Justin Herzig Index Shell Role of the Ballot Definition of Bullying Impacts Alternatives A/T: Any smart no link

A/T: Were not bullying A/T: This is not a hostile environment A/T: Saying sorry/apology

Bullying K 1/16

2-8 9 9 10-12 13-14 15 15 15 16

Justin Herzig A) LINK

Bullying K 2/16

1. THEIR INTERPRETATION OF DEBATE AS A MEANS OF EXERTING DOMINANCE PERPETUATES A CYCLE OF BULLYING WITHIN THE ROUND Smith-Heavenrich 01
Sue, May/June, Contemporary Issues Companion Series, Bullies in the Schoolyard.

Bullies try to shame and intimidate their victims and make them feel inadequate. Some bullies are active and aggressive; others are reserved and manipulative, relying on smooth talk and lies. Bullying is not gender specific; it is estimated that 25 percent of bullies are females. Regardless of how big they are or what they look like, all bullies want power and have difficulty seeing things from another person's perspective . Simply put, bullies use
other people to get what they want. Researchers are now finding out that bullies are different from other children. Their aggression begins at an early age, and they tend to attribute hostile intentions to others. They perceive provocation where none exists and set out to exact revenge. Eventually they come to believe that aggression is their best solution to conflicts.

2. THIS ROUND IS THE EXACT EPITOMY OF THEM, THE BULLIES, OVERPOWERING US, THE BULLIED. Coloroso 05
(Barbara, April, Education Digest, Vol. 70, Issue 8, A Bully's Bystanders Are Never Innocent.)

Bullying is a conscious, willful, and deliberately hostile activity--it can be verbal, physical; or relational--in which children get pleasure from another child's pain. Bullying is not about anger, or even about conflict. It's about contempt--a powerful feeling
of dislike toward someone considered to be worthless or inferior, combined with a lack of empathy, compassion, or shame.

Bullies come in all shapes and sizes--big, small, bright, and not so bright. Some are popular and some are disliked. You identify bullies not by the way they look, but by the way they act. Likewise, the only thing bullied kids have in common is that they are singled out by bullies simply because they are different in some way. Bullies need targets, and when they feel a need to put someone down, it doesn't take much to find an excuse. Bystanders are the third, often overlooked, characters in this play. They are the supporting cast whose role is to aid and abet the bully through acts of commission or omission. They can stand idly by or look away, afraid to step in for fear of becoming a target themselves, or they can actively encourage or join in the bullying. Whatever the choice, there is a price to pay.

Justin Herzig

Bullying K 3/16

3. OUR DEFINITION OF BULLYING IS DIRECTLY FROM A STATE CONSTITUTION. OREGON CONSTITUTION 01

Approved by the Governor, Filed by Secretary of State, Chapter 617 Oregon Laws 2001

bullying" means any act that substantially interferes with a students educational benefits, opportunities or performance, that takes place on or immediately adjacent to school grounds, at any school-sponsored activity, on school-provided transportation or at any official school bus stop, and that has the effect of:
SECTION 2. As used in sections 1 to 7 of this 2001 Act, "harassment, intimidation or (1) Physically harming a student or damaging a students property; (2) Knowingly placing a student in reasonable fear of physical harm to the student or damage to the students property; or (3)

Creating a hostile educational environment.

B) Impact 1. BOTH VICTIMS AND BULLIES SUFFER IN ACADEMIC PERFORMANCE AND POSSIBLY DEPRESSION AND SUICIDE. Aluedse 06
(Oyaziwo, Professor at Ambrose Alii University, Bullying in Schools: A Form of Child Abuse in Schools, Educational Research Quarterly, Vol. 30.1, pp.37-49)

Academic performance, besides emotional and social behavior of victims and bullies, also suffers in any bullying situation. Robert and Coursol (1996) found that repeated bullying is associated with absenteeism and poor academic performance. Roland's (2002) research supports this, which found that both victims and bullies had significantly higher scores on measures of depression and suicidal thoughts than their peers not involved in bullying. He concludes that for bullies, home dysfunction may contribute to their depressive feelings; whereas for victims, being bullied is the reason they are depressed (Kenny et
al,

2. BULLYING FORCES 160,000 STUDENTS TO SKIP SCHOOL EVERYDAY. Aluedse 06

(Oyaziwo, Professor at Ambrose Alii University, Bullying in Schools: A Form of Child Abuse in Schools, Educational Research Quarterly, Vol. 30.1, pp.37-49) In the United States, American schools harbor approximately 2.1 million bullies and 2.7 million are their victims (Olweus, 1984, as cited in Fried, 1997). Thus, one in seven children is a bully or a target of bullying (National Association of School Psychologists, as cited in Garrett, 2003). In addition, the National Association of School Psychologists (cited in Anonymous, 2003) reported that

every day more than 160,000 American school children miss school because they fear being bullied. In other situations, targets of bullying may stop talking about school, get to school late each day, miss classes, or make up excuses to miss school entirely as a result of fear of attack or intimidation by other children.

Justin Herzig

Bullying K 4/16

3. BULLYING LEADS TO THE VICTIMS HAVING LOW SELF-ESTEEM, DEPRESSION, MALADJUSTMENT, SUICIDAL IDEATION, OR RETALIATION. THINK COLUMBINE! Lodge and Frydenberg 05
(Jodie and Erica, Autumn, Theory Into Practice, Vol. 44, Issue 4, The Role of Peer Bystanders in School Bullying: Positive Steps Toward Promoting Peaceful Schools.)

There are harmful effects on victims and perpetrators of bullying. Victimization impacts significantly on young peoples' ability to learn, as well as their school attendance (Rigby, 1998). Findings confirm that victimization is clearly connected to low self-esteem, proneness to depression, maladjustment, low levels of well-being, and suicidal ideation (Besag, 1989; Craig, 1998; Rigby, 1998). Young people who are bullied tend to be withdrawn and anxious, and are typically characterized by tenseness, fears, and worries (Neary & Joseph, 1994). Those who are frequently harassed experience higher levels of distress and tend to feel more ashamed than their same age peers. They are also more inclined to retaliate when angered or provoked (Lodge, 2004).

4. TWO/THIRDS OF SCHOOL SHOOTINGS ARE DIRECT RESULTS OF BULLYING Healy 01

Rita, April 1, Time Magazine, Antibullying Programs Can Prevent School Violence, http://infotrac.galegroup.com/itweb/?db=OVRC

That bullying is a destructive force is not in dispute. Last fall [2000] the National Threat Assessment Center, run by the U.S. Secret Service, found that in more than two-thirds of 37 recent school shootings, the attackers felt "persecuted, bullied, threatened, attacked or injured." And bullying is why more than 160,000 children skip school every day, according to the
National Association of School Psychologists.

Justin Herzig

Bullying K 5/16

5. ALLOWING BULLYING WILL LEAD TO THE BULLIES THEMSELVES EVENTUALLY RECEIVING CRIMINAL CONVICTIONS, ALCOHOL PROBLEMS, AND PERSONALITY DISORDERS. Aluedse 06
(Oyaziwo, Professor at Ambrose Alii University, Bullying in Schools: A Form of Child Abuse in Schools, Educational Research Quarterly, Vol. 30.1, pp.37-49)

Bullying also has had effects on the bullies themselves. If not stopped in childhood, bullies would likely grow up to bully others in the workplace. In fact, it is common knowledge that those who had been bullies at childhood developed behavior patterns that endured into adult life and are more likely to have criminal records than those who were not bullies (Anonymous, 2003). In addition, although, the bullies themselves may not suffer any initial consequences; they are most likely to suffer from longterm consequences. In that if they do not change behaviors, the pattern of bullying behavior often becomes a habit as the bully gets older. These bullies may at adulthood become aggressive adults and have a higher chance of attaining criminal convictions, courts conviction, alcoholism and personality disorders (Garrett, 2003).

6. 60% OF BULLIES WILL HAVE A CRIMINAL CONVICTION BEFORE THE AGE OF 24 AND ENDORSE DOMESTIC VIOLENCE. Lodge and Frydenberg 05
(Jodie and Erica, Autumn, Theory Into Practice, Vol. 44, Issue 4, The Role of Peer Bystanders in School Bullying: Positive Steps Toward Promoting Peaceful Schools.)

Perpetrators of bullying are at high risk of maladjustment. Bullying other students is recognized as a risk factor for antisocial and criminal behavior (National Crime Prevention, 1999). Bullies are less likely to complete school, more likely to use drugs and alcohol, and more likely to engage in delinquent behaviors (Gottfredson, Gottfredson, & Hybl, 1993). There is evidence
from longitudinal studies that aggressive and dominating behaviors are likely to continue over time (Pepler & Rubin, 1991; Tremblay, McCord, & Boileau, 1992). Findings from a Swedish study revealed that 60%

of boys who were identified as bullies at age 13 to 16 had at least one criminal conviction by the age of 24 (Olweus, 1994). In Australia, boys who bullied others were more inclined to endorse domestic violence (Rigby, Whish, & Black, 1994). This evidence has been recognized in Australia, with early intervention for domestic violence
focusing primarily on the prevention of school violence (Commonwealth of Australia, 2003).

Justin Herzig

Bullying K 6/16

7. BYSTANDERS ARE ALSO AFFECTED BY BULLYING AS IT RESTRICTS EDUCATION FOR ALL CCFJS 96
Centre for Children and Families in the Justice System, Bullying: Information for Parents and Teachers, http://www.lfcc.on.ca/bully.htm

Another important but often overlooked group of children who are affected by bullying are those children who are neither victims nor perpetrators of bullying, but who see bullying happen to their peers. There are also children who will not take the intiative to bully themselves, but will follow a bully's lead in helping to harass or victimize a particular child in their class or school. All children, including bystanders, are negatively affected when bullying occurs. The bullying may cause anxiety or fear in bystanders. The learning environment is poisoned by bullying, particularly when there are no effective interventions in the bullying situation. Children who observe violent behaviour and see that it has no negative consequences for the bully, will
be more likely to use aggression in the future.

C) Alternative 1. THE ROLE OF THE BALLOT IS IN THE HANDS OF YOU, THE BYSTANDER. HOW BYSTANDERS RESPOND DETERMINES IF THE BULLIES WILL STRIKE AGAIN. YOUR BALLOT IS THE POWER NEEDED TO STOP THE BULLYING IN THIS ROUND AND HELP THE EFFORT TO STOP BULLYING EVERYWHERE. Levinson and Levinson 05
(Katherine and Martin, Martin has a Ph.D. and is head of the school based drug prevention program PROJECT SHARE and writes ETC books, Katherine has a Ph.D. and is an education consultant for NY city and writes and studies popular culture and education, A GENERAL SEMANTICS APPROACH TO SCHOOL-AGE BULLYING)

"How bystanders respond to both the bully and the target have a tremendous influence on how emboldened the bully becomes and/or how weak the target gets." (Coloroso, p.46.) Bystanders support bullies through acts of omission and commission .
Bystanders take on bully roles themselves when they directly support other bullies. One study that examined the role of peer behavior in urban playground bullying episodes revealed that bystanders were involved in either teasing the target or egging on the bully in 85

bystanders usually do nothing, which can he equally problematic because it encourages the bullies to continue their behavior. "Doing nothing" also saps bystanders of self-respect because they have abandoned their ethical and moral responsibility to their peers and school. The four most cited reasons for "do nothing" bystander behavior are:
percent of the incidents. (Coloroso, p.66.) However, in bullying incidents overall,

The bystander is afraid of being labeled a tattle-tale. The bystander is afraid of getting hurt or becoming a new target for the bully. The bystander is afraid of doing something that will make the situation worse. The bystander does not know what to do.

Justin Herzig

Bullying K 7/16

2. ALT SOLVES: THE ONLY WAY TO START A REVOLUTION OF STOPPING BULLYING IN DEBATE IS BY YOU MAKING THE FIRST STEP IN VOTING THEM DOWN. VICTIMS WILL NEVER COME FORWARD UNLESS THEY KNOW ACTION WILL BE TAKEN. LOOK AT WHAT RIDICULE WE WILL GET FROM THIS ROUND IF WE LOSE. Barone 97
Frank, September, Contemporary Issues Companion Series, Bullying Can Be Prevented, http://infotrac.galegroup.com/itweb/? db=OVRC

Tougher discipline is clearly important. Bullies must be held accountable for their behavior, or the behavior will continue. Victims will come forward if they can see that bullies are dealt with sternly, and bullies will be deterred. Schools also need to improve their supervision efforts. This does not necessarily mean having more supervision, but rather making certain that the correct areas are supervised. Most adult
survey respondents said that they believed bullying tends to occur in out-of-the-way and hard-to-supervise places, such as on playgrounds and in locker rooms. But 62.9% of the students surveyed indicated that most bullying in their school occurs in the hallways. (Only 10.6% of the staff surveyed felt that most of the bullying in their school takes place in the hallways.)

Staff

members need to improve the ways they supervise school hallways. Teachers can do this effectively by situating themselves in the doorways of their classrooms during passing time. Teachers also need to be taught what to look for when monitoring for bullying. What teachers may interpret as accidental pushing and shoving in a crowded hallway may in fact be deliberate and premeditated bullying.

3. ALT SOLVES: IMMEDIATE CONSEQUENCES RELATING TO THE OFFENSE MUST BE TAKEN. VOTING AFF IS THE ONLY SOLUTION TO SHOWING THE BULLIES THEIR FAULTS. Curriculum Review 06
(January, Paperclip Holdings, Vol. 45 Issue 5, p.6-7, Tips for effective bullying intervention)

impose immediate consequences for students who bully others. Do not require students to apologize or make amends during the heat-of-the-moment (everyone should have time to cool off ). All consequences should be logical--that is, connected to the offense. As a first step, you might take away social opportunities (e.g., recess, lunch in the cafeteria). Let students who bully know you will be watching them and their friends closely to be sure there is no retaliation. Notify colleagues.
If appropriate,

Justin Herzig

Bullying K 8/16

4. ALT SOLVES: INTERVENTION DURING SCHOOL YEARS IS ESSENTIAL TO STOPPING BULLYING. Aluedse 06
(Oyaziwo, Professor at Ambrose Alii University, Bullying in Schools: A Form of Child Abuse in Schools, Educational Research Quarterly, Vol. 30.1, pp.37-49)

It is well documented that bullied children need to learn to relate to others without abusing power, and the victims of bullying need some practical tools to cope with the perennial problem of bullying. Thus, training school children early in life to be empathetic can help in preventing them from turning into bullies. School counselors can be very helpful in this regard by imbuing in both the victims and
bullies the new style of education called "empathy training" that teaches students as young as five years old to understand the feeling of others and to treat people with kindness. Expectedly, those who go through this empathy training, when compared with those who have not, are most likely to be less aggressive. Furthermore, lack of supervision of bullies has been reported to be a veritable reason why bullying thrives in our school system; as many victims feel that they have no place to turn to. A

good intervention is crucial since most school children are incapable of solving the problem of bullying in schools, because it's about power, and whenever a bully picks on someone, the bully's power is reinforced. It is therefore advocated that school counselors should properly supervise school teachers
to ensure that incidents of bullying are promptly reported and handled (Anonymous, 2003).

Justin Herzig

Bullying K 9/16

Role of the Ballot ROLE OF BALLOT: YOUR VOTE ON THE BALLOT IS YOUR REACTION AS THE BYSTANDER. LOOKING AWAY AND NOT TAKING ACTION SHOWS CONTEMPT AND REINFORCES BULLYING. STOPPING THE CYCLE IS STARTED WITH A CHANGE BY THE BYSTANDER Coloroso 05
(Barbara, April, Education Digest, Vol. 70, Issue 8, A Bully's Bystanders Are Never Innocent.)

If they stand by or look away, bystanders' self-confidence and self-respect are eroded as they wrestle with their fears and their guilt. All too often, these fears result in apathy, which can lead to contempt.
By cheering on the bully, or actively participating in the bullying, bystanders cause even more distress to the child being bullied and increase the chance of other bystanders becoming desensitized to the cruelty, or even creating the image of the bully as a popular, strong, and daring role model, worthy of imitation.

Though they play the least active role, bystanders are a critical element in bullying. With peers looking on and providing at least tacit support, the bully is no longer acting alone. The bystanders have become allies to the point of magnifying the supposed negative attributes of the target: "He's such a crybaby" or "She's such a dork." These reactions not only reinforce stereotypes, prejudices, and discrimination; they hinder the development of empathy, compassion, and perspective (walking in another's shoes)-three essentials for successful peer relationships. If we are going to break the bullying cycle, we must help change the role of the bystander. Extension: Definition of bullying LINK: EVEN STATE CONSTITUTIONS DESCRIBE THEIR ACTS AS BULLYING Labash 03
Matt, February 24, Weekly Standard, Antibullying Programs Are Ineffective and Unnecessary, http://infotrac.galegroup.com/itweb/? db=OVRC The National Conference of State Legislatures estimates that at least 17 states have passed some sort of anti-bullying measure. Here's

Colorado says bullying "means any written or verbal expression, or physical act or gesture ... intended to cause distress upon one or more students in school." Oregon defines it as "any act that substantially interferes with a student's educational benefits." Vermont prohibits any physical or verbal hostility directed at, among other things,
a sampling of partial definitions: a student's race or sexual orientation or "marital status" (marital status?). Nevada defines bullying as a "willful act or course of conduct" that "is highly offensive to a reasonable person," which would seem to preclude the Nevada legislature.

Justin Herzig Impacts

Bullying K 10/16

M BULLYING LEADS TO THE VICTIMS HAVING LOW SELF-ESTEEM, DEPRESSION, MALADJUSTMENT, SUICIDAL IDEATION, OR RETALIATION. THINK COLUMBINE! Lodge and Frydenberg 05
(Jodie and Erica, Autumn, Theory Into Practice, Vol. 44, Issue 4, The Role of Peer Bystanders in School Bullying: Positive Steps Toward Promoting Peaceful Schools.)

There are harmful effects on victims and perpetrators of bullying. Victimization impacts significantly on young peoples' ability to learn, as well as their school attendance (Rigby, 1998). Findings confirm that victimization is clearly connected to low self-esteem, proneness to depression, maladjustment, low levels of well-being, and suicidal ideation (Besag, 1989; Craig, 1998; Rigby, 1998). Young people who are bullied tend to be withdrawn and anxious, and are typically characterized by tenseness, fears, and worries (Neary & Joseph, 1994). Those who are frequently harassed experience higher levels of distress and tend to feel more ashamed than their same age peers. They are also more inclined to retaliate when angered or provoked (Lodge, 2004).

M THEY ARE DIRECTLY PERFORMING FOR YOUYOUR APPROVAL WITH THE BALLOT SHOWS YOU ARE OKAY WITH THIS Healy 01
Rita, April 1, Time Magazine, Antibullying Programs Can Prevent School Violence, http://infotrac.galegroup.com/itweb/?db=OVRC

Bullying is often performance art. Peter Fonagy, a psychologist who helped develop an antibullying model
popular in Topeka, Kans., schools, believes that bullies and their victims usually make up no more than 10% to 20% of any school

"The whole drama is supported by the bystander," says Fonagy. "The theater can't take place if there's no audience." Seeds University Elementary School in Los Angeles uses "equity
population. guidelines" to target both bullies and bystanders. Parents and students sign contracts at the beginning of the year stipulating that no child may be put down for academic performance, appearance, family composition or gender, among other things. When an incident occurs--for example, some boys tried to pull down another boy's pants--bystanders are also sent to after-school mediation.

Justin Herzig

Bullying K 11/16

M THE VICTIMS WILL HAVE BOTH EMOTIONAL AND PSYCHOLOGICAL SCARS WHILE BULLYING WILL CONTINUE FROM GENERATION TO GENERATION. VICTIMS STANDING UP FOR THEMSELVES RARELY WORKS WITHOUT AN EDUCATOR STEPPING IN. Barone 97
Frank, September, Contemporary Issues Companion Series, Bullying Can Be Prevented, http://infotrac.galegroup.com/itweb/? db=OVRC

Left unchecked, bullying in school can lead to tragic consequences akin to the two cases mentioned above. Even when suicide or murder is not the outcome, bullying can leave lasting emotional and psychological scars on children. Furthermore, research has shown that bullying can extend across the generations: the children of bullies often become bullies themselves.
Why, then, do school officials, teachers, and parents often appear to take so little notice? One reason may be because many adults consider bullying to be a normal part of growing up. Confronting a bully is considered one of the "rites of passage" for a boy.

Unfortunately for the victim, the age-old advice to "stand up to" the bully and fight back usually leads to more violent bullying. Rarely does the bully back down. A second reason why bullying continues unabated might be that educators have become desensitized to bullying and do not even see it. Thus they seldom report it. A
third reason could be that the schools are overwhelmed by other issues and problems outside of education with which they must deal. And finally, schools may not want to identify bullying as a problem because they do not have the resources to address it.

M NO ONE BENEFITS FROM BULLYING - BULLYING IS JUST AS DETRIMENTAL TO THE AGRESSOR THROUGH ITS PERPETUATATION OF VIOLENCE Smith-Heavenrich 01
Sue, May/June, Contemporary Issues Companion Series, Bullies in the Schoolyard.

The person most hurt by bullying is often not the victim but the bully. The bully's behavior interferes with learning and friendships, and later on with work, relationships, income, and mental health. Children who bully tend to turn into antisocial adults and are more likely to commit crimes, batter spouses, and abuse their children. One study shows that 60 percent of boys who were bullies in middle school had at least one court conviction by the age of 24.

Justin Herzig M BULLYING LEADS TO SUICIDE Smith-Heavenrich 01

Sue, May/June, Contemporary Issues Companion Series, Bullies in the Schoolyard.

Bullying K 12/16

About one third of bullies are themselves victims of bullying, and a recent study shows that these children have a higher risk of depression and suicidal thoughts than other children. Clearly, being a bully can be hazardous to your health. It is not so much the nature of the harassment, whether verbal or physical, but the extent of the bullying that harms a child . Children who are chronically targeted are likely to become increasingly withdrawn from their peers and suffer increased risk of depression and suicidal thoughts. Some actually end up killing themselves.

M BULLYING HALTS SOCIAL AND ACADEMIC GROWTH CCFJS 96

Centre for Children and Families in the Justice System, Bullying: Information for Parents and Teachers, http://www.lfcc.on.ca/bully.htm

Even when bullying does not drive victims to the extremes of suicide, victims experience significant psychological harm which interferes with their social and academic and emotional development The sooner the bullying is stopped, the better for the long-term outcome for victims. If bullying patterns are allowed to continue unchecked, there are long-term outcome for victims. A follow-up study by Olweus (1993b) found that by the time former male victims of bullying were
in their early twenties, they had generally made a positive social adjustment, as they had more freedom to choose their social and work milieu. However, they were more likely to be depressed, and had lower self-esteem than a comparison group who had not been bullied

M BULLYING FOSTERS A CRIME-BASED MINDSET CORRUPTING THE AGRESSORS FUTURE CCFJS 96

Centre for Children and Families in the Justice System, Bullying: Information for Parents and Teachers, http://www.lfcc.on.ca/bully.htm

The serious long-term outcomes for bullies are also important to recognize. Bullies tend to become aggressive adults who stand a much higher chance than average of obtaining multiple criminal convictions (Olweus, 1979). These findings by Olweus and his group fit well with other studies which have found exactly the same outcome for children, especially males, who are aggressive as children.

Justin Herzig Alternatives

Bullying K 13/16

ALT SOLVES: NEGLECTING TO TAKE A STANCE ON BULLYING ONLY ALLOWS ITS HARMS TO THRIVE Smith-Heavenrich 01
Sue, May/June, Contemporary Issues Companion Series, Bullies in the Schoolyard.

The attitudes and behaviors of teachers and school staff strongly determine the extent to which bullying manifests itself in school and on the playground. Where bullying is tolerated, it flourishes. Teachers have a tremendous amount of power to stop bullying behavior in their own classrooms by leading discussions in class. Together, students and their teacher can define bullying as unacceptable behavior, establish rules against it, and develop action plans so that students know what to do when they observe a bullying incident.

ALT SOLVES: BULLYING IS NOT A RITE OF PASSAGE, IT MUST BE REJECTED McPherson 03

Karen, July 13, Post-Gazette National Bureau, Taking a Tough Stance Against Bullying, Lexis-Nexis

Bullying generally has been treated as an inescapable part of childhood, but researchers in the United States, Canada, Norway and numerous other countries now view bullying as a serious behavior problem that can and should be prevented. A first step, they say, is helping parents and teachers eradicate myths about bullying, which are implicit in such phrases as boys will be boys and bullying makes kids tough.

ALT SOLVES: BULLYING HAPPENS IN DEBATE MORE OFTEN THAN KNOWN. THE VICTIMS WILL ONLY COME FORTH IF THEY SEE THE BULLYS WILL BE PUNISHED FOR THEIR BEHAVIOR. Barone 97
Frank, September, Contemporary Issues Companion Series, Bullying Can Be Prevented, http://infotrac.galegroup.com/itweb/? db=OVRC

bullying is not a rite of passage; if left unchecked, it can lead to tragic consequences. However, he asserts, bullying can be prevented by improving teacher supervision of the areas where it is most likely to occur, as well as by training teachers to recognize bullying when it happens. In addition to increased teacher awareness of bullying, Barone explains, bullies must be held accountable for their behavior. If students see that bullying is dealt with sternly, more victims will come forward to report it, Barone points out. Barone is the principal of Amsterdam High
Contrary to popular belief, writes Frank J. Barone, School in New York.

Justin Herzig

Bullying K 14/16

ALT SOLVENCY- YOU CANNOT COMPROMISE W/ BULLIES AND THEIR SKEWING OF REALITY- VOTING THEM DOWN IS THE ONLY MEANS OF CHANGING THEIR MINDSET. CCFJS 96
Centre for Children and Families in the Justice System, Bullying: Information for Parents and Teachers, http://www.lfcc.on.ca/bully.htm

Expect that the perpetrator(s) will minimize and deny his/her/their actions and responsibility. Refer to school and class codes of conduct in telling the bully why their behaviour was unacceptable. Tell them what behaviour you do expect of them. Inform the bully(ies) of the sanctions which will be imposed and that their parents will be involved. Reassure the victim that all possible steps will be taken to prevent a recurrence.

ALT SOLVENCY- BULLIES MUST BE REJECTED IN ORDER TO CORRECT THEIR MEANS OF THINKING CCFJS 96
Centre for Children and Families in the Justice System, Bullying: Information for Parents and Teachers, http://www.lfcc.on.ca/bully.htm

For the bully(ies), specific re-education, as to his/her/their behaviour, is important, in addition to sanctions such as removal of privileges, detention, etc. Some schools have had good success with in-school detention situations where aggressive students must complete social skill modules designed to reduce aggressive behaviour and develop empathy for others.

ALT SOLVENCY- THE BALLOT IS KEY TO CHALLENGING THE SOURCE OF BULLYING CCFJS 96
Centre for Children and Families in the Justice System, Bullying: Information for Parents and Teachers, http://www.lfcc.on.ca/bully.htm Also, adults must re-examine some of their own beliefs with regard to interpersonal behaviour before they can intervene effectively. Many teachers and parents tell children not to "tattle," and to resolve their problems themselves.

In the bullying situation, though, there is a power imbalance of some kind which ensures that the victim always gets the worst of the interaction. The victim and bully both need intervention in order to stop the pattern.

Justin Herzig Answers To: A/T: Any smart answer for how they do not link

Bullying K 15/16

THEIR NO LINK ARGUMENT OF (explain their no link) IS JUST ANOTHER INSTANCE OF THEM BEING BULLIES. ACTION MUST BE TAKEN OUTSIDE THE GENERAL AREA OF THE CLASSROOM. Aluedse 06
(Oyaziwo, Professor at Ambrose Alii University, Bullying in Schools: A Form of Child Abuse in Schools, Educational Research Quarterly, Vol. 30.1, pp.37-49)

even though counselors may be successful in designing and implementing intervention programs that would address bullying in schools, it is essential to recognize that students can be discreet in devising ways to disguise acts of bullying, in order to escape identification. An assistance counselor can render in this regard is imbuing in the teachers the need to engage in some form of surveillance, which may be necessary to detect acts of bullying occurring outside the general area of the classroom (Peterson, 2005).
Generally,

A/T Were not bullying DONT LET THEM TELL YOU THAT THEY ARENT BULLYING US THIS IS EXACTLY WHAT BULLYS WOULD SAY. MSF UNION 94
Amicus-MSF trade union, 1994, http://www.bullyonline.org/workbully/defns.htm

Bullying definitions: Persistent, offensive, abusive, intimidating or insulting behavior, abuse of power or unfair penal sanctions which makes the recipient feel upset, threatened, humiliated or vulnerable, which undermines their self-confidence and which may cause them to suffer stress

A/T This is not a hostile environment THE ENVIRONMENT IN THIS ROOM CANNOT BE ANY CLOSER TO HOSTILE. THEIR STRATEGY OPPOSES ANY CONSTRUCTIVE TREATMENT AND ONLY DISEMPOWERS US. WordNet 03
Wordnet 2.0, Copyright by Princeton University, http://www.wordreference.com/definition/hostile

Hostile: marked by features that oppose constructive treatment or development; "not able to accomplish much in such a hostile environment"

Justin Herzig A/T Apology or saying sorry

Bullying K 16/16

APOLOGIZING OR WORKING THINGS OUT DOES NOT SOLVE THE PROBLEM Curriculum Review 06
(January, Paperclip Holdings, Vol. 45 Issue 5, p.6-7, Tips for effective bullying intervention)

Do not require the students to meet and "work things out." Unlike conflicts, bullying involves a power imbalance that means this strategy will not work. Trying to find a way to "work things out" can re-traumatize the student who was bullied and does not generally improve relationships between the parties. Instead, encourage the
student who bullied to make amends in a way (after follow-up with an adult) that would be meaningful for the child who was bullied.

A/T Apology or saying sorry DONT LET THEM SAY THEY ARE NOT BULLIES. THE TERROR HAS ALREADY BEEN CREATED. YOU, THE JUDGE, AS THE BYSTANDER MUST TAKE ACTION TO STOP THIS INSTANCE OF BULLYING Levinson and Levinson 05
(Katherine and Martin, Martin has a Ph.D. and is head of the school based drug prevention program PROJECT SHARE and writes ETC books, Katherine has a Ph.D. and is an education consultant for NY city and writes and studies popular culture and education, A GENERAL SEMANTICS APPROACH TO SCHOOL-AGE BULLYING)

bullies are not distinguishable by appearance or group identification, but by how they act. Bullies "bully" a conscious, deliberate hostile activity intended to terrorize and harm others through the threat of further aggression. (Coloroso, p. 13.) Once this terror is created, the bully is able to act without fear of recrimination or retaliation, because the target often feels so powerless that he or she will rarely fight hack or tell anyone about the bullying. Bystanders often remain silent or even "egg on" the bully, so the pattern of violence is easily sustained in the school environment.
Because bullying cuts across all national, cultural, ethnic, and religious groups, etc.,