Cli lick k to ed o edit it Mas aster er ti titl tle e sty tyle le Th The e Cons onseque equences nces of of Bully ullying ing July 28 th , 2016 www.ChildrensSafetyNetwork.org 1
Cli lick k to ed o edit it Mas aster er ti titl tle e sty tyle le Tech h Tips ips Download resources Audio is broadcast through from File Share pod computer speakers If you experience audio issues, You are muted dial (866) 835-7973 and mute computer speakers This session is Use the Q & A to ask being recorded questions at any time www.ChildrensSafetyNetwork.org 2
Cli lick k to ed o edit it Mas aster er ti titl tle e sty tyle le Pre resent senter er Tracy Vaillancourt, Ph.D. www.ChildrensSafetyNetwork.org 3
STUDY SPONSORS • Centers for Disease Control and Prevention (CDC) • Eunice Kennedy Shriver National Institute of Child Health & Human Development • Health Resources and Services Administration • National Institute of Justice • Robert Wood Johnson Foundation • Substance Abuse and Mental Health Services Administration • The Semi J. and Ruth W. Begun Foundation • Highmark Foundation PREVENTING BULLYING THROUGH SCIENCE, POLICY, AND PRACTICE 5
COMMITTEE Angela Frederick Amar Megan Moreno Assistant Dean for BSN Education; Associate Professor, Nell Hodgson Associate Professor of Pediatrics, University of Washington and Seattle Children’s Hospital Woodruff School of Nursing at Emory University Catherine Bradshaw Frederick Rivara, Chair Seattle Children’s Guild Endowed Chair in Pediatric Research; Professor of Associate Dean for Research and Faculty Development; Professor, Curry Pediatrics at University of Washington and Seattle Children’s Hospital School of Education at University of Virginia Daniel Flannery Regina Sullivan Dr. Semi J and Ruth Begun Professor; Jack, Joseph and Morton Mandel Professor of Child & Adolescent Psychiatry; School of Applied Social Sciences at Case Western Reserve University New York University School of Medicine Sandra Graham Jonathan Todres Professor & Presidential Chair Education and Diversity; Graduate School of Professor of Law Education & Information Studies at University of CA Los Angeles Georgia State University College of Law Mark Hatzenbuehler Tracy Vaillancourt Full Professor and Canada Research Chair, Children’s Mental Health and Associate Professor, Socio-medical Sciences; Mailman School of Public Health at Columbia University Violence Prevention; University of Ottawa Matthew Masiello Chief Medical Officer The Children’s Institute of Pittsburgh PREVENTING BULLYING THROUGH SCIENCE, POLICY, AND PRACTICE 6
STUDY STAFF Suzanne M. Le Menestrel Study Director Francis K. Amankwah Research Associate Annalee E. Gonzales Senior Program Assistant Kelsey Geiser Research Assistant Lisa Alston Financial Associate, Office of Finance and Administration Natacha Blain Director, Board on Children, Youth, and Families Kathi Grasso Director, Committee on Law and Justice PREVENTING BULLYING THROUGH SCIENCE, POLICY, AND PRACTICE 7
INTERDISCIPLINARY COMMITTEE WITH BROAD PERSPECTIVE EDUCATION COMMUNICATION CRIMINOLOGY TECHNOLOGY SCHOOL NEUROBIOLOGICAL COMMITTEE ADMINISTRATION DEVELOPMENT EXPERTISE CLINICAL & DEVELOPMENTAL LAW & POLICY PSYCHOLOGY PEDIATRICS MENTAL HEALTH PREVENTING BULLYING THROUGH SCIENCE, POLICY, AND PRACTICE 8
PREVENTING BULLYING THROUGH SCIENCE, POLICY, AND PRACTICE 9
THE PROBLEM Bullying , long tolerated as just a part of “growing up,” is now recognized as a major and preventable public health problem Growing concerns about bullying and its short and long-term consequences PREVENTING BULLYING THROUGH SCIENCE, POLICY, AND PRACTICE 10
STATEMENT OF TASK • The Board on Children, Youth, and Families in conjunction with the Committee on Law and Justice, of the National Academies convened a committee of experts to: • conduct a consensus study and produce a comprehensive report on the state of the science on: 1) the biological and psychosocial consequences of peer victimization and 2) the risk and protective factors that either increase or decrease peer victimization behavior and consequences. • A particular focus on children who are most at risk of peer victimization — those with high risk factors in combination with few protective factors — such as children with disabilities, LGBT youth, poly-victims, and children living in poverty were included in the study. PREVENTING BULLYING THROUGH SCIENCE, POLICY, AND PRACTICE 11
THE FOLLOWING QUESTIONS WERE OF PARTICULAR INTEREST TO THE COMMITTEE: What is the state of the research How are individual and other on neurobiological, mental and characteristics related to the behavioral health effects of dynamic between perpetrator and bullying? target? Short and long-term outcomes for both? What is known about What factors contribute to physiological and psycho- resilient outcomes of youth social consequences of bullying exposed to and involved in (both perpetrator and target)? bullying? PREVENTING BULLYING THROUGH SCIENCE, POLICY, AND PRACTICE 12
COMMITTEE USED CDC (2011) DEFINITION OF BULLYING Bullying is any unwanted aggressive behavior(s) by another youth or groups of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth including physical, psychological, social or educational harm. PREVENTING BULLYING THROUGH SCIENCE, POLICY, AND PRACTICE 13
PREVALENCE OF BULLYING National surveys show bullying behavior is a significant problem that affects a large number of youth: School-based Cyberbullying bullying 7-15 % 18-31 % PREVENTING BULLYING THROUGH SCIENCE, POLICY, AND PRACTICE 14
TRENDS IN STUDENTS WHO ARE BULLIED OVER TIME 40 Percentage of Students Bullied (%) 35 36.1 31.7 30.9 34.3 30 29.8 28.0 27.8 25 25.3 20.1 21.5 20 19.6 19.9 17.9 15 10 5 0 1999 2002 2006 2007 2008 2009 2010 2011 2013 Year PREVENTING BULLYING THROUGH SCIENCE, POLICY, AND PRACTICE 15
TRENDS IN CYBERBULLYING OVER TIME 25 Percentage of Students Cyberbullied 23.7 20 15 16.2 14.8 14.8 (%) 10 9.0 6.9 6.0 5 3.7 2.7 0 2006 2007 2008 2009 2010 2011 2013 Year PREVENTING BULLYING THROUGH SCIENCE, POLICY, AND PRACTICE 16
GROUPS VULNERABLE TO BULLYING Prevalence increases for subgroups of children- particularly those that are most vulnerable: • LGBT Youth: Prevalence is double that of heterosexual youth 25.6% - 43.6% • Youth with Disabilities: Over-represented in bullying dynamic. 1.5 times as much • Obese Youth : At increased risk but difficult to attribute to a single physical attribute; often co-exists with other factors PREVENTING BULLYING THROUGH SCIENCE, POLICY, AND PRACTICE 17
RISK FACTORS REQUIRING MORE RESEARCH IN RELATION TO BULLYING • Socioeconomic Status Conflicting studies • Immigration Status Inconsistencies in studies • Minority Religious Affiliations Hypothesis only; need empirical documentation to assess link • Youth with Multiple Stigmatized Statuses Largely unknown area • Urban Youth vs Rural Youth Rural vs urban inconsistencies in literature PREVENTING BULLYING THROUGH SCIENCE, POLICY, AND PRACTICE 18
SOCIAL CONTEXT AND BULLYING FIGURE 3-2 BRONFENBRENNER’S ECOLOGICAL THEORY OF DEVELOPMENT. SOURCE: Adapted from Bronfenbrenner (1979). PREVENTING BULLYING THROUGH SCIENCE, POLICY, AND PRACTICE 19
THE LANDSCAPE OF BULLYING Composition of peer groups, shifting demographics, changing societal Individual variables norms, and modern technology are such as age, gender, factors that must be considered to personality, and understand and effectively react social status, as well as classroom norms to bullying in the United States favoring the bully or victim affect roles in bullying situations. Research on bullying is largely descriptive, which generally fails to fully address contextual factors Bullying is a group that affect bullying. phenomenon, with multiple peers taking on roles other than perpetrator and Community norms, target. Peers are a neighborhood and critical factor acculturation serve as because they important moderators of influence group bullying outcomes. norms, attitudes, and behavior. PREVENTING BULLYING THROUGH SCIENCE, POLICY, AND PRACTICE 20
CONSEQUENCES OF BULLYING Evidence suggests children who are bullied gastrointestinal sleep disturbances headaches experience a range of concerns somatic disturbances Bullying can affect changes in stress mental health emotional cognitive problems response systems that problems dysregulation increase risk for Being bullied during childhood and alcohol/drug abuse depression anxiety adolescence has been in adulthood linked to PREVENTING BULLYING THROUGH SCIENCE, POLICY, AND PRACTICE 21
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