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This survey is anonymous. We do not record your name. We will use the information you give us to understand whether there is bullying at Callaway High and, if there is, what types of interventions the staff might suport. The first section asks about demographics (gender, highest degree, years of service) The second section defines bullying and asks whether you have witnessed any bullying incidents in the last month. The third section asks about your perspective on various anti-bullying interventions. The fourth section asks about your point of view on bullying. Please answer the questions honestly. Your answers will help us understand whether we should develop a program at CHS. Thank you for completing this survey.
Dr. McCoy, Mrs. Miller, Mr. Peterson, Mrs. Mapp, Mr. Truitt, Mrs. Borders, Mr. Douhne, Dr. Short, and Mrs. Trimeloni.
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| * 1. What is your gender? |
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| * 2. What is your highest level of education? |
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| * 3. How many years have you worked in education? |
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| This next question begins section two. Section two defines different types of bullying and asks whether you have witnessed bullying of a Callaway High student within the last 30 days.For items one through seven, tell us what kinds of bullying you have seen or experienced. Question 4 is intentionally omitted. |
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Bullying is defined as using one’s physical strength or social influence to injure, threaten, embarrass or hurtfully manipulate a vulnerable person. Bullying can be physical, verbal, or social. It is not bullying when students who are about equally matched argue, fight, or compete for position.
5. Using this definition, I have seen a CHS student bullied in the past 30 days. |
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* Physical Bullying involves deliberately hitting, kicking, rough grabbing, or shoving someone who will not retaliate in order to hurt or intimidate that person. Physical bullying also includes using greater physical strength to force, intimidate, or frighten a person into an act that he or she does not want to do.
6. Using this definition, I have seen a CHS student physically bullied during the past 30 days. |
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* Verbal Bullying involves purposefully teasing, putting down, or insulting someone to cause him or her to feel embarrassed or hurt emotionally. Verbal bullying also includes the use of language that frightens or intimidates someone into a deed that he or she does not want to do.
7. Using this definition, I have witnessed a CHS student verbally bullied during the past 30 days. |
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* Social Bullying involves getting others repeatedly to ignore or leave someone out on purpose. Social bullying also involves telling lies in order to cause another person emotional pain or embarrassment. Social bullying can involve revealing confidential information that is intended to hurt or embarrass someone. Social bullying can also be negative peer-pressure that frightens or intimidates someone into a deed that he or she does not want to do.
8. Using this definition, I have witnessed a CHS student socially bullied during the past 30 days. |
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* Cyber Bullying involves using social media purposefully tease, put down, insult, or lie about someone so that he or she feels embarrassed or hurt emotionally. Cyber bullying includes revealing true but confidential information that is intended to hurt or embarrass someone. Cyber bullying includes the use of threats intended to cause someone to fear being attacked physically, verbally, or socially. Cyber bullying can also be negative peer-pressure on-line: frightening or intimidating someone into a deed that he or she does not want to do.
9. Using this definition, I am aware of a social media event during the past 30 days in which a CHS student was cyber-bullied . |
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| * 10. During the last 30 days, where have you witnessed a bullying event of any type that involved CHS students on-campus? Check all that apply. |
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| 11. During the last 30 days, where have you witnessed a bullying event of any type that involved CHS students off-campus at any of these locations? (Check all that apply) |
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| This begins section three. Think about the definitions of bullying used in the last section. In this section, each item presents a theoretical perspective and an intervention strategy that stems from that perspective. We are looking for your point of view on each item. |
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| * 12. Bullies and bullying are largely expressions of adolescent behavior and poor discipline. Consistent disciplinary action, parent contact, and behavior contracts that limit behavior and spell out consequences are the most appropriate intervention. |
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| * 13. Bullying behavior stems from adolescents' egocentric thinking that puts their own needs above those of others. This results morally disengaged reasoning and hedonistic justifications for behavior. Punishment is less effective in reducing bullying behaviors than counseling work that reduces hedonistic reasoning and builds empathy for targets of bullying. |
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| * 14. Bullying is typically pre-planned and calculated subtle aggression that becomes a tool that helps bullies achieve control and personal gain. Because bullies weigh consequences with benefits of the behavior, consequences must be structured, immediate, and severe enough to eliminate the appeal of aggression. Counseling work is not likely to be effective. |
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| * 15. Bullying is a complicated dynamic best resolved through pro-social interventions. Incidents should be investigated with a structured protocol so the behavior can be understood. Consequences should involve both discipline and interventions designed to reduce the behavior. |
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| * 16. Bullying is an inevitable social behavior. Response should avoid teaching victimization. Consistent discipline should focus on the offender(s) and interventions (such as assertiveness training) should focus on the victim and bystanders. |
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| The next items express points-of-view on bullying. Read each statement and decide whether you agree or disagree with it. Circle the choice that best matches your response to each point-of-view. |
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| * 17. High school students telling adults about bullying is not likely to change anything for the better. |
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| * 18. From what I have experienced at CHS, staff members recognize bullying when they see it. |
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| * 19. Students who report bullying are snitches. |
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| * 20. I think that CHS staff response to bullying is effective. |
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| * 21. Students would be too embarrassed to tell their parents if they were being bullied. |
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| * 22. Staff members should intervene in physical bullying, but not in social or verbal bullying unless the Student Code of Conduct is violated (e.g., swearing, violence, or threats of violence). |
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| * 23. If ask a student if he or she were being bullied, the response would probably be a denial. The student would likely call it something else (e.g., jiving, playing around, she means nothing by it). |
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| * 24. Physical bullying is a fact of high school life. Students need to cope with it on their own. |
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| * 25. People who get bullied are partially to blame because of the way they act. |
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| * 26. Social and verbal bullying are not as bad as physical bullying. |
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| * 27. Students who seek help for bullying just feel worse about it. |
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| * 28. What is the top reason people bully other people? (Pick only one.) |
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| When there is bullying, the bully and the person who is the target of the bullying should sit together and talk about their problem with a CHS staff member. |
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| * 29. The anti-bullying policy at CHS reduces bullying of CHS students. |
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| * 30. In your opinion, which statement is most correct? |
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| * 31. Bullied students should confront the bully themselves rather than go to an adult. |
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| * 32. Social bullying in high school is a fact of life in high school. Students need to learn to cope with it on their own. |
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| 33. Having completed the survey, if you have any comments or ideas about the topic, please write them down in the space provided. | | |
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