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|A Guide to the Film BULLY: Fostering Empathy and Action in Schools||Toolkit & Training||Facing History and Ourselves||2012|
The film BULLY follows five stories of children and families who are affected deeply by bullying within the course of a school year. With intimate glimpses into homes, classrooms, cafeterias, and principals’ offices, the film offers insight into the lives of bullied, ridiculed children. Historically, seemingly small instances of labeling and ridicule have catastrophic consequences for the marginalized groups involved. This film brings those “small” instances into the spotlight creating a space to discuss the effects of bullying. The accompanying guide tells the personal stories of those bullied, and suggests that improving school climate takes fostering a reflective and engaging learning community. Features include: • Essential background information about bullying, including testimony and research findings from experts who have studied the effects of bullying on children, parents, and communities. • Facinghistory.org/safeschools provides additional resources about creating safe and caring school environments. • A “toolbox” of discussion strategies that will help facilitate honest, open dialogue about the film with groups of students and adults alike.
Topics: Prevention, Respond to Bullying, Kids, Schools
For more info please visit http://www.facinghistory.org/resources/publications/guide-film-bully
|A Framework for School-Wide Bullying Prevention and Safety||Tips & Facts||National Association of School Psychologists||2012|
This document was developed to provide a guiding framework to local education agencies and school administrators for implementing effective, sustainable school-wide bullying prevention and safety efforts.
Topics: Policies & Laws, Prevention, Respond to Bullying, Schools
For more info please visit http://www.nasponline.org/resources/bullying/Bullying_Brief_12.pdf
|7 Ways You Can Address Bullying at Your School||Tips & Facts||Campus Safety Magazine|
Encouraging victims and student witnesses to report abuse and providing supervision in hallways and other areas can help to reduce bullying on and off campus. This is a short article that describes in brief yet clear terms how campuses can prevent and respond to bullying.
|2.5 Kids: Parents' Bullying Questions Answered||Tips & Facts||2.5 Kids, Inc.||2012|
This resource, aimed at parents, provides expert answers to many common questions parents have about bullying in their children.
Topics: Prevention, Respond to Bullying
For more info please visit http://2point5kids.com/bullying/
|10 Ways to Be An Upstander||Tips & Facts||National School Climate Center (NSCC)||2009|
This tip sheet supports youth in safely taking a stand against bullying in their communities.
Topics: Prevention, Respond to Bullying, Kids
For more info please visit http://www.schoolclimate.org/bullybust/students/upstander
|"You're So Gay!": Do Different Forms of Bullying Matter for Adolescent Males?||Research||Swearer, Susan M.; Turner, Rhonda K.; Givens, Jami E.; Pollack, William S.||2008|
This study examined effects of adolescent males' perceptions of being bullied because of verbal taunts related to gender nonconformity (i.e., "They say I'm gay"). Participants included 251 ninth- (n = 77), tenth- (n = 96), and eleventh- (n = 78) grade students in a private, all-male college preparatory school. Participants were divided into two groups based on whether they were bullied by being called gay. Out of the 251 participants, 121 (48%) reported having been bullied and 127 (50%) stated that they had not been bullied during the past year (2% did not report). Of the 121 participants who had been bullied, 32 (26%) reported that they had been bullied because others called them gay (Group 1) and 89 (74%) reported that they had been bullied for other reasons, exclusive of being called gay (Group 2). Consistent with predictions, the boys who were bullied because they were called gay experienced greater psychological distress, greater verbal and physical bullying, and more negative perceptions of their school experiences than boys who were bullied for other reasons. Implications for school-based intervention services for bullying are discussed.
Topics: LGBT, Gender
For more info please visit http://www.nasponline.org/publications/spr/pdf/spr372swearer.pdf