Material contra el acoso escolar

8/9/2019 Material contra el acoso escolar

http://slidepdf.com/reader/full/material-contra-el-acoso-escolar 1/7

138 No-Name Calling Week Resource Guide , Copyright ©2004 by GLSEN, Inc.

APPENDIX 3For Parents and Families: How to Talk with Educators

at Your Child’s School About Bullying

Parents are often reluctant to report to educators that their child is being bullied. Why?

• Parents may be unsure how best to help their child and may be afraid that they will make thesituation worse if they report bullying.

• They may be embarrassed that their child is being bullied.• Sometimes, children ask parents not to report bullying.• Parents may fear being seen as overprotective.• They may believe that it is up to their child to stop the bullying.

Children and youth often need help to stop bullying. Parents should never be afraid to call the schoolto report that their child is being bullied and ask for help to stop the bullying. Students should nothave to tolerate bullying at school any more than adults would tolerate similar treatment at work.

THE SCHOOL’S RESPONSIBILITY

All children are entitled to courteous and respectful treatment by students and staff at school.Educators have a duty to ensure that students have a safe learning environment. Fortunately, mosteducators take their responsibilities to stop bullying very seriously. Several states have passed anti-

bullying laws and require public schools to have an anti-bullying program in place. Ask for a copy of your school’s policy or check the student handbook to see if your school has policies that will helpresolve the problem.

WORKING WITH YOUR CHILD’S SCHOOL TO SOLVE THE PROBLEM

If your child tells you that he or she has been bullied or if you suspect that is the case, what can you do?

• Keep a written record of all bullying incidents that your child reports to you. Record the namesof the children involved, the date the bullying occurred, and what happened.

• Immediately ask to meet with your child’s classroom teacher and explain your concerns in afriendly, non-confrontational way.

• Ask the teacher about his or her observations.• Has he or she noticed or suspected bullying?• How is your child getting along with others in class?• Has he or she noticed that your child is being isolated, excluded from playground or other

activities with students?• Ask the teacher what he or she intends to do to investigate and/or help to stop the bullying.• If you are concerned about how your child is coping with the stress of being bullied, ask to

speak with your child’s guidance counselor or other school-based mental health professional.• Set up a follow-up appointment with the teacher (perhaps in a week) to discuss progress.• If there is no improvement after reporting bullying to your child’s teacher, speak with the

school principal.• Keep notes from your meetings with teachers and administrators.



NO NAME-CALLING WEEK FACTS

No Name-Calling Week is an annual week of educational activities aimed at endingname-calling of all kinds and providing schools with the tools and inspiration to launch anon-going dialogue about ways to eliminate bullying in their communities.

No Name-Calling Week was launched in March 2004 as a co-created project ofGLSEN and Simon and Schuster Children’s Publishing.

No Name-Calling Week was inspired by a young adult novel entitled "The Misfits,"by popular author, James Howe. The Misfits tells the story of four best friends who growtired of the constant teasing in their middle school, and decide to run for student councilon a “No Name-Calling” platform.

No Name-Calling Week currently boasts over 40 national partnering organizationsthat work to spread the word about the project, including the National Education

Association, the National Association of Secondary School Principals, the National

Middle School Association, and the American School Counselor Association.

Participants can purchase the No Name-Calling Week Resource Kit to supportplanning for the event. The kit includes information about organizing and publicizing NoName-Calling Week in individual schools, a Teacher Resource Book filled with lessonplans and other curricular material, a 27-minute video about name-calling, as well asstickers and posters. Each kit costs $129.95, and can be purchased by visitingwww.nonamecallingweek.org.

Each year, GLSEN also hosts a Creative Expression Contest for Students, in which

students can submit any type of artistic expression that relates to their experiences withor ideas about bullying. Over the years, thousands of students nationwide have submitteda variety of poems, stories, essays, drawings, collages, sculptures, and songs. Examplesof previous years’ prizewinning entries can be found on www.nonamecallingweek.org.

No Name-Calling Week has spread in scope since its inception. Participants areteachers, students, guidance counselors, coaches, librarians, administrators, andother school staff . Both middle schools and elementary schools take part, and due tothe high level of K-5 participation in the 2006 Creative Expression Contest for

Students, new lesson plans for grades k-5 were developed. In addition, in 2010, Lessonplans and a contest category were added for 9 – 12 students, focusing on anti-LGBT biasin schools. All of these resources, and more, are available for free download in theresource section of www.nonamecallingweek.org

GLSEN maintains a No Name-Calling Week Listserv that currently has over 9,500

registrants signed up to receive information about the project. You can register to jointhis Listserv by visiting the “Register” section of www.nonamecallingweek.org.Become a fan on Facebook and join more than 5,300 educators who are talking aboutending name-calling, bullying and harassment in schools.



Children Who Bully

Bullying among children is aggressive behavior

that is intentional and that involves an imbalance of

power or strength. Typically, it is repeated over time.

Bullying can take many forms such as hitting or

punching (physical bullying); teasing or name-calling

(verbal bullying); intimidation through gestures or

social exclusion (nonverbal bullying or emotional

bullying); and sending insulting messages by e-mail

(cyberbullying).

There is no one single cause of bullying among

children. Rather, individual, family, peer, school, and

community factors can place a child or youth at risk

for bullying his or her peers.

Characteristics of children who bully

Children who bully their peers regularly (i.e.,those who

admit to bullying more than occasionally) tend to

• Be impulsive, hot-headed, dominant;

• Be easily frustrated;

• Lack empathy;

• Have difficulty following rules; and

• View violence in a positive way.

Boys who bully tend to be physically stronger than

other children.

Family risk factors for bullying

Children who bully are more likely than their

nonbullying peers to live in homes where there is:• A lack of warmth and involvement on the part

of parents;

• Overly-permissive parenting (including a lack of

limits for children’s behavior);

• A lack of supervision by parents;

• Harsh, physical discipline; and

• A model for bullying behavior.

Peer risk factors for bullying

Children and youth who bully are more likely to

have friends who bully and who have positive

attitudes toward violence.

Common myths about children who bully

“Children who bully are loners.”

• In fact, research indicates that children and youth

who bully are not socially isolated.

• They report having an easier time making friends

than children and youth who do not bully.

• Children and youth who bully usually have at

least a small group of friends who support or

encourage their bullying.

“Children who bully have low self-esteem.”

• In fact, most research indicates that children and

youth who bully have average or above-average

self-esteem.

• Interventions that focus on building the self-

esteem of children who bully probably will be

ineffective in stopping bullying behavior.

Bullying and other violent

or antisocial behaviors

Research shows that bullying can be a sign of other

serious antisocial or violent behavior. Children and

youth who frequently bully their peers are more

likely than others to

• Get into frequent fights,• Be injured in a fight,

• Vandalize property,

• Steal property,

• Drink alcohol,

• Smoke,

• Be truant from school,

• Drop out of school, and

• Carry a weapon.



These and other materials are available online at: www.stopbullyingnow.hrsa.gov

Research also shows that

• Children who bully are more likely to report that

they own guns for risky reasons, such as to gain

respect or frighten others.

• Boys who were identified as bullies in middle

school were four times as likely as their

non bullying peers to have more than one

criminal conviction by age 24.

What do I do if my child is bullying others?

• Make it clear to your child that you take

bullying seriously and that you will not tolerate

this behavior.

• Develop clear and consistent rules within your

family for your children’s behavior. Praise and

reinforce your children for following rules and

use non-physical, non hostile consequences for

rule violations.

• Spend more time with your child and carefully

supervise and monitor his or her activities. Find

out who your child’s friends are and how and

where they spend free time.

• Build on your child’s talents by encouraging

him or her to get involved in prosocial activities

(such as clubs, music lessons, nonviolent sports).

• Share your concerns with your child’s teacher,

counselor, or principal. Work together to send

clear messages to your child that his or her

bullying must stop.

• If you or your child needs additional help, talk

with a school counselor or mental

health professional.

References

Byrne, B. J. (1994). Bullies and victims in school settings with reference to some Dublin schools. Irish Journal of Psychology, 15, 574-586.

Cairnes, R. B., Cairnes, B. D., Neckerman, H. J., Gest, S. D., & Gariepy, J. L. (1988). Social networks and aggressive behavior: Peer support or

peer rejection? Developmental Psychology, 24, 815-823.

Cunningham, P. B., Henggeler, S. W., Limber, S. P., Melton, G. B., and Nation, M. A. (2000). Patterns and correlates of gun ownership among

nonmetropolitan and rural middle school students. Journal of Clinical Child Psychology, 29, 432-442.

Espelage, D., Bosworth, K., & Simon, T. (2000). Examining the social context of bullying behaviors in early adolescence. Journal of Counseling

and Development, 78, 326-333.

Limber, S. P. (2002). Addressing youth bullying behaviors. Proceedings from the American Medical Association Educational Forum on Adolescent

Health: Youth Bullying. Chicago, IL: American Medical Association.

Nansel, T. R., Overpeck, M. D., Haynie, D. L., Ruan, W. J., & Scheidt, P. C. (2003). Relationships between bullying and violence among US youth.

Archives of Pediatric Adolescent Medicine, 157, 348-353.

Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, J., Simons-Morton, B., & Scheidt, P. (2001). Bullying Behaviors Among US Youth: Prevalence and

Association With Psychosocial Adjustment. Journal of the American Medical Association, 285, 2094-2100.

Olweus, D. (1993). Bullying at school: What we know and what we can do. NY: Blackwell.

Olweus, D., Limber, S., & Mihalic, S. (1999). The Bullying Prevention Program: Blueprints for Violence Prevention. Boulder, CO: Center for the Study

and Prevention of Violence.

Rigby, K. & Slee, P. T. (1993). Dimensions of interpersonal relations among Australian school children and their implications for psychological

well-being. Journal of Social Psychology, 133, 33-42.

Slee, P. T., & Rigby, K. (1993). The relationship of Eysenck’s personality factors and self-esteem to bully-victim behaviour in Australian

schoolboys. Personality and Individual Differences, 14, 371-373.







I ________________________ believe that bullying and calling other students hurtful names is wrong. I pledge to do

my best to:

• Not bully other students or call them hurtful names.

• Intervene, if I safely can, in situations where students are being called names.

• Support efforts to end bullying and name‐calling.

If you are being called names or bullied, remember the four ways to stay SAFE:

Say What you Feel: Tell the person who is bullying you or calling you names the way their actions make you feel.

Ask for Help: Sometimes you can’t handle the situation yourself, and it’s ok to ask for help. Find a teacher or other school staff

member to talk to.

Find a Friend: Hanging out with people who make you feel good about yourself is important, and the person calling you names

might think twice before picking on you when you’re with your friends.

Exit

the

Area:

While

it

may

feel

like

you

aren’t

doing

anything

at

all,

sometimes

walking

away

from

someone

who

is

picking

on

youis the best way to end things.

nonamecallingweek.org glsen.org

I ________________________

believe

that

bullying

and

calling

other

students

hurtful

names

is

wrong.

I pledge

to

do

my best to:

• Not bully other students or call them hurtful names.

• Intervene, if I safely can, in situations where students are being called names.

• Support efforts to end bullying and name‐calling.

If you are being called names or bullied, remember the four ways to stay SAFE:

Say What you Feel: Tell the person who is bullying you or calling you names the way their actions make you feel.

Ask

for

Help:

Sometimes

you

can’t

handle

the

situation

yourself,

and

it’s

ok

to

ask

for

help.

Find

a

teacher

or

other

school

staff

member to talk to.

Find a Friend: Hanging out with people who make you feel good about yourself is important, and the person calling you names

might think twice before picking on you when you’re with your friends.

Exit the Area: While it may feel like you aren’t doing anything at all, sometimes walking away from someone who is picking on you

is the best way to end things.

nonamecallingweek.org glsen.org

Documents

Material contra el acoso escolar