Executive Summary
The following report details the proceedings and recommendations of the March 21, 2000 Youth Forum held in Surrey, B.C., entitled "Diversity and Respect for All". The forum was designed to allow local youth to learn about discrimination and diversity, to identify local issues/needs and to discuss appropriate responses and recommendations.
Prior to the forum, on March 11, 2000, a 14 year old Surrey youth committed suicide, leaving a note citing bullying as the reason. Youth at the forum focussed on this event and on bullying in general as a form of harassment/discrimination. They described it as prevalent, often ignored by adults/'helpers' and produced recommendations aimed at addressing the issue.
OPTIONS: Services to Communities Society (OPTIONS) staff who attended the forum have added information to this report to assist parents, professionals, youth and community members in preventing or managing bullying and other forms of discrimination incompatible with the "Respect for All" vision. OPTIONS also established a web site for 'bullying' information
(URL: https://www.angelfire.com/bc2/bullying) and will be supporting a working group of teens who declared their commitment to working towards the vision on an ongoing basis.
TABLE OF CONTENTS
The Report 3
The Issue 5
Recommendations 8
Action Plan 12
Appendix A - Flip Chart Notes 14
B - Staff Observations 19
C - Theory (of bullying) 22
D - Preventing Bullying 24
E - Tips for Parents 26
F - Web Sites of Interest 28
G - Recommended Resources 29
H - References 31
Prepared by: Dave Blair, Don Lasell, Linda Anderson,
Patricia Fortier, Barb Langham, Shirley Runté
Discussion Paper
REPORT AND RECOMMENDATIONS
FROM THE YOUTH FORUM ON
DIVERSITY AND RESPECT FOR ALL
INTRODUCTION
The following report outlines the process, recommendations and plans of the 'Diversity and Respect For All' youth forum held on March 21, 2000.
The forum was planned as a 'Day to Eliminate Racism' event, however as the day progressed, the focus broadened to look at other forms of discrimination and hate. We looked at developing a positive vision which is incompatible with these 'isms' - a vision where diversity is valued and all people are respected.
OVERVIEW
Funding & Support
The forum was funded by the Province of British Columbia, Ministry of Attorney General, the Ministry Responsible for Multi-culturalism, and supported by 'in kind' contributions from the Surrey Public Library and OPTIONS: Services to Communities Society. A number of individuals also volunteered to make the event a success (Dalbir Dosanjh, Kimm Davis, Don Lasell, Sepia Dhar and Patricia Fortier).
The Plan
The following outlines the initial plan for the forum as proposed; implementation varied as necessary.
i. Purpose:
To engage local motivated youth in identifying community issues related to 'racism', diversity and the need for respect between people. Also, to facilitate the exploration of action plans and available resources, and to support the implementation of the agreed upon action plan - i.e. to change the world into a place where all people are respected and valued.
ii. Format:
A half day event, from 9:30 p.m. - 2:00 p.m. on March 21, 2000 for Surrey youth. Invitations will be sent to all Surrey High Schools, Colleges and Youth Centers. Pre-registration will limit participant attendance to the facility capacity (50).
Generation Why? TV show and/or OPTIONS will tape the event and 'air' the content on the live portion of the TV show, thus creating a larger immediate impact. The discussion and results from the TV show will be released in a report, posted on the Internet at the Wet Graffiti Youth Ezine site.
iii. Forum Agenda:
1) Welcome and Introductions.
2) Overview of the Issues - Presentation of demographics, human rights, diversity and related issues.
3) Small group work to identify and detail local issues - Groupings by Town Center will ID the diversity related activity required, what strength or resources exist within the area and what opportunities exist to strengthen diversity and respect between people.
4) Reporting back to large group - Record feedback on flip charts, flag issues that are common to multiple Town Centers.
5) Break and Snacks/Pizza.
6) Small group work to brainstorm action and/or solutions to match identified issues.
7) Presentation on existing resources and action linkages, i.e. Not In Our Town, School - Multi-cultural Groups, Provincial Hate Crime Unit, Surrey/Delta Multi-cultural Community Co-ordinating Society (SDMCCS), Conflict Mediation Society, etc.
8) Large group review and recording of suggested action - Record all on flip charts.
9) Large group discussion of potential solutions and subsequent voting to identify priorities (three dots/votes per participant).
10) Discussion and recording of agreed upon next steps.
It is expected a report will be produced and distributed to interested groups. Furthermore, we expect an action plan will be developed and that participating youth will be supported by OPTIONS in implementing the plan.
The Outcomes
The event followed the above plan. About 50 people attended the forum (the 'fire' limit). The general feedback of participants and organizers was very positive. Evaluation forms showed a
high rate of participant satisfaction with the event. The video, 'Courage to Stand' was seen by some teens as 'needing improvement'.
Identified Needs and/or Problems
The teens at the forum identified a wide range of problems related to discrimination and/or hate activity. They talked about local discrimination based on 'race', ethnicity, religion, perceived sexual orientation, clothing, etc. This discrimination often results in 'bullying'. Given the recent suicide of a 14 year old boy in Surrey, bullying became the focus of many, if not all, small group discussions. It was the general consensus of the forum that bullying is a significant problem which ought to be made a priority. Teens described the problem as being so prevalent youth just take for granted they will be teased and bullied; it was just a question of by whom. They also felt adult 'helpers' also accepted bullying and teasing as 'normal' and therefore, adults do not intervene even to 'very hurtful situations'. They also noted that adults often think someone else will address the protection and support needs of more vulnerable and harassed teens.
THE ISSUE
Teens at the forum identified 'bullying' as a high priority local issue.
A Definition
Bullying may take many forms. Sometimes it is overt and obvious. At other times it may be hidden and subtle. Bullying is not easy to define. It may be:
• physical pushing, kicking, hitting, pinching and other forms of violence.
• verbal name-calling, sarcasm, spreading rumours, persistent teasing.
• emotionally excluding someone from friendship groups through ridicule and humiliation.
• racist/racial taunts, graffiti, gestures.
• sexual unwanted physical contact or abusive comments.
• repeated hurtful acts one-against-one or several-against-one.
Youth further described bullying as:
• being teased
• having your bag and other possessions taken
• being forced to hand over money
• being attacked because of religion, gender or colour
• being ignored or left out
• being threatened
Isolated hurtful acts may not necessarily constitute bullying, but may simply be a part of youth learning to live and play together.
No One is Immune
Teens felt anyone can be subjected to bullying. It may be the case that some youth are bullied because they are different in some way (i.e. they may have a disability, dress differently, or speak with an accent); but many other youth are bullied for no obvious reason. Often persons who are bullied are less able or inclined to defend themselves in an effective way.
Acknowledging that a youth is bullied for a reason may also be seen as justifying the bully's behaviour. For example, making a youth lose weight so bullies will stop calling them "Fatty" may suggest to a youth that the bullying is his/her own fault. However, youth who persistently bully, ridicule and name-call, may be as in need of protection/intervention as the bullied youth.
Who are the Victims?
Not all teens are equally likely to be victimized by bullying behaviour. Those youth who are more prone to be picked upon tend to have the following characteristics:
• low self-esteem
• insecurity
• lack of social skills
• failure to recognize social cues
• cry or become emotionally distraught easily
• unable to defend or stand up for themselves
Some youth actually seem to provoke their own victimization. These children will tease bullies, often making themselves a target by egging the person on. They do not know when to stop and are not able to effectively defend themselves when the balance of power shifts to the bully.
Youth who are not bullied tend to have better social skills and conflict management skills. They are more willing to assert themselves about differences without being aggressive or confronting. They suggest compromises and alternate solutions. They tend to be more aware of people's feelings and are the children who can be most helpful in resolving disputes and assisting other youth to get help.
What are the Signs of Bullying?
A youth may indicate by their behaviour that he or she is being bullied. If a youth shows some of the following signs, bullying may be responsible. Teens should be asked if someone is bullying, harassing or threatening them.
Observable behaviours may include:
• fear of walking to and from school • start stammering
• changing their usual route • lack confidence
• not wanting to go on the school bus • become distressed and anxious
• begging to be driven to school • stop eating
• being unwilling to go to school • attempt or threaten suicide
(or be 'school phobic') • cry themselves to sleep
• feeling ill in the mornings • have nightmares
• not trusting people, including those • ask for money or start stealing
who care about them (to pay the bully)
• beginning to do poorly in their • continually 'lose' their pocket money
school work • refuse to talk about what's wrong
• coming home regularly with clothes • have unexplained bruises, cuts, scratches
or books destroyed • begin to bully other youth
• come home hungry • siblings become aggressive and unreasonable
(when dinner money has been stolen) • have their possessions go missing
• become withdrawn • give improbable excuses for any of the above
What are the Effects of Persistent Bullying?
Persistent bullying can result in:
• depression, low self-esteem, shyness
• poor academic achievement
• isolation
• threatened or attempted suicide
What Other Factors Contribute to Bullying?
Teens also identified a number of factors that contribute to discrimination and bullying:
• teasing occurs very frequently (however, the distinction between teasing and bullying is very subjective)
• teasing often identifies teens who are not able to effectively defend themselves to 'bullies'
• teasing often leads to bullying
• the 'code' that teens should not 'rat' or 'tattle' isolates the victims of bullying
• the change from Elementary School to Secondary School is a time during which teens are anxious, as there are many students whom they do not know
• as a means of defending or protecting themselves, teens stay in closed 'groups' and these groups do not interact with others
• this closed group formation isolates teens which leads to perceptions that other groups are different
• this isolation can lead to group conflict and/or the group picking on individuals different from themselves
• that schools, community, neighbourhoods and individuals tend to view the addressing of bullying as "not their job"
• that schools, community, neighbourhoods and individuals tend to be isolated and therefore, do not really interact in a way that fosters the development of relationships.
The following recommendations are the result of a large group brainstorming session that looked at various organizations and their role in addressing the issues. The following recommendations appear as they were made by youth participants at the forum.
Schools:
• implement peer mediation and counselling
• Surrey wide interschool student group (focus on fun, build community, train teachers, counsellors)
• younger counsellors
• list of resources posted in schools; should be more confidential and accessible; introduce cultural sports, music, etc.
• program for character development for all
• multi-cultural magazine covering cultural events, cartoons, youth; electronic version; school club that recognizes and celebrates diversity
• sponsors for neighbourhood events, business community involvement, educating parents, workshops, information systems
• combat 'tattle telling/snitch' message
• weekly/monthly multi-cultural lunch and day one to one contact
• developing a class code of conduct with regard to treatment of other students, with specific reference to bullying and exclusion of other students. Both desirable and unacceptable behaviour should be simply and clearly defined and written down, with student input.
• follow up with immediate, consistent, non-violent consequences for all bullying and aggressive behaviour
• recognize and praise positive, friendly, and supportive behaviours of students toward one another on a frequent basis
• teaching of non-violent, non-racist, and non-sexist ideas, values and behaviours, as a core part of the every-day curriculum.
• teach social skills, including communication, making friends, accepting feedback from others, conflict resolution, appropriate assertiveness, and problem-solving
• have teachers model positive, respectful, and supportive behaviour toward students
• using co-operative learning groups to include less popular, more timid children in small, positive and accepting social groups
General Recommendations
1) Include diversity, human rights and other topics related to increasing tolerance, respect and appreciation for other people at all levels of the curriculum (i.e. K-12)
2) Train professionals and schools/systems working with youth to consistently identify and track potential and current bullies/harassers and victims, and ensure effective, clear and thorough responses address the needs of those identified.
3) Organize and support proactive relationship building opportunities for youth, neighbourhoods and communities.
4) Respond clearly to all youth with clear messages to incidences of hate crime, homophobia, racism, bullying and other human rights violations that any local youth may be aware of.
5) Teach that "pushing people away or hating them without knowing them is not good, and that getting to know people and understanding them is fun and exciting - that's the way people get along best".
NOTE: Many of the ideas for schools were applicable to the other groups as well and have not been repeated below.
Parks & Recreation:
• wilderness challenge to build youth leadership
• Value clarifications/leadership activities
• maintain parks more (i.e. all seasons)
• more opportunities to get to know each other - more accessible
• youth groups for youth by youth
• mixed team sports day - youth day
• excursions to a variety of places of worship (or open houses at each)
• partnerships with community, schools, cultural
• vibrant, teen painted walls, youth friendly, youth participation
• youth council and advisories
• wall murals community building events; Expand "Nights Alive" to be more cultural
General Recommendations
1) Provide wide range youth programming and facilities to ensure a 'fit' for each youth (something for everyone).
2) Include programming that specifically enhances relationships and understanding between people and cultures and explicitly respects and values all people.
3) Review all current programs and facilities to ensure they are not by design or operationally exclusive.
Police:
• emphasis on preventing discrimination (talks)
• more approachable
General Recommendations
1) Take the time to actually help teens in need, be more aware of teens in need and do not discount 'trivial' complaints.
2) Charge (or recommend charges against) teens who commit crimes against other teens, especially assault, and uttering threats.
3) Hire more police from 'groups' that have been discriminated against.
OPTIONS: Services to Communities Society:
• more teen programming
• dances or other teen events
• make teens aware of services. OPTIONS to go to schools and talk about issues. Have youth awards for teens who fight bullying or make positive efforts around this issue.
General Recommendations:
1) Make bullying a priority in youth programming.
2) Increase services of the Multilingual Crisis Line.
3) Work to increase collaboration around these issues.
4) Hold another rally, this one for youth; repeat the 'Right From The Start" project idea aimed at bullying at the Grade 4, 7 and 8' level.
5) Provide information to teens about help and the issues through a variety of means (talks, postings, phone, email , web site, etc.).
Community:
• adopt a street and clean it up
• education across all of Surrey
• float on parade
• mall display
General Recommendations:
1) Everyone make this a priority - to build relationships, goodwill and understanding between all people, families, groups and communities.
2) Everyone make this a priority - respond quickly and clearly to people in need of protection from harassment or bullying and to aggressive, discriminating or bullying people.
[From the Youth Forum]
"Each person is either part of the solution or part of the problem. If you are not aware you need education/information/sensitivity, if you ignore you condone and send the message it's 'OK', if you take a stand in any way you are part of building a better community for all of us. Some children don't know what they are doing is wrong, they need help. Some children have no peer support and are very sensitive to teasing/harassment/bullying and they are too embarrassed to ask for help. They need help too. Probably sooner than later. Step up, take a stand and build a better world"
Libraries:
• promote poetry/diversity contest
• continue being a partner; more literary activities that address issues e.g. Festival for a Day, more advertising
General Recommendations:
1) Continue "X-CELL-ANT" support of youth forums and programing
2) Have help and reference information available
3) Sponsor more interactive youth events like the OPTIONS youth forum
4) Set up and support reading groups for teens that share information on broad issues.
Teens:
• teens to go into elementary school to talk about bullying and how to deal with it
• change attitude about tattle telling/snitching
• have respect for all and do not tease if you are not sure the other person will enjoy it
• support those who are less able to defend themselves
• another forum and other roles/activities as a way to plan and check progress on plans
General Recommendations:
1) Be part of the solution; get involved, educate yourself or help ensure no person is bullied or discriminated against.
The schools and youth programs should aim to:
• identify groups of students with a history of bullying behaviour
• identify students at risk of being targeted
• identify areas in which bullying frequently happens
• identify times when bullying peaks
• codify forms of bullying
Summary of Recommendations:
While teens at the forum had specific ideas for specific organizations, the theme was clear and repeated. All groups need to make this a higher priority, and they all need to work together. Teens felt all groups saw bullying as a low priority and/or someone else's 'job'. Many of the suggestions that flowed from this perspective dealt with building partnerships, holding events for schools, community and neighbourhoods to get to know each other. Teens and youth workers realized they do not have all the answers, but if we work together, it is a really good start.
ACTION PLAN
About 30 teens committed themselves to ongoing work on the issue of bullying. This will include:
• their appearance as a delegation to present recommendations to Penny Priddy, the Minister of Education, as she had requested
• meeting at least monthly at OPTIONS to work on the recommendations listed below
OTHER SUGGESTED ACTIVITIES:
Research
On youth's views through discussion/focus groups led by trained student volunteers and OPTIONS staff. This would involve a small group of youth over a period of 3 weeks. The findings will be collated into a report which will be distributed to relevant organizations and individuals.
Human Rights Workshops
Volunteers from Not In Our Town (NIOT) are available to talk about the project's work and bullying in the wider sense. These workshops will help participants understand the laws, issues, local needs and appropriate action.
Community Safety Anti-Bullying Competitions
Youth to design a Community Safety Media (poster, article, video, etc.) for "NIOT Youth Against Bullying".
Internet Workshops
For youth on how to access Community Safety Anti-Bullying web pages and produce a report on bullying by compiling information from the internet. Tutorial packages will be available and parent volunteers or teachers trained to use them with youth.
Anti-violence Presentations
Talks by human service workers, anti-domestic violence staff and help line workers talking about the work they do in supporting different people, who have been victims of bullying and how people overcome the effects of bullying.
Community Safety Poetry Competition
Youth and adults are eligible to enter. The poem could be about personal experiences, problems, solutions; it could be from the point of view of the victim, the bully or a witness; it could be funny, sad or scary.
Bullying Resource Library
The resource library, containing videos, books, articles, etc. will be available to all participating organizations.
Personal Community Safety Agreements
Created in partnership between youth and their grandparents aimed at bridging gaps between age groups and promoting understanding of others. These have been used in Britain and have proved useful.
Theater/Education Workshops
Performance on the theme of bullying by drama students {e.g. Total Respect of Others (TROO)} with follow-up workshop for youth.
APPENDIX A
Flip Chart Notes
The following are flip chart notes taken from the summaries of the small group exercises and are included here to provide a feel for the teen discussions. Much of the discussion followed the format of responses to questions related to the video The Courage to Stand. The video looks at incidents of hate in the Okanagan Valley and Surrey, and the strength and courage of British Columbian communities in response.
• Going to authority figures can worsen the bullying
• Education for youth by youth
• Character development (confidence, self-respect, having an opinion)
• Fear holds people back (support, educate)
• Leading by example (saying or doing something nice or respectful)
• Community involvement (taking a stand, acceptance)
GROUP I
1. How does the group think and feel about the video?
• not effective
• didn't bring out emotions
• jumping topics
• how communities work together
To change this we should:
• focus on one subject
• more action less talking
• some points were effective
• took someone's' life before action took place
2. Why and how did these B.C. communities respond differently than many other communities?
• communities respond differently
• (the response was) more public
• started group before someone had to die
• educated/aware
• here (doesn't matter)
3. What are the problems that youth see in Surrey, that are related to these types of issues?
• conflicts in schools
• Indo Canadian / White
• mostly youth (this generation)
4. What can Surrey based organizations (schools, ministry, businesses, and the Province) do about these issues?
• rules that are not enforced
• multi-cultural clubs
• clique groups / some cultures hang together
What To Do:
• in school, multi-cultural event
• encourage action (schools)
• more action/contests/events
• acting out / dances
• counsellor (not always available)
• teachers
• tell a friend
• peer counsellor
• groups
GROUP II
1. How does the group think and feel after watching the video?
• Disgusted, saddened, frightened, appalled, showed ignorance, surprised (re: suicide of 14 yr. old).
2. Why and how did these B.C. communities respond differently than many other communities?
• Not large urban centers, younger generation was looking for a cause, growing community, hate groups looking for -- not decipherable, stable older population is threatened, crisis pulled community together.
3. What are the problems that youth see in Surrey, that are related to these types of issues?
• Homophobia, racism, bullying (groups to belong, set selves above, insecure, words have subconscious power, attention, appropriation of language, ageism).
• Subtle "isms", more of them harder to fight. (Family influence)
4. What can Surrey based organizations (schools, ministry, businesses, and the Province) do about these issues?
• Workshops for teachers not just around awareness but around prevention. One on one contact, multi-cultural week, zero tolerance (appropriate consequences, thinking through, make them tell you why?)
5. What can this group do?
• Hypersensitive issue, personal cost, fear, own personal values
6. What resources will be needed? (support and follow up)
• Challenge people in our day to day lives, diplomatic approach, parents should be more concerned with what kids watch on TV.
GROUP III
1. How does the group think and feel after watching the video?
• It made us aware of the bigger picture. It's encouraging, empowering to know there is something we can do. It was disturbing, uncomfortable at the amount of hate some people have.
2. Why and how did these B.C. communities respond differently than many other communities?
• They pulled together and took a stand to fight against it. They responded because that man was there, they had the incentive. It was not only with their own group but they spread it into other communities.
3. What are the problems that youth see in Surrey, that are related to these types of issues?
• racism on both sides (segregation within different communities)
• the issue with the gay/straight alliance groups
• for youth in schools in Surrey, the youth aren't getting an opportunity to voice their opinions
• bullying
• racist jokes
4. What can Surrey based organizations (schools, ministry, businesses, and the Province) do about these issues?
• Have more programs like the YES program in schools
• More awareness and make more of an issue out of it with programs
• Get the entire community involved (schools, minister, youth, parents, businesses, etc.)
• Have more workshops like this (e.g. how to be more assertive)
5. What can this group do?
• If it doesn't affect them they let it brush off and leave it to someone else to deal with
• Fear
• How they are raised, environment, not having the skills
• Get the word out by having workshops like this
• If you hear something negative, comment on it, because there's a definite message there
• You have to get parents involved
• You have to learn to accept it not tolerate it
• Learn about it
• Support programs
• Get the facts out there
• Make it compulsory
• School should offer more courses on other backgrounds
• Stop looking at the past and work with the problems now
GROUP IV
1. How does the group think and feel after watching the video?
• racism exists!
• give respect to others, feel more comfortable with white male
• fight against racism
2. Why and how did these B.C. communities respond differently than many other communities?
• closer communities, more used to people from different backgrounds.
3. What are the problems that youth see in Surrey, that are related to these types of issues?
• stereotype, prejudice
• popularity depends on how you are treated!
• break ups in different ethnic groups.
• depending on the clothes they wear.
4. What can Surrey based organizations (schools, ministry, businesses, and the Province) do about these issues?
• it's always gonna be there!
• schools have tried but it depends on individual
• police (need) money towards these issues
• more activities with different groups so people become familiar with each other
5. What can this group do?
• afraid to do things by themselves
• scared for their safety
• try to get groups behind an issue
• people are lazy, age (old people can't do much)
• language
• money
• resources
ISSUES
• racism
• bullying (power & control)
• What can we do to help? have respect, be confident, speak out ...
APPENDIX B
Staff Observations
Special attention and steps must be taken to uncover covert bullying in order to identify, name and confront these behaviours. Covert behaviours include verbal threats and abuse, rumours and social isolation.
The bullying prevention/intervention programs discussed have several factors in common:
• A positive focus. They all include peer mediation, skill development and education to build an understanding of conflict resolution;
• Acknowledgment of the behavioural context, rather than focusing on individual behaviour alone. Bullying is not a personality trait, but a response to circumstances. Researchers have found the majority of students do not like bullying, but
