Before you give advice on bullying, get some

‘Before you give advice about bullying, get some’, was the title of last November’s Anti-Bullying Week campaign. I wanted to take a few moments to reflect on the success of the campaign and re-visit the key messages that underpin it.

For us, this was one of our more controversial messages – the scenario we chose was deliberately challenging. A father telling his son the only way to deal with bullying was to hit the person doing it, hit them hard enough that they cannot hit back. Here it is – http://www.youtube.com/watch?v=_hE6Cn8yqxI

We were not trying to make the Dad the villain of the piece. Hearing that your child is being bullied brings out an understandably emotional response. It’s difficult for parents and carers to hear.  It’s difficult to hear and you therefore not always at your best when you respond.

Sometimes the advice we give children and young people at this time isn’t necessarily the best advice. Being told to hit someone back if you are being bullied is actually a common response; children and young people have told us this is something they do hear. They have also told us it is one of the least helpful things that they are told to do.

We know it exists as an option to use but we know, by and large, it’s not necessarily the best or safest option to take. It doesn’t take into account people that can’t or won’t hit back; people who do not have the capacity to hit, people who are, say, in a wheelchair or who are too scared, or people who don’t like the thought of violence.  So there always has to be an alternative.

Most people don’t go through life answering challenges and relationship difficulties by resorting to violence, yet we tend to tell children if they are being bullied they can resolve this by using violence – whether they are being physically bullied or bullied online. We would not necessarily give this advice to a friend who felt they were being bullied at work.

I believe this is something of an adult fantasy – that our child will be able to assert themselves and no-one will bother them as a result. We do as a collective like the idea of retribution; we love films and books about it. It may appear like natural justice that someone who is bullying another gets their comeuppance, but the reality is that a violent response usually leads to more violence – children and young people do not always share this wish, they want bullying to stop with the minimum of fuss. 

When I get asked, and I do get asked, if I think boxing or martial arts will help someone’s child (usually a boy) if they are being bullied I always ask the same question, ‘what are you hoping this does for your child?’ If it is to build their confidence, meet other people, stay active and enjoy a sport and they want to do it – then fine, who could object to that? If however it is so that they feel their child is capable of ‘sorting out’ anyone who tries to mess with them, then I suggest they reconsider their reasons. Not every child who is being bullied wants to learn Karate to feel safer – most of us go through life without needing this.

We discussed with people before making this video the notion of showing the ’right way’ and the ‘wrong way’. The thing is there is never one, single, answer when it comes to bullying, it’s about knowing how to think about it and how to approach it.

‘So what should I do?’ was the question we were asked.  Sometimes you have to ask your child, ‘what do you want to happen?’ ‘Tell me what you have done so far?’ ‘What would you like me to do?’ ‘What do you think would happen if, say, I was to go up to the school and talk to them about it?’.

If they are worried that you would make it worse, you might have to try something else because most children want bullying to stop with the minimum of fuss. ‘What do you think would happen if I spoke to someone’s mum?’ or ‘Is there someone else you can talk to?’

It’s about exploring options; thinking about what you can do and sometimes having to say, as a parent, ‘look if I’m worried and I don’t think you’re safe, I’m going to step in’, and explain why you are doing it.

The temptation to run off and solve it is an understandable one, but we should always take a moment, pause and think, ‘how do I give my child back a sense of being in control?’, because it’s that sense of being in control that has been taken from them, and that has to focus your response.

We know that bullying takes something away from people; that is one of the things that makes it different from other behaviours. It takes away people’s ability to feel in control of themselves and to take effective action.  We callthis our agency.

It’s important to remember this when we respond to bullying behaviour.  If we can accept that it takes something away from someone, our focus has to be on helping them to get it back; helping them get back that feeling of being in control and being themselves again. That’s why we have to involve young people in what they want to happen, what they would like to happen, and what they are worried about happening.  And sometimes we need to take a lead from them as to what pace we go at. If we can do that, we can help restore that feeling of being in control. 

One of the most common responses we have had to the video is that ‘It really makes you think’  – some colleagues told me that they went home and had a very difficult conversation with their partner about what advice they would give their son or daughter and would it be any different.

We were lucky enough to work with great partners and great actors to make this video and to get it on the television 6 times over the week – as a result we now know the advert was seen by just over 1.4 million people during anti-bullying week – it was viewed in full on You Tube, over 35,000 times in one week and that around 70% of the people who viewed it were male.

Our website activity increased by around 70% during anti-bullying week so we can reflect on a very positive campaign and along with our national conference attracting over 230 people and our first ever national awards, we have raised the bar somewhat for 2014’s anti-bullying week – which for those who like to plan in advance is November 17 – 21 2014.

Brian

Cyberbullying – anonymity and other challenges for parents

Sadly the last few days have seen an increase in media enquiries and media activity across the UK about bullying and online bullying, following the tragic suicide of Hannah Smith. We have contributed to this as best we can at respectme; sharing our understanding, our approach to anti-bullying and our resources wherever we can.

I have written before on this blog about online bullying and have attached copies of a briefing we’ve developed around this. Both have been well read and shared across the world. I do feel though that it is relevant to share some thinking on what has been happening recently, and specifically about anonymity online and websites like Ask.FM and our reaction to them.

Some of the behaviour we have been reading about in the media from young people towards their peers is very concerning; it can be cruel, hurtful and read by hundreds of others across the world in a short space of time. And yet, young people still want to be involved in these online social spaces. 

Social websites that get demonised in the press develop a reputation, and the behaviour of those who take part in these sites may well reflect this.  But behaviour will be erratic and, in time, may settle down and be more self-regulated.  If sites can show that their code of conduct is implemented then behaviour is more likely to fall into line with this – if abusive and hateful comments disappear and users leave or change – it becomes evident to users that there are boundaries on this particular site.

Of course people who provide on-line platforms must do so responsibly.  They must create environments that are safe, where it is easy to report abusive behaviour – just as we would expect of anyone providing any other social space to children and young people! Whether it is a drop-in centre or a social networking site – have they assessed the risks and what have they done to minimise them?

The issue of anonymity has been central to many discussions and concerns about Ask.FM in particular. Anonymity does provide cover for people to act in a way they may not do if they had to use their own name – but not always – there is no shortage of abusive posts online and the name and face of the person doing this is very public!

It should be noted though that users can go into their privacy settings in Ask.Fm and change them to disable anonymous questions, so the possibility to remove anonymous posts on your page exists, yet few young people choose this option. Even fewer parents are aware it exists. Perhaps it should be the default setting, but default settings are mainly still based on what gives those who design and manage sites the most useful information to sell stuff to you – not to make sure you are as safe as possible.  And while this attitude is changing, parents especially should never assume that default settings are the ‘safest’ option.

But parents cannot abdicate responsibility to these platforms.  They need to know what websites their children are going to; Are they safe?  How do they respond to abuse they might receive?  Do they look at the websites their children want to sign up to? Do they discuss privacy settings? This takes time and families are busy, but it’s the most effective way of creating a safer environment and ensuring young people have the skills and knowledge to manage themselves within it.

Do they discuss expectations?  Expectations around how they speak to other people?  Or whether they copy, retweet or ‘like’ nasty comments made about others, and what might that mean? What will the consequences of their behaviour be if they bully or harass others online?

It is vital that we remember that bullying is about relationships; about how we relate to each other and how those interactions are managed.  Are they managed respectfully or not? It is not Ask.FM and other similar sites that are being hurtful and nasty; it’s some of the people who use them.

We must focus on equipping young people with the skills to conduct themselves online in a more respectful manner; the skills to manage these environments safely, and to develop their confidence and abilities to negotiate relationships and problems.  But we also have to equip parents with the knowledge and understanding about how these sites work; how to make them safe and, most importantly, how to talk to their children about using them.

Most parents want to be able to respond effectively and give the right advice, so they need to connect with their children and know about the places they go online. No amount of filtering software or firewalls will ever do more than a parent understanding what Ask.FM or Instagram actually is and does, or how to make sure it is safe.

Talking and writing about this is my job, but I am also the father of three children.  They are all at different levels, but each of them explores and uses cyberspace as part of their social circle and when they connect with friends and family. If I may, I will share an example of the challenges and practical difficulties many parents will face.

My son, after much pleading, got X Box Live for Christmas last year. For those of you who are not familiar with this, it is an enormously popular way for boys particularly to begin to use the internet and connect with other people. This internet connection allows users to buy and download gaming ‘stuff’ online and play with their friends in real time – so my son can now play a game of Fifa 12 with his cousin in another country, while chatting away. There are many parental settings on this that don’t  allow him to chat or connect with people he does not know, nor can he connect with anyone without my log in, which he does not have. I also get emailed updates about his activity – and so far, so good.

The thing is though – setting this up took over two hours on Christmas day – and it was very frustrating! I needed two email addresses for me – one to register and one for updates – a separate new email for my son and three passwords – all very different of course – billing details, credit card information, activation codes needing emailed and re-re-entered  and so on.

I could easily see how after an hour a parent might just say ‘do you know what – here is my email address and date of birth, please use it wisely’  – meaning no game or age restrictions would be in place and an open door to the internet and all that that brings would have been there for him.

Sadly for my son, his Dad has a job that means I really need to do what I say, and advise other to do!

In relation to Ask.FM I am not going to join in calls to ‘ban this sick filth’ just yet, but there is a lot of learning for the people who run and moderate this site. They need to demonstrate that they take abusive behaviour seriously and act on reports, that they can engage with parents, young people and regulators effectively.
Brian Donnelly

Gender based bullying and Sexual Violence

An issue that we at respectme  have talked about many times in recent years arose again this year.  Various events and media, coverage saw the term ‘Sexual Bullying’  being used to describe a lot of very concerning behaviour.  I first responded to this particular ‘umbrella term’ several years ago (2009) following an article in The TESS – this is the letter

Your article “Sex pest boys are not only targeting girls, but teachers too” (March 27) opens by referring to the practice of “sexual bullying”.

This term is being used increasingly across the country and it is important to give the view of respectme, Scotland’s anti-bullying service on this. We believe people need to be careful when using this term. Sexually aggressive behaviour should be seen as just that. While there may be elements of this conduct that could be seen as bullying based on gender, what you described is sexually aggressive and inappropriate.

Using the term “sexual bullying” may well dilute sexually-aggressive behaviour or harassment to the status of “just another type of bullying” and, sadly, we know not everyone takes bullying seriously.

The converse side is that it elevates bullying to the same status as sexual harassment and sexual assault, which is not always the case.

We know the solutions to these behaviours can be very different. We must ensure that our children and young people understand that sexually aggressive behaviour and bullying are completely unacceptable, and that the consequences of taking part in either can be serious – without confusing the two.

This was discussed by the then Scottish Anti-Bullying Steering Group and it was agreed that this was the approach we would take in Scotland. Colleagues in LGBT Youth Scotland also felt to include Homophobia under the term ‘sexual bullying’ was reductive; being gay or lesbian is not about ‘sex’. Guidance from other parts of the UK includes homophobia on almost every occasion they define ‘sexual bullying’.

I have also read in another piece of guidance that a boy putting his hands up a girl’s skirt and touching her can also be sexual bullying, I am of the opinion this is in fact a sexual assault.

Some other organisations have given us even more concerning definitions that state, and I quote, ‘Sexual bullying in its most extreme form can be sexual assault or rape’.(Bullying.co.uk)

I strongly believe that this is an unhelpful and potentially dangerous road to go down. Bullying and rape is not the same thing. If we are looking for schools to discuss rape and sexual assault and sexual abuse under the umbrella of anti-bullying we run the risk of diluting this very serious behaviour.

Rapists are not bullying their victims, they rape them and they abuse them. Predatory males do not bully children they manipulate and abuse them – framing this abuse as bullying is, as I stated, reductive.

The Daily Telegraph also informed us this year that ‘15 children a day are excluded from school for sexual bullying’ – now while the behaviours described are concerning and rightly need to be addressed, 15 pupils a day were excluded for a range of behaviours including, lewd behaviour, sexual abuse, assault, bullying, daubing sexual graffiti, and sexual harassment. This also includes ‘sexting’, behaviour which is largely consensual but can and does spiral out of control. I suppose a headline informing parents that 15 children a day are excluded for a range of inappropriate sexualised behaviour isn’t quite as snappy.

Gender-based bullying and gender-based violence is a real problem for our children and young people. Children are bullied because they do not conform to gender norms, because they don’t dress the way others feel that’s how boys or girls should dress. Or that they are or are perceived to be gay or lesbian, this is still about gender, identity and norms. Or sadly, they believe that as males, they can treat the women in their life as objects and with a lack of respect.

Many of these behaviours can lead to violence and abuse – it can be a pattern that escalates, it can lead to manipulation and control, something many girls especially experience.

I have shared this thinking with colleagues from a range of services, from The Violence Reduction Unit, The Police, LGBT Youth Scotland, Zero Tolerance, NSPCC and Local Authorities and we plan to take this forward in the coming months and find a coherent and consistent way of talking about gender based-bullying and its links to violence and abuse.

None of us feel ‘sexual bullying’ is an accurate or helpful term but want to ensure we highlight the work being done and the work that needs to be done on gender roles, gender based violence, domestic violence and on sexually aggressive behaviour. If we lump all of this behaviour together we may find it harder to find solutions and things can become blurred as a result. This is not to minimise the link but the language we choose is very important. We need to be clear what behaviour we are talking about and not try to find catch all terms that may be convenient or media friendly.  

There is, I believe, a link between gender based bullying and sexual violence and that we should look to intervene effectively with gender based bullying as it may reduce the risk of violence. When I was delivering training in Austria last month, the delegates included several therapists and social work staff who work with the victims of sexual abuse. They found the term ‘sexual bullying’ very confusing – it would not occur to them to equate or talk about gender based bullying and sexual abuse or assault in the same way.

The day we start to think about rape or sexual assault as a type of bullying is a day when we will have really lost our focus. These are violent crimes and should be viewed as such – bullying is about relationships, relationships that are not respectful and anti-bullying work can help reduce the impact of this and help repair relationships and build respect. Can anti-bullying work underpin approaches and support work on sexual violence? I believe it can. Is sexual assault and sexual violence bullying? Absolutely not, it is much more serious than that.

 Brian

Brian Donnelly

Making a difference internationally

This month I had the real pleasure of delivering two days of anti-bullying training to colleagues in Vienna. Samera is a project based in Austria dealing with violence against children. Their team is made up of psychologists, social workers, and educators that focus on kindergarten and social pedagogy. They have over 20 years of practical experience in the prevention of violence against children and adolescents. Their approach is ‘trans-cultural’, they recognize the changing face of European countries and they use this term to explain the focus on respect, appreciation, collective action, openness, and engagement with other cultures.

Representatives visited Scotland last year and as part of their visit I met with them to discuss respectme’s approach to bullying and how our approach reflects the culture and how we are governed in Scotland. They were I am pleased to say, very impressed with our approach. Despite their years of work around violence and relationships they had never focused on bullying or ‘mobbing’ as the behavior is known as across Central Europe. They were becoming increasingly aware of this behavior and were looking for a framework or approach that they felt could help compliment their work and they chose ours.

I was invited to deliver two days training to around 30 members of their network in Vienna. My challenge was to put together a program that covered all of the core messages that underpin our approach, the national context and a critique/reflection of some other anti-bullying approaches they knew a little about and this also had to be translated into German for the benefit of the audience.

Perhaps the biggest challenge faced was my tendency to speak very quickly and when I get going on a subject, to speak even quicker. Many of the delegates spoke English very well but did not take the Glasgow dialect classes! I have discovered just how different the word ‘parents’ can sound. An Austrian will learn to say ‘Paa-rents’ where as I would say ‘Pay-rints’- which to them is another word altogether.

The delegates were an eclectic group of social workers, teachers, psychologists and youth workers. They responded very positively to the approach we use. They found our definition of bullying as it impacts on a person’s agency, to be one that made a lot of sense. Many of them felt the notion that bullying took something away from a person and their role was to help get it back, was one they found very useful. Many of them deliver training to teachers and commented on this being something they would use. They, like most people do I have to say, get the notion that intent and persistence are not they key defining factors in recognizing and importantly responding to bullying. Responding to behavior and the impact it has is what matters.

The issue of labeling was an interesting discussion. The word ‘bully’ has made its way into their language. They liked our take on not using terms like ‘bully’ or ‘perpetrator’ when talking about bullying but feel many in their country do use this word. What was interesting though is that when bulling was translated, the word they use is ‘mobbing’. When I asked what word they use to describe someone who is mobbing someone else, they have no word. The concept of calling someone a ‘mobber’ was strange to them; they would talk about mobbing or people who mob. We agreed this was the right approach and that they should challenge the growing use of the word’ bully’ especially as it contra to what they would normally do.

The other area where we learned a lot from each other was when talking about gender based bullying and sexual violence. Sexual violence was the main area of work for over 50% of the delegates. I wanted to share my concerns over the increased use of the umbrella term ‘sexual bullying’. As respectme has stated many times, we feel this is an unhelpful term to use and the guidance on this in other parts of the UK is not something we would support. We agree there is a link between gender based bullying and sexual violence but to label behavior such as a boy putting his hand up a girls skirt or forcing her to do something sexually she does not want to as a form of bullying is concerning. This is abusive behaviour. Sexual violence and sexually aggressive behaviour is not bullying, it is far more serious and needs to be treated as such. This is an area that in the UK opinion is still divided, there are many who are happy to use this term as an umbrella term that includes behaviours that are way beyond gender based bullying.

I am not suggesting that gender-based bullying does not lead to sexual violence or sexually aggressive behaviour, far from it. Rumours and names calling used in person and on-line toward girls in particular should and do concern us. We need to intervene in this behaviour to stop it escalating and become more abusive.

What was interesting was that none of the delegates would even consider using the term ‘sexual bullying’ they were able to make a clear distinction between sexual violence and abuse and bullying behaviour. To put these behaviours together seemed absurd to them. That was no doubt down to the fact most of them work with children who experience sexual violence and they have considerable experience and expertise as practitioners, councillors and teachers in this area. They too see a link between gender-based bullying and how, for some, this can lead to sexual violence but they are distinct behaviours. I welcomed their take on this issue and will use this learning as we take our work in this area forward.

What really helped the two days to flow for the group and for me was having the services of an extremely competent translator. I am always embarrassed when visiting other countries that most locals will speak very good English but our interpreter put that to shame with her four languages. I was able to plan and deliver a greeting, some limited personal information and finished off with ‘dies ist der einzige Deutsche satz den ich weiß‘– ‚‘this is the only German sentence I know‘– it did get a few laughs.

Vienna is a beautiful city (I even took in the ballet one afternoon – only 8 Euro for some culture) and I was made to feel very welcome by my hosts. The feedback was very warm and complimentary. I left a number of resources that will be used as part of a new practice manual for Austrian teacher in the year ahead. I am always very proud to see our resources and our approach being used and spoken about internationally.

I learned a great deal about the cultural differences between Scotland and Austria, how their Government structures differ and the similarities they face in ensuring they get funding every year and stretching this as far as they can. Similarly though, when visiting Slovenia and Ireland recently, I can see that we benefit from having a National Approach to anti-bullying in Scotland, a framework like this is a model for developing consistency and while we are getting there, many colleagues across Europe are looking at this as a model that does makes a difference. A national approach that is underpinned by values, promotes children’s rights and one that challenges inequalities makes sense but there are not many of them around. Hopefully we can keep contributing to changing that.

 

Brian

Breaking the walls of silence…

Earlier this month I was lucky enough to be part of a Scottish Delegation at the ‘Breaking the Walls of Silence’ Conference in Slovenia. The main aim of this event was:

             To explore current situations and trends regarding homophobia, biphobia and transphobia in education / schools in the EU countries,

             to provide a platform for key individuals to meet and facilitate sharing of experience, knowledge, strategies and materials on how to best support teachers / NGOs attempting to open up the topic within a school environment,

             to get insight of good practice in preventing homophobia and including LGBT issues in teaching at both classroom and institutional levels and

             to conclude the Breaking the Walls of Silence project, present and disseminate the results, challenges, effects and its local and national influence

I attended with colleagues from LGBT Youth Scotland, who was a partner in the organising of this conference, Education Scotland and Glasgow City Council.

The conference took place in the beautiful city of Ljubljana, beautiful and very cold for the most part! Our role was to share how each of the Scottish delegation had worked in partnership to help improve and ensure the inclusion of LGBT young people in schools and how we contributed to challenging homophobia and transphobia.

I enjoyed the opportunity to reflect on how having an equalities focus in our anti-bullying work supports the work and values of LGBT Youth Scotland and helps mainstream, in a policy sense to begin with the issues of homophobia and transphobia. The service ensures that schools in particular do not just have say, an anti-homophobic bullying policy and an anti-racist bullying policy but instead having am inclusive and robust anti-bullying policy.

It is not good enough to say, ‘all types of bullying are unacceptable here’. Our approach to policy and training ensures we are more prescriptive about what these behaviours are and that they reflect the equality strands and the realities of the bullying young people face. At times the statement ‘all bullying is unacceptable’ has allowed stakeholders to ‘body-swerve’ their responsibility to include homophobic bullying in particular. Research has shown that having an explicit policy commitment to addressing issues such as homophobia can lead to a better outcomes and experiences in school.

What was evident too was the marked difference in the last 8 years or so that colleagues in other parts of Europe are and have experienced. Countries such as Slovenia, Poland and Romania are in relative terms still behind Scotland in terms of LGBT young people’s inclusion.  The fact we have a national approach to anti-bullying in Scotland that is equalities focussed, Government commitment to the agenda, a legislative framework, School Inspectors and Local Authorities who are accountable to this, gives us at the very least a more positive environment and framework to improve the experiences of LGBT young People.

We were keen not to paint an overly rosy picture of what is happening in Scotland as many challenges remain and young people still experience homophobia and transphobia every single day. Our colleagues from across Europe did recognise that there is a much more joined up approach in Scotland than they currently experience and this is something they would like to be able to emulate and is something they can learn from.

What was very evident was the passion and commitment of delegates from all over Europe who are committed to change and to challenging the prejudice experienced by LGBT young people on a daily basis.

They will make a difference.
Brian