suffering from anorexia, bullima or over eating found that 91% said they had been bullied, while 46 % believed that bullying had contributed to their eating disorder My eating disorder began in high school when I used to experience homophobic bullying," says Sam Thomas, 23, from Hove. "I would hide in the boys' toilets because that's the only place I knew I wouldn't be found. "I used to comfort eat on anything that was in my lunchbox sandwiches, crisps, biscuits, anything I could get my hands on. I decided to make myself sick to get the whole thing over and done with, and I realized that it brought a huge sense of relief from all the build-up of anxieties from all the bullying and all the tension that had come from that... it almost became like a coping mechanism. PERSPECTIVES ON BULLYING You witness, or hear of, serious repeated bullying which you discover is chronic i.e. lasting longer than 3 months of a girl who is being bullied due to her perceived sexuality. You are in a faith school. In 5 groups: young people under 14, young people aged 14-18, parents, teachers and senior management: Discuss the thoughts, feelings, physical symptoms and behaviours this evokes in you. For example; assume that you are a young person aged 14 – how would this make you think, feel and behave ? Hate Crime Legislation and Sub Cultures ACTIVITY • In pairs discuss: What is hate and how does it emerge? What is prejudice and how does it emerge? Allport's Scale of Prejudice and Discrimination 1954 Gordon Allport Genocide, Murder, Suicide Level 5 - Level 4 - Physical Attack Level 3 - Discrimination Level 2 – Avoidance - Withdrawal, Avoiding contact, Making people Invisible, acting on prejudice Level 1 – Antilocution: Verbal Abuse, Using Derogatory Language, Name calling & Stereotyping. PREJUDICE & DISCRIMINATION Prejudice: a negative prejudgment or assumption made about someone before or without having adequate knowledge to do so. It is most commonly used in reference to a preconceived judgment toward someone because of social class, gender, race, ethnicity, disability, age, religion, sexual orientation, or other personal traits. It is about thoughts and feelings. Discrimination: a sociological term referring to treatment taken toward or against an individual of a certain group. In other words, discrimination is an actual behaviour toward someone else HATE CRIME LEGISLATION Hate crime is any criminal offence committed against a person or property that is motivated by an offender's hatred of someone because of their: • • • • • Race, colour, ethnic origin, nationality or national origins Religion Gender or gender identity Sexual orientation Disability Sophie Lancaster was attacked by a number of young males in their mid teens, as a result of severe head injuries she went into a coma, never regained consciousness and died 13 days later. The police said the attack may have been linked to the couple wearing gothic fashion and being members of the Goth sub-culture. The sentencing judge correctly referred to the case as a hate crime and in doing so highlighted the importance of ensuring that all victims of crime motivated by prejudice receive the justice they deserve The murder of Michael Causer – seriously assaulted “a sustained and brutal attack leaving him with a fractured skull and swollen brain” whilst he lay sleeping. The attack was due to his sexual orientation. The murder of Anthony Walker aged 18 - Anthony was racially abused as he waited at a bus stop, he then walked away to go to another bus stop, but was ambushed by the same perpetrators – he was murdered with an ice axe into his skull. DISABILITY HATE CRIME Research by the National Autistic Society found that: • 81% of respondents to their survey said they had experienced verbal abuse • 47% reported that they have been victims of a physical assault • Just 6% of respondents said they had not experienced any form of bullying or abuse because of their disability Just under 800 people took part in the survey, conducted late last year ACTIVITY Who has worked with what anit-bullying approaches in the past? In small groups consider: • What did you do? • What was effective about it? • What did you/other professionals value about it? • What did children and young people value about it? • What did parents value about it? AN ANTI-BULLYING CULTURE Ofsted undertook research on 37 Primary Schools and 19 Secondary schools in 2011 in rural and urban areas schools of differing sizes. They held formal discussion with 1357 pupils and 797 staff. THE BEST SCHOOLS • • • • • • • • • • Culture and ethos in the schools very positive Expectations and rules clearly spelled out how pupils should interact Respect for individual differences had a high profile Pupils developed empathy, understood the effect that bullying could have on people and took responsibility for trying to prevent bullying The way in which the schools planned and delivered the curriculum helped a great deal to bring about these positive attitudes because it gave pupils a wide range of opportunities to develop their knowledge and understanding of diversity and an assortment of strategies to protect themselves from bullying. These schools recorded bullying incidents carefully and analysed them to look for trends and patterns They then used this information to plan the next steps The action they took was firm and often imaginative If pupils had been bullied then they felt very confident that action was taken and it stopped promptly Governors were well informed and questioning about bullying ITS NOT ALL ABOUT SCHOOL • Tensions may exist between the culture schools were trying to instil and maintain and aspects of the culture in the wider communities around the school • These tensions could relate to how people spoke to and treated each other generally, or to more specific attitudes towards particular groups. • The schools sometimes had systematically to tackle racist, homophobic and aggressive attitudes that existed among parents and carers and in parts of their wider community that were in serious conflict with the schools values. • Some schools had achieved significant success by working with parents and carers and members of the community to reach a better understanding WHAT WORKS WELL? • • • • • • • • • • • Developing friendship groups and the importance of friendships Social and Emotional Aspects of Learning Emotional Literacy Conflict Resolution Peer Mentors Bullying policy development Anger awareness Anxiety awareness and strategies Young peoples engagement and participation - using their experiences of bullying and how to deal with it Awareness of speech and language difficulties Working within communities and families developing understanding: e.g. intergenerational / cultural work GOOD PRACTICE Good practice film: Edith Neville Primary School Anti-bullying – YouTube HOMOPHOBIC BULLYING – AN EXAMPLE 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Acknowledge and identify the problem of bullying, and specifically homophobic bullying Develop policies which recognise the existence of homophobic bullying Promote a positive social environment Address staff training needs Provide information and support for children and young people Include addressing bullying, including homophobic bullying, and sexual orientation into any curriculum programme planning Feel able to use outside expertise Encourage positive role models Do not make assumptions Celebrate achievements Adapted from ‘Safe to Learn - Preventing and responding to homophobic bullying in schools’ (DCSF 2007) ACTION PLAN What actions can you take under each of the 10 headings to be more effective in developing an anti-bullying culture? STIGMA, MENTAL HEALTH AND CHILDREN • Children acquire attitudes about mental health at an early age (Wahl, 2002) • ‘Stigma is a societal reaction which singles out certain attributes, evaluates them as undesirable and devalues the persons who possess them’ (Miles, 1981) • ‘ Stigma can increase the complexity of mental health problems and the impact they have on the individual (Social Inclusion Unit, 2004) • ‘Stigma operates at a number of levels within individuals, families, education systems, healthcare, the media and social policy’ (Hinshaw, 2005) Martin: (Aged 7) “ People who are mental are horrible…” William: (aged 10) “I feel ashamed and can’t talk about it…I have a dark secret…” (Gale 2006 – Children’s and Parent’s/Carer’s perceptions of mental health and stigma – PhD Research Study) THE COST OF STIGMA • The stigma associated with mental health problems is a major barrier to help-seeking in young people (Corrigan 2000) • Children and young people, and their parents more often turn to friends and family for help rather than to health professionals (Evans et al 2005) • Most young people who have mental health problems do not seek help – their parents are also reluctant to seek help for them (Gale 2007) Why? • Fear? • Misunderstanding? • The fine line? • Mental Health problems belong to others? • Them and Us? • Denial? • Feeling vulnerable? TACKLING STIGMA To download the Tackling Stigma toolkit devised by Fiona Warner Gale go to: http://www.chimat.org.uk/tacklingstigma