Stop Bullying Campaign

Stop Bullying Campaign:
It’s Everybody's Responsibility
Tiffany Elwood, Robert Messer, Lois Roberts, Jacinta
Roybal, Brittany Wise
Walden University

Analysis
The increase of media coverage of victims’ negative actions as a result from being
targeted by bullying has created increased social awareness and concern of the
effects of bullying. Society has created a social norm that bullying is acceptable in
society, politics and successful business entrepreneurs, creating difficulty for adjusting
the “social norm” perception of the acceptance of bullying.
Based upon our analysis of The 5 Whys of bullying, we have concluded that bullying
occurs as a result of the low self-image of the perpetrator in bullying situations.
Addressing the cause of bullying is the foundation for the determination of proper
solutions, which will lead to the neutralization of the devastating effects of bullying .

Introduction
Bullies come in all ages, shapes, sizes and colors.

Bullies intimidate others verbally, physically, and emotionally, victimizing as,
perhaps, they were once victimized.
Bullying has been around for ages and is a global issue with a changing face.

No longer is bullying limited to passing a mean, ill-intended note across the
classroom, gossiping about another, or pushing a child on the playground.
The bully’s playground has been electrified through the use of technology, such
as cell phones, internet and social media.
Bullies may be victims of their past, who learned to use unacceptable bullying
behaviors to victimize others.

Purpose and Summary
The purpose of this project is to define bullying, its possible root cause,
and the typical characteristics of bullies. We will identify the types of
people, whom bullies target, the effects on victims (Copeland, 2013),
methods to neutralize it, and coping, educational and training
opportunities, such as in schools (Hong, 2009) and partnering with
parents to help defuse bullying (Jordan, 2012).

Bullying is an age old problem in which seems to be out of control,
affecting numerous youths in its downward spiral. The behavior of
bullying affects everyone from witnesses, or bystanders, to faculty, staff
and parents. Victims of bullying carry the burden of these impacts, like
scars and baggage, into their adult lives, thus creating a number of lifelong challenges.

Goals
1. expand awareness of bullying

2. promote education and training by sharing existing anti-bullying campaigns
3. teach bystanders to intervene, when safe to do so
4. cultivate a culture of community and communication in society where bullying
becomes as publicly unacceptable as infidelity, theft, and sexual harassment
5. Contact schools to spread awareness
6. Create awareness through our Facebook page

To get more updated information, follow and “Like” Group D’s Facebook Page. StopBullying Campaign: https://www.facebook.com/jacinta.roybal.7

Key Actions
It is important to keep in mind that these individual key actions focus on the problems.
Recognize: Ask yourself what is happening, what type of bullying is occurring, is it physical,
emotional, cyber or covert?
Respond: If you see someone being bullied, do something about it in a safe manner. Do not
be a bystander and allow the act of bullying to continue.
Listen: Give others the chance to speak up. If a bully needs to talk, let them. They will have
ample opportunity to explain their actions. If a victim wants to talk, let them. They will have
the opportunity to explain how they are being affected and need to know that there is
support for them.
Promote safety: When listening to bullies and victims, promote acceptance and value. Let the
person know that they are respected. Connect with the person, offer support.
Inform: Educate everyone, including parents, families, teachers, students, workplaces, faculty
and staff etc. Inform them of the severity of bullying and its impacts.
Share valuable, free resource information to schools, parents and the community through our
anti-bullying Facebook page: https://www.facebook.com/jacinta.roybal.7

Expected Outcomes
The expected outcomes for the individualized action plans include:
 A decrease in the number of people being bullied
 An increase in bystander intervention
 A decrease in the number of suicides as a direct result of bullying
 A decrease in the number of bullies
 A higher number of people speaking up whether bystanders or victims
or friends of victims
 Stronger social skills based on good moral behavior

Recent Media Coverage of Bullying

Why Is Bullying In the News so Frequently?
 Attention from the increase of suicides of bullied victims.
 Attention from the increase amount of victim created YouTube videos.
 There is greater awareness of the seriousness of bullying, which could
be due to higher reported rates by students.
 The addition of cyberbullying as a new, easy, and round-the-clock place
to bully.
Examples:
Suicide of Amanda Todd after YouTube Video
Jonah Mowry’s YouTube Video
Pittsburgh School Shooting: Bullied Student Behind Gunfire

Why Is Bully Awareness Important?
 Bullying can lead to health problems for victims that last throughout adulthood.
 Bullied victims consider suicide.
 Bullied students that are more likely to skip or drop out of school.

 Victims could retaliate in the form of school shootings.
 Teenage victims could consider suicide.
 Bullying statistics and research have conveyed that bullying is a major societal problem.

 Through increased awareness and bystander intervention, bullies may realize that their
actions are unacceptable and may have serious consequences.

What Is Bullying?
Bullying is an intentional act where there is a “difference of power between the bully
and the victim,” and occurs globally, affecting up to fifty-four percent of children (Ball,
2008).

Bullies and victims are identified as having various conduct disorders and co-occurring
unemotional traits with a need for dominance, marked by impulsivity and narcissism
(Fanti, 2013).
Bullying is but is not limited to hitting, pushing, name calling, teasing beyond limits
accepted by victim, blocking a hallway, door or locker to prevent person for passing
by, knocking books out of another’s arms, gossiping, talking badly about another or
making fun of someone and intentional exclusion.

What Is NOT Bullying?
 Disagreements of opinions between two people
 Feedback that is meant for improvement
 One-time outbursts of frustration
 Being overlooked or unintentionally left out
 Questioning the creditability of another person’s information
Children may be biased when they process social cues and interpret ambiguous situations as
being hostile, when bullying is not actually occurring.
Students may perceive an action is bullying when it is not truly a bullying situation.

The Four Types of Bullying

According to the National Centre Against Bullying (2010) there are four types of
bullying:
1. Physical Bullying: Actions that harm a person or property.
2. Emotional Bullying: Verbal abuse such as teasing and name calling.
3. Covert Bullying: When a bully sneaks to publically humiliate a target and damage a
person’s reputation.
4. Cyber Bullying: Cyberbullying is usually defined as a form of bullying that uses
electronic means such as email, mobile phone calls, text messages, instant messenger
contact, photos, social networking sites, and person web pages, with the intention of
causing harm to another person through repeated hostile conduct (Ortega, R., 2012).

The Cyber Bullying: A Major Concern
Based upon our analysis of bullying cyber bullying has escalated and is a very serious
problem. The concerns are:
 Social Media is very popular among pre-adolescence and teenagers.
 Social Media has created a new weapon for bullying.
 Bullies have 24-hour access to target and intentionally cause harm.
 Social Media can be used as a tool to humiliate and bully to large audiences.
 Bullies can create and hide behind fake identities through social media accounts.
 Bullies can manipulate targets by making them think they are interested in dating the victim,
only to use the information to blackmail, tease, or humiliate, or psychologically harm
victims.
 Cyber bullies even suggest to victims, “Why don’t you just kill your self?”

Bully Research Studies
 A study conducted by Shakoor (2012) estimates twenty-seven percent of children
and adolescents are bullied worldwide .
 A study shows that over half of school age children are bullies, victims, or bully

victims. Bullies are usually victims (Fanti, 2013).
 2007 National Crime Victimization Survey School Crime Supplement surveyed 12-18
year old students in public school to research the topic of bullying. The survey results
indicated that only 36 percent of the victims from school bullying harassment,
reported the occurrence to school employees or officials (Petrosino, Guckenburg,
DeVoe, & Hanson, 2010). This data continues to reflect that 64 percent of the
researched students did not report their victimization of bullying to a school staff
member.

Why Do Bullies Bully?
Bullying is an intentional act where there is a “difference of power between the bully and
the victim,” and occurs globally, affecting up to fifty-four percent of children (Ball, 2008).
 Cultural Causes - society promotes aggressive, winning behavior.
 Institutional Causes - schools and companies don’t encourage respect for everyone.

 Social Issues - bullies receive attention, even if it is based on negative actions.
 Family Issues - Parents could exhibit similar bullying characteristics towards the child.
Narcissism and interpersonal manipulation also plays role (Fanti, 2013).

 Genetics - behavioral and temperament issues have been linked to aggressive behaviors
such as bullying (Shakoor, 2012).
 The Bully's Personal History - bullies have been told they were worthless.

 Having Power - bullies desire to control of another person.
 Provocative Victims Bullies think their victims deserve it, “I’ll show them.”

The Psychology of a Bully
 Various conduct disorders and co-occurring callous-unemotional traits with a
strong need for dominance, with impulsivity and narcissism (Fanti, 2013).
 Bullying is a social-ecological problem in which it is not possible to create a
“profile” of a bully (Swearer, 2010).
 Bullies and their victims suffer from low self-regard, depression, violent
behaviors and anxiety (Ball, 2008).
 Social dominance and social interdependence studies indicate the role it plays in
bullying (Choi, 2011).

 A study shows that over half of school age children are bullies, victims, or bully
victims, or those who bully others and are also victims of bullying (Fanti, 2013).

The Psychology of a Bully (continued)
Our research also found information from an addictions expert and school
programs teacher, Scott Gallagher, that the common complaint expressed by
addicts, including bullies, is that they have been victims themselves.

Gallagher describes this as destructive self-victimization.
“School Speaker Discovers the Root Cause of Bullying, Obsessive Compulsions and
All Addictions”
http://www.pr9.net/teens/schooltime/9420september.html#www_thepowerofc
hoice_ca

Long Term Effects of Being a Bully
 Childhood bullies have a higher risk to participate in alcohol and drug abuse as teens.

 Bullies are more likely to start fights, damage property, and quit school.
 Begin having sex at earlier ages.
 Childhood bullies are most likely to have criminal convictions as adults.

 As adults, bully behavior could continue and result in abuse to romantic partners.
 All of the following were affected in both bully and bully victim, psychological issues,
including health, criminality, alcohol and drug use, sexual and social relationships,
education, incomes, abuse and neglect in childhood, mental illness, and family
functioning (Riggio, 2013).

How Bullying Affects Victims
Victims are affected in many negative ways.
They may develop the following:
 anxieties and depression
 fear
 feeling of loneliness
 feelings of worthlessness and poor self-image
 eating and sleeping patterns could change
 interest in participating in criminal activities
 experience health problems
 decreased academic achievement, possibly leading to drop outs

Long Term Effects for Bully Victims
 psychological issues, including health
 criminality
 alcohol and drug use
 sexual and social relationships
 education
 incomes
 abuse
 neglect in childhood
 mental illness
 family functioning
Source: Riggio, 2013.

Why Victims Don’t Speak Up?
There are many reasons why victims do not report bullying or speak out about it, such
as:
 Fear retaliation from the perpetrator.
 Could be threatened by the bully to keep quite.
 Fear that teachers will think they are being a tattle tale.

 May believe that they deserve the bullying.
 May expect adults to handle the bully.
 Victims of cyber-bullying are afraid parents will take away the internet.

Why Bystanders Don’t Speak Up?
Research has indicated that when bystanders intervene,
bullying decreases by 50%.

The reasons why witnesses do not act:
 Do not know what to do to help someone
 Do not want to be a target
 Think that someone else will help
 Think that only an adult can help the victim
Some bystanders are actually affected by witnessing bullying behavior.
Bystanders, who do not stop the bully, can easily be influenced to participate in alcohol,
tobacco, and drugs, to make sure they fit in

Tips to Avoid Being Bullied
1. Be Confident
Bullies target kids who the bully thinks are weak and will not fight back.
Bullies will only repeat picking on someone if they think they can get away with it.

2. Do not show the bully that your feelings are hurt.
Of course it hurts, but bullies gain satisfaction in knowing they hurt someone’s feelings.
Tell your parents, friends, and people you trust how it makes you feel.
3. Try to ignore a bully. If you are unable to ignore a bully, then agree
with what the bully says.

If you agree with the bully, the bully does not gain satisfaction.
4. It is NOT your fault and no one deserves to be bullied.
5. Make light and add humor to what the bullying says.
6. Change the subject to redirect the bully’s focus.

Tips to Avoid Being Bullied (continued)
7. Stay in a group with friends. Surround yourself with people who you can trust and make
you feel safe.
8. Avoid the bully:
Play near playground monitors or adults.
Choose a seat in the cafeteria where teachers and workers can see you.
Go to the restroom at different times.
Select different routes to classes.
Bullies like to pick on kids where adults are not paying attention. Stay or play where
school staff can see you.
9. Do not brag or carry expensive items to school.

Help Hotlines for Victims
National Suicide Prevention
Hotline
800-273-8255
www.suicidepreventionlifeline
.org

Crisis Call Center
800-273-8255 or text
ANSWER to 839863
http://crisiscallcenter.org/crisi
sservices.html

The Trevor Lifeline
Resource for Lesbian, Gay,
Bisexual, & Transgender Youth
866-4-U-TREVOR or
866-488-7386
http://www.thetrevorproject.org

How to Stop Bullying When You See It?
Bystanders are the most effective way to stop a bully.
50% of bullies stop picking on a student if told to stop bullying by a
bystander,(Office of the Education Ombuds, 2012).
 Remain calm, but be assertive.
 Speak in a strong, firm voice when speaking to a bully.
 Look the bully in the eyes when you are talking to him or her.

 Use good choice of words when talking to the bully.
 Keep a calm demeanor and a facial expression, a bully is constantly gauging your
reactions. BE CONFIDENT during the conversation.

How Parents Can Help

Parents play a key role in neutralizing the effects of bullying for their children and
building their children’s self-esteem.
 Ask questions about your child’s day.
 Watch your child for signs of being bullied, as often he or she may be too embarrassed to
tell you or does not want lectured about it.
 If your child tells you that he or she is being bullied, Listen carefully to your child's report of
being bullied.
 Be sympathetic and take the problem seriously.
 Do not to overreact or under react.
 Do not blame the victim, but offer support.
 Do not criticize the child, with phrases such as:
“Well, what did you do to bring it on or start it?”
“You need to start standing up for yourself.”

Realize that home is their only refuge.
Expect him or her to have some difficult times in dealing with victimization.

How Parents Can Help (continued)
Get professional help if you think your child needs it.
Encourage your child to keep talking to you.

Spend extra time with her or him.
Provide constant support and encouragement, and tell her or him how much you love them!

Set the example of good, positive relationships
Demonstrate good self-control
Do not show aggressive behavior and talk in threatening manners to your child or anyone

Teach your children that violence is unacceptable
Identify and name the adverse effects of aggression/bullying
Explain how a victim of bullying may feel.

Effective Ways for Schools Promote AntiBullying: Zero Tolerance – Anti-Bullying Campaigns
School promoting
Get students to make posters, banners, and create slogans
Schools supported student based groups to discuss bullying

School create a sincere video message from school staff to all students
Olweus Bullying Prevention Kickoff Video
http://www.youtube.com/watch?v=sDWWGeLKgpY

Schools Can Deter Bullying
Schools can promote Stop-Bullying Campaigns in various ways with no additional
costs.
 School programs should use a multi-faceted approach to address the problem.
 Rules prohibiting bullying behaviors should be clearly posted.
 Encourage parents to get active in bullying awareness and zero- tolerance programs.
 Engage students to create posters and banners to display throughout the school about zero tolerance
and bully prevention.
 Parents of bullies and victims should be notified and participate in the school programs.
 All teachers should work with students discouraging bullying in every classroom.
 Have students role-play a bullying situation. Children understand modeling behaviors and role-play
and acting out bullying situations is a very effective tool.
 School officials should identify hot spots for bullying activities and monitor those locations regularly.
 Encourage students to create groups that accept diversity and “doing the right thing.”
 Begin bullying awareness programs in early grade schools.

Prevention Resources for Schools
The bully prevention program, Bully Busters: A Teacher's Manual for Helping Bullies,
Victims, and Bystanders (Newman, Home, & Bartolomucci, 2000).
The 7 Module training for teachers(Gottfredson & Gottfredson, 1985; Stephenson &
Smith, 1989) (Johnstone, Munn, & Edwards, 1991; Kikkawa, 1987; Olweus, 1978).

Training Modules for Training Teachers
Module 1: Increasing Awareness of Bullying
Module 2: Recognizing the Bully
Module 3: Recognizing the Victim

Module 4: Taking Charge: Interventions for Bullying Behavior
Module 5: Assisting Victims: Recommendations and Interventions
Module 6: The Role of Prevention

Module 7: Relaxation and Coping Skills
Recommendations to implement a continuing education teacher training curriculum
designed to educate the teacher on the components of bully awareness, prevention,
and interventions (Gottfredson & Gottfredson, 1985; Stephenson & Smith, 1989)

Interview with School Resource Officer
Interview conducted with a school resource officer by Roybal, Jacinta (2013)
 Resource officer examines bullying prevention is a group effort that requires the
diligent efforts from parents, teachers, and community.
 Resource officer explains that a solution cannot be found through the school systems
alone; it must be a joint effort.

 The resource officer identifies that children need discipline and structure in and out
of school to correct bullying behavior.

Conclusion
Our analysis of bullying has lead us to the following conclusions:
 Bullying is a significant problem that should never be tolerated or accepted.

 Whether the root cause of bullying is believed to be genetic, destructive selfvictimization, or low self-image, the devastating effects of bullying can be neutralized
through training, education and support of teachers, support staff and parents.
 Parents play a key role in helping with this situation by setting good examples, raising
their children with good morals, love, warmth and a strong sense of self-worth.

 Children need to know what to do when bullied and to not feel ashamed or
embarrassed to report bullying.

Conclusion
 There is help if you are a bully or a victim.
 Bystanders have the power to reduce bullying by fifty percent.
To get more updated information, follow and “Like” Group D’s
Facebook Page. Stop-Bullying Campaign:
https://www.facebook.com/jacinta.roybal.7

“No one can make you feel inferior without your consent.”
by: Eleanor Roosevelt, This is My Story

References
Ball H., Arseneault L., Taylor A., Maughan B., Caspi A., Moffitt T. Genetic and
environmental influences on victims, bullies and bully-victims in childhood.
Journal of Child Psychology & Psychiatry [serial online]. January
2008;49(1):104-114. Available from: Academic Search Complete, Ipswich, MA.
Accessed November 3, 2013.

Choi, J., Johnson, D. W., & Johnson, R. (2011). The Roots of Social Dominance:
Aggression, Prosocial Behavior, and Social Interdependence. Journal Of
Educational Research, 140(6), 442-454, doi:10.1080/0022067.2010.514689
Cokely, T. (2012, October 11). Olweus bullying prevention kickoff video. YouTube.
Retrieved from website: http://www.youtube.com/watch?v=sDWWGeLKgpY
Fanti, K. A., & Kimonis, E. R. (2013). Dimensions of juvenile psychopathy distinguish
“bullie,” “bully-victims,” and “victims”. Psychology Of Violence, 3(4), 396-409.
Doi:10.1037/a0033951

References
Gottfredson, G. D., & Gottfredson, D. C. (1985), Victimization in schools. Plenum Press, New
York.
Johnstone, M., Munn, P., & Edwards, L. (1991). Action against bullying: Drawing from
experience. Council for Research Education. Edinburgh, Scotland: Scottish
Kikkawa, M. (1987). Teachers' opinions and treatments for bully/victim problems among
students in junior and senior high schools: Results of a fact-finding survey. Journal of
Human Development, 23, 25-30.

Kljakovic, M., Scheib, E., Nutter, O. (2011). The joint development of traditional
bullying and victimization with cyber bullying and victimization of adolescence.
Journal of Child Psychology & Psychiatry, 22(2). 301-309. Doi:10.1111/j.15327795.2011.00764.x

References
National Centre Against Bullying, (2010). Childhood Development’s Building Respectful and
Safe Schools identifies four types of bullying. Retrieved from website:
http://www.ncab.org.au/fourkindsofbullying/
Newman, D. A., Horne, A. M., & Bartolomucci, L. (2000). Bully busters: A teacher's
manual for helping bullies, victims, and bystanders. Champaign, IL: Research
Press.
Office of the Education Ombuds [website], (2012). Prevent Bullying, Harassment and
Intimidation in Your School. Washington State, Office of Education Ombuds.
Retrieved from website:
http://www.governor.wa.gov/oeo/bullying/educators.asp
Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Washington, DC:
Hemisphere
Ortega, R., Elipe, P., Mora-Merchan, J. A., Genta, M., Brighi, A., Guariri, A., & Tippett, N.
(2012). The emotional impact of bullying and cyber bullying on victims. Aggressive
Behavior, 38(5), 342-356. Doi: 10.1002/ab.21440

References
Petrosino, A., Guckenburg, S., DeVoe, J., and Hanson, T. (2010). What characteristics
of bullying, bullying victims, and schools are associated with increased
reporting of bullying to school officials? Issues & Answers Report, REL 2010–
No. 092 Retrieved from website:
http://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2010092.pdf
Roybal, J. (2013, November 9). Interviewed a school resource officer in a junior high
school in Cheyenne Wyoming. Walden University, Group D, File Exchange.
Shakoor, S., Happe, F., & Arsenault, L. (2012). A prospective longitudinal study of
children’s theory of mind and adolescent involvement in bullying. Journal of
Psychology & Psychiatry, 53(3), 254-261.

Riggio, R. E. PhD. (2013). Bullying does long-term damage. Therapy Today, American
Psychology Association 24(7), 5.

References
Swearer, S. PhD. (2010, August 2). Bullying: What parents, teachers can do to stop it.
American Psychology Association. Retrieved from:
http://www.apa.org/news/press/releases/2010/04/bullying.aspx
Wilson, A. (Ed.). (1991). The golden rule. In World scripture: A comparative anthology
of sacred texts(pp.114–115). St. Paul, MN: Paragon House.

Helpful Resources
Penning, S., Bhagwanjee, A., &Govendar, K. (2010). Bullying boys: The traumatic effects of
bullying on male adolescent learners. Journal of Child Health & Adolescent Mental
Health,22(2), 131-143. Doi: 10.2989/17280533.2010.528580
Mikulak, A. (2013). Far from being harmless: The effects of bust last long into adulthood.
Association for Psychological Science.
www.pbskids.org
www.youtube.com
www.Stopbullyingnow.com
www.bullyingstatistics.org
www.stopbullying.gov

News Media Photo Resources
Associated Press, (2013, October 15). 2 Girls charged with felony stalking in Rebecca Sedwick
case. Newser [online]. Retrieved from website:
http://www.newser.com/story/175917/2-girls-arrested-after-bullied-girl-killsherself.html
Evans, B. (2013, October, 2). One in five young people suffer 'extreme cyber-bullying' every
day with Facebook accounting for more than half of the abuse. Daily Mail. United
Kingdom. Retrieved from website: http://www.dailymail.co.uk/news/article2441239/1-5-young-people-suffer-extreme-cyber-bullying-day-Facebook-accountinghalf.html
Fujita, A. (2012, July 6). Kids and laughing teachers bullied suicide teen. ABC News [website].
Retrieved from website: http://abcnews.go.com/blogs/headlines/2012/07/kids-andlaughing-teachers-bullied-suicide-teen/

Gastaldo, E. (2013, April 17). Lanza beaten by Sandy Hook classmates: Source. Newser
[website]. Retrieved from website:
http://www.newser.com/story/166368/lanza-beaten-by-sandy-hookclassmates-source.html
Harding, M. & Togneri, C. (2013, November 15). Pittsburgh school shooting update:
Alleged bullied student behind gunfire. The Pittsburgh Tribune-Review.
Retrieved from website:
http://www.securityinfowatch.com/news/11234288/mother-of-teen-shootersays-her-son-feared-for-his-safety
Mungin, L. (2012, October, 12). Bullied Canadian teen leaves behind chilling YouTube
video. CNN [online]. Retrieved from website:
http://www.cnn.com/2012/10/12/world/americas/canada-teen-bullying/

Murphy, S. (2010, November 29). Specialists say bullies also need attention: Accused
teenager at Groton School committed suicide. Boston News [online]. Retrieved
from website:
http://www.boston.com/news/local/massachusetts/articles/2010/11/29/expel
ing_accused_bullies_is_not_the_answer_specialists_say/
Wong, C. (2011, December 4). Jonah Mowry, bullied gay teen, reveals fear, suicide
attempts in brave clip (video). Huffington Post. Retrieved from website:
http://www.huffingtonpost.com/2011/12/04/jonah-mowry-bullied-teenvideo_n_1127903.html

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