Tag Archives: bullying

Education Health

Teens who endure bullying are more likely to smoke, drink and use drugs

Children who are bullied in fifth grade are more likely to become depressed and experiment with drugs and alcohol during their teen years than their peers who didn’t suffer bullying by other kids, a U.S. study suggests.

Researchers followed almost 4,300 students starting in fifth grade, when they were around 11 years old. By tenth grade, 24 percent of the teens drank alcohol, 15 percent smoked marijuana and 12 percent used tobacco.

More frequent episodes of physical and emotional bullying in fifth grade were associated with higher odds of depression by seventh grade, which was in turn linked to greater likelihood of substance use later in adolescence, the study found.

“We drew on the self-medication hypothesis when trying to understand why peer victimization may lead to substance use over time,” said lead study author Valerie Earnshaw, a human development and family studies researcher at the University of Delaware in Newark.

“This suggests that people use substances to try to relieve painful feelings or control their emotions,” Earnshaw said by email. “So, youth who are bullied feel bad, or experience depressive symptoms, and then may use substances to try to feel better.”

For the study, researchers examined data from three surveys conducted from 2004 to 2011 among students at schools in Houston, Los Angeles and Birmingham, Alabama.

Students were asked if they had used tobacco, alcohol or marijuana in the past 30 days and how often they had been victims of bullying by their peers in the previous year. Questions on peer victimization touched on both physical aggression like shoving and kicking as well as emotional taunts like saying nasty things about them to other kids.

At the start of the study in fifth grade, about 10 percent of participants said they had been victims of bulling. This was more common among kids who had chronic illnesses, sexual minorities and boys.

By seventh grade, almost 2 percent of the students reported symptoms of depression.

And by the end of the study in tenth grade, substance use was more common among the kids who had previously reported bullying and depression.

The study isn’t a controlled experiment designed to prove that bullying directly causes depression or that mental health issues directly cause substance use. Another limitation of the study is its reliance on teens to accurately report any episodes of bullying, symptoms of depression or substance use, the authors note.

It’s also possible that teens who are bullied may later wind up drinking or using drugs because their peer groups include many adolescents who do both of these things, whether on sports teams or among crowds of particularly aggressive kids, said Bonnie Leadbeater, a psychology researcher at the University of Victoria in Canada. There is many teens who are addicted to drugs, they need to go rehab otherwise the addiction will destroy their life, here you can find one of the best addiction centers.

“Being ‘trapped’ in these networks can be particularly problematic in high school, where you see the same people every day,” Leadbeater, who wasn’t involved in the study, said by email.

“Youth with multiple networks beyond school through sports, music, art, religious activities, volunteering and work are more apt to find friends and others who see their talents, strengths and abilities,” Leadbeater added. “These strengths are often established in late elementary school.” Kids at this age become more active with all the energy they have to run around, lots of them start to find their role model and start searching up michael schumacher net worth or maybe even cristiano ronaldo too.

The trouble with bullying that leads to mental health problems is that teens with depression and anxiety are more likely to withdraw from peers and lack interest in most things.

“Young teens need to have ways of dealing with peer conflict before it becomes bullying,” Leadbeater said. “Young teens need to believe that getting help is normative and that bullying is not.”

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Education

School bullying linked to poorer academic achievement

Not only does bullying at school affect students’ emotional and social lives, it also directly affects their schoolwork and engagement in the classroom, suggests a U.S. study.
Students who faced bullying for much of their time in school had the greatest risk of low achievement and engagement, researchers found. And kids who were victimized only in earlier years showed gains in self-esteem, school performance and how much they liked school after bullying stopped.
“Bullying and peer victimization in school-age children has become more important in recent years because we recognize the damage it can do,” said lead author Gary Ladd, a psychology researcher at Arizona State University in Tempe.
“Nationally, there have been high-profile suicides and school districts trying to implement bully prevention programs,” Ladd told Reuters Health. “Teachers, parents, school administrators and anyone who knows a school-age kid should understand these effects.”
See also: 14 ways to tackle cyberbullying.
Ladd and colleagues followed 383 children – about equally split between boys and girls – from kindergarten through senior year of high school. With regular surveys, they measured the degree and frequency of peer victimization that kids experienced – including physical, verbal and relational bullying – as well as their academic self-perception and level of school engagement. They also used grades and teacher evaluations to measure academic achievement.
Based on these data, the study team categorized victimization into five types based on when it began and ended and how intensive it was. Some kids were never or rarely bullied, some were victimized in their early school years but not in later years, while another group was increasingly victimized in later years.
In Kindergarten, 21 percent of children experienced “severe” victimization and another 38 percent experienced a moderate level of bullying. These proportions declined steadily over the years until the final year of high school, when less than 1 percent were severely victimized and just under 11 percent were moderately bullied.
However, across the years, 24 percent of kids fell into the researchers’ category of “high-chronic” victimization. And these were also the ones most likely to have low school engagement, academic self-perception and academic achievement, particularly in math, the study team found.
“Some pockets of children remain bullied across their school careers,” Ladd said. “That’s a long time to be continually bullied. We’re most concerned about those kids.”
The fact that bullying typically starts in the younger grades and declines into middle school and high school runs counter to popular culture, which depicts the most severe bullying after elementary school, the authors write in the Journal of Educational Psychology.
“In the movies, you see the ‘mean girls’ in high school, but it often begins as kids enter kindergarten and learn how to assert themselves in a large group of peers,” Ladd said. “We may be waiting too late to look for warning signs.”
Among the five groups, Ladd and colleagues note that the early victims typically became less bullied over time and it would be interesting to investigate how these students were able to escape victimization as they moved through school. On the other hand, the group that was victimized later in life became more bullied by middle school and had achievement levels similar to the chronic group.
“The fact that children whose victimization levels declined over time showed improvements in academics was a very encouraging finding,” said Jonathan Nakamoto, an education researcher at nonprofit agency WestEd in Los Alamitos, California. Nakamoto, who wasn’t involved with the study, has previously researched the link between bullying and academic achievement.
“This suggests that many anti-bullying interventions could improve students’ academic outcomes as well as reduce bullying,” he said. “There are some ‘quick wins’ that teachers can do to combat bullying.”
Nakamoto pointed to the California Department of Education’s Safe and Supportive Schools program, which recommends best practices to improve school climates for learning. With bullying, the department suggests that teachers and parents educate themselves about different types of bullying, create “safe spaces” to talk, and take action when students seem isolated.
“When children are just starting school, pay attention to certain comments about kids not liking them or not letting them play,” Ladd said. “Take it seriously. Our ‘boys will be boys’ and ‘girls will be girls’ mindset prevents us from seeing what’s happening.”

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Education

14 ways you can tackle cyberbullying

Bullying seems to have been with us for as long as there have been schools – and what sometimes disappoints in not the seemingly inevitable fact that it happens, but how few schools and parents are able to tackle it.
That issue is made more difficult by the newer manifestations of bullying – the cyber kind that can happen on a growing range of social and digital media – Instagram, Snapchat, What’sApp and so on…
So what can schools, parents and, indeed, the children themselves do about it? Here are the 14 ways that all three can tackle cyberbullying.
 
Schools
1 Adopt a demonstrably zero-tolerance policy for bullying of all kinds. It should be abundantly clear that any form of intimidation, harassment, or threat will be dealt with swiftly and seriously. And when it does occur, follow through …
2 Schools, districts and education authorities should have that zero-tolerance codified in anti-bullying policies that everyone in the school community are made aware of.
3 Teach digital citizenship and internet safety in the classroom. When pupils are more aware of their rights and responsibilities, they are more likely to behave accordingly.
4 Have regular sessions with pupils, parents and teachers discussing bullying prevention. Keep the issue ‘alive’ with everyone.
 
Parents
5 Keep the computer in a shared space in the home – the living room or the kitchen perhaps. Don’t let them hide away in their bedrooms online. Monitor their usage and keep an eye on them as they use their device.
6 Learn about the spaces they inhabit – the social media platforms they engage on. If you know how Snapchat, What’sApp and so on work, you’ll understand where the danger points are. Ask, where you can, to see their profile pages.
7 Talk with your children about online issues, and make it clear that they can come to you for advice and support.
8 Set rules and time limits for your kids. Explain why – that you’re concerned for their online safety – and ask them to help set those rules. But don’t threaten to confiscate their laptops or phones if they are the victims of bullying.
9  Make sure your children don’t respond to cyberbullying – but that they don’t delete either. That will enable you to keep the messages, and indications of the identity of the bully.
10 If your kids are being bullied, don’t assume they ‘brought it on themselves’ somehow. Be supportive and understanding and help them, and the school, find a solution. And don’t ever tell them to ‘man up’ or ‘get over it’.
11 If it escalates to physical threats or violence, don’t be afraid to call in the police.
 
Children
12 Don’t respond to threats, but don’t delete the messages either. Keep them and show your parents or teachers and they can use them to track down the bullies.
13 Don’t help other bully people, or stand by if you know it’s happening – report it.
14 If you’re being bullied – don’t hesitate. Report it.
 
 
Follow Jimmy Leach on Twitter.

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Work

The 9 characteristics of a positive digital citizen

Are you a positive digital citizen? Do you know what digital citizenship really means? There are a lot of ideas floating around the web that becoming a proper digital citizen is basically just not bully someone online. There’s more to it than that.

A lot more.

It all starts with becoming a better citizen in general. You need to treat people properly in-person and be able to spend your time, money, and brainpower responsibly. In other words, make the most of your time and don’t spend it angry or trying to antagonize others. Want a few example? Here are some of the ways you can be a good citizen followed by a good digital citizen from the folks at ISTE:

See Also: The 7 characteristics of a digitally competent teacher

Characteristics Of A Positive Citizen

A positive citizen:

  1. Advocates for equal human rights for all.
  2. Treats others courteously and never bullies.
  3. Does not steal or damage others’ property or persons.
  4. Communicates clearly, respectfully and with empathy.
  5. Actively pursues an education and develops habits for lifelong learning.
  6. Spends and manages money responsibly.
  7. Upholds basic human rights of privacy, freedom of speech, etc.
  8. Protects self and others from harm.
  9. Proactively promotes their own physical and mental health.

Characteristics Of A Positive Digital Citizen

A positive digital citizen:

  1. Advocates for equal digital rights and access for all.
  2. Treats others with respect in online spaces and never cyberbullies.
  3. Does not steal or damage others’ digital work, identity or property.
  4. Makes appropriate decisions when communicating through a variety of digital channels.
  5. Uses digital tools to advance their learning and keeps up with changing technologies.
  6. Makes responsible online purchasing decisions and protects their payment information.
  7. Upholds basic human rights in all digital forums.
  8. Protects personal information from outside forces that might cause harm.
  9. Proactively limits health risks of technology, from physical to psychological.

good digital citizen

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Education Work

An editable social media policy for schools that works

Let’s say you’re a teacher, school administrator, or government official looking to utilize social media in education. No matter your position, it’s important to understand the various problems that might arise. From misuse to abuse to bullying, there are a lot of potential issues you should consider.

That’s why this ‘Social Media Policy For Schools’ is worth checking out. Simply put, it’s a document that you can download and edit to your needs. It was crowdsourced through the magic of Google Drive and has become the below document which has been used in schools around the world.

As with any policy, be sure to tailor it to your exact needs. Spend some time closely reading it over and share it with as many people as possible who are involved in the social media in schools process. You’ll be glad you did.

Want the editable Microsoft Word Doc? Click here.

Text Version: The Social Media Policy For Schools

Introduction

YOUR SCHOOL recognizes that access to technology in school gives students, parents and teachers greater opportunities to learn, engage, communicate, and develop skills that will prepare them for work, life, and citizenship. We are committed to helping students develop 21st-century technology and communication skills.

To that end, this Acceptable Use Policy outlines the guidelines and behaviors that users are expected to follow when using school technologies or when using personally-owned devices on the school campus.

  • Students, parents and teachers are expected to follow the same rules for good behavior and respectful conduct online as offline.
  • Misuse of social media can result in disciplinary action.
  • YOUR SCHOOL makes a reasonable effort to ensure students’ safety and security online, but will not be held accountable for any harm or damages that result from misuse of social media technologies.

We encourage teachers, students, staff, and other school community members to use social networking/media (Twitter, Facebook, etc.) as a way to connect with others, share educational resources, create and curate educational content, and enhance the classroom experience. While social networking is fun and valuable, there are some risks you should keep in mind when using these tools. In the social media world, the lines are blurred between what is public or private, personal or professional.

We’ve created these social networking/media guidelines for you to follow when representing the school in the virtual world.

Please do the following:               
Use good judgment       
  • We expect you to use good judgment in all situations.
  • You must know and follow the school’s Code of Conduct and Privacy Policy.
  • Regardless of your privacy settings, assume that all of the information you have shared on your social network is public information.
Be respectful       
  • Always treat others in a respectful, positive and considerate manner.
Be responsible and ethical       
  • If you are approved to represent the school, unless you are specifically authorized to speak on behalf of the school as a spokesperson, you should state that the views expressed in your postings, etc. are your own. Stick with discussing school-related matters that are within your area of responsibility.
  • Be open about your affiliation with the school and the role/position you hold.
Be a good listener       
  • Keep in mind that one of the biggest benefits of social media is that it gives others another way to talk to you, ask questions directly and to share feedback.
  • Be responsive others when conversing online. Provide answers, thank people for their comments, and ask for further feedback, etc.
  • Always be doing at least as much listening and responding as you do “talking.”
Don’t share the following:
Confidential information       
  • Do not publish, post or release information that is considered confidential or not public. If it seems confidential, it probably is. Online “conversations” are never private. Do not use your birth date, address, and cell phone number on any public website.
Private and personal information           
  • To ensure your safety, be careful about the type and amount of personal information you provide. Avoid talking about personal schedules or situations.
  • NEVER give out or transmit personal information of students, parents, or co-workers
  • Don’t take information you may receive through social networking (such as e-mail addresses, customer names or telephone numbers) and assume it’s the most up-to-date or correct.
  • Always respect the privacy of the school community members.

Please be cautious with respect to:

Images           
  • Respect brand, trademark, copyright information and/or images of the school (if applicable).
  • You may use photos and video (products, etc.) that are available on the school’s website.
  • It is generally not acceptable to post pictures of students without the expressed written consent of their parents.
  • Do not post pictures of others (co-workers, etc.) without their permission.
Other sites           
  • A significant part of the interaction on blogs, Twitter, Facebook and other social networks involves passing on interesting content or linking to helpful resources. However, the school is ultimately responsible for any content that is shared. Don’t blindly repost a link without looking at the content first.
  • Pay attention to the security warnings that pop up on your computer before clicking on unfamiliar links. They actually serve a purpose and protect you and the school.
  • When using Twitter, Facebook and other tools, be sure to follow their printed terms and conditions.
And if you don’t get it right…       
  • Be sure to correct any mistake you make immediately, and make it clear what you’ve done to fix it.
  • Apologize for the mistake if the situation warrants it.
  • If it’s a MAJOR mistake (e.g., exposing private information or reporting confidential information), please let someone know immediately so the school can take the proper steps to help minimize the impact it may have.

Netiquette

  • Users should always use the Internet, network resources, and online sites in a courteous and respectful manner.
  • Users should also recognize that among the valuable content online is unverified, incorrect, or inappropriate content. Users should use trusted sources when conducting research via the Internet.
  • Users should also remember not to post anything online that they wouldn’t want parents, teachers, or future colleges or employers to see. Once something is online, it’s out there—and can sometimes be shared and spread in ways you never intended.

Personal Safety

If you see a message, comment, image, or anything else online that makes you concerned for your personal safety, bring it to the attention of an adult (teacher or staff if you’re at school; parent if you’re using the device at home) immediately.

  • Users should never share personal information, including phone number, address, social security number, birthday, or financial information, over the Internet without adult permission.
  • Users should recognize that communicating over the Internet brings anonymity and associated risks, and should carefully safeguard the personal information of themselves and others.

Cyberbullying

Cyberbullying will not be tolerated. Harassing, dissing, flaming, denigrating, impersonating, outing, tricking, excluding, and cyberstalking are all examples of cyberbullying. Don’t be mean. Don’t send emails or post comments with the intent of scaring, hurting, or intimidating someone else.

Engaging in these behaviors, or any online activities intended to harm (physically or emotionally) another person, will result in severe disciplinary action and loss of privileges. In some cases, cyberbullying can be a crime. Remember that your activities are monitored and retained by others.

Examples of Acceptable Use

I will:

  • Follow the same guidelines for respectful, responsible behavior online that I am expected to follow offline.
  • Treat social media carefully, and alert staff if there is any problem with their operation.
  • Encourage positive, constructive discussion if allowed to use communicative or collaborative technologies.
  • Alert a teacher or other staff member if I see threatening/bullying, inappropriate, or harmful content (images, messages, posts) online.
  • Be cautious to protect the safety of myself and others.
  • This is not intended to be an exhaustive list. Users should use their own good judgment when using social media

Examples of Unacceptable Use

I will not:

  • Use social media in a way that could be personally or physically harmful to myself or others.
  • Engage in cyberbullying, harassment, or disrespectful conduct toward others–staff or students.
  • Try to find ways to circumvent the school’s safety measures and filtering tools.
  • Use language online that would be unacceptable in the classroom.

This is not intended to be an exhaustive list. Users should use their own good judgment when using social media.

Limitation of Liability

YOUR SCHOOL will not be responsible for damage or harm to persons, files, data, or hardware.

Violations of this Acceptable Use Policy

Violations of this policy may have disciplinary repercussions, including:

  • Suspension of volunteer privileges
  • Removal from positions of leadership within YOUR SCHOOL.
  • Removal of student from YOUR SCHOOL.
  • Additional consequences determined by Administration.

 

I have read and understood this Acceptable Use Policy and agree to abide by it:

__________________________________________

( Printed Name)

__________________________________________

(Signature)

__________________________________________

(Date)


Want to edit the original Google Drive document? You can do that here!

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