How Not to Raise a Mean Girl

www.StandUpToBullying.net 802-362-5448 Info@StandUpToBullying.net How Not to Raise a Mean Girl   By Kelly Wallace, CNN Editor's note: Kelly Wallace is CNN's digital correspondent and editor-at-large covering family, career and life. She is a mom of two girls. Read her other columns and follow her reports at CNN Parents and on Twitter. (CNN) -- I am one of the lucky ones. I didn't meet my first "mean girl" until freshman year of college. Before I met her -- let's call her "Z" -- I lived life assuming that people would for the most part treat me the way I treated them. Oh, how wrong I was. Z was close to my freshman roommate, who was the opposite of a mean girl, but whenever Z was around, it was clear that a) she had no time for me and b) I was not welcome in anything she was doing. To this day, whenever I think of mean girls, I think back to Z and wonder what led her to be so miserable to me and probably other girls, too. I find myself thinking about that question a lot lately as I watch my daughters, now 6 and 8, negotiate female friendships. Sadly, I have already seen mean girl qualities in some girls in their peer group, and my kids are still years away from middle school! Educational psychologist Lori Day says the problem is growing worse with the increasing power of the Internet and today's hyperfeminine girl culture, so we're seeing more mean girls today and at younger ages. Here's where we as parents need to slam on the brakes. If the problem is getting worse and it's starting with girls as young as elementary school, what can we do about it? How can we avoid raising mean girls? Day, who is out with the powerful new book "Her Next Chapter: How Mother-Daughter Book Clubs Can Help Girls Navigate Malicious Media, Risky Relationships, Girl Gossip and So Much More," says mothers really have to "model being allies to other women." "When girls see their mother gossiping with a female friend about another female friend, putting down someone because of how they look or their weight ... it's modeling the wrong thing for girls," she said. She recommends being explicit with young girls about this philosophy. "You can say, 'I really try not to tear other women down. I try to build them up,' " said Day, who wrote the book along with her recent college graduate daughter and devoted an entire chapter to dealing with mean girls. Louise Sattler, a school psychologist, sign language educator and mom of two grown children in Los Angeles, knows all too well about mean girls. When she was in high school, one girl, we'll call her "C," seemed to have it out for her. Thirty years later, at her high school reunion, C continued to be a bully, even requesting that Sattler not sit at her table. (Sattler, you'll be happy to know, did not back down. She planted her purse and her body down at that table, and C stormed off.) "I always felt kind of sorry for her, frankly, because I knew she didn't come from a very happy household," she said. Girls like C are always looking for something better and for recognition and validation, she added. "And so I think the way to combat mean girls is to first just validate your daughter. They may not be the cheerleader. They may not grow up to be the smartest. They may be a little chunky, but that's OK." Mean girls often have a low self-esteem and "a feeling of mistrust and negative competition with other girls," said Anea Bogue, an author, educator and self-esteem expert who focuses her energies on helping girls. People who truly feel good about themselves don't expend a ton of energy trying to knock others down, said Bogue, author of "9 Ways We're Screwing Up Our Girls and How We Can Stop." "The most important thing we can do as parents to avoid raising a mean girl is instill self-value and challenge status quo messages of female inferiority and mistrust between women, a norm girls learn about from the time they are little from a variety of sources, including fairy tales," said the mom of two girls, who recently launched an anti-bullying program in the U.S. and Hong Kong called Be a REALgirl, not a MEANgirl. Annette Lanteri, a mom of two girls in Bayport, New York, switched schools for her elder daughter in part because of the way she was being treated by some mean girls. The key in stopping this behavior, she says is teaching children the concept of empathy. "Having the ability to step into someone's shoes and use that information when you interact with people is an amazing tool," Lanteri said. "A girl with that empathizes with others, especially her peers, (and) will never become a mean girl." What I also heard from the many parents I spoke with is that the golden rule that we all grew up with -- treat others as you would want them to treat you -- is perhaps even more important today.   Michelle Staruiala has been passing that philosophy down to her three kids, including her 13-year-old daughter, their entire lives. It works, she said. Her daughter hasn't had issues with mean girls, has been known to stand up for friends who are being bullied and feels guilty if she ever treats someone the wrong way. "To this day, my daughter will say, 'Mom, I shouldn't have said that. I feel bad I said this about my friend,' " said Staruiala, of Saskatchewan. Then again, maybe we're going about this mean girl policing all wrong. Amy MacClain, lead facilitator and program developer for Soul Shoppe, an interactive program focusing on helping schools and students combat bullying, says we should banish the term entirely. Saddling a kid with the mean girl tag means judging her in the same way she may be judging others, said MacClain, who is also the founder of a program that helps parents bully-proof their kids. "If you turn and go, 'She's a mean girl. You better go and play with someone else,' you're teaching your child not to deal with the problem, not to see what might be the cause and not to take care of themselves." Truly stopping mean girl behavior demands a lot of parental introspection. After all, what parent would want to admit their daughter is one? "Part of it is we're just so blamed as parents ... for the normal things that kids can do. That's why we don't want to take any responsibility," said MacClain, who has an 11-year-son. But denial isn't going to help anyone, parents and parenting experts say, so the best thing any mom of a mean girl can do is start validating her daughter and connecting with her, even on the playground. "When there are girls and they're being mean to one another, get involved," MacClain said. "Go to the park where they play and jump into that play and lead it for a little while so that all the girls feel safer and they're having fun so you're not directing it. You're just jumping in and leading fun." Our evidence-based programs dramatically improve the culture of your school.802-362-5448 -- Info@StandUpToBullying.net   **District Tour Specials** Competitive Rates are available when multiple schools in your area schedule together for our District Packages. 802-362-5448 BULLYING PREVENTION BOOKS, DVDS, AND POSTERS   Shipping and handling is included on all orders. Fax purchase orders to: 802-549-5024 DVD   Books   Posters Info@StandUpToBullying.net Can you define bullying?How can teachers stop bullying? What are the different types of bullying? What is the difference between playful teasing verses hurtful taunting? How do I teach students to forgive themselves? What is verbal bullying?What is physical bullying?Who are the bystanders?What are bystander responsibilities?What are the ways to stop bullying?How should students respond to verbal bullying? 802-362-5448 Providing dynamic and practical anti-bullying workshops to students, staff and parents, Mike Dreiblatt teaches realistic bullying prevention strategies and best practices that can be used immediately to STOP bullying. Bullying Prevention PSAs!!! Mike In Action - YouTube Clips!!! Sexual Harassment Prevention Staff Professional DevelopmentWorkplace Bullying and Harassment Student, Staff, Parent Workshops Info@StandUpToBullying.net  ©2014 www.StandUpToBullying.net | Info@StandUpToBullying.net 802-362-5448 -- 136 Clover Lane Manchester Center Vermont 05255

---

Click here to forward this email to a friend.

Click here to update your information or stop future mailings.

Mike Dreiblatt--Stand Up To Bullying
136 Clover Lane
Manchester Center, VT 05255 

Bullying Statistics

www.StandUpToBullying.net 802-362-5448 Info@StandUpToBullying.net Bullying Statistics General Statistics Nearly 1 in 3 students (27.8%) report being bullied during the school year (National Center for Educational Statistics, 2013). 64 percent of children who were bullied did not report it; only 36 percent reported the bullying(Petrosina, Guckenburg, DeVoe, and Hanson, 2010).  More than half of bullying situations (57 percent) stop when a peer intervenes on behalf of the student being bullied (Hawkins, Pepler, and Craig, 2001).  School-based bullying prevention programs decrease bullying by up to 25% (McCallion and Feder, 2013).  The reasons for being bullied reported most often by students were looks (55%), body shape (37%), and race (16%) (Davis and Nixon, 2010). Effects of Bullying Students who experience bullying are at increased risk for depression, anxiety, sleep difficulties, and poor school adjustment (Center for Disease Control, 2012). Students who bully others are at increased risk for substance use, academic problems, and violence later in adolescence and adulthood (Center for Disease Control, 2012). Compared to students who only bully, or who are only victims, students who do both suffer the most serious consequences and are at greater risk for both mental health and behavior problems (Center for Disease Control, 2012). Students who experience bullying are twice as likely as non-bullied peers to experience negative health effects such as headaches and stomachaches (Gini and Pozzoli, 2013) Statistics about bullying of students with disabilities Only 10 U.S. studies have been conducted on the connection between bullying and developmental disabilities, but all of these studies found that children with disabilities were two to three times more likely to be bullied than their nondisabled peers. (Marshall, Kendall, Banks & Gover (Eds.), 2009). Researchers discovered that students with disabilities were more worried about school safety and being injured or harassed by other peers compared to students without a disability (Saylor & Leach, 2009). The National Autistic Society reports that 40 percent of children with autism and 60 percent of children with Asperger’s syndrome have experienced bullying. When reporting bullying youth in special education were told not to tattle almost twice as often as youth not in special education (Davis and Nixon, 2010). Statistics about bullying of students of color More than one third of adolescents reporting bullying report bias-based school bullying (Russell, Sinclair, Poteat, and Koenig, 2012).  Bias-based bullying is more strongly associated with compromised health than general bullying (Russell, Sinclair, Poteat, and Koenig, 2012).  Race-related bullying is significantly associated with negative emotional and physical health effects (Rosenthal et al, 2013) Statistics about bullying of students who identify or are perceived as LGBTQ 81.9% of students who identify as LGBTQ were bullied in the last year based on their sexual orientation (National School Climate Survey, 2011). Peer victimization of all youth was less likely to occur in schools with bullying policies that are inclusive of LGBTQ students (Hatzenbuehler and Keyes, 2012). 63.5% of students feel unsafe because of their sexual orientation, and 43.9% because of their gender expression (National School Climate Survey, 2011). 31.8% of LGBTQ students missed at least one entire day of school in the past month because they felt unsafe or uncomfortable (National School Climate Survey, 2011). Weight-Based Bullying 64% of students enrolled in weight-loss programs reported experiencing weight-based victimization (Puhl, Peterson, and Luedicke, 2012). One third of girls and one fourth of boys report weight-based teasing from peers, but prevalence rates increase to approximately 60% among the heaviest students (Puhl, Luedicke, and Heuer, 2011). 84% of students observed students perceived as overweight being called names or getting teased during physical activities (Puhl, Luedicke, and Heuer, 2011). Bullying and Suicide There is a strong association between bullying and suicide-related behaviors, but this relationships is often mediated by other factors, including depression and delinquency (Hertz, Donato, and Wright, 2013). Youth victimized by their peers were 2.4 times more likely to report suicidal ideation and 3.3 times more likely to report a suicide attempt than youth who reported not being bullied (Espelage and Holt, 2013). Students who are both bullied and engage in bullying behavior are the highest risk group for adverse outcomes (Espelage and Holt, 2013). Interventions Bullied youth were most likely to report that actions that accessed support from others made a positive difference (Davis and Nixon, 2010). Actions aimed at changing the behavior of the bullying youth (fighting, getting back at them, telling them to stop, etc.) were rated as more likely to make things worse (Davis and Nixon, 2010). Students reported that the most helpful things teachers can do are: listen to the student, check in with them afterwards to see if the bullying stopped, and give the student advice (Davis and Nixon, 2010).  Students reported that the most harmful things teachers can do are: tell the student to solve the problem themselves, tell the student that the bullying wouldn’t happen if they acted differently, ignored what was going on, or tell the student to stop tattling (Davis and Nixon, 2010). As reported by students who have been bullied, the self-actions that had some of the most negative impacts (telling the person to stop/how I feel, walking away, pretending it doesn’t bother me) are often used by youth and often recommended to youth (Davis and Nixon, 2010). Bystanders Bystanders’ beliefs in their social self-efficacy were positively associated with defending behavior and negatively associated with passive behavior from bystanders – i.e. if students believe they can make a difference, they’re more likely to act (Thornberg et al, 2012) Students who experience bullying report that allying and supportive actions from their peers (such as spending time with the student, talking to him/her, helping him/her get away, or giving advice) were the most helpful actions from bystanders (Davis and Nixon, 2010). Students who experience bullying are more likely to find peer actions helpful than educator or self-actions (Davis and Nixon, 2010). References: Bullying: A guide for parents. (National Autistic Society). Retrieved from http://www.autism.org.uk/Living-with-autism/Education-and-transition/Primary-and-secondary-school/Your-child-at-school/Bullying-a-guide-for-parents.aspx Center for Disease Control, National Center for Injury Prevention and Control (2012). Understanding bullying. Davis, S., & Nixon, C. (2010). The youth voice research project: Victimization and strategies. Espelage, D. L., & Holt, M. K. (2013). Suicidal ideation and school bullying experiences after controlling for depression and delinquency. Journal of Adolescent Health, 53. Gini, G., & Pozzoli, T. (2013). Bullied children and psychosomatic problems: A meta-analysis. Pediatrics. Hatzenbuehler, M. L., & Keyes, K. M. (2012). Inclusive anti-bullying policies and reduced risk of suicide attempts in lesbian and gay youth. Journal of Adolescent Health, 53, 21-26. Hawkins, D. L., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social Development, 10(4), 512-527. Hertz, M. F., Donato, I., & Wright, J. (2013). Bullying and suicide: A public health approach. Journal of Adolescent Health, 53. Kosciw, J. G., Greytak, E. A., Bartkiewicz, M. J., Boesen, M. J., & Palmer, N. A. GLSEN, (2011). The 2011 national school climate survey. Retrieved from website: http://glsen.org/sites/default/files/2011 National School Climate Survey Full Report.pdf. (2009). C. Marshall, E. Kendall, M. Banks & R. Gover (Eds.), Disabilities: Insights from across fields and around the world (Vol. 1-3). Westport, CT: Praeger Perspectives. McCallion, G., & Feder, J. (2013). Student bullying: Overview of research, federal initiatives, and legal issues. Congressional Research Service. Petrosino, A., Guckenburg, S., DeVoe, J., & Hanson, T. Institute of Education Sciences, (2010). What characteristics of bullying, bullying victims, and schools are associated with increased reporting of bullying to school officials?  Washington, D.C.: National Center for Education Evaluation and Regional Assistance. Puhl, R. M., Luedicke, J., & Heuer, C. (2011). Weight-based victimization toward overweight adolescents: Observations and reactions of peers. Journal of School Health, 81(11), 696-703. Puhl, R. M., Peterson, J. L., & Luedicke, J. (2012). Strategies to address weight-based victimization: Youths' preferred support interventions from classmates, teachers, and parents. Journal of Youth and Adolescence, 42(3), 315-327. Rosenthal, L., Earnshaw, V. A., Carroll-Scott, A., Henderson, K. E., Peters, S. M., McCaslin, C., & Ickovics, J. R. (2013). Weight- and race-based bulling: Health associations among urban adolescents. Journal of Health Psychology. Russell, S. T., Sinclair, K., Poteat, P., & Koenig, B. (2012). Adolescent health and harassment based on discriminatory bias. American Journal of Public Health, 102(3), 493-495. Saylor, C.F. & Leach, J.B. (2009) Perceived bullying and social support students accessing special inclusion programming. Journal of Developmental and Physical Disabilities. 21, 69-80. Thornberg, T., Tenenbaum, L., Varjas, K., Meyers, J., Jungert, T., & Vanegas, G. (2012). Bystander motivation in bullying incidents: To intervene or not to intervene? Western Journal of Emergency Medicine , 8(3), 247-252. U.S. Department of Education , National Center for Educational Statistics (2013). Student reports of bullying and cyber-bullying: Results from the 2011 school crime supplement to the national crime victimization survey. Wright, T., & Smith, N. (2013). Bullying of LGBT youth and school climate for LGBT educators. GEMS (Gender, Education, Music, & Society, 6(1). Show These Statistics to Your Superintendent.802-362-5448 -- Info@StandUpToBullying.net Our evidence-based programs dramatically improve the culture of your school. 802-362-5448   **District Tour Specials** Competitive Rates are available when multiple schools in your area schedule together for our District Packages.  BULLYING PREVENTION BOOKS, DVDS, AND POSTERS   Shipping and handling is included on all orders. Fax purchase orders to: 802-549-5024 DVD   Books   Posters Info@StandUpToBullying.net Can you define bullying?How can teachers stop bullying? What are the different types of bullying? What is the difference between playful teasing verses hurtful taunting? How do I teach students to forgive themselves? What is verbal bullying?What is physical bullying?Who are the bystanders?What are bystander responsibilities?What are the ways to stop bullying?How should students respond to verbal bullying? 802-362-5448 Providing dynamic and practical anti-bullying workshops to students, staff and parents, Mike Dreiblatt teaches realistic bullying prevention strategies and best practices that can be used immediately to STOP bullying. Bullying Prevention PSAs!!! Mike In Action - YouTube Clips!!! Sexual Harassment Prevention Staff Professional DevelopmentWorkplace Bullying and Harassment Student, Staff, Parent Workshops Info@StandUpToBullying.net  ©2014 www.StandUpToBullying.net | Info@StandUpToBullying.net 802-362-5448 -- 136 Clover Lane Manchester Center Vermont 05255

---

www.StandUpToBullying.net 802-362-5448 Info@StandUpToBullying.net

Understanding the Roles of  Mental Health Professionals  in Community-Wide  Bullying Prevention Efforts  What is known about bullying and its consequences?  Bullying may seriously affect the mental health, physical health, and academic well-being of children and youth who are bullied. Research confirms that: • Children and youth who are bullied are more likely than those not bullied to have symptoms of depression, harm themselves, high levels of suicidal thoughts, and lower academic achievement; they also are more likely to be lonely and want to avoid school (Cook, Williams, Guerra, Kim, & Sadek, 2010; Klomek, Marrocco, Kleinman, Schoenfeld, & Gould, 2008; Reijntjes, Kamphuis, Prinzie, & Telch, 2010) . • Children and youth who bully others are more likely to exhibit delinquent behaviors, dislike school, drop out of school, bring weapons to school, think of suicide and attempt suicide, drink alcohol and smoke, and hold beliefs that support violence (Cook et al., 2010; Klomek et al., 2008; Nansel, Overpeck, Pilla, Ruan, Simons-Morton, & Scheidt, 2001). • Children and youth who are involved in bullying (are bullied, bully others, or both) are more likely than others to report health problems such as headaches, backaches, stomach pain, sleep problems, poor appetites, and bed-wetting (Gini & Pozzoli, 2009). Mental Heath Professional's Unique Roles in Addressing Bullying How can mental health professionals help to prevent bullying?  Whether community- or school-based, mental health professionals know the effects that bullying can have on those directly involved as well as those who witness it, and they play important roles in preventing and responding to bullying. Psychologists, counselors, and social workers who are based in schools bring critical expertise to the task of planning and implementing school- and community-wide approaches to bullying prevention. This includes:  • Collecting and using data to inform prevention efforts (Bauman, 2008). They can lead efforts to conduct needs assessments within schools, identify evidence-based practices to address bullying, establish systems to monitor progress in reducing bullying, evaluate and interpret data, and use data to inform future bullying prevention and intervention efforts (Rossen & Cowan, 2012).  • Training and advising educators, families, and students. Practitioners can inform others about the nature and prevalence of bullying, its effects, and effective prevention and intervention strategies (Bauman, 2008; Jacobsen & Bauman, 2007). • Collaborating with educators. They can work with educators and others to develop policies about bullying and implement evidence-based efforts to reduce bullying and improve school climate and safety (American Counseling Association [ACA], 2008; Jacobsen & Bauman, 2007). These rules and policies should provide students, families, and staff clear guidance about appropriate student behavior. Harsh, inflexible discipline strategies, such as zero tolerance policies, should be avoided. Such policies have been found to harm student-adult relationships, dampen school climate, and contribute to poor student achievement (APA Zero Tolerance Task Force, 2008). Instead, graduated sanctions should be used for rule violations, which are appropriate for the developmental level of the child and the nature and severity of the bullying. Removal from the school-setting should be a measure of last resort.  • Teaching, counseling, and consulting. Practitioners can help teach students social skills (ACA, 2008), counsel students how to manage aggressive tendencies, offer support and coping strategies for those who are bullied, counsel family members of affected students, and consult with educators to encourage appropriate behavior of students (Bauman, 2008).  Mental health professionals who work in settings outside of schools also play critical roles in the prevention of bullying by providing counseling to clients who are involved in bullying or have been affected by it; providing training and consultation in bullying and bullying prevention within schools and/or at community gatherings; and evaluating the effectiveness of school-based or community-based prevention efforts. Whether they are based in schools or in other settings within the community, mental health professionals can work together and with educators, health professionals, and community stakeholders, to support effective bullying prevention and response efforts.  Challenges & Opportunities for Mental Health Professionals  Mental health professionals experience a number of challenges and opportunities in efforts to prevent bullying in schools and communities:  • Ongoing professional development and continued education related to school bullying. School-based psychologists, counselors, and social workers are often on the front lines in prevention and response efforts and have expressed an interest in ongoing professional development and training opportunities. In a national survey, a majority (87%) had obtained some training through professional conferences and school in-service workshops, yet indicated a need for more extensive and formal education. Fewer than half reported receiving relevant training during graduate school (Lund, Blake, Ewing, & Banks, 2012).  • Multiple demands. School counselors, school psychologists, and other school-based mental health professionals have many roles and, like educators, experience multiple demands on their time. Therefore, it is critical to work with others to prioritize ongoing, sustainable and school-wide bullying prevention efforts.  • Communication between school-based and community mental health professionals. Some students and their families may use the services of both school- based and community mental health professionals. To most effectively meet the needs of these individuals, mental health professionals in both settings must communicate effectively with each other. Doing so requires a commitment to collaborate and careful planning to ensure that necessary consents are obtained.  • Opportunities for partnership and collaboration. With the passage of anti-bullying laws in nearly every state, most school districts are required to develop policies to address bullying at school. Mental health professionals can bring: unique expertise, a collaborative approach, and leadership to the development and refinement of these policies; the selection and implementation of evidence-based prevention and intervention approaches that avoid common misdirections such as zero tolerance policies; and the evaluation of these efforts over time.  • Leaders in translation of social science research. They also play important roles in translating social science research on issues such as the effects of bullying on students and effective (and ineffective) interventions. For example, recent media publicity around suicides by youth who were bullied by their peers has led many to incorrectly assume that bullying often leads directly to suicide. Mental health professionals can lend their expertise in explaining and reinforcing that suicide is a complex issue and that there are many factors that may contribute to a youth’s risk of suicide.  • Reimbursement for bullying-related services. Mental health professionals in the community are likely to be reimbursed for services to children and families that are related to bullying, which may help to promote effective prevention and treatment services. How Can Mental Health Professionals Engage and Include Others in Community Bullying Prevention Strategies  Because of their training, collaborative approach, and focus on the social and emotional well-being of children, youth, and families, mental health professionals can assist in leading school- and community-based bullying prevention and response efforts. Since bullying does not stop at the doors of the school, community-wide attention to bullying is important. Given their daily experiences and their role as leaders in translating the latest in social science research, school- and community-based mental health professionals can work with children and youth, families, school personnel, and other stakeholders to promote community-wide efforts to address bullying.  Ideas for Next Steps  • Learn more about bullying prevention through StopBullying.gov or the resources listed below. Review the research presented in the modules and how it is best communicated to motivated audiences. • Review any existing data within your school or community regarding bullying. Consult the Community Action Toolkit, which provides helpful tools to perform a landscape assessment that will help you identify relevant data, as well as the broader needs and opportunities within the community. • Plan a bullying prevention event that will inform a broader network of school- and community-based mental health practitioners, as well as parents, youth and other members of the community to help dispel common myths and misdirections. This will also shed light on the importance of a holistic, community-based effort with a public-health approach. • Develop professional networks to support bullying prevention efforts and advocate for high-quality training opportunities (within graduate training programs and in continuing education) to increase mental health professionals’ knowledge about bullying and effective prevention and response. Resources and References Resources  American Psychological Association’s “Resolution on Bullying Among Children and Youth” – This statement “encourages the implementation and dissemination of bullying prevention programs and interventions that have demonstrated effectiveness in schools and communities.” For more information, visit www.apa.org.  Centers for Disease Control and Prevention provides an in-depth “compendium of assessment tools” for measuring “bullying victimization, perpetration and bystander experiences.” For more information, visit www.cdc.gov. Federal Partners in Bullying Prevention’s Webinar on Bullying and Suicide – This webinar provides current research and science on the relationship between bullying and suicide and outlines some of the shared risk and protective factors. For more information,  visit www.sprc.org.  Mental Health America, Bullying: What to do about it – This resource provides information on how to address bullying and includes tip sheets on bullying and LGBT youth. For more information, visit www.mentalhealthamerica.net.  National Association of School Psychologists’ Bullying Prevention Resources – This website provides a variety of resources on bullying and bullying prevention, including “A framework for school-wide bullying prevention and safety” which guides education agencies and school administrators in implementing effective, sustainable, school-wide bullying prevention and safety efforts. For more information, visit www.nasponline.org.  References American Counseling Association (2008). Effectiveness of school counseling. Retrieved fromhttp://www. ctschoolcounselor.org/news/effectiveness-school-counseling APA Zero Tolerance Task Force (2008). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist, 63, 852-862. Bauman, S. (2008). The role of elementary school counselors in reducing school bullying. The Elementary School Journal, 108, 362-375. Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25, 65-83. Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic problems: A meta-analysis. Pediatrics, 123, 1059-1065. Jacobsen, K. E., & Bauman, S. (2007). Bullying in schools: School counselors’ responses to three types of bullying incidents. Professional School Counseling, 11, 1-9. Klomek, A. B., Marrocco, F., Kleinman, M., Schonfeld, I. S., & Gould, M. S. (2008). Peer victimization, depression, and suicidiality in adolescents. Suicide and Life-Threatening Behavior, 28, 166-180. Lund, E. M., Blake, J. J., Ewing, H. K., & Banks, C. S. (2012). School counselors’ and school psychologists’ bullying prevention and intervention strategies: A look into real-world practices. Journal of School Violence, 11, 246-265. Nansel, T. R., Overpeck, M. D., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P.(2001). Bullying behavior among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094-2100. Reijntjes, A., Kamphuis, J. H., Prinzie, P., & Telch, M. J. (2010). Peer victimization and internalizing problems in children:  A meta-analysis of longitudinal studies. Child Abuse & Neglect, 34, 244-252. Robers, S., Kemp, J., Truman, J., & Snyder, T. D. (2013). Indicators of School Crime and Safety: 2012. Retrieved from: http://nces.ed.gov/pubs2013/2013036.pdf Rossen, E., & Cowan, K. C. (2012). A framework for schoolwide bullying prevention and safety [Brief]. Bethesda, MD: National Association of School Psychologists. Available athttp://www.nasponline.org/resources/bullying/Bullying_Brief_12.pdf

When was the last time your school had bullying prevention, professional development training? 802-362-5448 -- Info@StandUpToBullying.net

802-362-5448 Our evidence-based programs dramatically improve the culture of your school.   BULLYING PREVENTION BOOKS, DVDS, AND POSTERS   Shipping and handling is included on all orders. Fax purchase orders to: 802-549-5024 DVD   Books   Posters Info@StandUpToBullying.net Can you define bullying?How can teachers stop bullying? What are the different types of bullying? What is the difference between playful teasing verses hurtful taunting? How do I teach students to forgive themselves? What is verbal bullying?What is physical bullying?Who are the bystanders?What are bystander responsibilities?What are the ways to stop bullying?How should students respond to verbal bullying? 802-362-5448 Providing dynamic and practical anti-bullying workshops to students, staff and parents, Mike Dreiblatt teaches realistic bullying prevention strategies and best practices that can be used immediately to STOP bullying. Bullying Prevention PSAs!!! Mike In Action - YouTube Clips!!! Sexual Harassment Prevention Staff Professional DevelopmentWorkplace Bullying and Harassment Student, Staff, Parent Workshops Info@StandUpToBullying.net **District Tour Specials** Competitive Rates are available when multiple schools in your area schedule together for our District Packages.

©2014 www.StandUpToBullying.net | Info@StandUpToBullying.net 802-362-5448 -- 136 Clover Lane Manchester Center Vermont 0525