This seminar is designed for educators, law enforcement, youth professionals & school stakeholders - including family members / guardians - who desire a deeper understanding of - and action plan to deal with - the perils of social media and technology use confronting our youth today.
The Alberti Center for Bullying Abuse Prevention is a proud sponsor of this event!
The ultimate goal of anti-bullying researchers and practitioners is using knowledge on bullying and its underlying mechanisms to further reduce bullying substantially.
In facilitating this task, three learning objectives were developed for this colloquium:
Peer victimization is a significant public health risk that negatively impacts many aspects of school adjustment. The lack of insight about teachers’ roles in peer victimization is alarming, given that (1) teachers are unsure of how to respond when a student is victimized, (2) many teachers report a need for training on how to intervene effectively in all forms of bullying, and (3) there is insufficient evidence to guide teacher training. A number of factors influence how teachers understand and respond to bullying in school. This presentation will address teacher influences on students’ peer victimization (both perpetration and victimization) and defending behaviors, based on existing literature. We propose that overall teaching practices and relationships with students contribute to individual students’ social behaviors and to the classroom ecology, and that positive teaching practices are the mechanism that influences peer victimization and defending behaviors. We will discuss implications for teacher training and professional development.
Participants will be able to:
Continuing professional development (CPD) credit is available, approved by the National Association of School Psychologists (NASP).
The outbreak of the coronavirus (COVID-19) pandemic in the U.S. and the subsequent changes brought to the school system (i.e., school closure, distance learning, and transition to school re-opening) have caused increased stress and job-related demands among educators. They also pose new challenges for educators in how they perceive their roles and their relationships with the school community. In this colloquium, Chunyan will discuss recent findings from a research-practice partnership (RPP) project conducted in a large, urban school district in Northern California in late Spring 2020. The session’s goal is to increase participants’ understanding of educators’ self-efficacy, compassion fatigue, and their connectedness with the school community in the distance learning context imposed by a global pandemic. These findings highlight the differentiated influences of educators’ perception of school connectedness and their action of making connectivity with other school community members to their professional and mental health wellbeing; they also raise questions about the effectiveness and best practices of connecting with school community to reduce educators’ compassion fatigue and promote their self-efficacy during distance learning. Practical implications and future directions for this area of research will also be discussed.
Suicide is the tenth leading cause of death for Americans of all ages and the second leading cause of death for young people ages 15 to 34. We know that many of those who attempt suicides are ambivalent about suicide. Preventing these suicides, which may be impulsive, sometimes can be accomplished by reducing access to lethal methods of suicide, particularly firearms and medication. This workshop addresses the ethical rationale for and the method to attain means reduction in a counseling session using the following four steps:
This workshop includes didactic Power Point presentations, viewing a model counseling session, discussion and practice role play. The ethics code for APA and ACA will be referenced.
A variety of coping strategies may be used by youth to avoid the risk of peer victimization, including behaviors such as avoidance, displaying a tough demeanor, defensive behaviors, establishing a reputation, and forming affiliations with family and community members. However, little research has examined how these coping strategies are simultaneously associated with peer victimization experiences. This study explores how five coping strategies were associated with peer victimization among African American youth living in low-income urban communities, a group of youth at risk for high levels of exposure to violence and victimization. Results indicated that defensive behavior was negatively associated with peer victimization. Higher levels of tough demeanor and affiliation with family and community members were associated with higher levels of peer victimization. Coping strategies of avoidance and establishing a reputation were not significantly associated with peer victimization. Peer affiliation does not always contribute to positive outcomes, particularly among adolescents in urban areas. A further examination of the coping strategies and socialization processes of urban African American youth in low-resourced communities is warranted.
• Inclusive Excellence
• Alberti Center for Bullying Abuse Prevention
• CONECT (Community Network for Engagement, Connection and Transformation)
• Peace, Love & Power
• YIS (Yogis in Service)
• Budding Tree Yoga
These workshops are appropriate for educators and anyone who interacts with children in an educational or mentoring capacity.
Trauma Informed Yoga in Schools: Catherine Cook-Cottone, from Yogis in Services (YIS) along with Jessica Bauer Walker and Sherman Webb from the Community Health Worker Network of Buffalo will provide an overview of trauma informed yoga in schools, including examples of yoga and mindfulness in the Buffalo School District and surrounding communities.
Mindfulness Through Yoga: Conducted by Julie Leatherbarrow from Budding Tree Yoga, this presentation will include breathing exercises and yoga postures to bring energy up and calm energy down. The postures and breathing exercises will be taught and practiced during the workshop and materials will be provided for the participants to take with them for future reference.
People with disabilities experience abuse more frequently than their peers without disabilities. The Alberti Center for Bullying Abuse Prevention has secured two grants over the past five years from the New York State Developmental Disabilities Planning Council. The first grant explored bullying abuse of people with disabilities (when, where, how, and why it's happening). The current grant funded the development of a multi-media website to be used as an educational resource to help prevent abuse of people with disabilities. This new website is a clearinghouse of authoritative resources on abuse, covering prevention, intervention, and online support. This colloquium will present an overview of the history of the project, development of the website, accessibility features and the resources it includes.
Gender-Based Violence (GBV), which can take several forms, is a significatnt problem for societies globally. GBV primarily affects women and girls, and females from all social, religious, cultural, ethnic and other ascriptions are at risk. Although the direct effect of GBV are more severe for women, successfully tackling GBV requires an approach that includes all segments of a national society. This “common enemy” approach pools resources and energy towards a “collective endeavour” (tackling GBV), through the use of multiple strategies. This presentation will consider education/curriculum as a strategy in tackling GBV. As a social vaccine, education has the potential to change attitudes, values, beliefs and practices related to GBV, and also has the potential to curtail the level of abuse experienced by women and girls.
Research has demonstrated that adolescents who experience peer victimization are at an elevated risk for internalizing problems, including depression and suicidal behaviors. This is especially problematic given the high prevalence of bullying, both traditional and cyber, among adolescents. Suicidal behaviors are recognized as a significant health concern for adolescents, with approximately 22% of females and 12% of males having reported considering suicide attempts in the previous 12 months (Centers for Disease Control and Prevention, 2017). Given the recent focus, particularly in the media, on the relation between peer victimization and suicide, it is essential for scholars and clinicians to understand this complex relation among school-aged youth. This session will present research that has examined the link between peer victimization, depression and suicidal ideation. School-based strategies for screening and prevention will also be discussed.
In this talk, Merrilees will discuss her research that bridges developmental models (e.g., social ecologies of violence) with social psychological theories (e.g., social identity theory) to understand the impacts of political violence on youth. She will present multiple advanced models incorporating time and contextual effects using a large dataset of families living in post-accord Belfast. Merrilees will also present more recent work on intergroup bystander behaviors on a primarily white campus. The talk will highlight how these complementary lines of research may inform bullying and violence prevention, with a focus on bystander behaviors.
As one of the most common forms of school violence, the negative impacts of bullying victimization on students' social-emotional and psychological outcomes have been well documented. However, research has been inconclusive regarding the association between bullying victimization and educational outcomes. To understand their complex association, this talk will present studies using multilevel approach to examine the role of school climate in promoting and prohibiting youths' school engagement and their resilience towards traditional and cyberbullying victimization across individual and school contexts. It will also discuss other malleable factors that could potentially be targeted in school violence prevention and intervention practices to alleviate the negative impact of bullying victimization and other forms of school violence among youths and other school members, such as teachers and parents.
Entertainment-education is a communication strategy that aims at seamlessly incorporating health and social issues in the entertainment programming to raise audience’s awareness, increase their knowledge, create favorable attitudes, shift social norms, and change overt behaviors. In this talk, Wang will share an initiative called BREAKAWAY that uses an entertainment-education digital game and a youth camp model to prevent gender-based violence in the form of bullying among youth. In addition to program design, she will present her team’s research in Sonsonate, El Salvador as well as here in Buffalo and discuss the lessons they have learned about combining interactive storytelling, digital gaming, and facilitated group activities as an educational approach to bullying prevention.
Bullying is a serious and pervasive problem in schools. Research has shown that approximately 20-30% of students are directly involved as a bully or victim, but 70-80% of youth serve some other role (Salmivalli et al., 1996). Youth in these other roles are often called bystanders and include assistants (i.e., support the bully), defenders (i.e., support the victim), and outsiders (i.e., ignore bullying). The goal of this session is to increase participants’ understanding of bystander behavior in bullying with a focus on different types of actions youth can take to defend and support victims of bullying. A case will be made that not all youth should be encouraged to directly step into a bullying situation to defend a victim. A more nuanced description of bystander behavior actions will be explored, along with future directions for this area of research.
The purpose of this session is to provide the participant with increased awareness and knowledge about gender diversity and schools; specific strategies participants can employ to support transgender and gender diverse students will be highlighted. Learning will be supported through direct instruction, large- and small-group conversations, and resources that can be employed to facilitate these processes.
In the past few months, the #MeToo movement has raised awareness about the widespread prevalence and magnitude of problems of sexual assault and sexual harassment, particularly among adults in the workplace. We at the Alberti Center, in partnership with Dr. Jennifer Livingston, have also been involved in several research projects in trying to better understand both bullying and sexual harassment in adolescence, as well as prevention and intervention research investigating how parents and schools can work with younger children (preschool and elementary-age) to prevent childhood sexual abuse. February is also Teen Dating Violence Awareness month. All of these factors sparked the idea to host a panel discussion to highlight what we know about sexual violence (including harassment, assault, teen dating violence) in adolescence, and most importantly, what is being done and can be done to prevent this violence and promote healthy relationships.
Moderated by: Amanda B. Nickerson, PhD
Professor, University at Buffalo
Director, Alberti Center
Early childhood is an incredibly important time for the development of many key cognitive and social developmental tasks. Even in early childhood, engaging in aggressive behavior is associated with poor social and emotional outcomes. Hostility and aggressive thoughts, in particular, play a critical role in the development and maintenance of aggression. Understanding pathways to aggression and hostility (e.g., parents and family influences) and how they develop may be informative for determining how to intervene. These issues will be presented using findings from both past and ongoing research on social development during early childhood. Novel methods for assessing aggression and hostility in this period will be discussed. The implications of these findings for preventative interventions with children and parents will also be highlighted.
In this presentation, we will discuss our research on workplace bullying in a variety of contexts. First, we will discuss how organizations place considerable job strain on employees and promote a culture of workplace bullying. We will then transition into some recent research conducted on workplace bullying, discussing effects on employees who work in education including public school bus drivers, K-12 teachers, graduate teaching assistants and professors. Ultimately, we will give advice on how workplace bullying can be discouraged at an organizational level and an individual level.
Friday, Sept. 15, 2017
2:00 to 3:15 p.m.
280 Park Hall, UB North Campus
This presentation addresses the emerging science of weight teasing and bullying (WTB) towards obese youth. WTB appears to be very common among obese children when looking to community- and clinic-based studies examining prevalence. Interestingly, WTB is much more common among obese youth than is high blood pressure or type 2 diabetes. This talk also examines the challenges of assessing WTB among children, as well as gold-standard measurement tools in the field. A concern of WTB is its comorbidities: poorer body image, depression, suicidality, disordered eating and poorer academic performance. The issue of coping with WTB is also discussed, and how certain coping styles may help protect children against the detrimental effects of WTB. Finally, opportunities for new research are discussed. In sum, WTB may be dismissed by some parents, teachers or child health care providers (“sticks and stones may break your bones…”); however, the emerging data suggest the issue can be quite problematic for overweight youth.
Tuesday, April 4, 2017
11:30 a.m. to 12:45 p.m.
479 Baldy Hall, UB North Campus
Following a brief introductory overview of the Dignity for All Students Act, panelists from area school districts will discuss their experiences and recommendations regarding this role of the Dignity Act Coordinator. Topics will include working with parents, responding to allegations and conducting investigations, successful interventions for harassment and bullying, and responding to cyberbullying. The respective roles of administrators and mental health professionals will be addressed, and advice for new Dignity Act Coordinators will be provided.
Moderated by: Kathleen Allen, PhD
Training and Evaluation Specialist
Alberti Center for Bullying Abuse Prevention
University at Buffalo
Tuesday, February 7, 2017
11:30 a.m. to 12:45 p.m.
200G Baldy Hall, UB North Campus