Why does bullying continue? 1. Which of the following examples is not an example of victim blaming? A student has a learning disability as well as behavioural challenges, such as problems with impulse control (saying inappropriate things). The other students have noticed that he is “different” and have started bullying him. School staff members have noticed what is going on, as well as the student’s particular vulnerability due to his differences. As a result, sessions with the school social worker are organized for the student to help him improve his life skills, make friends and control his behaviour. A student is very popular and also very gifted in her studies. Recently, her teacher paired her with another student for a class project. While all the students work on their projects, the teacher notices that the gifted student is laughing a lot while her teammate sits silently and seems unhappy and anxious. The teacher decides to speak with the gifted student after class. The latter explains to the teacher that her teammate is very behind in the subject matter, and that it’s not fair that she should be required to work with her when she herself is very advanced. The teacher thinks the student has a point, and as a result, she re-organizes the teams to accommodate the gifted student. In the school staff room, staff members are talking about a student who is bullied and trying to understand the dynamic at play. The student’s shyness and passivity are remarked upon, as well as her difficulty participating in group activities. The group’s conclusion is that this must be why the student is being targeted. During lunchtime, Student 1 is sitting alone in the school cafeteria. A group of students make fun of him and throw food in his face and on his clothing. The situation continues for a week. Student 1 is very angry and quite depressed. He begins to target Student 2 who is younger in order to feel strong and powerful. A teacher notices the bullying incidents he has instigated and approaches Student 1 to speak with him. Through discussions with him, the teacher learns that Student 1 was bullied as well. The teacher encourages Student 1 to recognize the consequences of his actions on Student 2 and to try to repair the damage he has caused. At the same time, he explores Student 1’s own experiences of bullying as well as ways he can ensure his own safety in school. 2. Give two examples of factors that may lead to a young person learning and adopting bullying behaviour. 3. Select all the words or phrases in the following list that are associated with adultism. Healthy development Imposing one’s decisions without discussion Authentic expression Dominance of adult needs Silence Inclusion Link to aggression Young people’s voices Double standards Consultation Explain Powerlessness Use of power to foster healthy development 4. Please indicate whether the following statement is true or false. In order to prevent bullying, the key is encouraging each student to find the courage on their own to confront the student who is bullying. q4a True False 5. Give three examples you have observed among your colleagues at school of the positive use of adult power on young people. (If you're a human, don't change the following field) Enter your name Your first name. Please enable Javascript to use this form. (If you're a human, don't change the following field) Enter your name Your first name. Please enable Javascript to use this form. (If you're a human, don't change the following field) Enter your name Your first name. Please enable Javascript to use this form.
