Title

Bullytics III: Examining Workplace Bullying

Focused Area

Improving School Climate for Youth-At-Risk

Relevance to Focused Area

If the workplace environment is uncomfortable, it has a domino effect which transcend to the student population. In addition, the results of the study proved that the workplace bullying contained more than employee/employer concerns but also the students.

Primary Strand

Safety & Violence Prevention

Relevance to Primary Strand

  1. This presentation will impact each conference strand. Bullying shows no discrimination toward position. This presentation will help educators and other stakeholders understand the challenges in eliminating bullying. There is often a lack of clarity when defining bullying versus constructive criticism. This gray area sometimes impacts the way educators address bullying concerns or places emphasis on the importance of a no bullying tolerance policy.

  • Academic Achievement (where the performance is negatively impacted)

  • School Leadership (where the majority of the accused identified the leaders as the bullies)

  • Social/Emotional (again the residual effects from the on-going negative environment impact self-image and performance)

  • Safety/Violence (bullying creates a negative climate and sense of security)

  • Family/Community (there is a transference form the workplace to the home….the victim is unable to leave the trauma to one arena)

  • Mental/Physical (there is an increase absenteeism of people exposed to bullying. There are times when they feel mentally exhausted and physically ill.)

Brief Program Description

There is a presumed assumption that school house bullying is limited to the children, but this presentation explores what happens when the bully does not meet the expected stereotype. As an educator, one receives strategies on how to address bullying while nurturing the bully. Bullying is very complex whereas the educators often serving as the agents to diffuse it find themselves as victims to it. What is the difference between constructive criticism and bullying? Realistically, all stakeholders have not embraced the difference which means a no bullying environment is not always clearly nurtured and modeled for the students.

Summary

  1. Participants from this session will leave empowered to review the policies within their perspective districts. In addition, the participants should review the impact of others witnessing such events in relation to reported acts of student involved bullying. Is there a transference or perceived acceptance for bullying select individuals? This session will empower participants to assess the current conditions within their setting and serve as change agents toward improving any noted negative conditions.

Evidence

  1. A survey of 18 public schools and Institutions of Higher Education yielded astounding results of workplace bullying. With the most compounding evidence evolving from the victims not having an avenue to justice. Many incidents were either witnessed by bystanders, students, and parents. Many of the older students admitted to feeling a personal intimidation which would possibly result in them becoming future victims. At the onset, the data collected was quantitative, but later was forced to take on a qualitative role as many of the participants took this as a therapeutic and non-threatening opportunity to voice significant concerns.

    Within this session, the data collected from the survey instrument along with subsequent qualitative data will be shared.

Format

Poster Presentation

Biographical Sketch

Joshua O. Sanders is a graduate of Grand Canyon University and Tuskegee University. In 2007, Mr. Sanders received his first assignment with Tucson School District One located in Tucson, Arizona and remains employed with the district with the African American Student Services department as an Academic Specialist. Previously, he has worked within the Native American Student Services department as a Tutor Advisor. Mr. Sanders has previously presented at the National Youth-at-Risk Conference. At the 2013 “Bullytics” poster co-presentation, Mr. Sanders received second place in the NYAR poster session presentation. In 2014, he was a featured speaker at the NYAR conference. Currently, Mr. Sanders is Recruitment, Retention, Marketing and Student Services Coordinator for PPEP Tec.

Anita D. Sanders is a graduate of South Carolina State University, Fayetteville State University, and North Carolina Central University. She has made numerous presentations at NYAR, ASCD, SCSCA, PDS, and Keeping Learning Alive conferences. In addition, she is an Assistant Professor of Education and has been employed by numerous school systems to include Charlotte Mecklenburg Schools and Cumberland County Schools. Her positions include NCDPI NCTC Coach, University of Phoenix instructor, Gaston College JobsNOW Coordinator, Gardner-Webb University Assistant Professor, Barber-Scotia Assistant Professor of Education, Winthrop University Community Service Learning Coordinator and Professional Development Schools Coordinator, and numerous years as a public school teacher and administrator.

Start Date

11-5-2015 5:45 PM

End Date

11-5-2015 6:45 PM

This document is currently not available here.

Share

COinS
 
Nov 5th, 5:45 PM Nov 5th, 6:45 PM

Bullytics III: Examining Workplace Bullying

There is a presumed assumption that school house bullying is limited to the children, but this presentation explores what happens when the bully does not meet the expected stereotype. As an educator, one receives strategies on how to address bullying while nurturing the bully. Bullying is very complex whereas the educators often serving as the agents to diffuse it find themselves as victims to it. What is the difference between constructive criticism and bullying? Realistically, all stakeholders have not embraced the difference which means a no bullying environment is not always clearly nurtured and modeled for the students.