SYLLABUS ± Undergraduate Bullying Seminar Bullying Department of Counseling and Psychological Services Mondays and Wednesdays, 3:00-4:15pm INSTRUCTOR: Term: Office: Office Phone: Email: Office Hours: Kim, Julia, Tara, Bene, Adria, Diana, and Tristan Spring, 2014 MW 3-4:15pm COE 1000 404-555-1212
[email protected] By Appointment Quotations about Bullying found on the Internet ³««one-third of all students ages 12 to 18 felt that they were being bullied or harassed at school, Ms. Ali said in an interview. ³Folks need to wake up«...We have a crisis in our schools in which bullying and harassment seems to be a rite of passage, and it doesn¶t need to be that way. Harassing conduct may take many forms, including verbal acts and name-calling; graphic and written statements, which may include use of cell phones or the Internet; or other conduct that may be physically threatening, harmful, or humiliating««Harassment does not have to include intent to harm, be directed at a specific target, or involve repeated incidents. Harassment creates a hostile environment when the conduct is sufficiently severe, pervasive, or persistent so as to interfere with or limit a student¶s ability to participate in or benefit from the services, activities, or opportunities offered by a school.´ ³The bullying stopped when I claimed myself and proved that I wasn't afraid. A lot of it was when I was hiding when I was younger. ³ Randy Harrison ³ «.in school a boy of medium size ill-treating a smaller boy. I expostulated, but he replied: µThe bigs hit me, so I hit the babies; that¶s fair.¶ In these words he epitomized the history of the human race.´ Bertrand Russell ³He who passively accepts evil is as much involved in it as he who helps to perpetrate it.´ Martin Luther King ³Bullying is a problem that large numbers of kids confront on a daily basis at school; it's not just an issue for the few unfortunate ones.´JaanaJuvonen ³Bullying is a public health problem (tied to) the larger issue of youth violence in this country.´ Joseph Wright ³Bullying is a national problem. Middle school seems to be the time that bullying (by males) and relational aggression (by females) is at its worst«..for kids. While there are programs to help curb bullying, we're hoping to help teachers build character in fourth and fifth grade students to prevent bullying in middle school.´ Nancy Brown "I just want the bullying to stop. That is all I ever wanted. I used to love going to school. Now I hate it." 9-year-old Verity Ward quoted in the Sunday Telegraph, 12 March 2000 "Being bullied by a serial bully is equivalent to being stalked or being battered by a partner or being abused as a child and should be accorded the same gravity." April 2000 "Many children leave school with a hatred of an education system which breeds and sustains bullying and which isolates, ridicules, and excludes those who are in any way "different". The government's obsession with "standards" is a form of political institutionalized bullying which makes teachers as likely as their pupils to be bullied. Academic exam results devalue achievement and are one of the poorest indicators of potential rather than inspire individual achievement are more likely to sentence individuals to a life of middle-class mediocrity." July 2000 "«..accidents and assaults injure and kill people quickly and spectacularly, bullying and consequent prolonged negative stress, injure and kill people slowly and secretively. The outcome, though, is the same." March 2004 " If you're different, you're going to get picked on." Jessica Connor, ninth grade, Easthampton High School "There doesn't always have to be a reason. People don't even always dislike the people they're bullying, it's just something they have fun doing ... It's not really something they«care about it's just like something they can do«friends join in, and it's«like entertainment, I guess." Dylan Kaufman, 12th grade, Northampton High School COURSE DESCRIPTION and PURPOSE Course Description Bullying is a societal problem that threatens the growth and development of large numbers of children in today¶s schools. This course is designed to investigate theory and research related to bullying. Students will learn about bullying: the factors that contribute to bullying, the outcomes of bullying on victims, bullies and bystanders, and interventions that have the potential to prevent bullying and its negative effects. The purpose of this course is to help students: 1. Recognize instances of bullying and be able to distinguish between different types of bullying behavior and roles of participants in bullying. 2. Reflect on personal and professional experiences related to bullying. 3. Develop an understanding of legal and ethical issues related to bullying. 3. Critically analyze and evaluate prevention and intervention strategies. 4. Identify indicators of coping and coping strategies. 5. Develop an understanding of outcomes related to bullying. Required Readings: Cunningham, N. J. (2007). Level of bonding to school and perception of the school environment by bullies, victims, and bully victims. Journal of Early Adolescence, 27, 457-478. Andreou, E. (2001). Bully/victim problems and their association with coping behavior in conflictual peer interactions among school-age children. Educational Psychology, 21, 5966. Li, Qing(2010) 'Cyberbullying in High Schools: A Study of Students' Behaviors and Beliefs about This New Phenomenon', Journal of Aggression, Maltreatment & Trauma, 19: 4, 372 ² 392. Crothers, L. M., Lipinski, J., &Minutolo, M. C. (2009). Cliques, rumors, and gossip by the water cooler: Female bullying in the workplace. The Psychologist-Manager Journal, 12, 97-110. doi: 10.1080/10887150902886423 Ali, R., & Office for Civil Rights, (2010). Dear Colleague Letter: Harassment and Bullying. US Department of Education. Suggested Readings: Demaray, M. K., &Malecki, C. K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims, in an urban middle school. School Psychology Review, 32(3), 471-489. Hunt, M. H., Meyers, J., Jarrett, O., & Neel, J. (2005). Student survey of bullying behavior: Preliminary development and results from six elementary schools. Retrieved February 5, 2008, from Georgia State University Center for School Safety site: http://education.gsu.edu/schoolsafety/SSBB.pdf Scheithauer, H., Hayer, T., Petermann, F., &Jugert, G. (2006). Physical, verbal, and relational forms of bullying among German students: Age trends, gender differences, and correlates. Aggressive Behavior, 32 261-275. Kristensen, S. M., & Smith, P. K. (2003). The use of coping strategies by Danish children classed as bullies, victims, bully/victims, and not involved, in response to different (hypothetical) types of bullying. Scandinavian Journal of Psychology, 44, 479-488. Anti-Bullying Policies: Examples of Provisions in State Laws. (2010). 10. Brown, K., Jackson, M., & Cassidy, W. (2006). Cyber-Bullying: Developing Policy to Direct Responses that are Equitable and Effective in Addressing This Special Form of Bullying. Canadian Journal of Educational Administration and Policy, (57), 1-36. Departmental Policy on Cultural and Ethnic Diversity: The Counseling and Psychological Services Department values diversity and is committed to fostering and maintaining an educational environment which appreciates individual difference(s) in all areas of departmental operation including selection and admissions, hiring, classroom instruction, texts and materials, clinical practice and supervision, research, departmental administration and policy formation. To this end, CPS will not tolerate or condone any actions, practices, or processes by any CPS faculty member, staff person, or student which discriminates against or is prejudicial toward any person or group based on race, age, religion, ethnicity, nationality, disability, sexual orientation, or socioeconomic status. Attendance and Tardiness Absenteeism is strongly discouraged, however sometimes it is unavoidable. Please email me/call me to let me know if and why you will be absent. I expect to hear from you PRIOR to the start of class if you are going to be absent. Frequent absence will cause you to miss the reflection papers and in-class activities which will negatively impact your grade. Due to the experiential nature of the course missing 5 or more classes will result in either an incomplete or administrative withdrawal from the class. Missing two half classes is equivalent to missing one whole class. Chronic tardiness may accumulate to result in a marked absence(s). If you have other commitments that will necessitate in you frequently missing classes or being tardy, you may want to reconsider whether taking this class is the most appropriate decision for you at this time. If a portion of or an entire class is missed, it is YOUR responsibility to contact a classmate to find out what you missed in class. Policy on Academic Honesty: Students in all courses at Georgia State University are expected to demonstrate the highest degree of academic honesty. For explicit coverage of this policy students are advised to read the section on academic honesty in the General Catalog for the University. This policy provides information on plagiarism, cheating on examinations, unauthorized collaboration, falsification, and multiple submissions of material for credit without permission. GSU Policy on Disruptive Student Behavior In addition to comments included herein regarding student attendance, participation, and professional behavior, professional behavior also includes appropriately interacting with instructors and other students. According to GSU policy, ³Disruptive student behavior is student behavior in a classroom or other learning environment (to include both on and off-campus locations), which disrupts the educational process. Disruptive class* behavior for this purpose is defined by the instructor. Such behavior includes, but is not limited to, verbal or physical threats repeated obscenities, unreasonable interference with class discussion, making/receiving personal phone calls, text messages, or pages during class, leaving and entering class frequently in the absence of notice to instructor of illness or other extenuating circumstances, excessive tardiness and absences, and persisting in disruptive personal conversations with other class members. For purposes of this policy, it may also be considered disruptive behavior for a student to exhibit threatening, intimidating, or other inappropriate behavior toward the instructor or classmates outside of class. *For purposes of this document, the word ³class´ is defined as one specific meeting of students and professor while the word ³course´ refers to the entire section. Cell Phone/Facebook Policy: Students are required to turn these devices OFF during class. However, if you are in the midst of an emergency situation and must be reachable, please TURN OFF the ringer, sit near the door, leave the room with the minimum possible disturbance before answering the emergency call, and return to class promptly. Please notify the instructor of the emergency before class. Laptops are welcome to take notes but internet surfing or using Facebook or other social networks is not permitted during class time. Students with Disabilities: Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services. Students may only be accommodated upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought. The Office of Disability Services may be contacted at 404-413-1560. Faculty and Course Online Evaluation Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation. Students will be notified through their GSU student e-mail account when the evaluations will be available online. Periodic follow-up e-mails will be sent to remind students to complete these evaluations. Students will not be able to retrieve final grades unless they indicate that they do not wish to participate or submit a completed evaluation online. Instructors are not able to access individual responses until several weeks after grades are submitted. Your evaluation will not affect your grade in this course and it will help me continue to shape this course and improve the effectiveness of my instruction. Withdrawal The last day of the semester to withdraw and possibly receive a ³W´ is January 20th. You will receive a grade of ³WF´ if you withdraw after this date. The only exception to this policy is a Hardship Withdrawal. You may not withdraw from a course during the final two weeks of scheduled classes of the semester or mini-mester. Review the Semester Calendar for the specific dates. Not attending a class for which you are registered does not constitute a formal withdrawal or entitle you to a refund for that class. Active Learning We will read articles relevant to the week's topic. Articles will come from the flagship journals of the field, with others added for background as deemed necessary by the instructor. Students are expected to read and digest all the assigned articles. They are also expected to turn in a onepage response to assigned articles that reflects their active reading of the material. Feedback will be provided regarding the quality of the response papers. Points Class Participation Reflection Papers/Discussion contribution In class assignment/Prevalence Cyberbullying Activity Coping Skills Group Work = 10 points Assignment 1 = 15points Assignment 2 Assignment 3 Assignment 4 = 15 points = 20 points Bully Prevention/Intervention = 25 points Project Advocacy Presentation/Project = 15 points = 100 points Assignment 5 Total Possible Points COURSE SCHEDULE Session 1: Introduction to Bullying Review of syllabus/Course introduction Discussion on student definitions of bullying, what is considered bullying, and who is a bully-victim Review powerpoint which will be continued over next couple of sessions. Session 2: Definition & Prevalence y Assigned readings:Cunningham, 2007; Andreou, 2001 In-class assignment will be distributed (includes Microsoft Word and Excel Documents) Discussion on types of systems utilized to classify bully behaviors: Standard deviations, Cut-off scores, and number of behaviors that occur within a set time. Session 3: Prevalence cont¶d Assigned Reading: Hunt, Meyers, Jarrett, & Neel, 2005 Continued Discussion on types of systems utilized to classify bully behaviors: Frequency Last Day to Withdraw Session 4: Prevalence cont¶d Reflection Due Discussion regarding the finding of what the students found through completing assignment 1 and opinions of what classification system should be used as the gold star in bully research. Session 5: Cyberbullying Assigned Reading: Li, 2010 Lecture: Contrasting internet bullying vs. (traditional) verbal/physical bullying Referencing the Cyberbullying Presentation as needed Discussion Board: Compare and contrast grade school, college, and work place cyberbullying Cyberbullying Activity (listed as Assignment 2) will be given with details Session 6: Cyberbullying Lecture: Emerging research in cyberbullying, prevalence, outcomes Referencing the Cyberbullying Presentation as needed Session 7: Cyberbullying Cyberbullying Activity DUE Lecture: Discuss Prevention & Intervention strategies Referencing the Cyberbullying Presentation as needed Discussion board: comparing and contrasting various prevention and intervention strategies Session 8: Prevention Class activity: Opening discussions about bullying prevention experiences Lecture: Introduction of bullying prevention approach Session 9: Prevention Lecture: Key components of school-wide bullying prevention approach: Dos and Donts Session 10: Prevention Lecture: Work place bullying: what it looks like, its outcomes, what to do about it Discussion of bullying prevention project Groups will be formed for bullying prevention project Session 11: Intervention Lecture: Overview of Bullying Intervention Programs Session 12: Intervention Lecture: Successful Interventions and In-Situation Interventions Groups will get together to discuss bullying prevention program analysis project Session 13: Intervention Lecture: Intervening with Bully and Victim Students will discuss scenarios in-class Session 14: Student Coping: What is Coping and Stress Management Developing an understanding of what coping entails, forms of coping utilized most often, and discussion of stress management. Group Assignment (listed as Assignment 3) will be given with details: DUE Session 10. Session 15: Student Coping: Coping Strategies used in Bullying and Cyber-Bullying Assigned Reading: Watson et al. (2010); Kanetsuna, Smith, and Yohji (2006) Discussion of commonly reported coping strategies for bullying and how that compares to strategies relevant to cyber-bullying. Review of a lesson plan designed to teach stress management; details of group assignment Due next class. Session 16: Student Coping Group Assignment Due Discussion of presentations given in class Session 17: Outcomes Lecture: Short-term effects of bullying In class activity: experiences with bullying survey ttp://abc.go.com/watch/2020/SH559026/VD5592259/bullied-to-death-victims-stories Session 18: Outcomes Lecture: Long-term Effects of Bullying In class activity: Found Poetry Session 19: Outcomes Assigned Reading: Crothers, L. M., Lipinski, J., &Minutolo, M. C. (2009). Cliques, rumors, and gossip by the water cooler: Female bullying in the workplace. The Psychologist-Manager Journal, 12, 97-110. doi: 10.1080/10887150902886423 Bullying in Adulthood/Workplace Bullying Class discussion: results of the experiences with bullying survey Session 20: Policy/Advocacy Historical overview and evolution of bullying policy Glimpse at local, state, and federal policies Post policy for advocacy project on listserv before Session 21. Session 21: Policy/Advocacy Assigned Reading: Ali, R., & Office for Civil Rights, (2010) Critical analysis of bullying policy (In Class Activity) Assessment of the strengths and weaknesses of policies. Evaluation of factors that limit implementation efforts Reading Response Paper Due Session 22: Policy/Advocacy Guest Lecture Presentation of Advocacy Project Session 23: Group Presentation Bully Prevention/Intervention Project Session 24: Group Presentation Advocacy Documentation Due Bully Prevention/Intervention ProjectPresentations Session 25 Group Presentation Bully Prevention/Intervention Project Presentations ASSIGNMENTS/PRESENTATIONS Assignment 1 In class assignment Classify the sample participants as either being a victim or being uninvolved. Use the following classification systems: Standard Deviation Cut off Scores, A Cut-off Score of 2.5 over the mean, Seven of More Behaviors at least once or twice a year, Two Behaviors Occurring Weekly, At least One Behavior occurring weekly, and at least one behavior occurring Monthly. Please be prepared to discuss your findings in class and form an opinion about what method you consider should become the ³gold star´. Due Session 7 Complete the Cyberbullying Activity. Provide examples of the cyberbullying terms, read the article by Qing Li and answer her questions, and then reflect on your own experiences with cyberbullying. Be prepared to share with the class. Due Session 10 Bullying Skit Based on the concepts presented on the forms of bullying, coping, coping strategies, and stress management get together in identified groups to develop a 10 minute bullying skit that incorporates positive coping strategies. These strategies can be from class discussion or researched strategies or stress management techniques. Prepare to explain your skit and strategy in reference to the material given in class. Due Session 22 Active Advocate Project/ Presentation: Students will review a Local, State or Federal Bullying policy. Students will draft a letter to the appropriate political official (e.g. school board, congressman, Assignment 2 Assignment 3 Assignment 4 president, senator, city council) providing support for or requesting modification to current bullying policy. The letter will be professionally written and reference specific aspects of the policy. Students will provide a copy of the letter as well as documentation that the letter has been submitted to an appropriate official (e.g. reply email or response letter - Due Session 24) Students will present the highlights of their letter and the justification for their decision to support/improve the policy in class in a 3-5 minute presentation. Assignment 5 Due Session 23-25 Bully Prevention/Intervention Project: After prevention/intervention lessons, students will form groups of two to three to analyze aspects of evidenced based bullying prevention/intervention programs for schools. This presentation should provide a general overview of the program and should provide an analysis of the program¶s advantages and disadvantages. The objective of this presentation is to ensure the audience obtains enough information to make informed decisions about bullying prevention/intervention programs.This may require groups to think of creative ways of presenting information about the program. For instance, groups may opt to create aesthetically pleasing posters, create videos to enhance their presentation/ or a power point presentation. Groups should be prepared to present for about 20- 25 minutes, making sure to leave a few minutes for the audience to ask questions about their program. Groups will choose from a list of evidenced based bullying prevention programs provided by the instructor.