1. An Overview from the Alberti Center for Bullying Abuse Prevention
University at Buffalo, SUNY
Amanda B. Nickerson, PhD
With special thanks to Heather Cosgrove for her assistance

11.  Perceived or actual sexual orientation
 Physical appearance
 Disability or social skills
 Socioeconomic status
 Race/ethnicity
 Almost anything that can put someone in a position of
relative weakness

15.  Emotional distress
 Loneliness, peer rejection
 Desire to avoid school
 Increased
anxiety, depression, suicidal
ideation; low self-esteem
 In some cases, extreme violence

17.  More likely to experience legal or
criminal troubles as adults
 Poor ability to develop and
maintain positive relationships

19. Roots and
Consequences
of Bullying
Abuse
- Jean Alberti

20.  Bully
 Target
 Bystander
 Family
 School (staff and peers)
 Larger culture/community

21. Most do nothing or join in

25.  Parents
 School staff
 Coaches
 Community members
 Students and peers!

27.  Model, teach,
and expect
respectful behavior

28. DO DON’T
 Have explicit  Use derogatory
rules terms about
 Treat others with
others
courtesy &
dignity
 Face-to-face
 Electronically

30. DO DON’T
 Provide explicit  Use vague
examples and phrases like
counter- “Don’t you have
examples of any respect?”
respect
 Role play!

32. DO DON’T
 Catch ‘em being  Bully the child
good! to send your
 Use teachable
message
moments
 Use logical,  Lash out in
meaningful anger
consequences

34.  Define what it is and why it is not OK
 Create a climate where it is not tolerated

37.  Listen
 Empathize
 “I am sorry that
happened”
 “That sounds so
upsetting”
 Work together
 Follow-up

38.  Emphasize why
behavior was not
acceptable
 Apply logical,
meaningful
consequences
 Plan for how to
prevent in future

39.  Teach to:
 Recognize bullying
 Select
appropriate, safe
interventions
 Tell bully to stop
 Band together with
others who say it is
not OK
 Report to adult
 Befriend target