Bully Project: Emotional Documentary on the Effects of Bullying

Most of us who have been to school or have worked with people have experience and/or witnessed bullying. It is an unpleasant experience. But still, after all the interventions (e.g. Olweus Programme), bullying is still present and it is still terrorizing kids, adults and families all over the world.

What can be done? How can bullying be reduced or eliminated? In my opinion, everyone- from students to patents to teachers up to the government, should actively educate each other on the negative effects of bullying. Since quite a lot of bullying cases stem from bullies’ ignorance of Special Needs and/ or people’s difference, they need to be made aware of this.

The documentary below shows just how devastating the effects of bullying are by featuring accounts of the major key stakeholders (students, teachers, parents, community members).

 

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Depression, Suicide Ideation and Attempts in people with Autism

People with Autism Spectrum Disorders have long been known to be susceptible to depression. In some cases, this can lead to suicidal thoughts and suicide attempts. A lot of people with Autism unfortunately have to endure heightened amounts of stress, difficulties in initiating and maintatining friendships and romantic relationships and bullying. In addition to these, not everyone with Autism are equipped with the necessary coping strategies tocombat these negative life events. As a result, these events may lead to derpession and suicidal tendencies.

A research conducted by Mayers, Gorman, Hillwig-Garcia and Syed (2013) found that 14% of people with Autism aged 1-16 have thougth about committing suicide and a large number of them actually attempted to kill themselves. This is an alarming statistic considering the age of the participants. It is therefore important to recognise the signs and react appropriately when they occur.

COMMON SIGNS

There are a few common signs that indicate that a person may be at risk of committing suicide.

• Self-harming. 
• Saying things like ‘I am better off dead’- Yes, it is pretty obvious, but a lot of peopl take these kinds of statements lightly.
• Being withdrawn.
• Drug abuse
• Engaging in extremely violent behaviour

EFFECTIVE STRATEGIES 

• Effective communication- Listening to the person’s perspective is very important. Understand what they are thinking and feeling (hard as it may be for them to communicate). Avoid aggressively confronting them or threatening them as this will only aggrevate the situation.
• Remove potential means of suicide
• Monitor their emotional state as much as possible
• Seek professional help

The whole point of this article is to open your eyes to the unfortunate possibility (and high likelihood) that a person with Autism may be depressed and could be thinking about committing suicide. It is important for them to have a secure and open relationship with the people around them. Whether you are a parent, teacher, carer or a friend of a person with Autism, you can help reduce their risk of depression just by being there for them. Be patient with them and make sure that they communicate their feelings with you. Never ever ignore any signs of loneliness or unexplained aggressive behaviours. Remember that they need our support and guidance.

Reference:

Mayes, S.D., Gorman, A.A., Hillwig-Garcia, J. & Syed, E. (2013). Suicide Ideation and Attempts in Children with Autism. Research in Autism Spectrum Disorders, 7(1), 109-119.

School Shootings: Prevalence, Causes and Possible Prevention Strategies based on Empirical Evidence

The world witnessed another tragedy on 14 December 2012, when 21 year-old Adam Peter Lanza shot and killed 20 preschoolers and six staff (pictured above) at Sandy Hook School in Newtown, Connecticut, before killing himself. School shootings such as this and the others before it shook society’s belief that schools are a safe place for children. As a result, most people would want to find out why these events occur and what can be done to eliminate or at least reduce the risk of it happening again. Many journalists and Social Networking Site users have come up with various theories on the subject. However, a lot of their insights are based on intuition, not scientific findings. So what do published academic research papers on school shootings actually tell us?

PREVALENCE

Despite the enormous media attention given to school shootings over the years, research has found that such incidents are extremely rare. One study estimated that the probability of a school shooting to occur is 1 in a million (Wike & Fraser, 2009).

POSSIBLE CAUSES

1. VIOLENT VIDEO GAMES

One of the most popular claims that the media often throw at us is the causal link between excessive time spent playing violent video games and school shooting.. The studies that have been conducted to test this theory however, have yielded mixed results. Studies such as those of Anderson and Murphy (2003) and Carnagey and Anderson (2006) supported the said hypothesis. However, Ferguson et al. (2008) and Unsworth et al. (2007) found no link between playing violent video games and acts of aggression. Barnett, Coulson and Foreman (2008), on the other hand found that playing violent video games actually reduces aggression- a complete opposite of what most of the media reporters claim.

Another problem about the research on violent video games and aggression is the methodologies used in each study. Most experiments involve asking volunteers to play a selected video game for a period of time, and then observing the same people performing tasks in stressful (and aggression-provoking) situations such as white-noise bursts during a competitive activity (Ferguson, 2008). Since studies are bound by ethical issues, real-world acts of violence cannot be tested. As a result, the generalisability of their findings are dubious at best. Nevertheless, a meta-review by Ferguson (2008) claimed that there is no evidence to suggest that playing violent video games would lead to aggression, or school shooting.

2. SOCIAL REJECTION

Some have argued that the perpetrators in school shootings turned into such through victimization. Indeed, the two killers in the Columbine High School shooting were believed to have been bullied by their peers (Peterson, 1999). Contrary to the violent video game hypothesis, this claim has been supported by research findings. In an investigation of 15 case studies, Leary et al. (2003) found that rejection and victimization were present in the majority of the cases they reviewed. Some of the killers have explicitly explained that their actions were their response to the way others have treated them in the past.. In addition to this, the US’ Safe School Initiative report, which looked at 37 school shootings between 1974-2000, have found that 75% of the shooters have experienced peer-rejection, victimization and/ or bullying prior to their attack.

3. LACK OF SOCIAL AND EMOTIONAL COPING STRATEGIES

Retrospective analysis have found that school shooters often lack problem solving and conflict resolution skills (O’Toole, 2000). In addition, they lack empathy and they struggle to manage their anger (O’Toole, 2000). It could be possible that these individuals’ lack of necessary social and emotional coping strategies lead them into a spiral of being victimized, being depressed and in turn, put them in a state of permanent anger. Such anger could build up over time, which may lead to their ideation of murder.

4. ACCESS TO GUNS

Gun control has been a subject of debate for many years in the United States, largely because of the school shooting incidents. The argument of people who are in favour of the ban is simple: If you don’t have access to a gun, it is impossible or at least harder to shoot people. Wike and Fraser (2009) found (unsurprisingly) that all school shooters have easy access to guns. (NOTE TO OBAMA: I think it’s time to ban guns in your country)

5. CHARACTERISTICS OF THE SCHOOL

Catalano et al. (2004) found that schools that focus on improving students’ attachment and emotional investment to their schools have fewer incidents of aggression (physical, verbal and substance abuse, and violence). In addition, school size also has an effect. A study by Wilson (2004) found that the larger the school, the harder it is to nurture students’ attachment to it.

SO WHY DOES A SCHOOL-SHOOTER-PROFILE NOT EXIST?

Some of you may be asking why there is no set risk-profile developed to spot potential school shooters. One reason is due to the rarity of these events. It is rather difficult to develop a reliable and generalisable risk-profile based on a small number of cases. In addition, a report by the United States Federal Bureau of Investigations (FBI) explained that profiling would lead to errors since a lot of students have the characteristics presented by school shooters.

POSSIBLE PREVENTION STRATEGIES:

Wike and Fraser (2009, p.167-168) have suggested six possible strategies to reduce the likelihood of school shootings:

1. Strengthening school attachment: through extracurricular activities that promote students’ sense of belonging and reduce alienation and hostile behaviours.
2. Reduce Social Aggression: through bullying prevention programmes and social skills training.
3. Breakng down Codes of Silence: Schools should provide ways in which students can voice their concerns and disclose their problems anonymously.
4. Establish resources for troubled and rejected students: Schools, families and communities should work together to develop strategies and gather resources to help troubled students. Mental health services should work alongside schools in order to help those who are depressed or have suicide ideation.
5. Increase School Security: The prescence of a policeman or a security officer may deter students to act out their violent/ aggressive intentions. It can also increase the feelings of safety of the students and the staff.
6. Improve communications within schools and between schools and agencies: Schools and relevant authorities should improve their ways of communication in order to help the school easily warn authorities about suspicious behaviours and/ or threats.

NB: Please contact me if you need copies of any research mentioned in this article. Click on the ‘Get in touch with me’ button on the top right-hand corner of this page.