Research

Bully Research
Level one of this program (teaching teachers how to predict potential bullying or victim behavior) is based on the work of Stuart W. Twemlow, MD, Frank C. Sacco, PhD and Preston Williams, MSW in their study titled A Clinical and Interactionist Perspective on the Bully-Victim-Bystander Relationship. In this work, the authors define several types of bullies and victims based on personality traits as well as family background and observable behaviors. The entire article is available here:.

For level two of this program intervention strategies such as those below would be delivered to the users.

• Intervene immediately to stop the bullying. • Talk to the bully and the victim separately. If more than one student is involved in bullying behavior, talk to each separately, in quick succession. (Expect bullies to minimize and deny their actions.) • Remind the bully about school and classroom rules, reiterate what behavior is expected, and discuss sanctions that will be imposed for future bullying behavior • Reassure the victim that everything possible will be done to prevent a recurrence. • Make other students aware of the consequences of the bullying behavior. Reiterate the school's policy of zero tolerance toward bullying. • Phone the parents of both the bully and the victim as soon as possible. If possible, involve the parents in designing a plan of action. • Continue to monitor the behavior of the bully and the safety of the victim. • Consult administrators, teachers, and staff members to alert them to the problem and to get a better understanding of it. • If the situation doesn't change, remove the bully -- not the victim -- from the classroom.
 * Steps for Intervening in Bullying Situations** (for teachers)

tqe.siu.edu/**Bullying**%20Module/pdf/**Intervention**%20stragegies.pdf

Statistics on Bullying: http://www.pascack.k12.nj.us/70271919141818/lib/70271919141818/Bullying_Statistics.htm

Bully research: http://www.nmsa.org/publications/middleschooljournal/articles/january2006/article2/tabid/693/default.aspx