Bullying Policy

At Trinity Catholic College there is an expectation that the individuality and dignity of all its members will be respected.

Harassment of any kind is not acceptable. Bullying is similarly unacceptable.

Incidents of harassment and bullying will be dealt with quickly and firmly and according to established procedures.

WHAT IS BULLYING:

Bullying can be usefully defined as repeated oppression, physical or psychological, of a less powerful individual by a more powerful individual or group.  It is not the same thing as conflict, violence or disagreement - although it may, of course, involve all these things. 

Bullying is any ongoing wilful, conscious behaviour intended to hurt another person, either physically or emotionally.  It may also be part of an ongoing series of incidents.

Bullying involves an imbalance of power which:

1. May be verbal, physical, social or psychological in nature.
2. Is repeated, so that it causes distress at the time and creates fear of future incidents of bullying.
3. May be in the form of acceptable behaviour which, by intent, makes another feel inferior - for example, an overly competitive approach to academic, sporting or social success.

Bullying takes many forms and can include:

1. Verbal harassment: swearing, name calling, teasing, threatening spreading rumours.
2. Physical harm:  punching, spitting, kicking, pushing.
3. Exclusion:  deliberately leaving someone out of an activity or ignoring them.
4. Extortion:  demanding money, food, favours.
5. Interference with or damage to personal belongings, stealing.
6. Physical gestures:  faces, obscene gestures.
7. Written abuse.
8. Electronic messages through the Internet/email, Facebook etc.

People can be involved in bullying behaviour either as individuals, ringleaders, or members of a group.

SIGNS THAT A STUDENT IS BEING BULLIED

These may include:

Class/School Attendance

• Truancy
• Refusal and reluctance to attend school
• Refusal to attend school on particular days (eg. swimming classes)
• Lateness to school
• Reluctance to leave school at the end of the day
• Constant use of library/computers at recess/lunch times.

Academic

• Significant decline in output and results
• Lack of concentration in class
• Problems with retention and short term memory.

Physical

• Tiredness
• Loss of appetite
• Unexplained bruises and injuries
• Torn clothing
• Psychosomatic complaints - frequent headaches, stomach aches.

Social

• Withdrawal from social activities with peers
• Withdrawal from extra curricular activities

On the Home Front

• Requests for extra money
• Requests to change transport arrangements to/from school
• Taking and losing valuables from home
• Reluctance to do things in the community

PREVENTION STRATEGIES

At the College Level

A public commitment to respect for self and others.

• Explicit in College documentation and ethos.
• Emphasise reference to respect at College and House Assemblies.
• Appropriate behaviour modelled by staff and student leaders.

Increase awareness of the College's Policy on Bullying.

• Clear statement in Student Planner.
• Reference to the policy at House Meetings and in Tutor Groups.
• Articulation of the policy on Orientation Day.

Creating a positive and supportive climate.

• Promote the acceptance of "individual differences".
• Promote the concept of unity within the College.
• Promote the idea that while bullies need to be stopped, they also need to be helped.

Welfare practices based upon:

• Respect for others and self.
• Forgiveness.
• Acknowledging positive behaviours.
• Non violent sanctions.
• Parents and the College working together.
• Clear articulation of expectations.

Supervision practices

• Conducting and monitoring a proactive supervision roster before school, during recess and lunch breaks and at afternoon bus times.
• Modelling appropriate behaviour.

Maintaining records and review.

• Counsellors and Heads of House should ensure records of incidents are maintained.
• Heads of House to review the policy on an annual basis.

At the Classroom Level

Creating Awareness

• Define what is acceptable in the classroom.
• Discussion of bullying in Tutor Groups.
• Display anti-bullying posters.
• Inform students that there is always someone to turn to for help.

Creating a proactive classroom

• Model acceptable behaviour.
• Be assertive not aggressive.
• Utilise differentiated curriculum and co-operative learning techniques.
• Be positive and praising.
• Assist students who need to change - work with Learning Enrichment Plans aimed at addressing bullying in particular students.
• Encourage resilience in one's attempts to reach their goals.
• Conduct role plays that allow students to gain insight into bullying behaviour and acceptable behaviour.
• Be prepared to refer bullying students on to Counsellors/Heads of House to gain assistance to change behaviour.

At the staff level

Know the Bullying Policy

• Policy to be available on College Intranet.
• Policy to be published via staff newsletters.

Model Behaviour

• Assertive rather than aggressive conduct.
• Remaining positive and open in communication.
• Listening for signs of distress in students.
• Being punctual to classes and supervisory duties.
• Intervening to stop behaviour that might lead to bullying - put downs; name calling; exclusion.

Student Leaders

Being aware of the College's Policy on Bullying

• Discussion at the Leadership Camp.
• Modelling appropriate behaviour.
• Talking to students in their House and listening for signs of distress in students.
• Intervening to stop interactions between students that may lead to bullying.

Individual Students

Early intervention with students who show bullying tendencies

• Outline their responsibility regarding their behaviour.
• Counselling.
• Contact with parents.
• Recognising any positive interactions with other students.

Early intervention with students who are vulnerable to bullying

• Explain their rights.
• Teach them how to be assertive and resilient.
• Affirm their worth by treating them with dignity and respect.

Class Placement

• Where required, place students in classes that lessen the opportunities for bullying to occur.

Parents/Carers

As primary care givers, parents and carers are most influential in a child's life.  They need to:

• Build a welcoming and inclusive home environment.

Know your child's friends and their families.

• Encourage self-esteem.

Be positive in word and deed to help build your child's self esteem.

• Discuss issues.

Create an environment where issues (school, news, community etc) are discussed in the home.  Discuss ways in which your child could respond to bullying.

• Be observant.

Respond to:

• Unwillingness to attend school.
• Unwillingness to catch the bus.
• Declining academic performance and social interaction.
• Frequency in loss of money or valuables.
• Unexplained bruises/scratches/torn clothing.
• Internet usage.
• Unwillingness to discuss issues with you.

RESPONDING TO BULLYING

Students

What can a student do if they witness Bullying?

• Support the victim - tell the bully to "leave them alone".
• Report the incident to a member of staff.
• Encourage the victim to seek support from an adult, House Captain, Head of House or family member.

What can a student do if they are bullied?

• Seek assistance from someone who can help - Counsellors, Tutors, House Captains.
• Try not to retaliate because that is what a bully wants.
• Ignore it.
• Be assertive. - "I told you I don't like that".

"If you keep it up I'm going to see my Head of House"

"I told you I would go and see someone so I am going".

• Lean on the support of your friendship group.
• Avoid places where the bullying occurs.

The following flowchart outlines a process that may be followed by a student who is being bullied

Step 1 Show it doesn't upset you.  Ignore it or tell the person you don't like it. Harassment stops. No more action is needed.

Harassment Continues. Go to Step 2, 3 or 4

Step 2 Speak to the person harassing you.  Tell them the behaviour is unwanted and illegal and if they keep it up you will go and see someone. Harassment stops. No more action is needed.

Harassment Continues. Go to Step 3 or 4

Step 3 Tell someone (is reporting abuse - not "dobbing"). Talk it over with: Your parents; Your Tutor; Designated Senior student; Any member of staff with whom you feel comfortable; Make a plan with this person to deal with the problem and follow it through. Harassment stops. No more action is needed.

Harassment Continues. Go to Step 4

Step 4 Go to the Head of House with the person from Step 3.

Harassment Continues. Go to Step 5

Responding To Bullying

Should the advice suggested in the previous section fail to stop the Bullying then the Method of Shared Concern (Anatol Pikas 1989) is followed.

THE METHOD OF SHARED CONCERN 

1. This method involves preliminary talks, first with students who have engaged in bullying, then with their victims; subsequently, if more than one person has participated in the bullying (which is frequently the case); the entire group is brought together for final mediation and resolution with the person who has been victimised.
2. For maximum effectiveness, intensive training by staff in this method is needed, but the principles are clear and can be used to guide interviews with bullies. 
3. It is generally best to see bullies on their own, without their supporters.  Alone, they are often prepared to share the teacher's or counsellor's expressed concern for the victim and accept some responsibility for the distress that has been reported, more especially if they are shown respect as persons and not interrogated as criminals and severely blamed. 
4. The role of the teacher is largely to elicit suggestions and concrete proposals from the bully that will help the situation. 
5. The implementation of the proposals and the outcome for the victim need to be carefully monitored and contact maintained with the bullies until the situation has definitely improved.  In most, if not all cases, the problem can be solved in this way.

Refer to Addendum for more detail of the procedures involved in the Shared Concern approach.

THE USE OF SANCTIONS 

1. Despite counselling and efforts to encourage the bully to feel concern for the victim and undertake responsible action to improve relationships, the problem may still remain unsolved - and the victim needs protection.
2. Serious talks with the bully and his or her parents will then be necessary, non-physical sanctions may be imposed, and in the most serious cases, suspension, exclusion or expulsion may be justified.

CONCLUSION

Bullying is presently seen as a serious problem for all schools.  We must think not simply and only of directly suppressing bullying but more positively of promoting among students co-operative and pro-social ways of thinking and behaving.  In this way the school ethos which contains elements that often foster intimidatory behaviour can be changed. 

The gains are most notable for the well-being of students who are particularly vulnerable to bullying.  But all students benefit in the process of bringing about a happier and more constructive school climate in which every student has the opportunity to achieve success, socially as well as academically. 

The changes that are needed are not beyond the resources of schools.  They do, however, require concerted attention from members of the school community, both teachers and students.