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FM","link":"/"}},"mindshift_58404":{"type":"posts","id":"mindshift_58404","meta":{"index":"posts_1591205157","site":"mindshift","id":"58404","score":null,"sort":[1630360439000]},"guestAuthors":[],"slug":"how-to-improve-mental-health-at-school","title":"How to Improve Mental Health at School","publishDate":1630360439,"format":"audio","headTitle":"How to Improve Mental Health at School | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/how-to-improve-mental-health-at-school/id1078765985?i=1000533850620\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGRiOGRlZGEtMDlkNC0xMWVjLTg5ZTAtYmJmYjg2NGFlODk0?hl=en&ved=2ahUKEwi56-zAyf_yAhVtGDQIHRNfBT0QieUEegQIAhAI&ep=6\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/0xIxQc7ovef6wGCv4anToU?si=Ol8YW72eQcq0NH7FEIS1Sw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/show/stories-teachers-share/episode/how-to-improve-mental-health-at-school-86459977\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>Mental health has only become more important and more fraught as the pandemic has confined children to their homes and limited their social interactions. With parents losing jobs and COVID-19 claiming loved ones, adolescents are experiencing a lot more strain on their mental health.\u003c/p>\n\u003cp>“There’s just a lot more worry about everyday things. So there’s anxiety about things – and I’m not talking necessarily diagnostic anxiety. I’m just talking about the result of living in a really chaotic, stressful world,” says Tracy Smith, director of the Wright Institute’s \u003ca href=\"https://www.wi.edu/training-sbc\">School-Based Collaboration\u003c/a>, a clinical psychology program that connects therapists in masters and doctoral programs with schools in the San Francisco Bay Area.\u003c/p>\n\u003cp>According to Smith, middle-school-age students experienced anxiety about general safety and whether they’re communicating with their peers enough, whereas high schoolers are stressed about family security and took on more responsibilities like childcare or jobs outside of school.\u003c/p>\n\u003cfigure id=\"attachment_58406\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-58406\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444-160x216.jpg\" alt=\"\" width=\"160\" height=\"216\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444-160x216.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444.jpg 519w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Tracy Smith, director of the Wright Institute’s School-Based Collaboration (Courtesy of Tracy Smith)\u003c/figcaption>\u003c/figure>\n\u003cp>There are ways, however, that schools can try to ensure that children can get their needs met when they are struggling and be proactive about maintaining their mental health and wellbeing. Long before the pandemic, educators at Urban Promise Academy (UPA), a middle school in Oakland, California, started offering their students therapy services through a partnership with the Wright Institute to address mental health concerns. UPA’s students faced things that many adolescents experience, like anxiety, trauma and self harm. Although UPA uses social and emotional learning and counseling that’s common in many schools, they benefited from having therapy services that offer individualized and hands-on support tailored to each student. With a few big adjustments, they continued to support students’ mental health even when they were no longer in school buildings.\u003c/p>\n\u003ch2>Cultivate a Positive School Culture\u003c/h2>\n\u003cp>When UPA first opened in 2001, the founders, including current school counselor Mary Ellen Bayardo, wanted to create a school that responded to students’ needs and focused on student mental health. Bayardo worked to destigmatize mental health care by giving counseling and support services a strong presence at the school. Outfitted with plush chairs and blankets, her counseling office is a comforting space where students are encouraged to drop in with any concerns. “When you have that kind of environment, you really get all the information you need to be able to really match the services to the kid,” says Bayardo.\u003c/p>\n\u003cfigure id=\"attachment_58407\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-58407\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-160x197.jpg\" alt=\"\" width=\"160\" height=\"197\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-160x197.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-800x985.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-1020x1255.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-768x945.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-1248x1536.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283.jpg 1638w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Mary Ellen Bayardo, UPA school counselor (Courtesy of Mary Ellen Bayardo)\u003c/figcaption>\u003c/figure>\n\u003cp>School environments are complex and one solution rarely solves all problems. Additionally, people often overlook how schools can be sites of trauma and the attention is usually focused on addressing the trauma that children “\u003ca href=\"https://www.kqed.org/mindshift/57982/trauma-is-a-lens-not-a-label-how-schools-can-support-all-students\">bring to school.\u003c/a>” For UPA, \u003ca href=\"https://www.edweek.org/leadership/the-essential-traits-of-a-positive-school-climate/2020/10\">school culture was as important\u003c/a> as the services themselves. “If a school is iffy or mixed about how important mental health is to education, we have a harder time,” says Smith about how schools must normalize mental health care to make therapy services more effective.\u003c/p>\n\u003ch2>Getting Help\u003c/h2>\n\u003cp>Strong relationships with teachers is a priority at UPA because teachers are instrumental in noticing signs that a student might be in need of support. Research shows that it’s important for children to have at least \u003ca href=\"https://burkefoundation.org/what-drives-us/adverse-childhood-experiences-aces/\">one trusted adult\u003c/a> in their life. “We’ve had strong leadership and because we have teachers that stay for years and years, this is what’s built up: that core of resiliency, that core of safety and stability,” says Bayardo.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2327673806\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One UPA sixth grader I spoke with got connected with therapy services when a teacher noticed she had lower energy than usual. “[The teacher] said that it’s not good to keep my problems inside of me. It’s better to talk to someone than to keep it to myself,” said the student, recalling when her teacher invited her to use UPA’s therapy services.\u003c/p>\n\u003cp>Many students are new to therapy and just starting to learn how to describe their complex emotions as they navigate home life and adolescence. “There are questions that I really don’t want to answer, but I have the need to answer them because I don’t want to keep them in my chest,” says the sixth grader.\u003c/p>\n\u003cp>But not all needs are visible to teachers, so in order to help identify students in need of support, UPA distributes a school-wide student wellness survey every six weeks. These \u003ca href=\"https://www.kqed.org/mindshift/53780/its-ok-to-not-be-ok-how-one-high-school-saved-lives-with-a-34-question-survey\">types of surveys\u003c/a> are used in school districts around the country to assess every student and then connect them with services. The survey asks questions such as, “Is there food in the fridge?” to get more information about how things are at students’ homes. There are also questions about students’ experience at UPA like: “Do you have friends?” and “What is your overall rating of UPA?” Then there are general questions about their state of mind, including “How are you feeling?” and “Do you need support for those feelings?”\u003c/p>\n\u003cp>After receiving survey results, Bayardo and other members of UPA’s care team will follow up individually with students who need help.\u003c/p>\n\u003cfigure id=\"attachment_58408\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-58408\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-800x714.png\" alt=\"\" width=\"800\" height=\"714\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-800x714.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-1020x911.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-160x143.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-768x686.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey.png 1286w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sample questions from UPA’s student wellness survey\u003c/figcaption>\u003c/figure>\n\u003ch2>Connecting with Reluctant Parents and Caregivers\u003c/h2>\n\u003cp>Even though UPA has systems in place to provide mental health services, parents and caregivers play an important role. However, it can be challenging for schools to engage them. In particular, many families of color and caregivers who are recent immigrants have stigma around therapy, so they are often concerned when asked if their child can be in therapy, \u003ca href=\"https://www.nami.org/Your-Journey/Identity-and-Cultural-Dimensions\">according to the National Alliance on Mental Illness\u003c/a>. That’s where UPA’s family coordinator Glendy Cordero Rodriguez plays an important outreach role. She’s there to help families, often in Spanish, understand how therapy can help their children.\u003c/p>\n\u003cfigure id=\"attachment_58409\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58409\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator.jpg\" alt=\"\" width=\"512\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator.jpg 512w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator-160x107.jpg 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Glendy Cordero Rodriguez, UPA’s family coordinator (Courtesy of UPA)\u003c/figcaption>\u003c/figure>\n\u003cp>“I personally make the first call to the families and let them know how we have our intakes for therapy,” says Rodriguez. “I explain to them clearly what those reasons are – mainly feeling overwhelmed, stressed out, all other emotional situations that had been happening in the child’s life.”\u003c/p>\n\u003cp>She works with parents and caregivers who are initially resistant to having their children start therapy and patiently answers any questions they might have. She’s even invited them to see their child on the playground. Her hope is that parents see the way their child interacts with others and gain insights into bullying, isolation or fighting that they wouldn’t know about at home. She also provides resources like parenting workshops or English classes to caregivers to support families and build stronger community relationships.\u003c/p>\n\u003cp>Parents’ continued support is important. “Not just by signing the agreement or waivers,” says Rodriguez. “But as well to continue developing their skills at home so they can support the child.”\u003c/p>\n\u003ch2>Communication and Flexibility\u003c/h2>\n\u003cp>When remote learning started, UPA had to scramble to make sure students had the devices they needed to continue therapy at home. Some of the essentials include access to Wi-Fi, access to a computer, access to a phone and “enough minutes on the phone to have regular sessions,” says Smith.\u003c/p>\n\u003cp>“Sometimes, some of our kids don’t have phones, so they’re using their parents’ phones. And so they can only do that when their parents are home,” according to Smith.\u003c/p>\n\u003cp>With entire families in the house, privacy is also hard to come by. Kids who are normally comfortable sharing about their struggles on campus may shut down when siblings are within earshot. Glendy recalls checking in with a student on Zoom when the screen suddenly got darker. “And I asked, ‘Where are you right now?’ And he said, ‘I opened up my tent in the middle of the living room just to have a sense of privacy.’”\u003c/p>\n\u003cp>UPA staff addressed students’ access and space concerns by upping the communication and flexibility, knowing that students were going to miss appointments.\u003c/p>\n\u003cp>“We used to say, ‘Oh, yeah, that student is in room 21, let me go get that kid for you.’ All of a sudden it’s like, ‘I need to find that phone number, I need to track that kid down, I need to make sure we have a secure line – Zoom or phone – for you to talk to that kid,’” says Bayardo.\u003c/p>\n\u003cp>Bayardo and Rodriguez were constantly following up with students to work around their childcare duties, jobs and device schedules. They tried to find a time that would allow for students to have consistent weekly support.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2327673806\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>And with many districts committed to having students in school buildings this year, therapy will continue to be important in supporting students during the transition, especially for children who have fared better with remote schooling.\u003c/p>\n\u003cp>“What I realized is that for some of my students, their biggest source of stress is their peers,” says Bayardo about kids’ experiences with bullying and social anxiety. She says that many aspects of remote therapy will remain as they figure out the safest way to have students in the school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’ll be checking in with our students and anybody who has anxiety, anybody who’s really having trouble adjusting from pajama wardrobe to dress code, from mom’s cooking to school lunch, whoever is having whatever difficulty. That’s why we have therapy.”\u003c/p>\n\n","blocks":[],"excerpt":"During the pandemic, many adolescents struggled with anxiety and stress. Here’s how positive school culture, therapy services and relationships with caregivers helped one school in Oakland meet students' mental health needs.","status":"publish","parent":0,"modified":1700528725,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1682},"headData":{"title":"How to Improve Mental Health at School | KQED","description":"During the pandemic, many adolescents struggled with anxiety and stress. Here’s how positive school culture, therapy services and relationships with caregivers helped one school in Oakland meet students' mental health needs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"During the pandemic, many adolescents struggled with anxiety and stress. Here’s how positive school culture, therapy services and relationships with caregivers helped one school in Oakland meet students' mental health needs.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Improve Mental Health at School","datePublished":"2021-08-30T21:53:59.000Z","dateModified":"2023-11-21T01:05:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC2327673806.mp3?updated=1630357558","path":"/mindshift/58404/how-to-improve-mental-health-at-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/how-to-improve-mental-health-at-school/id1078765985?i=1000533850620\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGRiOGRlZGEtMDlkNC0xMWVjLTg5ZTAtYmJmYjg2NGFlODk0?hl=en&ved=2ahUKEwi56-zAyf_yAhVtGDQIHRNfBT0QieUEegQIAhAI&ep=6\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/0xIxQc7ovef6wGCv4anToU?si=Ol8YW72eQcq0NH7FEIS1Sw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/show/stories-teachers-share/episode/how-to-improve-mental-health-at-school-86459977\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>Mental health has only become more important and more fraught as the pandemic has confined children to their homes and limited their social interactions. With parents losing jobs and COVID-19 claiming loved ones, adolescents are experiencing a lot more strain on their mental health.\u003c/p>\n\u003cp>“There’s just a lot more worry about everyday things. So there’s anxiety about things – and I’m not talking necessarily diagnostic anxiety. I’m just talking about the result of living in a really chaotic, stressful world,” says Tracy Smith, director of the Wright Institute’s \u003ca href=\"https://www.wi.edu/training-sbc\">School-Based Collaboration\u003c/a>, a clinical psychology program that connects therapists in masters and doctoral programs with schools in the San Francisco Bay Area.\u003c/p>\n\u003cp>According to Smith, middle-school-age students experienced anxiety about general safety and whether they’re communicating with their peers enough, whereas high schoolers are stressed about family security and took on more responsibilities like childcare or jobs outside of school.\u003c/p>\n\u003cfigure id=\"attachment_58406\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-58406\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444-160x216.jpg\" alt=\"\" width=\"160\" height=\"216\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444-160x216.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444.jpg 519w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Tracy Smith, director of the Wright Institute’s School-Based Collaboration (Courtesy of Tracy Smith)\u003c/figcaption>\u003c/figure>\n\u003cp>There are ways, however, that schools can try to ensure that children can get their needs met when they are struggling and be proactive about maintaining their mental health and wellbeing. Long before the pandemic, educators at Urban Promise Academy (UPA), a middle school in Oakland, California, started offering their students therapy services through a partnership with the Wright Institute to address mental health concerns. UPA’s students faced things that many adolescents experience, like anxiety, trauma and self harm. Although UPA uses social and emotional learning and counseling that’s common in many schools, they benefited from having therapy services that offer individualized and hands-on support tailored to each student. With a few big adjustments, they continued to support students’ mental health even when they were no longer in school buildings.\u003c/p>\n\u003ch2>Cultivate a Positive School Culture\u003c/h2>\n\u003cp>When UPA first opened in 2001, the founders, including current school counselor Mary Ellen Bayardo, wanted to create a school that responded to students’ needs and focused on student mental health. Bayardo worked to destigmatize mental health care by giving counseling and support services a strong presence at the school. Outfitted with plush chairs and blankets, her counseling office is a comforting space where students are encouraged to drop in with any concerns. “When you have that kind of environment, you really get all the information you need to be able to really match the services to the kid,” says Bayardo.\u003c/p>\n\u003cfigure id=\"attachment_58407\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-58407\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-160x197.jpg\" alt=\"\" width=\"160\" height=\"197\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-160x197.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-800x985.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-1020x1255.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-768x945.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-1248x1536.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283.jpg 1638w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Mary Ellen Bayardo, UPA school counselor (Courtesy of Mary Ellen Bayardo)\u003c/figcaption>\u003c/figure>\n\u003cp>School environments are complex and one solution rarely solves all problems. Additionally, people often overlook how schools can be sites of trauma and the attention is usually focused on addressing the trauma that children “\u003ca href=\"https://www.kqed.org/mindshift/57982/trauma-is-a-lens-not-a-label-how-schools-can-support-all-students\">bring to school.\u003c/a>” For UPA, \u003ca href=\"https://www.edweek.org/leadership/the-essential-traits-of-a-positive-school-climate/2020/10\">school culture was as important\u003c/a> as the services themselves. “If a school is iffy or mixed about how important mental health is to education, we have a harder time,” says Smith about how schools must normalize mental health care to make therapy services more effective.\u003c/p>\n\u003ch2>Getting Help\u003c/h2>\n\u003cp>Strong relationships with teachers is a priority at UPA because teachers are instrumental in noticing signs that a student might be in need of support. Research shows that it’s important for children to have at least \u003ca href=\"https://burkefoundation.org/what-drives-us/adverse-childhood-experiences-aces/\">one trusted adult\u003c/a> in their life. “We’ve had strong leadership and because we have teachers that stay for years and years, this is what’s built up: that core of resiliency, that core of safety and stability,” says Bayardo.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2327673806\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One UPA sixth grader I spoke with got connected with therapy services when a teacher noticed she had lower energy than usual. “[The teacher] said that it’s not good to keep my problems inside of me. It’s better to talk to someone than to keep it to myself,” said the student, recalling when her teacher invited her to use UPA’s therapy services.\u003c/p>\n\u003cp>Many students are new to therapy and just starting to learn how to describe their complex emotions as they navigate home life and adolescence. “There are questions that I really don’t want to answer, but I have the need to answer them because I don’t want to keep them in my chest,” says the sixth grader.\u003c/p>\n\u003cp>But not all needs are visible to teachers, so in order to help identify students in need of support, UPA distributes a school-wide student wellness survey every six weeks. These \u003ca href=\"https://www.kqed.org/mindshift/53780/its-ok-to-not-be-ok-how-one-high-school-saved-lives-with-a-34-question-survey\">types of surveys\u003c/a> are used in school districts around the country to assess every student and then connect them with services. The survey asks questions such as, “Is there food in the fridge?” to get more information about how things are at students’ homes. There are also questions about students’ experience at UPA like: “Do you have friends?” and “What is your overall rating of UPA?” Then there are general questions about their state of mind, including “How are you feeling?” and “Do you need support for those feelings?”\u003c/p>\n\u003cp>After receiving survey results, Bayardo and other members of UPA’s care team will follow up individually with students who need help.\u003c/p>\n\u003cfigure id=\"attachment_58408\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-58408\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-800x714.png\" alt=\"\" width=\"800\" height=\"714\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-800x714.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-1020x911.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-160x143.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-768x686.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey.png 1286w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sample questions from UPA’s student wellness survey\u003c/figcaption>\u003c/figure>\n\u003ch2>Connecting with Reluctant Parents and Caregivers\u003c/h2>\n\u003cp>Even though UPA has systems in place to provide mental health services, parents and caregivers play an important role. However, it can be challenging for schools to engage them. In particular, many families of color and caregivers who are recent immigrants have stigma around therapy, so they are often concerned when asked if their child can be in therapy, \u003ca href=\"https://www.nami.org/Your-Journey/Identity-and-Cultural-Dimensions\">according to the National Alliance on Mental Illness\u003c/a>. That’s where UPA’s family coordinator Glendy Cordero Rodriguez plays an important outreach role. She’s there to help families, often in Spanish, understand how therapy can help their children.\u003c/p>\n\u003cfigure id=\"attachment_58409\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58409\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator.jpg\" alt=\"\" width=\"512\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator.jpg 512w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator-160x107.jpg 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Glendy Cordero Rodriguez, UPA’s family coordinator (Courtesy of UPA)\u003c/figcaption>\u003c/figure>\n\u003cp>“I personally make the first call to the families and let them know how we have our intakes for therapy,” says Rodriguez. “I explain to them clearly what those reasons are – mainly feeling overwhelmed, stressed out, all other emotional situations that had been happening in the child’s life.”\u003c/p>\n\u003cp>She works with parents and caregivers who are initially resistant to having their children start therapy and patiently answers any questions they might have. She’s even invited them to see their child on the playground. Her hope is that parents see the way their child interacts with others and gain insights into bullying, isolation or fighting that they wouldn’t know about at home. She also provides resources like parenting workshops or English classes to caregivers to support families and build stronger community relationships.\u003c/p>\n\u003cp>Parents’ continued support is important. “Not just by signing the agreement or waivers,” says Rodriguez. “But as well to continue developing their skills at home so they can support the child.”\u003c/p>\n\u003ch2>Communication and Flexibility\u003c/h2>\n\u003cp>When remote learning started, UPA had to scramble to make sure students had the devices they needed to continue therapy at home. Some of the essentials include access to Wi-Fi, access to a computer, access to a phone and “enough minutes on the phone to have regular sessions,” says Smith.\u003c/p>\n\u003cp>“Sometimes, some of our kids don’t have phones, so they’re using their parents’ phones. And so they can only do that when their parents are home,” according to Smith.\u003c/p>\n\u003cp>With entire families in the house, privacy is also hard to come by. Kids who are normally comfortable sharing about their struggles on campus may shut down when siblings are within earshot. Glendy recalls checking in with a student on Zoom when the screen suddenly got darker. “And I asked, ‘Where are you right now?’ And he said, ‘I opened up my tent in the middle of the living room just to have a sense of privacy.’”\u003c/p>\n\u003cp>UPA staff addressed students’ access and space concerns by upping the communication and flexibility, knowing that students were going to miss appointments.\u003c/p>\n\u003cp>“We used to say, ‘Oh, yeah, that student is in room 21, let me go get that kid for you.’ All of a sudden it’s like, ‘I need to find that phone number, I need to track that kid down, I need to make sure we have a secure line – Zoom or phone – for you to talk to that kid,’” says Bayardo.\u003c/p>\n\u003cp>Bayardo and Rodriguez were constantly following up with students to work around their childcare duties, jobs and device schedules. They tried to find a time that would allow for students to have consistent weekly support.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2327673806\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>And with many districts committed to having students in school buildings this year, therapy will continue to be important in supporting students during the transition, especially for children who have fared better with remote schooling.\u003c/p>\n\u003cp>“What I realized is that for some of my students, their biggest source of stress is their peers,” says Bayardo about kids’ experiences with bullying and social anxiety. She says that many aspects of remote therapy will remain as they figure out the safest way to have students in the school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’ll be checking in with our students and anybody who has anxiety, anybody who’s really having trouble adjusting from pajama wardrobe to dress code, from mom’s cooking to school lunch, whoever is having whatever difficulty. That’s why we have therapy.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58404/how-to-improve-mental-health-at-school","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_20589","mindshift_377","mindshift_20865","mindshift_231","mindshift_486","mindshift_21420","mindshift_21105"],"featImg":"mindshift_58412","label":"mindshift_21847"},"mindshift_52845":{"type":"posts","id":"mindshift_52845","meta":{"index":"posts_1591205157","site":"mindshift","id":"52845","score":null,"sort":[1547110230000]},"guestAuthors":[],"slug":"virginia-study-finds-increased-school-bullying-in-areas-that-voted-for-trump","title":"Virginia Study Finds Increased School Bullying In Areas That Voted For Trump","publishDate":1547110230,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>After the 2016 presidential election, teachers across the country reported they were seeing increased name-calling and bullying in their classrooms. Now, \u003ca href=\"https://www.aera.net/Newsroom/School-Teasing-and-Bullying-After-the-Presidential-Election\">research \u003c/a>shows that those stories — at least in one state — are confirmed by student surveys.\u003c/p>\n\u003cp>Francis Huang of the University of Missouri and Dewey Cornell of the University of Virginia used data from a school climate survey taken by over 150,000 students across Virginia. They looked at student responses to questions about bullying and teasing from 2015 and 2017. Their findings were published Wednesday in \u003cem>Educational Researcher\u003c/em>, a peer-reviewed journal of the American Educational Research Association.\u003c/p>\n\u003cp>In the 2017 responses, Huang and Cornell found higher rates of bullying and certain types of teasing in areas where voters favored Donald Trump over Hillary Clinton in the 2016 election.\u003c/p>\n\u003cp>Seventh- and eighth-graders in areas that favored Trump reported bullying rates in spring 2017 that were 18 percent higher than students living in areas that went for Clinton. They were also 9 percent more likely to report that kids at their schools were teased because of their race or ethnicity.\u003c/p>\n\u003cp>In the 2015 data, there were \"no meaningful differences\" in those findings across communities, the researchers wrote.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These findings come at a time when school bullying rates nationally have remained relatively flat, according to \u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/pdf/trendsreport.pdf\">the Centers for Disease Control and Prevention\u003c/a>. Findings from the CDC's Youth Risk Behavior Survey show that about 1 in 5 students were bullied at school in 2017.\u003c/p>\n\u003cp>Huang, an associate professor of education, says the overall stable number fits with the state-level findings from his research with Cornell: While bullying rates in areas of Virginia that voted Republican went up in 2017, rates went down in places that favored Clinton.\u003c/p>\n\u003cp>\"If, in one area, bullying rates go up, and, in another area, your bullying rates go down, what do you get?\" he asks. \"You get an average of no change.\"\u003c/p>\n\u003cp>The researchers took pains to note that their research does not conclude that President Trump's election caused an increase in bullying. Instead, they found a correlation between voter preference and bullying, and they observed teasing across one state.\u003c/p>\n\u003cp>Their findings could lend credence to the anecdotal reports from teachers around the country after the election, says Dorothy Espelage, a psychology professor at the University of Florida who researches bullying and school safety in middle and high schools.\u003c/p>\n\u003cp>\"Anybody that's in the schools is picking up on this,\" she says. \"You don't have to be a psychologist or a sociologist to understand that if these conversations are happening on the TV and at the dinner table that these kids will take this perspective and they're going to play out in the schools.\"\u003c/p>\n\u003cp>A \u003ca href=\"https://static1.squarespace.com/static/5ba15befec4eb7899898240d/t/5ba2728470a6adc9298cc644/1537372814921/CN_Stop_Bullying_Survey_Report_FINAL%281%29.pdf\">nationally representative survey conducted in the fall of 2017\u003c/a> showed that just 14 percent of 9- to 11-year-olds believe that the country's leaders model how to treat others with kindness — and 70 percent said it would help kids their age to be kinder if adults in charge of the country set a better example.\u003c/p>\n\u003cp>\"Parents should be mindful of how their reactions to the presidential election, or the reactions of others, could influence their children,\" Cornell, a psychologist and professor of education at UVA, said in a statement. \"And politicians should be mindful of the potential impact of their campaign rhetoric and behavior on their supporters and indirectly on youth.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Regardless of where and how it happens, adds Francis Huang, \"bullying is something that can still be addressed and brought down in schools.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Virginia+Study+Finds+Increased+School+Bullying+In+Areas+That+Voted+For+Trump&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Researchers found higher rates of bullying and certain teasing in areas where voters favored Donald Trump over Hillary Clinton in the 2016 election.","status":"publish","parent":0,"modified":1547110230,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":607},"headData":{"title":"Virginia Study Finds Increased School Bullying In Areas That Voted For Trump | KQED","description":"Researchers found higher rates of bullying and certain teasing in areas where voters favored Donald Trump over Hillary Clinton in the 2016 election.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Virginia Study Finds Increased School Bullying In Areas That Voted For Trump","datePublished":"2019-01-10T08:50:30.000Z","dateModified":"2019-01-10T08:50:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52845 https://ww2.kqed.org/mindshift/?p=52845","disqusUrl":"https://ww2.kqed.org/mindshift/2019/01/10/virginia-study-finds-increased-school-bullying-in-areas-that-voted-for-trump/","disqusTitle":"Virginia Study Finds Increased School Bullying In Areas That Voted For Trump","nprByline":"Clare Lombardo","nprImageAgency":"Ryan Johnson for NPR","nprStoryId":"683177489","nprApiLink":"http://api.npr.org/query?id=683177489&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/01/09/683177489/virginia-study-finds-increased-school-bullying-in-areas-that-voted-for-trump?ft=nprml&f=683177489","nprRetrievedStory":"1","nprPubDate":"Wed, 09 Jan 2019 16:35:00 -0500","nprStoryDate":"Wed, 09 Jan 2019 15:32:03 -0500","nprLastModifiedDate":"Wed, 09 Jan 2019 16:35:53 -0500","path":"/mindshift/52845/virginia-study-finds-increased-school-bullying-in-areas-that-voted-for-trump","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>After the 2016 presidential election, teachers across the country reported they were seeing increased name-calling and bullying in their classrooms. Now, \u003ca href=\"https://www.aera.net/Newsroom/School-Teasing-and-Bullying-After-the-Presidential-Election\">research \u003c/a>shows that those stories — at least in one state — are confirmed by student surveys.\u003c/p>\n\u003cp>Francis Huang of the University of Missouri and Dewey Cornell of the University of Virginia used data from a school climate survey taken by over 150,000 students across Virginia. They looked at student responses to questions about bullying and teasing from 2015 and 2017. Their findings were published Wednesday in \u003cem>Educational Researcher\u003c/em>, a peer-reviewed journal of the American Educational Research Association.\u003c/p>\n\u003cp>In the 2017 responses, Huang and Cornell found higher rates of bullying and certain types of teasing in areas where voters favored Donald Trump over Hillary Clinton in the 2016 election.\u003c/p>\n\u003cp>Seventh- and eighth-graders in areas that favored Trump reported bullying rates in spring 2017 that were 18 percent higher than students living in areas that went for Clinton. They were also 9 percent more likely to report that kids at their schools were teased because of their race or ethnicity.\u003c/p>\n\u003cp>In the 2015 data, there were \"no meaningful differences\" in those findings across communities, the researchers wrote.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These findings come at a time when school bullying rates nationally have remained relatively flat, according to \u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/pdf/trendsreport.pdf\">the Centers for Disease Control and Prevention\u003c/a>. Findings from the CDC's Youth Risk Behavior Survey show that about 1 in 5 students were bullied at school in 2017.\u003c/p>\n\u003cp>Huang, an associate professor of education, says the overall stable number fits with the state-level findings from his research with Cornell: While bullying rates in areas of Virginia that voted Republican went up in 2017, rates went down in places that favored Clinton.\u003c/p>\n\u003cp>\"If, in one area, bullying rates go up, and, in another area, your bullying rates go down, what do you get?\" he asks. \"You get an average of no change.\"\u003c/p>\n\u003cp>The researchers took pains to note that their research does not conclude that President Trump's election caused an increase in bullying. Instead, they found a correlation between voter preference and bullying, and they observed teasing across one state.\u003c/p>\n\u003cp>Their findings could lend credence to the anecdotal reports from teachers around the country after the election, says Dorothy Espelage, a psychology professor at the University of Florida who researches bullying and school safety in middle and high schools.\u003c/p>\n\u003cp>\"Anybody that's in the schools is picking up on this,\" she says. \"You don't have to be a psychologist or a sociologist to understand that if these conversations are happening on the TV and at the dinner table that these kids will take this perspective and they're going to play out in the schools.\"\u003c/p>\n\u003cp>A \u003ca href=\"https://static1.squarespace.com/static/5ba15befec4eb7899898240d/t/5ba2728470a6adc9298cc644/1537372814921/CN_Stop_Bullying_Survey_Report_FINAL%281%29.pdf\">nationally representative survey conducted in the fall of 2017\u003c/a> showed that just 14 percent of 9- to 11-year-olds believe that the country's leaders model how to treat others with kindness — and 70 percent said it would help kids their age to be kinder if adults in charge of the country set a better example.\u003c/p>\n\u003cp>\"Parents should be mindful of how their reactions to the presidential election, or the reactions of others, could influence their children,\" Cornell, a psychologist and professor of education at UVA, said in a statement. \"And politicians should be mindful of the potential impact of their campaign rhetoric and behavior on their supporters and indirectly on youth.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Regardless of where and how it happens, adds Francis Huang, \"bullying is something that can still be addressed and brought down in schools.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Virginia+Study+Finds+Increased+School+Bullying+In+Areas+That+Voted+For+Trump&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52845/virginia-study-finds-increased-school-bullying-in-areas-that-voted-for-trump","authors":["byline_mindshift_52845"],"categories":["mindshift_194"],"tags":["mindshift_377","mindshift_20784","mindshift_1040","mindshift_21049","mindshift_486"],"featImg":"mindshift_52846","label":"mindshift"},"mindshift_51358":{"type":"posts","id":"mindshift_51358","meta":{"index":"posts_1591205157","site":"mindshift","id":"51358","score":null,"sort":[1528267456000]},"guestAuthors":[],"slug":"parents-schools-step-up-efforts-to-combat-food-allergy-bullying","title":"Parents, Schools Step Up Efforts To Combat Food-Allergy Bullying","publishDate":1528267456,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Bullying takes many forms, but when it involves a food that triggers severe allergies, it could be potentially deadly.\u003c/p>\n\u003cp>Once, when Brandon Williams, a 16-year-old from Kentucky, was on a trip with his bowling team, his teammate decided to eat some food from McDonald's on Williams' bed. One item had so much mayonnaise that it dripped onto Williams' bed and jacket. But for Williams, who was diagnosed with a life-threatening egg allergy when he was one, it was a potentially dangerous situation. \"I told the person not to eat on my bed,\" Williams recalls. His teammate just smiled at him, then he shoved the mayonnaise-laden sandwich in Williams' face.\u003c/p>\n\u003cp>It's always the same. People wave food near Williams that they know he can't eat. They see him and yell, \"Hey let's feed this guy egg.\" It's not original, all the jokes are the same kind of thing, Williams says, yet the bullying carries an undercurrent of risk. \"It wouldn't be funny to break someone's arm to send them to the hospital,\" Williams says. \"Why would it be funny to send someone to the hospital for an allergy?\"\u003c/p>\n\u003cp>One 2014 \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2213219814001871?via=ihub\">study\u003c/a> found that as many as 32 percent of children with food allergies have been bullied at least once. Roughly a third of bullied children were bullied more than twice a month, according to the study in \u003cem>The Journal of Allergy and Clinical Immunology. \u003c/em>\u003c/p>\n\u003cp>\"Food allergy bullying was something we were hearing more about,\" says \u003ca href=\"https://www.fordham.edu/info/21660/faculty_and_staff/5292/rachel_annunziato/1\">Rachel Annunziato\u003c/a>, associate professor of psychology at Fordham and one of the study's authors. They did the study to find out if it was a real phenomenon and discovered that far more children experienced it than they expected. It didn't matter how serious the allergy was or whether the kids were allergic to peanuts or wheat or shellfish. As Brandon's mother Kandice Williams put it, \"The nature of humanity is, I guess, to find cracks and attack there.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While it's hard to know for certain, it's unlikely that food allergy bullying is a new phenomenon. But the number of children diagnosed with food allergies is growing, which means it could harm more people. From 1997 to 2007, the number of children with food allergies increased by 18 percent, according to the \u003ca href=\"https://www.cdc.gov/nchs/data/databriefs/db10.htm\">Centers for Disease Control and Prevention\u003c/a>. Hospitalizations associated with these allergies also continue to grow.\u003c/p>\n\u003cp>Raising awareness about the issue is important, says Sanaz Eftekhari, director of corporate affairs at Asthma and Allergy Foundation of America. \"If a child doesn't understand the consequences or life-threatening nature of an allergy and thinks bullying someone is the same as calling someone a name, that's when it becomes really dangerous,\" she says. \"Food allergy awareness has increased in the last decade or so but I think food allergy bullying is a new aspect,\" Eftekhari says.\u003c/p>\n\u003cp>Parents and schools can make a big difference in how kids with food allergies are treated. Many students with serious food allergies — which qualify as a disability under the law — set up a 504 plan, a written blueprint for how schools will accommodate that student's needs. This has led to things like Nut-Free Zones in the classroom or lunchroom which makes it less likely that there will be accidental ingestion of an allergen, but does little to discourage would-be bullies from putting someone with an allergy in harm's way.\u003c/p>\n\u003cp>You can't stop bullying by focusing on the victim alone. Annunziato found that when schools have zero-tolerance for bullying and teach bystanders to step in, \"it decreases the trajectory of being a bully.\"\u003c/p>\n\u003cp>Today there are schools that go above and beyond nut-free zones. Williams and his mother both say that his school is generally really good about responding to food allergy bullying as long as he reports it. But, especially as a child gets older, they prefer to handle many of these situations themselves rather than running to a teacher or principal. That's why it can be important to address allergies in the curriculum as well as increasing general awareness.\u003c/p>\n\u003cp>Washington Yu Ying is a public charter school in D.C. that has woven food allergy awareness into the curriculum since it opened a decade ago. \"We wanted to be as inclusive as possible of anything and everything,\" says co-founder and principal Amy Quinn.\u003c/p>\n\u003cp>Though they only have a small percentage of kids with allergies in each grade, Quinn says, they've added books that deal with food allergies. There are a number of them: \u003cem>The Princess and the Peanut Allergy, Can I Have Some Cake Too? \u003c/em>and \u003cem>What Treat Can Rubin Eat? \u003c/em>barely scratch the surface of these titles. Every year students wind up doing projects on food allergies at Yu Ying's STEM fair. \"We ask those kids to present to their class about their experiment and that's been successful too,\" Quinn says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Despite that, even Yu Ying has had run-ins with food allergy bullying — generally from first and second graders. Quinn says that those are the years when kids start to hone in on differences between them and their classmates \"but are not so mature that they're thinking through decisions,\" she explains. \"We're not sure that they're doing it repeatedly but they're doing it with the knowledge that it's not the nicest thing to do.\" Then it's back to the classroom to make sure the bully and other students all know that bullying someone with food allergies is more than just teasing, more than just a prank.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Parents%2C+Schools+Step+Up+Efforts+To+Combat+Food-Allergy+Bullying&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Up to 32 percent of kids with food allergies have been taunted with foods that make them sick. Schools are moving beyond allergy awareness and \"nut-free zones\" to address this dangerous behavior.","status":"publish","parent":0,"modified":1528267456,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":959},"headData":{"title":"Parents, Schools Step Up Efforts To Combat Food-Allergy Bullying | KQED","description":"Up to 32 percent of kids with food allergies have been taunted with foods that make them sick. Schools are moving beyond allergy awareness and "nut-free zones" to address this dangerous behavior.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Parents, Schools Step Up Efforts To Combat Food-Allergy Bullying","datePublished":"2018-06-06T06:44:16.000Z","dateModified":"2018-06-06T06:44:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51358 https://ww2.kqed.org/mindshift/?p=51358","disqusUrl":"https://ww2.kqed.org/mindshift/2018/06/05/parents-schools-step-up-efforts-to-combat-food-allergy-bullying/","disqusTitle":"Parents, Schools Step Up Efforts To Combat Food-Allergy Bullying","nprByline":"Tove Danovich","nprImageAgency":"Janice Chang for NPR","nprStoryId":"613933607","nprApiLink":"http://api.npr.org/query?id=613933607&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/thesalt/2018/06/05/613933607/parents-schools-step-up-efforts-to-combat-food-allergy-bullying?ft=nprml&f=613933607","nprRetrievedStory":"1","nprPubDate":"Tue, 05 Jun 2018 08:00:00 -0400","nprStoryDate":"Tue, 05 Jun 2018 08:00:01 -0400","nprLastModifiedDate":"Tue, 05 Jun 2018 08:00:01 -0400","path":"/mindshift/51358/parents-schools-step-up-efforts-to-combat-food-allergy-bullying","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Bullying takes many forms, but when it involves a food that triggers severe allergies, it could be potentially deadly.\u003c/p>\n\u003cp>Once, when Brandon Williams, a 16-year-old from Kentucky, was on a trip with his bowling team, his teammate decided to eat some food from McDonald's on Williams' bed. One item had so much mayonnaise that it dripped onto Williams' bed and jacket. But for Williams, who was diagnosed with a life-threatening egg allergy when he was one, it was a potentially dangerous situation. \"I told the person not to eat on my bed,\" Williams recalls. His teammate just smiled at him, then he shoved the mayonnaise-laden sandwich in Williams' face.\u003c/p>\n\u003cp>It's always the same. People wave food near Williams that they know he can't eat. They see him and yell, \"Hey let's feed this guy egg.\" It's not original, all the jokes are the same kind of thing, Williams says, yet the bullying carries an undercurrent of risk. \"It wouldn't be funny to break someone's arm to send them to the hospital,\" Williams says. \"Why would it be funny to send someone to the hospital for an allergy?\"\u003c/p>\n\u003cp>One 2014 \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2213219814001871?via=ihub\">study\u003c/a> found that as many as 32 percent of children with food allergies have been bullied at least once. Roughly a third of bullied children were bullied more than twice a month, according to the study in \u003cem>The Journal of Allergy and Clinical Immunology. \u003c/em>\u003c/p>\n\u003cp>\"Food allergy bullying was something we were hearing more about,\" says \u003ca href=\"https://www.fordham.edu/info/21660/faculty_and_staff/5292/rachel_annunziato/1\">Rachel Annunziato\u003c/a>, associate professor of psychology at Fordham and one of the study's authors. They did the study to find out if it was a real phenomenon and discovered that far more children experienced it than they expected. It didn't matter how serious the allergy was or whether the kids were allergic to peanuts or wheat or shellfish. As Brandon's mother Kandice Williams put it, \"The nature of humanity is, I guess, to find cracks and attack there.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While it's hard to know for certain, it's unlikely that food allergy bullying is a new phenomenon. But the number of children diagnosed with food allergies is growing, which means it could harm more people. From 1997 to 2007, the number of children with food allergies increased by 18 percent, according to the \u003ca href=\"https://www.cdc.gov/nchs/data/databriefs/db10.htm\">Centers for Disease Control and Prevention\u003c/a>. Hospitalizations associated with these allergies also continue to grow.\u003c/p>\n\u003cp>Raising awareness about the issue is important, says Sanaz Eftekhari, director of corporate affairs at Asthma and Allergy Foundation of America. \"If a child doesn't understand the consequences or life-threatening nature of an allergy and thinks bullying someone is the same as calling someone a name, that's when it becomes really dangerous,\" she says. \"Food allergy awareness has increased in the last decade or so but I think food allergy bullying is a new aspect,\" Eftekhari says.\u003c/p>\n\u003cp>Parents and schools can make a big difference in how kids with food allergies are treated. Many students with serious food allergies — which qualify as a disability under the law — set up a 504 plan, a written blueprint for how schools will accommodate that student's needs. This has led to things like Nut-Free Zones in the classroom or lunchroom which makes it less likely that there will be accidental ingestion of an allergen, but does little to discourage would-be bullies from putting someone with an allergy in harm's way.\u003c/p>\n\u003cp>You can't stop bullying by focusing on the victim alone. Annunziato found that when schools have zero-tolerance for bullying and teach bystanders to step in, \"it decreases the trajectory of being a bully.\"\u003c/p>\n\u003cp>Today there are schools that go above and beyond nut-free zones. Williams and his mother both say that his school is generally really good about responding to food allergy bullying as long as he reports it. But, especially as a child gets older, they prefer to handle many of these situations themselves rather than running to a teacher or principal. That's why it can be important to address allergies in the curriculum as well as increasing general awareness.\u003c/p>\n\u003cp>Washington Yu Ying is a public charter school in D.C. that has woven food allergy awareness into the curriculum since it opened a decade ago. \"We wanted to be as inclusive as possible of anything and everything,\" says co-founder and principal Amy Quinn.\u003c/p>\n\u003cp>Though they only have a small percentage of kids with allergies in each grade, Quinn says, they've added books that deal with food allergies. There are a number of them: \u003cem>The Princess and the Peanut Allergy, Can I Have Some Cake Too? \u003c/em>and \u003cem>What Treat Can Rubin Eat? \u003c/em>barely scratch the surface of these titles. Every year students wind up doing projects on food allergies at Yu Ying's STEM fair. \"We ask those kids to present to their class about their experiment and that's been successful too,\" Quinn says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Despite that, even Yu Ying has had run-ins with food allergy bullying — generally from first and second graders. Quinn says that those are the years when kids start to hone in on differences between them and their classmates \"but are not so mature that they're thinking through decisions,\" she explains. \"We're not sure that they're doing it repeatedly but they're doing it with the knowledge that it's not the nicest thing to do.\" Then it's back to the classroom to make sure the bully and other students all know that bullying someone with food allergies is more than just teasing, more than just a prank.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Parents%2C+Schools+Step+Up+Efforts+To+Combat+Food-Allergy+Bullying&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51358/parents-schools-step-up-efforts-to-combat-food-allergy-bullying","authors":["byline_mindshift_51358"],"categories":["mindshift_192"],"tags":["mindshift_377","mindshift_20784","mindshift_21201","mindshift_1040","mindshift_486"],"featImg":"mindshift_51359","label":"mindshift"},"mindshift_50939":{"type":"posts","id":"mindshift_50939","meta":{"index":"posts_1591205157","site":"mindshift","id":"50939","score":null,"sort":[1523858397000]},"guestAuthors":[],"slug":"helping-young-girls-find-their-voice-while-developing-friendships","title":"Helping Young Girls Find Their Voice While Developing Friendships","publishDate":1523858397,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Katie Hurley’s office is filled with young girls who struggle with courage, confidence and friendship skills. Hurley, a child and adolescent psychotherapist and author of the recently published \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/550360/no-more-mean-girls-by-katie-hurley/9780143130864/\">\u003cspan style=\"font-weight: 400\">\"No More Mean Girls,\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has noticed an escalating trend: Girls right now are overwhelmed with adult-directed activities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Girls no longer have time to partake in girlhood on their own,\" said Hurley. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This overly structured, overly controlled milieu leaves girls feeling anxious and uncertain about their abilities to navigate basic social challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Friendship is a process. It takes time and practice,” said Hurley. “Girls need time to work through friendship issues -- to experience conflict, negotiate and get through the natural bumps in the road. But we have them so highly scheduled that they are not using organic friendship-making skills anymore.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When girls do have limited, adult-free time with one another, said Hurley, she’s not surprised that it’s often fraught with exclusion, triangulation, fighting or avoidance. The solution to these challenges is not more adult intervention, but rather more encouragement and opportunities for girls to tackle these problems on their own. “Our need to have all the solutions as parents is very high right now,” said Hurley, and that is backfiring.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Listen and Ask Questions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Hurley asks her patients what they want from their parents, the response is almost always the same: “Listen and ask questions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As parents, we are not great listeners,” said Hurley, “We are very busy, constantly trying to multitask. And we are often disconnected from kids because we are connected digitally.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.penguinrandomhouse.com/books/550360/no-more-mean-girls-by-katie-hurley/9780143130864/\">\u003cimg class=\"alignleft wp-image-50945\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Hurley.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley.jpeg 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley-240x360.jpeg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>When kids come to us with a problem, we tend to bounce between extremes -- either dismissing their concerns as “no big deal” or jumping in to solve their problems for them. Both take less time than the alternative: guiding and supporting them as they solve their own problems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They need to know that it’s totally acceptable and normal to struggle at times,” said Hurley, “and we want them to come to us with their concerns. But we need to remember that parenting is about guidance, not controlling.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the height of emotion -- often immediately after school ends when they are tired and hungry -- girls sometimes “go into survival mode and use language at home that is more traumatic than what is really happening at school.” If parents match that level of emotion, they can intensify the situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, says Hurley, if your child shares an unkind comment she heard on the playground, don’t respond with, “ 'That kid is mean -- stay away from her!' That ends a friendship potential and doesn’t give your daughter room to work it out.” Instead, stay calm, gather information, and respond empathetically, using phrases such as, “This sounds hard. Can you tell me more about it?” or “Sounds like you had a rotten day. I understand. I have had those days, too.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Once they have vented and are not so tense inside their bodies, then you can start to brainstorm together,” said Hurley. Revisit the problem when they are calm and rested, allowing them to stay in the driver’s seat. For instance, if the struggle is whom to play with at recess, encourage them to “zoom out” and reflect on the big picture, perhaps drawing a map of the playground. Where does she go? What does she like to do? What activities do other kids do at recess? What’s one thing she wants to try tomorrow? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Practice Bravery\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When girls think up a strategy they want to try -- such as asking a new person to play and joining a new activity at recess -- they also need to muster the courage to test it out. And that isn’t always easy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have girls in my office who are petrified of taking risks,” said Hurley. “Perfectionism is on the rise, fear of failure is on the rise. Girls are socialized to be pleasers. That is a mistake. Girls should be socialized to be brave.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It starts with our language. When young girls start climbing on the playground, do the adults reflexively say, “Be careful”? As parents, said Hurley, we can deliberately communicate the message, “We take risks to practice being brave.” For some girls, risks might look like climbing a tree and, for others, it might look like saying hello to someone new. Free time in nature, on the playground, on \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">unstructured\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> playdates, and with open-ended play materials provides an organic classroom for girls to strengthen their courage muscles and test their ideas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They “need the time and space to try and fail again and fail again and fail again,” said Hurley. “When we step in and solve their problems for them, what we really communicate is, ‘I’m afraid you can’t do it well enough, so I’m going to do it for you.’ and that starts fear of failure.’ Step back, let them make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach Assertive Communication\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of courage is finding one’s “brave voice,” said Hurley. Girls often confuse assertive communication with aggressive communication and then default to the other extreme: passivity. Assertive communication -- including making eye contact, speaking in a clear, calm voice, and listening patiently to others -- communicates self-respect and respect for the other person.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families can make a game out of teaching assertive communication skills, said Hurley. “Host little presidential debates in your home. Run for ‘Queen of the Kitchen.’ Make a speech. Have a family debate night.” When your child \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">really\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> wants something, ask them to write a speech and give you her best persuasive argument. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Practice yields dividends. “When girls get in the habit of being assertive, it feels good,” said Hurley. “They feel like people want to listen to them. They say, ‘My teacher is calling on me more. My friends are listening to ideas.’ They feel more self-confident. And when one girl stands up and is more assertive, others start to do that as well.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Model Resilience\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the best gifts parents can give their kids is the gift of their failures,” said Hurley. Tell your children stories about times you’ve tried and failed and bounced back. Our stories shape children’s understanding of how the world works. According to \u003c/span>\u003ca href=\"http://www.nytimes.com/2013/03/17/fashion/the-family-stories-that-bind-us-this-life.html\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, children who hear stories about how family members and ancestors overcame obstacles are more resilient in the face of challenges. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These stories can serve as an important reminder to parents as well: We became stronger by facing challenges and overcoming them. We learned by doing -- and so will our kids. “As parents, we cannot micromanage everything,” said Hurley. “They’ve got to learn how to have these conversations with friends. We can give them language and we can role-play, but let girls do things on their own. They are capable, and they have really good ideas.” \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When Katie Hurley asks her patients what they want from their parents, the response is almost always the same: \"Listen and ask questions.\"","status":"publish","parent":0,"modified":1523858397,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1228},"headData":{"title":"Helping Young Girls Find Their Voice While Developing Friendships | KQED","description":"When Katie Hurley asks her patients what they want from their parents, the response is almost always the same: "Listen and ask questions."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Helping Young Girls Find Their Voice While Developing Friendships","datePublished":"2018-04-16T05:59:57.000Z","dateModified":"2018-04-16T05:59:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50939 https://ww2.kqed.org/mindshift/?p=50939","disqusUrl":"https://ww2.kqed.org/mindshift/2018/04/15/helping-young-girls-find-their-voice-while-developing-friendships/","disqusTitle":"Helping Young Girls Find Their Voice While Developing Friendships","path":"/mindshift/50939/helping-young-girls-find-their-voice-while-developing-friendships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Katie Hurley’s office is filled with young girls who struggle with courage, confidence and friendship skills. Hurley, a child and adolescent psychotherapist and author of the recently published \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/550360/no-more-mean-girls-by-katie-hurley/9780143130864/\">\u003cspan style=\"font-weight: 400\">\"No More Mean Girls,\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has noticed an escalating trend: Girls right now are overwhelmed with adult-directed activities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Girls no longer have time to partake in girlhood on their own,\" said Hurley. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This overly structured, overly controlled milieu leaves girls feeling anxious and uncertain about their abilities to navigate basic social challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Friendship is a process. It takes time and practice,” said Hurley. “Girls need time to work through friendship issues -- to experience conflict, negotiate and get through the natural bumps in the road. But we have them so highly scheduled that they are not using organic friendship-making skills anymore.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When girls do have limited, adult-free time with one another, said Hurley, she’s not surprised that it’s often fraught with exclusion, triangulation, fighting or avoidance. The solution to these challenges is not more adult intervention, but rather more encouragement and opportunities for girls to tackle these problems on their own. “Our need to have all the solutions as parents is very high right now,” said Hurley, and that is backfiring.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Listen and Ask Questions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Hurley asks her patients what they want from their parents, the response is almost always the same: “Listen and ask questions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As parents, we are not great listeners,” said Hurley, “We are very busy, constantly trying to multitask. And we are often disconnected from kids because we are connected digitally.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.penguinrandomhouse.com/books/550360/no-more-mean-girls-by-katie-hurley/9780143130864/\">\u003cimg class=\"alignleft wp-image-50945\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Hurley.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley.jpeg 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley-240x360.jpeg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>When kids come to us with a problem, we tend to bounce between extremes -- either dismissing their concerns as “no big deal” or jumping in to solve their problems for them. Both take less time than the alternative: guiding and supporting them as they solve their own problems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They need to know that it’s totally acceptable and normal to struggle at times,” said Hurley, “and we want them to come to us with their concerns. But we need to remember that parenting is about guidance, not controlling.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the height of emotion -- often immediately after school ends when they are tired and hungry -- girls sometimes “go into survival mode and use language at home that is more traumatic than what is really happening at school.” If parents match that level of emotion, they can intensify the situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, says Hurley, if your child shares an unkind comment she heard on the playground, don’t respond with, “ 'That kid is mean -- stay away from her!' That ends a friendship potential and doesn’t give your daughter room to work it out.” Instead, stay calm, gather information, and respond empathetically, using phrases such as, “This sounds hard. Can you tell me more about it?” or “Sounds like you had a rotten day. I understand. I have had those days, too.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Once they have vented and are not so tense inside their bodies, then you can start to brainstorm together,” said Hurley. Revisit the problem when they are calm and rested, allowing them to stay in the driver’s seat. For instance, if the struggle is whom to play with at recess, encourage them to “zoom out” and reflect on the big picture, perhaps drawing a map of the playground. Where does she go? What does she like to do? What activities do other kids do at recess? What’s one thing she wants to try tomorrow? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Practice Bravery\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When girls think up a strategy they want to try -- such as asking a new person to play and joining a new activity at recess -- they also need to muster the courage to test it out. And that isn’t always easy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have girls in my office who are petrified of taking risks,” said Hurley. “Perfectionism is on the rise, fear of failure is on the rise. Girls are socialized to be pleasers. That is a mistake. Girls should be socialized to be brave.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It starts with our language. When young girls start climbing on the playground, do the adults reflexively say, “Be careful”? As parents, said Hurley, we can deliberately communicate the message, “We take risks to practice being brave.” For some girls, risks might look like climbing a tree and, for others, it might look like saying hello to someone new. Free time in nature, on the playground, on \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">unstructured\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> playdates, and with open-ended play materials provides an organic classroom for girls to strengthen their courage muscles and test their ideas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They “need the time and space to try and fail again and fail again and fail again,” said Hurley. “When we step in and solve their problems for them, what we really communicate is, ‘I’m afraid you can’t do it well enough, so I’m going to do it for you.’ and that starts fear of failure.’ Step back, let them make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach Assertive Communication\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of courage is finding one’s “brave voice,” said Hurley. Girls often confuse assertive communication with aggressive communication and then default to the other extreme: passivity. Assertive communication -- including making eye contact, speaking in a clear, calm voice, and listening patiently to others -- communicates self-respect and respect for the other person.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families can make a game out of teaching assertive communication skills, said Hurley. “Host little presidential debates in your home. Run for ‘Queen of the Kitchen.’ Make a speech. Have a family debate night.” When your child \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">really\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> wants something, ask them to write a speech and give you her best persuasive argument. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Practice yields dividends. “When girls get in the habit of being assertive, it feels good,” said Hurley. “They feel like people want to listen to them. They say, ‘My teacher is calling on me more. My friends are listening to ideas.’ They feel more self-confident. And when one girl stands up and is more assertive, others start to do that as well.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Model Resilience\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the best gifts parents can give their kids is the gift of their failures,” said Hurley. Tell your children stories about times you’ve tried and failed and bounced back. Our stories shape children’s understanding of how the world works. According to \u003c/span>\u003ca href=\"http://www.nytimes.com/2013/03/17/fashion/the-family-stories-that-bind-us-this-life.html\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, children who hear stories about how family members and ancestors overcame obstacles are more resilient in the face of challenges. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These stories can serve as an important reminder to parents as well: We became stronger by facing challenges and overcoming them. We learned by doing -- and so will our kids. “As parents, we cannot micromanage everything,” said Hurley. “They’ve got to learn how to have these conversations with friends. We can give them language and we can role-play, but let girls do things on their own. They are capable, and they have really good ideas.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50939/helping-young-girls-find-their-voice-while-developing-friendships","authors":["11087"],"categories":["mindshift_192"],"tags":["mindshift_377","mindshift_20784","mindshift_1040","mindshift_20825","mindshift_20568","mindshift_21038","mindshift_943","mindshift_21159"],"featImg":"mindshift_50942","label":"mindshift"},"mindshift_48229":{"type":"posts","id":"mindshift_48229","meta":{"index":"posts_1591205157","site":"mindshift","id":"48229","score":null,"sort":[1494506917000]},"guestAuthors":[],"slug":"school-bullying-is-down-why-dont-students-believe-it","title":"School Bullying Is Down. Why Don't Students Believe It?","publishDate":1494506917,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Read this article if you're having a rough day. This is a rare story about positive social change.\u003c/p>\n\u003cp>Every \u003ca href=\"https://www.stopbullying.gov/laws/\">state now has laws\u003c/a> against school bullying. In the past decade, many districts have \u003ca href=\"http://www.npr.org/2014/12/17/371483112/restorative-justice-a-new-approach-to-discipline-at-school\">overhauled discipline policies\u003c/a> and created interventions to increase mutual respect at school. \u003ca href=\"http://www.npr.org/sections/ed/2017/05/05/526871398/facts-about-teens-suicide-and-13-reasons-why\">Pop culture\u003c/a> and the \u003ca href=\"http://www.npr.org/sections/ed/2016/10/28/499635141/4-myths-about-school-bullying-and-the-trump-effect\">news media\u003c/a> have focused on the harm that is done when children target each other with cruel treatment. Marginalized groups have found solidarity in social media campaigns such as \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=130519806\">It Gets Better\u003c/a> and World Autism Awareness Day, underlining the message that everyone is worthy of learning in a safe environment.\u003c/p>\n\u003cp>And, according to a \u003ca href=\"http://pediatrics.aappublications.org/content/early/2017/04/27/peds.2016-2615..info\">big new study\u003c/a> in the journal \u003cem>Pediatrics\u003c/em>, bullying is down. In 2005, 28.5 percent of students surveyed reported experiencing at least one form of bullying. By 2014, that had dropped more than half, to 13.4 percent.\u003c/p>\n\u003cp>\"Occasionally, there is some good news out there,\" says Catherine Bradshaw, a professor and associate dean at the University of Virginia, one of the study authors. \"There are some things that are improving.\"\u003c/p>\n\u003cp>The study scrutinized the responses of nearly 250,000 Maryland students in grades 4 through 12 to an annual school survey. Students were asked if they had directly experienced behaviors such as pushing, slapping, threats, spreading rumors or negative online posts in the previous 30 days. There were significant declines across every category of behavior and in most grades, the researchers found.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The story isn't that bullying is checked off the list,\" notes Bradshaw. Instead, this paper provides a mark in favor of \"increased awareness,\" and \"evidence-based practices and policies.\"\u003c/p>\n\u003cp>To wit, Bradshaw's previous research supports the potential of \u003ca href=\"http://www.npr.org/sections/ed/2015/10/30/452910812/what-if-every-high-school-had-a-justice-program-instead-of-a-cop\">restorative justice practices\u003c/a> in schools and social-emotional learning curricula to directly improve how students treat each other. This, in turn, has major impacts on students' readiness to learn and succeed by almost any measure.\u003c/p>\n\u003cp>And, Bradshaw noted, much of the improvement coincides with the Obama administration's efforts to fund research and use its, ahem, bully pulpit to improve school climate.\u003c/p>\n\u003cp>Ron Avi Astor at the University of Southern California, who was not involved in this research, points out that while the data come from just one state, these findings are not isolated; they are part of a broader trend. \"There's strong international data showing these reductions not only in schools, but in communities and families,\" Avi Astor says. \"Child abuse, violence, murder rates, they've hit record lows. There's something normative happening in societies, not just schools.\"\u003c/p>\n\u003cp>A clue to exactly how this is working is found in an apparent paradox within the Maryland survey. When asked in 2005 whether bullying was a problem at their school, half said yes. Ten years later, the answer was almost the same: 48 percent. In other words, even though reality got brighter, young people's view of their schools remained partly cloudy.\u003c/p>\n\u003cp>I asked Professor Bradshaw whether this was inevitable. Do we need to keep kids and adults worried about bullying in order for it to keep getting better? Even if those worries become disconnected from reality?\u003c/p>\n\u003cp>\"Our perception of how common something is, is very important,\" she said, but raising awareness about positive social norms can itself be a lever for improvement. She cites related research that showed that binge drinking went down when college students were told that most of their classmates in fact were already drinking moderately.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So spread the word: students are treating each other more kindly.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Bullying+Is+Down.+Why+Don%27t+Students+Believe+It%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A big new study shows half as many student reports of bullying — including physical bullying, threats and cyberbullying — compared with a decade earlier.","status":"publish","parent":0,"modified":1494506917,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":592},"headData":{"title":"School Bullying Is Down. Why Don't Students Believe It? | KQED","description":"A big new study shows half as many student reports of bullying — including physical bullying, threats and cyberbullying — compared with a decade earlier.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"School Bullying Is Down. Why Don't Students Believe It?","datePublished":"2017-05-11T12:48:37.000Z","dateModified":"2017-05-11T12:48:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48229 https://ww2.kqed.org/mindshift/?p=48229","disqusUrl":"https://ww2.kqed.org/mindshift/2017/05/11/school-bullying-is-down-why-dont-students-believe-it/","disqusTitle":"School Bullying Is Down. Why Don't Students Believe It?","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"527416662","nprApiLink":"http://api.npr.org/query?id=527416662&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/05/11/527416662/school-bullying-is-down-why-dont-students-believe-it?ft=nprml&f=527416662","nprRetrievedStory":"1","nprPubDate":"Thu, 11 May 2017 08:31:00 -0400","nprStoryDate":"Thu, 11 May 2017 06:00:00 -0400","nprLastModifiedDate":"Thu, 11 May 2017 08:31:52 -0400","path":"/mindshift/48229/school-bullying-is-down-why-dont-students-believe-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Read this article if you're having a rough day. This is a rare story about positive social change.\u003c/p>\n\u003cp>Every \u003ca href=\"https://www.stopbullying.gov/laws/\">state now has laws\u003c/a> against school bullying. In the past decade, many districts have \u003ca href=\"http://www.npr.org/2014/12/17/371483112/restorative-justice-a-new-approach-to-discipline-at-school\">overhauled discipline policies\u003c/a> and created interventions to increase mutual respect at school. \u003ca href=\"http://www.npr.org/sections/ed/2017/05/05/526871398/facts-about-teens-suicide-and-13-reasons-why\">Pop culture\u003c/a> and the \u003ca href=\"http://www.npr.org/sections/ed/2016/10/28/499635141/4-myths-about-school-bullying-and-the-trump-effect\">news media\u003c/a> have focused on the harm that is done when children target each other with cruel treatment. Marginalized groups have found solidarity in social media campaigns such as \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=130519806\">It Gets Better\u003c/a> and World Autism Awareness Day, underlining the message that everyone is worthy of learning in a safe environment.\u003c/p>\n\u003cp>And, according to a \u003ca href=\"http://pediatrics.aappublications.org/content/early/2017/04/27/peds.2016-2615..info\">big new study\u003c/a> in the journal \u003cem>Pediatrics\u003c/em>, bullying is down. In 2005, 28.5 percent of students surveyed reported experiencing at least one form of bullying. By 2014, that had dropped more than half, to 13.4 percent.\u003c/p>\n\u003cp>\"Occasionally, there is some good news out there,\" says Catherine Bradshaw, a professor and associate dean at the University of Virginia, one of the study authors. \"There are some things that are improving.\"\u003c/p>\n\u003cp>The study scrutinized the responses of nearly 250,000 Maryland students in grades 4 through 12 to an annual school survey. Students were asked if they had directly experienced behaviors such as pushing, slapping, threats, spreading rumors or negative online posts in the previous 30 days. There were significant declines across every category of behavior and in most grades, the researchers found.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The story isn't that bullying is checked off the list,\" notes Bradshaw. Instead, this paper provides a mark in favor of \"increased awareness,\" and \"evidence-based practices and policies.\"\u003c/p>\n\u003cp>To wit, Bradshaw's previous research supports the potential of \u003ca href=\"http://www.npr.org/sections/ed/2015/10/30/452910812/what-if-every-high-school-had-a-justice-program-instead-of-a-cop\">restorative justice practices\u003c/a> in schools and social-emotional learning curricula to directly improve how students treat each other. This, in turn, has major impacts on students' readiness to learn and succeed by almost any measure.\u003c/p>\n\u003cp>And, Bradshaw noted, much of the improvement coincides with the Obama administration's efforts to fund research and use its, ahem, bully pulpit to improve school climate.\u003c/p>\n\u003cp>Ron Avi Astor at the University of Southern California, who was not involved in this research, points out that while the data come from just one state, these findings are not isolated; they are part of a broader trend. \"There's strong international data showing these reductions not only in schools, but in communities and families,\" Avi Astor says. \"Child abuse, violence, murder rates, they've hit record lows. There's something normative happening in societies, not just schools.\"\u003c/p>\n\u003cp>A clue to exactly how this is working is found in an apparent paradox within the Maryland survey. When asked in 2005 whether bullying was a problem at their school, half said yes. Ten years later, the answer was almost the same: 48 percent. In other words, even though reality got brighter, young people's view of their schools remained partly cloudy.\u003c/p>\n\u003cp>I asked Professor Bradshaw whether this was inevitable. Do we need to keep kids and adults worried about bullying in order for it to keep getting better? Even if those worries become disconnected from reality?\u003c/p>\n\u003cp>\"Our perception of how common something is, is very important,\" she said, but raising awareness about positive social norms can itself be a lever for improvement. She cites related research that showed that binge drinking went down when college students were told that most of their classmates in fact were already drinking moderately.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So spread the word: students are treating each other more kindly.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Bullying+Is+Down.+Why+Don%27t+Students+Believe+It%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48229/school-bullying-is-down-why-dont-students-believe-it","authors":["byline_mindshift_48229"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_377","mindshift_20784","mindshift_1040","mindshift_20793","mindshift_943"],"featImg":"mindshift_48230","label":"mindshift"},"mindshift_44872":{"type":"posts","id":"mindshift_44872","meta":{"index":"posts_1591205157","site":"mindshift","id":"44872","score":null,"sort":[1461914426000]},"guestAuthors":[],"slug":"when-kids-are-bullied-what-can-parents-do","title":"When Kids are Bullied, What Can Parents Do?","publishDate":1461914426,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It’s no mystery that being bullied hurts. Whatever form the abuse takes—whether it’s being tripped, teased, excluded, mocked, insulted, gossiped about, or ridiculed, in-person or via social media—the target suffers. Beyond the short-term pain, such mistreatment can have lasting mental and physical health effects as well, reports the \u003ca href=\"http://pediatrics.aappublications.org/content/131/1/e288\">\u003cem>American Academy of Pediatrics\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>Parents also struggle. Though desperate to help their ailing child, parents can’t lurk in hallways and lunchrooms waiting to protect their off-spring from social harm.\u003c/p>\n\u003cp>Compounding the difficulty is the child’s own resistance to calling in Mom and Dad for aid. “Kids don’t want to be viewed as rescued by their parents,” said James Dillon, a retired school principal and author of \u003cem>\u003ca href=\"http://www.amazon.com/Reframing-Bullying-Prevention-Stronger-Communities/dp/1483365271\">Reframing Bullying Prevention to Build Stronger School Communities\u003c/a>.\u003c/em> They also recognize that a parent’s anger might make things worse. And when the peer nastiness dwells in the child’s online world, adults are often clueless and shut out of this alternate universe. As one beleaguered middle school principal told me about the social machinations that play out on Facebook, Instagram, and Kik, “it’s like they live under the sea. They are living in a different world than we are, and we don’t know it.”\u003c/p>\n\u003cp>Given these challenges, what can a parent do to help ease a child’s misery brought about by bullying?\u003c/p>\n\u003cp>\u003cstrong>Pre-empt as much as possible.\u003c/strong> Parents need to be proactive in helping prevent bullying incidents. With social media, that means \u003ca href=\"https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-and-Social-Networking-100.aspx\">setting limits\u003c/a> on kids’ online use, monitoring it when possible, and being clear about family rules for Facebook, Instagram and the all the rest. What’s most important, says Dr. Debra Koss, a child psychiatrist, is talking to kids about social media, in all its changing forms, and keeping that conversation going. When kids make it home after school, don’t limit the conversation to academics and classmates. “Ask how it’s going on social media, not just ‘how’s school,’” Koss advises. “If parents are proactive, it’s easier to respond when bullying happens,” she added. Pre-emption also means modeling civil behavior and sound relationships, so that kids don’t accept rudeness and aggression as acceptable social conduct.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Encourage them to talk\u003c/strong>. And listen patiently when they do. Having open exchanges is vital, so that parents can help their children navigate the mysteries of growing up and forming relationships. Young people need guidance, and parents are best suited to offer it, provided they actively encourage conversations. They might also share stories about their own path to adulthood, advises Lauren Pardo, a licensed clinical social worker and psychotherapist. “Telling them about our mistakes, our failures, our embarrassments, our experiences, why there are positives in making yourself vulnerable,” Pardo says, can also dispel the notion that feeling confused and hurt is wrong or weird. What about during the teenage years, when kids separate and close up? “You can still model healthy relationships and healthy social media use,” Koss said.\u003c/p>\n\u003cp>\u003cstrong>Help them build a positive identity.\u003c/strong> “Many kids often think that they might deserve, or must endure, the bullying,” Dillon said. Parents and other adults need to assert unequivocally that no one deserves to be bullied, and that no one need suffer through it. Help the child identify existing strengths and find new ways to express and develop them, including outside the school environment. When kids have activities beyond school in which to spend time and make friends, they have new opportunities to strengthen their shaken identities. Volunteering, taking martial arts classes, pursuing the arts—any healthy activity outside school can be a refuge for kids who suffer in the classroom. “Building competence and confidence outside of school is part of this positive identity,” Dillon said.\u003c/p>\n\u003cp>\u003cstrong>Teach them how to calm themselves and problem-solve. \u003c/strong>Even young children can learn how to quiet themselves and to take problems apart and come up with rational solutions. Nancy Willard, director of Embrace Civility in the Digital Age, suggests that parents help children go through a series of mental exercises as a way to figure out next steps. For example, once calmed, children can be asked to identify their goal, select strategies to get there, evaluate that strategy for likelihood of success and coherence with the child’s values, and then, after trying it out, reassessing the strategy for effectiveness. This \u003ca href=\"http://www.thinkkids.org/learn/our-collaborative-problem-solving-approach/\">collaborative problem solving\u003c/a>, which can be done with a parent or caring teacher, helps children think things through and learn how to self-regulate. Willard provides a free program for schools that teaches kids these and other important skills.\u003c/p>\n\u003cp>\u003cstrong>Foster gratitude.\u003c/strong> Bullied children may not be feeling thankful for the good things in their lives, but their outlooks will brighten if they spend time expressing gratitude. Years of \u003ca href=\"http://www.health.harvard.edu/newsletter_article/in-praise-of-gratitude\">research,\u003c/a> much of it carried out by Martin Seligman at the University of Pennsylvania, have shown that consciously focusing on one’s good fortune can lift mood and improve relationships. Parents can encourage children to demonstrate gratitude in many ways, including writing a thank you letter to a deserving adult and keeping a daily gratitude journal. Behaving generously, even by those most in need of it, builds good feelings within the giver.\u003c/p>\n\u003cp>\u003cstrong>Seek professional counseling if necessary\u003c/strong>. “Some adolescents are going to be more vulnerable to bullying and its impact,” Koss said. Parents need to pay close attention to children who already prone to anxiety, depression and other mental health challenges, as bullying may exacerbate those conditions. Kids who won’t open to their parents about a problem at school might be more willing to talk to a counsellor who is skilled at listening.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Knowing how to help bullied kids can be tough for parents, especially during middle school when kids are developing their identities. ","status":"publish","parent":0,"modified":1461914426,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":990},"headData":{"title":"When Kids are Bullied, What Can Parents Do? | KQED","description":"Knowing how to help bullied kids can be tough for parents, especially during middle school when kids are developing their identities. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Kids are Bullied, What Can Parents Do?","datePublished":"2016-04-29T07:20:26.000Z","dateModified":"2016-04-29T07:20:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44872 http://ww2.kqed.org/mindshift/?p=44872","disqusUrl":"https://ww2.kqed.org/mindshift/2016/04/29/when-kids-are-bullied-what-can-parents-do/","disqusTitle":"When Kids are Bullied, What Can Parents Do?","path":"/mindshift/44872/when-kids-are-bullied-what-can-parents-do","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s no mystery that being bullied hurts. Whatever form the abuse takes—whether it’s being tripped, teased, excluded, mocked, insulted, gossiped about, or ridiculed, in-person or via social media—the target suffers. Beyond the short-term pain, such mistreatment can have lasting mental and physical health effects as well, reports the \u003ca href=\"http://pediatrics.aappublications.org/content/131/1/e288\">\u003cem>American Academy of Pediatrics\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>Parents also struggle. Though desperate to help their ailing child, parents can’t lurk in hallways and lunchrooms waiting to protect their off-spring from social harm.\u003c/p>\n\u003cp>Compounding the difficulty is the child’s own resistance to calling in Mom and Dad for aid. “Kids don’t want to be viewed as rescued by their parents,” said James Dillon, a retired school principal and author of \u003cem>\u003ca href=\"http://www.amazon.com/Reframing-Bullying-Prevention-Stronger-Communities/dp/1483365271\">Reframing Bullying Prevention to Build Stronger School Communities\u003c/a>.\u003c/em> They also recognize that a parent’s anger might make things worse. And when the peer nastiness dwells in the child’s online world, adults are often clueless and shut out of this alternate universe. As one beleaguered middle school principal told me about the social machinations that play out on Facebook, Instagram, and Kik, “it’s like they live under the sea. They are living in a different world than we are, and we don’t know it.”\u003c/p>\n\u003cp>Given these challenges, what can a parent do to help ease a child’s misery brought about by bullying?\u003c/p>\n\u003cp>\u003cstrong>Pre-empt as much as possible.\u003c/strong> Parents need to be proactive in helping prevent bullying incidents. With social media, that means \u003ca href=\"https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-and-Social-Networking-100.aspx\">setting limits\u003c/a> on kids’ online use, monitoring it when possible, and being clear about family rules for Facebook, Instagram and the all the rest. What’s most important, says Dr. Debra Koss, a child psychiatrist, is talking to kids about social media, in all its changing forms, and keeping that conversation going. When kids make it home after school, don’t limit the conversation to academics and classmates. “Ask how it’s going on social media, not just ‘how’s school,’” Koss advises. “If parents are proactive, it’s easier to respond when bullying happens,” she added. Pre-emption also means modeling civil behavior and sound relationships, so that kids don’t accept rudeness and aggression as acceptable social conduct.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Encourage them to talk\u003c/strong>. And listen patiently when they do. Having open exchanges is vital, so that parents can help their children navigate the mysteries of growing up and forming relationships. Young people need guidance, and parents are best suited to offer it, provided they actively encourage conversations. They might also share stories about their own path to adulthood, advises Lauren Pardo, a licensed clinical social worker and psychotherapist. “Telling them about our mistakes, our failures, our embarrassments, our experiences, why there are positives in making yourself vulnerable,” Pardo says, can also dispel the notion that feeling confused and hurt is wrong or weird. What about during the teenage years, when kids separate and close up? “You can still model healthy relationships and healthy social media use,” Koss said.\u003c/p>\n\u003cp>\u003cstrong>Help them build a positive identity.\u003c/strong> “Many kids often think that they might deserve, or must endure, the bullying,” Dillon said. Parents and other adults need to assert unequivocally that no one deserves to be bullied, and that no one need suffer through it. Help the child identify existing strengths and find new ways to express and develop them, including outside the school environment. When kids have activities beyond school in which to spend time and make friends, they have new opportunities to strengthen their shaken identities. Volunteering, taking martial arts classes, pursuing the arts—any healthy activity outside school can be a refuge for kids who suffer in the classroom. “Building competence and confidence outside of school is part of this positive identity,” Dillon said.\u003c/p>\n\u003cp>\u003cstrong>Teach them how to calm themselves and problem-solve. \u003c/strong>Even young children can learn how to quiet themselves and to take problems apart and come up with rational solutions. Nancy Willard, director of Embrace Civility in the Digital Age, suggests that parents help children go through a series of mental exercises as a way to figure out next steps. For example, once calmed, children can be asked to identify their goal, select strategies to get there, evaluate that strategy for likelihood of success and coherence with the child’s values, and then, after trying it out, reassessing the strategy for effectiveness. This \u003ca href=\"http://www.thinkkids.org/learn/our-collaborative-problem-solving-approach/\">collaborative problem solving\u003c/a>, which can be done with a parent or caring teacher, helps children think things through and learn how to self-regulate. Willard provides a free program for schools that teaches kids these and other important skills.\u003c/p>\n\u003cp>\u003cstrong>Foster gratitude.\u003c/strong> Bullied children may not be feeling thankful for the good things in their lives, but their outlooks will brighten if they spend time expressing gratitude. Years of \u003ca href=\"http://www.health.harvard.edu/newsletter_article/in-praise-of-gratitude\">research,\u003c/a> much of it carried out by Martin Seligman at the University of Pennsylvania, have shown that consciously focusing on one’s good fortune can lift mood and improve relationships. Parents can encourage children to demonstrate gratitude in many ways, including writing a thank you letter to a deserving adult and keeping a daily gratitude journal. Behaving generously, even by those most in need of it, builds good feelings within the giver.\u003c/p>\n\u003cp>\u003cstrong>Seek professional counseling if necessary\u003c/strong>. “Some adolescents are going to be more vulnerable to bullying and its impact,” Koss said. Parents need to pay close attention to children who already prone to anxiety, depression and other mental health challenges, as bullying may exacerbate those conditions. Kids who won’t open to their parents about a problem at school might be more willing to talk to a counsellor who is skilled at listening.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44872/when-kids-are-bullied-what-can-parents-do","authors":["4613"],"categories":["mindshift_194"],"tags":["mindshift_377","mindshift_20784","mindshift_1040"],"featImg":"mindshift_44878","label":"mindshift"},"mindshift_44772":{"type":"posts","id":"mindshift_44772","meta":{"index":"posts_1591205157","site":"mindshift","id":"44772","score":null,"sort":[1461332824000]},"guestAuthors":[],"slug":"10-realities-about-bullying-at-school-and-online","title":"10 Realities About Bullying at School and Online","publishDate":1461332824,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In spite of national campaigns against bullying, including legislation in some states that punishes offenders and imposes strict reporting standards on schools, as many kids as ever report being victimized by their peers. The most recent \u003ca href=\"http://www.cdc.gov/healthyyouth/data/yrbs/pdf/trends/us_violenceschool_trend_yrbs.pdf\">survey\u003c/a> by the Centers for Disease Control and Prevention on youth behavior showed no change in reports of bullying among high school kids, on school property, between 2009 and 2013. According to the US Department of Education, up to \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=719\">22 percent\u003c/a> of 12-18 year olds claim to having been bullied by their peers.\u003c/p>\n\u003cp>A clear understanding of the nature of bullying, including who does it and why, should guide a school’s response. But “most educators aren’t aware of the function bullying serves in school,” said James Dillon, a retired teacher and former principal who directs the \u003ca href=\"http://www.noplaceforbullying.com/#!meetus/c21kz\">Center for Leadership and Bullying Prevention\u003c/a>. Without a better sense of what drives heartless peer-on-peer behavior, Dillon said, schools’ anti-bullying campaigns will continue to wilt. “If you don’t understand it, you can’t treat it,” Dillon added.\u003c/p>\n\u003cp>School leaders who are eager to staunch online and in-person bullying might consider reviewing recent findings from social science as well as the opinions of scholars who study the problem. These findings, in some cases, upend the conventional wisdom about bullying and how to stop it.\u003c/p>\n\u003cp>\u003cstrong>Most kids don’t bully, don’t like bullying, and feel bad for the victims.\u003c/strong> The majority of kids don’t bully other kids and haven’t been victimized, the Olweus Bullying Prevention Program reports. In a 2012-13 survey the organization conducted of 300,000 kids from 1,000 schools, 80 percent of students between third and twelfth grade reported never having been bullied or having targeted another for bullying. The Olweus study also found that most students disapprove of bullying and feel sympathy for the victim. “More than 90 percent of girls and 74 percent of boys across all grade levels feel sorry for bullied students,” the report says.\u003c/p>\n\u003cp>\u003cstrong>Kids bully to achieve dominance and to solidify their social standing. \u003c/strong>Kids pick on others as a way to secure their standing among their peers or to move up a notch. In the words of social scientists Robert Faris and Diane Felmlee, who authored a 2011 \u003ca href=\"http://www.asanet.org/images/journals/docs/pdf/Faris_FelmleeASRFeb11.pdf\">study\u003c/a> on bullying in the context of social networks in schools, “aggression is intrinsic to status and escalates with increases in peer status until the pinnacle of the social hierarchy is attained.” Children from single-parent homes, and those with less educated parents, are no more apt to bully than kids with married and learned parents. African-Americans and other minorities show the same rates of bullying as their white counterparts. In short, Faris and Felmlee write, “the role of personal deficiencies is overstated and…concerns over status drive much aggressive behavior.” The popular notion of bullies as sullen social outcasts who come from broken homes is a myth.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What adults call bullying kids call drama\u003c/strong>. “I can’t think of a single bully at our school,” a popular high school senior told me about the climate at his medium-sized, and competitive public high school. This magical absence of aggression among his peers may have more to do with terminology than reality. “Students may not view the words and actions they witness as bullying,” Dillon \u003ca href=\"http://www.naesp.org/principal-januaryfebruary-2014-assessments-evaluations-and-data/untying-nots-bullying-prevention\">writes\u003c/a>. What the Olweus survey identifies as the top three types of bullying—verbal abuse, exclusion, and spreading rumors—kids can see as normal and essentially harmless behavior. The more the grown-up world frets about bullies, including adopting “zero-tolerance” policies and legal penalties, the less likely kids will be to see bullying amongst them. The very word bully is associated with “bad” kids committed dramatically aggressive acts, even though much social aggression is subtle and ambiguous—a raised eyebrow, a subtle smirk—and often carried out by successful kids against weaker peers.\u003c/p>\n\u003cp>\u003cstrong>Cyber-bullying is just an extension of what’s happening in the classrooms, halls, and cafeteria\u003c/strong>. Anonymous, online attacks against kids from their peers are just as emotionally devastating as being teased in the hallway or ostracized during gym. But experts believe that online cruelty merely makes visible what kids are doing in person behind the backs of adults. “If this is happening online, it’s absolutely happening in school,” says Nancy Willard, author of \u003cem>Cyberbullying and Cyberthreats: Responding to the Challenge of Online Aggression, Threats, and Distress\u003c/em>. Thus, nasty posts on Yik Yak, Ask.fm, or Instagram, to name a few popular social media sites, are just another way for kids to express hostility towards targets they’ve already gone after—or are in retaliation against those who have attacked them in school. An unintended benefit of attacks on social media is the tangible evidence of bullying is provides.\u003c/p>\n\u003cp>\u003cstrong>Kids don’t intervene because doing so would jeopardize their own standing, they lack the tools to assist, and because they don’t think it will help anyway. \u003c/strong>Adolescents are fixated on their social standing, and anything that jeopardizes their fragile position will be avoided. Defending a relatively powerless kid against a more popular peer threatens that bystander's own position. As well, a witness might prefer the child doing the bullying to the one being targeted; from a social perspective, it would make little sense for the bystander to help the school punish her friend. As well, students receive scant training on how to help in such a way that it won’t backfire. “Asking students to be empowered and responsible bystanders is tantamount to telling them to be good readers or safe drivers without giving them instructions, guidance, and opportunities to practice,” Dillon writes.\u003c/p>\n\u003cp>\u003cstrong>Bullied kids don’t “tell” on their perpetrators because they think it won’t make a difference. \u003c/strong>According to the Olweus foundation study, just ten percent of high school girls and 15 percent of boys who had been bullied reported telling a teacher or other adult at school. This may be explained in part by another finding in the report: slightly more than half of the high school kids surveyed reported that adults in their schools “did little or nothing,” or “fairly little” to cut down on bullying.\u003c/p>\n\u003cp>\u003cstrong>Apocalyptic messaging about an epidemic of bullying is misleading, alienating and potentially dangerous\u003c/strong>. When all students are bombarded with the idea that bullying is a widespread scourge that must be stamped out—even though most kids don’t abuse others—they take in a false message about how pervasive the problem is among their peers. Perversely, learning that bullying is common practice in school makes the behavior more attractive to kids who want most to fit in. When the majority of non-aggressive kids continue to get clobbered with lessons about the ills of bullying, they naturally feel misunderstood and alienated from the adults in charge. “Combined with everything else students are told to do or not do, the issue of bullying can become static or background noise,” Dillon writes. Even worse, says Willard, the message that bullying leads to suicide signals to targeted kids that harming themselves is an acceptable way to respond.\u003c/p>\n\u003cp>\u003cstrong>Harsh disciplinary measures backfire\u003c/strong>. When schools adopt punitive approaches to combat the problem, “they create the very behavior they are trying to control,” Dillon said. Effective anti-bullying strategies depend on student bystanders to help diffuse social aggression. But if the penalty for hostile acts is severe, those student observers will remain quiet when they witness abuse. Even if they want the behavior to stop, witnesses might not report on the abuser because they view the penalty as extreme; they also reason that resentment against the victim will be worse if they notify an adult. “Harsh consequences delivered by controlling adults also deepens the chasm between the adult world and the student world,” Dillon said. And the wider the chasm, the less likely students will be to call out their own tribe against controlling adults who don’t understand their world.\u003c/p>\n\u003cp>\u003cstrong>Kids retreat to social media in part to flee from prying adult eyes. \u003c/strong>Though worrisome to grown-ups, adolescents’ withdrawal into their private social world is developmentally appropriate. Unfortunately, because the part of the brain that governs rational thought isn’t fully developed until age 25, adolescents also are more likely to act impulsively and irrationally when they feel challenged. Much online bullying is done impulsively and in retaliation for perceived slights. Thus, a cruel post on Yik Yak can trigger an equally nasty response, which launches a cycle of hostility.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>School climate has a lot to do with it\u003c/strong>. Authoritarian and hierarchical school environments where adults are the bosses and the students are expected to behave, no questions asked, make bullying among kids more likely. When grown-ups model this type of authority, they signal to kids that power is what matters rather than character or learning. Further, when schools value grades and individual achievement above all, kids infer that looking out for one another isn’t important. “Kids are much more likely to bully to gain dominance and status in environments that are hierarchical and have staff who mistreat kids while disciplining them,” Dillon said.\u003c/p>\n\n","blocks":[],"excerpt":"By understanding the research behind what causes bullying, schools can develop policies and programs to create a climate for growth. ","status":"publish","parent":0,"modified":1461332824,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1600},"headData":{"title":"10 Realities About Bullying at School and Online | KQED","description":"By understanding the research behind what causes bullying, schools can develop policies and programs to create a climate for growth. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"10 Realities About Bullying at School and Online","datePublished":"2016-04-22T13:47:04.000Z","dateModified":"2016-04-22T13:47:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44772 http://ww2.kqed.org/mindshift/?p=44772","disqusUrl":"https://ww2.kqed.org/mindshift/2016/04/22/10-realities-about-bullying-at-school-and-online/","disqusTitle":"10 Realities About Bullying at School and Online","path":"/mindshift/44772/10-realities-about-bullying-at-school-and-online","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In spite of national campaigns against bullying, including legislation in some states that punishes offenders and imposes strict reporting standards on schools, as many kids as ever report being victimized by their peers. The most recent \u003ca href=\"http://www.cdc.gov/healthyyouth/data/yrbs/pdf/trends/us_violenceschool_trend_yrbs.pdf\">survey\u003c/a> by the Centers for Disease Control and Prevention on youth behavior showed no change in reports of bullying among high school kids, on school property, between 2009 and 2013. According to the US Department of Education, up to \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=719\">22 percent\u003c/a> of 12-18 year olds claim to having been bullied by their peers.\u003c/p>\n\u003cp>A clear understanding of the nature of bullying, including who does it and why, should guide a school’s response. But “most educators aren’t aware of the function bullying serves in school,” said James Dillon, a retired teacher and former principal who directs the \u003ca href=\"http://www.noplaceforbullying.com/#!meetus/c21kz\">Center for Leadership and Bullying Prevention\u003c/a>. Without a better sense of what drives heartless peer-on-peer behavior, Dillon said, schools’ anti-bullying campaigns will continue to wilt. “If you don’t understand it, you can’t treat it,” Dillon added.\u003c/p>\n\u003cp>School leaders who are eager to staunch online and in-person bullying might consider reviewing recent findings from social science as well as the opinions of scholars who study the problem. These findings, in some cases, upend the conventional wisdom about bullying and how to stop it.\u003c/p>\n\u003cp>\u003cstrong>Most kids don’t bully, don’t like bullying, and feel bad for the victims.\u003c/strong> The majority of kids don’t bully other kids and haven’t been victimized, the Olweus Bullying Prevention Program reports. In a 2012-13 survey the organization conducted of 300,000 kids from 1,000 schools, 80 percent of students between third and twelfth grade reported never having been bullied or having targeted another for bullying. The Olweus study also found that most students disapprove of bullying and feel sympathy for the victim. “More than 90 percent of girls and 74 percent of boys across all grade levels feel sorry for bullied students,” the report says.\u003c/p>\n\u003cp>\u003cstrong>Kids bully to achieve dominance and to solidify their social standing. \u003c/strong>Kids pick on others as a way to secure their standing among their peers or to move up a notch. In the words of social scientists Robert Faris and Diane Felmlee, who authored a 2011 \u003ca href=\"http://www.asanet.org/images/journals/docs/pdf/Faris_FelmleeASRFeb11.pdf\">study\u003c/a> on bullying in the context of social networks in schools, “aggression is intrinsic to status and escalates with increases in peer status until the pinnacle of the social hierarchy is attained.” Children from single-parent homes, and those with less educated parents, are no more apt to bully than kids with married and learned parents. African-Americans and other minorities show the same rates of bullying as their white counterparts. In short, Faris and Felmlee write, “the role of personal deficiencies is overstated and…concerns over status drive much aggressive behavior.” The popular notion of bullies as sullen social outcasts who come from broken homes is a myth.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What adults call bullying kids call drama\u003c/strong>. “I can’t think of a single bully at our school,” a popular high school senior told me about the climate at his medium-sized, and competitive public high school. This magical absence of aggression among his peers may have more to do with terminology than reality. “Students may not view the words and actions they witness as bullying,” Dillon \u003ca href=\"http://www.naesp.org/principal-januaryfebruary-2014-assessments-evaluations-and-data/untying-nots-bullying-prevention\">writes\u003c/a>. What the Olweus survey identifies as the top three types of bullying—verbal abuse, exclusion, and spreading rumors—kids can see as normal and essentially harmless behavior. The more the grown-up world frets about bullies, including adopting “zero-tolerance” policies and legal penalties, the less likely kids will be to see bullying amongst them. The very word bully is associated with “bad” kids committed dramatically aggressive acts, even though much social aggression is subtle and ambiguous—a raised eyebrow, a subtle smirk—and often carried out by successful kids against weaker peers.\u003c/p>\n\u003cp>\u003cstrong>Cyber-bullying is just an extension of what’s happening in the classrooms, halls, and cafeteria\u003c/strong>. Anonymous, online attacks against kids from their peers are just as emotionally devastating as being teased in the hallway or ostracized during gym. But experts believe that online cruelty merely makes visible what kids are doing in person behind the backs of adults. “If this is happening online, it’s absolutely happening in school,” says Nancy Willard, author of \u003cem>Cyberbullying and Cyberthreats: Responding to the Challenge of Online Aggression, Threats, and Distress\u003c/em>. Thus, nasty posts on Yik Yak, Ask.fm, or Instagram, to name a few popular social media sites, are just another way for kids to express hostility towards targets they’ve already gone after—or are in retaliation against those who have attacked them in school. An unintended benefit of attacks on social media is the tangible evidence of bullying is provides.\u003c/p>\n\u003cp>\u003cstrong>Kids don’t intervene because doing so would jeopardize their own standing, they lack the tools to assist, and because they don’t think it will help anyway. \u003c/strong>Adolescents are fixated on their social standing, and anything that jeopardizes their fragile position will be avoided. Defending a relatively powerless kid against a more popular peer threatens that bystander's own position. As well, a witness might prefer the child doing the bullying to the one being targeted; from a social perspective, it would make little sense for the bystander to help the school punish her friend. As well, students receive scant training on how to help in such a way that it won’t backfire. “Asking students to be empowered and responsible bystanders is tantamount to telling them to be good readers or safe drivers without giving them instructions, guidance, and opportunities to practice,” Dillon writes.\u003c/p>\n\u003cp>\u003cstrong>Bullied kids don’t “tell” on their perpetrators because they think it won’t make a difference. \u003c/strong>According to the Olweus foundation study, just ten percent of high school girls and 15 percent of boys who had been bullied reported telling a teacher or other adult at school. This may be explained in part by another finding in the report: slightly more than half of the high school kids surveyed reported that adults in their schools “did little or nothing,” or “fairly little” to cut down on bullying.\u003c/p>\n\u003cp>\u003cstrong>Apocalyptic messaging about an epidemic of bullying is misleading, alienating and potentially dangerous\u003c/strong>. When all students are bombarded with the idea that bullying is a widespread scourge that must be stamped out—even though most kids don’t abuse others—they take in a false message about how pervasive the problem is among their peers. Perversely, learning that bullying is common practice in school makes the behavior more attractive to kids who want most to fit in. When the majority of non-aggressive kids continue to get clobbered with lessons about the ills of bullying, they naturally feel misunderstood and alienated from the adults in charge. “Combined with everything else students are told to do or not do, the issue of bullying can become static or background noise,” Dillon writes. Even worse, says Willard, the message that bullying leads to suicide signals to targeted kids that harming themselves is an acceptable way to respond.\u003c/p>\n\u003cp>\u003cstrong>Harsh disciplinary measures backfire\u003c/strong>. When schools adopt punitive approaches to combat the problem, “they create the very behavior they are trying to control,” Dillon said. Effective anti-bullying strategies depend on student bystanders to help diffuse social aggression. But if the penalty for hostile acts is severe, those student observers will remain quiet when they witness abuse. Even if they want the behavior to stop, witnesses might not report on the abuser because they view the penalty as extreme; they also reason that resentment against the victim will be worse if they notify an adult. “Harsh consequences delivered by controlling adults also deepens the chasm between the adult world and the student world,” Dillon said. And the wider the chasm, the less likely students will be to call out their own tribe against controlling adults who don’t understand their world.\u003c/p>\n\u003cp>\u003cstrong>Kids retreat to social media in part to flee from prying adult eyes. \u003c/strong>Though worrisome to grown-ups, adolescents’ withdrawal into their private social world is developmentally appropriate. Unfortunately, because the part of the brain that governs rational thought isn’t fully developed until age 25, adolescents also are more likely to act impulsively and irrationally when they feel challenged. Much online bullying is done impulsively and in retaliation for perceived slights. Thus, a cruel post on Yik Yak can trigger an equally nasty response, which launches a cycle of hostility.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>School climate has a lot to do with it\u003c/strong>. Authoritarian and hierarchical school environments where adults are the bosses and the students are expected to behave, no questions asked, make bullying among kids more likely. When grown-ups model this type of authority, they signal to kids that power is what matters rather than character or learning. Further, when schools value grades and individual achievement above all, kids infer that looking out for one another isn’t important. “Kids are much more likely to bully to gain dominance and status in environments that are hierarchical and have staff who mistreat kids while disciplining them,” Dillon said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44772/10-realities-about-bullying-at-school-and-online","authors":["4613"],"categories":["mindshift_194","mindshift_20874"],"tags":["mindshift_377","mindshift_73","mindshift_20784","mindshift_1040","mindshift_1038"],"featImg":"mindshift_44774","label":"mindshift"},"mindshift_44628":{"type":"posts","id":"mindshift_44628","meta":{"index":"posts_1591205157","site":"mindshift","id":"44628","score":null,"sort":[1460014182000]},"guestAuthors":[],"slug":"how-to-develop-a-school-culture-that-helps-curb-bullying","title":"How to Develop a School Culture That Helps Curb Bullying","publishDate":1460014182,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>After years of dealing with school bullying through traditional punishments, Carolyne Quintana, the principal of\u003ca href=\"http://www.bronxdalehs.org\"> Bronxdale High School\u003c/a> in New York City, introduced restorative justice approaches at her school because she wanted students to feel trusted and cared for.\u003c/p>\n\u003cp>“It wasn’t just about bullying incidents, it was about the whole school culture,” she said.\u003c/p>\n\u003cp>To build community and handle “instances of harm” among the students, teachers bring the kids together to talk in “restorative circles,” where everyone has an opportunity to listen and be heard. Bronxdale uses circles for most of its group communications, including parent meetings and ninth-grade orientation. The circles are a natural outgrowth of the Socratic method teachers use in class, Quintana said.\u003c/p>\n\u003cp>What’s crucial in building the right culture is the twice-weekly advisory sessions—“the hub for restorative circles,” Quintana said—and the distributed guidance system at Bronxdale, which calls on all adults to look out for the social and emotional well-being of the students.\u003c/p>\n\u003cp>Bronxdale doesn’t track bullying rates, but Quintana said that students are now more conscious of the forms bullying takes, and are more apt to express concern for their peers and to sign agreements with one another. Some students who didn’t like to come to school because of bullying now do, she said. Further, students who misbehave are still held accountable.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Restorative practices don’t get rid of discipline,” Quintana added. Rather, they supplement other discipline, so that kids who are suspended, for example, learn what they did wrong and why it matters. “It’s the restorative practices that will prepare kids for the world beyond high school,” she said.\u003c/p>\n\u003cp>Treating bullying as a hurtful act that violates shared values, rather than as a character defect, encourages kids to understand why their behavior was wrong, and to apologize and make amends, according to James Dillon, a retired school principal and author of \u003ca href=\"http://www.amazon.com/Reframing-Bullying-Prevention-Stronger-Communities/dp/1483365271\">\u003cem>Reframing Bullying Prevention to Build Stronger School Communities\u003c/em>.\u003c/a>\u003c/p>\n\u003cp>“Bullying shouldn’t ever be acceptable, and students should be held accountable—but also learn how and why what they did is wrong, and not just suffer the pain of consequences,” Dillon says.\u003c/p>\n\u003cp>This restorative justice model, where kids are coaxed to accept responsibility, figure out ways to remedy the harm and restore the damaged relationship, helps them learn from their actions and internalize a moral code.\u003c/p>\n\u003cp>“Punishment makes things worse,” said danah boyd, author of \u003cem>It’s Complicated: The Social Lives of Networked Teens.\u003c/em> “Schools have to start from a place of empathy. Why is a student doing something harmful to other students?” she added. Zero-tolerance policies toward student misbehavior have been shown to have the opposite effect of what was intended by their adoption: A \u003ca href=\"https://www.apa.org/pubs/info/reports/zero-tolerance.pdf\">task force\u003c/a> set up by the American Psychological Association to study the issue found that zero-tolerance policies in schools worsened school climates, provoked more student misbehavior and led to higher expulsion and suspension rates for minorities. And no-questions-asked penalties against kids who mistreat their peers stunts the growth of personal conscience; the punished child will instead fixate on his “unfair” penalty rather than the harm he committed.\u003c/p>\n\u003cp>And when it comes to social media, ugly exchanges among kids can feel like a scourge to school administrators. But the customary ways schools have responded, including some variation of assemblies, lectures, and disciplinary action, seem to have had little effect.\u003c/p>\n\u003cp>“The current rules and punishment-based approach that schools are using is not working to address the concerns of bullying in school,” says Nancy Willard, director of Embrace Civility in the Digital Age. “And it certainly will not be effective in addressing hurtful acts via social media, because schools are not making the rules for social media.”\u003c/p>\n\u003cp>What can schools do to reduce bullying among students on school grounds and online?\u003c/p>\n\u003cp>Drawing from social science research and experience in schools, some experts on bullying, learning and social media have fresh ways of thinking about and responding to the problem.\u003c/p>\n\u003cp>\u003cstrong>Build the right culture\u003c/strong>. “It is easier to think that the problem is because of character flaws in a few students or to blame parents for not doing a better job of raising their kids,” says Dillon.\u003c/p>\n\u003cp>In fact, to reduce aggression among kids, school leaders need to start with the climate within the building. Schools with an authoritarian and hierarchical ethos teach kids that obeying rules as decreed by the grown-ups in power is what counts; this only exacerbates jockeying for status among the students, which inspires bullying. A better approach would have school officials and teachers talk with students about what matters and then rally around the collective values and beliefs on which they agree. When adults try to influence rather than control kids, the grown-ups are more likely to be heard. “Real accountability should be toward those commonly held and articulated values of the school community,” Dillon said.\u003c/p>\n\u003cp>\u003cstrong>Encourage influential kids to take the lead in changing the culture.\u003c/strong> In an ambitious yearlong \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/20/how-empowering-influential-kids-can-change-school-culture-for-the-better/\">study\u003c/a> of 24,191 middle school students during 2012 and 2013, social scientists Betsy Levy Paluck, Hana Shepherd and Peter Aronow found that kids with abundant social connections were effective in changing school norms. Anti-bullying messages created and propagated by these influential students reduced conflict in school by a statistically significant margin. Notably, the student body, rather than the teachers, identified the well-connected kids.\u003c/p>\n\u003cp>\u003cstrong>Introduce social and emotional learning for students and teachers. \u003c/strong> “What’s been missing from school is the affective dimension of learning,” says Janice Toben, who heads up the \u003ca href=\"http://www.instituteforsel.org/\">Institute for Social and Emotional Learning\u003c/a> in Menlo Park, California. For 27 years, Toben taught elementary and middle school children how to self-regulate and handle conflict, and now educates teachers on best practices for social and emotional learning.\u003c/p>\n\u003cp>“We challenge teachers to engage in the social and emotional dynamic of their students, because learning \u003cem>is\u003c/em> social and emotional,” she said.\u003c/p>\n\u003cp>Schools could make space for more face-to-face interactions among students, and encourage all teachers to ask reflective questions and focus on students’ personal or social insights. Sharing responses like these builds empathy and develops emotional skills in children; they learn how to construct an emotional vocabulary, communicate honestly and directly, and resist online retaliation.\u003c/p>\n\u003cp>One method she designed is called “Open Session,” where adolescents share their worries and challenges with one another; in return, they receive support and real-life wisdom from their peers, and clarify for themselves the real source of worry. Regular meetings like this, along with mindfulness practices and even improvisation, can give kids the tools to understand themselves better, react less impulsively, and show more compassion for others. Teachers, too, need social and emotional support, Toben adds, and would benefit from Open Sessions with their colleagues. What’s essential to making this kind of learning work? “Time,” Toben said.\u003c/p>\n\u003cp>\u003cstrong>Work with the majority of kids who don’t bully and don’t approve of it. \u003c/strong>Fellow students are well-situated to deflate a bully’s barbs, but few kids intervene when they see abusive behavior directed at their peers. Student witnesses to bullying are more likely to stand up for peers in schools with caring and inclusive climates because bullying violates school norms. But how can school leaders get those kids to step up? First, don’t alienate them with language that seems to blame them for a behavior — bullying —t hat they didn’t commit. Instead, tell them how important they are in building a stronger school; they are leaders and allies in constructing a better school environment, and should be told so repeatedly. “The most important belief driving positive change and reframing bullying prevention,” Dillon writes, “is that students are the solution to the problem not the cause of it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Ensure that teachers, coaches and school administrators aren’t modeling bullying\u003c/strong>. When kids see adults at school mistreat one another, they can’t help but conclude that such conduct is actually OK, regardless of what they’re told. Of even greater harm is when teachers and coaches oppress the kids they’re instructing; screaming at athletes for making mistakes, for example, or humiliating kids in the classroom, underscores a message that harsh interpersonal behavior is the way of the world.\u003c/p>\n\n","blocks":[],"excerpt":"Schools and researchers are discovering tactics to counter bullying and have helped students feel more connected to one another.","status":"publish","parent":0,"modified":1460014182,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1445},"headData":{"title":"How to Develop a School Culture That Helps Curb Bullying | KQED","description":"Schools and researchers are discovering tactics to counter bullying and have helped students feel more connected to one another.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Develop a School Culture That Helps Curb Bullying","datePublished":"2016-04-07T07:29:42.000Z","dateModified":"2016-04-07T07:29:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44628 http://ww2.kqed.org/mindshift/?p=44628","disqusUrl":"https://ww2.kqed.org/mindshift/2016/04/07/how-to-develop-a-school-culture-that-helps-curb-bullying/","disqusTitle":"How to Develop a School Culture That Helps Curb Bullying","path":"/mindshift/44628/how-to-develop-a-school-culture-that-helps-curb-bullying","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>After years of dealing with school bullying through traditional punishments, Carolyne Quintana, the principal of\u003ca href=\"http://www.bronxdalehs.org\"> Bronxdale High School\u003c/a> in New York City, introduced restorative justice approaches at her school because she wanted students to feel trusted and cared for.\u003c/p>\n\u003cp>“It wasn’t just about bullying incidents, it was about the whole school culture,” she said.\u003c/p>\n\u003cp>To build community and handle “instances of harm” among the students, teachers bring the kids together to talk in “restorative circles,” where everyone has an opportunity to listen and be heard. Bronxdale uses circles for most of its group communications, including parent meetings and ninth-grade orientation. The circles are a natural outgrowth of the Socratic method teachers use in class, Quintana said.\u003c/p>\n\u003cp>What’s crucial in building the right culture is the twice-weekly advisory sessions—“the hub for restorative circles,” Quintana said—and the distributed guidance system at Bronxdale, which calls on all adults to look out for the social and emotional well-being of the students.\u003c/p>\n\u003cp>Bronxdale doesn’t track bullying rates, but Quintana said that students are now more conscious of the forms bullying takes, and are more apt to express concern for their peers and to sign agreements with one another. Some students who didn’t like to come to school because of bullying now do, she said. Further, students who misbehave are still held accountable.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Restorative practices don’t get rid of discipline,” Quintana added. Rather, they supplement other discipline, so that kids who are suspended, for example, learn what they did wrong and why it matters. “It’s the restorative practices that will prepare kids for the world beyond high school,” she said.\u003c/p>\n\u003cp>Treating bullying as a hurtful act that violates shared values, rather than as a character defect, encourages kids to understand why their behavior was wrong, and to apologize and make amends, according to James Dillon, a retired school principal and author of \u003ca href=\"http://www.amazon.com/Reframing-Bullying-Prevention-Stronger-Communities/dp/1483365271\">\u003cem>Reframing Bullying Prevention to Build Stronger School Communities\u003c/em>.\u003c/a>\u003c/p>\n\u003cp>“Bullying shouldn’t ever be acceptable, and students should be held accountable—but also learn how and why what they did is wrong, and not just suffer the pain of consequences,” Dillon says.\u003c/p>\n\u003cp>This restorative justice model, where kids are coaxed to accept responsibility, figure out ways to remedy the harm and restore the damaged relationship, helps them learn from their actions and internalize a moral code.\u003c/p>\n\u003cp>“Punishment makes things worse,” said danah boyd, author of \u003cem>It’s Complicated: The Social Lives of Networked Teens.\u003c/em> “Schools have to start from a place of empathy. Why is a student doing something harmful to other students?” she added. Zero-tolerance policies toward student misbehavior have been shown to have the opposite effect of what was intended by their adoption: A \u003ca href=\"https://www.apa.org/pubs/info/reports/zero-tolerance.pdf\">task force\u003c/a> set up by the American Psychological Association to study the issue found that zero-tolerance policies in schools worsened school climates, provoked more student misbehavior and led to higher expulsion and suspension rates for minorities. And no-questions-asked penalties against kids who mistreat their peers stunts the growth of personal conscience; the punished child will instead fixate on his “unfair” penalty rather than the harm he committed.\u003c/p>\n\u003cp>And when it comes to social media, ugly exchanges among kids can feel like a scourge to school administrators. But the customary ways schools have responded, including some variation of assemblies, lectures, and disciplinary action, seem to have had little effect.\u003c/p>\n\u003cp>“The current rules and punishment-based approach that schools are using is not working to address the concerns of bullying in school,” says Nancy Willard, director of Embrace Civility in the Digital Age. “And it certainly will not be effective in addressing hurtful acts via social media, because schools are not making the rules for social media.”\u003c/p>\n\u003cp>What can schools do to reduce bullying among students on school grounds and online?\u003c/p>\n\u003cp>Drawing from social science research and experience in schools, some experts on bullying, learning and social media have fresh ways of thinking about and responding to the problem.\u003c/p>\n\u003cp>\u003cstrong>Build the right culture\u003c/strong>. “It is easier to think that the problem is because of character flaws in a few students or to blame parents for not doing a better job of raising their kids,” says Dillon.\u003c/p>\n\u003cp>In fact, to reduce aggression among kids, school leaders need to start with the climate within the building. Schools with an authoritarian and hierarchical ethos teach kids that obeying rules as decreed by the grown-ups in power is what counts; this only exacerbates jockeying for status among the students, which inspires bullying. A better approach would have school officials and teachers talk with students about what matters and then rally around the collective values and beliefs on which they agree. When adults try to influence rather than control kids, the grown-ups are more likely to be heard. “Real accountability should be toward those commonly held and articulated values of the school community,” Dillon said.\u003c/p>\n\u003cp>\u003cstrong>Encourage influential kids to take the lead in changing the culture.\u003c/strong> In an ambitious yearlong \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/20/how-empowering-influential-kids-can-change-school-culture-for-the-better/\">study\u003c/a> of 24,191 middle school students during 2012 and 2013, social scientists Betsy Levy Paluck, Hana Shepherd and Peter Aronow found that kids with abundant social connections were effective in changing school norms. Anti-bullying messages created and propagated by these influential students reduced conflict in school by a statistically significant margin. Notably, the student body, rather than the teachers, identified the well-connected kids.\u003c/p>\n\u003cp>\u003cstrong>Introduce social and emotional learning for students and teachers. \u003c/strong> “What’s been missing from school is the affective dimension of learning,” says Janice Toben, who heads up the \u003ca href=\"http://www.instituteforsel.org/\">Institute for Social and Emotional Learning\u003c/a> in Menlo Park, California. For 27 years, Toben taught elementary and middle school children how to self-regulate and handle conflict, and now educates teachers on best practices for social and emotional learning.\u003c/p>\n\u003cp>“We challenge teachers to engage in the social and emotional dynamic of their students, because learning \u003cem>is\u003c/em> social and emotional,” she said.\u003c/p>\n\u003cp>Schools could make space for more face-to-face interactions among students, and encourage all teachers to ask reflective questions and focus on students’ personal or social insights. Sharing responses like these builds empathy and develops emotional skills in children; they learn how to construct an emotional vocabulary, communicate honestly and directly, and resist online retaliation.\u003c/p>\n\u003cp>One method she designed is called “Open Session,” where adolescents share their worries and challenges with one another; in return, they receive support and real-life wisdom from their peers, and clarify for themselves the real source of worry. Regular meetings like this, along with mindfulness practices and even improvisation, can give kids the tools to understand themselves better, react less impulsively, and show more compassion for others. Teachers, too, need social and emotional support, Toben adds, and would benefit from Open Sessions with their colleagues. What’s essential to making this kind of learning work? “Time,” Toben said.\u003c/p>\n\u003cp>\u003cstrong>Work with the majority of kids who don’t bully and don’t approve of it. \u003c/strong>Fellow students are well-situated to deflate a bully’s barbs, but few kids intervene when they see abusive behavior directed at their peers. Student witnesses to bullying are more likely to stand up for peers in schools with caring and inclusive climates because bullying violates school norms. But how can school leaders get those kids to step up? First, don’t alienate them with language that seems to blame them for a behavior — bullying —t hat they didn’t commit. Instead, tell them how important they are in building a stronger school; they are leaders and allies in constructing a better school environment, and should be told so repeatedly. “The most important belief driving positive change and reframing bullying prevention,” Dillon writes, “is that students are the solution to the problem not the cause of it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Ensure that teachers, coaches and school administrators aren’t modeling bullying\u003c/strong>. When kids see adults at school mistreat one another, they can’t help but conclude that such conduct is actually OK, regardless of what they’re told. Of even greater harm is when teachers and coaches oppress the kids they’re instructing; screaming at athletes for making mistakes, for example, or humiliating kids in the classroom, underscores a message that harsh interpersonal behavior is the way of the world.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44628/how-to-develop-a-school-culture-that-helps-curb-bullying","authors":["4613"],"categories":["mindshift_193"],"tags":["mindshift_377","mindshift_73","mindshift_20784","mindshift_1040","mindshift_20793"],"featImg":"mindshift_44654","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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