IH IN S I D E

GH SCHOOL
BULLYING
DIANA ASHRAFHOSSESEINI CARI LI
MAYA VOLPATO
EDPC 505 ASHLEY DANIEL FOOT
PATRICIA ANN WALLACE
PETRA HICKS
Crisis/Trauma
Intervention
report from the
DR GORDON LGBT
NEUFELD BULLYING
WORKSHOP

LIVE
INTERVENTIONS
CYBER-
BULLYING

RACIAL
BULLYING EDPC 505
Crisis/Trauma Intervention
 IH IN S I D E
GH SCHOOL
BULLYING
DIANA ASHRAFHOSSESEINI CARI LI
MAYA VOLPATO
EDPC 505 ASHLEY DANIEL FOOT
PATRICIA ANN WALLACE
PETRA HICKS
Crisis/Trauma
Intervention
STOPPING
THE CYCLE

DEFINING
BULLYING

prepared by
Petra Hicks
 stopping
the cycle

“A person is being
bullied when he or
she is exposed,
repeatedly and over
time, to negative
actions on the part of
one or more other
persons”.
Olweus,1991,1993 (as cited in Kaiser & Rasminsky, 2009, p, 280

w h a t i s
bullying?
 stopping
the cycle

•Physical
•Verbal
•Relational
•Sexual harassment
•Cyberbullying
•Racial/Cultural
•LGBT Kaiser & Rasminsky (2009)

t y p e s o f
bullying
 stopping
the cycle

•About 6% of students aged

12-19 report bullying on a
weekly basis
• About 8% report that they
are victims of bullying
weekly
•About 1% report that they
are both victimized and bully
others on a weekly basis

Public Safet Canada (2008)

C a n a d i a n
Statistics
 stopping
the cycle

•10% to 15% of students

aged11-15 are involved in
physical bullying on a weekly
basis
•55%of 8-9 graders and 61%
of 10-11graders have reported
they have been physically
sexually harassed

Public Safety Canada (2008)

C a n a d i a n
Statistics
 stopping
the cycle

•Bullying is about establishing

status, power and control
•Bullying increases in Grade 8
•More boys are involved in physical
bullying
•in the form of physical attacks and
aggressive behavior
•Boys use verbal aggression
•More boys sexually harass others
•More boys are bully-victims Kaiser & Rasminsky (2009)
Public Safety Canada (2008)
O’Neil (n.d)

BOYS
 stopping
the cycle

•More girls are involved in social

Bullying. It is about relational
goals concern with the making and
breaking of relationships
•Bullying increases in Grade 9
•More girls are pressured to go on
dates and to have sex
•Girls are bullied by both boys and
girls equally
•More girls are victims of sexual
harassment
Gruber & Fineran (2007)
Fineran & Bennett 1999 ( as cited in Gruber & Fineran 2007)
Dake, Price & Telljohanna (2003)
Prevnet (2007)
O’Neil (n.d.)

GIRLS
 stopping
the cycle

•Absenteeism
•Suffer from psychiatric problems
•Suffer symptoms of depression
•Experience suicidal ideation or
even committing suicide
•Suffer from eating disorders
•Suffer feelings of loneliness
•Have problems with school
adjustment
Dake, Price & Telljohanna (2003, p.3)
O’Niel (n.d)

EFFECTS
 IH IN S I D E
GH SCHOOL
BULLYING
DIANA ASHRAFHOSSESEINI CARI LI
MAYA VOLPATO
EDPC 505 ASHLEY DANIEL FOOT
PATRICIA ANN WALLACE
PETRA HICKS
Crisis/Trauma
Intervention
stopping
the cycle

CYBER
BULLYING

prepared by
Diana Ashrafhosseini
 Cyberbullying
“Cyberbullying is any behavior performed
through electronic or digital media by
individuals or groups that repeatedly
communicates hostile or aggressive messages
intended to inflict harm or discomfort on
others.” Tokunaga (2010)
• One of the most recent types of bullying
-more than 97% of youth in Canada and US have access to Internet in some
way

• Usually starts at the schools and continues at

home
• 3 conditions: Behavior is repeated, involves
psychological

harm

&
carried out with intent

– Cassidy, Jackson & Brown (2009)

 The difference between
Cyberbullying and
Traditional Bullying
1.Students who would not otherwise engage in traditional bullying
behaviors do so online due to the anonymity offered through electronic
media.
2. The lack of supervision in electronic media from teachers, school
administrators or parents.
3. The accessibility to the target
4. Cyberbullying extends beyond school grounds and follows the
targets into their homes.

Tokunaga (2010)
 Who is more likely to be a
victim of cyberbullying?

• Grades 7-8: more likely to be bullies and be

bullied
• Girls / boys: mixed results when looking at
different studies but in general boys are just as
likely as girls to be a victim of cyberbullying
• Minorities: based on race, culture, religion, sexual
orientation, etc.
• Students who show low self-esteem

Tokunaga (2010)
Cassidy, Jackson & Brown (2009)
 Outcomes of Cyberbullying
• Depends on the frequency, length and severity
of acts
• Related to:
– mental health problems
– social problems
– drop in academic performance
– quality of family relationships

– Tokunaga (2010)
Strategies for dealing with
Cyberbullying
• Active versus passive strategies
• Technological coping strategies
• Approx. 15-35% of youths confront cyberbulliers
by telling them to stop
• Why do they rarely report to adults?
– Necessary skills
– Perceived as childish
– May limit own freedom

Tokunaga (2010)
 To Witness Cyberbullying
• Reporting an incident to the police
• More likely to report to school
officials when they witness
cyberbullying
• In both cases, students are more
likely to tell friends than adults (70%
vs 18%)

Cassidy, Jackson & Brown (2009)

 Solutions to cyberbullying
1. develop programs to teach students about cyberbullying and its
effects; ( 19%)
2. set up an anonymous phone-in line where students can report
cyberbullying; (18%)
3. make it known that the school does not tolerate cyberbullying;
4. punish students who participate in cyberbullying;
5. have a zero tolerance policy towards cyberbullying;
6. involve the police in cases of cyberbullying;
7. get parents, students and school staff together to talk about solutions;
8. develop a positive school culture where students learn to be kind to
each other;
9. offer lots of extra-curricular activities so students won’t have time to
cyberbully;
10. work on creating positive self-esteem in students.

Cassidy, Jackson & Brown (2009)

 IH IN S I D E
GH SCHOOL
BULLYING
DIANA ASHRAFHOSSESEINI CARI LI
MAYA VOLPATO
EDPC 505 ASHLEY DANIEL FOOT
PATRICIA ANN WALLACE
PETRA HICKS
Crisis/Trauma
Intervention
stopping
the cycle

ETHNOCULTURALLY-
BASED BULLYING

prepared by
Cary Li
 Canadian Statistics

•20% of the Canadian population was

born in another country

• 19% of immigrant children are under

the age of 15

•Almost 70% of the children had no

knowledge of English when they came
to Canada

(Sta%s%cs  Canada,  2008)

Reasons why new immigrant students
are at high risk for victimization

• Unable to communicate
• Don’t understand cultural conventions
• Look different
What is Ethnoculturally-based
bullying?

• “Any physical or verbal behaviour used to

hurt another person because of his or her
ethnicity .” (culture, colour or religion)

(Public  safety  Canada,    2009)

The prevalence of
Ethnoculturally-based bullying

• 40% of high school students from minority

groups reported being bullied because of
their ethnicity.

(Public  safety  Canada,    2009)

Which group, listed below, has
the highest risk for racial
victimization?
• African Canadian?
• Asian Canadian?
• European Canadian?
• Native-Canadian ?

(Public  safety  Canada,    2009)

Which group, listed below, has
the highest risk for racial
victimization?

• African Canadian
• Asian Canadian
• European Canadian?
• Native-Canadian ?

(Sta8s8cs  Canada,  2008  ;Anne-­‐

Claire  et  al,  2009)  
 Types of Racial bullying
Harassment
Physical violence
Verbal abuse
–Menacing forms, including racial slurs or name-
calling
--->Related to language or ethnicity,
 Other individual factors
•School size
•School climate & support
•Teacher & Parents’ racial attitudes
• Racial mixing and racial fairness

(Anne-Claire Larochette, 2010)

Those ethnoculturally-based bullying
experiences negatively affect youths’
mental health and well-being in the
long term.

(Belle Liang et al., 2007)

 hool   s uppor t  
r   div e r s it y   &   s c
Teache

Racial  Bullying
 Consequences

– Shame of their race

– Lack of ethnic identity development
– Depressive symptoms
– Commit suicides
– Commit outrages on innocent one
Long Term Consequences

– Shame of their race

– Lack of ethnic identity development
– Depressive symptoms
– Commit suicides
– Commit outrages on innocent one
 Interventions
– Recognize that racial bullying occurs in school
– Be prepared to host professional development workshops for
parents, students, and staff
– Authorize multicultural counselors to encourage students to
research their ethnic heritage
– Form groups for racial minority students to address the ethnic
identity exploration and development of students
– Help students manage the impact of others’ negative
perceptions.
– Use case scenarios depicting problems involving racism,
culture, religions as catalysts for discussion
– Encourage the development of self-acceptance by reminding
students of their inner as well as outer beauty and the
significant aspects of their cultural heritage

(Rose Merrell-James, 2006)

 IH IN S I D E
GH SCHOOL
BULLYING
DIANA ASHRAFHOSSESEINI CARI LI
MAYA VOLPATO
EDPC 505 ASHLEY DANIEL FOOT
PATRICIA ANN WALLACE
PETRA HICKS
Crisis/Trauma
Intervention
stopping
the cycle

LGBT
BULLYING

exploring
prepared by
Ashley Daniel Foot
high school
bullying
 F A C T

Since we started this class on September 7, nine

young men have committed suicide due to anti-
gay, homophobic bullying.

Dandes (2010)
F A C T

Just three Fridays ago, Brandon Bittner threw

himself in front of a truck on busy highway in
Middleburg, PA.

(Purcell 2010)
 stopping
the cycle

Seth Walsh

Asher Brown

Billy Lucas
(Voice of Ellen Degeneres)

L G B T B U L LY I N G
 stopping
the cycle

EPIDEMIC

STAT S
 stopping
the cycle

STAT S GLSEN (2009)

 stopping
the cycle

89%
heard the word “gay” in a
negative way

84%
verbally harrased due to
sexual orientation

STAT S GLSEN (2009)

 stopping
the cycle

52.9%
victim of cyberbullying
due to sexual orientation

58.1%
PHYSICALLY harassed
and assaulted because of
sexual orientation

STAT S GLSEN (2009)

 stopping
the cycle

23.2%
chance that someone who
has been attacked or
harassed because of
sexual orientation or
perceived sexual
orientation will attempt
suicide.

STAT S GLSEN (2009)

 stopping
the cycle

97%
of US teachers fail to
respond when they hear
anti-gay comments.

STAT S GLSEN (2009)

 stopping
the cycle

So what happens to bullied

LGBTTTIQ students at
school?

❖ Truancy (skipping class)

❖ Fights at school
❖ 1.5 times more likely to have
carried a weapon at school.
❖ Suicide attempts
❖Suicide

CONSEQUENCES GLSEN (2009)

 stopping
the cycle

AGENCY

INTERVENTIONS
 stopping
the cycle

Resisting
Challenging
Interrogating
questioning

INTERVENTIONS
 stopping
the cycle

Safer schools
legal mandates
supportive climate
queer youth
development
INTERVENTIONS
 stopping
the cycle

No tokenism
curriculum
integration
Separate programs
al lia n c e s
- str a i g h t
Gay
INTERVENTIONS
 stopping
the cycle

INTERVENTIONS
 stopping
the cycle

INTERVENTIONS
 stopping
the cycle

THE ANSWER?
 IH IN S I D E
GH SCHOOL
BULLYING
DIANA ASHRAFHOSSESEINI CARI LI
MAYA VOLPATO
EDPC 505 ASHLEY DANIEL FOOT
PATRICIA ANN WALLACE
PETRA HICKS
Crisis/Trauma
Intervention
 INTERVIEWS WITH
ADMINISTRATION AND
BEHAVIOUR
TECHNICIANS

LIVE
INTERVENTIONS
@ CENTENNIAL REGIONAL
HIGH SCHOOL

prepared by exploring
Maya Volpato high school bullying
 Zero Tolerance Policy
• “We do not tolerate inappropriate
language or tone, insults,
harassment, bullying, or other
hurtful acts.”

• Applies on school property, school

buses or at school authorized events
or activities

Centennial Regional High School Governing Board, 2005.

Disciplinary Repercussions
1) Student’s parents/guardians are informed

2) Referral to student support centre for

consultation

3) Possible suspension or expulsion

depending on severity
–Section 242 of the Education Act gives the
Board the power to expel students for “just and
sufficient cause”;
–“this Board believes…, acts of
intimidation, violence, or threat of violence
are deemed “just and sufficient cause.”
Centennial Regional High School Governing Board, 2005.
Behavioral Technicians report…

• Cyberbullying very prevalent

(threats, harassment, rumours, pictures)

–Facebook
–Text messaging
–MSN
–You Tube
–Teacher as victims

* Major grey area

-when is it a school problem?
 Gender Differences
• Social bullying prevalent in grade 8-9
girls (“the drama years”)
–Rejection
–Social isolation
–Ostracizing
–Verbal bullying, spreading rumours
–Possessiveness with friends (chose one
over another)
–“Frienemies”
 Con’t
• Girls are less overt than boys in
bullying styles
• Boys are usually proud to be bullies
and take on a more active role
 Who gets bullied?

• Anyone who is different can be a

target for bullying

• Importance in breaking trends

carried over from elementary school
to high school bullying
 Prevention
• Zero tolerance policy

• Administration, teachers and behavioural techs

meet feeder middle school staff annually to
discuss concerns;
– teens at risk for bullying
– current bullies
– intimidating cliques

• Sensitization
– inappropriate jokes & remarks
– talking about the issue, awareness
 Prevention con’t…

• Student Leadership committee

– empowering students to create change within their
environment

– promoting reporting

• Increase parascolastic activities

• Student support center
• Incident report forms
• Preach accountability
• Anti-bullying pledges
• Filtering software
 Interventions

“A big part of making successful

interventions is remembering how it
felt to be a teenager.”

(Segal, P. personal communication, November, 10, 2010)

 Helping Victims
• Support center counseling
• Empowerment tools
• After school sports, clubs, activities
• Self defense tools
• Assertiveness training
• Buddy system with peer role model
• Boundary control activities
• Calling bully out on their behaviors
• 3-4 prong approach
• Role play training
• Teaching victims to stand up for
themselves is critical, because they
will face the same problem when the
next bully comes along.
• Ask victims how they want the
problem to be handled. Give them
control and power in what often feels
like a powerless situation.
• Teaching the idea that there will
always be a bully but you don’t always
have to be a victim. “It gets better”
 Helping Bullies
• State clearly school’s zero tolerance
• Support center counselling
• Remember a bully is often a victim
• Identify needs, motivation, underlying issue
• Teach empathy development →guilt, shame
• Importance of parental/DYP involvement
• Importance of external resources in creating
“real” change
• Disciplinary action
• In school bullying consequences as much as
possible
 What's the message?
 Collaborative multi treatment approach

–Teachers
–Behavioral Technicians
–Guidance Counselors
–Administrators
–Coaches
–Student leaders
–Staff from feeder schools
–Parental involvement
–Community involvement
 IH IN S I D E
GH SCHOOL
BULLYING
DIANA ASHRAFHOSSESEINI CARI LI
MAYA VOLPATO
EDPC 505 ASHLEY DANIEL FOOT
PATRICIA ANN WALLACE
PETRA HICKS
Crisis/Trauma
Intervention
stopping
the cycle

DR GORDON
NEUFELD
WORKSHOP

prepared by exploring
Patricia Ann
Wallace high school bullying
 Dr. Gordon Neufeld
Workshop

Bullies: Their Making and

Unmaking

“We need to make sure we can send them

back out there safely, before we create a safe
place for them to be in.” Patricia
 Where does it come from?
• NOT Genetic
• NOT Behavioral
• Bullying is a developmental issue that
involves “wayward” or “aberrant”
instincts. It is not a learnt behavior so
it cannot be unlearnt.
 A Working definition
• Bullies assert dominance by exploiting
vulnerability of others. This is
accomplished through put downs and
through intimidation.
• Not all aggressive and mean behavior
is considered bullying.
 Projection of Purpose
• This has led psychologists off on the wrong
track. Essentially the projection of purpose is
to come up with some idea as to why a bully
does what s/he does (bullying) then to project
that purpose unto the bully. Psychologists
formulate interventions based on what we
think the reason is, dealing with the situation
as if the purpose were valid. This could lead to
making situations worse.
 Attachment Theory
• John Bowlby (1988)
• Attachment theory is a theory (or
group of theories) about the
psychological tendency to seek
closeness to another person, to feel
secure when that person is present,
and to feel anxious when that person
is absent.
 Attachment Theory
Characteristics of Attachment
• Safe Haven: When the child feel threatened or afraid,
he or she can return to the caregiver for comfort and
soothing.
• Secure Base: The caregiver provides a secure and
dependable base for the child to explore the world.
• Proximity Maintenance: The child strives to stay
near the caregiver, thus keeping the child safe.
• Separation Distress: When separated from the
caregiver, the child will become upset and distressed.
 Neufeld’s Theory
• Entrenched in the Attachment Theory and
Hierarchy
• Two essential components contributing to the
Bully Syndrome: Attachment - alpha instincts
(compelled to dominate) and Defended against
vulnerability (devoid of caring and
responsibility). Each alone does not make a
bully but the two together are necessary
 Traits of a bully
• Schools have become bully factories. It use to
be that you would know who the bullies were.
However, there are so many bullies in schools
that our children are now “walking amongst
the bullies” which is very different that what
we encountered as children.
• A bully has to get his/her own way, demands
deference, is sensitive to slight, full of foul
frustration and backs into attachment.
 Interventions
• It is difficult to outline the interventions
without discussing the theories behind what
makes a bully.
• There are programs that work but we may not
understand why they are working. It is
important to look at the theories or
philosophies involved.
• One of the key components is the establishing
of a caring dominances. This involves many
steps but it is essential to “collect the alpha
child” and provide a “touch of proximity”
Children aren’t responsible for each
other
• Adults are responsible to work with the bullies
and work with the victims. It is not the
responsibility of the victims to change bullies
• In order to keep children safe, both the bullies
and the victims need to be shielded by safe and
caring relationships
 Interventions
Programs which seem to be effective
are those such as “Knitting the
Generations” (pair of teens with
elders) and “Bring in the
Babies” (allowing teens experience
the dependency of an infant) address
the development issues of hierarchy
and attachment theory
 IH IN S I D E
GH SCHOOL
BULLYING
DIANA ASHRAFHOSSESEINI CARI LI
MAYA VOLPATO
EDPC 505 ASHLEY DANIEL FOOT
PATRICIA ANN WALLACE
PETRA HICKS
Crisis/Trauma
Intervention
 R E S O U R C E S

A Few Local Resources

CAVAC – Centre d’aide aux victimes d’actes criminels

www.cavac.qc.ca
•
Montreal Centre
1030, Beaubien East, 4th floor
(514) 277-9860
•
East End Montreal
6070, Sherbrooke East, Suite 207
(514) 645-9333
•
West End Montreal
404, Décarie Blvd., Suite 306
(514) 744-5048
Provide assistance to person of any age victim of a crime – whether it be through a gesture, threat or omission –
committed in Quebec against his or her person or property. Crime may take the form of taxing, bullying at school,
threats, burglaries, harassment or assault.
Services:
-post-trauma
-psycho-judicial intervention
-information on rights and remedies
-technical assistance in proceedings
-referral to specialized services
 R E S O U R C E S

Sun Youth
www.sunyouth.org

•
4251 St-Urbain
(514) 842-6822

Sun Youth’s Crime Prevention Department conducts social interventions and prevention programs geared
towards bullying and conflict resolution within Montreal schools.

La Maison de jeunes de la Côte-des-Neiges inc.

mdjcdn@videotron.ca

•
3220 Appleton St.
(514) 342-5235

Provides teenagers with a safe space community center offering resources, varied activities, prevention skills
and intervention services.
 R E S O U R C E S

Head and Hands

www.headandhands.ca

•
5833 Sherbrooke St. West
(514) 481-0277

Free counseling, legal services, interventions, drop-in for teens 12-17 years old.

Project 10
www.p10.qc.ca

•
2075 Plessis St., Suite 307
(514) 989-4585

Promotes personal, social, sexual and mental well being of LGBITTQ of youth ages 14-25 years old.
-Telephone line
-Drop in center
-Interventions
-Counselling
-Peer support
-Workshops
 R E S O U R C E S

Tel-Jeunes
• (1-800) 263-2266
Aider, c’est branché! is a Tel-jeunes program that meets the needs of young people wishing to help peers.
Promotes the development and supports the formation of young peer counselling groups by:
1. Providing dynamic workshops on topics that affect youth;
2. Offering training to school personnel wishing to start a young peer counselling group at their school;
3. Organizing a provincial young peer counsellors congress.
4. Allowing school personnel to network via the website www.aidercestbranche.com.

Kid’s Help Phone

www.kidshelpphone.ca

• (1-800) 668-6868

Provides teenagers, victims or bystanders with information on bullying. Counsellors available by phone to
help. Specialized referrals for services.
 Helpful Links
• Bullying
A resource site that tries to combat bullying
www.bullying.org
• Cyberbullying
Information about cyberbullying
www.cyberbullying.ca
• Cyberbullying Prevention
Preventing and handling cyberbullying and harassment
http://netbullies.com
• Info Cyber Bullying
Website with information on cyberbullying, the laws and prevention tips
www.stopcyberbullying.org
• Kids Help Phone
Online site for kids being bullied
www.kidshelpphone.ca
• Media Awareness Network
Tools to protect your children from cyberbullying
www.media-awareness.ca
• Safe kids
Site about safe cell phone use and Internet safety
www.safekids.com
• Safe Teens
Internet safety information
www.safeteens.com
• The Promoting Relationships and Eliminating Violence Network
Provides assessment and intervention tools to promote policy related to bullying
www.prevnet.ca
• Bullying Canada
www.bullyingcanada.ca
• Stop/Report a Bully
www.stopabully.ca
 D I S C U S S I O N

–How comfortable are you with dealing

with homophobic bullying? How will you
address the root cause?

–Cyberbullying is prominent in high

schools. Most schools use a filtering
software to restrict access to online social
networks often used by students. Do you
think that denying access to such websites
in this manner is an effective bullying
prevention tool?
 D I S C U S S I O N

–If bullying is a result of developmental

issues, as theorized by Dr. Neufeld, why
would methods such as battling against
"symptom behavior" not work? 
 stopping
the cycle

nomorebul
lying.tumb
lr.com
pdf of the presentation
resources
raw data and more....

http://nomorebullying.tumblr.com/

MINI SITE
 R E F E R E N C E S

Anonymous bullying (2007) Retrieved from http://www.montrealfamilies.ca/articles/sept_feature1.htm

Dake, J. A., Price, J. H., & Telljohann, S. K. (2003). The Nature and Extent of Bullying at School: Journal of
School Health, 73(5), 173-180.
doi : 10.1111/j.1746-1561.2003.tb03599x

Gruber, J. E, & Fineran, S., (2007). The Impact of Bullying and Sexual Harassment on Middle and High School
Girls. Violence Against Women, 13 (6), 627-623
doi: 10.1177/1077801207301557

Kaiser, B., & Rasminsky, J. S. (2009). Challenging Behavior in Elementary and Middle School, NJ: Pearson.

O’Neil, S. (n.d). Bullying by Tweens and Teens Girls: A literature, Policy and Resource Review
Kookaburra Consulting inc

Public Safety Canda (2008). Retrieved from http://www.publicsafety.gc.ca/res/cp/res/_fl/2008-BP-01-eng.pdf

Teen ask for help to deal with bullies (2010) Retrieved from http://www.gazettenet.com/2010/04/05/teens-ask-
help-deal-bullies
 R E F E R E N C E S

• Anne-Claire Larochette, Ashley Nicole Murphy and Wendy M. Craig, (2010). Racial
Bullying and Victimization in Canadian School-Aged Children Individual and School Level
Effects: School Psychology International Copyright © 2010 SAGE Publications (Los
Angeles, London, New Delhi, Singapore and Washington DC), Vol. 31(4): 389–408.
• Craig, W. (2004). Bullying and Fighting. In William Boyce (Ed.) Young people in Canada:
their health and well-being. Health Canada, HBSC: Health Behaviours in School-Aged
Children, a World Health Organization Cross-National Study, pp. 87-96.
• Killen, M. and Stangor, C. (2001). Children’s social reasoning about inclusion and exclusion
in gender and race peer group contexts. Child Development 72, 174–86.
• Liang, Belle , Grossman, Jennifer M. and Deguchi, Makiko(2007) 'Chinese American
Middle School Youths' Experiences of Discrimination and Stereotyping', Qualitative
Research in Psychology, 4: 1, 187 — 205
• Rose Merrell-James (2006). Intra-racial bullying: An issue of multicultural counselling.
Persistently Safe Schools 2006: Collaborating with Students, Families, and Communities
 R E F E R E N C E S

• h2p://psychology.about.com/od/loveanda2rac%on/a/a2achment01.htm  
• h2p://www.mentalhelp.net/poc/view_doc.php?type=doc&id=10105
• Neufeld,  G.,  Mate.  G.  (2004).    Hold  on  to  your  kids:    Why  parents  need  to  ma5er  more  than  
peers.    Toronto,  Ontario:    Vintage  Canada
• Neufeld,  G.    (2010).    Bullies:    Their  making  and  unmaking.    Presented  Saint-­‐Jean  Quebec.
R E F E R E N C E S
 IH IN S I D E
GH SCHOOL
BULLYING
DIANA ASHRAFHOSSESEINI CARI LI
MAYA VOLPATO
EDPC 505 ASHLEY DANIEL FOOT
PATRICIA ANN WALLACE
PETRA HICKS
Crisis/Trauma
Intervention