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  1. Bullying case of Dominik Mekhi Pierson, victim, by Jacob Bidwell, perpetrator. Both middle school students at Chehalem Valley Middle School.
  2. Chehalem Valley Middle School
  3. 403 W. Foothills Drive
  4. Newberg, OR 97132
  5. Telephone: (503) 554-4600
  6. Fax: (503) 537-3239
  7.  
  8.  
  9. Staff directory:
  10. http://www.newberg.k12.or.us/chehalemvalley/chehalem-valley-middle-school-staff-directory
  11.  
  12. NAME POSITION E-MAIL TELEPHONE
  13. Karen Pugsley Principal pugsleyk@newberg.k12.or.us 503-554-4605
  14. Casey Petrie Assistant Principal petriec@newberg.k12.or.us 503-554-4604
  15. Madeline Kozloff Counselor kozloffm@newberg.k12.or.us 503-554-4616
  16. Jeff Mcdonough Counselor mcdonoughj@newberg.k12.or.us 503-554-4615
  17. Ann Marie Benetti Secretary benettia@newberg.k12.or.us 503-554-4601
  18. Carol O'Halloran Secretary ohalloranc@newberg.k12.or.us 503-554-4602
  19. FACULTY
  20. Karl Blaeuer Strings blaeuerk@newberg.k12.or.us
  21. Rhonda Boles Math bolesr@newberg.k12.or.us http://mathwithboles.weebly.com/ 503-554-4941
  22. Eileen Brennock Spanish brennocke@newberg.k12.or.us 503-554-4911
  23. Kevin Brill PE brillk@newberg.k12.or.us 503-554-4929
  24. Cis Brower 8th Humanities/Reading browerc@newberg.k12.or.us 503-554-4945
  25. Sarah Brown Math 6 brownsa@newberg.k12.or.us http://mathwithbrown.weebly.com/ 503-554-4944
  26. Bruce Carvalho 6th/7th Science carvalhob@newberg.k12.or.us mrcarvalho.weebly.com 503-554-4932
  27. Kelly Ceder PE cederk@newberg.k12.or.us 503-554-4930
  28. Teresa Conway Life Skills conwayt@newberg.k12.or.us 503-554-4906
  29. Danielle Emerson 7th/8th Math emersond@newberg.k12.or.us http://mathwithemerson.weebly.com/ 503-554-4943
  30. Aaron Gapasin 8th Humanities gapasina@newberg.k12.or.us 503-554-4947
  31. Wendy Garland 6th Science garlandw@newberg.k12.or.us 503-554-4915
  32. Wendy Halstead 6th Humanities halsteadw@newberg.k12.or.us cvmshumanities6.weebly.com/ 503-554-4901
  33. Ann Holstrom SpEd ILC holstroma@newberg.k12.or.us 503-554-4907
  34. Maggie Johnson Art johnsonm@newberg.k12.or.us 503-554-4950
  35. Heidi King 7th Humanities kingh@newberg.k12.or.us 503-554-4910
  36. Luke Lindell PE lindelll@newberg.k12.or.us 503-554-4929
  37. Kim McDonough 6th Humanities mcdonoughk@newberg.k12.or.us cvmshumanities6.weebly.com/ 503-554-4600
  38. Tashia Murchison 8th Humanities murchisont@newberg.k12.or.us 503-554-4948
  39. Mary Pinkston 7th/8th Science pinkstonm@newberg.k12.or.us 503-554-4912
  40. Bobby Plummer 7th Humanities plummerb@newberg.k12.or.us 503-554-4909
  41. Jessie Rainwater AVID/6th Humanities rainwaterj@newberg.k12.or.us cvmshumanities6.weebly.com/ 503-554-4902
  42. Kelly Romo 7th Humanities/Digital Publications romok@newberg.k12.or.us 503-554-4908
  43. Dave Sanders Band sandersd@newberg.k12.or.us 503-554-4926
  44. Patsy Shaha Math / Science shahap@newberg.k12.or.us 503-554-4647
  45. Kimberly Silva LRC silvak@newberg.k12.or.us 503-554-4903
  46. Aaron Smith LRC smitha@newberg.k12.or.us 503-554-4903
  47. Jessica Spang 8th Science spangj@newberg.k12.or.us 503-554-4913
  48. Bethany Stoller ELD/Literacy Coach stollerb@newberg.k12.or.us 503-554-4951
  49. Leah Tenkate Speech tenkatel@newberg.k12.or.us 503-554-4612
  50. Cassandra Thonstad Algebra thonstadc@newberg.k12.or.us http://mathwiththonstad.weebly.com/ 503-554-4949
  51. Debbie Tofte Reading/Writing tofted@newberg.k12.or.us 503-554-4946
  52. Brittany Whaley 7th grade Math whaleyb@newberg.k12.or.us http://mathwithwhaley.weebly.com/ 503-554-4942
  53. SUPPORT STAFF
  54. Karen Blanchard Media/Library blanchardk@newberg.k12.or.us 503-554-4935
  55. Tina Senz Base Kitchen Manager senzt@newberg.k12.or.us 503-554-4921
  56. William Leach Custodian leachw@newberg.12.or.us 503-554-4905
  57. Leta Lutz Nutrition Services/Snack Bar lutzl@newberg.k12.or.us 503-554-4921
  58. Tina Oathes Educational Assistant oathest@newberg.k12.or.us 503-554-4922
  59. Derrie Palmer Counseling Secretary palmerd@newberg.k12.or.us 503-554-4607
  60. Marvel Patrick Educational Assistant patrickm@newberg.k12.or.us 503-554-4600
  61. Martha Santamaria ELL Educational Assistant santamariam@newberg.k12.or.us 503-554-4918
  62. Sandra Shine Educational Assistant shines@newberg.k12.or.us 503-554-4600
  63. Sarah Suing Speech suings@newberg.k12.or.us 503-554-4612
  64. Joanne Svendsen Custodian svendsenj@newberg.k12.or.us 503-554-4905
  65. Shannon Vandehey Counseling Secretary vandeheys@newberg.k12.or.us 503-554-4647
  66. Gail Wilcox Educational Assistant L/S wilcoxg@newberg.k12.or.us 503-554-4906
  67. Stacie Wolfe Educational Assistant wolfes@newberg.k12.or.us 503-554-4648
  68. Katie Worthington Educational Assistant worthingtonk@newberg.k12.or.us 503-554-4600
  69.  
  70. We launched a personal info gathering on the principal, but she no longer has the job. After repeated failed attempts to have the school rectify this bullying situation according to their student handbook, a decision was made to take a different route. All personal information collected on the principal has been destroyed as the school year and her job here are over. The new principal is not a target as the victim will be at a different school next year and the new principal has nothing to do with this case.
  71.  
  72. Chehalem Valley student handbook, Section 4: Behavior Guidelines and Discipline
  73. Page 13:
  74.  
  75. BULLYING/HARASSMENT
  76. “Make the Difference” is our mantra for our school community that applies not only
  77. academically, but also socially. We have and will continue to take a stand against bullying
  78. and we ask for your support. We are a PBIS school that believes in not only teaching behavior expectations in the
  79. classroom, but in teaching expectations in every area throughout the building (i.e. hallways,
  80. cafeteria, gym, library, restrooms, offices and the library). As part of this education we will
  81. look to teach our students the importance of standing up against bullying. On the
  82. 1st Tuesday of each month we celebrate our “Blue on Tuesday” in support of anti-bullying.
  83. Students should treat each other with respect. They are not to pick on each other, or
  84. call names, or do anything that makes other students feel bad. This includes:
  85. Name calling
  86. Physical contact like pushing, poking,
  87. tripping, punching, pinching
  88. Glaring or mean looks, staring at or following around
  89. Making threatening gestures or statements
  90. Taking, hiding or destroying property
  91. Spreading rumors of lies
  92. Lying to an adult about something someone did to get them in trouble
  93. Slamming others’ locker door
  94. Saying nasty, obscene or mean things
  95. Making unkind remarks about the person’s parents or other family
  96. members
  97. Calling someone fat, short, etc.
  98. Referring to homosexuality, race, or other things in a mean way meant to hurt.
  99. Follow this plan if you are picked on:
  100. 1. First, tell the student(s) to stop and that you do not like the behavior, then walk
  101. away.
  102. 2.If it happens again, ignore it and walk away.
  103. 3.If it happens a third time, seek help from a school official.
  104. If the case of blatant racial or sexual harassment, students need to report incidents immediately
  105. to a staff member. Students are never asked to tolerate these behaviors.
  106. Administrators will investigate the reports and consequences will be given as needed.
  107.  
  108. Per the victim's mother:
  109.  
  110. Kid is Jacob Bidwell. With this kid it's been going on since around December, but issues and attacks at the school have been going on since 2014. This kid has physical attacked my son, told my son he wanted him dead, told my son he was going to cut of my sons head and use it as a pillow (who the FUCK says shit Ike that?!?). The other incident are two other children calling my son the N word. An attack where another child punched my son in the nose and have him a bloody nose. Two children extorting my son for lunch money for months. Only one of these events was brought to my attention by the school. The rest my son had to tell me of.
  111.  
  112.  
  113. Mother tried reaching out to the school via email:
  114.  
  115. (insert emails here)
  116.  
  117.  
  118.  
  119. The Journal of the American Medical Association released a report on bullying in 2001
  120. http://jama.jamanetwork.com/article.aspx?articleid=193774&resultclick=1
  121.  
  122.  
  123. ABSTRACT
  124. ABSTRACT | METHODS | RESULTS | COMMENT | REFERENCES
  125.  
  126. Context Although violence among US youth is a current major concern, bullying is infrequently addressed and no national data on the prevalence of bullying are available.
  127.  
  128. Objectives To measure the prevalence of bullying behaviors among US youth and to determine the association of bullying and being bullied with indicators of psychosocial adjustment, including problem behavior, school adjustment, social/emotional adjustment, and parenting.
  129.  
  130. Design, Setting, and Participants Analysis of data from a representative sample of 15 686 students in grades 6 through 10 in public and private schools throughout the United States who completed the World Health Organization's Health Behaviour in School-aged Children survey during the spring of 1998.
  131.  
  132. Main Outcome Measure Self-report of involvement in bullying and being bullied by others.
  133.  
  134. Results A total of 29.9% of the sample reported moderate or frequent involvement in bullying, as a bully (13.0%), one who was bullied (10.6%), or both (6.3%). Males were more likely than females to be both perpetrators and targets of bullying. The frequency of bullying was higher among 6th- through 8th-grade students than among 9th- and 10th-grade students. Perpetrating and experiencing bullying were associated with poorer psychosocial adjustment (P<.001); however, different patterns of association occurred among bullies, those bullied, and those who both bullied others and were bullied themselves.
  135.  
  136. Conclusions The prevalence of bullying among US youth is substantial. Given the concurrent behavioral and emotional difficulties associated with bullying, as well as the potential long-term negative outcomes for these youth, the issue of bullying merits serious attention, both for future research and preventive intervention.
  137.  
  138. Bullying among school-aged youth is increasingly being recognized as an important problem affecting well-being and social functioning. While a certain amount of conflict and harassment is typical of youth peer relations, bullying presents a potentially more serious threat to healthy youth development. The definition of bullying is widely agreed on in literature on bullying.1- 4 Bullying is a specific type of aggression in which (1) the behavior is intended to harm or disturb, (2) the behavior occurs repeatedly over time, and (3) there is an imbalance of power, with a more powerful person or group attacking a less powerful one. This asymmetry of power may be physical or psychological, and the aggressive behavior may be verbal (eg, name-calling, threats), physical (eg, hitting), or psychological (eg, rumors, shunning/exclusion).
  139.  
  140. The majority of research on bullying has been conducted in Europe and Australia. Considerable variability among countries in the prevalence of bullying has been reported. In an international survey of adolescent health-related behaviors, the percentage of students who reported being bullied at least once during the current term ranged from a low of 15% to 20% in some countries to a high of 70% in others.5,6 Of particular concern is frequent bullying, typically defined as bullying that occurs once a week or more. The prevalence of frequent bullying reported internationally ranges from a low of 1.9% among 1 Irish sample to a high of 19% in a Malta study.1,7- 12
  141.  
  142. Bullying takes many forms, and findings about the types of bullying that occur are fairly similar across countries. A British study involving 23 schools found that direct verbal aggression was the most common form of bullying, occurring with similar frequency in both sexes.13 Direct physical aggression was more common among boys, while indirect forms were more common among girls. Similarly, in a study of several middle schools in Rome, the most common types of bullying reported by boys were threats, physical harm, rejection, and name-calling.14 The most common forms for girls were name-calling, teasing, rumors, rejection, and taking of personal belongings.
  143.  
  144. Research examining characteristics of youth involved in bullying has consistently found that both bullies and those bullied demonstrate poorer psychosocial functioning than their noninvolved peers. Youth who bully others tend to demonstrate higher levels of conduct problems and dislike of school, whereas youth who are bullied generally show higher levels of insecurity, anxiety, depression, loneliness, unhappiness, physical and mental symptoms, and low self-esteem.1- 4,8,15- 25 Males who are bullied also tend to be physically weaker than males in general.2 The few studies that have examined the characteristics of youth who both bully and are bullied found that these individuals exhibit the poorest psychosocial functioning overall.15,17,19,26
  145.  
  146. The current research provides a foundation for an understanding of the bullying problem. However, it is insufficient to guide intervention and policy development. Moreover, little is known specifically about bullying among US youth.6 In one county-wide middle school survey, 24.1% of youth reported bullying others at least once in the past semester26; it is not known whether this is characteristic of the rest of the nation.
  147.  
  148. The purpose of this study was to report the prevalence of bullying in a nationally representative sample of US youth in grades 6 through 10, along with information on differences in the prevalence of bullying by sex, grade, and race. In addition, the relationships among bullying, being bullied, and psychosocial adjustment are explored for 3 distinct groups: bullies only, those bullied only, and those who both bully and are bullied.
  149. METHODS
  150. ABSTRACT | METHODS | RESULTS | COMMENT | REFERENCES
  151. Study Population
  152.  
  153. The National Institute of Child Health and Human Development supported a nationally representative survey of US youth in grades 6 through 10 during spring of 1998. The survey, entitled the Health Behaviour of School-aged Children (HBSC), was part of a collaborative, cross-national research project involving 30 countries and coordinated by the World Health Organization.27 The US survey was approved by the National Institute of Child Health and Human Development Institutional Review Board and was carried out by Macro International Inc (Calverton, Md). Both parental and student consent were solicited.
  154.  
  155. The US sampling universe consisted of all public, Catholic, and other private school students in grades 6 through 10, or their equivalent, excluding schools with enrollment of fewer than 14 students. The sample design used a stratified 2-stage cluster of classes. The sample selection was stratified by racial/ethnic status to provide an oversample of black and Hispanic students. The sample was also stratified by geographic region and counties' metropolitan statistical area status (largest urban areas/not largest urban areas) with probability proportional to total enrollment in eligible grades of the primary sampling units. Sample size was determined on the criteria of making estimates for all US students in grades 6 through 10 with a precision of 3% at a 95% confidence level, and for minority students with a precision of 5% at a 95% confidence level.
  156.  
  157. An 83% participation rate was achieved. The school-based sample design, using 1 class period for completion of the questionnaire, precluded ability to compare respondent characteristics with those of nonparticipants. Responding students in sampled classes were excluded if they were out of the target range for grade or if age was outside of the 99th percentile for grade (n = 440 students), or if either grade or age were unknown (n = 39 students), yielding an analytic sample of 15 686 students.
  158. Measures
  159.  
  160. Measures were obtained from a self-report questionnaire containing 102 questions about health behavior and relevant demographic variables. Items were based on both theoretical hypotheses related to the social context of adolescents and measurements that had been validated in other studies or previous WHO-HBSC surveys.27 Measures were pretested.
  161.  
  162. Bullying. Questions about bullying were preceded with the following explanation.10,28Here are some questions about bullying. We say a student is BEING BULLIED when another student, or a group of students, say or do nasty and unpleasant things to him or her. It is also bullying when a student is teased repeatedly in a way he or she doesn't like. But it is NOT BULLYING when two students of about the same strength quarrel or fight.
  163.  
  164. Participation in bullying was assessed by 2 parallel questions that asked respondents to report the frequency with which they bullied others in school and away from school during the current term. Similarly, being bullied was assessed by 2 parallel questions asking respondents to report the frequency with which they were bullied in school and away from school during the current term. Because the analytic focus of the current study was the relationship of bullying behaviors to overall psychosocial adjustment, frequencies of bullying behaviors in and out of school were combined for all analyses. Response categories were "I haven't . . . ," "once or twice," "sometimes," "about once a week," and "several times a week." An analysis of the response distribution revealed fewer subjects in the fourth category than the fifth, a deviation from the expected skewed pattern. Hence, the latter 2 response options were collapsed. Additional questions asked respondents to report the frequency with which they were bullied in each of 5 ways—belittled about religion/race, belittled about looks/speech, hit/slapped/pushed, subject of rumors or lies, and subject of sexual comments/gestures.
  165.  
  166. Psychosocial Adjustment. Measures of psychosocial adjustment included questions about problem behaviors, social/emotional well-being, and parental influences. Alcohol use was measured by 3 items assessing frequency of alcohol consumption. The frequency of smoking, fighting, and truancy were assessed by 1 item each. Academic achievement was assessed by an item querying perceived school performance. Three items (α = .70) queried the frequency of feeling lonely, feeling left out, and being alone because others at school did not want to spend time with the person. One item assessed ease of making friends. Three items (α = .72) were used to assess relationship with classmates: "enjoy being together," "are kind and helpful," and "accept me." School climate was measured by 7 items (α = .82) related to the respondent's perception of the school and teachers. Three items measured parental involvement in school (α = .82), and 1 item assessed respondents' perceptions about their parents' attitudes toward teen drinking.
  167. Statistical Methods
  168.  
  169. Statistical sample weights were developed to adjust the minority oversampling and to obtain student totals by grade comparable to population grade estimates from the US National Center for Education Statistics. Weighted data analyses were conducted using SUDAAN software.29 Descriptive statistics were conducted using SUDAAN to obtain percentage distributions and confidence intervals (CIs) based on the weighted data, with SEs adjusted for the sample design. All CIs are shown at the 95% level.
  170.  
  171. To examine the relationship between psychosocial adjustment and bullying/being bullied, students were classified as noninvolved, bullies only, those bullied only, or both bully and bullied coincidentally, and a separate model was fit for each outcome. Students who were neither bullies nor bullied served as the reference group. Each outcome had 4 ordinal levels based on frequency of the behavior—never, once or twice, sometimes, and once a week or more. The proportional odds model30 was used to examine the relationship between a range of psychosocial adjustment constructs and each of the outcomes. Inherent in this model is the proportional odds assumption, which states that the cumulative odds ratio for any 2 values of the covariate is constant across response categories. Its interpretation is that the odds of being in category ≤κ is exp[β′(x1 − x2)] times higher at the covariate vector x = x1 than at x = x2, where the parameter vector β contains the regression coefficients for the covariate x. A cumulative logit function was used to estimate the model parameters via the generalized estimating equations.31 The dependence of responses within clusters was specified using an exchangable working correlation structure. To account for the dependence between outcomes in estimating the variances, robust variance estimates were used for the estimated parameters. The MULTILOG procedure of SUDAAN was used to fit the proportional odds model with exchangable correlation structure. Each model was first fit using the full sample, and then refit using 4 subsamples stratified by sex and education level (middle school vs high school).
  172. RESULTS
  173. ABSTRACT | METHODS | RESULTS | COMMENT | REFERENCES
  174. Prevalence of Bullying
  175.  
  176. Overall, 10.6% of the sample reported bullying others "sometimes" (moderate bullying) and 8.8% admitted to bullying others once a week or more (frequent bullying), providing a national estimate of 2 027 254 youth involved in moderate bullying and 1 681 030 youth in frequent bullying (Table 1). Experiencing bullying was reported with similar frequency, with 8.5% bullied "sometimes" and 8.4% bullied once a week or more, for a national estimate of 1 634 095 students bullied with moderate frequency and 1 611 809 bullied frequently (Table 2). A sizable number of students reported both bullying others and being bullied themselves. Of the total sample, 29.9% (an estimated 5 736 417 youth) reported some type of involvement in moderate or frequent bullying, as a bully (13.0%), a target of bullying (10.6%), or both (6.3%).
  177. Table 1. Weighted Percentage of Students Reporting Bullying Others During the Current Term*
  178. Image not available.
  179. View Large | Save Table | Download Slide (.ppt)
  180. Table 2. Weighted Percentage of Students Reporting Being Bullied During the Current Term*
  181. Image not available.
  182. View Large | Save Table | Download Slide (.ppt)
  183.  
  184. Demographic variation in the frequency of bullying was observed. Males both bullied others and were bullied significantly more often than females. Bullying occurred most frequently in 6th through 8th grade. Hispanic youth reported marginally higher involvement in moderate and frequent bullying of others, whereas black youth reported being bullied with significantly less frequency overall. No significant differences in the frequency of being bullied were observed among youth from urban, suburban, town, and rural areas (χ29 = 11.72, P = .24). However, small differences were observed in the frequency of bullying others (χ29 = 19.13, P = .03): 2% to 3% fewer suburban youth reported participation in moderate bullying, and 3% to 5% more rural youth reported ever bullying than youth from town, suburban, and urban areas (data not shown).
  185.  
  186. Table 3 presents the frequency with which those bullied reported being bullied in each of 5 specific ways. Being bullied through belittling one's looks or speech was common for both sexes. Males reported being bullied by being hit, slapped, or pushed more frequently than did females. Females more frequently reported being bullied through rumors or sexual comments. Being bullied through negative statements about one's religion or race occurred with the lowest frequency for both sexes.
  187. Table 3. Weighted Percentage of Those Bullied Reporting 5 Specific Types of Bullying*
  188. Image not available.
  189. View Large | Save Table | Download Slide (.ppt)
  190.  
  191. Results of the analyses of the relationship among indicators of psychosocial adjustment and bullying/being bullied using the proportional odds model are presented in Table 4a. The overall model for each of the outcomes was significant (P<.001). All main effects were significant in at least 1 of the models. Table 4 also shows the estimated odds ratios for each psychosocial adjustment construct in the model (adjusting for all other constructs in the model), indicating the odds of having a greater frequency of the outcome variable compared with the reference group.
  192. Table 4. Results of Fitting the Proportional Odds Model to the HBSC Data*
  193. Image not available.
  194. View Large | Save Table | Download Slide (.ppt)
  195. Table 4b
  196. Image not available.
  197. View Large | Save Table | Download Slide (.ppt)
  198.  
  199. Bullies, those bullied, and individuals reporting both bullying and being bullied all demonstrated poorer psychosocial adjustment than noninvolved youth; however, differences in the pattern of maladjustment among the groups were observed. Fighting was positively associated with all 3 outcomes. Alcohol use was positively associated with bullying and negatively associated with being bullied. Smoking and poorer academic achievement were associated with both bullying and coincident bullying/being bullied; poorer perceived school climate was related only to bullying. Poorer relationships with classmates and increased loneliness, on the other hand, were associated with both being bullied and coincident bullying/being bullied. Ability to make friends was negatively related to being bullied and positively related to bullying. A permissive parental attitude toward teen drinking was associated only with coincident bullying/being bullied, while increased parental involvement in school was related to both being bullied and coincident bullying/being bullied.
  200.  
  201. Results from the analyses of the 4 sex/age subgroups (data not shown) yielded findings similar to the model based on the full sample. No notable differences among groups were observed for fighting, academic achievement, perceived school climate, and relationship with classmates. However, differences by sex and age were observed for several variables. While smoking was positively associated with bullying and coincident bullying/being bullied among all groups, the magnitude of the relationship was greater for middle school youth than high school youth. Middle school males also showed a positive relationship between loneliness and bullying; this was not the case for any of the other groups. Among high school youth, bullying/being bullied was positively related to alcohol consumption; this relationship was not observed among middle school youth. High school females, on the other hand, did not demonstrate a significant relationship between poorer friendship-making and being bullied, whereas the other groups did. In addition, permissive parental attitude toward teen drinking was associated with bullying/being bullied for all groups except high school females. Finally, greater parental involvement in school was related to being bullied and bullying/being bullied for males (both middle and high school) but not females. It was related to bullying for high school males only.
  202. COMMENT
  203. ABSTRACT | METHODS | RESULTS | COMMENT | REFERENCES
  204.  
  205. This study indicates that bullying is a serious problem for US youth. Consistent with previous studies,1,7,8,11,12 bullying was reported as more prevalent among males than females and occurred with greater frequency among middle school–aged youth than high school–aged youth. For males, both physical and verbal bullying were common, while for females, verbal bullying (both taunting and sexual comments) and rumors were more common. However, verbal bullying through derogatory statements about one's religion or race occurred infrequently for both sexes. This finding may reflect stronger social norms among adolescents against such behavior. That is, it may be more socially acceptable for a youth to taunt peers about their appearance than to make derogatory racial statements.
  206.  
  207. Both bullying and being bullied were associated with poorer psychosocial adjustment; however, there were notable differences among those bullied, bullies, and those reporting both behaviors. Those bullied demonstrated poorer social and emotional adjustment, reporting greater difficulty making friends, poorer relationships with classmates, and greater loneliness. Youth who are socially isolated and lack social skills may be more likely targets for being bullied. This is consonant with the finding by Hoover and colleagues32,33 that the most frequent reason cited by youth for persons being bullied is that they "didn't fit in." At the same time, youth who are bullied may well be avoided by other youth, for fear of being bullied themselves or losing social status among their peers. Considering the high degree of relationship observed, it is likely that both processes occur. Being bullied was also associated with greater parental involvement in school, which may reflect parents' awareness of their child's difficulties. Conversely, parental involvement may be related to a lower level of independence among these youth, potentially making them more vulnerable to being bullied. Interestingly, being bullied was associated with less frequency of alcohol use and had a nonlinear relationship with smoking. This is not altogether surprising, given Farrington's34,35 finding that socially inept youth were less likely to be involved in delinquency than other youth.
  208.  
  209. Persons who bullied others were more likely to be involved in other problem behaviors such as drinking alcohol and smoking. They showed poorer school adjustment, both in terms of academic achievement and perceived school climate. Yet they reported greater ease of making friends, indicating that bullies are not socially isolated. Considering their greater involvement in other problem behaviors, it is likely that these youth have friends who endorse bullying and other problem behaviors, and who may be involved in bullying as well.
  210.  
  211. Those youth who reported both bullying and being bullied demonstrated poorer adjustment across both social/emotional dimensions and problem behaviors. Considering the combination of social isolation, lack of success in school, and involvement in problem behaviors, youth who both bully others and are bullied may represent an especially high-risk group. It is not known whether these youth were first bullied and then imitated the bullying behavior they experienced or whether they were bullies who then received retaliation. Current understanding tends to support the former explanation. Olweus2 describes a small subset of bullied youth he terms "provocative victims," individuals who demonstrate both anxious and aggressive behavior patterns and who are known for starting fights and engaging in disruptive behavior. Pellegrini and colleagues36,37 further discuss the "aggressive victim," defined as youth who respond to bullying with reactive aggression. These youth do not tend to use aggression in a proactive or instrumental manner, but rather are aggressive in retaliatory circumstances.
  212.  
  213. The patterns of relationships between bullying/being bullied and psychosocial adjustment observed in this study were similar across age and sex groups, providing support for the stability of the findings. The differences that emerged may be useful for those conducting research or developing interventions targeting specific populations. For example, the stronger relationship between bullying and smoking observed among middle school youth may reflect an association of bullying with deviance; as smoking becomes more normative in the older youth, it is less associated with bullying. The lack of a relationship between being bullied and poorer friendship-making among high school females could indicate that by this age, females are more apt to find a peer group in which they "fit," even though the peer group may consist of youth of similar social status.38
  214.  
  215. Several limitations of the study should be noted. The HBSC is a broadly focused survey regarding the health behaviors of middle– and high school–aged youth. As such, more in-depth information, such as might be obtained from an intervention study addressing bullying, are not available. This study includes middle– and high school–aged youth but does not address elementary school youth. The data are cross-sectional, and as such, the direction of relationships among the variables cannot be determined. Another limitation is the reliance on self-report for measurement of bullying. While self-report is a common and accepted method of measuring bullying, individual perceptions of bullying nevertheless may vary. To minimize subjectivity, students were provided with a detailed definition of bullying along with examples.
  216.  
  217. While research on the long-term consequences of bullying is minimal, the studies that have been conducted show negative effects into adulthood. Olweus39 found former bullies to have a 4-fold increase in criminal behavior at the age of 24 years, with 60% of former bullies having at least 1 conviction and 35% to 40% having 3 or more convictions. Their earlier pattern of achieving desired goals through bullying likely inhibited the learning of more socially acceptable ways of negotiating with others. Conversely, individuals formerly bullied were found to have higher levels of depression and poorer self-esteem at the age of 23 years, despite the fact that, as adults, they were no more harassed or socially isolated than comparison adults.40 Those who have been bullied may view such treatment as evidence that they are inadequate and worthless and may internalize these perceptions. No study has assessed the long-term outcomes for those who both bully others and are bullied. Given their initial poorer adjustment status, it is possible that they fare worse than either bullies or those bullied.
  218.  
  219. While this study provides important data on the prevalence and psychosocial correlates of bullying among US youth, further research is needed. Of particular importance would be prospective studies addressing factors that lead to bullying, as well as studies on the long-term consequences of bullying and being bullied. Longitudinal studies also would be valuable in better understanding the nature of those who bully and are bullied.
  220.  
  221. The prevalence of bullying observed in this study suggests the importance of preventive intervention research targeting bullying behaviors. Effective prevention will require a solid understanding of the social and environmental factors that facilitate and inhibit bullying and peer aggression. This knowledge could then be used to create school and social environments that promote healthy peer interactions and intolerance of bullying. School-based interventions have demonstrated positive outcomes in Norway and England,40- 43 with reductions in bullying of 30% to 50%. These interventions focused on changes within the school and classroom climate to increase awareness about bullying, increase teacher and parent involvement and supervision, form clear rules and strong social norms against bullying, and provide support and protection for individuals bullied. This type of approach has not been tested in the United States.
  222. REFERENCES
  223. ABSTRACT | METHODS | RESULTS | COMMENT | REFERENCES
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  310.  
  311.  
  312.  
  313.  
  314. Bullying prevention in schools: Six basic approaches
  315. https://books.google.co.id/books?hl=en&lr=&id=EH2iaWWJF00C&oi=fnd&pg=PP1&dq=australia+bullying+case+2010&ots=VnOrcz-j5z&sig=0JN7AfVTL_8V7QzQlPkZZbVGitg&redir_esc=y#v=onepage&q=australia%20bullying%20case%202010&f=false
  316.  
  317.  
  318. FORMER STUDENT WINS NEGLIGENCE CASE AGAINST SCHOOL FOR BULLYING
  319. http://www.loc.gov/law/foreign-news/article/australia-former-student-wins-negligence-case-against-school-for-bullying/
  320.  
  321. (Apr. 20, 2011) On April 13, 2011, the Supreme Court of New South Wales, in Australia, held that a school had breached its duty of care to a former student by failing to implement its anti-bullying policy or to take steps to adequately deal with ongoing bullying behavior toward her by other students while she was enrolled at the school. (Oyston v St Patrick’s College [2011] NSWSC 269, at 256.)
  322.  
  323. In 2010, Jazmine Oyston sued her former high school, St. Patrick’s College (a private girls’ school in Campbelltown), for negligence. She alleged that she had been injured while enrolled at the school, including suffering panic attacks, anxiety, and depression, “as a result of being exposed to bullying and harassment by other pupils of the school between 2002 and 2005.” (Id.at ¶ 1.) Her case was that the school’s policies and practices, as implemented in her situation, “failed to protect her from a recognized and foreseeable risk of harm.” (Id.at ¶ 6.)
  324.  
  325. The judge in the case considered that there was a foreseeable risk, which was in fact foreseen by the school, that bullying at the school might result in harm, including psychiatric injury. Furthermore, there was no issue that “a reasonable person in the College’s position, would have taken steps to protect a student such as Ms. Oyston, from the risks which bullying posed.” (Id.at ¶ 15.) The issue for the court was therefore whether the steps taken by the school were adequate to ensure that the duty of care to Oyston was met. (Id.)
  326.  
  327. The judge found that, despite the school having published clear policies in relation to bullying and having been active in its attempts to deal with what was a recognized problem at the school, its response in Oyston’s case was “ad hoc, rather than systematic,” and did not demonstrate the types of responses envisaged by the policies. (Id. at ¶¶ 16-37.) The judge therefore held that “the College’s response to the bullying problem which existed at the school by way of its implementation of its policies was inadequate, so far as Ms. Oyston was concerned,” and that there were significant adverse consequences of this for Oyston. (Id.at ¶¶ 51 & 61.) Furthermore, the judge noted, the school had been aware that Oyston was being seriously affected and had failed to provide adequate safeguards. The judge considered that “[s]uch safeguards required active investigation of the complaints made and monitoring whether any bullying had been brought to a halt.” (Id.at ¶ 311.)
  328.  
  329. In terms of causation, the judge held that, although Oyston was particularly vulnerable to psychological injury and her experiences at home and her parents’ inability to effectively deal with the bullying contributed to the harm suffered, her injuries were “the direct result of the College’s failure to take the very steps it had devised to prevent such injury being inflicted by one student upon another.” (Id.at ¶ 320.)
  330.  
  331. Oyston sought almost AU$540,000 (about US$571,000) in damages. (Id.at ¶ 339.) In her decision, the judge set out her views relating to particular types of damages in the context of the evidence presented, but she has not yet determined the amount to be awarded. (Id. at ¶¶ 340-380.)
  332.  
  333.  
  334.  
  335. STRATEGIES FOR BECOMIN AN ALLY BEFORE, DURING AND AFTER BULLYING
  336. http://signewhitson.com/tips-strategies/strategies-for-becoming-an-ally-before-during-and-after-bullying/
  337. Strategies for Becoming an Ally Before, During, and After Bullying
  338.  
  339.  
  340.  
  341. BEFORE:When you become aware that bullying will take place (e.g. you overhear a conversation or are the recipient of gossip) you can:
  342.  
  343. Refuse to spread the gossip
  344. Tell the person to stop spreading rumors and gossip
  345. Tell an adult about what you overhear
  346. Reach out to the girl who is being targeted. Offer to sit with her at lunch, play with her at recess, or help her feel connected to friends in another way
  347. Remind the bully about what it means to be a real friend
  348.  
  349.  
  350. DURING:
  351.  
  352. When you see or hear bullying taking place (e.g. someone is being excluded at a lunch table or being teased) you can:
  353.  
  354. Tell an adult about what is going on
  355. Reach out to the girl being bullied. Help her feel the protection of connection with friends by talking with her, including her in your group of friends, sitting with her, etc.
  356. Look the bully in the eye. With a confident voice, tell him/her to stop what he/she is doing. A quick “Knock it off,” or “Stop. That’s bullying,” is a simple, but powerful way to be a shero to a person who is being bullied.
  357. Act quickly. Don’t wait for the bully to hurt or humiliate the girl before you stand up for her. Your strength and action will show others that it is never okay to do nothing about bullying.
  358.  
  359.  
  360. AFTER:
  361.  
  362. When you find out that someone you know has been bullied, you can:
  363.  
  364. Listen to her as she talks about her feelings
  365. Tell her that you are sorry about what happened to her
  366. Encourage her to reach out to a trustworthy adult
  367. Go with her to talk to an adult
  368. Pull her aside and say, “Don’t worry about that girl/boy. She/he’s like that to everyone.”
  369. Make sure to include her in activities with your group of friends
  370.  
  371. The Strategies for Becoming an Ally Before, During, and After Bullying are excerpted from Session 8 of Friendship & Other Weapons: Group Activities to Help Young Girls Aged 5-11 to Cope with Bullying. For more information on the Becoming an Ally or activity ideas on how to teach Ally Strategies to kids, please check out Friendship & Other Weapons on this site or on amazon.com
  372.  
  373.  
  374. Chehalem Valley Middle School had an assembly in 2011 re: bullying
  375.  
  376. http://www.newberg.k12.or.us/chehalemvalley/mr-francos-friday-folder-february-4-2011
  377. Happy Friday to All of You!
  378.  
  379. Anti-Bullying
  380. Today the students were treated to an assembly on bullying. Deputy Roy Harrell from the Yamhill County Sheriff's Office spoke to the students on various types of bullying.
  381.  
  382. He also addressed things that students could do to stop bullying on multiple levels. On Wednesday we all wore blue in support of Anti-Bullying. We called the day "Blue on 2" (The "2" signifies the 2nd of the month). As a school this will be our regular monthly routine on the 2nd of each month. Please join us in wearing Blue on the 2nd of each month in support of anti-bullying.
  383.  
  384.  
  385.  
  386. Educators' perceptions of bullying before and after implementing a bullying prevention program
  387. http://gradworks.umi.com/36/24/3624326.html
  388.  
  389. Educators' perceptions of bullying before and after implementing a bullying prevention program
  390. by Phillips, Lorraine Denise, Ed.D., WALDEN UNIVERSITY, 2014, 191 pages; 3624326
  391.  
  392. Abstract:
  393.  
  394. In suburban schools in Western Pennsylvania, students, educators, parents, and community members are experiencing the negative effects caused by school bullying. Some educators cannot identify bullying, do not perceive bullying as problematic, or are not trained to intervene in bullying events. The purpose of this quasi-experimental, single group, pretest/posttest design study was to determine if implementing a bullying prevention program significantly changed educators' perceptions of bullying. James's theory of self-perception provided the framework for this study to determine educators' behaviors toward bullying. Sixty presurveys and 50 postsurveys (Bully Index Scale) were completed by educators on SurveyMonkey.com. Data were entered into SPSS and a MANCOVA was performed. According to study results, there was a change in how educators perceived bullying after training and implementation of the bullying prevention program. Data analysis was used to disclose significant changes in educators' perceptions overall and between male and female educators, altering perceptions may influence positive behavioral changes. Recommendations following this study include sharing findings with the district and bullying committees and continued staff training. Educators have an obligation to understand their perceptions of bullying before interacting with students and intervening in bullying events. Therefore, a positive social change would include self-assessment and bullying prevention training for all school district employees and preservice teachers.
  395.  
  396. Adviser Calvin Lathan
  397. School WALDEN UNIVERSITY
  398. Source Type Dissertation
  399. Subjects Teacher education; Social sciences education; Social structure; Organizational behavior
  400. Publication Number 3624326
  401.  
  402.  
  403. PERCEIVED SERIOUSNESS OF SCHOOL BULLYING BEFORE AND AFTER A HIGH PROFILE TRAGEDY
  404. http://www.academia.edu/5262969/Perceived_Seriousness_of_School_Bullying_Before_and_After_a_High_Profile_Tragedy
  405.  
  406.  
  407. SUICIDE RATES AMONG BULLIED TEENS
  408. https://nobullying.com/bullying-suicide-statistics/
  409.  
  410. There is a strong link between bullying and suicides. In the last few years a string of suicides in the United States and around the world has called attention to this problem. It happens to both boys and girls. The method is direct bullying person to person and cyber bullying using the Internet. Learn about Bullying Suicide Statistics!
  411.  
  412. Many parents view bullying as a part of growing up. Often they do not realize the devastating effects. Often it does not stop with one or two incidents but continues. It is often a steady barrage of demeaning incidents daily. Suicide is the third leading cause of death according to the Center for Disease Control. It results in about 4,400 deaths per year.
  413.  
  414. Bullying and Suicide Statistics Linked
  415.  
  416. Bullied victims are 7 to 9% more likely to consider suicide according to a study by Yale University. Studies in Britain have found half of the suicides among youth related to bullying. According to a study by ABC News over 30,000 children stay home every day due to the fear of being bullied. Bullying can be related to physical, emotional, cyber bullying, and sexting circulating nude or suggestive pictures of a person or messages.
  417.  
  418. A young male from Ireland named Joshua Unsworth hanged himself after frequent cyber bullying on a social network that he belonged to. He was teased about his father being a farmer and peers made fun of his dating habits. This constant barrage of bullying lead to depression and suicide.
  419.  
  420. The Urban Institute’s study on bullying showed 17% of students reported being victims of cyber bullying, 41% victims of physical bullyng, and 15 % experienced different kinds. According to a study by Zweig, Dank, Lachman, & Yahner 2014, the types of bullying vary according to gender. About 50% of girls experienced psychological bullying, and 45% males physical bullying.
  421.  
  422. The Center For Disease Control reported that students that experience bullying are twice as likely to have negative effects. These effects are depression, sleep difficulties, anxiety, and trouble adjusting to school. They are twice as likely to get stomach aches and headaches.
  423.  
  424. The National Center for Educational Statistics reports that in 2014 1 of 3 students reported being bullied during the school year. In the National Crime Victimization Survey of 2014 about 64.5% reported incidents that occurred twice in the year. About 18.5% reported incidents reported bullying twice a month, and 7.8 percent reported bullying incidents occurred daily.
  425.  
  426. Many students reported bullying that involved being made fun of and called names. Other methods of bullying were having rumors spread about them, threating the person with bodily harm, being pushed or shoved, and spit on. Others students had their belongings stolen or destroyed and were excluded from the groups on purpose. Bullying often produces depression, lowers self esteem, and produces a mentality of helplessness in victims. This information is from the study by Anderson 2014.
  427.  
  428. More Bullying Suicide Statistics
  429.  
  430. According to the Suicide Awareness Voices for Education suicides among 15-24 years olds is the third leading cause of death for youth. One of 65,000 children ages 10 to 14 commit suicide every year. Over 16% of students seriously consider suicide, 13% create a plan, and 8 percent have made a serious attempt.
  431.  
  432. The National Alliance on Mental Health 2014 reported suicide was one of the most common psychiatric emergencies. It claims about 30,000 lives every year. The biggest risk factor is a prior history of suicidal behavior. About 35.7% of elementary school are required by the school district to teach suicide prevention, 61.5% of middle schools, and 75.0% of high schools. About 78.4% of school districts required schools to have a plan for students at risk for suicide.
  433.  
  434. About 80% of youth that commits suicide have depressive symptoms. Peer victimization and bullying causes higher rates of suicide among youth according to the JAMA Pediatrics 2014. Cyber bullying leads to thoughts of suicide more than traditional bullying. Many students are bullied and engage in bullying behavior.
  435.  
  436. Cases of Suicides Due to Bullying
  437.  
  438. On January 12, 2012 Amanda Diane Cummings, a 15 year old Staten Island youth jumped in front of a bus. She carried a note on her that stated that classmates were constantly teasing her and stole her personal possessions. While she recovered in the hospital classmates posted cruel comments on her Facebook page. Bullying is not considered a serious crime by many. Kids that report incidents are told to toughen up or fight back. Sometimes authorities tell children no one likes a tattle tale so they do not get the help they need.
  439.  
  440. Audrie Pott was attacked sexually at a party she attended by three boys. Photos were taken of the incident and posted online. She was at a sleepover and alcohol was involved The girls hung herself about 8 days after the incident. These photos were shared with classmates from Saratoga High School. She did not tell anyone about the attack or the incident. Her parents did not know about it until after her death.
  441.  
  442. A 15 year old Connecticut boy Bart Palosz took his life by shooting himself. His death is linked with many years of bullying at school and on social networks. He was a quiet boy that related better to adults than his peers. He was 6 feet 3 inches tall and had a Polish accent making him a target for frequent ridicule. Incidents include boys in town calling him names, pushing him into bushes, and destroying his cell phone.
  443.  
  444. He did not fight back or tell any adult about the bullying .The boy met with a guidance counselor several times but told the woman everything was fine. Although his parents claim they asked the school for help nothing was done. He also posted comments about suicide on social media recently a sign of trouble.
  445.  
  446. Another girl Cynthie Sanchez killed herself after years of peer bullying and cyber bullying. Sometimes kids just called her name but online they told her to kill herself and how. She suffered from depression so this lead to her actions. She was only 14 years old.
  447.  
  448. These are a few cases that show that bullying contributes to suicide in youth. Bullying suicide statistics are based on solid research.
  449.  
  450. Cyber Bullying and Suicide
  451.  
  452. Cyber bullying is another form of bullying that is more prevalent due to cell phones and the Internet. About 42% of youth with tech access report that they have been cyber bullied. Approximately 69% of teens own their own computer, cell phone, and use social media.
  453.  
  454. An average teen often sends 60 text messages a day. Teen texting is double of what adults do. Girls in the age group of 14-16 years old text often send 100 messages a day. Over 7.5 million Facebook users are under 13 years old. Over 81% of teens admit that bullying is easier to get away with online. About 20% of kids that are cyber bullied think about suicide.
  455.  
  456. The Hartford County Examiner reports that 1 to 10 kids that are cyber bullied do not tell their parents. Only 1 of 5 cyber bullying incidents are reported to authorities. The Cyberbullying Research Center reported that mean comments and spreading rumors are the most common type of cyber bullying. Cyber bullying victims often have low self esteem and are likely to consider suicide.
  457.  
  458. According to the American Association of Suicidology rates for suicide among 10 to 14 year olds has grown 50% over the last three decades. A review of studies made in 13 countries found a link between bullying and suicide according to Yale School of Medicine. Parents and educators should know the signs of youth and teens at risk for suicide. This can help save lives. Looking at bullying and statistics often helps adults learn to see the problem before it become serious.
  459.  
  460. Signs of Depression in Youth And Suicide
  461.  
  462. Adults and teachers should learn the signs of serious depression in youth. They are talking or joking about committing suicide with friends or family and on social media. Writing poems or stories about death, dying and suicide primarily. Engaging in reckless behavior that results in accidents or giving away prized possessions. Talking about ways to kill themselves using pills, or weapons. An outgoing person that withdraws from family and friends is a sign. An good student whose grades plummet and they lose interest in learning is a sign of depression.
  463.  
  464. Other signs are trouble sleeping, frequent nightmares, change in eating habits. weight loss or extreme weight gain. Parents and teachers should watch students and note incidents of bullying on the playground, cafeteria or in the neighborhood. Talk to kids about suicide tell them it is not the way to solve problems. It is wrong and should not ever be attempted.
  465.  
  466. Encourage kids when bullied to tell an adult or teacher so that they can get help. When a child is depressed and does not seem to be getting any better get them help. Talk with your doctor who may be able to recommend psychiatric help. Bullying suicide statistics are just a sign that adults need to be more involved with their kids. In this way, tragedies can be prevented and kids can be saved.
  467.  
  468. Sources: http://www.meganmeierfoundation.org/statistics.html
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