Tuesday, September 18, 2018 Noon – 1:00 pm ET (11 am CT/ 10 am MT/ 9 am PT)
This is a live webinar with time for questions and answers at the end of the presentation.
The prevalence of bullying – which affects roughly one in five students – underscores the importance of studying its underlying factors. Research has found that children who bully often lack empathy for their peers and endorse egocentric thinking to a higher degree than do victims and bystanders of bullying. Participation in bullying may also reflect the types of intelligence that children possess. Of the seven commonly accepted types, intrapersonal intelligence and interpersonal intelligence have received attention for their potential connection to bullying. Intrapersonal intelligence describes the ability to understand the self, including one’s inner feelings, strengths and weaknesses. Conversely, individuals with interpersonal intelligence excel in relating to others, a result of their ability to understand their peers’ moods, motivations and intention.
Over the past decade, Dr. Susan Swearer has developed and implemented a data-based decision-making model for responding to bullying among school-aged youth and has conducted school staff trainings to establish cost-effective and data-based strategies to reduce bullying behaviors. She is the co-author of “Bullying Prevention and Intervention: Realistic Strategies for Schools” (2009) and co-editor of the books “Handbook of Bullying in Schools: An International Perspective” (2010) and “Bullying in North American Schools, 2nd edition” (2011). Her current research projects include the development of a cognitive-behavioral intervention for youth who bully others; factors that influence the development of kindness and bravery; using participatory action research to change local norms related to bullying; and other studies that can be found at the Empowerment Initiative.