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1.) This presentation did capture my attention. I liked that you included the links for where you got the information you used.
2.) The material was appropriate and professional. It was helpful that you talked about the different definitions for bullying.
3.) Overall the padlet was organized. If anything, I would suggest grouping the columns by the topic which you are talking about. For example, arranging the Tiers so they are side by side.
4.) All the objectives seemed to be met in this presentation. You clearly explained everything that was asked.
5.) You seemed to be prepared on this subject. When explaining the different types of bullying, you gave examples for each one in ways one can relate to and understand.
6.) Yes, this padlet was effective, I feel it was a good refresher workshop for why bullying prevention is so important. Good work!

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-Bullying is the act of hurting, harassing and bringing endangerment to an individual or group that negatively impacts them, continuously.
-Can occur over a long period of time if not reported or drawn attention to (National Centre Against Bullying, 2018).

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Definition Of Bullying | National Centre Against Bullying

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While the definition of bullying is broad and can occur in a variety of environments it usually is a relationship problem and requires relationship-based solutions.

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-Physical
-Social
-Cyber
-Verbal (National Centre Against Bullying, 2018).

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There are many different types of bullying that can be experienced by children and adults alike, some are obvious to spot while others can be more subtle. The different types of bullying that we look at below are some of the ways that bullying could be happening.

Physical bullying

Physical bullying includes hitting, kicking, tripping, pinching and pushing or damaging property. Physical bullying causes both short term and long term damage.

Verbal bullying

Verbal bulling includes name calling, insults, teasing, intimidation, homophobic or racist remarks, or verbal abuse. While verbal bullying can start off harmless, it can escalate to levels which start affecting the individual target.

Social bullying

Social bullying, sometimes referred to as covert bullying, is often harder to recognise and can be carried out behind the bullied person's back. It is designed to harm someone's social reputation and / or cause humiliation.

Social bullying can include:

lying and spreading rumours

negative facial or physical gestures, menacing or contemptuous looks

playing nasty jokes to embarrass and humiliate

mimicking unkindly

encouraging others to social exclude someone

damaging someone's social reputation or social acceptance.

Cyber bullying

The Cyber Bullying Research Centre defines cyber bullying as: Intentional and repeated harm inflicted through the use of computers, phones, and other electronic devices.

Cyber bullying can be overt or covert bullying behaviours using digital technologies including hardware such as computers and smartphones, and software such as social media, instant messaging, texts, websites and other online platforms.

Cyber bullying can happen at any time. It can be in public or in private and sometimes only known to the target and the person bullying.

Cyber bullying can include:

abusive or hurtful texts, emails or posts, images or videos

deliberately excluding others online

nasty gossip or rumours

imitating others online or using their log-in.

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Types of bullying - National Center Against Bullying

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There are many different types of bullying that can be experienced by children and adults alike, some are obvious to spot while others can be more subtle. The different types of bullying that we look at below are some of the ways that bullying could be happening.

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-individuals that are considered different. An Example is the LGBTQ population.
-Depressed Individuals.
- Isolated individuals.
- Ones with low confidence
-Vulnerable Individuals (US Department of Health and Human Services, n.d.).

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No existe un factor único que ponga a un niño en riesgo de ser acosado o acosar a otros. El acoso puede ocurrir en cualquier lugar: en la ciudad, los suburbios o las áreas rurales. Según el entorno, algunos grupos, como los grupos de jóvenes lesbianas, homosexuales, transgénero o quienes cuestionan su identidad sexual (LGBTQ), los jóvenes con discapacidades y los jóvenes aislados socialmente pueden tener mayor riesgo de ser acosados.

Niños en riesgo de ser acosados

En general, los niños que son acosados tienen uno o más de los siguientes factores de riesgo:

Son percibidos como diferentes del resto de sus compañeros, por ejemplo niños con sobrepeso o muy delgados, niños que usan gafas o ropa distinta, niños que son nuevos en la escuela o no pueden tener cosas que otros consideran "de moda".

Son percibidos como débiles o incapaces de defenderse

Están deprimidos, sienten ansiedad o tienen la autoestima baja

Son menos populares que otros y tienen pocos amigos

No se llevan bien con otros, son vistos como molestos o provocadores o antagonizan con otros para llamar la atención

No obstante, si un niño tiene estos factores de riesgo, no significa que será acosado.

Niños con mayor tendencia a acosar a otros

Existen dos clases de niños con mayor tendencia a acosar a otros:

Algunos están bien conectados con sus compañeros, tienen poder social o están excesivamente preocupados por su popularidad y disfrutan dominar o liderar a otros.

Otros se aíslan de sus compañeros o se sienten deprimidos o ansiosos, tienen baja autoestima, no participan en actividades escolares, sienten la presión de sus compañeros o no se identifican con las emociones o los sentimientos de otros.

Los niños que tienen estos factores también tienen mayor tendencia a acosar a otros:

Son agresivos o se sienten frustrados con facilidad

Reciben menos cuidado de parte de sus padres o tienen problemas en el hogar

Piensan mal de los otros

Tienen dificultades para respetar las reglas

Ven la violencia como algo positivo

Tienen amigos que acosan a otros

Recuerde, los niños que acosan a otros no necesariamente son más fuertes o más grandes que sus víctimas. El desequilibrio de poder tiene distintos orígenes (la popularidad, la fuerza, la capacidad cognitiva) y los niños que acosan a otros pueden tener más de una de estas características.

Recursos adicionales
Esa pausa larga fue realmente una convulsión: comprender la epilepsia y el acoso

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No existe un factor único que ponga a un niño en riesgo de ser acosado o acosar a otros. El acoso puede ocurrir en cualquier lugar: en la ciudad, los suburbios o las áreas rurales.

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Not only does the bullying effect the victim it also has a mental impact on the person doing the bullying, now and in their adult years. The bully may experience:
-  use of substances
- Engage in illegal criminal activity.
- Enage in early risky sexual activity.
-Negative effects on acdemics. EX: drop out
- Get into fights.
-Demonstrate abusive behavior towards family, spouses and offspring (US Department of Health and Human Services, n.d.)

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Bullying can affect everyone-those who are bullied, those who bully, and those who witness bullying. Bullying is linked to many negative outcomes including impacts on mental health, substance use, and suicide. It is important to talk to kids to determine whether bullying-or something else-is a concern.

Kids Who are Bullied

Kids who are bullied can experience negative physical, social, emotional, academic, and mental health issues. Kids who are bullied are more likely to experience:

Depression and anxiety, increased feelings of sadness and loneliness, changes in sleep and eating patterns, and loss of interest in activities they used to enjoy. These issues may persist into adulthood.

Health complaints

Decreased academic achievement-GPA and standardized test scores-and school participation. They are more likely to miss, skip, or drop out of school.

A very small number of bullied children might retaliate through extremely violent measures. In 12 of 15 school shooting cases in the 1990s, the shooters had a history of being bullied.

Kids Who Bully Others

Kids who bully others can also engage in violent and other risky behaviors into adulthood. Kids who bully are more likely to:

Abuse alcohol and other drugs in adolescence and as adults

Get into fights, vandalize property, and drop out of school

Engage in early sexual activity

Have criminal convictions and traffic citations as adults

Be abusive toward their romantic partners, spouses, or children as adults

Bystanders

Kids who witness bullying are more likely to:

Have increased use of tobacco, alcohol, or other drugs

Have increased mental health problems, including depression and anxiety

Miss or skip school

The Relationship between Bullying and Suicide

Media reports often link bullying with suicide. However, most youth who are bullied do not have thoughts of suicide or engage in suicidal behaviors.

Although kids who are bullied are at risk of suicide, bullying alone is not the cause. Many issues contribute to suicide risk, including depression, problems at home, and trauma history. Additionally, specific groups have an increased risk of suicide, including American Indian and Alaskan Native, Asian American, lesbian, gay, bisexual, and transgender youth. This risk can be increased further when these kids are not supported by parents, peers, and schools. Bullying can make an unsupportive situation worse.

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Bullying can affect everyone-those who are bullied, those who bully, and those who witness bullying. Bullying is linked to many negative outcomes including impacts on mental health, substance use, and suicide. It is important to talk to kids to determine whether bullying-or something else-is a concern.

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Bullying has a negative impact on the victims overall mental health and experience symptoms such as:
-Depression
-Anxiety
-Lack of sleep and Appetite
-Decrease in academic success, GPA, and test scores
-Violence
-Substance abuse
-Suicide (US Department of Health and Human Services, n.d.)

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Bullying can affect everyone-those who are bullied, those who bully, and those who witness bullying. Bullying is linked to many negative outcomes including impacts on mental health, substance use, and suicide. It is important to talk to kids to determine whether bullying-or something else-is a concern.

Kids Who are Bullied

Kids who are bullied can experience negative physical, social, emotional, academic, and mental health issues. Kids who are bullied are more likely to experience:

Depression and anxiety, increased feelings of sadness and loneliness, changes in sleep and eating patterns, and loss of interest in activities they used to enjoy. These issues may persist into adulthood.

Health complaints

Decreased academic achievement-GPA and standardized test scores-and school participation. They are more likely to miss, skip, or drop out of school.

A very small number of bullied children might retaliate through extremely violent measures. In 12 of 15 school shooting cases in the 1990s, the shooters had a history of being bullied.

Kids Who Bully Others

Kids who bully others can also engage in violent and other risky behaviors into adulthood. Kids who bully are more likely to:

Abuse alcohol and other drugs in adolescence and as adults

Get into fights, vandalize property, and drop out of school

Engage in early sexual activity

Have criminal convictions and traffic citations as adults

Be abusive toward their romantic partners, spouses, or children as adults

Bystanders

Kids who witness bullying are more likely to:

Have increased use of tobacco, alcohol, or other drugs

Have increased mental health problems, including depression and anxiety

Miss or skip school

The Relationship between Bullying and Suicide

Media reports often link bullying with suicide. However, most youth who are bullied do not have thoughts of suicide or engage in suicidal behaviors.

Although kids who are bullied are at risk of suicide, bullying alone is not the cause. Many issues contribute to suicide risk, including depression, problems at home, and trauma history. Additionally, specific groups have an increased risk of suicide, including American Indian and Alaskan Native, Asian American, lesbian, gay, bisexual, and transgender youth. This risk can be increased further when these kids are not supported by parents, peers, and schools. Bullying can make an unsupportive situation worse.

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Bullying can affect everyone-those who are bullied, those who bully, and those who witness bullying. Bullying is linked to many negative outcomes including impacts on mental health, substance use, and suicide. It is important to talk to kids to determine whether bullying-or something else-is a concern.

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-160,000 students miss school everyday due to being bullied or feeling of fear.
- 9 out of 10 adolescents have reported to being bullied within the last year due to sexual orientation.
- 64% who are bullied do not report it.
- 35% report being cyberbullied.
-75% of school shooting have been correlated with the recent school shootings (Antibullyinginstitute, 2018).

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No longer is bullying confined to the schoolyard where children could previously escape the pressure of bullies and retreat to a safe place called home. With the rise of the Internet come new ways for students to bully others nonstop. Bullying has become an epidemic that affects not only children, but parents, teachers and the community. According to the National Education Association, PACER Center, and StopBullying.gov:

* 1 in 7 students in grades K - 12 are either a bully or have been a victim of bullying.
* An estimated 160,000 U.S. children miss school every day due to fear of attack or intimidation by other students.
* 83% of girls and 79% of boys report experiencing harassment.
* Six out of 10 teenagers say they witness bullying in school once a day.
* 35% of kids have been threatened online.
* Nearly 9 out of 10 LGBTQ youth report being verbally harassed at school in the past year because of their sexual orientation.
* 57% of boys and 43% of girls reported being bullied because of religious or cultural differences.
* Bullies often go on to perpetrate violence later in life: 40% of boys identified as bullies in grades 6 through 9 had three or more arrests by age 30.
* One out of every 10 students who drop out of school does so because of repeated incidents of bullying.
* 75% of shooting incidents at schools have been linked to bullying and harassment.
* 64% of children who were bullied did not report it.
* Nearly 70% of students think schools respond poorly to bullying.
* When bystanders intervene, bullying stops within 10 seconds 57% of the time.

Bullying has serious, adverse educational effects, and students who are targets often experience extreme stress that can lead to symptoms of physical illness and a diminished ability to learn, according to the National Education Association. This translates into increased absenteeism and impaired performance, as indicated by decreased test scores.

What term is used in the California
anti-bullying laws?
Assembly Bill No. 2536 CHAPTER 419
An act to amend Sections 234.2 and 48900 of the Education Code, relating to elementary and secondary education. [Approved by Governor September 21, 2016. Filed with Secretary of State September 21, 2016.] legislative counsel' s digest AB 2536, Chau. Pupil discipline and safety: cyber sexual bullying. (1) Existing law prohibits the suspension of a pupil from school or the recommendation of a pupil for expulsion from school unless the school district superintendent or the principal of the school in which the pupil is enrolled determines that the pupil has committed any of several specified acts, including, but not limited to, engaging in acts of bullying by means of an electronic act. This bill would include engaging in an act of cyber sexual bullying, as defined, as an act of bullying by means of an electronic act for which a pupil may be suspended or expelled from school. (2) Existing law requires the State Department of Education to display current information, and periodically update information, on curricula and other resources that specifically address bias-related discrimination, harassment, intimidation, and bullying based on certain actual or perceived characteristics on the California Healthy Kids Resource Center Internet Web site and other appropriate department Internet Web sites where information about discrimination, harassment, intimidation, and bullying is posted. This bill would add cyber sexual bullying to this list of topics on which the department would be required to provide information. The bill would require the department to annually inform school districts of the information on the California Healthy Kids Resource Center Internet Web site and other appropriate department Internet Web sites where information about cyber sexual bullying is posted. The bill would encourage school districts to inform pupils regarding the available information and resources on the department's Internet Web sites regarding the dangers and consequences of cyber sexual bullying to help reduce the instances of cyber sexual bullying. (3) This bill would incorporate additional changes to Section 48900 of the Education Code proposed by AB 2212 that would become operative if this bill and AB 2212 are both enacted and this bill is enacted last.

Do these laws cover cyberbullying? YES

For more information, please visit, https://www.stopbullying.gov/laws/california.html

Although no federal law directly addresses bullying, in some cases, bullying overlaps with discriminatory harassment when it is based on race, national origin, color, sex, age, disability, or religion. When bullying and harassment overlap, federally-funded schools (including colleges and universities) have an obligation to resolve the harassment. When the situation is not adequately resolved, the U.S. Department of Education's Office for Civil Rights and the U.S. Department of Justice's Civil Rights Division may be able to help. For more information, please visit, https://www.stopbullying.gov/laws/federal/index.html

Contact us to learn how you can make a difference.

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No longer is bullying confined to the schoolyard where children could previously escape the pressure of bullies and retreat to a safe place called home. With the rise of the Internet come new ways for students to bully others nonstop. Bullying has become an epidemic that affects not only children, but parents, teachers and the community.

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The North Carolina Law on Bullying, or NC Violence Prevention Act was introduced in 2009 and resides today. The policy exhibits that acts of bullying and harassment of any form will not be tolerated in the NC school system (NC Violence Prevention Act, 2009).

The policy describes that bullying against race, sex, sexual orientation, academic status, and others listed within the policy will not be allowed, and consequences will be appropriately administered if occurrences withstand (NC Violence Prevention Act, 2009).

The act is implemented as a way to protect the students and educate the staff and Administration on the dangers of bullying. With doing this, North Carolina school system operates as a bully free zone through awareness, training, and education (NC Violence Prevention Act, 2009).

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Macro practice interventions that are considered core due to everyone receiving the intervention, in effort to impact the student body as a whole. Tier one services target issues in the school, and promote a healthier learning environment (Massat, Kelly & Constable, 2016).

An example of an EIP for bullying would be to organize a bully prevention week with activities each day such as an anti bullying parade. The bully prevention week will not only engage the students, but the teachers, parents, and school community. Participation in the bully prevention week activities will allow for a growth in awareness for the act of bullying, and advocating for a bully free school zone (The Diana Award, 2018).

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Fun Activities - Anti-Bullying from The Diana Award | Antibullying Charity

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The Diana Award's Anti-Bullying Programme engages young people, parents and teachers to change the attitudes, behaviour and culture of bullying both online and offline.

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Mezzo practice interventions that center on small group engagement, through linking students with the same issues together to encourage student growth through peer support (Massat, Kelly & Constable, 2016).

An example of an EIP for tier 2 intervention would be to conduct a support group of students, that have similar bullying behaviors. During the group sessions, activities such as reading the book bully beans by Julia Cook. The book Bully Beans, illustrates bullying on a level that elementary students will understand and engage in, as it tells a story of a bully and the effects that bullying can have. After the sessions, the teachers would be engaged in the students progress through a behavioral/bullying data log that will measure he progress of the students.

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Micro practice interventions that asses high risk students. Tier 3 interventions, are individualized and focus primarily on the student in their goals, and growth; with intention to promote a change in their behavior or outcomes. The collaboration of the students social systems such as family and education staff is needed for support in positive outcomes and change (Massat, Kelly & Constable, 2016).

An example of an EIP for tier 3, that targets bullying is Cognitive Behavioral Therapy (CBT). CTB will help the student change a negative behavior into a positive one, through cognitive reconstruction. CBT has been proven through research to be effective when working with violent behaviors (US Department of Health and Human Services, n.d.). CBT intervention will emphasize for the support of the parents and school community in effort to guide the student in their educational goals and a positive change (US Department of Health and Human Services, n.d.).

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A school social worker wears many hats with the roles he or she plays. A few roles a social worker plays in bullying or bully prevention are as follows:
- looking into group develop such as social capital.
- Encourage students to engage in extracurricular activities as a way of alternate focus.
-Assess anger, and coping mechanisms such as behavioral interventions
-Advocate for the bully and the victim.
- Encourage healthy relationships.
- Implement policy professionally.
-Approach situation with unbiased outlook and use of NASW (Evans & Smokowski, 2015) .

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1.) Charlotte, your presentation did capture my attention on the significance of bullying. I also like how you made the background pencils. This added to your presentation being that you were talking about bullying in the school setting.
2.) The material you presented was very professional. I like how you divided the information into different sections. The presentation was informative also how you included pictures and videos.
3.) The information was very organized. I like how you put the material under different titles. Also how you didn't put to much information under one heading but just enough.
4.) When evaluating your presentation, I think you met all the objectives presented in the instructions.
5.) Overall, I think you presented a wide variety of ways to handle bullying in a school setting. Its clear that you did research and found great information to include in your padlet presentation.

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Antibullyinginstitute. (2018). Bullying Facts and the Challenge to be Met. Retrieved from http://antibullyinginstitute.org/facts#.Wx7qLxRYzwy

Evans, C. B. R. and Smokowski, P. R. (2015). Theoretical Explanations for Bullying in School: How Ecological Processes Propagate Perpetration and Victimization. Child & Adolescent Social Work Journal, 33(1), 365-375. DOI 10.1007/s10560-015-0432-2

Massat, C. R., Kelly, M. S., & Constable, R. T. (2016). School social work: Practice, policy, and research. New York: Oxford University Press.

NC School Violence Prevention Act, 2009 NC Statutes § § 407.6-407.8 (2009).

National Centre Against Bullying. (2018). Types of bullying. National Centre Against Bullying. Retrieved June 10, 2018, from https://www.ncab.org.au/bullying-advice/bullying-for-parents/types-of-bullying/

National Centre Against Bullying. (2018). Definition of bullying. National Centre Against Bullying. Retrieved June 10, 2018, from https://www.ncab.org.au/bullying-advice/bullying-for-parents/definition-of-bullying/

Newsome, S. (2018). “Read Aloud Bully Beans by Julia Cook” YouTube, https://www.youtube.com/watch?time_continue=1&v=nKyWr3zOFnk

The Diana Award. (2018). 11 Fun activities for national anti-bullying week. Retrieved from https://www.antibullyingpro.com/activities/

US Department of Health and Human Services. (n.d.).

Who Is at Risk. Retrieved from https://www.stopbullying.gov/at-risk/index.html

US Department of Health and Human Services. (n.d.).

Effects of Bullying. Retrieved from https://www.stopbullying.gov/at-risk/effects/index.html

US Department of Health and Human Services. (n.d.).

Prevention and Intervention: Multi-tiered
Approaches to Bullying. Retrieved from https://www.stopbullying.gov/sites/default/files/2017-10/prevention-and-intervention-mtss-approaches-to-bullying-research-summary.pdf

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1. Did this presentation capture your attention on the significance of bullying?

2. Was the material on bullying executed appropriately and professionally?

3. How organized was the information in the presentation?

4. How many of the objectives were met in the presentation?

5. How prepared was the presenter in the subject of bullying?

6. Overall, was the presentation effective on ways of handling bullying in a school setting?