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School Bullying: A Closer Look and Possible Interventions
- Lambert Simpson
- 1 years ago
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1 School Bullying: A Closer Look and Possible Interventions A Report of the Robert Wood Johnson Clinical Scholars program at the University of Pennsylvania School of Medicine In collaboration with Bartram High School and Tilden Middle School of the Philadelphia School District
2 Table of Contents I. Executive Summary 3 II. III. IV. Introduction.. 5 Our Process.. 7 Focus area 1: Measurement and Reporting V. Focus area 2: Prevention of Bullying VI. Focus area 3: Remediation of the Bully and Bullied.. A. Bully B. Bullied VII. VIII. IX. Focus area 4: Awareness Campaign Focus area 5: Cyber-bullying Conclusions...30 X. Acknowledgements XI. References XII. Appendices 1. Questionnaires Survey Tools Philadelphia public schools bullying policy Resources for Victims of Bullying Contacts for awareness campaign Bullying.gov handouts List of resources for grants/support Extracurricular Activities Other Resources 45 2
3 + Executive Summary A number of recent, highly-publicized cases of school violence and teen suicide involving bullying have prompted school districts and policy makers nationwide to reexamine their approach to bullying. With this process, the long-held belief that bullying is an indolent and inevitable aspect of the childhood experience is under scrutiny. Researchers have described both a high prevalence of bullying in US schools and have further characterized its adverse and potentially tragic psychological and social sequelae. Internet and social media have altered the nature of childhood relationships and bullying dynamics, leading to lower thresholds for intimidating or hateful behavior and fewer locations of refuge. And as school administrators and teachers develop policies and practices to address this growing concern, many competing demands and shrinking school budgets limit their ability to institute the sort of comprehensive interventions that have the greatest evidence base. Working in partnership with Bartram High School and Tilden Middle School, the Robert Wood Johnson Clinical Scholars at University of Pennsylvania set out to develop a comprehensive understanding of bullying in Southwest Philadelphia and to identify strategies and best practices for bullying prevention and remediation. To achieve this, we conducted stakeholder interviews of teachers, administrators, parents, local community organizations, government and national bullying experts, as well as focus groups of local middle and high school students. We supplemented these perspectives with a review of the relevant biomedical and social science literature. From these sources, we identified a number of common themes, potential leverage points for intervention and resources that could support implementation of anti-bullying best practices and program development at Bartram and Tilden. The themes from our stakeholders generated five specific target areas on which our recommendations focus: measurement and reporting, prevention, remediation, awareness, and cyber-bullying. In the full report, we provide background from content experts and recent literature on each theme followed by recommendations specific to Bartram and Tilden. For the purposes of this summary, we briefly introduce each theme and its corresponding recommendation. 1) Measurement and Reporting. Without knowledge of the complexity and severity of schooling bullying, one cannot target efforts at the root cause of the problem. School stakeholders must first determine the size and scope of the bullying problem within the school, utilizing innovative strategies to encourage reporting and creating tools to continually monitor the problem. Thus, we recommend establishing a web portal, Text-A-Teacher, to report bullying incidents and behavior. In addition, we recommend establishing a web-based survey to assess current bullying rates at each school. 2) Prevention. The complex nature and diverse factors that lead to school bullying make designing effective prevention programs extremely challenging. Even the most effective whole-school based approach to-date, the Olweus Bullying Prevention Program (OBPP), demonstrates varying degrees of efficacy when administrators attempt to adapt it to their schools. Given this, we recommend that Bartram develop an anti-bullying task force to lead adoption of proven community, school, classroom, and individual-based prevention strategies, tailored to their specific needs. 3
4 Executive Summary (continued) 3) Remediation. The success of anti-bullying programs depends on establishing effective prevention strategies, but school administrators will inevitably continue to manage active bullying behavior while addressing the needs of the bullied. Bartram has a strong foundation in this realm. The school has established and consistently enforced consequences for bullying behavior and has developed working relationships with health care organizations in Southwest Philadelphia. We recommend building upon this system of discipline and remediation for bullies and victims of bullying and bolstering behavioral health supports for each group. Screening for behavioral health needs and social crises of persistent bullies and victims should be performed early and targeted services using a multidisciplinary approach should be provided when indicated. For the victims of bullying, we also recommend establishing skills-based programs aimed at improving the social skills of at risk children. 4) Awareness. Any anti-bullying initiative will be aided by increasing awareness of students, staff, and community about bullying and its negative effects. We recommend initiating an awareness program targeted at students, staff, and the Southwest Philadelphia community. This awareness program would ideally be incorporated into the school curriculum starting with a kickoff event, incorporate the resources and support of the community and parents using social media and internet and elicit concerns and suggestions of teachers and staff, while providing in-services for continuing education on anti-bullying efforts. 5) Cyber-bullying. Cyber-bullying has become an issue of particular concern for schools. Our recommendations focus on increasing the capacity of schools and parents to track online activity through training sessions, such as a Facebook Education Night and encouraging online communication of key stakeholders by creating school Facebook page to publicize school policies, programs and new initiatives to students, staff, parents and community leaders. Ideally, Bartram and Tilden would implement strategies from each area in order to yield optimal results. However, we recognize that resources and timing might not allow the school to address each area at the same time. For this reason, the recommendations have been designed to work as a comprehensive strategy or as a toolkit, with individual components building on one another. This provides staff, students, and parents with the flexibility necessary to tailor these recommendations to their specific needs and constraints. Whichever strategy is chosen, addressing these 5 major areas will help to establish Bartram and Tilden as local leaders in middle and high school bullying prevention and intervention. 4
5 Introduction Bullying is a widespread problem that has significant deleterious effects on the physical, mental, and social health of youth. In a recent survey of over 30 million U.S. students between the ages of 12 and 18, nearly 32 percent reported that they were bullied at school (US Department of Education 2011). In recent years, the media has drawn attention to a number of serious bullying incidents. In addition to scrutiny from high-profile cases, bullying at every level has been under increased examination as the evidence supporting the serious effects on children grows. Victims of bullying are more likely to be truant from school, undergo psychological distress, and have higher rates of suicide. Bullies tend to have poor academic achievement and increased chance of serious criminal behavior. Both bullies and victims are at increased risk for mental illness and criminality. With growing public concern about bullying, school districts across the country are grappling with understanding the size and scope of the problem. Cyber bullying is an emerging challenge for school-age children, driven by the proliferation of communication and information technology. Educators and program developers have designed a number of school-based anti-bullying programs. To date, few of these programs been evaluated and the results of the evaluations have varied. Further complicating the field, existing programs do not adequately address the challenges introduced by digital technologies. There is much to be learned about bullying in an age when advanced technology is widespread, and can facilitate bullying in a way that was heretofore impossible. This will require identifying what strategies work both inside and outside of the classroom. 5
6 Background Background A group of six physicians, recently trained in different disciplines, began the Robert Wood Johnson Clinical Scholars program at the University of Pennsylvania in July The leadership of their program consulted with community leaders from Southwest Philadelphia and identified bullying as a growing problem faced by the youth in the community. Bartram High School and Tilden Middle School partnered with the program and the new scholars to address this community concern. Participants Participants John Bartram High School is a public high school in the School District of Philadelphia that serves grades nine through twelve. Tilden Middle School is a public middle school serving grades six through eight. The Robert Wood Johnson Clinical Scholars program is a multidisciplinary training program for young physicians with a particular focus on collaborating with local communities and community organizations to improve health and well-being. Objective of the Project Objective To develop a comprehensive understanding of school bullying in Southwest Philadelphia, and to identify strategies and best practices for bullying prevention and remediation. Definition of Bullying Objective Definition Bullying is defined as repeated acts of aggression by an individual with greater power targeted toward a weaker individual. There are several types and formats of bullying. Some of these are prejudice-driven while others are based on physical appearance, stature, financial differences, or social factors. Bullying can occur in many formats and often occurs as, but is not limited to, verbal abuse, physical violence, social pressure or isolation, sexual harassment, or cyber-bullying. 6
7 Our process We used a qualitative approach to collect information on this topic. Informal interviews and focus groups accounted for the bulk of our school-specific information. Administrators at Bartram High School identified a number of stakeholders in the community, and these stakeholders identified additional key informants in the community. From this group, we interviewed thirty key stakeholders and informants, which included nine school employees (administrators, teachers, and additional staff), three parents, one police officers, the commissioner of public health for Philadelphia, leaders of four community organizations, three local and national nonprofit organizations, and three academicians and physicians from the University of Pennsylvania and Children s Hospital of Philadelphia. We also conducted 6 focus groups of high school students. An IRB waiver was obtained from the University of Pennsylvania Institutional Review Board. Interview questions are shown below. We also reviewed the bullying literature, searching the following databases: PubMed, ISI, and LexisNexis using the search terms bully, bullying, and anti-bullying. In addition, we performed a web-based search that led to several non-profit and government agency resources, which we reviewed. Youth Interview Questions What do you think bullying is? Is bullying a problem at your school? Why was it a problem? Are there other problems that you worry about more? What are they? Have you ever been bullied? If not, have you ever witnessed someone else being bullied? Can you walk me through a recent time when you (or someone else) were bullied? Where do you go to for help when you are bullied? (Parent, teacher, friend, sibling, pastor, etc ) If you did not seek help, why not? Do you feel that adults respond to your concerns when you tell them that you have been bullied? What have they done that has been helpful for you? What have they done that has been hurtful to you? Where does bullying usually happen? Where are the most dangerous places? When does it usually happen? Who tends to bully whom? Were there one or two main bullies at your old school? Did they have a group of followers? Are there places that are safe from bullying? If so, where are those places? 7
8 + Measurement The literature on the best way to respond to bullying is in its infancy. However, any institution interested in combating their bullying problem must first assess the size and scope of the problem. This can be done through two methods. First, the institution can facilitate the reporting of bullying incidents by student and staff, and second, the institution can conduct a baseline assessment of the bullying problem. This will provide an important benchmark against which time trends and intervention related changes could be compared. Reducing barriers to reporting is important to providing an accepted and recognized outlet for staff and students to express their concerns about bullying, violence, and school safety. Increased disclosure of incidents provides information about the where, how, to and by whom, as well as the why bullying is occurring. It also may help identify at-risk students for whom earlier intervention can prevent future harm. To reduce barriers to reporting, we recommend pursuing the creation of a web portal to allow students and staff to submit their safety concerns to a school administrator. A link to the web portal can be created and made visible on the school s homepage, with a staff person assigned to review and respond to the online submissions on a daily basis. 8
9 Creation of the web-portal will promote increased disclosure of bullying, however, this strategy can only provide information on those incidents that students voluntarily report. A systematic measuring technique may facilitate the compilation of a more detailed and accurate depiction of the bullying problem. A systematic measuring process would begin with an initial assessment to establish a baseline measurement of the problem. Following this initial evaluation, assessments may be performed bi-annually or at other predetermined intervals. Regular assessments will help identify trends in the school bullying activity, and determine the impact of any newly instituted interventions. We recommend using a 10- question web-based survey and requiring students to complete the survey as a homework assignment or in a computer class. An example of such a survey is included as an appendix to this report (Appendix 2A). i t t d l t it h i Other schools have successfully employed web-based surveys to measure the extent and specifics of their bullying problem, such as the New Hope school system in New Jersey. Web-based survey tools (e.g. Survey Monkey) are free, easy to distribute and collect, can be administered in a structured cycle to monitor changes in bullying patterns as well as any effects of anti-bullying interventions. A second tool that may be helpful in tracking the problem is a quarterly report that documents the number of bullying reports or events by category: web-portal reports, observed violent acts, other bullying reports, and disciplinary referrals. This regular feedback will present information on changes in reporting over time and may provide useful insight about the bullying problem, anti-bullying strategies, and areas that need more attention. An example of this second measurement tool is included with this report as Appendix 2B. Recommendations 1. Create a web-portal for submission of bullying incidents or safety concerns 2. Develop a web-based survey to asses bullying at the school 3. Create a scheduled assessment program to administer surveys in an annual or bi-annual manner, assess the results, and respond to any specific areas of interest or concern 9
10 It s all about Relationships - Bartram Administrator + Prevention The root causes and consequences of bullying are many and complex, presenting a host of challenges in addressing this important problem. Like many other injurious behaviors, the deleterious physical, emotional, and psychosocial effects are often immediate and long lasting, underscoring the importance of prevention. Primary prevention efforts may be perceived as a herculean task, but schools and communities can conduct successful antibullying efforts. This will require employing appropriate strategies as well as a systematic approach to the problem. literature targeted students in grades K-8, but a limited few have targeted older children, including students up to the 10 th grade. Prevention programs range in scope from systematically instituted whole school based programs, to classroom based, curricula focused interventions, and ultimately to individual-centered prevention efforts. Each of these approaches has its own advantages and disadvantages, but when used together, there is a synergistic effect increasing the chance of success and thus transforming a school into a safer, more harmonious place. School systems have employed many different types of programs to try to prevent bullying on their campuses. The majority of the programs that have been formally evaluated in the 10
11 Types of Bullying Prevention Programs and School Climate Models Whole School Based Approaches Community School Classroom Individual Whole school based approaches target interventions to the multiple levels within the school environment. These interventions often include a written document that outlines the school s position on bullying, delineating protocols to uphold in order to ensure enforcement of the code of conduct (Smith 2003). Achieving buy-in from all groups (e.g. teaching staff, students, counselors, etc) within the school is essential and requires the democratic involvement of all. These types of interventions tend to have a multipronged strategy, making school wide changes in addition to classroom, community and individual adaptations. The best-studied iteration of the wholeschool based approach is the Olweus Bullying Prevention Program (OBPP). This program was initially instituted in Norway in the mid-1980 s after three students committed suicide as a result of bullying. In response to this tragedy, the country instituted a nation-wide anti-bullying campaign, and the OBPP was developed and implemented to address the problem (Vreeman 2007). The program has two aims: 1) to restructure the school environment to reduce opportunities and rewards for bullying behaviors; and 2) to focus on building and strengthening relationships among people within the school (Olweus 2010). To achieve these aims, OBPP targets interventions at the school, classroom, individual, and community level (Olweus 2010). This multifaceted intervention includes five key elements: 1) developing an antibullying team, 2) measuring bullying from a school-wide perspective, 3) posting and enforcing rules in the classroom, 4) developing individual intervention plans, and 5) partnering with community organizations to carry out these plans. The first time the program was implemented in Norway, it was highly effective, decreasing victimization by 52% and 62% in boys and girls respectively at 20 months and decreasing bullying by 35% for boys and 74% for girls over the same time period (Olweus 1994). This model has been replicated in various countries, as well as in different social environments within those countries (urban, suburban, and rural). A recent systematic review of the literature has documented varying effectiveness of Olweus-based school wide approaches when implemented, none replicating the dramatic results seen in the initial Olweus study. The reasons for this finding is unclear, but may reflect differences in program implementation strategies, programmatic support, the 11
12 proximity of the original trial to the tragic incident that sparked it, or the greater diversity in the replicating sites than in Norway. Despite this smaller effect, most of the studies have shown positive results with respect to bullying and bullying related behaviors and support the continued implementation of these types of interventions (Vreeman 2007). To date, few studies have focused on high school students but there are studies currently running that will help shed light on this particular issue. Irrespective of this, the evidence for anti-bullying programs is the strongest for the Olweus type of whole-school based interventions. Curriculum Based Approaches Curriculum based approaches generally employ the use of videos, lectures, writing assignments and classroom discussion to address bullying. There is considerable variation in the way that these types of programs are organized and conducted, but most employ cooperative behavioral skills, conflict resolution skills, and or social cognitive theory techniques. Many interventions have been published in the literature, however the majority has not been shown (in isolation) to make any significant improvements in bullying (Vreeman 2007). Given the complexity of bullying, effective solutions may need to be more comprehensive than these types of programs. Individual Approaches A number of individual centered interventions to combat bullying have been developed. These are quite diverse and have included mentoring programs, bully courts, communication circles, assertiveness training for victims and increased social worker availability. There are scant data in the literature evaluating these approaches, but the few that have, show some promise. A mentoring program focused on primary school students in the Midwest demonstrated significant decreases in bullying activity and self reported depression at 30 days by students who had received mentoring in comparison to those who had not (King 2002). A two-year evaluation of a United Kingdom, No Blame, peersupport and group mediation program demonstrated that 80% of their bullying cases were settled immediately, and another 14% were settled over time with use of peer mediation techniques (Young 1998). Despite these findings, the true efficacy of these types of interventions in middle and high school students in isolation is unclear. Given the small sample sizes, the limited number of studies, and the younger age groups studied, extrapolating these findings to an adolescent cohort that is socially distinct may prove difficult. Restorative Justice and Restorative Practices The CDC, in its efforts to combat violence and injury, of which bullying is thought to be a causative factor, developed the School Health Guidelines to Prevent Unintentional Injuries and Violence (CDC 2011). One recommendation from the report is to establish a social school environment that promotes safety (CDC 2001). Some institutions have accomplished this recently through the use of a restorative practices model. Restorative practices were born out of the restorative justice movement, which focuses on repairing the harm that was done to people as opposed to solely penalizing them for their actions. Restorative practices is a theory based on the premise that people are happier, more cooperative, more productive and more likely to make positive changes when those in authority do things with them rather than to them or for them. (IIRP 2004) Restorative practices work to change the climate at schools in hopes of reducing bullying, violence, and other harmful behaviors. Varying from small discussion circles to school-wide conferences, the goal of these practices is to build relationships and foster a climate of respect and tolerance for one another. Restorative practices have been implemented in the Philadelphia school system at West Philadelphia High School. After the implementation of discussion circles, the school underwent a notable climate change. The change resulted in a significant drop in violent acts and serious incidents (IIRP 2009). Similar results have been found at other Pennsylvania Schools where these practices were implemented. Despite this anecdotal evidence, there is limited rigorous evaluation of these practices in peer-reviewed journals. However, restorative practices appear to show promise and are a potentially effective tool in the fight against bullying. 12
13 Potential Whole School Based Interventions Strategies Community School Classroom Individual Community resource fairs Establish Anti-bullying Task Force Pro-active relationship building Mentoring Community liaison on the bully task force Clearly disseminate rules and consequences Consistent enforcement of rules Peer mediation Partnering with universities/university organizations to provide mentors, social work, etc. Adopt restorative practices to help strengthen relationships Anti-bullying classroom activities Limit unsupervised time Recommendations There are numerous ways to implement a robust prevention program at Bartram High School and Tilden Middle School using the school and community resources already available. In order to be most effective in this endeavor, we recommend that each school develop an anti-bullying task force that is charged with leading the anti-bullying efforts for that institution. Once established, it is recommended that the anti-bullying task force implement a whole school based approach to bullying prevention. Options for strategic interventions that may be adopted for such an approach include using community resource fairs to connect people with needed agencies, implementing restorative practices to change school climate, establishing and enforcing the rules in a classroom setting, or expanding extra-curricular activity opportunities to target bullying on an individual level. As long as a systematic approach is used, the chances of these interventions being successful are increased. Below is a collection of potential strategies that can be implemented to help combat and prevent bullying with efforts ranging from the individual to the community level. Every school has its own culture and needs. Using such a model and implementing it in a manner that is most conducive to a particular institutions needs and constraints is likely to be the most successful. What has been learned throughout multiple studies is that the more an institution commits itself to a program, enforces the policies, rules and goals, and adapts the interventions to the particular school environment and to feedback received once the program is underway, the more successful the program will be in combating bullying (Vreeman 2007). Through hard work and commitment to a results-focused program, a day when bullying is no longer a significant problem in Southwest Philadelphia, will assuredly come. Recommendations: 1. Develop an anti-bullying task force 2. Use the anti-bullying task force to implement a whole school based prevention program. 13
14 + Remediation Of the Bully When kids get away with it, it gets worse. Some schools seem to allow it. -Incoming Bartram Student While effective anti-bullying programs depend on prevention and school climate programs as their cornerstones, some amount of bullying behavior will inevitably occur given the nature of adolescent development and the process of learning to function cooperatively with those who are different. This may be especially true early in program development as students test the limits. Thus, consequences and remediation programs for those who bully must be established prior to launching any bullying prevention program. Both Tilden Middle School and Bartram High School have established and posted clear consequences of bullying behavior. Closer examination of the emotional and social characteristics of those who tend to bully in middle and high school will help further refine discipline and remediation. In this section, we examine best practices and highlight the numerous resources available to bolster the remediation process within these schools and the surrounding community. 14
15 Characteristics of the bully Two large studies estimate that between 80-85% of middle and high school aged children do not bully other children on a consistent basis. (Nansel et al. 2001; CDC 2011) The remaining 15-20% of children who engage in more consistent bullying are not a homogeneous group. Most of these children will be involved in bullying infrequently or transiently, when bullying behavior peaks in late primary or middle school (Nansel et al. 2001; Pellegrini 2004) and will cease these behaviors before or during high school. However, a small proportion of this 15 20% bully consistently (defined as > twice a week) throughout middle school and high school. These children often referred to as persistent bullies, tend to have similar psychosocial risk factors and are at high risk of future, serious disruptive and criminal behavior. (Olweus 1992) We briefly highlight two areas where recent research provides further insight into potential approaches to intervention for persistent bullies. Recent data based on functional brain imaging and psychological testing suggests that children who persistently bully might be further divided into one of two groups with specific characteristics: those with callous unemotional traits who display little empathy and a noncallous group characterized by environmental adversity, reactive aggression but preserved empathetic ability. (Viding et al. 2011) In terms of intervention, teens considered to be less empathetic may respond better to appeals to their self-interest rather than attempts to induce empathy for others or punishment alone. (Frick and Viding 2009) Second, those involved in frequent bullying during middle and high school tend to have lower levels of parental monitoring, parental trust and higher levels of conflict at home. (Pepler et al. 2008) These students also have witnessed or experienced violence more frequently at home. (CDC 2011) Given these important environmental considerations, expectations for family involvement in remediation may need to be adjusted based on the individual student s family dynamics and home environment. In specific situations, behavioral health and community resources may need to be involved to a greater extent than is the norm. Bullies at Bartram are no Different Our stakeholder interviews did not indicate that the bullies at Bartram High School and Tilden Middle School differed substantially from these patterns. When asked directly whether they felt that bullying behavior was any different at their schools, students and administrators indicated that they felt it was not. Two high school administrators indicated that most bullying situations do not go beyond the first offense. There are only a few repeat offenders whom I can think of Once you get the parents involved, it s usually done. One student entering Bartram High School, who admitted being a victim of bullying, speculated as to why students tend to bully: Usually, it has something to do with what is going on at home, some sort of problem or conflict with parents. Usually, it has something to do with what is going on at home, some sort of problem or conflict with parents. -Incoming Bartram student 15
16 Acknowledging the challenging psychological and social circumstances that often surround middle and high school bullies, most experts recommend that remediation programs focus on a multidisciplinary approach, mobilizing resources at the school, behavioral health and community level. Unfortunately, there are no well-studied interventions that can be universally applied, and those currently being studied require significant resources. (Huddleston et al. 2011) However, a multidisciplinary approach to remediate bullies can be developed or bolstered using existing resources at the school and in the community. Building upon the existing first two tiers of the discipline system of the school district (Appendix 3), we offer the following recommendations tailored to the resources available at Tilden Middle School, Bartram High School and the surrounding SW Philadelphia community. FIRST OFFENSE: Written warning and parent notification RECOMMENDATION: Screen for behavioral health needs and social crises at home using school counselors and CSAP, with referrals to Health Annex or social work, if deemed necessary. SECOND OFFENSE: Parent conference, loss of school privileges, exclusion from school-sponsored activities, detention, and/or counseling within the school RECOMMENDATION: Mandated referral for behavioral health evaluation. Utilize peer mediation, youth court, night court or resources of the Assistant District Attorney s office based on severity of incident and suitability to venue. *Note: peer mediation and youth court may be ineffective strategies for those bullies who lack empathetic traits. Recommendations 1. At the first offense, screen for behavioral health needs and social crises at home using school counselors and CSAP, with referrals to Health Annex or social work, if deemed necessary. 2. At the second offense, mandate referral for behavioral health evaluation. Utilize peer mediation, youth court, or night court based on severity of incident and suitability to venue. 3. Continue to post and publicize the consequences of bullying to the student body. 16
17 + Empowering the Victim In addition to establishing rehabilitative practices for student offenders, school administrators must also direct resources towards to the victims. In one longitudinal study of bullied children, students bullied at age eight were more likely to endorse psychiatric symptoms at age fifteen (Juvonen 2003). Appropriately targeted services may mitigate the negative physical and psychological effects of bullying on victimized youth. Victimized children report feelings of low self-esteem, depression, and anxiety (Glew 2000). These symptoms may translate into self-harming and suicidal behavior as well as other forms of externalizing activity including violence, school truancy, and substance abuse. In an effort to target services to victimized students, psychologists have made an effort to understand the physical and psychological characteristics of victims that place them at risk for being bullied. Over their life course victimized students are at increased risk for psychological disorders including depression, and psychosis. 17
18 Characteristics of the victim My cousin didn t go to Bartram. But he dropped out of school in the 9 th grade because of bullying. - Incoming Bartram Student Victimized students are more likely to have overt or perceived physical disabilities. Overt disabilities typically include problems with sight, hearing, or speech. Perceived disabilities range from problems with weight to differences in personal hygiene and dress (Lyznicki 2004). Students rated by other students as more popular are bullied less often, highlighting the protective role that the ability to create positive interpersonal relationships confers. Most researchers highlight the role specific psychological characteristics play in predisposing students to victimization. Bullied students tend to be more quiet, sensitive, and insecure. These students endorse feelings of low self-esteem and experience psychosomatic symptoms at higher rates than non-bullied students. Bullied students experience higher rates of anxiety than other students. Feelings of anxiety cause victimized students to respond to bullying with aggression rather than utilizing more positive strategies such as ignoring or redirecting to deal with these events. This is further complicated by the fact that bullied students tend to be less assertive and are less likely to stand up for themselves in positive and proactive ways (Hawker 2000; Kumpulainan 2000; Bond 2001). 18
19 A Three Tiered Approach Given the consequences that victims of school bullying face, any school wide anti bullying initiative should include services targeted at victims which prevent further victimization and the long-term psychiatric consequences of victimization. Efforts to prevent repeated victimization involve implementing school wide programs designed to create awareness, improve reporting, standardize practice, and remediate offenders. In addition, school staff must work to create a safe environment by eliminating opportunities for victimization. In its work to create a single school climate with zero tolerance for violence, Bartram High School has done an excellent job of improving school safety. Unfortunately, students face repeated trauma in route to and from school. One community leader summarized the problem this way bullying and fights often occur in the park right next to the school. I wish they had someone there because it would be safer. Another community leader stated It is impossible for the few officers assigned to patrolling schools to be everywhere at once. I wish the times when school ends could be staggered more so that police could be more effective in terms of preventing incidents. These statements highlight the fact that bullying occurs where there is a lack of adult supervision in areas primarily located on the routes to and from school. Six different churches in Germantown have partnered with local businesses to establish a safe corridors program. This program establishes specific businesses along the student s school route as safe havens to provide Germantown High School students safe passage, Monday through Friday, when arriving and leaving Germantown High School. On a Federal federal level, the Department of Transportation operates the Safe Routes to School Program. Bullying and fights often occur in the park right next to the school. I wish they had someone there because it would be safer. -Incoming student The purpose of the program is to enable and encourage children to walk and bicycle to school; to make walking and bicycling to school safer and more appealing; and to facilitate the planning, development and implementation of projects that will improve safety in the vicinity of schools. Each state receives an annual appropriation of Federal federal funds which can be used to fund a State Safe Routes to School Coordinator and implement both infrastructure and noninfrastructure projects. Currently Pennsylvania has a Safe Routes to School Program headed by Mr. Josh Karns with Pennsylvania Walks and Bikes (contact information listed in appendix). In 2009 this program awarded 16.8 million dollars in funding to benefit communities across the state. Programs ranged from funding crossing guards to establishing comprehensive physical activity standards for Pennsylvania schools. 19
20 Recommendations Despite Bartram s success in decreasing school violence, we recognize that students can undergo adverse experiences even in the safest of schools. Creating zones of sanctuary within the school would offer a brief time of respite for students during the day. This space could be a faculty-monitored classroom where students can go between classes to meditate, pray, read, and reflect or simply relax. The Multicultural Youth exchange (MYX) has partnered with Bartram High School to provide artistic training for students. Representatives from the MYX could lead a student group in refurbishing a classroom within Bartram High School dedicated to this purpose. As previously noted, vvictims of school bullying display several behavioral characteristics which place them at risk for being bullied and escalate bullying situations. New approaches to addressing bullying have focused on reducing victimization by increasing the coping competence of at risk students. These approaches improve an individual s ability to adapt to stressful events. Appendix 4 lists several social skills training programs which Bartram could utilize to help at risk students effectively respond to bullying behavior. None of these programs demonstrated a significant decrease in school wide bullying beyond two to three months after the intervention was discontinued. However, students participating in these programs experienced markedly improved self-efficacy and social skills. Recommendations 1. Partner with Pennsylvania Safe Routes to School Program, local businesses/religious organizations, and 12 th district police office to ensure zones of safe passage to and from Bartram High School for students. 2. Partner with the Multicultural Youth Exchange to build a faculty monitored School Sanctuary Space within Bartram High School for student respite throughout the day. 20
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Off the beaten track on a country road west of Killbuck, Scott and Kathy Buente own and operate French Ridge Vineyards and Winery. The adventure began in 2001 when the couple, with the help of a few family members and neighbors, planted about 3,000 grape vines on their property in one weekend. Fifteen years later, Scott and Kathy have expanded their operation beyond grape growers and into a winery and gathering ground for tourists and community members.
The idea for the vineyard sprouted from Kathy's mother who reportedly urged "you have all this land why don't you do something with it." When the couple planted their first two varieties of grapes, they both knew the vineyard would spread beyond a hobby. Growing up on a vineyard, Scott had the experience and yearning to successfully create and run a business. The family vineyard was situated in New York state and the product they grew was sold to wineries such as Taylor Winery.
Applying his knowledge to French Ridge Vineyards and Winery, Scott and Kathy sold their grapes to 8 wineries, but when they consistently were left with extra grapes they decided to expand the business. It was Kathy who first encouraged Scott to start making their own wine from their grapes; "We work all year for one pay check....why? Selling the grapes is great, but selling the finished product is better." At the beginning of production, Scott made the wine in the basement of the couple's home. That is until the makings of blueberry wine exploded all over the white walls. Thus Scott's man cave was built on top of the hill and the wine making began in earnest.
Producing seventeen different wines visitors are welcome to sample available varieties and explore the vineyard. French Ridge Vineyards and Winery has engulfed and expanded upon Scott's original man cave, growing into the multi-room building guests enjoy today. Often commenting on
the tranquility of the location, guests will gather on the deck overlooking the vineyard and enjoy the peaceful experience.
Guests are encouraged to visit French Ridge Vineyards and Winery for a relaxing evening. Every Friday, Scott and Kathy host a movie night where entry and the popcorn are free and the surround sound system is designed to make the beverages ripple. Topping off the evening with pizza made freshly at the vineyard, the evening promises to be a good time. Saturday evenings Scott and Kathy serve a buffet style dinner for fifty people on a first come, first serve basis. Both of these events are always well attended and the food on Saturdays always runs out.
Forever perfecting the business, Scott and Kathy are always looking for ways to improve productivity and customer service. Maintaining bird houses on the support posts of the grape vines, blue birds, wrens, sparrows and purple martins eat the bugs off the grapes eliminating the need for pesticides. During the extremely cold winter a couple years ago the vineyard lost around 1,000 vines. Learning from the experience, a hardier variety of grape was planted in their place.
In the early days of the vineyard, Scott and Kathy relied on six outside workers to help pick the grapes. Each picker would fill a plastic tote weighing forty pounds when full. The totes would be left under the vines to be picked up in the evening by Kathy and Scott. With an increasing production weight, this year's averaging about eighty three tons, the old system had to be modified to maintain efficiency. Now the couple have a piece of equipment called a harvester which rides above the vines. Long finger like pieces hit the vines, knocking the grapes onto a conveyer belt where they are funneled into a wagon.
About three years ago, the decision was made to build and rent out two cabins on the twenty three acre vineyard. Equipped to comfortably accommodate four people, both cabins are complete with a kitchenette, a bathroom with a shower and two beds. Situated to overlook the vineyard, the cabins have been a popular addition, so much so that Kathy was able to make French Ridge Vineyard and Winery her full time job.
Paying their success forward, French Ridge Vineyard gives back to the community by donating to various charities. Once a month, the vineyard will have a special dinner where all the money brought in is donated. Consulting with a couple area ministers, Scott and Kathy are constantly keeping their ears to the ground to find out how they can best help members of their community.
French Ridge Vineyard and Winery is one of the only businesses in Ohio growing their own grapes and making their wine. Continuously expanding different aspects of the business, Scott and Kathy remain conscious of the surrounding community and how they can help those in need. Guests are encouraged to visit French Ridge Vineyard and Winery for a glass of wine, a group meeting or a weekend away. Groups are encouraged to call ahead, ensuring available space. More information on cabin reservations, wine selection and menu items may be found at www.frenchridgevineyards.com or by calling 330-377-4962. Winter hours (Tuesday-Saturday 12 p.m.- 7 p.m.) will begin on daylight saving time, November 6.


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Everything Not to Do in Your 20's In "Still Got Time" Video by Zayn (NSFW)
Every parent's nightmares are made up of "Still Got Time" music video by PARTYNEXTDOOR featuring Zayn. The single was released last week and the catchy lyrics made the song a huge hit and it was evident that a music video was coming up. The video which was released on April 21 has already earned over 4 million views on YouTube […]Read more


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At school today I spoke to a guy from France who recently done some rap of I don't what over a very fast track of drum and bass...
...nothing wrong with that, but what's up with all these leagues (excusez moi pour m'anglais) of different styles within styles?
'eeh I'm sorry this is 114 BPM, you need at least 120 to get in!'
I myself don't care about sticking to a blend, but how do people out here feel, is it important that more and more styles are becoming more and more?


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Berlin offers something to everyone, however it is mostly popular with young people and couples. The transfer time for this resort would be very small as you would fly into Berlin airport. You will find a lot of hotels in Berlin ranging from budget prices to expensive 5-star options. The newest hotels are generally 4-5-stars and offer everything you will need during your stay. Berlin has gone through a major transformation with many new buildings adding some luxury to the area. Berlin is a popular destination for people to visit all year-round, especially if they are just looking for a short getaway break.
Berlin is home to some brilliant sights. The buildings have so much history behind them an are very picturesque in themselves to look at. If you enjoy learning about history and culture then why not head to one of the many museums, including an Egyptian and Jewish ones. There are also many castles and churches for you to enjoy which have some brilliant scenery inside them. The Olympia stadium is very attractive and is full of history on its own. There are plenty of other things to do, such as have days in the park in the sunshine or visit the aquarium which is popular with people of all ages. There are also plenty of swimming pools for you to try, sailing and even ice-skating. Festivals and carnivals usually happen throughout the year and are very popular to see. There are also plenty of excursions for you to go on and enjoy, such as boat trips along the river, sightseeing tours and memorials and museums on the site of a former concentration camp.
Berlin has some fantastic restaurants with some fantastic cuisines on offer to you. You will find German, Italian, French, Turkish, Thai, Japanese, Chinese, Spanish, Jewish and Russian cuisines in Berlin restaurants. There are some upmarket restaurants should you feel the need to spoil yourself, or there are fast food restaurants such as McDonald's. The nightlife of Berlin is busy and lively. There are bars, clubs, beer gardens, cafés, theatres, shows, cinemas, concerts, opera shows and even some upmarket nightclubs. One thing that makes Berlin popular with many young people is that there are no official closing times in the bars, meaning that many bars stay open around the clock. Shopping is quite popular in Berlin, with many department stores, fashion stores and leather stores. There are plenty of clothes and shoes to buy, some designer, some not. Public transport in Berlin is good with a good underground service, taxi service and bus service. All are frequent and reliable, with taxis running 24 hours a day.
On average, July is the warmest month in Berlin with temperatures reaching 26°C. December to February is the coldest time with temperatures ranging between -3°C to 3°C. Although it may be the warmest month, July also actually sees the most rainfall. The summer months actually have the most rainfall overall, although November and December have the most days of rain, with March having the lowest amount of rainfall in the year. May, June and July give you around 8 hours of sunshine each a day. December has an average of one hour of sunlight a day. It can get humid in the summer although it is not too uncomfortable.


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Health jobs in Paignton
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We do have the following jobs available for Health
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Health Care/Nurse Assistant
We are currently looking to recruit a Health care assistants for the Buckswood Health Service.
Network Development Lead
The Network Development Lead supports Local Minds to be effective organisations, so that they can deliver high-quality mental health services.
Corporate Partnerships Officer (Account Manager)
A rare opportunity for an ambitious Account Manager to join a lively & successful team who work with a portfolio of amazing partnerships.
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Develop your career by gaining skills in leadership roles, learning how to work with other teams and professions to drive public health
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Don Seymour
|Don Seymour
Hamilton, Ontario, Canada
|Career wins
|Major racing wins
|Canadian Triple Crown (1989, 1990)
Plate Trial Stakes (1989, 1990, 1991)
Queen's Plate (1989, 1990)
Prince of Wales Stakes (1989, 1990)
Breeders' Stakes (1989, 1990, 1992)
Molson Export Million (1990)
Jammed Lovely Stakes (1993)
|Racing awards
|Sovereign Award for Outstanding Jockey
(1985, 1987, 1989, 1990)
Avelino Gomez Memorial Award (1995)
|Canadian Horse Racing Hall of Fame (1999)
|Significant horses
|With Approval, Term Limits, Carotene
Izvestia, Play The King, Alywow
Donald J. Seymour (born 1960 in Hamilton, Ontario) is a Canadian jockey in Thoroughbred horse racing who is the only jockey in history to win two Canadian Triple Crowns.
Raised in Etobicoke, Ontario, Don Seymour began his professional racing career riding in Western Canada. From 1981 to 1986 he was the leading rider in Alberta. In 1988, he finished second aboard Play The King in the Breeders' Cup Sprint. In 1989 he signed on with Kinghaven Farms where that year he teamed up with trainer Roger Attfield to become the first in twenty-six years to capture Canada's Triple Crown series. Following their 1989 Triple Crown with the colt With Approval, in 1990 they repeated the feat with Izvestia, an achievement that has never been equaled.
Don Seymour retired in 1994 having won the Sovereign Award as Canada's top jockey a record four times. In 1995 he was voted the Avelino Gomez Memorial Award in recognition of his significant contribution to the sport of horse racing. In 1999, he was inducted into the Canadian Horse Racing Hall of Fame.