SYLLABUS – Undergraduate Bullying Online Seminar

Department of Counseling and Psychological Services

INSTRUCTORS: Kim, Julia, Tara, Bene, Adria, Diana, and Tristan

Term: Spring, 2014
Office: COE 1000
Office Phone: 404-555-1212
Email: BestTeamEver@gsu.edu
Office Hours: By Appointment

Quotations About Bullying found on the Internet

“……one-third of all students ages 12 to 18 felt that they were being bullied or harassed at
school, Ms. Ali said in an interview. “Folks need to wake up…...We have a crisis in our schools
in which bullying and harassment seems to be a rite of passage, and it doesn’t need to be that
way. Harassing conduct may take many forms, including verbal acts and name-calling; graphic
and written statements, which may include use of cellphones or the Internet; or other conduct
that may be physically threatening, harmful, or humiliating……Harassment does not have to
include intent to harm, be directed at a specific target, or involve repeated incidents.
Harassment creates a hostile environment when the conduct is sufficiently severe, pervasive, or
persistent so as to interfere with or limit a student’s ability to participate in or benefit from the
services, activities, or opportunities offered by a school.”

“The bullying stopped when I claimed myself and proved that I wasn't afraid. A lot of it was
when I was hiding when I was younger. “ Randy Harrison

“ …. in school a boy of medium size ill-treating a smaller boy. I expostulated, but he replied:
‘The bigs hit me, so I hit the babies; that’s fair.’ In these words he epitomized the history of the
human race.” Bertrand Russell

“He who passively accepts evil is as much involved in it as he who helps to perpetrate it.”
Martin Luther King

“Bullying is a problem that large numbers of kids confront on a daily basis at school; it's not
just an issue for the few unfortunate ones.” Jaana Juvonen

“Bullying is a public health problem (tied to) the larger issue of youth violence in this country.”
Joseph Wright

“Bullying is a national problem. Middle school seems to be the time that bullying (by males) and
relational aggression (by females) is at its worst…..for kids. While there are programs to help
curb bullying, we're hoping to help teachers build character in fourth and fifth grade students to
prevent bullying in middle school.” Nancy Brown

"I just want the bullying to stop. That is all I ever wanted. I used to love going to school. Now I
hate it."
9-year-old Verity Ward quoted in the Sunday Telegraph, 12 March 2000

"Being bullied by a serial bully is equivalent to being stalked or being battered by a partner or
being abused as a child and should be accorded the same gravity." April 2000

"Many children leave school with a hatred of an education system which breeds and sustains
bullying and which isolates, ridicules, and excludes those who are in any way "different". The
government's obsession with "standards" is a form of political institutionalized bullying which
makes teachers as likely as their pupils to be bullied. Academic exam results devalue
achievement and are one of the poorest indicators of potential rather than inspire individual
achievement are more likely to sentence individuals to a life of middle-class mediocrity." July
2000

"…..accidents and assaults injure and kill people quickly and spectacularly, bullying and
consequent prolonged negative stress, injure and kill people slowly and secretively. The
outcome, though, is the same." March 2004

" If you're different, you're going to get picked on." Jessica Connor, ninth grade, Easthampton
High School

"There doesn't always have to be a reason. People don't even always dislike the people they're
bullying, it's just something they have fun doing ... It's not really something they…care about -
it's just like something they can do…friends join in, and it's…like entertainment, I guess." Dylan
Kaufman, 12th grade, Northampton High School

COURSE DESCRIPTION and PURPOSE

Bullying is a societal problem that threatens the growth and development of large numbers of
children in today’s schools. This course is designed to investigate theory and research related to
bullying. Students will learn about bullying: the factors that contribute to bullying, the outcomes
of bullying on victims, bullies and bystanders, and interventions that have the potential to
prevent bullying and its negative effects.

The purpose of this course is to help students:

1. Recognize instances of bullying and be able to distinguish between different types of bullying
behavior and roles of participants in bullying.
2. Reflect on personal and professional experiences related to bullying.
3. Develop an understanding of legal and ethical issues related to bullying.
3. Critically analyze and evaluate prevention and intervention strategies.
4. Identify indicators of coping and coping strategies.
5. Develop an understanding of outcomes related to bullying
Required Readings:

● Cunningham, N. J. (2007). Level of bonding to school and perception of the school

environment by bullies, victims, and bully victims. Journal of Early Adolescence, 27,
457-478.
● Andreou, E. (2001). Bully/victim problems and their association with coping behavior in
conflictual peer interactions among school-age children. Educational Psychology, 21, 59-
66.
● Li, Qing(2010) 'Cyberbullying in High Schools: A Study of Students' Behaviors and
Beliefs about This New Phenomenon', Journal of Aggression, Maltreatment & Trauma,
19: 4, 372 — 392.
● Crothers, L. M., Lipinski, J., &Minutolo, M. C. (2009). Cliques, rumors, and gossip by
the water cooler: Female bullying in the workplace. The Psychologist-Manager Journal,
12, 97-110. doi: 10.1080/10887150902886423
● Ali, R., & Office for Civil Rights, (2010). Dear Colleague Letter: Harassment and
Bullying.
US Department of Education.

Suggested Readings:
● Demaray, M. K., & Malecki, C. K. (2003). Perceptions of the frequency and importance
of social support by students classified as victims, bullies, and bully/victims, in an urban
middle school. School Psychology Review, 32(3), 471-489.
● Hunt, M. H., Meyers, J., Jarrett, O., & Neel, J. (2005). Student survey of bullying
behavior: Preliminary development and results from six elementary schools. Retrieved
February 5, 2008, from Georgia State University Center for School Safety site:
http://education.gsu.edu/schoolsafety/SSBB.pdf
● Scheithauer, H., Hayer, T., Petermann, F., & Jugert, G. (2006). Physical, verbal, and
relational forms of bullying among German students: Age trends, gender differences, and
correlates. Aggressive Behavior, 32 261-275.
● Kristensen, S. M., & Smith, P. K. (2003). The use of coping strategies by Danish children
classed as bullies, victims, bully/victims, and not involved, in response to different
(hypothetical) types of bullying. Scandinavian Journal of Psychology, 44, 479-488.
● Ali, R., & Office for Civil Rights, (2010). Dear Colleague Letter: Harassment and
Bullying.
● Anti-Bullying Policies: Examples of Provisions in State Laws. (2010). 10.
● Brown, K., Jackson, M., & Cassidy, W. (2006). Cyber-Bullying: Developing Policy to
Direct Responses that are Equitable and Effective in Addressing This Special Form of
Bullying. Canadian Journal of Educational Administration and Policy, (57), 1-36.
Email to Instructor:
Instructor’s email address for this section will be indicated on the ULearn web site for this
course. Please do not send emails to the instructor’s regular GSU address or yahoo email
account — they will not be read. The instructor will open and respond to emails from students
between 7:00 and 7:00 pm on Monday-Friday of each week.

Technology:
At a minimum, you must have access to a computer. Fast access to internet (DSL, etc.) is
strongly recommended. The computer should have speakers, and a microphone is needed if the
student would like to participate in virtual office hours. Students will have an access to videos,
etc. via uLearn. This course also requires an email account, access to a webcam or video
recording device, and

Computer Knowledge:
No special computer knowledge is necessary beyond basic computer skills. If one can use
uLearn (WebCT) and knows how to visit Web sites, then he or she is ready for this course.

Virtual Office Hours (Elluminate):

The attendance of the virtual office hours will be voluntary just like regular office hours. No
grading will be based on the participation, as this is the area in which students may face technical
difficulties beyond their control. It is possible to have a group discussion
as well as one-on-one discussion. A microphone is required to participate.

Attendance Policy:
You are expected to maintain an active presence online through discussion postings on ULearn.

Academic Honesty:
Georgia State University’s policy on academic honesty as published in the College of
Education, Graduate Bulletin, will be adhered to in this course. Any observed violations of these
standards of academic conduct will be reported to authorities in accordance with University
policy. Unless specifically stated otherwise for a given assignment, it is expected that all
coursework submitted for a grade will be your own original work. Note that a failing grade for
the course is a potential result of engaging in academic dishonesty.

Diversity:
If you have a disability or any other concern regarding the course and either require special
consideration for any part of the course, or have any issues you would like to discuss, please see
me during the first week of class.

Course Rationale:
Research in any discipline or field constitutes an organized effort to solve problems, to advance
knowledge, and to test theories. Educators and other professionals should be able to access
research reports, interpret and evaluate them and, if appropriate, apply the findings.
Course Format:.
All course materials will be posted on uLEARN, including lectures, study guides, discussions
and assignments—which must be uploaded to the website upon completion in order to receive
credit for the course. Your assignments and assessments, and late papers are marked by the
system. You are responsible for ensuring that the proper technology (such as browser set-up and
pop-up blockers, etc.) on your computer will allow file attachment uploads into the system. We
are not a technical consultant, but the GSU help center can answer your website questions:
help@gsu.edu. You must use your uLearn student address in all e-mail communications with
me, and be sure to respond promptly to our inquiries. Website tutorials are available with
instructions on uLearn.

Active Learning
We will read articles relevant to the week's topic. Articles will come from the flagship journals
of the field, with others added for background as deemed necessary by the instructor. Students
are expected to read and digest all the assigned articles. They are also expected to turn in a one-
page response to assigned articles that reflects their active reading of the material. Feedback will
be provided regarding the quality of the response papers.

Points

Class Participation Reflection Papers/Discussion = 10 points

contribution

Assignment 1 In class = 15points

assignment/Prevalence

Assignment 2 Cyberbullying Activity = 15 points

Assignment 3 Coping Skills Group Work = 20 points

Assignment 4 Bully Prevention/Intervention = 25 points

Project

Assignment 5 Advocacy = 15 points

Presentation/Project

Total Possible Points = 100 points

*Class participation is evaluated based on discussion board participation and presence. Points are
deducted from the participation grade as follows:

Class Discussions: Students are expected to respond to weekly discussion postings on ULearn.
Responses should be posted by 9 pm each Thursday. Students are also expected to engage in
dialogue (with at least one other student) for three or more discussion postings per week. On
weeks with required reading, weekly discussion should a question about on the weekly reading
assignment and a thoughtful response to a classmate’s question.

COURSE SCHEDULE
Session 1: Introduction to Bullying
● Review of syllabus/Course introduction
○ Discussion on student definitions of bullying, what is considered bullying, and
who is a bully-victim
○ Review powerpoint which will be continued over next couple of sessions.

Session 2: Definition & Prevalence

● Assigned readings: Cunningham, 2007; Andreou, 2001
● In-class assignment will be distributed (includes Microsoft Word and Excel Documents)
● Discussion on types of systems utilized to classify bully behaviors: Standard deviations,
Cut-off scores, and number of behaviors that occur within a set time.

Session 3: Prevalence cont’d

● Assigned Reading: Hunt, Meyers, Jarrett, & Neel, 2005
● Continued Discussion on types of systems utilized to classify bully behaviors: Frequency
● Last Day to Withdraw

Session 4: Prevalence cont’d

● Reflection Paper Due
● Discussion regarding the finding of what the students found through completing
assignment 1 and opinions of what classification system should be used as the gold star
in bully research.

Session 5: Cyberbullying
● Assigned Reading: Li, 2010
● Lecture: Contrasting internet bullying vs. (traditional) verbal/physical bullying
○ Referencing the Cyberbullying Presentation as needed
● Discussion: Compare and contrast grade school, college, and work place cyberbullying
● Cyberbullying Activity (listed as Assignment 2) will be given with details

Session 6: Cyberbullying
● Lecture: Emerging research in cyberbullying, prevalence, outcomes
○ Referencing the Cyberbullying Presentation as needed

Session 7: Cyberbullying
● Cyberbullying Activity DUE
 ● Lecture: Discuss Prevention & Intervention strategies
○ Referencing the Cyberbullying Presentation as needed
○ Class Activity: Small group discussions of intervention programs

Session 8: Prevention
● Class activity: Opening discussions about bullying prevention experiences
● Lecture: Introduction of bullying prevention approach

Session 9: Prevention
● Lecture: Key components of school-wide bullying prevention approach: Dos and Donts
● http://www.stopbullying.gov
● http://www.pacer.org/bullying
● http://www.youtube.com/watch?v=Al8G3e1sQg8
● http://www.youtube.com/watch?v=6Wcx2qM5C4g&feature=related

Session 10: Prevention

● Lecture: Work place bullying: what it looks like, its outcomes, what to do about it
● Discussion of bullying prevention project
● Groups will be formed for bullying prevention project

Session 11: Intervention

● Lecture: Overview of Bullying Intervention Programs

Session 12: Intervention

● Lecture: Successful Interventions and In-Situation Interventions
● Groups will get together to discuss bullying prevention program analysis project

Session 13: Intervention

● Lecture: Intervening with Bully and Victim
● Students will discuss scenarios in-class

Session 14: Student Coping: What is Coping and Stress Management

● Developing an understanding of what coping entails, forms of coping utilized most often,
and discussion of stress management.
● Group Assignment (listed as Assignment 3) will be given with details: DUE Session 10.

Session 15: Student Coping: Coping Strategies used in Bullying and Cyber-Bullying
● Assigned Reading: Watson et al. (2010); Kanetsuna, Smith, and Yohji (2006)
● Discussion of commonly reported coping strategies for bullying and how that compares
to strategies relevant to cyber-bullying.
● Review of a lesson plan designed to teach stress management; details of group
assignment Due next class.

Session 17: Outcomes

 ● Lecture: Short-term effects of bullying
● In class activity: experiences with bullying survey
● ttp://abc.go.com/watch/2020/SH559026/VD5592259/bullied-to-death-victims-stories

Session 18: Outcomes

● Lecture: Long-term Effects of Bullying
● In class activity: Found Poetry

Session 19: Outcomes

● Assigned Reading: Crothers, L. M., Lipinski, J., &Minutolo, M. C. (2009). Cliques,
rumors, and gossip by the water cooler: Female bullying in the workplace. The
Psychologist-Manager Journal, 12, 97-110. doi: 10.1080/10887150902886423
● Bullying in Adulthood/Workplace Bullying
● Class discussion: results of the experiences with bullying survey

Session 20: Policy/Advocacy

● Historical overview and evolution of bullying policy
● Glimpse at local, state, and federal policies
● Post policy for advocacy project on ULearn Discussion Board by Session 21

Session 21: Policy/Advocacy (Tara)

● Critical analysis of bullying policy (Discussion group activity)
● Assessment of the strengths and weaknesses of policies.
● Evaluation of factors that limit implementation efforts
● Assigned Reading: Ali, R., & Office for Civil Rights, (2010)
● Reading Response Paper Due

Session 22: Policy/Advocacy (Tara)

● Advocacy Video Due
● Elluminate with Guest Speaker
○ Time TBA

Session 23: Presentations

● Advocacy Documentation Due
● Bully Prevention/Intervention Project Presentations

Session 24: Presentations

● Bully Prevention/Intervention Project Presentations

Session 25: Presentations

 ● Bully Prevention/Intervention Project Presentations

ASSIGNMENTS/PRESENTATIONS
Assignment 1 In class assignment
Classify the sample participants as either being a victim or being
uninvolved. Use the following classification systems: Standard
Deviation Cut off Scores, A Cut-off Score of 2.5 over the mean, Seven
of More Behaviors at least once or twice a year, Two Behaviors
Occurring Weekly, At least One Behavior occurring weekly, and at
least one behavior occurring Monthly. Please be prepared to discuss
your findings on the discussion board and form an opinion about what
method you consider should become the “gold star”.

Assignment 2 Due Session 7

Complete the Cyberbullying Activity. Provide examples of the
cyberbullying terms, read the article by Qing Li and answer her
questions, and then reflect on your own experiences with
cyberbullying. Be prepared to share with the class.

Assignment 3 Due Session 10

Bullying Skit Based on the concepts presented on the forms of
bullying, coping, coping strategies, and stress management get
together in identified groups to develop a 10 minute bullying skit that
incorporates positive coping strategies. These strategies can be from
class discussion or researched strategies or stress management
techniques. Prepare to explain your skit and strategy in reference to the
material given in class. Also, think about ways in which your
strategies can be taught to students in primary and secondary settings.

Assignment 4 Due Session 22

Active Advocate Project/ Presentation: Students will review a
Local, State or Federal Bullying policy. Students will draft a letter to
the appropriate political official (e.g. congressman, president, senator,
city council) providing support for or requesting modification to
current bullying policy. The letter will be professionally written and
reference specific aspects of the policy. Students will provide a copy
of the letter as well as documentation that the letter has been submitted
to an appropriate official (e.g. reply email or response letter - Due
Session 23) in the assignment dropbox. Students will present the
highlights of their letter and the justification for their decision to
support/improve the policy in class in a 3-5 minute presentation video
posted to Elluminate by midnight on Session 23
Assignment 5 Sessions 23-25
Bully Prevention/Intervention Project: After
prevention/intervention lessons, each student will analyze aspects of
evidenced based bullying prevention/intervention programs for
schools. This presentation should provide a general overview of the
program and should provide an analysis of the program’s advantages
and disadvantages. The objective of this presentation is to ensure the
audience obtains enough information to make informed decisions
about bullying prevention/intervention programs. This may require
you to think of creative ways of presenting information about the
program. For instance, students may opt to create aesthetically
pleasing posters, create videos to enhance their presentation/ or a
power point presentation. Students should be prepared to post their
presentation in ULearn by Session 23 and should be available to lead
discussions from their classmates.
*A Rubric will be provided in ULearn