For 8-year-old Connor, every day is the same. While waiting for the school bus each morning, Connor counts the seconds until Jake arrives and starts to taunt him. Jake is the school bus bully, and he has taken a special "liking" to Connor. The teasing begins at the bus stop: Jake calls Connor such names as "four-eyes" and "loser." He trips Connor as he makes his way to his seat on the bus; then Jake takes Connor's lunch money. At each stop, children enter the bus and align into three camps: the bullies, the targets, and the watchers. The bus driver hears some of the tormenting, but does not intervene, believing that bullying is just a part of growing up.

Connor's experience is not unusual. Statistics, however, vary. Christie (2005) writes that half of all children in the United States are bullied at some time in their lives; one in two is victimized on a regular basis. Thirteen percent of children in grades 6 through 10 have bullied, 11 percent have been targets, and six percent have been both bullies and targets. A 1998 Department of Education report found that approximately 25 percent of 4th- to 6th-grade students reported being bullied in the prior three months. The National Institute of Child Health and Human Development identified over three million bullies between grades 6 and 10 nationwide (Nansel et al., 2001).

Bullying today is not always done face-to-face. A recent report on The Today Show (2/23/07) indicated that teens are turning to technology as a means to torment. One-third of teens say that they have been mean to others on the Internet, that 25 percent of 9th- to 12th-graders know someone who has been mean on the Internet, and that 32 percent have been bullied on the Internet through gossip, rumor, and/or harmful, negative comments. In addition, the general public has become increasingly aware of school violence, in part because of intense media coverage of public school tragedies (Flynt & Morton, 2004; Lawrence & Adams, 2006; Stover, 2006).

THE PROBLEM

What Is Bullying, Anyway?

Let's be clear and state up front what might seem obvious. Bullying can be defined primarily in terms of the bully as a person: "when a more powerful person hurts, frightens, or intimidates a weaker person on a continual and deliberate basis" (Merriam-Webster Online, 2007; Scarpaci, 2006); "a blustering, browbeating person; especially one [who is] habitually cruel to others who are weaker" (Merriam-Webster OnLine, 2007); or "using one's authority, position, or size to undermine, frighten or intimidate another person" (Lawrence & Adams, 2006, p. 66).

Bullying also can be defined primarily in terms of the bully's actions: "unprovoked, repeated, and aggressive actions or threats of action by one or more persons who have (or are perceived to have) more power or status than their victim in order to cause fear, distress, or harm" (Kim & Logan, 2004, p. 21); when students are "exposed repeatedly or over time to negative action on the part of one or more students" (Berthold & Hoover, 2000, p. 65); an action that "leaves the victim feeling afraid, powerless, incompetent, and ashamed" (Futterman, 2004, p. 27) and results in distraction and intimidation (Scarpaci, 2006). Coloroso (2005) writes that bullying is "conscious, willful, and deliberately hostile." She adds that bullies get pleasure from another's pain: "Bullying is not about anger, or even about conflict. It's about contempt - a powerful feeling of dislike toward someone considered to be worthless or inferior, combined with a lack of empathy, compassion or shame" (p. 49). It is a deliberate act that hurts young victims both emotionally and physically. In the classroom, it is disruptive, preventing students from learning and teachers from teaching (Scarpaci, 2006). Bullying involves a dynamic interaction between the bully, the bystanders, and the target ("Bully dynamic," n.d.).

Several myths about bullying exist: that it is only teasing or fooling around; that some weak children deserve to be bullied and ask for it; that only boys are bullies; that people who complain about bullying are babies, people who ask for help are wimps, and students should learn to handle their own disputes; that bullying is a normal part of growing up; that bullies will go away if ignored; that bullies have low self-esteem; that telling is tattling; that the best way to deal with a bully is to fight; and that victims of bullying should "get over it," as the situation is hopeless (Scarpaci, 2006; www. createpesse.com/bullyculture.html). These myths do not reflect the reality of bullying.

Teachers, other school personnel, and parents must recognize that bullying is a big problem that should have everyone worried. Students (even young students) are exposed repeatedly to bullying, and it can be extreme ("Dealing with bullying," n.d.; Olweus, 2003), involving not only a target, but each student, in a bullying triangle. Teachers, other school personnel, and parents must learn to recognize the indicators of bullying (Scarpaci, 2006), which can be of three types with many examples of unique bullying within each ("Bullies: What is bullying?," n.d.; Cole, Cornell, & Sheras, 2006; Ritter, 2002). Figure 1 offers an outline of the three types of bullying, with some examples. The examples are not exhaustive, however, as bullies can be quite creative.

Bullying Is a Triangle: Who Are the Participants?

The Bully. The bully has been created through genetic predisposition and/or environmental factors, and, according to Flynt and Morton (2004), bullies "have recognized characteristic behaviors . . . enabling a generalized profile to be developed" (p. 331). More males than females are bullies (although both girls and boys can be very mean). Same-age peers are more likely to perpetuate bullying; teen bullies are more likely to drink alcohol, smoke, abuse other drugs, cheat on tests, and bring weapons to school (Simanton, Burthwick, & Hoover, 2000). Boys most often are physical bullies; girls more frequently bully through rumor, body language, e-mail, and sexual harassment ("Are girls meaner than boys?," n.d.; "Bullies: Who's a bully?," n.d.; "Dealing with bullying," n.d.; Whitney & Smith, 1983). The bully, in his/her life, may have experienced more than one of the following environmental factors:

* Poor attachment relationships

* Insufficient positive attention

* A distressed family situation (psychological or physically distant parents; parents who discipline inconsistently or with violence)

* Aggressive treatment

* Negative role models (seeing others get their way by being angry or pushing others around)

* Being rewarded for aggressive behavior

* Problems in school

* Exposure to a lot of media violence (television, movies, video games)

* Few and poor friendships

* Absence of being taught about, or accepting a value system of, caring for and not hurting others ("Bullies: Who's a bully?," n.d.; "Dealing with bullying," n.d.; Flynt & Morton, 2004; Lawrence & Adams, 2006)

* Sleep-disordered breathing (Toppo, 2007).

A bully likes to feel strong and superior, using what power he can muster over others to hurt. The bully may be someone other people look up to and want to hang out with ("Bullies: Innocent bystanders"), but bullies themselves are at risk. Bullying is violence and often leads to more violent behavior as the bully grows up ("Dealing with bullying," n.d.).

The Target. The target stands out to the bully as different in some way that the bully perceives as a weakness, and that the bully appears to despise. To the bully, the target looks different: taller, shorter, heavier, skinnier, older, younger, physically impaired (thus non-ambulatory or moving slower or with an unsteady gait), or a minority of some sort (by virtue of race, accent, clothing). The target might behave differently by being: a noticeably good or poor student; anxious or easily upset; labeled emotionally disturbed, withdrawn, timid, or shy; pervasively unhappy; unsure; or unaccustomed to standing up for him/herself. Students with disabilities and poor social skills have a greater likelihood of being bullied than non-disabled students ("Bullies: Who's a target?," n.d.; Flynt & Morton, 2004).

Once bullied, a target may fail in schoolwork, become disinterested in school generally, feign illness (headaches/stomachaches), be absent often from school, choose unusual routes home from school, claim to have lost things (books, money, clothing), steal to replace money, or have unexplained injuries. The effect of bullying on a targeted child is significant and may result in such mental health problems as depression and anxiety, and perhaps even suicide ("Bullies: Who's a target?," n.d.; "Dealing with bullying," n.d.; Flynt & Morton, 2004; Frankel, 1996; Heward, 2003; Lawrence & Adams, 2006; www.createpesse/symptoms/html).

The Bystander. Bullying occurs in the presence of peers about 85 percent of the time (Craig & Pepler, 1992). The peer bystander is, perhaps, the least understood aspect of the triangle of participants. Most students are probably neither bully nor victim; most are probably bystanders of bullying. What is it that motivates the bystander? Coloroso (2005) writes that bystanders of bullying are never innocent. It may be that the bystander passively connects with the bully, thinking that the bully is cool or entertaining; perhaps the bystander looks up to the bully and wants to hang out with the bully. It may be that the bystander realizes that he/she can bully vicariously. Or, the bystander could be afraid that the bully would turn on him/her. It also may be that the bystander has no expectation of being able to stop the bullying. The bystander might believe that speaking up won't help and may make things worse. He/she is not accustomed to giving an assertive response, doesn't know what to do, or has learned to stand by and be neither seen nor heard ("Bullies: Innocent bystanders"; Coloroso, 2005).

It is highly likely that the bystander feels conflicted. If he/she supports the bully, then the bystander becomes an accomplice. If the bystander supports the target, he/she may become a target in turn. Yet, if the bystander remains silent, he/she may feel guilt. The result may be a stew of uncomfortable feelings: sadness, anger, guilt, shame (Fried & Fried, 1996).

Where Does the Bullying Triangle Come Together?

In a 2003 report, the National Center for Education Statistics reported that, during the 1999-2000 school year, 29 percent of schools reported having more difficulty with student bullying than with any other single discipline problem. A 2004 report by the same organization stated that students' grade levels were inversely related to the likelihood that they would be bullied, yet these statistics seem quite low: 14 percent of 6th-graders, 7 percent of 9th-graders, and 2 percent of 12th-graders reporting being bullied at school. Overall, 7 percent of students between the ages of 12 and 18 reported that they had been bullied at school during a six-month period (cited in Christie, 2005).

Bullying is most likely to occur wherever adult intervention is unlikely (Flynt & Morton, 2004; www. createpesse.com/strike.html): in school stairwells, hallways, bathrooms, the cafeteria, empty corners, parking lots; on school buses and playgrounds; during the walk to and from school; and, most recently, even online, through e-mail and instant messaging. Thus, bullies have a range of choices concerning where to prey on their victims.

THE INTERVENTION

Who Should Intervene in the Bullying Triangle?

It is not enough for individual classroom teachers to attempt intervention in the bullying triangle. All adults in schools, certainly, should be ready to intervene. Adults in positions of authority can often find ways to resolve dangerous bullying problems without the bully ever learning how they found out about it ("Dealing with bullying," n.d.). Staff responses to bullying often fail, however, and may even encourage bullying behavior. Adults' responses may be inconsistent or fail to address bullying, even when it is known to occur. Supervision may be inappropriate, discipline may be inconsistent, and anti-bullying skills may not be taught (www.createpesse.com/bullyculture.html). Typically, the majority of effort in anti-bullying programs is teacher-directed and requires the most action from adults, as it is developed and administered primarily by adults (Lepkowski, Packman, Overton, & Smaby, 2005). School administrators, teachers, and aides must learn to recognize that bullying exists in their schools, and that bullying, when it occurs, is a serious problem for each participant. The American Medical Association (AMA) warns that bullying can damage a child as much as child abuse can (Ritter, 2002). The younger the child, the more he/she will suffer from bullying (Scarpaci, 2006). Every adult in the building must learn to recognize the indicators of bullying and to acknowledge the role of each participant. But vigilant adults in a school are not enough. Lepkowski et al. (2005) recommend instituting a student-driven anti-bullying approach, one that emphasizes the importance of students' perspectives and involvement "in dealing with such a complex student-experienced problem" (p. 546). The following checklist of questions from the AMA can be adapted, depending on the age/understanding of the children responding:

1. Have you ever been teased at school? How long has this been going on?

2. Do you know of other children who have been teased?

3. Have you ever told your teacher about the teasing? What happens when you do?

4. What kinds of things do children tease you about?

5. Do you have nicknames at school?

6. Have you ever been teased because of an illness or disability, or for looking different from other kids?

7. At recess, do you usually play with other children or by yourself? (Ritter, 2002)

Adults may be uncertain about how to handle bullying if they see it occurring. How can intervention provide the best opportunity to teach the difference between appropriate and inappropriate behavior while, at the same time, protecting a victim? First, we will focus on immediate intervention by adults and then on a school-wide plan that involves adults and students.

Immediate Intervention by Adults

Intervention needs to focus on each participant in the bullying triangle. Immediate intervention involves immediately stopping the bullying, when this seems possible. It depends on the adult being present (obviously not always a reality), and requires an adult to act quickly and understand when immediate physical intervention will not provoke violence. When the adult is present and believes it safe to intervene, the intervention could involve: stepping between the bully and the victim, thus blocking eye contact between them; referring to relevant school rules against bullying; or supporting the victim in a way that allows for regaining self-control, saving face, and feeling supported and safe. Bystanders should be included in the conversation and provided guidance on how to intervene or get help the next time. Logical consequences must be imposed, when appropriate, without requesting an apology. It requires telling the bully and his/her friends who are present that you will be watching them closely to be sure there is no further bullying and no retaliation; and it requires a follow-up meeting for the bully and target with an adult.

Next Steps in the Intervention Process

Intervention With the Bully: Introduce a New Concept of Power. Adults can defuse bullying behavior and help a child who is a bully. We believe that children who are bullies have either grown up being bullied at some point in their life, or are in need of some type of caring.

Intervention With the Target: Introduce a New Concept of the Power of One. Children who are bullied often do not wish to involve adults in the school, for fear of worse retaliation from the bully. The first step is creating a school environment in which targeted children feel safe enough to tell an adult about their problems.

Intervention With the Bystander: Introduce a New Concept of Responsibility. Children who are bystanders in the bullying triangle make up the majority of the school's population. The majority, if taught correctly, could have the most power. If teachers, parents, and administrators can teach the bystanders what to do to stop the bullying, fewer episodes may take place.

School-wide Planning for Intervention: The Power of Many

Everyone in the school - adults and students - needs to work together to establish the school and the surrounding area as a "bully-proof" safety zone, with zero tolerance for bullying of any kind, and publish it as such (Kim & Logan, 2004; The National Resource Center for Safe Schools, 1999). Together, adults and students can create a school environment characterized by warmth; adult demonstrations of positive interest and involvement; firm limits on unacceptable behavior; consistent application of non-punitive, non-physical sanctions for unacceptable behavior or violation of rules; and adults acting as authorities and positive role models. Many schools have functioning Pupil Personnel Committees involving a teacher, administrator, school counselor or social worker, school nurse, and other relevant personnel; often, however, even these committees do not know how to involve students.

Intervention should involve problem assessment through student and adult surveys to determine what is going on in the school, staff training and program development through inservice workshops, preventive education with students, and behavioral and clinical intervention, as necessary (http://createpesse.com/approach.html).

The literature describes steps that schools can take in designing an anti-bullying program ("Bullies: Bully-free zones," n.d.; Christie, 2005; Cole, Cornell, & Sheras, 2006; Lepkowski et al., 2005; Stover, 2006; Thompson & Cohen, 2005). Schools can invest in published programs designed to stop bullying, such as the National Education Association's "Quit It" or "Bullyproof," as a basis for designing a school-wide anti-bullying program. Students should be surveyed in confidence about bullying to determine what is happening both in and outside school. A comprehensive policy can be developed stating that bullying is dangerous and disrespectful and will not be tolerated, parents should be encouraged to file written reports of suspected bullying, students should be encouraged to anonymously report bullying, teachers should report bullying to administrators, and administrators should investigate reports of bullying (Thompson & Cohen, 2005). School teams should develop an intervention strategy, include a prohibition against bullying in the school handbook, notify parents (of the bully and the target) of verified bullying, and collect data on the number of bullying incidents. Additionally, students throughout the school can be trained for leadership and such skills as win-win strategies, flexibility, creativity, listening, compromise, and empathy (Lepkowski et al., 2005). The issue of bullying can be raised with a student council and the PTA, which can set up a Bullying Prevention, Student Respect, or We Care group. The school counselor can develop an anti-bullying workshop series for administrators, teachers, aides, and students, separately or in some combination (Cole, Cornell, & Sheras, 2006).

A "Conflict Wall" with steps for resolving conflicts (Phillips, 1997) can be posted in halls and classrooms, and used as a prompt for frequent discussions. The steps may include:

* Cool down

* Describe the conflict

* Describe what caused the conflict

* Describe the feelings caused by the conflict

* Listen carefully and respectfully while the other person is talking

* Brainstorm solutions to the conflict

* Try your solutions

* If something doesn't work, try another solution.

Classroom Planning for Intervention: The Power of Classroom "Family"

Some school districts or schools do not yet have a bully intervention program. Even so, just one teacher in one classroom can establish such a program. Often, it is the work of individual teachers to use their classrooms and the students in them to create a community in which everyone is treated with respect; an increasing number of writers indicate how this can be done (Christie, 2005; Cole et al., 2006; Lepkowski et al., 2005; Stover, 2006; Thompson & Cohen, 2005). These classrooms can be "islands of safety," with the class acting as a "family" whose members take care of each other (Stover, 2006). Such classrooms are often the only place where a target child can truly feel safe. In these classrooms, teachers talk in class about bullying in all of its parts, emphasizing that they can help and should be approached to help. They teach anti-bullying techniques: how to talk to bullies ("Cut it out!," "How'd you like it if. . ."); the skills involved in working out problems/disagreements; classroom survival skills; alternatives to aggression; and friendship-making skills. The teachers also talk about feelings by questioning and listening to students respectfully, and requiring that students do the same. They introduce the increasing number of books now available for children about bullying (Christie, 2005).

Bullying Prevention Programs That Work

Although many programs have been developed that help to address the issues of bullying in schools, no one program has been proven effective for all schools. What follows is a short list of the anti-bullying programs that appear to hold the most promise.

The Olweus Bullying Prevention Program (www. clemson.edu/olweus/). This program was created by Dan Olweus, who is considered a pioneer in bully research. A study he developed in Norway, in 1970, serves as the foundation for this program. The program is a multilevel, multi-component, school-based program designed for students ages 6-15 years old. In the 1990s, Olweus worked with two professors at Clemson University to conduct the first evaluation study of his prevention program in the United States. This Bullying Prevention Program has been identified as a model by the U.S. Department of Justice's Office of Juvenile Justice Delinquency Prevention and by the Center for the Study and Prevention of Violence (CSPV), University of Colorado. School-wide components include training for the staff, a bullying prevention committee, a school-wide kick-off event, parental involvement, and staff discussion groups. Classroom components include holding regular class meetings and consistent reinforcement of school rules against bullying.

Bully-Proofing Your School (www.creatingcaring- communities.org). This program, developed in 1996 in Colorado, was intended for elementary and middle school students. It is a comprehensive school-wide program designed to create a safe and caring school environment by taking the power out of the hands of bullies and placing it into the hands of a caring community. School-wide components include staff training, student instruction, support for the victims, parent support, and the development of caring communities.

BullySafeUSA (www.bullysafeusa.com). This comprehensive program for grades K-8 offers strategies, terminology, and scenarios for the prevention of bullying. It is intended for students, parents, and teachers. The BullySafe program contains five elements that can be offered separately or in combination: student empowerment training; inservice training for faculty; seminars for parents and community leaders; conference presentations/ workshops; and "Train the Trainer" institutes for school counselors, nurses, administrators, school resource officers, teachers, child advocates, and community leaders.

The Don't Laugh at Me Program (DLAM) (www. operationrespect.org). This program was created out of Operation Respect, Inc., which aims to transform schools into more safe and respectful places. Created with the intent of reducing the physical and emotional cruelty that children can inflict on each other, it contains three curricula-one for grades 2-5, another for grades 6-8, and the third for afterschool programs and camps. The program was founded by musician Peter Yarrow (from the famed music trio Peter, Paul and Mary) in collaboration with Educators for a Social Responsibility. The program consists of 14 classroom sessions that focus on developing skills and awareness and feelings, appreciation of diversity, creating a caring classroom culture, and conflict resolution.

Peaceful Schools Project/Menninger Clinic (www. backoffbully.com). Created and implemented by the Menninger Foundation's Child and Family Center in Houston, Texas, this program focuses on grades K-5 and includes a research component that looks at results of anti-bullying efforts. The Peaceful Schools Project has three essential elements: a martial artsbased program called "Gentle Warrior," which teaches a set of defensive and relaxation skills; the education campaign, which uses posters, buttons, and classroom stories to create a positive climate; and a classroom management plan, which integrates the dynamics of bully-victim/bystander into a learning environment.

Promoting Alternative Thinking Strategies (PATHS) (www.colorado.edu/cspv/blueprints/model/ programs/ PATHS.html). This comprehensive curriculum program promotes social and emotional strategies and helps to reduce aggression in elementary children. It is designed to be used by teachers and counselors in a multi-year format and is effective with children in both general and special education classrooms. The PATHS program focuses on: identifying, labeling, expressing, managing, and assessing feelings; understanding the differences between feelings and behaviors; learning to control impulses; stress reduction; and reading and interpreting social cues.

Safe Culture Project (www.safeculture.com). This program originated in Iowa and has been implemented in many states, including Maine and California. The project provides a tailor-made program to meet the unique needs of the school. Students in this program complete a 25-minute confidential survey, called the Inventory of Wrongful Activities (IOWA), followed by a training day for all staff and a chosen leadership group. The training helps to design a project that fits the school.

Steps to Respect Program (www.cfchildren.org). This bullying prevention curriculum is designed to decrease bullying at school and help students create positive relationships with their peers. The program is based on research showing that friendship can help protect children from being bullied. The program concentrates on elementary-age children in grades 3-6, who learn such skills as: coping with bullying, general friendship skills, emotion management, and bystander intervention. The staff and parents are taught how to report acts of bullying, how to respond to children who bully, and how to help the targets of the bully.

CONCLUSION

Although bullying is hardly a new phenomenon, highly publicized media accounts about bullying have raised the awareness of many people (Limber, 2003). Bullying can no longer be sloughed off as quiet, inconsequential kid stuff experienced by only a few victims who "probably deserved it anyway." It can no longer be considered the rite of passage that all children go through. It can no longer be considered a children's secret that adults should stay out of. It is not up to bullying targets to "suck it up" or solve the problem on their own.

Bullying is being exposed more and more . . . but children always knew about bullying. It is only the adults who sometimes forget, ignore, and deny. It is time for adults and children to get together, using the resources available, to intervene school-wide in the childhood bullying triangle.

Available Resources for Children, Teachers, and Parents

Children's Books

Move Over, Twerp. By Martha Alexander. New York: Dial Books, 1981. Ages 4-8.

Stop Bullying Bobby! Helping Children Cope With Teasing and Bullying. By Dana Smith-Mansell. Far Hills, NJ: New Horizons Press, 2004. Ages 4-8.

Stop Picking on Me: A First Look at Bullying. By Pat Thomas. New York: Barrons Educational Series, 2000. Ages 4-8.

Bye-Bye, Bully! A Kid's Guide for Dealing With Bullies. By J. S. Jackson. St. Meinrad, IN: Abbey Press, 2003. Ages 4-8.

King of the Playground. By Phyllis Naylor. New York: Simon & Schuster, 1994. Ages 4-8.

The Recess Queen. By Alexis O'Neill. New York: Scholastic Press, 2002. Ages 4-10.

My Secret Bully. By Trudy Ludwig. Berkeley, CA: Tricycle Press, 2005. Ages 5-10.

The Bully of Barkham Street. ByMaryStolz. New York: Harper and Row, 1985. Ages 9-13.

Stick Boy. By Joan T. Zeier. New York: Antheneum, 1993. Ages 9-13.

Dealing With Bullying. By Marianne Johnston. New York: Rosen, 1978. Ages 10-15.

Websites Containing Helpful Information

www.bullying.org

www.stopbullyingnow.com

www.bullystoppers.com

www.kidscape.org.uk

www.safechild.org

Numbers To Call for Additional Help

Kids Help Phone: 800-688-6868

Anti-Bullying Crisis Hotline: 877-443-9943

National Anti-Bullying Hotline: 877-443-9943

End Youth Violence: 866-89-YOUTH