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					                 ME

       I used to think it great fun
      Watching them pick on her
             Being so witchy
         It must have really hurt
        It used to be quite funny
           Until I looked to see
That it wasn‟t her they were picking on
         But this time it was me
    I wished I hadn‟t laughed now
        Because it aches inside
   The trouble that they cause me
        Was far too much to hide
     Now I know what it feels like
   Being picked on time after time
  I now know not to laugh at them
      And that bullying is a crime

                         Kathryn Bellamy
 BULLYING Prevention
                             for Adolescents


 Bullying Prevention Workgroup
                  November 18, 2009
Audrey Inaba, Cash Lopez, Jeny Bissell, Lori Nakanishi, LuEllen Keppler,
 Maylyn Tallet, Naomi Imai, Nicole Miller, Noella Kong, Therese Argoud,
                             Tod Robertson


                        Acknowledgements:
  Jean Nakasato (DOE), Karen Umemoto (UH), Nalani Takushi (OHA),
                       Valerie Mariano (AG)
             Definition
Bullying: One‟s need for power and
 (negative) dominance; finds satisfaction in
 causing injury and suffering to others; are
 often rewarded in some way for their
 behavior with material and psychological
 rewards.

Four components: duration, frequency,
 intensity, and power imbalance.
The Spectrum of Bullying
            adapted from www.endbullying.com




        Little                 Teasing         Taunting
      abrasive                  Name
                                                 acts
       things                   calling

       “Stink”                                 Physical
        looks
                            Rumors
                                                acts
                             “Icing”
     Sarcasm                   out
                                               Violence



Aggressive behavior that is intentional and
involves an imbalance of power or strength.
Identify the Target Population

Societal and environmental
support networks of middle school
aged children and high school
aged youth.

 (parents, teachers, counselors, health care providers,
 public health officials, child welfare workers, law
 enforcement, etc.)
   Extent of the Health Issue
  within the Target Population
  Surveys indicate that as many as
  half of all children are bullied at
  some time in their school years,
  and at least 10% are bullied on a
  regular basis.
American Academy of Child & Adolescent Psychiatry, May 2008
2007 Youth Behavioral Risk Survey


                          2 in 3 middle school
                        students in Hawai`i say
                         bullying is a problem




                           1 in 2 high school
                        students in Hawai`i say
                         bullying is a problem
Urgency/Severity of the Health Issue
within the Target Population


   The detriment of not addressing
   bullying can cause lasting physical,
   social and emotional consequences.
   (anxiety, insomnia, decreased concentration, eating
   disorders, depression, post-traumatic stress disorder,
   truancy, substance abuse, suicide, homicide)

American Academy of Child & Adolescent Psychiatry, May 2008
  Urgency/Severity of the Health
Issue within the Target Population

  Hawai`i Youth Risk Behavioral Survey (YRBS)          Middle    High
                                                       School   School
                      2007                              (%)      (%)

Property damaged deliberately on school property        29       28

Had been hurt by hitting, punching, or kicking while    33       24
on school property one or more times

Had been hurt by having mean things said to them        33       45
on school property

Agreed that harassment and bullying by other            68       55
students is a problem at school
Best Practices in
Prevention and
Intervention

Behavioral
Ecological Model




Adapted from “The Behavioral
Ecological Model: Integrating public
health and behavioral science.”
 by Hovell, Wahlgren, & Gehrman, 2002.
In R.J. DiClemente, R. Crosby, & M.
Kegler, (Eds.), New and emerging
theories in health promotion practice &
research (pp.347-385). San Francisco:
Jossey-Bass
Amenable to Change in 5 Years

Local Level Programs
   Hawai‟i CSSS and School Safety and Well-being Tool Kit.
   Olweus Bullying Prevention Program and awareness
    presentations on Hawai‟i Island.
   UH Asian/Pacific Islander Youth Prevention Center„s Tool Kit.
   OHA program grants and an „Olelo bullying program hour.


Community Level Activities
   UH, DOE, DOH, DHS-OYS, HYSN, OHA, CC Parks and Rec of
    Honolulu and Family Voices established to do a bullying
    presentation to the Keiki Caucus in June 2009.
   Roll out of Circle of Respect coming soon.
      Hawai’i Department of Education
         Comprehensive Student Support Services
   CSSS basic philosophy & framework for all student supports
     Prevention & early intervention focus
     Comprehensive, coordinated, integrated, and timely services
     School wide Positive Behavioral Interventions & Supports
      (SWPBIS)
     Major focus for preventing and responding to problem behaviors


   Wellness Guidelines
     Provide systems, environment & policy change at the school level to
      encourage health and well-being
     Focuses on school level infrastructure to support all student & staff
      well-being

   Safety & Well-being Toolkit (November 2009)
     Being initiated this fall with future modules to be added
     Technical assistance tool to help schools implement individual &
       school level supports related to health, safety, and respect
Olweus Bullying Prevention Program
Hawaii Island
   2005 DOH-MCH                 Awareness presentation
    Domestic Violence             to 15 school safety
    Prevention Fund grant         managers and school
                                  safety attendants.
   Technical support and
    consultation to schools      2007 and 2008 trainings
    provided for 18 months.       to Waters of Life PCS,
                                  Kaumana and Pahoa
   Began OBBP at                 Elementary Schools
    Connections Public
    Charter School in 2006
OFFICE OF HAWAIIAN AFFAIRS
       Program Grants

     Malama I Ke Kai
     Peace Day
     Domestic Violence Action Center
     Peaceful Warriors
     ‟Olelo Program
Office of the Attorney General
Prevention Branch

 • National initiative to changing cultural norms

 • Addresses the devastating issues of bullying
 and cyberbullying

 • Expands to other behaviors where respect is
 paramount among young people and adults
Asian Pacific
Islander Youth
Violence Prevention           Comprehensive approach in
Center (APIYVPC)               the Kailua-Waimanalo School
                               & Community


A Community-Based             Integration of violence
Approach                       prevention in curriculum

                              Curriculum and training for
                               schools & community
University of Hawai‟i
Department of Psychiatry
John A. Burns, School of      Research on the causes of
Medicine                       prevention of youth violence
Spectrum of Prevention
   Influencing Policy and Legislation
   Changing Organizational Practice
   Mobilizing Neighborhoods and Community
   Foster Coalitions and Networks
   Educating Providers
   Community Education
   Strengthen Individual/Parenting Knowledge
    and Skills
Where Are We Now?
   System network group is established
   Keiki Caucus presentation completed
   Stakeholder survey completed
   Statewide bullying prevention resources and
    activities are being identified
   Problem map and fact sheets completed
   „Olelo program in 2010 to bring awareness to
    bullying issues
Community Level Activities and
 Strategies
   Garner individual, local, community and societal
    level awareness, support and positive action.
   Reach every child, adolescent and adult to
    participate and support behavioral change with
    knowledge of corrective actions.
   Engage youth and adults across disciplines and
    through a variety of local level campaigns.
   Foster system, county and community networks to
    coordinate and sustain the effort.
    What is required is a
  commitment by everyone
 for cultural change that no
longer accepts or tolerates
   violence in our schools,
     neighborhoods, and
       broader society.
Resources

   Creating Safe Schools and Communities. 2008 Course Materials.
    Asian Pacific Islander Youth Violence Prevention Center (APIYVPC)

   Take A Stand. Lend A Hand. Stop Bullying Now! Campaign. (2009).
    State laws related to bullying among children and youth. Retrieved
    February 6, 2009, from www.stopbullyingnow.hrsa.gov

   The Behavioral Ecological Model as a Framework for School-Based
    Anti-Bullying Health Promotion Interventions. E. Dressler-Hawke, D.
    Whitehead; Journal of School Nursing, Vol. 25 No.3, June 2009

   Youth Risk Behavior Survey 2007, www.cdc.gov

				
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