Justin Herzig

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Index

Shell
2-8
Role of the Ballot

Definition of Bullying
9
Impacts

10-12

Alternatives

13-14

A/T: Any smart no link

15

A/T: Were not bullying

15

A/T: This is not a hostile environment

15

A/T: Saying sorry/apology

16

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Shell
A) LINK
1. THEIR INTERPRETATION OF DEBATE AS A MEANS OF
EXERTING DOMINANCE PERPETUATES A CYCLE OF
BULLYING WITHIN THE ROUND
Smith-Heavenrich 01
Sue, May/June, Contemporary Issues Companion Series, Bullies in the Schoolyard.

Bullies try to shame and intimidate their victims and make them feel
inadequate. Some bullies are active and aggressive; others are
reserved and manipulative, relying on smooth talk and lies. Bullying is not
gender specific; it is estimated that 25 percent of bullies are females . Regardless of how big
they are or what they look like, all bullies want power and have
difficulty seeing things from another person's perspective. Simply put,
bullies use other people to get what they want. Researchers are now finding out that bullies are different
from other children. Their aggression begins at an early age, and they tend to attribute hostile intentions
to others. They perceive provocation where none exists and set out to exact revenge. Eventually they
come to believe that aggression is their best solution to conflicts.

2. THIS ROUND IS THE EXACT EPITOMY OF THEM, THE

BULLIES, OVERPOWERING US, THE BULLIED.
Coloroso 05
(Barbara, April, Education Digest, Vol. 70, Issue 8, A Bully's Bystanders Are Never Innocent .)

Bullying is a conscious, willful, and deliberately hostile activity--it

can be verbal, physical; or relational--in which children get pleasure
from another child's pain. Bullying is not about anger, or even about
conflict. It's about contempt--a powerful feeling of dislike toward someone considered to be
worthless or inferior, combined with a lack of empathy, compassion, or shame.

Bullies come in all shapes and sizes--big, small, bright, and not so
bright. Some are popular and some are disliked. You identify bullies not by the way
they look, but by the way they act. Likewise, the only thing bullied
kids have in common is that they are singled out by bullies simply
because they are different in some way. Bullies need targets, and when they feel a
need to put someone down, it doesn't take much to find an excuse.
Bystanders are the third, often overlooked, characters in this play. They are the
supporting cast whose role is to aid and abet the bully through acts
of commission or omission. They can stand idly by or look away,
afraid to step in for fear of becoming a target themselves, or they
can actively encourage or join in the bullying. Whatever the choice,
there is a price to pay.

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3. OUR DEFINITION OF BULLYING IS DIRECTLY FROM A

STATE CONSTITUTION.
OREGON CONSTITUTION 01
Approved by the Governor, Filed by Secretary of State, Chapter 617 Oregon Laws 2001

bullying"
means any act that substantially interferes with a students
educational benefits, opportunities or performance, that takes place
on or immediately adjacent to school grounds, at any school-sponsored activity, on
school-provided transportation or at any official school bus stop, and that has the effect of:
SECTION 2. As used in sections 1 to 7 of this 2001 Act, "harassment, intimidation or

(1) Physically harming a student or damaging a students property;

(2) Knowingly placing a student in reasonable fear of physical harm to the student or damage to the
students property; or
(3)

Creating a hostile educational environment.

B) Impact
1. BOTH VICTIMS AND BULLIES SUFFER IN ACADEMIC
PERFORMANCE AND POSSIBLY DEPRESSION AND SUICIDE.
Aluedse 06
(Oyaziwo, Professor at Ambrose Alii University, Bullying in Schools: A Form of Child Abuse in Schools,
Educational Research Quarterly, Vol. 30.1, pp.37-49)

Academic performance, besides emotional and social behavior of victims and bullies, also
suffers in any bullying situation. Robert and Coursol (1996) found that repeated bullying
is associated with absenteeism and poor academic performance. Roland's (2002) research supports this,

both victims and bullies had significantly higher scores

on measures of depression and suicidal thoughts than their peers
not involved in bullying. He concludes that for bullies, home dysfunction may
contribute to their depressive feelings; whereas for victims , being bullied is the reason
they are depressed (Kenny et al,
which found that

2. Bullying forces 160,000 students to skip school

everyday.
Aluedse 06
(Oyaziwo, Professor at Ambrose Alii University, Bullying in Schools: A Form of Child Abuse in Schools,
Educational Research Quarterly, Vol. 30.1, pp.37-49)
In the United States, American schools harbor approximately 2.1 million bullies and 2.7 million are their
victims (Olweus, 1984, as cited in Fried, 1997). Thus, one in seven children is a bully or a target of bullying
(National Association of School Psychologists, as cited in Garrett, 2003). In addition, the National

every day more

than 160,000 American school children miss school because they
fear being bullied. In other situations, targets of bullying may stop
talking about school, get to school late each day, miss classes, or
make up excuses to miss school entirely as a result of fear of attack
or intimidation by other children.
Association of School Psychologists (cited in Anonymous, 2003) reported that

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3. BULLYING LEADS TO THE VICTIMS HAVING LOW SELFESTEEM, DEPRESSION, MALADJUSTMENT, SUICIDAL
IDEATION, OR RETALIATION. THINK COLUMBINE!
Lodge and Frydenberg 05
(Jodie and Erica, Autumn, Theory Into Practice, Vol. 44, Issue 4, The Role of Peer Bystanders in School
Bullying: Positive Steps Toward Promoting Peaceful Schools.)

There are harmful effects on victims and perpetrators of bullying.

Victimization impacts significantly on young peoples' ability to learn,
as well as their school attendance (Rigby, 1998). Findings confirm that
victimization is clearly connected to low self-esteem, proneness to
depression, maladjustment, low levels of well-being, and suicidal
ideation (Besag, 1989; Craig, 1998; Rigby, 1998). Young people who are bullied
tend to be withdrawn and anxious, and are typically characterized by
tenseness, fears, and worries (Neary & Joseph, 1994). Those who are frequently harassed
experience higher levels of distress and tend to feel more ashamed than their same age peers. They
are also more inclined to retaliate when angered or provoked (Lodge,
2004)

4. TWO/THIRDS OF SCHOOL SHOOTINGS ARE DIRECT

RESULTS OF BULLYING
Healy 01
Rita, April 1, Time Magazine, Antibullying Programs Can Prevent School Violence,
http://infotrac.galegroup.com/itweb/?db=OVRC

That bullying is a destructive force is not in dispute. Last fall [2000] the
National Threat Assessment Center, run by the U.S. Secret Service, found that in more than twothirds of 37 recent school shootings, the attackers felt "persecuted,
bullied, threatened, attacked or injured." And bullying is why more
than 160,000 children skip school every day, according to the National Association
of School Psychologists.

5. ALLOWING BULLYING WILL LEAD TO THE BULLIES

THEMSELVES EVENTUALLY RECEIVING CRIMINAL
CONVICTIONS, ALCOHOL PROBLEMS, AND PERSONALITY
DISORDERS.
Aluedse 06
(Oyaziwo, Professor at Ambrose Alii University, Bullying in Schools: A Form of Child Abuse in Schools,
Educational Research Quarterly, Vol. 30.1, pp.37-49)

Bullying also has had effects on the bullies themselves. If not stopped in
childhood, bullies would likely grow up to bully others in the workplace.
In fact, it is common knowledge that those who had been bullies at
childhood developed behavior patterns that endured into adult life
and are more likely to have criminal records than those who were
not bullies (Anonymous, 2003). In addition, although, the bullies themselves may
not suffer any initial consequences; they are most likely to suffer

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from long-term consequences. In that if they do not change
behaviors, the pattern of bullying behavior often becomes a habit as
the bully gets older. These bullies may at adulthood become
aggressive adults and have a higher chance of attaining criminal
convictions, courts conviction, alcoholism and personality disorders
(Garrett, 2003).

6. 60% OF BULLIES WILL HAVE A CRIMINAL CONVICTION

BEFORE THE AGE OF 24 AND ENDORSE DOMESTIC
VIOLENCE.
Lodge and Frydenberg 05
(Jodie and Erica, Autumn, Theory Into Practice, Vol. 44, Issue 4, The Role of Peer Bystanders in School
Bullying: Positive Steps Toward Promoting Peaceful Schools.)

Perpetrators of bullying are at high risk of maladjustment. Bullying

other students is recognized as a risk factor for antisocial and
criminal behavior (National Crime Prevention, 1999). Bullies are less likely to
complete school, more likely to use drugs and alcohol, and more
likely to engage in delinquent behaviors (Gottfredson, Gottfredson, & Hybl, 1993).
There is evidence from longitudinal studies that aggressive and dominating behaviors are likely to continue
over time (Pepler & Rubin, 1991; Tremblay, McCord, & Boileau, 1992). Findings from a Swedish study

60% of boys who were identified as bullies at age 13 to 16 had at

least one criminal conviction by the age of 24 (Olweus, 1994). In Australia,
boys who bullied others were more inclined to endorse domestic
violence (Rigby, Whish, & Black, 1994). This evidence has been recognized in Australia, with early
revealed that

intervention for domestic violence focusing primarily on the prevention of school violence (Commonwealth
of Australia, 2003).

7. Bystanders are also affected by bullying as it restricts

education for all
CCFJS 96
Centre for Children and Families in the Justice System, Bullying: Information for Parents and Teachers,
http://www.lfcc.on.ca/bully.htm

Another important but often overlooked group of children who are

affected by bullying are those children who are neither victims nor
perpetrators of bullying, but who see bullying happen to their peers.
There are also children who will not take the intiative to bully themselves, but will follow a bully's lead in

All children, including

bystanders, are negatively affected when bullying occurs. The
bullying may cause anxiety or fear in bystanders. The learning
environment is poisoned by bullying, particularly when there are no
effective interventions in the bullying situation. Children who observe violent
helping to harass or victimize a particular child in their class or school.

behaviour and see that it has no negative consequences for the bully, will be more likely to use aggression
in the future.

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C) Alternative
1. THE ROLE OF THE BALLOT IS IN THE HANDS OF YOU,
THE BYSTANDER. HOW BYSTANDERS RESPOND
DETERMINES IF THE BULLIES WILL STRIKE AGAIN. YOUR
BALLOT IS THE POWER NEEDED TO STOP THE BULLYING IN
THIS ROUND AND HELP THE EFFORT TO STOP BULLYING
EVERYWHERE.
Levinson and Levinson 05
(Katherine and Martin, Martin has a Ph.D. and is head of the school based drug prevention program
PROJECT SHARE and writes ETC books, Katherine has a Ph.D. and is an education consultant for NY city and
writes and studies popular culture and education, A GENERAL SEMANTICS APPROACH TO SCHOOL-AGE
BULLYING)

"How bystanders respond to both the bully and the target have a
tremendous influence on how emboldened the bully becomes and/or
how weak the target gets." (Coloroso, p.46.) Bystanders support bullies
through acts of omission and commission. Bystanders take on bully roles
themselves when they directly support other bullies. One study that examined the role of peer behavior in
urban playground bullying episodes revealed that bystanders were involved in either teasing the target or
egging on the bully in 85 percent of the incidents. (Coloroso, p.66.) However, in bullying incidents overall,

bystanders usually do nothing, which can he equally problematic

because it encourages the bullies to continue their behavior. "Doing
nothing" also saps bystanders of self-respect because they have
abandoned their ethical and moral responsibility to their peers and
school. The four most cited reasons for "do nothing" bystander
behavior are:

The bystander is afraid of being labeled a tattle-tale.

The bystander is afraid of getting hurt or becoming a new target
for the bully.
The bystander is afraid of doing something that will make the
situation worse.
The bystander does not know what to do.

2. ALT SOLVES: THE ONLY WAY TO START A REVOLUTION

OF STOPPING BULLYING IN DEBATE IS BY YOU MAKING THE
FIRST STEP IN VOTING THEM DOWN. VICTIMS WILL NEVER
COME FORWARD UNLESS THEY KNOW ACTION WILL BE
TAKEN. LOOK AT WHAT RIDICULE WE WILL GET FROM THIS
ROUND IF WE LOSE.
Barone 97

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Frank, September, Contemporary Issues Companion Series, Bullying Can Be Prevented,

http://infotrac.galegroup.com/itweb/?db=OVRC

Tougher discipline is clearly important. Bullies must be held

accountable for their behavior, or the behavior will continue. Victims
will come forward if they can see that bullies are dealt with sternly,
and bullies will be deterred.
Schools also need to improve their supervision efforts .

This does not necessarily mean

having more supervision, but rather making certain that the correct
areas are supervised. Most adult survey respondents said that they believed bullying tends to
occur in out-of-the-way and hard-to-supervise places, such as on playgrounds and in locker rooms. But
62.9% of the students surveyed indicated that most bullying in their school occurs in the hallways. (Only
10.6% of the staff surveyed felt that most of the bullying in their school takes place in the hallways.)

Staff members need to improve the ways they supervise

school hallways.
Teachers can do this effectively by situating themselves in the doorways of their classrooms during passing

Teachers also need to be taught what to look for when

monitoring for bullying. What teachers may interpret as accidental pushing
and shoving in a crowded hallway may in fact be deliberate and premeditated
bullying.
time.

3. ALT SOLVES: IMMEDIATE CONSEQUENCES RELATING TO

THE OFFENSE MUST BE TAKEN. VOTING AFF IS THE ONLY
SOLUTION TO SHOWING THE BULLIES THEIR FAULTS.
Curriculum Review 06
(January, Paperclip Holdings, Vol. 45 Issue 5, p.6-7, Tips for effective bullying intervention)

impose immediate consequences for students who bully

others. Do not require students to apologize or make amends during the heat-of-the-moment (everyone
should have time to cool off ). All consequences should be logical--that is,
connected to the offense. As a first step, you might take away social opportunities (e.g.,
recess, lunch in the cafeteria). Let students who bully know you will be
watching them and their friends closely to be sure there is no
retaliation. Notify colleagues.
If appropriate,

4. ALT SOLVES: INTERVENTION DURING SCHOOL YEARS IS

ESSENTIAL TO STOPPING BULLYING.
Aluedse 06
(Oyaziwo, Professor at Ambrose Alii University, Bullying in Schools: A Form of Child Abuse in Schools,
Educational Research Quarterly, Vol. 30.1, pp.37-49)

It is well documented that bullied children need to learn to relate to

others without abusing power, and the victims of bullying need some practical tools to
cope with the perennial problem of bullying. Thus, training school children early in life
to be empathetic can help in preventing them from turning into
bullies. School counselors can be very helpful in this regard by imbuing in both the victims and bullies
the new style of education called "empathy training" that teaches students as young as five years old to
understand the feeling of others and to treat people with kindness. Expectedly, those who go through this
empathy training, when compared with those who have not, are most likely to be less aggressive.
Furthermore, lack of supervision of bullies has been reported to be a veritable reason why bullying thrives
in our school system; as many victims feel that they have no place to turn to.

A good

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intervention is crucial since most school children are incapable of
solving the problem of bullying in schools, because it's about power,
and whenever a bully picks on someone, the bully's power is
reinforced. It is therefore advocated that school counselors should properly supervise school
teachers to ensure that incidents of bullying are promptly reported and handled (Anonymous, 2003).

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Role of the Ballot

ROLE OF BALLOT: YOUR VOTE ON THE BALLOT IS YOUR
REACTION AS THE BYSTANDER. LOOKING AWAY AND NOT
TAKING ACTION SHOWS CONTEMPT AND REINFORCES
BULLYING. STOPPING THE CYCLE IS STARTED WITH A
CHANGE BY THE BYSTANDER
Coloroso 05
(Barbara, April, Education Digest, Vol. 70, Issue 8, A Bully's Bystanders Are Never Innocent .)

If they stand by or look away, bystanders' self-confidence and selfrespect are eroded as they wrestle with their fears and their guilt.
All too often, these fears result in apathy, which can lead to
contempt.
By cheering on the bully, or actively participating in the bullying, bystanders cause even more distress to
the child being bullied and increase the chance of other bystanders becoming desensitized to the cruelty,
or even creating the image of the bully as a popular, strong, and daring role model, worthy of imitation.

Though they play the least active role, bystanders are a critical
element in bullying. With peers looking on and providing at least
tacit support, the bully is no longer acting alone. The bystanders
have become allies to the point of magnifying the supposed negative
attributes of the target: "He's such a crybaby" or "She's such a
dork."
These reactions not only reinforce stereotypes, prejudices, and
discrimination; they hinder the development of empathy,
compassion, and perspective (walking in another's shoes)--three essentials for successful
peer relationships. If we are going to break the bullying cycle, we must help
change the role of the bystander.

Extension: Definition of bullying

LINK: EVEN STATE CONSTITUTIONS DESCRIBE THEIR ACTS AS
BULLYING
Labash 03
Matt, February 24, Weekly Standard, Antibullying Programs Are Ineffective and Unnecessary,
http://infotrac.galegroup.com/itweb/?db=OVRC
The National Conference of State Legislatures estimates that at least 17 states have passed some sort of

Colorado says bullying

"means any written or verbal expression, or physical act or
gesture ... intended to cause distress upon one or more students in
school." Oregon defines it as "any act that substantially interferes
with a student's educational benefits." Vermont prohibits any physical or verbal
anti-bullying measure. Here's a sampling of partial definitions:

hostility directed at, among other things, a student's race or sexual orientation or "marital status" (marital
status?). Nevada defines bullying as a "willful act or course of conduct" that "is highly offensive to a
reasonable person," which would seem to preclude the Nevada legislature.

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Impacts
MBULLYING LEADS TO THE VICTIMS HAVING LOW SELFESTEEM, DEPRESSION, MALADJUSTMENT, SUICIDAL
IDEATION, OR RETALIATION. THINK COLUMBINE!
Lodge and Frydenberg 05
(Jodie and Erica, Autumn, Theory Into Practice, Vol. 44, Issue 4, The Role of Peer Bystanders in School
Bullying: Positive Steps Toward Promoting Peaceful Schools.)

There are harmful effects on victims and perpetrators of bullying.

Victimization impacts significantly on young peoples' ability to learn,
as well as their school attendance (Rigby, 1998). Findings confirm that
victimization is clearly connected to low self-esteem, proneness to
depression, maladjustment, low levels of well-being, and suicidal
ideation (Besag, 1989; Craig, 1998; Rigby, 1998). Young people who are bullied
tend to be withdrawn and anxious, and are typically characterized by
tenseness, fears, and worries (Neary & Joseph, 1994). Those who are frequently harassed
experience higher levels of distress and tend to feel more ashamed than their same age peers. They
are also more inclined to retaliate when angered or provoked (Lodge,
2004).

MTHEY ARE DIRECTLY PERFORMING FOR YOUYOUR

APPROVAL WITH THE BALLOT SHOWS YOU ARE OKAY WITH
THIS
Healy 01
Rita, April 1, Time Magazine, Antibullying Programs Can Prevent School Violence,
http://infotrac.galegroup.com/itweb/?db=OVRC

Bullying is often performance art.

Peter Fonagy, a psychologist who helped develop an

antibullying model popular in Topeka, Kans., schools, believes that bullies and their victims usually make

"The whole drama is supported

by the bystander," says Fonagy. "The theater can't take place if there's no
audience." Seeds University Elementary School in Los Angeles uses "equity guidelines" to target both
up no more than 10% to 20% of any school population.

bullies and bystanders. Parents and students sign contracts at the beginning of the year stipulating that no
child may be put down for academic performance, appearance, family composition or gender, among other
things. When an incident occurs--for example, some boys tried to pull down another boy's pants-bystanders are also sent to after-school mediation.

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MTHE VICTIMS WILL HAVE BOTH EMOTIONAL AND

PSYCHOLOGICAL SCARS WHILE BULLYING WILL CONTINUE
FROM GENERATION TO GENERATION. VICTIMS STANDING
UP FOR THEMSELVES RARELY WORKS WITHOUT AN
EDUCATOR STEPPING IN.
Barone 97
Frank, September, Contemporary Issues Companion Series, Bullying Can Be Prevented,
http://infotrac.galegroup.com/itweb/?db=OVRC

Left unchecked, bullying in school can lead to tragic consequences

akin to the two cases mentioned above. Even when suicide or
murder is not the outcome, bullying can leave lasting emotional and
psychological scars on children. Furthermore, research has shown
that bullying can extend across the generations: the children of
bullies often become bullies themselves.
Why, then, do school officials, teachers, and parents often appear to take so little notice? One reason may
be because many adults consider bullying to be a normal part of growing up. Confronting a bully is

Unfortunately for the victim, the

age-old advice to "stand up to" the bully and fight back usually leads
to more violent bullying. Rarely does the bully back down. A second
reason why bullying continues unabated might be that educators
have become desensitized to bullying and do not even see it. Thus
they seldom report it. A third reason could be that the schools are overwhelmed by other
considered one of the "rites of passage" for a boy.

issues and problems outside of education with which they must deal. And finally, schools may not want to
identify bullying as a problem because they do not have the resources to address it.

M NO ONE BENEFITS FROM BULLYING - BULLYING IS

JUST AS DETRIMENTAL TO THE AGRESSOR THROUGH ITS
PERPETUATATION OF VIOLENCE
Smith-Heavenrich 01
Sue, May/June, Contemporary Issues Companion Series, Bullies in the Schoolyard.

The person most hurt by bullying is often not the victim but the
bully. The bully's behavior interferes with learning and friendships,
and later on with work, relationships, income, and mental health.
Children who bully tend to turn into antisocial adults and are more likely to commit
crimes, batter spouses, and abuse their children. One study shows

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that 60 percent of boys who were bullies in middle school had at
least one court conviction by the age of 24.

M BULLYING LEADS TO SUICIDE

Smith-Heavenrich 01
Sue, May/June, Contemporary Issues Companion Series, Bullies in the Schoolyard.

About one third of bullies are themselves victims of bullying, and a

recent study shows that these children have a higher risk of
depression and suicidal thoughts than other children. Clearly, being
a bully can be hazardous to your health. It is not so much the nature of the
harassment, whether verbal or physical, but the extent of the bullying that harms a child . Children
who are chronically targeted are likely to become increasingly
withdrawn from their peers and suffer increased risk of depression
and suicidal thoughts. Some actually end up killing themselves.

M BULLYING HALTS SOCIAL AND ACADEMIC GROWTH

CCFJS 96
Centre for Children and Families in the Justice System, Bullying: Information for Parents and Teachers,
http://www.lfcc.on.ca/bully.htm

Even when bullying does not drive victims to the extremes of

suicide, victims experience significant psychological harm which
interferes with their social and academic and emotional
development The sooner the bullying is stopped, the better for the long-term outcome for victims.
If bullying patterns are allowed to continue unchecked, there are
long-term outcome for victims. A follow-up study by Olweus (1993b) found that by the
time former male victims of bullying were in their early twenties, they had generally made a positive social
adjustment, as they had more freedom to choose their social and work milieu. However, they were more
likely to be depressed, and had lower self-esteem than a comparison group who had not been bullied

M BULLYING FOSTERS A CRIME-BASED MINDSET

CORRUPTING THE AGRESSORS FUTURE
CCFJS 96
Centre for Children and Families in the Justice System, Bullying: Information for Parents and Teachers,
http://www.lfcc.on.ca/bully.htm

The serious long-term outcomes for bullies are also important to

recognize. Bullies tend to become aggressive adults who stand a
much higher chance than average of obtaining multiple criminal
convictions (Olweus, 1979). These findings by Olweus and his group fit well with
other studies which have found exactly the same outcome for
children, especially males, who are aggressive as children.

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Alternatives
ALT SOLVES: NEGLECTING TO TAKE A STANCE ON BULLYING
ONLY ALLOWS ITS HARMS TO THRIVE
Smith-Heavenrich 01
Sue, May/June, Contemporary Issues Companion Series, Bullies in the Schoolyard.

The attitudes and behaviors of teachers and school staff strongly

determine the extent to which bullying manifests itself in school and
on the playground. Where bullying is tolerated, it flourishes. Teachers have a
tremendous amount of power to stop bullying behavior in their own classrooms by leading discussions in

Together, students and their teacher can define bullying as

unacceptable behavior, establish rules against it, and develop action
plans so that students know what to do when they observe a
bullying incident.
class.

ALT SOLVES: BULLYING IS NOT A RITE OF PASSAGE, IT

MUST BE REJECTED
McPherson 03
Karen, July 13, Post-Gazette National Bureau, Taking a Tough Stance Against Bullying, Lexis-Nexis

Bullying generally has been treated as an inescapable part of

childhood, but researchers in the United States, Canada, Norway and
numerous other countries now view bullying as a serious behavior
problem that can and should be prevented. A first step, they say, is
helping parents and teachers eradicate myths about bullying, which are
implicit in such phrases as boys will be boys and bullying makes
kids tough.

ALT SOLVES: BULLYING HAPPENS IN DEBATE MORE OFTEN

THAN KNOWN. THE VICTIMS WILL ONLY COME FORTH IF
THEY SEE THE BULLYS WILL BE PUNISHED FOR THEIR
BEHAVIOR.
Barone 97
Frank, September, Contemporary Issues Companion Series, Bullying Can Be Prevented,
http://infotrac.galegroup.com/itweb/?db=OVRC

bullying is not a rite of passage; if

left unchecked, it can lead to tragic consequences. However, he asserts,
bullying can be prevented by improving teacher supervision of the areas where it is most
likely to occur, as well as by training teachers to recognize bullying when it
happens. In addition to increased teacher awareness of bullying, Barone explains, bullies must
be held accountable for their behavior. If students see that bullying
is dealt with sternly, more victims will come forward to report it,
Contrary to popular belief, writes Frank J. Barone,

Barone points out. Barone is the principal of Amsterdam High School in New York.

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ALT SOLVENCY- YOU CANNOT COMPROMISE W/ BULLIES

AND THEIR SKEWING OF REALITY- VOTING THEM DOWN IS
THE ONLY MEANS OF CHANGING THEIR MINDSET.
CCFJS 96
Centre for Children and Families in the Justice System, Bullying: Information for Parents and Teachers,
http://www.lfcc.on.ca/bully.htm

Expect that the perpetrator(s) will minimize and deny his/her/their

actions and responsibility. Refer to school and class codes of conduct in telling the bully why
their behaviour was unacceptable. Tell them what behaviour you do expect of
them. Inform the bully(ies) of the sanctions which will be imposed and
that their parents will be involved. Reassure the victim that all possible steps will
be taken to prevent a recurrence.

ALT SOLVENCY- BULLIES MUST BE REJECTED IN ORDER TO

CORRECT THEIR MEANS OF THINKING
CCFJS 96
Centre for Children and Families in the Justice System, Bullying: Information for Parents and Teachers,
http://www.lfcc.on.ca/bully.htm

For the bully(ies), specific re-education, as to his/her/their behaviour,

is important, in addition to sanctions such as removal of privileges,
detention, etc. Some schools have had good success with in-school detention
situations where aggressive students must complete social skill modules designed to
reduce aggressive behaviour and develop empathy for others.

ALT SOLVENCY- THE BALLOT IS KEY TO CHALLENGING THE

SOURCE OF BULLYING
CCFJS 96
Centre for Children and Families in the Justice System, Bullying: Information for Parents and Teachers,
http://www.lfcc.on.ca/bully.htm
Also, adults must re-examine some of their own beliefs with regard to interpersonal behaviour before they
can intervene effectively. Many teachers and parents tell children not to "tattle," and to resolve their
problems themselves.

In the bullying situation, though, there is a power

imbalance of some kind which ensures that the victim always gets
the worst of the interaction. The victim and bully both need
intervention in order to stop the pattern.

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Answers To:
A/T: Any smart answer for how they do not link

THEIR NO LINK ARGUMENT OF (explain their no link) IS JUST ANOTHER

INSTANCE OF THEM BEING BULLIES. ACTION MUST BE TAKEN
OUTSIDE THE GENERAL AREA OF THE CLASSROOM.

Aluedse 06
(Oyaziwo, Professor at Ambrose Alii University, Bullying in Schools: A Form of Child Abuse in Schools,
Educational Research Quarterly, Vol. 30.1, pp.37-49)

even though counselors may be successful in designing and

implementing intervention programs that would address bullying in
schools, it is essential to recognize that students can be discreet in
devising ways to disguise acts of bullying, in order to escape
identification. An assistance counselor can render in this regard is imbuing in the teachers the
need to engage in some form of surveillance, which may be necessary to
detect acts of bullying occurring outside the general area of the
classroom (Peterson, 2005).
Generally,

A/T Were not bullying

DONT LET THEM TELL YOU THAT THEY ARENT BULLYING US THIS IS
EXACTLY WHAT BULLYS WOULD SAY.

MSF UNION 94
Amicus-MSF trade union, 1994, http://www.bullyonline.org/workbully/defns.htm

Bullying definitions:
Persistent,

intimidating or insulting behavior, abuse of power

which makes the recipient feel upset, threatened,

offensive, abusive,

unfair penal sanctions

or

Justin Herzig

Bullying K

17/16
humiliated or vulnerable, which undermines their self-confidence and which
may cause them to suffer stress

A/T This is not a hostile environment

THE ENVIRONMENT IN THIS ROOM CANNOT BE ANY CLOSER TO

HOSTILE. THEIR STRATEGY OPPOSES ANY CONSTRUCTIVE
TREATMENT AND ONLY DISEMPOWERS US.

WordNet 03
Wordnet 2.0, Copyright by Princeton University, http://www.wordreference.com/definition/hostile

Hostile: marked by features that oppose constructive treatment or

development; "not able to accomplish much in such a hostile
environment"
A/T Apology or saying sorry

APOLOGIZING OR WORKING THINGS OUT DOES NOT SOLVE THE

PROBLEM

Curriculum Review 06
(January, Paperclip Holdings, Vol. 45 Issue 5, p.6-7, Tips for effective bullying intervention)

Do not require the students to meet and "work things out." Unlike
conflicts, bullying involves a power imbalance that means this
strategy will not work. Trying to find a way to "work things out" can
re-traumatize the student who was bullied and does not generally
improve relationships between the parties. Instead, encourage the student who
bullied to make amends in a way (after follow-up with an adult) that would be meaningful for the child who
was bullied.

Justin Herzig

Bullying K
18/16

A/T Apology or saying sorry

DONT LET THEM SAY THEY ARE NOT BULLIES. THE TERROR HAS
ALREADY BEEN CREATED. YOU, THE JUDGE, AS THE BYSTANDER
MUST TAKE ACTION TO STOP THIS INSTANCE OF BULLYING

Levinson and Levinson 05

(Katherine and Martin, Martin has a Ph.D. and is head of the school based drug prevention program
PROJECT SHARE and writes ETC books, Katherine has a Ph.D. and is an education consultant for NY city and
writes and studies popular culture and education, A GENERAL SEMANTICS APPROACH TO SCHOOL-AGE
BULLYING)

bullies are not

distinguishable by appearance or group identification, but by how
they act. Bullies "bully" a conscious, deliberate hostile activity
intended to terrorize and harm others through the threat of further aggression.
(Coloroso, p. 13.) Once this terror is created, the bully is able to act
without fear of recrimination or retaliation, because the target often
feels so powerless that he or she will rarely fight hack or tell anyone
about the bullying. Bystanders often remain silent or even "egg on"
the bully, so the pattern of violence is easily sustained in the school
environment.
Because bullying cuts across all national, cultural, ethnic, and religious groups, etc.,