Victims of Bullying

Definitions

• Bullying is one form of aggression in which the aggressor uses strength or influence to intimidate a victim.

• Bullying targets a specific victim repeatedly through approaches including:
  • Teasing.
  • Name-calling.
  • Picking on the person.
  • Making fun of the person.

• Cyberbullying occurs when someone uses electronic technology to bully another person. For example:
  • Sending bullying text messages or emails to the victim.
  • Sharing rumors, embarrassing pictures, or videos via email or on social networking sites, such as Instagram, Snapchat, Facebook, Twitter, or YouTube.

• Bullying is often a learned behavior and may be an expression of what the bully is seeing at home.
• Often, bullies have not learned how to manage conflict other than through aggression, threats, power and control, or manipulation.
• Bullies often have low self-esteem and try to make their victims feel bad about themselves as a way to build their own sense of superiority.
• Bullying is often done in groups, and sometimes children will bully just to fit in with a certain group.
• Often, children will bully others in order to avoid being bullied themselves.
• Bullying is used to:
  • Degrade the victim.
  • Make the aggressor appear superior and dominant.
  • Increase the bully’s sense of power and control.
  • Provide the bully with attention.

If you are working with a child who bullies:

• Teach and model for the child that verbal, emotional, and physical violence and bullying are unacceptable ways of dealing with problems in life.
• If bullying is the child’s way to cope with stress or get attention, help her to discover positive and healthy coping skills and ways to get attention.
• Work with the child to reveal his internal strengths and improve his self-esteem.
• Explore solutions for responding to stress or aggression.
• Invite the caregivers to learn about healthy parenting, discipline, and conflict resolution.
• Explain the potential negative consequences of the child’s behavior as well as the benefits of changing her behavior.
• Be aware of the child’s access to or use of weapons and drugs and alcohol.

If you are working with the child who is being bullied:

• Teach the child appropriate ways to react to bullying and how to remove himself from these situations safely.
• Involve caregivers so they can help keep the child safe.
• Help the child to see her worth and improve her self-esteem.
• Teach the child coping skills to manage the negative feelings associated with being bullied.
• Teach the child how to ask for help and be assertive.
• Do not minimize the child's experience of being bullied. Listen to the child. Provide support and unconditional positive regard.
• Invite school staff if you have Releases of Information.

• Bullying can happen in all ages, though it is most common in middle school.
• Bullying can happen at home, in the community, or at school.
• Victims may experience increased depression and a risk of suicide.
• Victims can become bullies and bullies can also be victims.
• Victims often do not tell others about being bullied due to embarrassment or shame.
• Bullying victims or aggressors may have a history of abuse or neglect. See Chapter D-4: Past Abuse and Neglect.
• Victims may blame themselves for the acts of aggression.
• Some aggressive behavior may be related to:
  • A brain injury.
  • Impulsivity.
  • Biochemical imbalances.
  • Other mental disorders.
  • Exposure to violent movies or video games.

Referral information, including reports from medical providers, school staff, clinicians, or other sources regarding the client's wellbeing.

Releases of Information ( ROIs ) that are current or updated before getting information about the client from other sources.

Client history, particularly related to development and socialabilities.

Treatment Plan, including a history of presenting problem and recommended course of treatment.

Emotions/mood

• Low self esteem
• A sad or depressed mood
• Thoughts of suicide
  • If the child reports thoughts or plans of suicide, see Chapter D-6: Suicidal Thoughts and Plans
• Mood swings, such as sadness alternating with anger
• Frequent anger towards others

Personality

• Shy or socially awkward
• Described as different than his peers
• Poor impulses
• Problems with power and control
• Isolates; often spends time alone

Physical health and wellbeing

• Returns home with bruises, cuts, or other unexplained injuries

Social functioning

• Low sense of belonging
• Withdraws from activities with peers

Family history or environment

• Limited or no supervision
• Parents support or excuse the child’s behavior
• Domestic violence in home
  • If you are aware that the child has witnessed domestic violence, see Chapter B-5: Mandatory Reporting and Duty to Warn
• History of substance abuse

Personal history

• Witnessed acts of bullying, aggression, or violence in his home or community
• History of child abuse or neglect
  • If you suspect the child is being abused or neglected, see Chapter D-3: Abuse and Neglect
• History of alcohol or drug abuse
• Frequently skips school or tries to find excuses not to attend school

Other observations

• Has dramatic changes in behavior or appearance
• Is excessively submissive
• Reports being injured by peers
  Note: If the child has injuries that require medical attention, call a CHA/P or other medical provider.
• Avoids going to school or certain activities
• Complains she is being “picked on” by others
• May engage in bullying behavior herself

Relationships with peers

• How would your friends describe you?
• How well do you get along with others?
• Are there certain people that you want to hurt or you believe want to hurt you?
  • If the child has intentions of causing pain or injury to another person, see Chapter B-5: Mandatory Reporting and Duty to Warn
• Do you usually do what others tell you to do, or do you tell others what to do?
• How do you get along with family members, elders, and peers?
• What do you do when you have a conflict with someone?
• Who do you usually talk to if you have a problem?
• Does anyone pick on you, bother you, or leave you out of things?

Physical health and wellbeing

• Have you ever been in a fight with one or more of your peers?
• Have you ever threatened someone with a weapon?
• Do you have to protect yourself from others?

Emotions/Mood

• How often do you feel sad or lonely?
• How often do you feel angry at other people?
  • Do you ever have difficulty controlling your anger?

• Have you ever had thoughts of suicide [if yes],
  • When was the first time you had these thoughts?
  • Did something happen that made you have these thoughts?
  • Have you ever had a plan to act on these thoughts?
  • Do you have a plan now?
  • If you suspect the child is at risk for suicide, see Chapter D-6: Suicidal Thoughts and Plans.

Routinely review Chapter C-4: BHA/P Services and Common Interventions for how to prepare for and conduct interventions during appointments and for information on the levels of service available throughout Alaska.

Specifically, you may consider:

• Family therapy or in-home services that focus on teaching the family:
  • Alternative ways to settle conflict.
  • Ways to identify problems and reduce stress.
  • Improving caregiver relationships.
  • How to recognize conflict and find ways to work towards a common goal.
  • Increasing positive family activities.
• Individual counseling that focuses on:
  • Healthy emotional expressions.
  • Identifying enjoyable activities.
  • Identifying loyal and healthy friendships.
  • Improving social skills.
  • Improving the child’s self-esteem and finding healthy ways to feel good about herself.
  • Developing healthy communication styles.

Be sure you are familiar with the information in Mandatory Reporting and Duty to Warn and Documentation and Billing. Report instances of the following, consistent with your organization's policies and procedures:

• Child abuse or neglect.
• Suicidal thoughts or plans.
• Intentions to cause harm or injury to the self or others.